This exercise begins with a demonstration of fluid flow through porous sediment using a constant head permeameter, with the students conducting the experiment and collecting the data. The demo is followed by a Think-Pair-Share exercise in which the question is posed to the class: "What could we change in order to increase flow through the system?" The class then works through their brainstormed list of ideas, discussing each and evaluating whether it is correct or a misconception. The students derive Darcy's Law qualitatively, based upon the results of the Think-Pair-Share exercise and discussions.

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Students prepare for this activity by working with a unidirectional flume with a sand bed. We adjust water depth, flow velocity, and channel slope to achieve a range of bed states, in an effort for them to understand the controls on bedforms. This portion of the activity could be done in lecture or via another exercise that makes use of digital video of actual experiments. The activity itself is a jigsaw: students form groups of three, each group responsible for plotting depth vs. velocity plots of bedform state for a single sand grain size range (0.10-0.14 mm, 0.5-0.64 mm, and 1.3-1.8 mm). These data are provided to them as Excel files and the data were directly 'stolen' from the original depth vs. velocity plots in Middleton and Southard (1984), Mechanics of Sediment Movement, SEPM Short Course Number 3. Datathief software (available free on the web) was used to steal the data. The data are arranged in columns: depth, velocity, and bedform type. Students must plot each of the different bedform types with a different symbol, then they have to define field boundaries. It is critical that they have never seen the original plots in their textbook. The goal is for them to derive them on their own, not to regurgitate what is in their textbook or elsewhere. After they complete their plots for each grain size range, the groups re-arrange themselves into groups of three with one representative from each of the grain size groups. They then must try to evaluate the effects of changing grain size on bedform state. Finally, after completing the exercise, the bedform analysis is linked to the cross stratification that is produced under conditions of high sediment fallout rates and the given bed state. The activity gives students practice working with realistic datasets, exposure to the role of physical modeling in sedimentary geology, and a chance to plot and interpret real data. Furthermore, it really solidifies the link between cross stratification and its dynamic interpretation from the rock record.

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In class, have students make a simple sketch of an outcrop shown in a slide (or computer projection) then discuss possible interpretations.

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This is an integration of science leaf observations with musical composition for early elementary students.

Students are given a description of a fossil brachiopod, from the literature, along with a one-page handout describing the basic morphology of brachiopods. Students work independently to make a scale drawing of the fossil described (brachial valve, pedicle valve, anterior view, lateral view). They have access to textbooks (Moore, Laliker & Fisher; Clarkson), the Treatise volume, and the internet to get information on morphological terms. This takes about an hour, after which I display all of the diagrams on the wall along with the photographs from the paper from which the description was extracted. We discuss some of the differences and where problems arose in interpreting the description. I emphasize the importance of an accurate drawing or photograph to accompany a description.

Students are then given a different brachiopod specimen and asked to produce a written description (pedicle-valve, brachial valve, anterior view, lateral view) of their fossil similar to the one that they read--i.e. using all of the appropriate terms. They are told that other students will be trying to match their description to their specimen. I collect all of the descriptions, edit them (remove portions that use incorrect terminology or inappropriate), and produce a handout of all of the descriptions.

At the next class, students are given the descriptions and asked to match descriptions to specimens. They do this independently outside of class. The specimens are made available in the lab room for several days. I add a couple of 'extra' specimens (without description) so that it is not a process of elimination.

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Learn to connect position-time and velocity-time graphs. Explore velocity using an animated car icon connected to either a position-time or a velocity-time graph, or both. Then investigate other motion graphs.

Analyzing three-dimensional orientation data using a stereonet is an important component of any structural geology course, ideally helping students to visualize structural geometry and serving as a springboard for more advanced topics such as fault and fold kinematics. Rather than teaching my students about stereonets using tracing paper and pushpins, I use the newest version of Rick Allmendinger and N��stor Cardozo's OSXStereonet program, which includes elegant, interactive three-dimensional view options. Simultaneously, I teach students transformation of orientation data between spherical coordinates and Cartesian coordinates, using MATLAB functions to carry out the conversions. We simultaneously solve problems involving orientation data using OSXStereonet and MATLAB, allowing students to gain an understanding of the mathematics that OSXStereonet carries out behind the scenes while using the visualization capabilities of OSXStereonet to reinforce the three-dimensional concepts.

Keywords: Stereonet, OSXStereonet, Matlab, spherical, Cartesian, visualization

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This activity is a lab where students will design an experiment dealing with one of the five senses. Students will collect data outside of class, write a formal lab write up as well as a group presentation on their findings.

In this lesson, students will work in small groups to develop an idea to increase community resilience, utilizing Design Thinking.

This activity is a lab where students design an experiment to test the rate of photosynthesis. Students will analyze data,write a report using the scientific method, and apply results to current environmental issues.

The Smith College Sedimentology course is an example of a course structured around projects, most of which are field based. The projects are carefully designed to take advantage of the local geology and to address a variety of topics. Of utmost importance in designing individual projects is demonstrating the relevance of the work the students do. Therefore the projects are designed to mimic real-life situations: for example, the students address concerns of a local farmer, or have roles as field conference organizers and collaborators (with paleontologists) on a multidisciplinary research project.

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In this Physical Geography Lab, students are responsible for designing a simple biological community.

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Students are challenged to design a permanent guest village within the Saguaro National Park in Arizona. The design must provide a true desert experience to visitors while emphasizing sustainable design, protection of the natural environment, and energy and resource conservation. To successfully address and respond to this challenge, students must acquire an understanding of desert ecology, environmental limiting factors, species adaptations and resource utilization. Following theintroduction, students generate ideas and consider the knowledge required to complete the challenge. The lectures and activities that follow serve to develop this level of comprehension. To introduce the concepts of healthy ecosystems, biomimetics and the importance of sustainable environmental design, students watch three video clips of experts. These clips provide direction for student research and challenge design solutions.

These are resources that will provide teachers with further information on the isopods used in the experiments.

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Supplement for this course

Field-based research projects are the focal point for my course in sedimentary geology. For each offering of the course, projects are selected which will enable students to engage in authentic research and learn fundamental principles of sedimentary geology at the same time. Projects have addressed problems as diverse as sedimentologic processes, paleoenvironmental interpretation, stratigraphic correlation between outcrops and the nature of contacts between units. Each semester, the specific content of the course, how the content is organized, which readings are chosen and selection of laboratory experiences are dictated by the nature of the specific project and are planned to support students in their work on the project. Less content may be "covered" with this approach and topics may not follow a "traditional" order (see syllabus), but students' depth of understanding, skills in scientific reasoning, sense of accomplishment, and growth in confidence are greatly enhanced. Class projects from half of the past four offerings of the course culminated in the presentation of three posters at regional GSA conferences. Results of the other two semesters were not submitted for presentation because the instructor failed to identify problems of adequate significance for the class to investigate. However, these projects did yield data which may be useful in future projects.

Field projects must be chosen carefully so that they a) have the potential to yield results of scientific significance, and b) can be completed within the time-frame of one semester. In addition, it is essential to provide students with experiences that enable them to develop the expertise necessary to gather and make sense of the data. To ensure these conditions, the faculty member should be involved actively as a collaborator in the project. Therefore it is mutually beneficial if the class project is related to the faculty member's research or to a topic of interest to him/her. Guidelines for the development of successful projects are available in the Instructor's Notes file.

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Dr. Thomas Hickson (University of St. Thomas) and Karen Campbell (National Center for Earth Surface Dynamics) developed a small, two-dimensional deltaic sedimentation model for the Teaching Sedimentary Geology workshop. This page provides a complete exercise and construction plans to build your own desktop delta.

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Spanish translation of CK-12 Conceptos de Ciencias de la Vida - Grados 6-8 - en Español. This segment describes the destruction of habits. The following concepts are evident: participles used as adjectives, present perfect, impersonal se, use of mente to create adverbs. Vocabulary used includes scientific cognates and ecology.

Pre-service Midle School teachers devised an experiment to test an assertion that destruction of the Brazilian Rainforest would lead to a serious drop in atmospheric oxygen. The experiment proved to be a failure, but opened other avenues of science learning and had a positive impact on their confidence in teaching inquiry-based science.

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Research-grade Global Positioning Systems (GPS) allow students to deduce that Earth's crust is changing shape in measurable ways. From data gathered by EarthScope's Plate Boundary Observatory, students discover that the Pacific Northwest of the United States and coastal British Columbia -- the Cascadia region - are geologically active: tectonic plates move and collide; they shift and buckle; continental crust deforms; regions warp; rocks crumple, bend, and will break.

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In this activity, students will investigate how much chlorophyll is in olive oil using a Varnier Spectrometer. Students will measure and analyze the visible light absorbance spectra of three standard olive oils obtained from any supermarket: extra virgin, regular, and light.