Project X

George H. Davis, The University of Arizona

Summary

Each student independently analyzes a geologic cross-section (i.e., X-section) and the journal article within which it is contained. Students select from a list prepared by the instructor. Each student prepares text and figures that describe location, geologic column, geologic cross-section, simplified geologic map (optional), system of structures, spreadsheets of measurements and information extracted from the cross-section, kinematics, mechanics, and plate tectonic significance. Students present results in a poster session to classmates, teaching assistant(s), instructor, and guests (e.g., other faculty and students).

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Context

Audience

Undergraduate structural geology course

Skills and concepts that students must have mastered

Fault types and geometry and basic fault kinematics; fold types and geometry and basic fold kinematics; deformation, strain, and stress; introduction into the dynamics and mechanics of faulting and folding. Background for this is developed in advance via class lectures/engagement and lab and field exercises.

How the activity is situated in the course

Midway to no later than two-thirds through the semester.

Goals

Content/concepts goals for this activity

Exposure to state-of-the art professionally rendered geologic cross-sections; experience in discerning contents of a journal article; applying methods, geometry, and theory of fold and fault analysis; measuring and compiling 2D characteristics of faults and folds; and introduction to restorations of geologic cross-sections.

Higher order thinking skills goals for this activity

Synthesis and integration across emphasis areas of structural geology, including physical and geometrical characterization, kinematic and mechanical analysis, and plate tectonic origin. Gaining experience in communicating findings and interpretations to others.

Other skills goals for this activity

Experience in re-rendering published figures in ways to simplify and capture structural-geologic essence. This requires exercising judgement in relation to the objectives of Project X. Begin learning to use and/or apply Illustrator and/other drawing technologies and using PowerPoint to create the main elements within a well-designed, effective poster.

Description and Teaching Materials

Step 1 is to provide to student an overview of Project X (Microsoft Word 2007 (.docx) 25kB May25 20) in terms of step-by-step requirements followed by examples of completed posters (see below). These products are made available digitally to the students for reference.

Step 2 is to review a list of choices of the locations/settings (Microsoft Word 2007 (.docx) 5MB May25 20) for which a source-information journal article (pdf) will be provided. The instructor should identify (by figure number) the pertinent published geologic cross-section, which is especially important if there are multiple geologic-cross sections in the article. It is important to go over the list of choices prior to students making their selections so that students have a basis to make more informed decisions. Students learn that some of the geologic cross-sections express shortening, whereas others express stretching; some are dominated by folding, others by faulting; some are full of low-angle normal faults, others by high-angle normal faults; some record superposed deformation involving both shortening and stretching. A natural biproduct of this review is introducing some broad-based regional geology.

Step 3 is to have students choose their system and to provide each student with a pdf of the source article. Breadth of choice is reasonably assured by having a list of choices that well exceeds the number of students enrolled in the class. Some students may wish to choose an area this is not on the list provided. This is an option, but requires the instructor to assure herself/himself that an acceptable geological cross-section is available, and that the journal article within which the cross-section is contained is one that lends itself to the objectives of Project X.

Step 4 is to host the poster session, making clear in advance the basis on which grading/evaluation (Microsoft Word 2007 (.docx) 14kB May25 20) is carried out. Each student presentation is typically rather brief, less than 10 minutes including Q and A.

Files:

Examples of Project X posters

It is useful from a workload and learning standpoint to subdivide Project X into two parts (A and B) for two separate presentations. The first part lays the groundwork, focusing on the location; a written description of the 'system of structures'; geological column; geologic map; geologic cross-section; spread-sheet measurements of fault and fold data; and plate-tectonic setting. The second part addresses geometric, kinematic, and mechanical analysis, perhaps with some additional expansion on plate-tectonic origin. Part A is presented as a poster. Part B is presented as a poster. Two examples are attached here, with the student authors' permission:

Teaching Notes and Tips

Project X requires that the geologic cross-section, maps, and geologic column to be featured on the poster are not just cut-and-paste products, but rather are figures that the student has adapted and transformed in ways that are in keeping with the goals of the project. This typically requires reducing the number of geological formations to just several 'groupings' of formations that are represented in the geologic column, geologic cross-section, and geologic map. There needs to be a common color-coding for these rock-unit groupings in the geological column, cross-section, and geologic map. The geologic cross-section should be the centerpiece of the poster, rendered in a manner that clearly emphasizes key structures, e.g., emboldening traces of major faults and clearly representing apparent relative displacement using arrows.

The adaptation of original figures can be achieved through smart retracing of originals, but better yet through the use of Illustrator or some other drawing technology tool. Similarly, interpretive figures and drawings, including plate-tectonic maps, are to be adapted and not just cut- and pasted. It is the act of adapting and transforming that stimulates deeper learning and understanding. Students can arrange the components in poster form through use of PowerPoint. Ideally this is preceded by the instructor focusing some attention on what constitutes a 'good' vs 'bad' poster.

It is crucial that instructors make students aware of the academic-integrity line separating appropriate distillation of journal text versus plagiarism. The specialized language of journals is challenging and will be a temptation for some students to paraphrase journal-article language too closely. Instructors can remove students from harm's way by insisting that their posters NOT contain paragraphs and sentences of responses, but rather bullet points expressing the critical information and observations. Emphasize to students the importance of 'putting things in your own words' and drawing upon points of emphasis highlighted in lab and in the classroom.

Related activity: Crust-Busting Fault Project

Project X and the Crust-Busting Fault Project activities are complementary. The former provides a level of experience and confidence that results in higher potential for performance in the latter. Project X is more prescribed, for when a student selects a given fault/fold system from a list of choices, she/he automatically receives from the instructor the source journal article and geologic cross-section. However, when students select their 'crust-busting fault' from a list (see Crust-Busting Fault Project), they have the responsibility to track down references and thus gain valuable experience in learning how to access literature.

There is a pedagogical distinction between Project X and the Crust-Busting Fault Project. Project-X is fundamentally an analysis of a geologic cross-section, which represents a 2D data set. Interpretations are 2D in nature in the plane of the cross-section, e.g., direction of shortening, direction of stretching, transfer of fault slip upward into a fold. The Crust-Busting Fault Project is explicitly 3D, where (for a given system) geologic map and cross-sectional relationships together are necessary to tell the fuller story. Moreover, for active crust-busting faults, the Crust-Busting Fault Project creates a transition from structural geology into active tectonics, and optimum data sets can expand to include maps displaying GPS velocity vectors, earthquake focal mechanisms, and earthquake distributions/magnitudes. Indeed, for the Crust-Busting Fault Project there tends to be a notable tectonics emphasis, especially for active crust-busters.

Assessment

Project X is a graded activity, counting ~15% of the final grade in the course. Some of the activity related to completion of Project X can be carried out in lab, and thus the activity can 'count' for both lab and 'lecture'. Perhaps the most important evaluative component of a given presentation is assessing whether the student has a solid grasp, or not, of the subject matter. Most of the points awarded in Project X are based on quality and effectiveness of the text and figures comprising the individual poster elements. I use this Project X grading rubric (Microsoft Word 2007 (.docx) 14kB May25 20).

References and Resources

Examples of student products (see above) are the most valuable and practical of all resources in conveying to students what is expected.