Students chose a room where they spend a significant amount of time. Next, they assess the room for earthquake hazards, create a map depicting where these hazards are located, and finally, describe what would happen during an earthquake for a given intensity.

In this activity, learners work collaboratively in small groups to explore the earthquake cycle by using a physical model. Attention is captured through several short video clips illustrating the
awe-inspiring power of ground shaking resulting from earthquakes. To make students' prior knowledge explicit and activate their thinking about the topic of earthquakes, each student writes their definition of an earthquake on a sticky note. Next, through a collaborative process, small groups of students combine their individual definitions to create a consensus definition for an earthquake.

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This student homework and problem set has students quantitatively earthquake hazard, shaking and damage.

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After having learned about earthquakes in class, through readings and earlier lab assignments, students (in groups of two) are asked to design and construct (using balsa wood, string, paper and glue) a three-story building designed to minimize the effects of shear-wave vibrations that occur during an earthquake. The students are required to research the design concepts on their own and most of the construction work occurs outside of the regular laboratory period. The structures are tested for strength a week before the earthquake occurs - can they support the required load for each floor? On earthquake day, the buildings a tested for a "design earthquake" and then each group is given the opportunity to see how "large" and earthquake their structure can withstand - both in terms of frequency and amplitude variations. In addition to building the structure, each team has to submit a paper reflecting on why they designed and built the structure the way they did.

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Students in this course explore designs of a future Carleton College student house. This is a multi-year project where students from the social sciences, humanities / arts, and natural sciences explore parts of the design of an actual house.

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Individual project designed to combine basic oceanographic concepts in the creation of a travel brochure. Involves some group interaction, but project is individual. Can be done online or in a face-to-face class.
Best completed at midterm or later in the semester so that most concepts have been introduced.

LEARNING OUTCOMES

Describe major oceanic processes and evaluate their influence on the coastal environment.
2Use global data on climate and wind patterns to quantify and describe conditions at various specific coastal sites.

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Economics in U.S. History is comprised of seven lessons and is designed to introduce students to basic economic concepts through analyzing diverse perspectives on the subject. Students will be engaged in a dynamic, interactive, and constructivist process of exploring media representations of economic issues in U.S. history. Such issues include the free market, industrialization, and The Living Wage Campaign. The kit will teach students to identify the Ě_Ě_€ÝlanguageĚ_Ě_ĺ of construction of different media forms and to analyze and evaluate the meaning of mediated messages about economics. This kit was designed for 8th grade U.S. history, but the document-decoding approach can be adapted for and used from middle school through high school.

MAIN AIMS OF THE MODULE: To achieve an understanding and practical experience of key principles, methods and theories in the area of educational software.
LEARNING OUTCOMES FOR THE MODULE: The module provides opportunities for students to develop and demonstrate knowledge and understanding, qualities, skills and other attributes in the following areas:
1) Obtain understand of major learning principles, theories, and approaches
2. Identify key factors of successful educational software design and deployment.
3) Apply theories, principles, and approached into an appropriate design of educational software system.
4) Establish an appreciation of state-of-art developments in the area of educational software design.
MAIN TOPICS OF STUDY: The main topics of study considered in light of the above learning outcomes are: ‰ Educational Principles Design of educational software such as electronic instruction manuals, serious gaming, VR training, drills, and tutor agents and tutorials ‰Educational software for specific learners such as children, elderly, mentally or physically challenged individuals ‰CEvaluation of education software.

I used Wikipedia & Wikivoyage (RACHEL PROGRAMS) that we have available for our Correctional Ed Students. [No Internet, EVER for them fyi.] These trivia programs I tend to hold periodically throughout the year. I like to hold them around the holidays since they are rather depressed.
If your students have the full internet, they will be NO challenge for them. But with limited resources, they might take interest in some of the trivia here. It is mostly Geographical.
We gave out small prizes for the most correct, requiring complete sentences in their answers.

This activity investigates the oceanographic and climatic characteristics of El Ni��o/La Ni��a (ENSO) events using observational data from moored ocean buoys in the tropical Pacific Ocean. Data are obtained from NOAA's Tropical Atmosphere Ocean (TAO) project website which provides a web-based interface for accessing and displaying oceanographic data. In addition to providing an introduction to ENSO, this activity is designed to give students practice interpreting real oceanographic observations by emphasizing the description and identification of patterns in large data-sets. Students first describe patterns in sea-surface and cross-sectional transects of ocean temperatures and surface winds associated with "normal", El Ni��o, and La Ni��a years and then use this as a basis for classifying observations from unknown years and interpreting connections between oceanographic and atmospheric processes occurring in the tropical Pacific.

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In late September (of an election year), one class session is devoted to developing a list of issues key to the class and likely to be discussed by the candidates. The list is converted into 3-5 questions all students will research and answer. Each student is assigned a candidate (President, Governor, congress, state legislature). An effort is made to assign each student a candidate who will appear on his/her ballot and to assign third party candidates.

Student research candidates' positions using web resources, news papers, and campaign materials. Students are strongly encouraged to contact the campaign directly and question the candidate, if possible.

Students report back to the class with a 3-5 minute presentation and a poster that may be displayed in a college commons area. Reports are presented a week prior to the election.

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Elementary Ergonomics is an introduction to basic physical ergonomics theory and practice for students of other - than Industrial Design Engineering of Delft University of Technology - institutes for higher learning, such as Dutch universities, universities of EU and non-EU countries, and universities of applied sciences. The course consists of the following topics: anthropometry (1D, 2D, 3D including digital human modelling), biomechanics, and comfort.

Furthermore, the role of user involvement in the design process (evaluation of existing products and environments and of created concepts, models and prototypes) will be explained. Moreover, the meaning and representation of use cues in product design will be highlighted.

This assignment asks students to propose an original research question and identify data that could be used to answer that question.

In order to pass the paleobiology class, students must pass a critter test, which contains 25 different fossils. Students are asked to identify the fossils in as detailed a manner as possible.

This course will explore how Americans have confronted energy challenges since the end of World War II. Beginning in the 1970s, Americans worried about the supply of energy. As American production of oil declined, would the US be able to secure enough fuel to sustain their high consumption lifestyles? At the same time, Americans also began to fear the environmental side affects of energy use. Even if the US had enough fossil fuel, would its consumption be detrimental to health and safety? This class examines how Americans thought about these questions in the last half-century. We will consider the political, diplomatic, economic, cultural, and technological aspects of the energy crisis. Topics include nuclear power, suburbanization and the new car culture, the environmental movement and the challenges of clean energy, the Middle East and supply of oil, the energy crisis of the 1970s, and global warming.

English 101 is an introductory composition course, designed to improve your skills in expository and persuasive writing; the writing you will be doing in other courses in college and in many jobs. Sometimes this kind of writing is called transactional writing because it’s used to transact something—inform and (often) persuade a reasonably well-educated audience; conduct business; and evaluate, review, or explain a complex process, procedure, or event. The idea of this course is to develop your writing skills in conjunction with topics that interest you. This course focuses on the importance of reading and writing (more largely education in general) and how we can use those tools to help within our communities.

This resource provides description on entrepreneurship development, and elucidates on the strategies of Small Business Management in the 21st Century.

This assignment teaches students how to evaluate arguments concerning the maldistribution of environmental hazards, based on complex quantitative data.

The Environment and the Earth class at the University of South Carolina participated in a campus environmental service-learning project where students collected data lighting, water fixtures, recycling bins, and trash in five academic buildings.

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When equations are presented in class or in the context of textbook reading, students first evaluate whether the equation is appropriate for use in the dictionary (is it useful in many situations or specific to one problem? Is it a "final" version of an equation, or can it be simplified? Is it likely to be used in solving geophysical problems?) Once an equation is selected for the dictionary, students add a "definition" that includes (a) a short description of each variable and relevant constants, including appropriate units, (b) a written description of the process or relationships presented within the equation, and (c) any additional notes that help them understand the equation. The dictionary may be used on homework and exams, which encourages students to describe the equations in a manner that is meaningful to them. Thus, rather than simply write down the equation for seismic moment, a student might add "Seismic moment is a function of the size of the fault as well as the rigidity of the rock. The larger the fault or the displacement, the larger the earthquake". This activity allows students to evaluate their understanding of equations and the underlying physical processes.
Addresses student fear of quantitative aspect and/or inadequate quantitative skills
Addresses student misconceptions

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