Class discussions and field trips
Summary
This activity is part of a collection under development by participants in a June 2006 workshop. Tested versions will be available in Spring 2007.
The course activity includes three aspects: 1. Class discussion. Discussion centers on the Darcy law and the Dracy-Gersevanov law, including their main physical difference and applications to aquifer mechanics; 2. Lab experiments. Lab work focuses on the data collection and interpretation of Lab results from conductivity experiments for aquifer sedimentary material. Quantitative skill is emphasized and embedded in data analyzing, figure plotting, graph interpreting and theory understanding using MS Excel; 3. Field trips. Field trips allow students to collect data in situ, including aquifer parameters and pumping parameters.
Note: an optional course activity is available to student to evaluate the geological hazard at a large scale (e.g., city subsidence) as independent study through web search and study using GPS or InSAR. the activity should be quantitative using Excel
Learning Goals
The learning goals of the course activity are:
1. Realize the physical difference between the Darcy law and the Darcy-Gersevanov law,
2. Understand the relation between driving force and drag force,
3. Calculate the data from conductivity tests in the Lab and field using the spread sheet in MS Excel,
4. Plot curves using graph function provided by MS Excel,
5. Analyze test results with the built-in tools in MS Excel (e.g. linear regression or curve fitting),
6. Validate the theoretical flow relation (e.g., the Darcy law) with lab results,
7. Interpret the physical significance of the Darcy-Gersevanov law and its application to aquifer movement,
1. Realize the physical difference between the Darcy law and the Darcy-Gersevanov law,
2. Understand the relation between driving force and drag force,
3. Calculate the data from conductivity tests in the Lab and field using the spread sheet in MS Excel,
4. Plot curves using graph function provided by MS Excel,
5. Analyze test results with the built-in tools in MS Excel (e.g. linear regression or curve fitting),
6. Validate the theoretical flow relation (e.g., the Darcy law) with lab results,
7. Interpret the physical significance of the Darcy-Gersevanov law and its application to aquifer movement,
Context for Use
The discussion is used for enhancement of students' understanding of physical concepts. Lab activity is designed to improve student's quantitative skills including testing, data collection, and results analysis using Excel. The field trip allows students to compare the data from Lab with that from the field. The designed Lab activity can be used as substitution of homework. Class discussion can be part of the lecture to improve student's understanding of the flow relation.
Description and Teaching Materials
Template for applying Excel to data and graphical analysis.
Teaching Notes and Tips
The template of using MS Excel for data calculating, graph plotting and curve analyzing available on this website is used as an outline for students' learning MS Excel. Students are also instructed how correctly to use and apply these built-in functions in MS Excel to the data analysis and graph interpretation in this course.
Assessment
The assessment of course activity comprises three components:
1. Peers' review and evaluation for the class discussion. The grades are given by students in a different group.
2. Instructor's grading for the Lab assignment. The instructor's grading is based on the student's Lab performance and quantitative skills.
3. Instructor's grading for the field trip report. The instructor's grading is based on student's understanding the difference of data interpretation between the Lab and field.
References and Resources
1. Online Classes in Microsoft Excel, Outlook, PowerPoint, etc.
http://www.personal-computer-tutor.com/services.htm
2. Online Excel Tutorial http://www.usd.edu/trio/tut/excel/
2. Online Excel Tutorial http://www.usd.edu/trio/tut/excel/
