students are asked to match up students with their home state, and …
students are asked to match up students with their home state, and their states with the area and percentage of area of surface water that they contain, as well as where each of the states rank nationally in terms of water area.
(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 asked to match up several unique fossils with the site …
Students are asked to match up several unique fossils with the site and location where it was found and it's geologic age.
(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 asked to match up five top Museums with 2 fossils …
Students are asked to match up five top Museums with 2 fossils that they have on display based on clues presented from various points of view.
(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 asked to convert measurements in cubic feet per hour (cfh) …
Students are asked to convert measurements in cubic feet per hour (cfh) to cubic feet per second (cfs) and then match up the names of the researchers measuring the flows at the river station with the correct flow rate and the year in which it was taken. There is also a second part in which students must graph the different flow rates with time and then answer questions by interpreting the information in the graph.
(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-part example, students are given clues about properties about the …
In this two-part example, students are given clues about properties about the terrestrial and Jovian planets respectively and asked to match up the planet with the correct equatorial radius, mean orbital velocity, and period of rotation.
(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 asked to match up the five largest mass extinction events …
Students are asked to match up the five largest mass extinction events with their relative dates, approximate duration, and severity (percentage of species that became extinct) based on clues given from various perspectives.
(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 asked to match up each of the Stooges with their …
Students are asked to match up each of the Stooges with their favorite group and species of dinosaur based on clues given from different perspectives.
(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 asked to resolve how many days each of 5 volcanologists …
students are asked to resolve how many days each of 5 volcanologists spent at a volcano and what day they started for the volcano. There is also a second part where students are asked to do some additional research about volcanoes on the web.
(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.)
The Digital Shoreline Analysis System (DSAS) is a software extension for ArcGIS …
The Digital Shoreline Analysis System (DSAS) is a software extension for ArcGIS that allows for automated shoreline change calculations along the coast. The user must supply the shoreline data and the software helps the user create measurement locations (transects) and completes the shoreline change calculations at each location. The result is a visual representation of the shoreline change along a coastline. This representation is far more useful for analysis that one overall average. Unusually high rates of erosion/accretion are easily recognized from the resulting map. The study location is Rodanthe, NC. The data used in this exercise is the sample data provided by the USGS.
Students compare traditional paper-based techniques associated with estimating areal precipitation, watershed delineation, …
Students compare traditional paper-based techniques associated with estimating areal precipitation, watershed delineation, and modeling evapotranspiration. This assignment challenges students to consider the various assumptions involved with both analog and digital analyses and highlights the strengths and weaknesses of both approaches.
This lab reinforces the concepts of using coordinate systems for pinpointing locations …
This lab reinforces the concepts of using coordinate systems for pinpointing locations on Earth's surface. Students are directed to search for background information online as a way to remind them of the concepts, and as a way to help them identify resources for future background help. They follow specific directions for converting between coordinate systems using ArcGIS software. Then they compare distances on the Earth for a local area using GCS units and UTM units. The end goal is to illustrate the utility of projected coordinate systems. Finally, they extract coordinate pairs from their maps and collect GPS coordinates from the same points in order to confirm the connection between GIS and GPS.
The concept of geocaching is introduced as a way for students to …
The concept of geocaching is introduced as a way for students to explore using a global positioning system (GPS) device and basic geographic information (GIS) skills. Students familiarize themselves with GPS, GIS, and geocaching as well as the concepts of latitude and longitude. They develop the skills and concepts needed to complete the associated activity while considering how these technologies relate to engineering. Students discuss images associated with GPS, watch a video on how GPS is used, and review a slide show of GIS basics. They estimate their location using latitude and longitude on a world map and watch a video that introduces the geocaching phenomenon. Finally, students practice using a GPS device to gain an understanding of the technology and how location and direction features work while sending and receiving data to a GIS such as Google Earth.
This student project analyzes the Devonian Marcellus Shale in northwestern Pennsylvania for …
This student project analyzes the Devonian Marcellus Shale in northwestern Pennsylvania for the potential for deep natural gas well development based on varying thickness and structural characteristics. The Marcellus has been successfully producing high gas volumes in well in northeastern parts of Pennsylvania, and there is presently a rapid movement to evaluate the potential production in other areas of the Commonwealth. However, there are notable environmental issues regarding the large water volumes necessary to fracture the formation to allow gas production, as well as the possibility of aquifer contamination at shallower levels.
GIS techniques, data sources, and other resources are so numerous and varied …
GIS techniques, data sources, and other resources are so numerous and varied that, even if someone is doing GIS work regularly, it's common to say, "Now how did I do that last time?" or "Where did I get that data?". One of the main goals of my GIS course is to have students create a personal GIS portfolio that will be useful to them in the future, either for projects at Hamilton or in a job after graduation. Portfolios must include, at a minimum, a spreadsheet of data sources and information about downloading and prepping data from each site; an annotated Word doc of useful web sites; a DVD collection of projects and data from the course; and an organized notebook that contains the items listed above plus all class handouts, exercises, and printouts of products.
What I stress in this assignment is that portfolios need to be more than collections of GIS stuff – they must be useful for the future. To make portfolios useful for the future, students have to give significant thought not only to organization but how they will be able to find information in their portfolios in the future and how they can build indexes, annotations, flow charts, etc. to make their portfolios more than a collection of pieces of paper in a binder.
Final independent GIS analysis designed and carried out by the student; once …
Final independent GIS analysis designed and carried out by the student; once the analysis is complete, each student develops an assignment or activity based on the project for another college-level course.
In this dynamic data science game, students try to track down a …
In this dynamic data science game, students try to track down a speck of extremely dangerous radioactive material (the "source"), which has been lost somewhere in the middle of their lab. A special device measures the strength of the radiation and, if it’s positioned correctly over the speck, can be used to collect it for safe disposal. But it's a tiny speck, so they have to give quite precise coordinates. They take measurements to figure out the speck’s location, but must beware: as they take measurements, they're also accumulating radiation exposure. If they get too much, they’ll lose the game and will have to start over. Can they find the source before it’s too late? Using mathematical models, students generate useful strategies for winning the game with data.
This lesson unit is intended to help teachers assess how well students …
This lesson unit is intended to help teachers assess how well students are able to identify linear and quadratic relationships in a realistic context: the number of tiles of different types that are needed for a range of square tabletops. In particular, this unit aims to identify and help students who have difficulties with: choosing an appropriate, systematic way to collect and organize data; examining the data and looking for patterns; finding invariance and covariance in the numbers of different types of tile; generalizing using numerical, geometrical or algebraic structure; and describing and explaining findings clearly and effectively.
This lesson unit is intended to help you assess how well students …
This lesson unit is intended to help you assess how well students working with square numbers are able to: choose an appropriate, systematic way to collect and organize data, examining the data for patterns; describe and explain findings clearly and effectively; generalize using numerical, geometrical, graphical and/or algebraic structure; and explain why certain results are possible/impossible, moving towards a proof.
Workshop overview for the Data Carpentry genomics curriculum. Data Carpentry’s aim is …
Workshop overview for the Data Carpentry genomics curriculum. Data Carpentry’s aim is to teach researchers basic concepts, skills, and tools for working with data so that they can get more done in less time, and with less pain. This workshop teaches data management and analysis for genomics research including: best practices for organization of bioinformatics projects and data, use of command-line utilities, use of command-line tools to analyze sequence quality and perform variant calling, and connecting to and using cloud computing. This workshop is designed to be taught over two full days of instruction. Please note that workshop materials for working with Genomics data in R are in “alpha” development. These lessons are available for review and for informal teaching experiences, but are not yet part of The Carpentries’ official lesson offerings. Interested in teaching these materials? We have an onboarding video and accompanying slides available to prepare Instructors to teach these lessons. After watching this video, please contact team@carpentries.org so that we can record your status as an onboarded Instructor. Instructors who have completed onboarding will be given priority status for teaching at centrally-organized Data Carpentry Genomics workshops.
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