Unit 5 is the summative assessment for the module. This final exercise …
Unit 5 is the summative assessment for the module. This final exercise takes eight to ten hours. The exercise evaluates students' developed skills in survey design, execution of a geodetic survey, and simple data exploration and analysis. This summative assessment is written flexibly so that it can be applied to a variety of potential field sites and associated geoscience research questions. The unit has two parts, like most of the units in the module: Part 1, Geodetic Survey; and Part 2, Data Exploration. In addition, there is an optional Part 3, Data Processing, for students who have done Unit 4. This unit also has a number of prepared data sets for courses not able to collect field data.
(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)
In the final unit of the module, students will synthesize their understanding …
In the final unit of the module, students will synthesize their understanding of climate science and modes of communication. Students are assigned to groups and given a climate change issue that they will use to demonstrate their understanding of ethos, pathos, and logos, when presented with a variety of audiences. The module summative assessment is designed to be administered after this unit.
(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)
In this unit, students will learn about the dynamic movement of nutrients …
In this unit, students will learn about the dynamic movement of nutrients among and within ecosystems primarily through the reading and discussion of scientific literature. This unit is generally subdivided into three sections: (1) allochthonous inputs (2) the role of organisms in biogeochemical cycles and how ecological theory can be applied to biogeochemistry and (3) how biogeochemical processes can assist in creating solutions for humanity's grand challenges. This unit is designed to provide students with the opportunity to develop their reading and interpretation of scientific literature. Students will also become familiar with the utility of isotopic techniques and their use in biogeochemistry through readings and data analysis of carbon and nitrogen isotopic data sets. Chosen scientific articles are provided, each with their own set of reading questions. Additionally, short introductory materials are provided to introduce students to some of the general concepts and processes in the study of biogeochemistry.
(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)
In this week-long unit students will explore Critical Zone function and dynamics …
In this week-long unit students will explore Critical Zone function and dynamics as they relate to nutrient cycling in agricultural systems and nutrient pollution into aquatic systems. This unit is generally subdivided into three sections: (1) nutrient pollution (2) agricultural importance and (3) Critical Zone function and dynamics in relation to nutrient cycling. The students will use data sets, interactive activities, primary literature, and videos to allow them to examine the role that the CZ plays and how that role changes with differing land uses. Important present-day topics of food production, clean water, nutrient pollution, and sustainable agriculture are examined using a CZ lens. Students will interact with each other on a variety of scales (individual, small groups, entire class) and using a variety of modes (presentations, written reports, question and answers, and class discussion) in this unit. Additionally, optional activities are provided if lab activities are able to be accommodated. The unit ends with a summative assessment assignment that is based on an innovative call for proposals to combat one of America's most widespread, costly, and challenging environmental problems: nutrient pollution.
(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)
Students select their own set of three stations in an area of …
Students select their own set of three stations in an area of interest to them, conduct a strain analysis of the area between the stations, and tie the findings to regional tectonics and societal impacts in a 5 -- 7 minute class presentation. For many students this is their first foray into "research" and can be a powerfully eye-opening and exciting (if intimidating) experience. In larger classes, students can work in pairs to shorten total time needed for presentations. Unit 6, along with exam question/s, is the Summative Assessment for the module.
Show more about Online Teaching suggestions Hide Online-ready: The exercise is a final project that can be done remotely, individually or in small online groups. Final presentations could be done in a synchronous class period.
(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)
Students will utilize the desert Southwest region of the United States and …
Students will utilize the desert Southwest region of the United States and the Ogallala Aquifer in a case study to evaluate issues regarding groundwater and its scarcity. Groundwater is often seen as a limitless resource in the Southwest since there is little regulation controlling the amount that is withdrawn (Rule of Capture). This mentality has led to overuse and to the dwindling supply of groundwater in many parts of the Ogallala Aquifer. This module will help students connect groundwater's role in the hydrological cycle to issues of inequity that can occur when groundwater is not properly regulated.
(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)
In this two-day activity, students monitor a simulated evolving volcanic crisis at …
In this two-day activity, students monitor a simulated evolving volcanic crisis at a convergent plate boundary (Cascadia). Using monitoring data and geologic hazard maps, students make a series of forecasts for the impending eruption and associated risks. By the end of the activity, students will have learned the outcome of the eruption and assess the impacts of the eruption of Mount Rainier on specific locations around the volcano. This unit is a continuation of Unit 5, in which students analyzed simulated pre-eruption seismic, tilt, and gas emission data. In this, the second day of the simulation, students update their eruption forecasts based on new data (in the prework) and then (in groups in class) by combining information from multiple data sets. In class, each group assesses the vulnerability of one or more assigned locations near Mount Rainier. The exercise culminates with students assessing the impacts of the simulated eruption at their assigned locations.
(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)
In this unit, students will review mock proposals that deal with some …
In this unit, students will review mock proposals that deal with some aspect of the role of carbon in the environment. Each proposal is based on actual actions proposed to mitigate some aspect of carbon consumption and/or climate change, and as such are considered "real world" scenarios (although somewhat generalized for this exercise). Students will review each proposal for the possible societal, economic, and moral implications if the proposal was pursued on a large scale -- for instance, by a single nation or collection of countries. Additionally, students will make recommendations to a fictitious governmental panel on the merits and pitfalls of each proposal and provide well-supported recommendations about whether that government panel should pursue or reject the proposal. Instructors can use this unit as a stand-alone activity, or as a summary activity to comprehensively review, discuss, and assess material presented in this module's earlier units.
(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)
Students are introduced to the concept of geoengineering, "the deliberate large-scale intervention …
Students are introduced to the concept of geoengineering, "the deliberate large-scale intervention in the Earth's climate system, in order to moderate global warming" (The Royal Society). The goal is for them to leverage their acquired knowledge from previous units in physical oceanography, ocean chemistry, biodiversity, and ecosystem ecology to evaluate the validity and/or the risk of geoengineering (systems thinking). Current and future generations will be required to make informed decisions on whether they support strategies that result in irreversible changes in Earth's carbon cycle.
(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)
Unit 6 covers the preliminary design of a rainwater harvesting unit. Pre-class …
Unit 6 covers the preliminary design of a rainwater harvesting unit. Pre-class assignments provide background on rainwater harvesting. An active learning exercise steps student teams through the process of sizing a rainwater harvesting cistern, using water demand estimates from Units 4 and 5. The activity leads into a revision of the water system mind map developed in previous units.
(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)
Unit 6 provides an opportunity for students to present their action plans …
Unit 6 provides an opportunity for students to present their action plans and exchange knowledge about what they have learned in their team case study work. This unit builds on food security and Earth system science covered in the first three units. It can be taught in any course discussing food security or it can be modified to fit a variety of courses of in the sciences and social sciences. The activities included in this unit are appropriate for introductory-level college students or as a basis for more in-depth class discussions on food security for upper-level students.
(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)
This in-class exercise is an alternative to standard review sessions and models …
This in-class exercise is an alternative to standard review sessions and models the systems thinking students need to do when working on complex, interdisciplinary issues. Students quiz each other on course material and then find authentic (and often creative) connections between seemingly disparate topics in the course. This approach challenges students to use holistic thinking when reviewing, and can be readily customized for any course.
(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)
Humans are agents of change in the Critical Zone. This unit focuses …
Humans are agents of change in the Critical Zone. This unit focuses on the land/water connection and on how human-induced land use change affects local hydrology. Students will apply what they learned in the previous Hydrology Module about how hydrologists use data (land-cover type, soil texture, and slope) to predict the amount and destination of water as it moves through a built environment. Students will use the Generic Model from the Model My WatershedR application to evaluate the impact of human alterations to the landscape and will also investigate how best-management practices can lesson those impacts. While doing so, students will also be asked to consider impacts to society both from the increased runoff and from some mitigation measures.
(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)
Peer review is an important process in determining priorities for scientific research. …
Peer review is an important process in determining priorities for scientific research. Students will participate in a panel review of proposals for new CZOs and as a class decide on the proposal most worthy of funding. Students will read proposals, craft a detailed review of the merits and limitations of the proposal, and then discuss the proposals during an in-class panel review. Proposals will be evaluated on how well the proposed CZO would help address global challenges and advance Critical Zone science and require students to use knowledge gained in previous modules to assess and communicate which proposals meet these goals.
(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)
Unit 7 continues the use of the CME Building Case Study to …
Unit 7 continues the use of the CME Building Case Study to explore water sustainability in the context of a building. The activity is extended to the catchment level, and a new tool for catchment level storm water management is introduced. Students are exposed in the pre-class assignments to low impact development (LID) and green infrastructure and the EPA National Stormwater Calculator. In class, the central activity is applying the EPA National Stormwater Calculator to evaluate an LID control plan for the CME building case study. The unit brings together concepts from previous units through the use of the calculator. The impact of landscapes, buildings, and other features on storm water runoff is illustrated. And the potential benefit of LID controls is analyzed. The homework assignment engages students in the search for a local green infrastructure site to take a picture and summarize the site in the context of a sustainable site.
(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)
Picture of urban flooding Provenance: Timothy Swinson https://commons.wikimedia.org/wiki/File:Trapped_woman_on_a_car_roof_during_flash_flooding_in_Toowoomba_2.jpg Reuse: This item is …
Picture of urban flooding
Provenance: Timothy Swinson https://commons.wikimedia.org/wiki/File:Trapped_woman_on_a_car_roof_during_flash_flooding_in_Toowoomba_2.jpg Reuse: This item is offered under a Creative Commons Attribution-NonCommercial-ShareAlike license http://creativecommons.org/licenses/by-nc-sa/3.0/ You may reuse this item for non-commercial purposes as long as you provide attribution and offer any derivative works under a similar license.
Unit 8 covers the basics of hydroclimatic extreme events with a focus on floods and droughts. Topics include introduction to floods and droughts, impact of urbanization on extremes, how to understand and predict extremes, how to tackle them (management strategies), and elements of urban climate resilience. The teaching strategy is designed with short and divided lectures filled with discussion questions and a group activity. Students will be working with time series flow data for statistical analysis of extreme events.
(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)
Unit 9 is a group activity that requires students to apply the …
Unit 9 is a group activity that requires students to apply the material they have learned in Units 1 -- 8 in an urban water system design project. Students are presented with a scenario and are required to select options to design a feasible and sustainable urban water system that considers the triple bottom line in their design. The design project requires that students consider hydrologic processes (e.g., evapotranspiration, runoff) in designing outdoor landscaping and amount of pervious and impervious area. Students also consider indoor water use efficiency and other methods (e.g., rain barrels) to reduce water consumption. Students are also asked to consider the connection between urban development and atmospheric processes. Students apply systems thinking by connecting hydrologic and atmospheric processes with the human built system. Student groups present their design to the class and assess each other's designs. These activities can be used as a summative assessment for the entire module.
(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)
This activity describes one-day field trips for introductory Physical Geology or Environmental …
This activity describes one-day field trips for introductory Physical Geology or Environmental Geology courses that are designed around a central environmental theme (e.g., air quality, water quality, economic development, environmental justice, etc.) and visit urban locations (e.g., hazardous waste sites, solid and liquid waste disposal sites, brownfield redevelopment sites, industrial complexes, or sites with ongoing environmental restoration efforts). Students are provided with a guidebook containing one-page description of each stop on the trip, along with a list of questions to stimulate discussion among students and faculty. The guidebook gives students food for thought during the bus ride to each site, preparing them to formulate their own questions for our guides at each stop. The guidebook also serves as a tangible reminder of the trip for each student to take away and potentially discuss with other students or family members. Finally, the one-page summaries from the guidebook can also be used by course instructors as handouts or PowerPoint slides to tie field trip experiences into classroom instruction and discussion. Uses online and/or real-time data Addresses student fear of quantitative aspect and/or inadequate quantitative skills Uses geophysics to solve problems in other fields
(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)
No restrictions on your remixing, redistributing, or making derivative works. Give credit to the author, as required.
Your remixing, redistributing, or making derivatives works comes with some restrictions, including how it is shared.
Your redistributing comes with some restrictions. Do not remix or make derivative works.
Most restrictive license type. Prohibits most uses, sharing, and any changes.
Copyrighted materials, available under Fair Use and the TEACH Act for US-based educators, or other custom arrangements. Go to the resource provider to see their individual restrictions.
