integrating student-led research in environmental geology into traditional field courses: a case...
TRANSCRIPT
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INTEGRATING STUDENT-LED RESEARCH IN ENVIRONMENTAL GEOLOGY INTO TRADITIONAL FIELD COURSES:
A CASE STUDY FROM JAMES MADISON UNIVERSITY'S FIELD COURSE IN IRELAND
Eaton, L.S., May, C.L., and Whitmeyer, S.J.
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JMU Field Course
1978 – 2003Shenandoah Valley of Virginia
Five Week Course•Plane Table Alidade•Mapping projects in Carbonates, Meta- Sediments, Meta- Volcanics, Gneisses
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JMU Field Course2004 – 2005
northern NM & southern CO
North Carolina – Virginia System Wide Field Course
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JMU Field Course2006 – 2010
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JMU Field Course2006 – 2010
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Framework for2009 & 2010
“Self Selecting”of Students
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Week 5: Surface Hydrology and Hypothesis Testing
Environmental Geology/Hydro Track
Headwaters of Carrownisky River
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Student-Led Research in Student-Led Research in Environmental GeologyEnvironmental Geology
Goals:
• Develop a ‘research experience’ for students
• Provide hands-on discovery into the scientific method and group problem solving
• Encourage field-based formulation and testing of hypotheses
• Provide insight into foundational concepts in applied geology and skills in measurement techniques
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Products:Products:• GSA-style presentation
(poster or oral) • Three page ‘executive
summary’ of findings
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Daily Structure of the JMU Daily Structure of the JMU Field CourseField Course
Environmental Science Environmental Science Research ProjectResearch Project
Day 1: Overview of the field area and development of broad research questions.
Day 2: Demonstration of key concept in fluvial geomorphology by the faculty mentor. Preliminary observations made by the students, which they use to refine research questions and develop specific hypotheses.
Evening: Quality Control/Assurance of data; meet with groups to assess progress.
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Daily Structure of the JMU Daily Structure of the JMU Field CourseField Course
Environmental Science Environmental Science Research ProjectResearch Project
Day 3:Day 3: Field sampling.
Evening: Quality Control/Assurance of data; meet with groups to access progress.
Day 4:Day 4: Field sampling (morning); data analysis and synthesis (afternoon); presentations and discussion session (evening).
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An example from 2007… Day 1 - explore the field area & discuss fundamental concepts
Carrownisky River
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Structure of the Structure of the HypothesisHypothesis
If, then, because…
If facilitates recognition of the underlying assumption of the hypothesis.
Then is the actual statement of the testable hypothesis and indicates how two variables are related.
Because provides a causal mechanism.
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An Example…An Example…
If scientists are really enthusiastic about field camp curriculum, then they will attend this meeting instead of going fishing, because the speakers here today have more to offer than a Yellowstone cutthroat…
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An Example…An Example…
If scientists are really enthusiastic about field camp curriculum, then they will attend this meeting instead of going fishing, because the speakers here today have more to offer than a Yellowstone cutthroat…
Interest in Field Camps
Att
en
dan
ce
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Day 2… refine hypotheses and develop sampling methods
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y = 141.04x-0.293
r2 = 0.39
1
10
100
100 1,000 10,000 100,000
Distance Downstream (m)
Ban
k F
ull
Wid
th (
m)
Contrary to what we expected…
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Fundamental & Currently Fundamental & Currently Unresolved Question in Unresolved Question in
GeomorphologyGeomorphology
1. What controls channel width?
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Fundamental & Currently Fundamental & Currently Unresolved Question in Unresolved Question in
GeomorphologyGeomorphology
1. What controls channel width?If cohesive sediments limit bank erosion,
then bank cohesion should be a primary determinant of channel width, because channels can easily erode non-cohesive sediment and expand laterally.
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Fundamental & Currently Fundamental & Currently Unresolved Question in Unresolved Question in
GeomorphologyGeomorphology
1. What controls channel width?If cohesive sediments limit bank erosion,
then bank cohesion should be a primary determinant of channel width, because channels can easily erode non-cohesive sediment and expand laterally.
Bank cohesionCh
an
nel
wid
th
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Field Sampling Days 3 - 4Field Sampling Days 3 - 4
Data collection (daytime)
Data analysis (evening)
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Channels were narrow and deeply incised where
the streambanks were composed of cohesive
sediment.
Simple observations & Simple observations & methods led to interesting methods led to interesting
insights….insights….
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Channels were wide and shallow where the streambanks were composed of
non-cohesive sediment.
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Ban
kful
l Cha
nnel
Wid
th (
m)
5
10
15
20
25
30
Cohesive Mixed Non-CohesiveBank Material
Here is the data…
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Question 2Question 2
Can the location of large gravel bars be predicted?
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y = 0.0003x3.064
r2 = 0.67
10
100
1000
10000
10 100 1000
Angle of Curvature (deg)
Bar
Are
a (m
2 )
tight bend (90º) straight channel (180º)
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ResultsResults
Students were able to use basic observations and simple field methods to answer two fundamental questions that discovered new insights into river processes…
1. What determines channel width?
2. Can the location of large gravel bars be predicted?
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Examples of Hypotheses Examples of Hypotheses Tested in 2010Tested in 2010
(building upon previous (building upon previous knowledge)knowledge)
Question 1:How do anthropogenic and natural processes shape
present-day river channels?
Question 2:Does the Carrownisky River follow typical patterns
of downstream fining?
Question 3: What are the control(s) of the spacing of the pools
and riffles?
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Week 6: Karst Groundwater Hydrology and Geochemistry
The Burren, western Ireland
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Mass In = Mass Out + Change in Storage
Subsurface Distance of Flow ~ 2 km
“sinks”
Emerging spring
Examination of Water Budget and Change in Water Chemistry
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Benefits of the Two-Track Benefits of the Two-Track SystemSystem
• Provides variety in the program• Target individual student interests • Application of skill and knowledge set gained in
weeks 1-4• Grading is ‘end loaded’
– Encourages consistent work and tenacity– Minimizes the ‘week 6’ let down
• Marketing tool• Employment aspects• “Buy in” among the faculty of the worthiness of
Field Course
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Four Days:Four Days: Surface Hydrology & Hypothesis Testing
One Day Excursion:One Day Excursion: Landslide Mapping and Evaluation
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ENVIRONMENTAL/HYDROLOGY OR SEDIMENTARY SYSTEMS EXERCISES
2009
My prior knowledge of this material wasNonexistent Very little Moderate Considerable Extensive
My prior feelings specific to this exercise were
Great discomfortSlightly
apprehensiveNeutral
At-ease and comfortable
Highly motivated
My prior skill level with this exercise was Completely unskilled
Basic Competent Skilled Expert
My knowledge gains from this exercise wereNonexistent Very little Moderate Considerable Extensive
My feelings after this exercise were
Great discomfortSlightly
apprehensiveNeutral
At-ease and comfortable
Highly motivated
I found this exercise to be:Not valuable at all
Only slightly valuable
Moderately valuable
Useful Essential
My skill level after this exercise was Completely unskilled
Basic Competent Skilled Highly skilled
1 2 3 4 5
3.12
3.92
3.00
4.27
4.50
4.42
3.81
My overall learning from this exercise was 4.46