Quiz Help - This is a pdf found online, it is like the instructor\'s booklet I guess, but PDF

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This is a pdf found online, it is like the instructor's booklet I guess, but it has most of the quizzes he gives us about Hazard City, with the answers. It also helps you better understand the material and what he is asking you to do. ...

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Hazard City: Assignments in Applied Geology – Fourth Edition Hazard City: Assignments in Applied Geology, 4e is now entirely online. Hazard City 4e is available as a standalone site at www.hazardcity.com. It is also offered as part of the mygeoscienceplace websites for Keller, Environmental Geology, 9e and Hudson, Living With Earth, 1e, which are accessed via www.mygeoscienceplace.com. New multiple choice questions have been added to enhance opportunities for students to apply different aspects of the concepts covered in the well crafted assignments. Hazard City: Assignments in Applied Geology is a co llection of elev en problem-solving assign ments that demonstrate th e wo rk of practicing geologists and environ mental pro fessionals. The assignme nts eng age students in interesting wo rk and brin g relevance to what is taught in th e class room o r online. Our goal has been to give students meaningful tasks that require them to think, consider div erse data and apply what they have le arned . We have design ed th e assign ments from the beginning w ith a ssess ment in mind. Even though th e student must do significant wo rk to solve th e problem the results are de liv ered to the instructor in a format that can be assessed in just a few s econds. Elev en popular topics have been selected for th e base a ssignments: • • • • • • • • • • •

Coal Property Evaluation (typically one student wo rk hour) Earthquake Damage Assessment (typically one student wo rk hour) Flood Insurance Rate Map s (typically one student work hou r) Ground Water Contamination (typically two student work hours) Landfill Siting (typically on e student work hour) Landslide H azard A ssessmen t (typically one student wo rk hou r) Map Read in g (typically on e student wo rk hou r) Shoreline Property A ssessment (typically one student work hour) Snowpack Monitoring (typically one student wo rk hour) Tsuna mi and S torm Surge H azard A ssessment (typically one student work hour) Volcanic Hazard Assessment (typically two student wo rk hours)

Hazard City co ntains th ree di fferent v ersions of each assign ment listed ab ove. With th ree versions, th e instructor can us e Hazard City for three co nsecutive se mesters without duplication of assign ment soluti ons. Alternativ ely, th ree di fferent v ersions of an assign ment allo w instruc tors to assign unique work to three group s of students within th e sa me se mester. Note: Due to previous instructor feedback, the alternate versions of the assignments were not included on the web version of Hazard City. But due to popular demand, they are being put back and will be on the site by November 2010.

1 © 2011 Pearson Education, Inc., Upper Saddle River, NJ. All rights reserved. This material is protected underall copyright laws as they currently exist. No portion of this material may be reproduced, in any form or byany means, without permissio n in writing from the publisher.

Easy Course Integration: These assignments are very easy for th e instruc to r. Th ey are ready to assign because all co ntent instruction and data needed by th e student are co ntained on th e website. This allows yo u to assign them in any order, without interrupting you r teaching schedule. You r stude nts will print a worksh eet, complete it and hand it in.

Rapid Ass essment: A new set of multiple choice assessment questions have been added to the fourth edition. These can be found in the Test Yourself link in each assignment. You can use th ese assign ments to provide eleven different problem-based learning exp eriences that c an be rapidly g raded. We have structured th e assignments in a way that will give stude nts a significant problem to solve, yet pr oduce a pr oduct that is simple for rapid assessment. This, combined with for matted worksheets , enable yo u to grade th e assignments in just a few seconds each . Now you can give problem-solving assignments in a large enrollment course without duplicating lab materials, carefu lly planning your lecture schedule and spending hours and hours g radin g pap er s. If you have access to BlackBoard, WebCT, CourseCompass or anoth er course manage ment system, you can simply post th e worksheet questions in the form of an a ssess ment. This method provides au to matic g radin g of student wo rk and posts the scores to your online grade book. This is how technology should be used.

Integrating Hazard City Assignments into Your Course: The Hazard City assignments can be used in a wid e variety of ways in both online and fa ce-to face courses. They c an be assign ed as homework, computer-based lab sessions, extra credit activities, make-up labs, or as collaborative assign ments in an online cours e. If you have any doubts ab out integ ratin g technology into your teaching, ease yourself into it by using a Hazard City activity as an extra credit or make-up assign ment. See how m any stude nts complete the assign ment and ask them wh at they thought ab out it. You might d ecide to do a few more. Hazard City assignments enrich a high-enrollment auditoriu m course with an “online laboratory” that places minimal demands upon instructo r time. Student evalu ations of the course frequently co ntain com ments ab out ho w the Hazard City assign ments were fun to complete and brought relevan ce to th e course. If you have computer projection in your class room and would like to ease any student concerns you can d emonstrate th e first assign ment to your cla ss. The autho rs also use th ese assign ments as th e co re of o nline geology courses. These are taught using a Blackbo ard website where students co llaborate on th e assign ments through an online

2 © 2011 Pearson Education, Inc., Upper Saddle River, NJ. All rights reserved. This material is protected underall copyright laws as they currently exist. No portion of this material may be reproduced, in any form or byany means, without permissio n in writing from the publisher.

discussion board.The instruc tors do no t answer question s about the assign ments through private email; instead they direct th e stude nts to th e discussion boards. This sav es instructor time because most of th e questions posted are answere d th rough student discussion and a rich debate ab out th e assign ment frequently results. Instructors p artic ipate in th e discussion board to encourage, praise and oc casiona lly nudge th e discussions in a proper direction . Th ey use the Blackboard a ssessment tool to au tomatically grade th e assign ments and record the scores in an online g rade book. Consider fosterin g student co llaboration by opening a “H azard City” discussion bo ard on your Blackboard, Cou rseCompass or WebCT site. This will give students a forum to exchange ideas ab out th ese assignmen ts. If this is available many stude nts will wo rk on th e assign ment, exchange id eas on th e discussion board and th en return to th e assign ment having learned from their classmates. This approach c an wo rk well in both online and on-campus courses. You can increase th e level of student accountability by making the Hazard City assign ments co unt as a small percentage of the student’s grade but then including several concept questions ab out them on the in-class ex ams.

Difficulty Level and Teaching Beyond Content: Most of ou r stude nts will go to college once and then progress through several careers. With that in m ind p erhaps th e most impo rtant thing that facu lty can do is to give students practice in learning on th eir own an d developing strong problem-solvin g skills. The Hazard City assignments give stude nts b ackground information and data, then require students to put thes e elements together in solving a prob le m. The answe rs to Hazard City assign ments are not obvious and most stude nts f ind them a bit daunting at first glance. W e sometimes need to remind students that problem-solvin g assignments require thought and investigation – they are not “b usy work.” There is mu ch more to solving them th an looking up th e an swer. Encou rage your students to click the “Help” button at the top left corn er of the browser screen for suggested appro ach es for problem- solving assignments. The assign ments also demonstrate how much “unc ertainty” is faced by pr acticing geologists. When students express frustration, th e author encourages them to use the discussion board, asking them to fo rmulate and post a specific question that w ill help them und erstand the assignment. This usually results in an exchange of me ssages that brings simultaneous ben efits to many students. Because th e questions for these assign ments have b een placed on th e CD, so me of th e authors’ grading standards are fixed in the design. For most of the assignments, general education students at th eir institu tion earn an average score of betwe en 75 and 85 percent. These scores are obtained without any assistance or co aching from the instructor. If you are concerned th at the assignments are to o difficult you c an suppo rt your students with some prelimin ary clu es or by increased assistan ce on th e discussion board. If yo u feel that they are to o easy, yo u can easily add a capstone essay or questions that require deep er understa nding.

Assessment Strategies and Closure: 3 © 2011 Pearson Education, Inc., Upper Saddle River, NJ. All rights reserved. This material is protected underall copyright laws as they currently exist. No portion of this material may be reproduced, in any form or byany means, without permissio n in writing from the publisher.

Wh en au tomatic g radin g is used w ith a course management system such as Cours eCompass, Blackboard or WebCT, th e instructo r c an select one of several feedback levels to be given to students upon submission of th eir assignment. The instructor can select a hig h level of feedback that gives a student a full analysis of answers submitted, wh at w as corr ect, what was wrong and the sco re e arn ed on th e assign ment. Most students appreciate this high lev el of instant feedback on th eir wo rk – they like to know how they have don e while th e task is still fresh in their minds. This is an excellent approach that is supported by many educators. The autho rs take a different appro ach with th e Hazard City assign ments. They give minimal feedback at the time of assignment submission and use fifteen minutes at th e beginning of the next class period for closure. (The du e dates for his assign ments are usually 30 minutes before the class meeting. ) This approach k eeps th e answers a “secret” so that they can be rev ealed to all students at the same time. The students have generally worked in s mall groups on th e assignments and have debated them on th e course discussion board. Because students don’t know who is correct they generally arriv e at th e closure session in friendly arguments ov er the correct solutions and with a gre at anticipation for learning th e answers. The authors lead th ese closure sessions by briefly reviewing the assign ment and calling on students to sh are their appro ach, results and rationale with cla ssmates . Their in forma tion is then debated with th e hope of reaching a student co nsensus. The autho rs then close the debate by confirming student consensus or ex plaining the correct answer. This method of closu re seems to wo rk well and it allows students to p articipate in a reasoning process. Closu re in th e online course is done by posting an ex planation on the discussion bo ard where all students have an opportunit y to review and comment.

Computers and Students: Most stude nts en joy doing some of th eir wo rk on a computer and asking them to use computers for course assignments is not an imposition. Most schools have public computer labs for student us e and nearly every student has access to additional machin es at home, at a neighbor’s or in the do rms. The authors usually begin an en viron mental geology course with the topic of Landslid es and assign the Landslide Hazard Assessment on the first d ay of class. Students are giv en a little over one week to enroll in the Blackboard website and submit the assign ment. All other assignments are given with a one-week d eadline.

Technical Support: For technical support, visit Pearson’s technical support site at http://247pearsoned.custhelp.com/app/home.

4 © 2011 Pearson Education, Inc., Upper Saddle River, NJ. All rights reserved. This material is protected underall copyright laws as they currently exist. No portion of this material may be reproduced, in any form or byany means, without permissio n in writing from the publisher.

ACTIVITY PROFILE -- EARTHQUAKE D AMAGE ASSESSMENT : Abstract: An earthquake on th e Twin Fork Fault affected H azard City in 1897. This earthquake produced effects in the to wn th at can be rated on the Modified Mercalli Intensity Scale. The stude nt’s job is to estimate th e number of Hazard City residents who would need em ergency housing if a similar earthquake would occur today. To compl ete this ta sk , the student must: learn ab out th e Modified Mercalli Intensity Scale, learn ho w e arthquakes a ffect different types of buildings, explore Hazard City to learn ab out the typ es of buildings that are p resent th ere, and do some simple arithmetic to estimate the number of people who will n eed emer gen cy housing. Estimated student time required is on e hour. Learning Object iv es: After completing this assignment students should: • realize that some types of buildings are mo re vulnerable to earthquake damage than oth ers, • understand how the Modified Mercalli Intensity s cale can be valu able in determining the amount of damage th at an earthquake c an cause in a city, and • realize that a problem that initia lly seems daunting can easily be solv ed if you obtain and apply th e right types of in formation. Assignment Solutions Here is an e mail message that the autho r sends to students in his onlin e cours e to ex plain this assignment: “Hello Geologists! The Earthquake Da mage Assessment was a simple perc entage problem. Y ou r goal was to estimate the number of people in fou r different neighborhoods wh o would n eed em ergency housing. This was a four-step process: 1) You could find th e population of ea ch neighborhood by clicking that neighborhood on the city map and reading th e community profile. 2) The co mmunity profile also contained information ab out the typ es of houses present in the neighborhood. 3) Clicking on “Building Response” a llowed you to look up the per centage of di fferent building types that would be uninhabitable after a IX Mercalli event. 4) Fin ally, you multiply th e percentage of uninhabita ble dwellings by th e population of the neighborhood. That numb er would be your estimate of the number of p eople needing emergency housing.

5 © 2011 Pearson Education, Inc., Upper Saddle River, NJ. All rights reserved. This material is protected underall copyright laws as they currently exist. No portion of this material may be reproduced, in any form or byany means, without permissio n in writing from the publisher.

Version 1: Ac ceptable answers (some g raphs are difficult to read pr ecisely so so me v ariation in answers will be allowed): Residential Neighborhood Downtown

% Homes Uninhabitable 69 -71

# People Needing Housing 1343-1382

Hickory Estates Ralston Ri verside Walnut Heights

7-8 7-8 90 1-2

448-513 44 -51 365 25 -50

Version 2: Ac ceptable answers (some g raphs are difficult to read pr ecisely so so me v ariation in answers will be allowed): Residential Neighborhood Downtown Hickory Estates Ralston Ri verside Walnut Heights

% Homes Uninhabitable 79 -81 11-13 11-13 100 2-4

# People Needing Housing 1358-1394 303-358 53 -62 382 28 -57

Version 3: Ac ceptable answers (some g raphs are difficult to read pr ecisely so so me v ariation in answers will be allowed): Residential Neighborhood Downtown Hickory Estates Ralston Ri verside Walnut Heights

% Homes Uninhabitable 44 -46 1-3 1-3 39 -41 0

# People Needing Housing 594-621 31 -94 8-25 127-133 0

Classroom Closure: The authors ask students to: 1) list th e important typ es of information need ed to solve th e problem, 2) ex plain how the information is integrated to solve the problem, 3) wr ite appropriate data on th e blackboard that w as used to obtain th e f inal answers for each neighborhood, 4) build a consensus on th e f inal answer s, 5) discuss what peopl e c an do to reduce e arthquake losses.

6 © 2011 Pearson Education, Inc., Upper Saddle River, NJ. All rights reserved. This material is protected underall copyright laws as they currently exist. No portion of this material may be reproduced, in any form or byany means, without permissio n in writing from the publisher.

ACTIVITY PROFILE -- VOLCANIC H AZARD ASSESSMENT: Abstract:

The citizens of Hazard City fe el threatened by a nearby volcano and the student geologist has been hired to do a hazard assessment. The student’s job is to evalu ate the threat of fou r volcanic hazards upon neighborhoods within th e town: lava flows, vol canic gases, tephra and lah ars. The student does field work to learn ab ou t th e volcanic deposits in th e ar ea and ab out th e la ndscape of Hazard City. The student’s final product is a hazard matrix that summarizes the threat of th e four volcanic haz ards to two neighborhoods within th e town. Learning Objectives: After completing this assign ment students should: • be able to describe five different volcanic hazards an d the th reat th ey present to communities near an active vol cano, • understand how in formation about past eruptions and the lands cape of an ar ea are keys to assessing the risk to pe ople and prop erty presented by future eruptions, • understand that doing a volcanic hazard assessment ca n involve dealing w ith a number of uncertainties.

Activity Solution Here is th e body of an email message that th e author sends to students in his online course to ex plain this assignment: “Hello Geologists: Only one o f th e neighborhoods that you evalu ated had a high ris k of d eaths from a Lava Mountain eruption. That was the co mmunity of Ralston (or Riverside if you did version 3) . It is at high risk from lahars. Everything else should have b een lo w risk. Here’s why: 1) Teph ra: The p revailing win d blows from th e east and Lava Mountain is to the northwest of the town. This means that the ash and dust would be blown in the opposite direction. You can tell this be cause th e ash deposits on th e west side of the mountain are very thick, bu t on the east side of the mountain th ey are much thinner. The drill holes near Hazard City show only on e foo t of ash or less — not enough to be a risk to life and rate a high risk designation. 2) Lah ars: These follow th e stream channels and you can see that th e drillings under the bridge penetrated mudflo w deposits. This indicat es a r isk of lahars at Ra lston (Riverside for Version 3). The drill hole betwe en Hic kory Estates and the riv er did no t penetrate mudflow deposits and th e profile ben eath th e bridge d id not show th ese deposits up the valley wall below the town . This placed the Dow ntown area in th e lo w risk category. 3) Pyroclastic Flows: These follow the stream channels too. However, th ere are no signs of th em in either of th e streams th at d rain Lava Mountain (th e dr ill holes at 6 and 7 penetrate only mud s and stream sediment — py roclastic flows would have left welded ash deposits or ash deposits with charred trees and oth er debris ). 4) Lava Flows: Low risk — they are slow and people can g et out of th e way. 5) Volcanic Gas: Hazard City is upwin d from the mountain so th e risk is very low. Also, the city is so far away that if th e winds did shift, th e g as wo uld be so diluted by th e atmosphere

7 © 2011 Pearson Education, Inc., Upper Saddle River, NJ. All rights reserved. This material is protected underall copyright laws as they currently exist. No portion of this ...