The student compiles oil field well data, including spatial locations and digital well logs, for analysis of subsurface, oil reservoir stratigraphy and lithology using computer spatial technologies software, Geoplus Petra. The students create well log cross sections, make lithologic picks, construct structure and isopach maps, and evaluate lithologic properties, including gross reservoir quality from petrophysical logs. These data are used to interpret depositional environment of the subject formation and make predictions for well bore perforations for oil production. The key value of the exercise is an introduction to the use of computer software to analyze geological data, guided by sedimentologic and stratigraphic insights, and make predictions for resource exploitation.

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This exercise is part of a sequence of exercises to help students understand single and multiple aquifer tests. In class, students will receive data from pumping tests at University of Minnesota's hydrogeology field site. Instead of using commercial software, students will create interactive modeling tools to facilitate curve matching and to collaborate on understanding aquifer tests at different scales using different methods. The approaches used in this exercise can be extended to develop models to compare single and multiple aquifer tests using different approaches.

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These assignments are adaptations of field labs to incorporate writing. For each field lab, students write a partial geologic report, consisting of a description (or "Structural Data") section, an interpretation section, and appropriate supporting figures (potentially including stereonets, field sketches, maps, cross-sections, etc.).
Handouts given at the beginning of lab list: the goals to be accomplished in the field (measurement of foliations and lineations, measurement of bedding around a fold, description of structures, field sketches, etc.),
the figures expected in the write-up (stereonets, field sketches, etc.),
a list of information to include in the description section, and a list of questions to address in the interpretation section. Depending on the field area, students may be given two or more competing models to test in the field or may be asked to relate descriptive analysis to kinematic or mechanical analysis. This adaptation can be used for field labs at all levels, from labs designed to review field techniques and identify basic types of secondary structures to labs that simulate research experience. This type of write-up improves student writing by giving students practice using terminology and describing spatial relationships, and improves critical thinking skills by requiring written interpretation of structural data.

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This activity is a indoor lab where students gather data within their school to develop the concept of displacement in two dimensional motion.

The concept of water activity is important to food preservation. When water activity is less than 0.6, almost all microbes, including bacteria, molds, and yeasts, stop growing. Vegetables are usually dried even further, to water activity of 0.3 or 0.2, for quality and storage. Virtual Labs – Controlling Water Activity in Food explores a traditional method of preserving corn by drying. In this virtual laboratory, learners test water activity levels of dried corn and explore how they change under three different storage environments. The interactive animation guides users through the theory and practice of sampling a food product, using a water activity meter, and setting up replicates, to build familiarity with concepts and procedures used in real food science labs. Before beginning this lab, it may be useful to complete Virtual Labs – Understanding Water Activity.

Aquatic Ecology Studies: Exercises in Scientific Literacy is a collection of lessons designed primarily for earth science and biology classrooms. The lessons may be taught in a cluster as part of a water resources unit or they may be used individually to enrich any preparation with special focus on NCSCOS secondary science goal 1.05: analyze reports of investigations from an informed scientifically literate viewpoint. The aquatic ecology theme pays particular attention to aquatic environmental issues of eastern North Carolina and connects learners to authentic data and technology resources from the Center for Applied Aquatic Ecology at North Carolina State University. The lessons are created for collaborative group classrooms, promote technology integration and are formatted to enhance the development of project based learning frameworks. Diverse learning outcomes and contexts for skill development are addressed in each lesson and the overview document in depth.

In this two-part laboratory exercise, students explore the paleontological species concept by studying fossil rodent specimens and classifying them. This lab exercise follows a discussion of the species concept and is the first lab exercise in the course that gives students experience with fossil specimens. Part I: Students begin by studying casts of fossil mammal molars from which they construct clay models. This develops their ability to recognize the cusp pattern. Next, students are given 5 specimens that belong to a single species. First, they write qualitative descriptions of each specimen and then use an optical micrometer fitted to a microscope to collect data about molar length and width. Each group of students has a distinct species of the same rodent family, Ischyromyidae. Part II: The quantitative data is entered into a spreadsheet in Minitab, basic statistics are calculated and students plot molar length vs. width and/or molar area ln (LxW) vs. biostratigraphic level (if you want to include the time factor). (Class data is combined for the statistical analysis and graphing. An alternative approach, for a small class size, is to provide students with additional data points.) Each student pair must explain how they would classify each of the fossil specimens that they studied and the basis for their decision.

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NASA Astronaut Kjell Lindgren discusses what's new in research on the orbiting laboratory.

This activity involves students in recording their energy usage of particular appliances and devices over a certain period of time. They then take the time and device and determine the kilowatts of electricity used via an internet website. They then can take this value and calculate the amount of fuel that would have to be burned to generate this same amount of electricity. This activity is done for multiple appliances and situations and it is investigated how much fuel/coal is needed to kepp the light on all day every day, or the computer that is never in sleep mode.

This resource is a video abstract of a research paper created by Research Square on behalf of its authors. It provides a synopsis that's easy to understand, and can be used to introduce the topics it covers to students, researchers, and the general public. The video's transcript is also provided in full, with a portion provided below for preview:

"A new report in the journal Biochemistry and Molecular Biology Education describes a laboratory activity meant to help students understand allelopathy – a type of chemical warfare used by plants to secure the resources needed to grow. In this process, plants release biochemicals that affect the growth or development of neighboring plants. It is a common tactic of invasive plant species. The mechanism has also been used in agricultural production systems as a sustainable and organic way to manage weeds and soil fertility. For example, horseradish produces the molecule sinigrin, which is hydrolyzed in the presence of the enzyme myrosinase to generate allyl isothiocyanate, or AITC. AITC has been shown to have allelopathic effects on lettuce, including reduced and delayed seed germination rates, decreased root hair growth, and decreased root length. Mustard green also contains AITC and is widely utilized to control weed growth in current agriculture production..."

The rest of the transcript, along with a link to the research itself, is available on the resource itself.