On the Cutting Edge - Professional Development for Geoscience Faculty
Cutting Edge Geoscience Resources
Course Goals/Syllabus Database
Cutting Edge > Course Design > Course Goals/Syllabus Database > Geophysics

Geophysics

Author Profile
Stephen K. Boss
,
http://comp.uark.edu/~sboss/
,
sboss@uark.edu

University of Arkansas
a
University with graduate programs, including doctoral programs
.

Summary

This is a first course (survey) in geophysics designed for senior undergraduate geology majors at the U. of Arkansas.

Course URL: http://comp.uark.edu/~sboss/geophyx.htm
Subject: Geoscience:Geology:Geophysics
Resource Type: Course Information:Goals/Syllabi
Grade Level: College Upper (15-16)
Course Type: Upper Level:Geophysics
Course Size:

less than 15

Course Context:

In Fall 2008, this course will become a required course for those students pursuing a BS in Geology. Prerequisites are 1) year-long physics sequence, 2) structural geology. The course has 2 x 1-hour lectures and 1 x 2-hour lab each week. Laboratory exercises emphasize basic principles of geophysics utilizing on-line data resources of many types; students must develop proficiency with spreadsheet software (MS Excel) as the semester progresses in order to successfully complete laboratory assignments. Labs emphasize manipulation of real-world geophysical data applied to geologic problems. Heavy emphasis on solid Earth geophysics (seismology, paleomagnetism) and exploration geophysics (mostly seismic, gravity methods).

Course Goals:


How course activities and course structure help students achieve these goals:

Course lectures and reading assignments are closely linked to laboratory exercises. Lecture often open with a question related to a geological problem in the form "How would you determine...". Students are encouraged to discuss exactly how one might obtain information about the Earth - what tools might be available, how measurements might be made, how data might be interpreted, etc. Lectures attempt to pose potential numeracy skills needed and instrumental measures to be made. Labs attempt to employ these numeracy skills using real or simulated data to solve simple geologic problems. Assessment of student progress is from written lab assignments and examinations throughout the semester.

Skills Goals

I believe this course does much to promote student numeracy and develop their skills using spreadsheet software (which many do not have at the outset).


How course activities and course structure help students achieve these goals:

Students cannot successfully complete the course without developing these skills. We use spreadsheet software for virtually every assignment. Assignments are structured to require increasingly complex analytical skill, building on previously practiced and learned skills.

Attitudinal Goals

Part of my intent in this course is to demonstrate the real power and beauty of math and physics applied to geology. I want students to appreciate that a small investment in numeracy can place them on a path to professional success.


How course activities and course structure help students achieve these goals:

Well, I must report honestly that I think I do a poor job of achieving this goal. Unfortunately, the majority of my students enter the course with great apprehension (I would say even loathing) of mathematics and its place in Geology. They have already been turned off physics by the undergrad physics sequence and fail to recognize the real beauty of physics and math in Geology. I don't believe I am very successful in this particular area. My students tend to hate this course because it is 'hard' and, increasingly, it seems all students want all courses to be 'easy' (if not easy, entertaining).

Assessment

Primarily through examination and successful completion of laboratory exercises.

Syllabus:

Syllabus (Acrobat (PDF) 81kB Jun20 07)

See more Course Goals/Syllabus Database »


« General Geophysics       Introduction to Geophysics »