This case study is intended to develop an awareness of the ethical and privacy implications for the creation, sharing, interpretation, and use of geocoded data, that is, data with locational content. It provides a set of relevant ethical and legal standards, along with a fact-rich hypothetical. By applying those standards to the hypothetical, learners from a variety of backgrounds are offered the opportunity to develop an awareness of the potential for unintended and negative consequences to result from geocoded data practices that appear, in isolation, to be unproblematic.

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Interactive worksheet to practice the different parts of the systems involved in the Nutrition process. This worksheet can be used as an assignment after previously teaching the concepts through a presentation like the one suggested: https://view.genial.ly/5e7ca1377ef4b40d8d18d808/presentation-human-body-explanation

In this series of exercises, a kind of reductionist approach is used to direct the students attention to specific characteristics of a variety of ball and stick models. Through a series of leading questions, students must focus on specific relationships and must rationalize these relationships according to the fundamental principles of crystal chemistry and crystallography. In this way, students will simulate and replicate the kinds of questions we would normally ask in our professional careers as mineralogists. This approach also addresses other major recommendations from Project 2061: start with questions about nature, and concentrate on the collection and use of evidence. Other questions ask students to make connections to basic chemistry (e.g. bond types, relative strength of bonds, bond angles), determinative mineralogy (most likely place to develop cleavage), analytical techniques (e.g. preferred orientations for X-ray analysis), and so on. The final reflection questions will allow students to "discover" Pauling's Rules, a much more effective learning strategy than simple memorization of these rules (commonly with little or no understanding on the part of the students).

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The purpose of this resource is to use a land cover type map to make environmentally sound decisions.

Discrete mathematics is applied in many areas including the physical, engineering, and increasingly, the social sciences. This online textbook, written by mathematics and information technology professors, is aimed at students of information technology, computer science, and applied mathematics. The focus is on applying discrete math techniques from the two broad component areas of discrete math, namely combinatorics or enumerative techniques, and graph theory.

Collection of K-12 learning resources curated by Hillsboro School District for the 2019-20 school year.

In this assignment, a group of four to five students will select one country that has been ranked in the World Development Indicators of the World Bank, the Human Development Indicators of the United Nations Development Program, and the Happy Planet Indicator of the New Economic Foundation. Using the selected country's political, social, and economic statistics, each group will assess the methodology and validity of the measurements of WDI, HDI, and HPI indicators for the country. Students will compare and contrast the measurement methods, analyze the strengths and weaknesses of each indicator, and propose recommendations to improve these indicators.

Individual students have different ethical "lines." This class discussion proceeds with a series of prompts that presents a set of scenarios that explores ethical boundaries. Students discuss right and wrong actions with respect to a river and discuss why those actions are "right" or "wrong" as well as how their ethical viewpoints vary.

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Students will learn the potential costs and benefits of social media, digital consumption, and our relationship with technology as a society in the three-week lesson. This inquiry based unit of study will answer the following questions:

Essential Question: How can we use science fiction’s ability to predict the future to help humanity?

Supportive Questions 1: What predictions of future development has science fiction accurately made in the past? This can include technology, privacy, medicine, social justice, political, environmental, education, and economic.

Supportive Question 2: What predictions for future development in contemporary science fiction are positive for the future of humanity? What factors need to begin in your lifetime to make these predictions reality?

Supportive Question 3: What predictions for future development in contemporary science fiction are negative for the future of humanity? What factors need to begin in your lifetime to stop these negative outcomes?

This exercise begins with a field trip to the San Gabriel Mountain foothills near our campus. Students are given a set of topographic maps and asked to follow our progress as we hike into a small drainage basin in the Claremont Wilderness Park. Through interactive discussion, we explore regional landscape and the geomorphic form, function, and processes of a drainage basin system. Students are expected to complete their assignment on drainage basin analysis during the following week, working from the maps provided. Students are asked to identify the basic landscape units in the San Gabriel Mountain foothill region, delineate a set of drainage basins, and analyze the geomorphic characteristics of these basins using longitudinal profiles and morphometric indices. From this information, they are expected to draw basic conclusions about the geomorphic processes affecting this landscape system, and its relative state of equilibrium.
Designed for a geomorphology course

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This exercise is typically integrated with lecture during the first two days of a chapter on fluvial geomorphology.

Day 1:
The first day of class begins with a discussion of the components of a drainage basin and typical drainage basin patterns, including dendritic, parallel, trellis, rectangular, radial, annular, and multibasinal. After viewing the typical textbook diagrams of these drainage basin patterns, each student is given his/her own topographic map and a geologic map from the same region. The students are given the following instructions:

1.Write a one paragraph description of your study area, and include the following information:

Quad. name
Drainage basin pattern(s) -- in bold
Geological influence

2.Email the paragraph to me as an MS Word document by 9:00AM on [date -- next day]. I will read the paragraph, but I will not modify any wording, so make sure it is accurate and well-written.

The maps are usually distributed in the last 10 minutes of a 50-minute class period, so that the students have some time to get familiar with the maps and ask any questions that arise immediately. Recommended 7.5 minute quad.s for the exercise include:

dendritic: Effingham, IL; Alma, WI-MN
parallel: Ithaca West, NY; Antelope Peak, AZ
trellis: Waldron, AR
rectangular: Hillsboro, KY; Cumberland MD-PA-WV
radial: Mt. Rainer, WA
annular: Maverick Spring, WY
multibasinal: Whitwell, TN; Oolitic, IN

The Website http://rockyweb.cr.usgs.gov/outreach/featureindex.html is also a useful reference for other topographic maps.

Day 2:
On the second day of class, we discuss the initiation of channels and basin morphometry. After lecturing on topics like tractive force, micropiracy, cross-grading, and bifurcation, we discuss typical stream courses (i.e., insequent, consequent, subsequent, obsequent, and resequent). In the last 5 minutes of class, the paragraphs from the previous day are redistributed in such a way that every student has a paragraph written by one of their peers and a new set of maps. The students are given the following instructions:

1.Rewrite/edit what you have been given, if necessary, to emphasize the bolded drainage pattern.
2.Decide whether the stream patterns are representative of consequent, insequent, or subsequent stream courses.
3.Explain your reasoning using the geologic map.

Discuss the influence of the resistance of geologic materials on the stream course.
Discuss the influence of slope on the development of the stream course.

4.Email the paragraph to me as an MS Word document by 9:00AM on [date -- next day].

Once final paragraphs are submitted, they are redistributed to the entire class so that all students have a complete set of paragraphs describing a variety of drainage basin patterns and stream courses from a variety of geologic settings. Maps remain in the classroom for the duration of the term so that students can reference them if they choose to.
Designed for a geomorphology course
Has minimal/no quantitative component

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This activity has 3 maps with real stratigraphic data recorded adjacent to drill holes in the Illinois Basin. Students contour the structural data. They may also contour the associated thickness data or they can just look at the trends of the thickness data relative to the structures on their completed structure map.

This project is designed to give students valuable geophysical experience in conducting an environmental assessment of a real-world problem. A scenario is developed in which students work for "Viking Consulting, LLC" as an environmental geologist. The company has been hired by the City of Salem to assess an appropriate confined aqueous disposal (CAD) cell location for contaminated dredge spoils from a proposed dredging project of the South River, Salem, MA. Students utilize sub-bottom SONAR technology to calculate volume of dredge spoils and potential CAD cell locations and analyze which location can accommodate the contaminated material.

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Students will individually produce a written introduction for a paper about the presence of drumlins on Mars - this introduction describes different models for drumlin formation on earth. To prepare for this assignment, students work in groups to do library research to find and read articles. The groups summarize their findings for each other. Each student then writes an introduction incorporating material from all the groups.
Designed for a geomorphology course
Uses geomorphology to solve problems in other fields

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We created this site to share the lesson plans and other materials that we use in this Listening/Speaking Level F class with other ESL teachers -- click around and use what works for you! This is a 10-week course at LCC, but you can pick and choose from the 8 chapters for a shorter or longer term. The chapters can be covered in any order.

Lane Community College's Intensive English Language Program offers 6 levels (A=beginner, F=college transition). This site was designed for Listening/Speaking Level F, which is a class that teaches listening and note-taking strategies focused especially on lecture listening, as well as presentation, pronunciation, conversation, and academic discussion skills.

LCC ESL Students in Level F take three separate intensive classes (Writing, Listening/Speaking, and Reading for a total of 20 in-class contact hours per week). Prior to the re-imagining of this class and the creation of this site, each Level F class had a different textbook with different thematic progressions. Students experienced cognitive overload with the demand to learn the vocabulary, concepts, and skills of the three separate classes. In addition, students in our department are often from marginalized backgrounds and can find it financially difficult to purchase the three separate textbooks.

In order to lessen students' financial and cognitive burdens and create more connections between the three classes, we used the topics from the Reading textbook (Academic Encounters Level 4: Reading and Writing, 2nd edition, Cambridge 2014) to find freely-available authentic videos or recorded audio for the Listening/Speaking class.

Over the past year, students have expressed appreciation for the reduced cost of taking the course. In addition, they have shown increased interest and engagement in the course due to the authentic, real-life materials and complementary nature of the three Level F classes.

This is a writing assignment intended to get to students to think about the relevance of Earth Science to their everyday lives. Students are asked to read a short news article, selecting 1 of 3 articles provided as choices, that discusses a specific earth science topic. Students write a 1-page report summarizing the article and use the write-up to summarize their familiarity with the topics presented. Students will re-evaluate their understanding of the article and associated earth science topic at the end of the course.

To focus their research, students are presented with the following hypothetical situation:
Suppose you and your classmates are members of an organization that is looking for a site to build a new headquarters. As the Society for Earthquake Enthusiasts (SEE), you plan to put your headquarters at the site of a historically significant earthquake. You are not looking to put yourselves at risk, however, and are therefore looking for a safe location. You have decided that a safe site is one that will not produce a deadly earthquake in your lifetime (i.e., in the next 80 years).

Students complete a series of assignments throughout the semester to demonstrate their understanding of structural geology by writing papers and giving an oral presentation. First, a letter proposing a site is due early in the semester, next a historical background paper is due mid-semester, and finally a persuasive report and oral presentation are due at the end of the semester.
Has minimal/no quantitative component

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Students will write a research paper comparing the Sumatran (2004) and Tohoku (2011) tsunami generating earthquakes.

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This hands-on demonstration illustrates how GPS instruments can be used in earthquake early warning systems to alert people of impending shaking. The same principles can be applied to other types of early warning systems (such as tsunami) or to early warning systems using a different type of geophysical sensor (such as a seismometer instead of a GPS).This demo is essentially a game that works best with a large audience (ideally over 30 people) in an auditorium. A few people are selected to be either surgeons, GPS stations, or a warning siren, with everyone else forming an earthquake "wave."

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Ground shaking is the primary cause of earthquake damage to man-made structures. This exercise combines three related activities on the topic of shaking-induced ground instability: a ground shaking amplification demonstration, a seismic landslides demonstration, and a liquefaction experiment. The amplitude of ground shaking is affected by the type of near-surface rocks and soil. Earthquake ground shaking can cause even gently sloping areas to slide when those same areas would be stable under normal conditions. Liquefaction is a phenomenon where water-saturated sand and silt take on the characteristics of a dense liquid during the intense ground shaking of an earthquake and deform. Includes Alaska and San Francisco examples.

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