Environmental Geochemistry Class Project
This activity was selected for the On the Cutting Edge Exemplary Teaching Collection
Resources in this top level collection a) must have scored Exemplary or Very Good in all five review categories, and must also rate as “Exemplary” in at least three of the five categories. The five categories included in the peer review process are
- Scientific Accuracy
- Alignment of Learning Goals, Activities, and Assessments
- Pedagogic Effectiveness
- Robustness (usability and dependability of all components)
- Completeness of the ActivitySheet web page
For more information about the peer review process itself, please see http://serc.carleton.edu/NAGTWorkshops/review.html.
This page first made public: Jun 6, 2013
Laboratory skills – Students have basic laboratory skills necessary to carry out a supervised geochemical study (e.g. can perform Gram titration of waters in field, can collect water samples using clean methods).
Quantitative methods – Students can manipulate, sort, and transfer data in Excel and can create simple x-y plots and histograms to bring out trends in data.
Critical thinking – Students can develop multiple hypotheses to explain trends in data and can design tests of these hypotheses.
Skills and concepts that students must have mastered
How the activity is situated in the course
Content/concepts goals for this activity
Trace element geochemistry
Chemistry of specific water type: surface water, groundwater, snow, soil leachates (depends on project chosen)
Higher order thinking skills goals for this activity
Designing sampling strategy to test hypotheses/address questions.
Extracting significant findings and trends from large data set
Assessing data in terms of detection limits and uncertainties
Critical evaluation of models to explain observations
Other skills goals for this activity
Operating ICP-MS, especially using software for data reduction
Written report of research results