Resources

This scenario concerns the analysis of seismograms and in particular the location of the epicentre of an earthquake starting from the analysis of the recordings gathered by seismic stations seated all around the world. It is set up as a role game where the participants act like geophysics cooperating to locate the unknown epicentre of an earthquakes using the waveforms recorded after a real event. The lesson can be started by showing to students some pictures of seismograms related to earthquakes of different magnitudes and triggered at different depth, as well as recorded by seismographs seated at different distances from the epicentres. The interest will be focused on some shapes characterizing the recordings and allowing us to grasp some features of an event like the hypocentre depth and the distance between the epicentre and the seismic station.

The main objectives of this scenario is to stimulate the participant student to conceive the space in an analytic way. This objective could be achieved for two main reasons: 1. The participant doesn’t percept the image he his progressively drawing in the contrary of what happen when he draws on a paper sheet. Hence he need to previously elaborate a better defined idea of the subject he would like to draw and of the elements composing it; 2. Moreover, the participant acts and draws in a three-dimensional space while the final result will be a two-dimensional picture where the drawn subjects will be automatically represented in the respect of the criteria of the perspective.

This is a short outdoor experience. It aims to show the relationships between the heights of objects and their shadows when exposed to sunlight. It could represent an effective introduction to the study of projective geometry. Keywords Euclidean geometry; path of a ray of light; infinite distance; parallel lines. Materials Metric roll; a stick to place vertically on the flat surface outdoors. A stick from 50 cm to one meter long is fine; calculation tools: calculator or spreadsheet.

Summary This scenario starts with a hands-on activity to let the participant understand what happens when the water of the sea freezes open the scenario. Then the participants use some satellite imagery to locate the arctic pack ice and evaluate how its extension changed in the last decades. They will learn where glacial seas are located on Earth surface and they will analyse satellite data, updated from 1979 until today, about the concentration of sea ice in Arctic. This scenario focalises on one of the most important indicators used by researchers to study climate change and its possible consequences. Keywords Location; space/time; climate change Learning objectives learn what sea ice is and where are located glacial seas on Earth surface; learn the relationships between glacial seas and Earth climate; • exploit web resources to get and analyse satellite scientific data. Materials and resources Computers connected to the internet The main web resources to use are: https://seaice.uni-bremen.de/sea-ice-concentration; https://climate.copernicus.eu/sea-ice

Summary This set of scenarios provides laboratory experiments and interpretation of satellite images for better understanding the overall effects of global warming. The whole scenario is parted in two activities: 1. The students will create a model to demonstrate what it consists of the greenhouse effect, showing that one more level high carbon dioxide (CO2) leads a higher temperature. 2. The experiment will be completed with the examination of satellite images relating to CO2 levels in the last two decades.

Summary This scenario relates to that on “Topographic Profiles” and is aimed to the classes of the first years of high school (9th to 10th degree). Participants reconstruct the three-dimensional model of an island using every day materials starting from the representation of the island itself on a topographic map. The activity aims precisely at enhancing the spatial skills of pupils by promoting and, in particular, that of interpreting the morphology of a territory represented on a topographic map Keywords Morphology, contour lines, slope Learning objectives This scenario aims to facilitate the understanding of the topographic representation of a certain territory for pupils of the first years of high school (9th – 10th degree). Educational Purpose: This scenario is aimed to make the participants able to better interpret topographic maps and more familiar with this traditional way to represent a territory. Cross-cutting objectives: Realizing a real model the participants in this scenario can better understand the mathematical criteria that are the basis of a way of representing a territory on a map. Previous knowledge of the participants: The basic notions of mathematics and drawing acquired by pupils during secondary school allow them to participate in this scenario. Tools and materials: A topographic map in 1: 10.000 scale showing a rather limited territory and with a characteristic morphology (in this specific case we used a topographic map of Nisida, a small volcanic island near Naples); 1 mm thick polystyrene sheets (the type used to cover damp walls in houses. They can be found easily in hardware stores); Photocopies of the individual contour lines that define the morphology of the territory in question; Toothpicks or paper clips to cut the contours of the contour lines on the polystyrene sheets; Vinyl glue. the attached file .PDF provides with the topographic map and the sheets with the single cotour curves of Nisida, a small island in the surroundings of Naples

This scenario is based on the method devised more than two thousand years ago by Eratosthenes and involves two groups who, at the same time, in two different cities that are approximately on the same meridian, at least 200 km apart, measure the length of a gnomon's shadow and exchange the results. By exchanging information on social media, communication can take place "live" and be more engaging. The web can be used several times and in a diversified manner during the activity, to get to know the other group, to agree on the operations to be done, to take information relating to the difference in latitude, to process and interpret experimental data, etc. Materials two and three meters long a stick (gnomon) to be placed vertically on the ground between a GPS device (the one of a smartphone works fine) Google Earth Pro A social media like Whatsapp or Tweet and a videoconferencing software like Google Meet or Microsoft Teams Useful tips Which gnomon?: As a gnomon we can use whatever "salvage" pole we can find (pipes, wooden slats, road sign supports - they can be bought and are resistant - etc). the important thing is that they are as straight as possible. Height of the gnomon: The ideal measurement of the height of the gnomon is - according to our experience - between two and three meters: a longer gnomon oscillates, resulting in a further source of error, if instead it is too short the inaccuracy in the measurement of the shadow becomes unacceptable the gnomon must be positioned so that to the south of it (the area where the shadow is cast around noon) there is free space and above all as flat as possible to allow you to measure the length easily and with the greatest possible accuracy of the shadow! Cross-cutting objectives This interdisciplinary scenario (trigonometry, astronomy, cartography, etc.) reproduces the method to measure the Earth’s radius ideated by Eratosthenes more than 2.000 years ago. It involves two classes in two different places at least 200 km far each other, and approximatively laying on the same meridian. Each group measures the length of the shadow of a vertical stick named gnomon and exchange the result with the other group. From the length of the shadow of the gnomon is possible to determine the height of the Sun in the two different places; they can determine the angle of incidence of the solar rays in the two places and then the angle at the centre of the Earth. Previous knowledge of the participants: • Euclidean geometry (similarities between angles) • Trigonometric expressions (in particular the concept of arctangent) • Notions of general geography (meaning and use of geographic coordinates)

The shortest path that joins two points on the earth's surface is represented by a curve called “orthomics” and represents a portion of a great circle of the earth's sphere passing through the two points in question. This scenario aims to illustrate the concept of orthodromic to the participants through a quick hands-on experience and the use of some resources available on the web.

Summary This scenario is addressed to high school classes (from 9th to 13th degree) and aims to facilitate the understanding of the representation of the morphological surface of a territory as reported on a traditional topographic map. In addition to traditional graphic tools (topographic maps, rulers and graph paper) the activity also includes the use of IT tools such as geographic software and electronic spreadsheets. Keywords Morphology, contour lines, slope Learning Objectives This scenario aims to let the student develop his ability in interpret the three dimensional morphology of a territory as it is represented on a topographic map. Materials Topographic maps Graph paper Pencils and rulers Personal Computer A spreadsheet software like Excel