Quantitative Skills, Thinking, and Reasoning ActivitiesHelp
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Investigating Earthquakes: GIS Mapping and Analysis (College Level)
This is a college-level adaptation of a chapter from the Earth Exploration Toolbook. The students download global quake data over a time range and use GIS to interpret the tectonic context. -
Comparing Carbon Calculators
Mark McCaffrey, National Center for Science Education
Carbon calculators, no matter how well intended as tools to help measure energy footprints, tend to be black boxes and can produce wildly different results, depending on the calculations used to weigh various ...
Where is that chunk of crust going?
Vince Cronin, Baylor University
I introduce students to GPS, frames of reference, and the permanent GPS stations in the EarthScope Plate Boundary Observatory (PBO) in class, and obtain near-real-time data for two stations from UNAVCO. We use ...
Calculation of your personal carbon footprint
Scott Giorgis, University of Wisconsin-Madison
This worksheet walks the students through the steps for calculating their personal carbon footprint. Additionally it helps them consider options for reducing their carbon footprint and the potential costs of those ...
Estimating Exchange Rates of Water in Embayments using Simple Budget Equations.
Keith Sverdrup, University of Wisconsin-Milwaukee
Simple budgets may be used to estimate the exchange of water in embayments that capitalize on the concept of steady state and conservation principals. This is especially true for bays that experience a significant exchange of freshwater. This exchange of freshwater may reduce the average salt concentration in the bay compared to seawater if it involves addition of freshwater from rivers, R, and/or precipitation, P. Alternatively, it may increase the average salt concentration in the bay compared to seawater if there is relatively little river input and high evaporation, E. Since freshwater input changes the salt concentration in the bay, and salt is a conservative material, it is possible to combine two steady state budgets for a bay, one for salt and one for water, to solve for the magnitude of the water flows that enter and exit the bay mouth. Students will make actual calculations for the inflow and outflow of water to Puget Sound, Washington and the Mediterranean Sea and compare them to actual measured values.
How Does Surface Deformation at an Active Volcano Relate to Pressure and Volume Change in the Magma Chamber?
Module by Peter LaFemina, Penn State, State College, PA. This cover page by Ali Furmall, University of South Florida, now at University of Oregon.
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.
How Do We Estimate Magma Viscosity?
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
Module by Chuck Connor, University of South Florida, Tampa. This cover page by Ali Furmall, USF, now at U. Oregon.
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.
What is the Volume of the 1992 Eruption of Cerro Negro Volcano, Nicaragua?
SSAC Physical Volcanology module. Students build a spreadsheet to calculate the volume a tephra deposit using an exponential-thinning model.
Porosity and Permeability of Magmas
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.