sponsored by IRIS Consortium.
The Incorporated Research Institutions for Seismology (IRIS) Consortium has partnered with NESTA to produce this special, seismology focused issue of The Earth Scientist. The theme for this issue is Modernizing Your Seismology Education. In this issue, you will find a collection of five invited articles that showcase the complexity and wealth of new teaching opportunities that exist within seismology education. The first article informs us of a newly discovered mode of fault behavior called Episodic Tremor and Slip. This is a must read for all of us. The next article tells how you can successfully teach the concept of Episodic Tremor and Slip in the Middle School Classroom yielding new understandings of subduction zones. The third article shares information regarding the USArray, a collection of high-precision seismometers which is providing visualizations of seismic waves, thus providing rich visual reinforcement of what is known about seismic wave properties. This is followed by an article which deals with the wide array of student held “alternative” conceptions about geophysics and how some of their ideas persist, despite instruction. The final article shows how, in the classroom, you can examine and model the causes of intraplate earthquakes, such as those along the New Madrid Seismic Zone, in the central USA. These well researched, well written articles are presented in the hope that they will help to modernize your seismology education by providing either substantial background information or allowing for immediate application in your classroom.
Our 2010 Summer issue of The Earth Scientist includes six articles dealing with various aspects of Earth Science. An article from NOAA details how lake effect snow can, under the right conditions, actually occur on the narrow Mississippi River. Another article describes how you can turn your classroom into a low-budget planetarium. Next we include a primer on satellites and their use in oceanography. You will really "dig" the article, complete with lesson plans and worksheets, describing how to do an archaeological dig in your own classroom. Another article summarizes and analyzes the GEMS Program and its use in teaching hands-on Astronomy. Last, but definitely not least, an article which provides enlightening information on the global warming debate.
This very special issue ofThe Earth Scientist (our biggest ever!) is sponsored by the Cooperative Institute for Climate and Ocean Research at the Woods Hole Oceanographic Institution and is focused on the world';s oceans. The articles, by teachers, scientists, and science educators from across the country, cover a range of topics - polar research, coral reefs, ocean acidification, air-sea interactions, climate research, the Census of Marine Life, ocean drilling, and information on cutting edge observatory initiatives. The issue contains a gorgeous full color, 2'x6' poster developed by the University of Washington's Center for Environmental Visualization illustrating ocean processes and observatories.
ISBN: 978-0-309-10586-6
Size: 88 pages, 8 x 10
Publication Year:2008
Authors: Committee on Revising Science and Creationism: A View from the National Academy of Sciences, National Academy of Sciences and Institute of Medicine of the National Academies
How did life evolve on Earth? The answer to this question can help us understand our past and prepare for our future. Although evolution provides credible and reliable answers, polls show that many people turn away from science, seeking other explanations with which they are more comfortable.
In the face of so many daunting near-term challenges, U.S. government and industry are letting the crucial strategic issues of U.S. competitiveness slip below the surface. Five years ago, the National Academies prepared Rising Above the Gathering Storm, a book that cautioned: "Without a renewed effort to bolster the foundations of our competitiveness, we can expect to lose our privileged position." Since that time we find ourselves in a country where much has changed--and a great deal has not changed.
