Project presentation
Originally uploaded by jmmcdgll
S2 have just completed their Volcanoes projects. The aim was to identify, from a restricted sample, what was felt to be the world’s worst volcano. The criteria for this varied across the classes. For most it seems to have been the one that killed the largest number in the one eruption. However, other defintions of worst included explosive force, frequency of eruptions and total area destroyed.
To build on presentation skills, here are some things in general to work on:
1. Read the instructions and follow the plan we provided.
2. Use black /blue ink for text, avoid lots of different colours.
3. Always write text in lower case; keep block capitals for headings
4. Connect your photos with the text, not just have a random page of photos with no captions. (eg, say. “As the photo above shows…”
5. Make sure you you use technical words properly in a sentence, or else it looks like they have been copied. The most commonly used words are: lahar, pyroclastic flow and subduction.
Some examples of classwork can be found at http://www.flickr.com/photos/jimmcd
This map shows countries of the world, not by their actual size and shape, but distorted to show the ones which have seen the biggest economic growth.
This is one example of how maps can be used to show information in eye catching and challenging ways. But remember, all maps distort reality, because it is impossible to accurately depict a curved surface on to a flat page
What do you think of this map? Add a comment to let me know!
More details can be found on Mark Easton’s BBC blog at http://www.bbc.co.uk/blogs/thereporters/markeaston/ , where he has a map of the week.
VizThink Chicago 2008: Never Start With a Blank Page
Originally uploaded by Mike Rohde
Look at this photo. How can you “never start with a blank page”?
This lesson aims to help you visualise the cause and effect of an earthquake.
You are going to design a storyboard that outlines the 4 main stages in describing an earthquake:
- cause
impact on people
prediction
action
You will take text information and process it into a sequence of frames for a storyboard. You may use any combination of words and images in each frame, but there should not be too much text.
The completed storyboard should clearly show the sequence of events from the start of an earthquake to the final clear up.
Reference: http://www.bbc.co.uk/schools/gcsebitesize/geography/platetectonics/earthquakesrev1.shtml
Active Volcano Crater, Ecuador
Originally uploaded by dotnethed
This picture of Tungurahua Volcano in Ecuador was found on the photoshare site, Flickr. If you were asked to draw a “typical volcano” this is the classic cone shape you would probably sketch. Many of the world’s most famous volcanoes are cone shaped-or composite volcanoes, but there are other types, too. Volcanoes tend to be found in 3 main physical regions across the world:
1. Constructive plate boundaries-ie where the sea floor is spreading as new crust is formed
2. Destructive plate boundaries-ie where an oceanic and a continental plate collide. One plate goes under the other.
3. Hot Spot-where “bubbles” of magama rise close to the surface.
In this lesson we shall look at;
What? What are the most important volcanoes in the world?
Where? Where are they found? Is there a pattern to their location?
Why? Why are volcanoes only found in particular places? Why are there different types of volcano?
When? when was the last major eruption?
Who? what effect do volcanoes have on people?
Nb 1 volcano
2 or more volcanoes.
Significant volcanoes:
Mount St Helens, Washington state, USA
Vesuvius, Italy
nyiragongo, Congo
Cotopaxi, Mexico
Etna, Scicily
Krakatoa, Indonesia
Popocatepetal, Mexico
Hawaian island chain group of shield volcanoes developing over hot spot, eg Mauna Loa
What’s New?
Volcano Hazards.
Log on to the US Geology Survey update on current volcanoes here.
Snow fences, Cairngorms
Originally uploaded by jmmcdgll
Spent October break at the iconic Coylumbridge Hotel, which I last stayed at in the early 70s, back in the heyday of Aviemore as the winter resort of the UK. We used this as a base to explore the area, with top marks going to the quad biking. Looking at the activities on offer within the Rothiemurchus estate was like being plunged into a Higher Geography question on rural land use issues. I could see the potential for some good field work on conflicts of interest, but I also feel we can sometimes make too much of the theme of “conflict” and automatically ascribe to each and every activity within a national park a minus point in a conflict checklist. To take quad bikes, certainly they are noisey and churn up the land, but it is strictly contained within a small area near the town, and only runs at particular times. In fact I got a real sense of the amount of space surrounding the honeypots-vast areas of rock strewn mountains, forests and moorland, with scarcely a person to be seen. What I felt was that many activities do is encourage people out of their houses and into the countryside, to enjoy the beauty of the autumn colours, to try something new. The main problem is cost-for a family of four each activity could be upwards from £50
That said, it is clear that certain areas do suffer from overkill-the flanks of the Cairngorms are criss crossed by weathered snow fences and the ghostly infrastructure of old chair lifts. Broad, ever widening paths cut into the hillside, with secondary paths evolving along side. There are many of disapprove of the whole concept of the Cairngorm Mountain Railway, which makes it easier for more people to ascend the mountain.Car parks and mountain restuarants are anathema to those who want the mountains wild and challenging.The issue, as always, is to assess the costs and benefits of such developments. In a time of recession, and job losses, who would deny this region the chance to generate income, and create employment? But what price the environment?
