Please put your typed assignment as a single Word doc in your HAND-IN folder in our course folder on the network K: drive, as you did with your first writing assignment last week.

So Trish does not go crazy with similar or identical filenames, please use the filename format: "lastname-Sept23".

Give brief (1-2 sentence) but thoughtful answers to the questions noted below. This is informal brief writing to help your learning. This counts as a writing assignment, even though it's mostly a data-rich assignment. We talked about some of these things in class Tueday Sept. 21. Others are new, but related to class discussion. The last two questions ask you to use your imagination and connect to other learning experiences or ideas- have fun with these.

1. In the data handout from class on Sept. 15, p. 4, "questions to consider": #1-4. For #3, contrast this new prediction with what you initially drew in class on Sept. 15 and make brief comment if your thinking has changed. Describe the drawing (you can draw it but you need not if you're not sure how to do this in Word, or if drawing takes too much time).

2. In the data handout from class on Sept. 20:

• p. 3, # 3 and 4
• p. 4, # 5, 6, and 7. For 7, what are the questions that come into your mind as you stare at this compelling data set?
• p. 5, # 9.
• p. 7, # 10.

The two questions below, which I'll ask you to do almost weekly, are neat ways to bring in connections from prior or new knowledge, your experience, your other Carleton courses, or things you just wonder about. You've already been posing these questions in class as we chat. No promises that we'll engage together with these questions, but I may mine them for future class discussions or short research assignments. In other words, these short frequent responses will help you: put forth new ideas, shape your/our learning, and help me see where there are fruitful ideas we might explore. They will also encourage you to think creatively, critically, and in an integrative way.

3. Write down a paragraph about "what's missing?" so far from our class discussion and readings that cross your mind as relevant and of interest to you.

4. Think about what we've discussed so far in the course, both with respect to Gladwell's Tipping Point, global warming, and abrupt climate change with the Younger Dryas data and proxy methods of "reading the past". Pose several questions that, if we worked to answer them individually or as a group, would help us "stretch" or "push" to even deeper understanding and analysis. If you can, tell me what these questions connect to (see above). We'll call these "stretch questions".

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