Step 1. Students are asked to keep track of their energy use …
Step 1. Students are asked to keep track of their energy use from a variety of sources (heating/cooling, electricity, transportation, secondary emissions, etc) during the 9 days of Thanksgiving break, when many of them are likely to travel. They use the total for the 9 days that they calculated using an online calculator to estimate their yearly footprint and compare it to US and world averages. For most of them, the amount of carbon emitted during those 9 days is quite large because of airplane travel or long-distance driving. However, using a week of break when many students will travel allows them to become aware of the significance of transportation in carbon emissions. We provided a table with electricity and heating/cooling bills for various residence halls for students who stay on campus during the break.
Step 2. Students complete an online survey where they are asked to enter the values that they have obtained for the various components of the calculator, perform some simple calculations and compare their annual footprint to the U.S. average. We used SurveyGizmo for the survey because it allows to download the data in a spreadsheet format and has some limited plotting features. The free version allows a maximum of 250 submissions, the Basic version ($19 per month, can be canceled at any time) has unlimited submissions. Step 3. Students write an essay through BlackBoard/WebCT (Assignment). A few guiding questions are provided for this essay where students reflect on the results of their impact on the global carbon budget, what they found surprising, and if they plan to make any changes to their lifestyle to limit their impact. No length limit is set for the essay.
The guidelines and components of this assignment are available on a wiki page. The three steps can be implemented in BlackBoard/WebCT as a Lesson Plan with links to the online calculator (step 1), to the survey (step 2), and to the Assignment/essay (step 3).
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Spreadsheets Across the Curriculum module. Students use allometric relationships to calculate tree …
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.
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In this assignment, students in small groups are asked to interpret and …
In this assignment, students in small groups are asked to interpret and explain a figure depicting one aspect of marine carbon biogeochemistry. Then a representative of each group explains the figure to the class.
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Carbono del Suelo Equipo STEM. El Centro de Extensión y Educación en …
Carbono del Suelo Equipo STEM. El Centro de Extensión y Educación en Ciencias Naturales colabora con la facultad de CSU, los Parques Nacionales y los programas de ciencia ciudadana para traducir su investigación científica actual en experiencias STEM únicas para los estudiantes en forma de kits educativos que se pueden prestar. Cada kit contiene casi todos los materiales necesarios (menos cosas comunes como agua y toallas de papel) para explorar algunos temas de investigación científica realmente interesantes. enviando un formulario de recogida local o un formulario de entrega disponible en el sitio web vinculado. Utilice la información de contacto en la página de descripción general del kit STEM para obtener más información.Este kit se proporciona de forma gratuita para uso educativo. https://www.youtube.com/watch?v=AVNHtSSSa8c
In this 3-part lab activity, students investigate how carbon moves through the …
In this 3-part lab activity, students investigate how carbon moves through the global carbon cycle and study the effects of specific feedback loops on the carbon cycle.
This multi-term assignment introduces students to local indigenous stories, significant plants and …
This multi-term assignment introduces students to local indigenous stories, significant plants and animals of our region and some basic skills in reading animal tracks and signs.
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Compiled and modified for instructional use by: Kate Darby, Western Washington University …
Compiled and modified for instructional use by: Kate Darby, Western Washington University In 1887, Robert Towne built a metals smelter two and a half miles northwest of El Paso, Texas, across the river from Ciudad Juarez in Mexico and across the state border from several small towns in New Mexico. The smelter, which processed metal ore from regional mines, was quickly acquired by ASARCO (American Smelting and Refining Company) and became an important visual and economic institution in the region. In 1967, following the mantra of environmental regulation at the time—"the solution to pollution is dilution"—ASARCO erected what was then the tallest smokestack in the world: an 828-foot structure visible from much of the region. While the facility provided jobs to many in the region and produced metals important for a range of manufacturing and consumer products, by the 1970s, residents and scientists began to question the other products from the smelter—especially heavy metals pollution.
This case study includes discussion questions and data sources for further information.
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I designed this activity as a role-playing game to help students understand …
I designed this activity as a role-playing game to help students understand both the concept of climate modeling and how the climate system works. Students take on the role of a climate system component, examining their personal reactions to climate stimuli and building a future scenario based on their group's reactions. You can implement this teaching collection as part of the Climate of Change InTeGrate Module, Unit 5, or as a stand-alone activity.
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In this activity, students consider how several communities are adapting to climate …
In this activity, students consider how several communities are adapting to climate change-related problems including drought's impacts on agriculture, loss of assets due to climate-related hazards, freshwater availability, and extreme heat waves. They will read brief case studies about agro-forestry, insurance strategies, the "Room for the River" program in the Netherlands, water storage from retreating glaciers, and city planning for heat waves. Based on these examples and knowledge of their own community, they will suggest possible adaptation strategies that will be most beneficial to their area.
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This ocean activity is used to help students analyze different solutions to …
This ocean activity is used to help students analyze different solutions to a real-world case study of the problem of using various coastal stabilization structures. It is intended to be used as a small group activity (3-5 students in each group) following a short introductory lecture about coastal processes (especially longshore drift) and the different types of coastal stabilization structures (jetties, groins, and breakwaters). At the end of the activity, successful students will be able to critically evaluate the benefits and drawbacks of various types of coastal stabilization structures.
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This is a 'citizen science' research project where students to apply their …
This is a 'citizen science' research project where students to apply their knowledge of landslide processes in an investigation of the natural and anthropogenic causes of a real-world landslide catastrophe. Students produce a 'magazine' article discussing the Zhouqu, China, August 8, 2010 landslide catastrophe.
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This case represents various agendas, hidden and otherwise, that can come into …
This case represents various agendas, hidden and otherwise, that can come into play during environmental remediation.
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After exploring the “Case of the Disappearing Log,” students will probably never …
After exploring the “Case of the Disappearing Log,” students will probably never look at a log the same way again. In this activity, students assume the roles of detectives faced with a nature mystery. First, they explore a decomposing log and look for evidence of how the log is changing. They make possible explanations for what might be causing log to disappear. Students then learn about common “suspects”—organisms that decompose wood—and the signature evidence they each leave behind. Students use a Disappearing Log Key to identify which organisms might have left behind which evidence, and use this information to make explanations about what has happened to the log since it was a tree. Finally, students learn that the log isn’t really disappearing, it’s turning into the invisible gases that are part of the cycling of matter in all ecosystems.
Students use phylogenetic analysis to identify farmed Atlantic salmon mislabeled as wild …
Students use phylogenetic analysis to identify farmed Atlantic salmon mislabeled as wild Pacific salmon by local stores and suppliers.
This project allows students to apply molecular methods such as polymerase chain reaction (PCR) and DNA sequencing to a real- world issue.
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Students start this exercise using topographic maps of an area recently visited …
Students start this exercise using topographic maps of an area recently visited on a field trip to calculate and consider stream gradient of a major river south of Buffalo, NY. The activity then changes gears to have students work with discharge measurements from this stream. They use these measurements to plot and evaluate a few hydrographs which are used to compare how discharge in this stream can be used to consider how much precipitation was received in a certain year. In this lab, students practice mathematically calculating geomorphic properties of a stream, plotting data, and comparing topographic maps to what they observed on the recent field trip. Designed for a geomorphology course Uses online and/or real-time data Addresses student fear of quantitative aspect and/or inadequate quantitative skills
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In this lesson, the students look at the components of cells and …
In this lesson, the students look at the components of cells and their functions. The lesson focuses on the difference between prokaryotic and eukaryotic cells. Each part of the cell performs a specific function that is vital for the cell's survival. Bacteria are single-celled organisms that are very important to engineers. Engineers can use bacteria to break down toxic materials in a process called bioremediation, and they can also kill or disable harmful bacteria through disinfection.
Students color-code a schematic of a cell and its cell membrane structures. …
Students color-code a schematic of a cell and its cell membrane structures. Then they complete the "Build-a-Membrane" activity found at http://learn.genetics.utah.edu. This reinforces their understanding of the structure and function of animal cells, and shows them the importance of being able to construct a tangible model of something that is otherwise difficult to see.
Students learn about the different structures that comprise cell membranes, fulfilling part …
Students learn about the different structures that comprise cell membranes, fulfilling part of the Research and Revise stages of the legacy cycle. They view online animations of cell membrane dynamics (links provided). Then they observe three teacher demonstrations that illustrate diffusion and osmosis concepts, as well as the effect of movement through a semi-permeable membrane using Lugol's solution.
In this unit, students look at the components of cells and their …
In this unit, students look at the components of cells and their functions and discover the controversy behind stem cell research. The first lesson focuses on the difference between prokaryotic and eukaryotic cells. In the second lesson, students learn about the basics of cellular respiration. They also learn about the application of cellular respiration to engineering and bioremediation. The third lesson continues students' education on cells in the human body and how (and why) engineers are involved in the research of stem cell behavior.
This textbook was written for collegiate Cell and Molecular Biology courses and …
This textbook was written for collegiate Cell and Molecular Biology courses and may be appropriate at both an introductory level and also as a resource for more advanced courses.
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