Quantitative Skills > Teaching Resources > Activities > GEO-Logic: Stream Discharge Rates - Rappahannock River Station

# GEO-Logic: Stream Discharge Rates - Rappahannock River Station

This activity was selected for the On the Cutting Edge Reviewed Teaching Collection

This activity has received positive reviews in a peer review process involving five review categories. The five categories included in the 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

#### Summary

GEOLogic questions are puzzles that were developed to support students understanding of geoscience concepts while challenging them to develop better logic and problem solving skills.
In this example, students are asked to convert measurements in cubic feet per hour (cfh) to cubic feet per second (cfs) and then match up the names of the researchers measuring the flows at the river station with the correct flow rate and the year in which it was taken. There is also a second part in which students must graph the different flow rates with time and then answer questions by interpreting the information in the graph.

## Learning Goals

• To develop students' problem solving skills by requiring them to examine problems from multiple points of view
• To expose students to real geologic data and common concepts and units (rates, distance, time, etc.)

## Context for Use

This activity is appropriate for a high school science class or an introductory level undergraduate geoscience course. The activity can be given as an in class assignment or for homework.

## Teaching Notes and Tips

See the author's paper under Resources.

## Assessment

As long as the student makes a substantial effort towards solving the problem, they receive credit for the assignment. Alternatively, GEOLogic problems could be used as extra credit exercises which would be graded more rigorously.

## References and Resources

Guertin, 2000 . Using Logic Problems in Introductory-Level Geoscience Courses to Develop Critical Reasoning and Basic Quantitative Skills, Journal of Geoscience Education, 48(4), 423.
- In this paper, the author describes the development and implementation of GEOLogic problems as well as her reasoning for the focus on logic problems and problem solving.

## Controlled Vocabulary Terms

Subject: Geoscience:Hydrology
Resource Type: Activities:Classroom Activity, Lab Activity
Special Interest: Quantitative
Grade Level: College Lower (13-14), High School (9-12), College Lower (13-14):Introductory Level
Quantitative Skills: Problem Solving