ED41A-01
Internet Lectures on Geophysical Modeling
Advances in modeling software and presentation software now provide the instructor with the means to
communicate over the Internet to a global student audience. Modeling in the broadest sense has always been a
touchstone tool in geophysics ranging from a drawing of stratigraphy to a numerical climate model. At the
undergraduate level even simple models provide insight in the behavior of geophysical systems. By coupling
illustrated lectures with hands-on computer models that can be downloaded as a package from the Internet, the
instructor can broadly support classroom instruction.
The software, (isee Player) for viewing and manipulating working STELLA models is a free download from isee
systems http:www.iseesystems.com. Both Keynote (Macintosh) and PowerPoint (Windows) support adding an
audio track to slides, so the instructor can discuss the content and interpretation of slide information. When the
lecture on a geophysical process is coupled with a working model the student then gets a hands-on opportunity
to explore the responses of the geophysical system as modeled. Examples of STELLA models and coupled
lecture and model are available at http:www.ruf.rice.edu/~few.
http:www.ruf.rice.edu/~few
ED41A-02
Using Teleducation and Field Experiences to further the Understanding of Coastal Environments
This project is an outreach and education program with a partner in the K-12 schools at Accomack County on the
Eastern Shore of Virginia. It endeavors to build a community knowledgeable of the importance the ocean plays
daily in our lives, and our own impact on the ocean. It is an program built in stages that: 1) Establish high speed
live interactive classes (teleducation) linkages with the Eastern Shore High Schools with earth science teachers
enabling them to remotely participate in University of Virginia classes in Oceanography (designed on a faculty
development basis or acquire NSTA certification in Earth Science Education, as well as participation by seniors in
the Accomack Schools; 2) Establish field experiences for teachers and selected students that involve travel to
both the Virginia Coast Reserve Long Term Ecological Research (VCR/LTER) Center, UVA to observe first- hand
the science programs at those locations and participate in cutting edge coastal marine research efforts. These
experiences improve student understanding of the ocean-atmosphere biogeophysical system and encourage
students to explore the sciences as a field of study and possible vocation. Advanced high school students and
science teachers from Accomack County Public Schools participated in an experience involving field and
laboratory methods employed in a NSF-sponsored study of the coupled natural-human dynamics on the Eastern
Shore of Virginia over the past 500 years (NSF-Biocomplexity). Students and teachers worked with researchers of
the VCR facility in Oyster, VA, collected sediment cores from Chesapeake Bay tributaries, and traveled to the
Organic Geochemistry Laboratory at UVA, in Charlottesville, VA to prepare and analyze samples for isotopic and
palynological information. In a first of its kind connectivity, in June/July, 2006, using high speed internet
connections, a summer class in Oceanography was live, interactively broadcast (teleducation) from UVA to
Arcadia High School on the Eastern Shore, allowing teachers in the Accomack School district to receive university
credit without leaving their home classrooms 250 miles from UVA.
http:toolkit.itc.virginia.edu/cgi-local/tk/UVa_CLAS_2006_Summer_EVSC795-1
ED41A-03
3D Immersive Visualization: An Educational Tool in Geosciences
3D immersive visualization is an innovative tool currently used in various disciplines, such as medicine,
architecture, engineering, video games, etc. Recently, the Universidad Nacional Autónoma de México (UNAM)
mounted a visualization theater (Ixtli) with leading edge technology, for academic and research purposes that
require immersive 3D tools for a better understanding of the concepts involved. The Division of Engineering in
Earth Sciences of the School of Engineering, UNAM, is running a project focused on visualization of geoscience
data. Its objective is to incoporate educational material in geoscience courses in order to support and to improve
the teaching-learning process, especially in well-known difficult topics for students. As part of the project,
proffessors and students are trained in visualization techniques, then their data are adapted and visualized in Ixtli
as part of a class or a seminar, where all the attendants can interact, not only among each other but also with the
object under study. As part of our results, we present specific examples used in basic geophysics courses, such
as interpreted seismic cubes, seismic-wave propagation models, and structural models from bathymetric,
gravimetric and seismological data; as well as examples from ongoing applied projects, such as a modeled SH
upward wave, the occurrence of an earthquake cluster in 1999 in the Popocatepetl volcano, and a risk atlas from
Delegación Alvaro Obregón in Mexico City. All these examples, plus those to come, constitute a library for
students and professors willing to explore another dimension of the teaching-learning process. Furthermore, this
experience can be enhaced by rich discussions and interactions by videoconferences with other universities and
researchers.
http:www.ingenieria.unam.mx/~visualizacion3D/index.html
ED41A-04
Gravity and Magnetics in Field and Laboratory Courses of Geophysical Engineering - A View From the Students
We present a summary and comments on the laboratory and field course in potential field methods in Geophysical Engineering at UNAM. The one-semester course and laboratory and field exercises are an integral part of the curricula, and we comment on the education-learning processes from the viewpoint of the students. The field exercises are designed to assist students to gain empirical knowledge about field methodologies. The experience also allows conduct work as a team, permitting a greater understanding of the professional activities in exploration of natural resources. Access to other educational experiences and resources in universities and industry, including international opportunities are thought highly beneficial. The field training area is located in central Mexico in the Altiplano. The study area is characterized by Upper Cretaceous sedimentary formations, mainly limestones and lutites within the unconformity of El Doctor and Soyatal Formations. Area is located north of Cadereyta, State of Queretaro For data acquisition, profiles oriented E-W and N-S were used. In the neighborhood of Agua Salada bridge, Bouguer gravity values increase showing local maxima. Magnetics were used to locate discordant lithological contact. Gravity and magnetic measurements were taken throughout presumed contact so that through data processing a 3-D model could be obtained. Main purpose of exercise is practical, students compare gravity and magnetic responses with geologic situation characterizing this area. On the basis of field-collected data and mapping, processing was made in the laboratory, including interpretation, through standard algorithms of 2-D modeling. Our interpretations correlate well with surface geology, photographs of outcrops, and stratigraphy. Gravity and magnetics give us a 3-D image of the subsurface and stratigraphy of study area, including structural conditions. We could observe the presence of associated magnetic dipoles at unconformity plane
ED41A-05
Teleconferences and Audiovisual Materials in Earth Science Education
Unidad de Educacion Continua y a Distancia, Universidad Nacional Autonoma de Mexico, Coyoaca 04510 Mexico, MEXICO As stated in the special session description, 21st century undergraduate education has access to resources/experiences that go beyond university classrooms. However in some cases, resources may go largely unused and a number of factors may be cited such as logistic problems, restricted internet and telecommunication service access, miss-information, etc. We present and comment on our efforts and experiences at the National University of Mexico in a new unit dedicated to teleconferences and audio-visual materials. The unit forms part of the geosciences institutes, located in the central UNAM campus and campuses in other States. The use of teleconference in formal graduate and undergraduate education allows teachers and lecturers to distribute course material as in classrooms. Course by teleconference requires learning and student and teacher effort without physical contact, but they have access to multimedia available to support their exhibition. Well selected multimedia material allows the students to identify and recognize digital information to aid understanding natural phenomena integral to Earth Sciences. Cooperation with international partnerships providing access to new materials and experiences and to field practices will greatly add to our efforts. We will present specific examples of the experiences that we have at the Earth Sciences Postgraduate Program of UNAM with the use of technology in the education in geosciences.