Ten percent of the points in class (100 of 1000) come from short independent activities students perform outside of the regular class meetings. Students can choose from a variety of activities.
The activities listed below are definitely allowed. Additional activities may be introduced at the inspiration of the instructor or students.
To encourage timely completion of tasks and to prevent end-of-semester overload, submissions become more limited as the semester progresses. On any given day, a student may submit no more new items than there are class days remaining. The day of the final exam does not count as a class day.
Read an approved book about an astronomy, meteorology, or geology topic and write a report about it. A good report summarizes the book, discusses the significance of the subject matter, and credibly evaluates the book’s readability and believability. The report must be entirely your own work.
I already am aware of too many appropriate books to list here. If you are interested in a book, ask me if it is ok. If I am not familiar with the book, show it to me so that I can decide.
| 20 | The book is approved and the report accurately and completely describes the book’s contents. |
| 30 | As previous, plus the report explains why the subject of the book is significant to scientific understanding or practical application. |
| 40 | As previous, plus evaluates the book’s readability and believability. Provides specific evidence for the evaluation. |
The final score of the book report is adjusted by its ESWE multiplier.
You may report on up to three books.
Record five consecutive days of local weather data during the semester and relate the local data to regional weather patterns during that time. Report the local and regional data and tell the story of what happened.
| 20 | Five consecutive days of complete local wind speed and direction, temperature, barometric pressure, cloud cover, and precipitation data are compiled. |
| 25 | As previous, plus contains at least one visual map depiction of the conditions (weather map or other map-type presentation of at least one type of weather variable over the region) at one time during the report period. |
| 30 | As previous, plus regional (Rocky Mountain) patterns of wind, air pressure, temperature, precipitation, and storms are also described. The weather map is explained in words. |
| 40 | As previous, plus tells the story of the regional progression including how the local observations fit in. Identifies weather systems such as fronts, highs, and cyclonic storms that contributed to the local weather. |
The final score of the report is adjusted by its ESWE multiplier.
You may compile only one five-day weather narrative.
Show your creativity! Write a song presenting a topic in earth or space science. You may write your own music for it or use music that is already written. The words to the song must be your own. Identify or provide the tune of the song. Separately from the song, describe the science in writing and how it is addressed in the words of the song.
| 10 | The song contains at least three different four-line verses. Tune is identified. |
| 20 | As previous, plus the scientific information is relevant to the class and is presented in the song without error. |
| 30 | As previous, plus the words scan properly to the music and rhyme as appropriate. Descriptive prose explains how the song addresses the science. |
| 40 | As previous, plus the song presents a complete topical “chunk” clearly and engagingly. |
You may create up to three songs or other artistic projects.
Are you not a song writer? Be creative in another medium! Possibilities include drawings, paintings, long poems, interpretive dance, drama, and videos. Your creation should present an earth or space science topic correctly and engagingly. Separately from the art, describe the science in writing and explain in detail how it is addressed in the artwork.
The artwork should be of high quality in both design and execution. Materials used should be professional grade. Although media are not restricted, I am not seeking elementary-school student projects. The work must be entirely your own.
| 10 | The artwork is substantial enough to present a complete earth or space science topical “chunk.” |
| 20 | As previous, plus the scientific information is relevant to the class and is presented clearly, completely, and without error. Descriptive prose identifies topical elements in the artwork. |
| 30 | As previous, plus the work is polished and professional in execution and presentation. Descriptive prose outlines how the artwork conveys the scientific information. |
| 40 | As previous, plus the work presents its scientific information clearly and engagingly. Descriptive prose details how each element of the artwork conveys the scientific information. |
You may create up to three songs or other artistic projects.
Get ready to teach! Prepare a detailed, specific lesson plan teaching any aspect of Earth or Space science.
Include in the plan an exposition of the scientific content to be taught. Identify the standards addressed by the lesson, who the students are, and what the students should know before the lesson. Specifically identify all activities and materials: if the class will watch a video, fully identify the video (title, director, publisher, year); if students will c omplete a worksheet, include a copy of the worksheet.
The lesson plan should be original, created by you, and not submitted for grading to any other class.
| +10 | Includes a well-written and correct description of the scientific content. Lesson actually presents the content described. |
| +3 | Cites and identifies standards addressed. Lesson truly addresses the standards. |
| +3 | Students are identified by age or grade. |
| +4 | Identifies students’ prior knowledge. |
| +10 | Step-by-step procedure specifically and completely describes everything the teacher and students do in the lesson. |
| +10 | All materials, such as worksheets, videos, web sites, manipulatives, and written materials are specifically identified and included if practical. |
The final score of the lesson plan is adjusted by its ESWE multiplier.
You may submit up to three lesson plans.
When a student asks a science question in class that the instructor cannot answer, that student has the right of refusal to find the answer. If declined, any other student may volunteer. If selected by the instructor, you may find the answer to the question that stumped the instructor! Gather credible references answering the question and present the answer to the class.
| 10 | References addressing the question are printed and collated, and the information they contain is summarized. |
| 15 | As previous, plus the answer is provided and explained. |
| 20 | As previous, plus the answer is concisely and accurately presented to the class. |
There is no limit to the number of “stumper” questions you may answer.
Read an earth or space science article in a general audience science magazine, such as New Scientist, Scientific American, Weatherwise, Discover, National Geographic, Smithsonian, etc. Turn in the article or a copy. Summarize the key information of the article and explain why it is significant to scientific understanding or practical application.
Only full-text versions of magazine articles are appropriate. Web summaries of articles count as newspaper articles only.
| 5 | Brings in the magazine or a photocopy of the article. |
| 10 | As previous, plus summarizes the article in writing. |
| 15 | As previous, plus summary is accurate and succinct. |
| 20 | As previous, plus conveys the significance of the subject. |
You may report on up to two magazine articles.
Watch a 30-minute or longer video on an ESS topic. Describe the video in writing. In your description, summarize the key information of the video and explain why it is significant to scientific understanding or practical application.
| 10 | Provides a written report on a video of appropriate topic and adequate length. |
| 15 | As previous, plus report accurately and succinctly summarizes the video. |
| 20 | As previous, conveys the significance of the subject. |
You may report on only one video.
The textbooks are not perfect, and neither is the instructor. Every now and then, an error gets in print that neither the author, the proofreaders, nor the instructor detects.
| 10 | Be the first to identify a textbook error not mentioned by the instructor. |
| 20 | As previous, plus provides the correct information to replace the error. |
You may receive points for catching up to two textbook errors.
A short, one-verse poem such as a limerick, cinquain, or haiku is a fun way to communicate a brief chunk of information. Write a poem presenting an earth or space science topic within the constraints of a brief poetic form. The poem must be entirely your own.
Poetic conventions:
| 10 | Poem presents an ESS topic correctly and accurately. |
| 20 | As above, plus scrupulously adheres to the poetic conventions. |
You may submit up to three short poems.
See an astronomy show at the UW planetarium or any other planetarium. Turn in your ticket to me to prove that you were there. The ticket must be to the astronomy show, not to a laser light show or other purely entertainment spectacle.
You can receive points for only one planetarium show.
The Wyoming Infrared Observatory (WIRO), a facility of the University’s Department of Physics and Astronomy, is located atop Jelm Mountain near the Colorado border. It holds an open house including tours every fall on the Friday evening of Homecoming weekend. You must arrange your own transportation to the base of the mountain. Tours must be booked in advance with the department office, and include transportation from the base to the mountaintop observatory.
| 10 | Show up at the base of the mountain for the open house. |
| 20 | As above, plus take the tour of the observatory. |
Visit an ESS exhibit at a science museum, such as the UW Geology museum. In a brief written report, describe the exhibit and explain why the information in the exhibit is significant to scientific understanding or practical application.
| 10 | Written report identifies an ESS exhibit. |
| 15 | As above, plus describes the presentation and contents of the exhibit. |
| 20 | As above, plus conveys the significance of the subject. |
You may report on up to two ESS exhibits. They do not need to be in different museums.
Read and report on a children’s book on an ESS topic or a children’s biography of a scientist in an ESS field. Describe the book in writing and orally to the class. In your description, summarize the key information in the book and evaluate the appeal of the book to children.
| +2 | Brings the book to class. |
| +3 | Submits a concise, accurate written summary of the book’s content. |
| +3 | Accurately and succinctly summarizes the book to the class. |
| +2 | Oral presentation evaluates the book’s appeal to children. |
You may report on up to two children’s books.
Newspapers and general-interest magazines sometimes contain articles about new scientific advances. Turn in a summary of an article about an ESS topic with a copy of the article itself.
Web summaries of magazine articles count as newspaper articles.
| 5 | Submits article. |
| 8 | As above, plus summarizes the article in writing. |
| 10 | As above, plus identifies the significance of the topic. |
You may present up to three newspaper or general-interest magazine ESS articles.
If you ask an ESS question in class that the instructor cannot answer, you get a point.
There is no limit to the number of “stumpers” you may ask.
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Copyright © 2005, Richard Barrans
Revised: 29 September 2011. Maintained by Richard Barrans.
URL: http://www.barransclass.com/astr1070/projects/A1070_incidentals_F11.html