Students complete a geologic map of a small area. (Note: this resource …
Students complete a geologic map of a small area.
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This is a work in progress. We make decisions every day in …
This is a work in progress. We make decisions every day in our lives as earth scientists, many of which have ethical implications. In this activity, students apply their growing body of knowledge and skills to a real-world geoscience case, with the opportunity to make explicit the ethical aspects of the scientific work involved, as well as ethical aspects of working with individuals and the greater society, while also exploring their own values and ethics. Making explicit the ethical issues involved in turn leads to practicing ethical decision-making skills in the context of the problem addressed, through small group problem-solving and class discussion. The case presented is a pilot study on metals in urban soils, and takes the students through the thinking processes involved from project set up to end. The case specifically addresses ethical decision-making at the beginning of a pilot project (involving scientific, societal and personal ethical concerns), throughout the project (involving scientific and personal ethical concerns), and in the communication of the results to the public (involving scientific, societal and personal ethical concerns).
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Students examine a geologic map of Hawaii and begin to decipher it. …
Students examine a geologic map of Hawaii and begin to decipher it. In particular, students are asked to examine the map and its legend, to answer some specific questions about them, and then to answer the overarching question, "What evidence is there on this map that the Hawaiian Islands formed over an oceanic hotspot?"
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Students analyze topographic and geologic maps, through a set of guiding questions, …
Students analyze topographic and geologic maps, through a set of guiding questions, to figure out why western Kentucky is home to a world-famous cave system. They consider the effect of glaciation on the water table as well as the effects of stratigraphy.
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Students examine and describe samples of rhyolite, pumice, and tuff, having seen …
Students examine and describe samples of rhyolite, pumice, and tuff, having seen samples of mafic volcanic rocks in a previous lab exercise. They then answer a series of questions about the distribution of volcanic rocks on the geologic map of Yellowstone National Park. Finally, they synthesize what they've learned by answering the question, "In two or three sentences, what does this map show you about the volcanic activity of the Yellowstone hotspot?"
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Students analyze topographic and geologic maps, through a set of guiding questions, …
Students analyze topographic and geologic maps, through a set of guiding questions, to decipher the geologic history recorded in the rocks of the Grand Canyon. This includes interpreting what each rock unit tells us about the regional environment at the time of its formation and interpreting the gaps in the rock record.
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In this lab, students work in groups with a simple sandbox (metal …
In this lab, students work in groups with a simple sandbox (metal sheets clamped to an adjustable workbench) to create thrust faults, strike-slip faults, or restraining and releasing bends on strike-slip faults. The sandboxes are designed without colored sand layers or vertical sides; they they show surface deformation rather than cross-sections, but also allow students to re-set the models and run them several times with either the same or different conditions. The models are recorded and shared with the class. Students make geometric models (sketches of the surface, using structural map symbols), guess possible cross-sections, and use the videos to develop kinematic models (sketches with arrows showing movement, and short descriptions of their kinematic observations). After making their observations, students measure properties of their materials, do scaling calculations, and compare their models with real examples of similar settings on Google Earth.
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Students are taken to a former plantation along a tidal river near …
Students are taken to a former plantation along a tidal river near Charleston, SC. The students are then shown how to sample and describe soils using an push-auger sampler, similar to those used in industry. After the demonstration, the students are taken to various locations on the plantation, including upland areas, wetlands, former agricultural areas, lowlands, and tidal marshes, to sample and make field descriptions of the various soils encountered. Students describe depths to horizons, soil color using Munsell Color Charts, soil texture, and any other pertinent properties. Students then prepare a formal technical write-up on the soils, their distribution, and how their sampling results compare to published soil data for the area. Designed for a geomorphology course Uses online and/or real-time data
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Students chose a roughly one-quarter of one-half square mile area to analysize …
Students chose a roughly one-quarter of one-half square mile area to analysize for geomorphic processes. Students must receive instructor approval of the site before proceeding with the project. Students gather information about the site through literature, previous maps, previous reports, previous surveys, and actual field site reconnaissance. Finding are synthesized into a report. Designed for a geomorphology course Uses geomorphology to solve problems in other fields
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The goal of this research project is to allow students to integrate …
The goal of this research project is to allow students to integrate and apply their geomorphic knowledge in a comprehensive study of a local landscape system. In this project, students investigate the origin and significance of a series of flat-topped mesas and isolated hills that rise above the gently sloping surface of alluvial fans along the San Gabriel Mountain foothills. Students work as part of a research team of 3 or 4 members. Each team is assigned a different field area and conduct a comprehensive geomorphic investigation of landforms within that area. Team members are expected to work collaboratively to formulate a research plan, complete a background literature search, and conduct independent fieldwork outside of class time. Each team divides up responsibilities as they see fit. At the end of the quarter, each team presents the results of their research in an oral presentation in front of the class, and in a professional written report submitted to the professor. Designed for a geomorphology course
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Please see the related test//problem set. Integrates geomorphology into a core course …
Please see the related test//problem set. Integrates geomorphology into a core course in geology Designed for an introductory geology course Has minimal/no quantitative component Uses geomorphology to solve problems in other fields
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Each student must choose a current news article that relates to geomorphology. …
Each student must choose a current news article that relates to geomorphology. Each student will given an oral presentation about the article, including a synopsis of the story and a description of geomorphic processes that are involved. The other students are able to ask questions. The activity gives the students a chance to relate what they are learning about in class to current events and social issues. Designed for a geomorphology course Has minimal/no quantitative component
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As a culminating project in Applied Geophysics, students plan, design, deploy and …
As a culminating project in Applied Geophysics, students plan, design, deploy and analyze independent geophysical field surveys at the university or within the town. These surveys may be on campus (i.e. using GPR or seismic refraction to investigate the likelihood of landsliding near a campus road), or within the greater community. In many cases, potential projects are brought to the class by community groups such as the local Department of Public Works or environmental firms. Recent projects include looking for evidence of an underground storage tank beneath a downtown sidewalk, using GPR to identify debris flows on a nearby alluvial fan, and documentation of ancient tribal gravesites in a local cemetery). Students work in small (2-4 person) groups and where appropriate collaborate with community members to plan the survey and ensure that the appropriate data are collected. Students first submit a project proposal, which gives them experience in developing a hypothesis and justifying their proposed work. Following data collection and analysis, the students write a summary report of the project, a copy of which is given to the community member or organization (in an unofficial context). Students present their work to the class in a short Powerpoint presentation. Has minimal/no quantitative component Uses geophysics to solve problems in other fields
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Each student draws a location from a hat. Then they have one …
Each student draws a location from a hat. Then they have one week to research the area, starting with its general plate tectonics situation and then on to specific geophysical information on the place. The knowledge must then be distilled into a one page written report with reference and a 10 minute presentation (usually PowerPoint) to the class. Oral presentations (done in lab so we have sufficient time) are graded by their peers as well as myself. Has minimal/no quantitative component
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This project involved students in in-depth research, thus understanding, of the geological …
This project involved students in in-depth research, thus understanding, of the geological setting of Bozeman. Teams defined the scope of their investigations (with faculty oversight) and delegated tasks to build a knowledge base. This understanding lead to the outreach component -- a poster session to present this knowledge to the campus and broader community. The poster contents were submitted in a digital form as well, with the long-term goal the compilation of a printed poster (suitable for the Chamber of Commerce, for example, to distribute) analogous to those produced for the Geoscape Canada project. As a hook, I would plan to do a brief pretest on the region involving WHAT students know about the region beforehand and WHY they might need to know. Sample questions: Content: How deep would one have to dig or drill to find groundwater under downtown Bozeman Under the airport?? Significance: Which of the following processes/hazards are made worse by groundwater close to the surface? Earthquakes, Landslides... An advantage to such a pretest would be an end-of-semester reflection exercise including the same test as a post-test.
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Students complete a scientific research project including asking a question, developing methods, …
Students complete a scientific research project including asking a question, developing methods, collecting data, analyzing and interpreting data, and communicating results. The research question begins "What do other students think about _____" and students fill in the blank with a topic that interests them from the class. Although it is geoscience education research, it involves students in the process of science while learning about a topic of their choosing, making it an effective learning tool for all students.
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Former Museums of Western Colorado: Dinosaur Journey Intern/Volunteer and recent Colorado Mesa …
Former Museums of Western Colorado: Dinosaur Journey Intern/Volunteer and recent Colorado Mesa University graduate, Tabitha McFarland talks about her "accidental" path to paleontology as well as her research on living animals like pikas.
This geotechnical project allows the student to become familiar with laboratory soil …
This geotechnical project allows the student to become familiar with laboratory soil report and construction site maps. Student gain insight to the responsibilities of a Geotechnical Soil Scientist through determining the best use of soils and location for building structures and retention ponds. The student is the on-site soil scientist/engineer for a construction project. The project is to build a local farm stand. Three site maps are provided: a topographic map of the site, a topographic map showing the location of the building pad and boreholes; a site map showing the topography after the construction is complete. The building pad will be at 27' and be the foundation for the farm stand. In this lab, students will solve problems that typically arise during the design and construction phase of a project. To help complete the lab, students need to create a soil laboratory report (see my activity: Soils as Construction Materials).
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In this problem set the students use two different equations to calculate …
In this problem set the students use two different equations to calculate a conductive geothermal gradient using a spreadsheet program like Excel. Once they have the geothermal gradient plotted, they are asked to experiment with and comment on the model by changing parameters (e.g. mantle heat flow, thermal conductivity). There is a mix of specific, fill in the blank questions and open-ended questions. This problem set helps develop quantitative problem solving skills using a spreadsheet as a tool, and forces students to think about thermal constraints during igneous and metamorphic processes.
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Students analyze the geology and geophysics of a simple fabricated flat planet …
Students analyze the geology and geophysics of a simple fabricated flat planet to analyze its tectonics, deepening their understanding of plate tectonics concepts and discovering for themselves some of the more counter-intuitive aspects of the theory of plate tectonics.
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