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# Pedagogy Show all Pedagogy

## Quantitative Skills

90 matchesResults 1 - 20 of **90 matches**

Northwest Passage part of Pedagogy in Action:Library:Teaching with Google Earth:Examples

An investigation of changes in polar regions using Google Earth.

How Do We Estimate Magma Viscosity? part of Pedagogy in Action:Library:Teaching with SSAC:Examples

SSAC Physical Volcanology module. Students build a spreadsheet to examine how magma viscosity varies with temperature, fraction of crystals, and water content using the non-Arrhenian VFT model.

Bubbles in Magmas part of Pedagogy in Action:Library:Teaching with SSAC:Examples

SSAC Physical Volcanology module. Students build a spreadsheet and apply the ideal gas law to model the velocity of a bubble rising in a viscous magma.

Porosity and Permeability of Magmas part of Pedagogy in Action:Library:Teaching with SSAC:Examples

SSAC Physical Volcanology module. Students build a spreadsheet for an iterative calculation to find volume of bubbles and hence porosity, permeability and gas escape as a function of depth.

What is the Volume of the 1992 Eruption of Cerro Negro Volcano, Nicaragua? part of Pedagogy in Action:Library:Teaching with SSAC:Examples

SSAC Physical Volcanology module. Students build a spreadsheet to calculate the volume a tephra deposit using an exponential-thinning model.

What is the Relationship between Lava Flow Length and Effusion Rate at Mt Etna? part of Pedagogy in Action:Library:Teaching with SSAC:Examples

SSAC Physical Volcanology module. Students use Excel to determine a log-log relationship for flow length vs effusion rate and compare it with a theoretical expression for the maximum flow length.

What is the Volume of a Debris Flow? part of Pedagogy in Action:Library:Teaching with SSAC:Examples

SSAC Physical Volcanology module. Students build a spreadsheet to estimate the volume of volcanic deposits using map, thickness and high-water mark data from the 2005 Panabaj debris flow (Guatemala).

How Does Surface Deformation at an Active Volcano Relate to Pressure and Volume Change in the Magma Chamber? part of Pedagogy in Action:Library:Teaching with SSAC:Examples

SSAC Physical Volcanology module. Students build a spreadsheet to examine and apply the Mogi model for horizontal and vertical surface displacement vs. depth and pressure conditions in the magma chamber.

Shaking Ground - Linking Earthquake Magnitude and Intensity part of Pedagogy in Action:Library:Teaching with SSAC:Examples

An in-class activity for connecting earthquake magnitude, shaking, and intensity.

Carbon Sequestration in Campus Trees part of Pedagogy in Action:Library:Teaching with SSAC:Examples

Spreadsheets Across the Curriculum module. Students use allometric relationships to calculate tree mass from trunk diameter in a stand of trees in the Pacific Northwest.

Frequency of Large Earthquakes -- Introducing Some Elementary Statistical Descriptors part of Pedagogy in Action:Library:Teaching with SSAC:Examples

Spreadsheets Across the Curriculum module. Students examine the number of large earthquakes (magnitude 7 and above) per year for 1970-1999 and 1940-1999. QL: descriptors of a frequency distribution.

Flood Days and Good Canoeing Days at Congaree National Park part of Pedagogy in Action:Library:Teaching with SSAC:Examples

SSAC Geology of National Parks module/Geology of National Parks course. Students calculate probabilities using USGS hydrograph data, a spreadsheet of daily stage heights, and the COUNTIF function.

How Do We Estimate Melt Density? part of Pedagogy in Action:Library:Teaching with SSAC:Examples

SSAC Physical Volcanology module. Students build spreadsheets to estimate melt density at high temperatures and pressures from the thermodynamic properties of silicates.

How are Flow Conditions in Volcanic Conduits Estimated? part of Pedagogy in Action:Library:Teaching with SSAC:Examples

SSAC Physical Volcanology module. Students build a spreadsheet to calculate velocity of rising magma in steady-state Plinian eruptions using conservation of mass and momentum.

Independent Samples t-Test: Chips Ahoy® vs. Supermarket Brand part of Pedagogy in Action:Library:Testing Conjectures:Examples

In this hands-on activity, students count the number of chips in cookies in order to carry out an independent samples t-test to compare Chips Ahoy® cookies and a supermarket brand. It can involve discussion of randomness and independence of samples, comparing two parameters with null and alternative hypotheses, and the practical issues of counting chips in a cookie.

Using Your Hair to Understand Descriptive Statistics part of Pedagogy in Action:Library:Testing Conjectures:Examples

The purpose of this activity is to enhance students’ understanding of various descriptive measures in statistics. In particular, students will gain a visual understanding of means, medians, quartiles, and boxplots without doing any computations by completing this activity.

A ducks story- introducing the idea of testing (statistical) hypotheses part of Pedagogy in Action:Library:Testing Conjectures:Examples

The ideas and vocabulary of testing statistical hypotheses, from research question to conclusion, are introduced using a simple story regarding a population proportion and a small sample using the binomial table to find the p-value.

An In-Class Experiment to Estimate Binomial Probabilities part of Pedagogy in Action:Library:Testing Conjectures:Examples

This hands-on activity asks students to conduct a binomial experiment and calculate a confidence interval for the true probabiity. It is useful for involving students, and for having a discussion about the interpretation of confidence intervals and the role of sample size in estimation.

Seeing and Describing the Predictable Pattern: The Central Limit Theorem part of Pedagogy in Action:Library:Testing Conjectures:Examples

This activity helps students develop a better understanding and stronger reasoning skills about the Central Limit Theorem and normal distributions. Key words: Sample, Normal Distribution, Model, Distribution, Variability, Central Limit Theorem (CLT)

Reasoning About Center and Spread: How do Students Spend Their Time? part of Pedagogy in Action:Library:Testing Conjectures:Examples

This activity helps students develop better understanding and stronger reasoning skills about distributions in terms of center and spread. Key words: center, spread, distribution