For our faster-paced introductory class typically taken by more quantitatively-able students including engineers, the less-guided versions is assigned as a problem set then discussed at precept. For example, for our hazards course for non-majors, I assign a portion of the more-explicitly guided version as a preparation assignment, then students complete the rest during a lab session. I have used it in a number of class settings. I submit two versions, one being slower-paced and more explicitly guided.
This exercise is adaptable for all level of students, from introductory level students to more-advanced students wanting a crash course in plate tectonics.
