This is a lab activity to determine the amount of calories in different foods.

Images of faulted strata, tilted turbidites, and beach rocks bring the field into the classroom, giving students practice in doing what geoscientists do. These images are examples of geologic puzzles.

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This is a lab activity that is designed to help introductory, non-science majors integrate their geological knowledge near the end of the course. In this activity, students work in self-selected groups of up to four per group on the history of a sketch geological map.

This module introduces students to the basic science of climate change, as well as the concepts of vulnerability and adaptation in the context of climate change in different regions of the world.

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In the first part of this activity, students think about their personal carbon emissions and driving habits. They reflect on what might be done to reduce our carbon emissions, as individuals and as a society as a whole. In the second part of the activity, students calculate how much sea level would rise if a range of ice melting scenarios occur. They then examine topographic maps of local coastlines to see how different regions would be affected under the range of scenarios.

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When the science is so clear, why is it so difficult to make agreements that will reduce our impact on climate change? This exercise is designed to help students explore that important question in an active and engaging way. Students are cast into the roles of various important players in the climate change issue, including politicians, scientists, environmentalists, and industry representatives. Working in these roles, students must take a position, debate with others, and then vote on legislation designed to reduce greenhouse gas emissions in the United States.

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This classroom activity presents Calculus II students with some Flash tutorials involving work and pumping liquids and a simple question concerning the amount of work involved in pumping water out of two full containers having the same shape and size but different spatial orientations.

Through a discussion board, students comment and respond to paper topics on the human impacts on sharks.

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In this field exercise, students examine the mystery mounds and patterned ground on the top of Umptanum Ridge in central Washington. Groups of 3-4 students design and conduct a field investigation and write a single joint report. Each group formulates a testable hypothesis that addresses one of the proposed processes involved in forming or subsequently shaping the mounds. The groups design an experiment to test their hypothesis, collect the necessary field observations and measurements during a regular afternoon field lab period and write a scientific report that includes an introduction, statement of hypothesis, background information, methods, data, analysis and interpretations, discussion of uncertainties, conclusions, and references. One week later, reports are turned in and students form "jigsaw" discussion groups composed of one student from each field research group. Each student briefly summarizes their group's research hypothesis and results to the jigsaw group. The jigsaw groups then each develop a revised hypothesis based on these combined results and present that to the entire class.
Designed for a geomorphology course
Uses online and/or real-time data
Has minimal/no quantitative component
Addresses student fear of quantitative aspect and/or inadequate quantitative skills
Addresses student misconceptions

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Based on a fable about government debt, students identify the relevance of crowding out, monetizing a debt, external debt, and stimulus spending.

These strategies support active student participation in math lessons and allow teachers to assess the developing proficiency levels of all students in the class by walking around to monitor student responses. These strategies are especially effective during the Mental Math part of an Everyday Mathematics lesson.

The activity asks students to make observations about what occurs when two effervescent antacid tablets are placed into a beaker of water. The Students work together in groups. There are three parts to the activity. In the first part, the tablets are dropped into tap water and student groups (2-4 students) must complete a series of question sheets (one per group) that guide them through thinking about the event. In the second part, a presentation on chemical equilibrium for the carbonate system is given. The starting point is the answers received in the first part. Basic chemical reactions for the carbonate system are presented including equilibrium expressions for each reaction and discussion about open and closed systems. At the end of class, a handout is given to the students. In the third part, three beakers (acidic, neutral and basic solutions, but not indicated) are placed together and two tablets are placed into each beaker. Students are split into two groups (8-12 students) and are asked to describe why the reactions are different. Discussion follows collection of student responses in each part. Once the chemical reactions and equilibrium expressions are presented, they are involved and referenced in all discussions.

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An elementary introduction to chemistry vocabulary, tools and concepts used in science curriculum.

In this inquiry investigation, students will observe unknown tissue samples and draw them in their science notebooks. They will work in groups to present and defend a classification scheme for the unknown tissues to the class, and then use textbooks as a reference to compare their scheme to the accepted classification system.

In this activity, students are introduced to locating and reading peer-reviewed scientific journal articles. It helps ease students into the process of locating, reading, and using journal publications. This activity can be done entirely in class or a combination of in-class with homework assigned. It is a helpful way to lead students toward searching for and using the peer-reviewed literature in their own research.

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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 activity is a group lab activity where students explore beginning electrical circuits.

This activity is a guided inquiry investigation where students will propose a question on what makes an electromagnet stronger. They will conduct a controlled experiment to answer their own question.

This introduction to motion activity has students exploring speed and acceleration using a wheeled office chair and rope to pull a student a given distance and record the time. The results are graphed and different outcomes are predicted when variables are changed.

Through the use of marbles, this investigative experiment gives students the opportunity to learn about motion.