The experts address the following questions in this month’s column: What would a compass do on the Moon? and Where in our solar system can an object achieve the greatest terminal velocity?
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The study of Earth science is sometimes overlooked in our high school science curriculums. In the rush to get through the sequence of biology-chemistry-physics and on to advanced level or AP courses, students and their parents sometimes regard Earth science as marginal and unnecessary. However, the changes now occurring in Earth systems make the study of the geosciences more important than ever before. It is impossible to believe that our students should leave high school without studying Earth science—they must gain a solid understanding of the concepts that can help them understand our changing Earth systems and make good choices in their personal and public lives.
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Have you ever wanted your Earth science students to have a controlled, concrete experience to learn about earthquakes? SeisMac, a free Mac OS X application, can help students develop a concrete foundation for learning about earthquakes. SeisMac turns a MacBook or MacBook Pro laptop computer into a seismograph without any additional peripherals. This application of accelerometers in the Earth science classroom can be extended beyond the Mac audience through the substitution of commercially available probeware systems that offer three-component accelerometers.
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Understanding convection is fundamental for students to fully grasp the science behind large-scale events on Earth, such as global wind patterns, plate tectonic movement, ocean current patterns, and hydrothermal vent dynamics. Convection can also help students understand how car engines are cooled, how radiators heat a room, how a pot of water boils, and how lava lamp fluid moves up and down. Using a convection demonstration such as the one described here will captivate students’ interest while emphasizing the importance of convection.
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The International Polar Year (IPY) is one of the most ambitious international science programs ever organized, currently involving over 60,000 scientists from 63 countries. The goal is to broaden humankind’s understanding of the Arctic and Antarctic, examining a wide range of physical, biological, and social science topics in order to more fully comprehend the critical influence polar regions have on the rest of the planet. The following is a list describing opportunities—supported by the National Science Foundation (NSF), National Aeronautics and Space Administration (NASA), and National Oceanic and Atmospheric Administration (NOAA)—for teachers to bring IPY into classrooms around the nation.
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Along with the need to make their curriculum more comprehensive and reflective of the national and state standards, one school district also searched for ways to make students more passionate about learning science. As a result, they developed a new integrated science course that is centered around the environmental and Earth sciences with an emphasis on inquiry-based learning, integrated science topics, the use of alternative assessment strategies, and the inclusion of technology.
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Professors of an online graduate-level paleontology class developed the concept of marquee fossils—fossils that have one or more unique characteristics that capture the attention and direct observation of students. In the classroom, Marquee fossils integrate the geology, biology, and environmental science involved in the study of fossilized organisms, their paleoenvironments, and subsequent changes in Earth since their existence. This article discusses the concept of marquee fossils and teachers’ development of marquee-fossil activities for their classrooms.
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To help teachers enrich their students’ understanding of inquiry in Earth science, this article describes six modes of inquiry used by practicing geoscientists (Earth scientists). Each mode of inquiry is illustrated by using examples of seminal or pioneering research and provides pointers to investigations that enable students to experience these modes. By discussing and engaging with multiple modes of inquiry, students should gain a deeper understanding of both science content and science process.
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The Earthquake Machine (EML), a mechanical model of stick-slip fault systems, can increase student engagement and facilitate opportunities to participate in the scientific process. This article introduces the EML model and an activity that challenges ninth-grade students’ misconceptions about earthquakes. The activity emphasizes the role of models as part of the scientific enterprise and the concept of scientific inquiry as a continuing, creative process of explaining natural phenomena.
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Emergency eyewashes and showers are critical safety devices that are required in high school science laboratories. Unfortunately, some science teachers are putting themselves at risk in terms of liability and also compromising their students’ safety. So, what does a high school science teacher need to know about eyewashes and showers in order to have a safe working environment for laboratory occupants? The list of suggestions outlined in this month’s column is a good place to start in dealing with this issue.
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Space travel, even low Earth orbit, is probably several years away for most of us; however, students and teachers can research the edge of space by participating in the BalloonSat program. BalloonSat is an offshoot of the Space Grant Consortium’s very successful RocketSat program. The Arkansas BalloonSat program consists of teacher-initiated projects that link the use of geospatial technology tools and community resources. This article describes the Arkansas program, which is an excellent example of a collaborative scientific program that makes learning real and meaningful for students.
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As a K-12 teacher, should you pay attention to the research done by “those university people up in their ivory towers?” To understand some of what academic research offers you, an analogy might be helpful. As a driver, you are aided by reporters in a traffic helicopter. These reporters can help you make decisions about the route to take to your destination, even though they are far removed from actual cars. Similarly, those viewing classrooms from their ivory towers can provide valuable information—information gleaned from a distance that can help you make decisions about how to get your students to your chosen educational destination. This month’s column prepares you to be a critical consumer of educational research.
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This article presents a lesson in which students examine current field research on global change. In particular, students investigate the effect of carbon dioxide and tropospheric ozone on ecosystems by applying their knowledge of scientific inquiry and photosynthesis. The goal of the activity is for students to think like ecologists and draw connections between the data and their everyday energy choices.
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