Most students, regardless of their grade level, live “in the moment,” concerned only with factors and issues that have an immediate and direct impact on their lives. This is, to a large degree, understandable given the pressures, demands, responsibilities and constraints placed on students during their high school academic years. However, as teachers, we are required to not only
To begin the process of educating my students on my upcoming expedition to Antarctica, I introduced an activity entitled, “Questions about Antarctica…It’s What’s for Dinner.” In this assignment, small groups were asked to develop a list of 10 questions about anything - weather, clothing, wildlife, geography, geology, oceanography - related to Antarctica. Each question was worth up to 10 points
My name is George Hademenos and I am a physics teacher currently in my 17th year at Richardson High School in Richardson, TX. My primary instructional mission as an educator is to ensure that not only are my students exposed to the knowledge, content and lab experiences consistent with a science course, but that they are also
Even in Antarctica ice will melt. As the sun stays higher and higher in the sky as summer progresses, the warm sun causes the ice to melt. The questions that we are going to ask are: 1) Does clean ice (no sediment) or dirty ice (has sediment mixed in it) melt faster? and 2) Would the ice melt if
We know that we have lots of microorganisms growing where we live, but can microorganisms like bacteria also live in the harsh, cold, dry climate of Antarctica? Part of our research project in Antarctica is looking at the microorganisms that live in the Taylor Glacier. We are taking dirty ice (ice with lots of dirt/sediment in it) and
For this experiment, we are going to melt dirty ice (ice with lots of sediment/dirt in it) and clean ice (ice without sediment) from the Taylor Glacier. After we melt the ice, we are going to test the melt water for pH and conductivity, and then determine how much salt is actually in our ice samples. There are
We go places, but what do we do with the billions of snippets of information we absorb? How do we process the information so that it means something to us when we can no longer be there? As a geographer, my objective was to be able to observe, participate and categorize the billions of pieces of visual information
Case studies provide a brief overview or examination of events that impact or alter the way people function and live day to day within the human and physical environment. They help by providing students with “real world” examples that relate to the theoretical content they are studying.
Objective
Students will prepare a case study illustrating the impact