http://serc.carleton.edu/NAGTWorkshops/deepearth10/discussions/what_educationa.html#discussion http://serc.carleton.edu/NAGTWorkshops/deepearth10/discussions/what_educationa.html#post6517 John McDaris 1266427860 http://serc.carleton.edu/NAGTWorkshops/deepearth10/discussions/what_educationa.html#post6517 http://serc.carleton.edu/NAGTWorkshops/deepearth10/discussions/what_educationa.html#post6546 Glenn Richard 1266444540 http://serc.carleton.edu/NAGTWorkshops/deepearth10/discussions/what_educationa.html#post6546 http://serc.carleton.edu/NAGTWorkshops/deepearth10/discussions/what_educationa.html#post6693 Brennan Jordan 1266497280 http://serc.carleton.edu/NAGTWorkshops/deepearth10/discussions/what_educationa.html#post6693 http://serc.carleton.edu/NAGTWorkshops/deepearth10/discussions/what_educationa.html#post6696 Brennan Jordan 1266497760 http://serc.carleton.edu/NAGTWorkshops/deepearth10/discussions/what_educationa.html#post6696 http://serc.carleton.edu/NAGTWorkshops/deepearth10/discussions/what_educationa.html#post6699
Geophysics is an upper level elective though, so students don't take it until senior year, and only about 25% (?) of students take it at all. One thing I'm curious about is how to introduce Deep Earth topics at other points in the curriculum, sharing resources without telling colleagues what to teach, etc. Of course there are some who incorporate some deep Earth ideas but I think there are many more opportunities.]]> Anna Courtier 1266498060 http://serc.carleton.edu/NAGTWorkshops/deepearth10/discussions/what_educationa.html#post6699 http://serc.carleton.edu/NAGTWorkshops/deepearth10/discussions/what_educationa.html#post6701 Anna Courtier 1266498240 http://serc.carleton.edu/NAGTWorkshops/deepearth10/discussions/what_educationa.html#post6701 http://serc.carleton.edu/NAGTWorkshops/deepearth10/discussions/what_educationa.html#post6706
IRIS animations about seismic tomography: http://www.iris.edu/hq/programs/education_and_outreach/animations/7
http://www.iris.edu/hq/files/programs/education_and_outreach/aotm/7/Tomo-1stArrival-480.mov
http://www.iris.edu/hq/files/programs/education_and_outreach/aotm/7/CatScan-480.mov
]]> Vince Cronin 1266503400 http://serc.carleton.edu/NAGTWorkshops/deepearth10/discussions/what_educationa.html#post6706 http://serc.carleton.edu/NAGTWorkshops/deepearth10/discussions/what_educationa.html#post6708 Vince Cronin 1266504360 http://serc.carleton.edu/NAGTWorkshops/deepearth10/discussions/what_educationa.html#post6708 http://serc.carleton.edu/NAGTWorkshops/deepearth10/discussions/what_educationa.html#post6710 I like Vince's idea above - incorporating exercises that can have both a quantitative and maybe more instinctive quality to them. That way we can pick up those who do think mathematically as well as those who are made nervous and lost by the equations.

I've also been trying to incorporating more examples of real data into my geophysics course (which I'll have to leave the workshop a bit this morning to go teach). This is my 2nd time around teaching the class and the kiddos last year really wanted more examples. I think that seeing and playing with real data geophysics becomes a bit less ethereal to upper level geology students. I think.
]]> Catherine Cooper 1266505560 http://serc.carleton.edu/NAGTWorkshops/deepearth10/discussions/what_educationa.html#post6710 http://serc.carleton.edu/NAGTWorkshops/deepearth10/discussions/what_educationa.html#post6711 http://nagt.org/nagt/vepp/index.html)
They are going to be generating a body of activities that may be something you'll want to use. So keep an eye out for them (or go take part in the workshop!)]]> John McDaris 1266505860 http://serc.carleton.edu/NAGTWorkshops/deepearth10/discussions/what_educationa.html#post6711 http://serc.carleton.edu/NAGTWorkshops/deepearth10/discussions/what_educationa.html#post6712 Suzanne Baldwin 1266505860 http://serc.carleton.edu/NAGTWorkshops/deepearth10/discussions/what_educationa.html#post6712 http://serc.carleton.edu/NAGTWorkshops/deepearth10/discussions/what_educationa.html#post6714 Vicki Hansen 1266506340 http://serc.carleton.edu/NAGTWorkshops/deepearth10/discussions/what_educationa.html#post6714 http://serc.carleton.edu/NAGTWorkshops/deepearth10/discussions/what_educationa.html#post6715 Another question I seem to hear a lot is." why is this important to me.. I am a ___ major".. But it is important because the way we do science is the way you will do research in your field..whether it is accounting or criminal justice.. So I would like to create an exercise that maybe introduces the interior of the earth based the technology that is used. I am still thinking.. But I like Brennan's idea of getting to tomography and being able to have a class of 48 do something with pencil and paper..
]]> Barbara Graham 1266506520 http://serc.carleton.edu/NAGTWorkshops/deepearth10/discussions/what_educationa.html#post6715 http://serc.carleton.edu/NAGTWorkshops/deepearth10/discussions/what_educationa.html#post6716
What visuals, animations, or activities would you like to see in a virtual field trip or a virtual high pressure experiment? If it is a tour of a high pressure laboratory, perhaps the Bragg's Law Applet (See http://www.eserc.stonybrook.edu/ProjectJava/Bragg/ ) could be included in an activity.

Also see the photographs below, of equipment in the Mineral Physics Institute High Pressure Laboratory at Stony Brook University.

Perhaps a virtual experiment can center around using X-ray diffraction to study a phase change in a selected material as pressure changes in a diamond anvil cell (DAC). Students would learn about:

1) d-spacings in crystal lattices
2) how a diamond anvil cell functions
3) Bragg's Law and X-ray diffraction
4) how do we measure pressure?
5) phase changes with increasing pressure

A challenge -> How can we make this activity "feel" as much as possible like an actual field trip or experiment?

]]> Glenn Richard 1266506700 http://serc.carleton.edu/NAGTWorkshops/deepearth10/discussions/what_educationa.html#post6716 http://serc.carleton.edu/NAGTWorkshops/deepearth10/discussions/what_educationa.html#post6725 Anna Courtier 1266508800 http://serc.carleton.edu/NAGTWorkshops/deepearth10/discussions/what_educationa.html#post6725 http://serc.carleton.edu/NAGTWorkshops/deepearth10/discussions/what_educationa.html#post6750 What I am envisioning is a virtual field trip that allows students to get a real sense for the relationship between the physical machinery and what is actually occurring to the samples, and then to the science. The "field trip" could have a combination of photographs and diagrams/animations. It would also be cool, as you suggest, to include some activities (simulations with data analysis on the other side?), so it is not just a tour. That could all get pretty involved, but it could also be linked to other aspects of teaching deep Earth.

Also, cool Bragg's law applet. ]]> Brennan Jordan 1266516720 http://serc.carleton.edu/NAGTWorkshops/deepearth10/discussions/what_educationa.html#post6750 http://serc.carleton.edu/NAGTWorkshops/deepearth10/discussions/what_educationa.html#post6754 Perhaps a simple virtual field trip, as a proof on concept, would be a good way to get started. A good candidate site would be the National Synchrotron Light Source (NSLS) at Brookhaven National Laboratory (BNL). Some of the components of the module would be:

1) Zoom in to a Google Earth view of where BNL and NSLS are located.
2) Photographs of the NSLS building, the electron ring, and some of the beamline stations.
3) A diagram of the facility, indicating what research some of the beamlines are being used for.
4) Photographs of the high pressure equipment being operated by COMPRES.
5) Diagrams indicating how the equipment operates.
6) Virtual models of mineral lattices to demonstrate lattice structures and d-spacings
7) An activity in which students use d-spacing data and the Bragg's Law Applet to identify minerals in a "mystery sample".]]> Glenn Richard 1266518700 http://serc.carleton.edu/NAGTWorkshops/deepearth10/discussions/what_educationa.html#post6754 http://serc.carleton.edu/NAGTWorkshops/deepearth10/discussions/what_educationa.html#post6755
your example sounds great! I would defiantly use such an exercise in my Earth's Dynamic Interior class. It would provide the student with end-member cases, and, presumably to see that the end-member cases make advances, but each end-member is not quite there. And then they have the information to think about combining the three variables. To me, this captures for the student just how we tickle out what we think we know about the deep Earth.]]> Vicki Hansen 1266519360 http://serc.carleton.edu/NAGTWorkshops/deepearth10/discussions/what_educationa.html#post6755 http://serc.carleton.edu/NAGTWorkshops/deepearth10/discussions/what_educationa.html#post6801
1. A tutorial plus exercises on non-dimensional parameters, especially in deep Earth studies

2. A tutorial plus exercises on scalar, vector, and tensor quantities--from the mathematical point of view, and also from the physical science point of view

3. A short introduction to the "classic" differential equations: heat, diffusion, wave, etc.

I'll post more as I think of them...]]> Abby Kavner 1266548580 http://serc.carleton.edu/NAGTWorkshops/deepearth10/discussions/what_educationa.html#post6801 http://serc.carleton.edu/NAGTWorkshops/deepearth10/discussions/what_educationa.html#post6823 Ben Edwards 1266591420 http://serc.carleton.edu/NAGTWorkshops/deepearth10/discussions/what_educationa.html#post6823 http://serc.carleton.edu/NAGTWorkshops/deepearth10/discussions/what_educationa.html#post6824
Two thoughts about why this might be important for students - both might be a bit of a stretch but I think both also have a bit of merit.

1. Ultimately a major source of 'clean' energy on earth is geothermal. So knowing about why the interior of the earth is hot, how fast the heat gets to the surface, how big and long-lived the potential reservoir is, etc can possibly be tied in to the issue of energy, about which people are hearing more and more daily...

2. I was just chatting with a student last week who like geology but wants to do a Middle Eastern studies major because he want to tie together politics, resources, etc. I pointed out to him that geoscientists inherently have to be able to work at a variety of spatial and temporal scales, and integrate very diverse data sets to make (semi??-) coherent pictures of complex systems. The way we are trained to think is exactly what is needed by politicians, information analysts etc to deal with complex world situations.

So even if your class uses terms they may never see again in life outside a geology class, by helping them see the big picture model of the earth and integrate very diverse data sets to test a model (e.g. layered earth structure), your helping them to learn how to deal with very large and complex ideas. I'm becoming convinced that students need to be told this sort of thing point-blank as they don't always realize that they are learning critical thinking skills that they can and should apply outside of a specific class to other situations...

The detailed knowledge we have of the interior of the earth allows us to develop pretty accurate and testable models, considering it's not a place we'll probably ever be able to directly visit.]]> Ben Edwards 1266592140 http://serc.carleton.edu/NAGTWorkshops/deepearth10/discussions/what_educationa.html#post6824 http://serc.carleton.edu/NAGTWorkshops/deepearth10/discussions/what_educationa.html#post7310 http://serc.carleton.edu/NAGTWorkshops/biocomplexity/assessment.html]]> Dave Mogk 1267041360 http://serc.carleton.edu/NAGTWorkshops/deepearth10/discussions/what_educationa.html#post7310