Discusses the destabilizing influences that affect feedback systems in the earth and trigger disorganization. Presents information that integrates mantle degassing with feed-back systems, and the Sun-Earth-Space energy flow system which is the primary source of energy that drives the Earth's biosphere. (RT)

Recounts the adventures of a journey taken through France and Italy. Makes an analogy of this trip to that of the one Charles Dickens took in 1844. Describes silicified horizons of the southern Paris Basin, moraines, outcrops, and "Hoodoos." (RT)

Describes student-friendly data sets accessible over the Internet that enable students to use large sets of real data to create graphs, apply basic statistical techniques, construct models, and draw conclusions about how the earth functions. Lists useful online data sets. (JRH)

Presents student survey results (n=708) of misconceptions held regarding the atmosphere. Results indicated a basic lack of understanding concerning atmospheric processes and phenomena. Although misconceptions generally decreased with increasing education, some seemed to be firmly rooted. (PR)

A resource for the teaching of the history and causes of climate change. Discusses evidence of climate change from the Viking era, early ice ages, the most recent ice age, natural causes of climate change, human-made causes of climate change, projections of global warming, and unequal warming. (LZ)

Provides a demonstration using an overhead projector and colloidal mixture to produce a red sunset. Uses an opal to make blue, clear, and red sky effects. (MVL)

Presents two questions for classroom discussion: (1) What color is the sun looking through the Martian atmosphere? and (2) Is there any justification for planting by the phases of the moon? (MVL)

Describes two activities to help students think about and understand the concepts of star brightness and apparent and absolute magnitude, as well as how a star's location in the universe affects these characteristics. (JRH)

Administered a questionnaire containing common earth/space science alternative conceptions to preservice elementary teachers (n=122). Suggests that many misconceptions originate in the classroom and that preservice elementary education teachers have many of the same misconceptions that their future students will have. (35 references) (Author/JRH)

Discusses the scientific knowledge available to Christopher Columbus and how it influenced his geographically flawed, yet historically significant, decision to sail west in order to travel east. Factors discussed include Aristotle's conclusion that the earth was round, early measurements of latitude and longitude, and early map-making attempts.…

Discusses aspects of Christopher Columbus' decision to sail west in order to reach Asia. Includes discussions concerning the shape and size of the earth as determined up to Columbus' time and conclusions he made during the journey based on his calculations. (MDH)

The predicted increase in geoscience careers and research opportunities is discussed. A growing environmental concern and the need to search for oil outside the Persian Gulf has led to an educational revitalization in this area. (KR)

Describes the history of the science of geology. The author expounds upon the discovery of deep time and plate tectonics, explaining how the theory of deep time influenced the development of Darwin and Wallace's theory of evolution. Describes how the history of earth science helps students understand the nature of science. (PR)

Asserts that the theme of movement in physical geography is important but difficult to convey to students. Contends that repeat photography, portraying movement of physical features on the landscape through the seasons of a year, is a valuable instructional method. (CFR)

Presents an overview of microorganisms contained in soil. Describes an activity where students use hand lenses or microscopes to find fungi in soil. (PR)