This activity introduces students to loading and plotting data in MATLAB. Students …
This activity introduces students to loading and plotting data in MATLAB. Students explore scalar and vector time series and profile data commonly used in the field of Oceanography using data sets from publicly available sources or that they collected in local waters.
Play-Doh model, upright anticline Provenance: Carol Ormand Ph.D., Carleton College Reuse: This …
Play-Doh model, upright anticline
Provenance: Carol Ormand Ph.D., Carleton College 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. Students make Play-Doh models of synclines and anticlines, including one of a plunging fold. They use these models to answer questions about what these structures look like in map view and cross-sectional view.
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The goal of this lesson is to provide an introduction to R …
The goal of this lesson is to provide an introduction to R for learners working with geospatial data. It is intended as a pre-requisite for the R for Raster and Vector Data lesson for learners who have no prior experience using R. This lesson can be taught in approximately 4 hours and covers the following topics: Working with R in the RStudio GUI Project management and file organization Importing data into R Introduction to R’s core data types and data structures Manipulation of data frames (tabular data) in R Introduction to visualization Writing data to a file The the R for Raster and Vector Data lesson provides a more in-depth introduction to visualization (focusing on geospatial data), and working with data structures unique to geospatial data.
Students graph data from 20th century hurricanes that affected the state of …
Students graph data from 20th century hurricanes that affected the state of Texas. Along the way they answer questions that ask them to interpret what they see represented on the graphs.
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This exercise gives students personal experience with data sets that have spatial …
This exercise gives students personal experience with data sets that have spatial reference "issues" so that they learn first hand both why it matters to be meticulous about projections and coordinate systems and how to work with coordinate systems, projections, and datum transformations in ArcMap. You might also be interested in our Full GIS course with links to all assignments.
Students map the classroom twice using paper and pencil, the first time …
Students map the classroom twice using paper and pencil, the first time on different pieces of paper and with essentially no instructions and the second time on a base map with coordinates for one corner of the room with instructions about what to map and make a table of information about what they are mapping. *Special thanks to Dennis Johnson, Juniata College, for the basic idea for this activity!* You might also be interested in our Full GIS course with links to all assignments.
Command line interface (OS shell) and graphic user interface (GUI) are different …
Command line interface (OS shell) and graphic user interface (GUI) are different ways of interacting with a computer’s operating system. The shell is a program that presents a command line interface which allows you to control your computer using commands entered with a keyboard instead of controlling graphical user interfaces (GUIs) with a mouse/keyboard combination. There are quite a few reasons to start learning about the shell: The shell gives you power. The command line gives you the power to do your work more efficiently and more quickly. When you need to do things tens to hundreds of times, knowing how to use the shell is transformative. To use remote computers or cloud computing, you need to use the shell.
Data Carpentry lesson to learn to navigate your file system, create, copy, …
Data Carpentry lesson to learn to navigate your file system, create, copy, move, and remove files and directories, and automate repetitive tasks using scripts and wildcards with genomics data. Command line interface (OS shell) and graphic user interface (GUI) are different ways of interacting with a computer’s operating system. The shell is a program that presents a command line interface which allows you to control your computer using commands entered with a keyboard instead of controlling graphical user interfaces (GUIs) with a mouse/keyboard combination. There are quite a few reasons to start learning about the shell: For most bioinformatics tools, you have to use the shell. There is no graphical interface. If you want to work in metagenomics or genomics you’re going to need to use the shell. The shell gives you power. The command line gives you the power to do your work more efficiently and more quickly. When you need to do things tens to hundreds of times, knowing how to use the shell is transformative. To use remote computers or cloud computing, you need to use the shell.
This exercise uses a suite of well logs (aka electric logs) to …
This exercise uses a suite of well logs (aka electric logs) to interpret lithology within a stratigraphic section and to determine fluid content within borehole rocks.
This series of three activities in tutorial format serves not only as …
This series of three activities in tutorial format serves not only as an introduction to ArcGIS for our intro geology, hydrogeology, and structural geology courses but also as a mandatory refresher that students must complete before the first lab of our upper level course GIS for Geoscientists. The tutorial/refresher emphasizes techniques used by geoscientists. You might also be interested in our Full GIS course with links to all assignments.
Students will learn the basics of 3D modeling utilizing SketchUp Pro. Students …
Students will learn the basics of 3D modeling utilizing SketchUp Pro. Students first begin by observing the most unique building structures in the world. Then learn new skills and techniques through hands-on tutorials to learn how to create 3D models in SketchUp. Once armed with the basics, students will be tasked with creating a 3D replica of a building of their choice or one from their imagination.
These activities were developed to introduce students to the ArcGIS software package …
These activities were developed to introduce students to the ArcGIS software package and help the begin developing their own place-based (Iowa) activities.
Intro to Graphing is a 2-phase exercise that introduces students to Excel …
Intro to Graphing is a 2-phase exercise that introduces students to Excel for the purposes of properly storing their data and producing graphs.
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Welcome to R! Working with a programming language (especially if it’s your …
Welcome to R! Working with a programming language (especially if it’s your first time) often feels intimidating, but the rewards outweigh any frustrations. An important secret of coding is that even experienced programmers find it difficult and frustrating at times – so if even the best feel that way, why let intimidation stop you? Given time and practice* you will soon find it easier and easier to accomplish what you want. Why learn to code? Bioinformatics – like biology – is messy. Different organisms, different systems, different conditions, all behave differently. Experiments at the bench require a variety of approaches – from tested protocols to trial-and-error. Bioinformatics is also an experimental science, otherwise we could use the same software and same parameters for every genome assembly. Learning to code opens up the full possibilities of computing, especially given that most bioinformatics tools exist only at the command line. Think of it this way: if you could only do molecular biology using a kit, you could probably accomplish a fair amount. However, if you don’t understand the biochemistry of the kit, how would you troubleshoot? How would you do experiments for which there are no kits? R is one of the most widely-used and powerful programming languages in bioinformatics. R especially shines where a variety of statistical tools are required (e.g. RNA-Seq, population genomics, etc.) and in the generation of publication-quality graphs and figures. Rather than get into an R vs. Python debate (both are useful), keep in mind that many of the concepts you will learn apply to Python and other programming languages. Finally, we won’t lie; R is not the easiest-to-learn programming language ever created. So, don’t get discouraged! The truth is that even with the modest amount of R we will cover today, you can start using some sophisticated R software packages, and have a general sense of how to interpret an R script. Get through these lessons, and you are on your way to being an accomplished R user! * We very intentionally used the word practice. One of the other “secrets” of programming is that you can only learn so much by reading about it. Do the exercises in class, re-do them on your own, and then work on your own problems.
Students learn about video motion capture technology, becoming familiar with concepts such …
Students learn about video motion capture technology, becoming familiar with concepts such as vector components, magnitudes and directions, position, velocity, and acceleration. They use a (free) classroom data collection and processing tool—the ARK Mirror—to visualize and record 3-D motion. The Augmented Reality Kinematics (ARK) Mirror software collects data via a motion detector. Using an Orbbec Astra Pro 3D camera or Microsoft Kinect (see note below), students can visualize and record a robust set of data and interpret them using statistical and graphical methods. This lesson introduces students to just one possible application of the ARK Mirror software—in the context of a high school physics class. Note: The ARK Mirror is ported to operate on an Orbbec platform. It may also be used with a Microsoft Kinect, although that Microsoft hardware has been discontinued. Refer to the Using ARK Mirror and Microsoft Kinect attachment for how to use the ARK MIrror software with Microsoft Kinect.
This is a college-level adaptation of a chapter from the Earth Exploration …
This is a college-level adaptation of a chapter from the Earth Exploration Toolbook. The students download global quake data over a time range and use GIS to interpret the tectonic context.
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Learners modify elements of a tsunami wave tank to investigate the affect …
Learners modify elements of a tsunami wave tank to investigate the affect that near-coast bathymetry (submarine topography) and coastal landforms have on how far a tsunami can travel inland. Damaging tsunami are most commonly produced by subduction zone earthquakes, such as those that occur in Alaska.
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Bonnie Magura (Portland Public Schools), Roger Groom (Mt Tabor Middle School), and CEETEP (Cascadia EarthScope Earthquake and Tsunami Education Program)
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