Unit 3: Getting started with GPS data part of GPS, Strain, and Earthquakes
This unit provides essential background information on GPS (global positioning system) and reference frames. Students learn how to access GPS location and velocity data from the Network of the Americas (NOTA). They ...

Unit 1-TLS: Introduction to TLS part of Analyzing High Resolution Topography with TLS and SfM
Field experience using geodetic and geophysical tools provides a unique opportunity for upper-level undergraduates to learn research skills applicable to their future graduate research or career path. This unit ...

Unit 1-SfM: Introduction to SfM part of Analyzing High Resolution Topography with TLS and SfM
This unit introduces students to Structure from Motion (SfM). SfM is a photogrammetric technique that uses overlapping images to construct a 3D model of the scene and has widespread research applications in ...

Lab 2: Earth's Frozen Oceans part of EarthLabs for Educators:Climate and the Cryosphere
The lab activity described here was developed by Erin Bardar of TERC for the EarthLabs project. Summary and Learning Objectives In Part A, students will learn about how sea ice forms and influences ocean currents ...

Back-of-the-Envelope Calculations: Weight of Gold part of Quantitative Skills:Activity Collection
Question Let's suppose that you have a shoe box full of water (the box is waterproof, of course). The shoe box weighs about 9 kg (19.8 pounds). Suppose you emptied the box and filled it completely with rock ...

HydroViz virtual hydrologic observatory part of Pedagogy in Action:Library:Teaching with Google Earth:Examples
HydroViz is an educational "virtual" hydrologic observatory developed for a "real" watershed and is based on integration of field data, remote sensing observations and computer simulations of hydrologic variables and processes. The main purpose of HydroViz is to support hydrology education in engineering and earth science courses.

Flipping a Geology Class part of Videos:Video Gallery
This video describes the characteristics of our flipped introductory geology class with a focus on what students do before coming to class. We discuss the research behind why we wanted to adopt a flipped format and describe how we adapted the delivery of content to include a mix of in- and out-of-class activities. We specifically discuss the use of short videos to support pre-class learning and how this has increased the time available in class for active learning exercises. Finally, we present the results of some of our research that shows that students learn more from viewing the videos than from reading equivalent textbook passages.

Heat Transfer part of Videos:Video Gallery
A visual demonstration of explanation of convection, conduction, & radiation

A Beginner's Guide to Creating Short Instructional Videos part of Videos:Video Gallery
Suggestions for instructors who are considering creating their own short videos. We provide guidance on research-based design elements and key steps in the process including writing a script, building a storyboard, and balancing the use of visuals, narration and text. We focus on the use of relatively basic tools for organizing information, non-professional tools for capturing images (phones, cameras), and introduce participants to some accessible software (Camtasia) for video editing and production.