Combining Stream Table Experiments, High-tech Particle Analysis, and the Web to Help Geomorphology Students Evaluate Landform Evolution

Journal of Geoscience Education, Jan 2005 by Clark, Douglas H, Linneman, Scott R

Another of our objectives involves graph reading. Nearly four out of every five students (79%) agreed that the exercise improved their graph reading skills. One student wrote; "Before when I made my hypothesis of how the grain sizes would be distributed I had no clue how to use the graphs. However, now I believe I could accurately read another graph like that, also I will probably read other graphs with more understanding now."

The weakest responses concerned students' enjoyment of Lab 1 (62% agree or strongly agree) and "understanding the limitations and uncertainties of particle-size analysis" (55% agree or strongly agree). The former weak response may in part reflect the shock of having to do a full lab the first day of classes, but may also reflect our inexperience in introducing the new labs. The latter weak response probably results from the short amount of time spent discussing the limitations of particle size analysis. Future lab report assignments will explicitly request the students to evaluate this aspect.

Perhaps the most important finding of the survey is that 76% of the students "felt better prepared to 'think like a geomorphologist' than before the class," and 69% felt "more enthusiastic about the class than before the lab." Considering this was our first time teaching the lab sequence, we are optimistic that these numbers will improve as we refine the introduction to the labs. Future versions of this assessment will include a pre-test of student ideas concerning deltas and delta-forming processes.

CONCLUSIONS

New geomorphology students often struggle with relating geomorphic processes to landforms, combining qualitative observations and quantitative data, and developing rigorous methods of assessing landform development. The labs we developed combine cutting-edge technologies, hands-on experience, and a field trip that introduce students to these concepts and skills through an inquiry-driven investigation of delta formation. They also provide a model for conducting geomorphic research during the rest of the term. The labs increase student motivation and interest in conducting research during the rest of the course. Although these labs were designed for our geomorphology course, similar labs might be appropriate for classes in sedimentology, fluvial geomorphology, surface hydrology, or other topics.

ACKNOWLEDGEMENTS

We thank W.W.U. for providing release time for Clark to develop these labs through their Integrated Laboratory Network initiative. We also thank the students at W.W.U. for funding part of the Malvern Mastersizer system and the web-cam set-up through W.W.U.'s Student Technology Fee program. Dunite sediment used in the labs was obtained from the Olivine Corporation, 928 Thomas Rd., Bellingham, WA 98226 (360-733-3332). Comments from two anonymous reviewers significantly improved the manuscript.

REFERENCES

Bransford, J.D., Brown, A.L., and Cocking, R.R. (Eds), 1999, How People Learn: Brain, Mind, Experience, and School, Washington, D.C., National Academy Press.