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« Deep Earth Workshop Discussions
What are the educational opportunities that can be developed to showcase this Deep Earth science
1958:6546Share edittextuser=1579 post_id=6546 initial_post_id=0 thread_id=1958
1958:6693Share edittextuser=3406 post_id=6693 initial_post_id=0 thread_id=1958
1958:6696Share edittextuser=3406 post_id=6696 initial_post_id=0 thread_id=1958
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.
1958:6699Share edittextuser=3497 post_id=6699 initial_post_id=0 thread_id=1958
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IRIS animations about seismic tomography: http://www.iris.edu/hq/programs/education_and_outreach/animations/7
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1958:6708Share edittextuser=266 post_id=6708 initial_post_id=0 thread_id=1958
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.
1958:6710Share edittextuser=3484 post_id=6710 initial_post_id=0 thread_id=1958
Following on Anna's comment in #6, NAGT is co-sponsoring a workshop in Hawaii this summer on using the online data streams that are coming from the Volcano Observatory to teach undergrad geoscience. (You can find out more about the workshop at 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!)
1958:6711Share edittextuser=116 post_id=6711 initial_post_id=0 thread_id=1958
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1958:6714Share edittextuser=251 post_id=6714 initial_post_id=0 thread_id=1958
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..
1958:6715Share edittextuser=3411 post_id=6715 initial_post_id=0 thread_id=1958
Brennan Jordan, Anna Courtier, and Wendy Mao:
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?
1958:6716Share edittextuser=1579 post_id=6716 initial_post_id=0 thread_id=1958
1958:6725Share edittextuser=3497 post_id=6725 initial_post_id=0 thread_id=1958
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.
1958:6750Share edittextuser=3406 post_id=6750 initial_post_id=0 thread_id=1958
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".
1958:6754Share edittextuser=1579 post_id=6754 initial_post_id=0 thread_id=1958
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.
1958:6755Share edittextuser=251 post_id=6755 initial_post_id=0 thread_id=1958
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...
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1958:6823Share edittextuser=1523 post_id=6823 initial_post_id=0 thread_id=1958
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.
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