A problem-based lab design framework using an intro groundwater lab (e A problem-based lab design framework using an intro groundwater lab (e.g. geol 101) as an example Richelle Allen-King (richelle@buffalo.edu), SUNY University at Buffalo, Melissa Nihsen*, C. Kent Keller, and Larry Davis* (*formerly at) Washington State University

W E L L aquifer aquitard PERMEABILITY POROSITY Storage infiltration K aquifer aquitard Potentiometric surface A Concept Development W R E S Water Table D d T L o r a w L w n PERMEABILITY Traditional introductory labs do very little in promoting concept development due to excessive exposure to terminology Previous studies indicate(wheatley 1991, arons, 1993, NRC 1996) that student learning increases when fact driven teaching models are abandoned and replaced with conpetual development models. Many introductory level geology lab exercises deals mainly with identification and or manipulation of near perfect rock samples or textbook data and diagrams GrOuNdWaTeR confined or unconfined POROSITY Storage infiltration Cone of depression

Problems of many labs Fragmented Fact-based Course content is experienced as a series of disconnected facts Fact-based Specific content rather than scientific concepts are emphasized Quantitative skills are not used Separate from “life”

Goal & Motivation Create lab exercises that engage students in scientific problem solving To understand science, students need to do science Use fundamental laws to solve problems Quantitative work is part of scientific and geologic problem solving Problem needs to be “related” to students lives/interests

Our Challenges How can students interpret experiments? Math skills are poor “Math” is a 4-letter word! Logistics - large student numbers How can 20 people conduct experiments with different outcomes and not have instructors go crazy? How can we afford it? An “unusual” exercise . . .

What we came up with - a two part hydrogeology lab An experiment to model the local water resource problem to develop the concept of mass conservation Geologic interpretation Using geologic section and map, students are challenged to apply knowledge to local system to solve a problem

Model system Model student process

Graph experiment results & compare to REAL system

Model system Model student process Making choices about quantitative work Data are introduced/manipulated ‘4 ways’ - Table, graph, description, comparison&interpretation ‘Spin-off’ data analysis skill development possibilities Email us if you would like more detailed info! We would be happy to send it to you

The positive Experiments are fun! Geologic problems are cool! Hands-on activities engage students Geologic problems are cool! Model a local problem or relate problem to student’s lives and students will be interested!

Approach

Can we view this laboratory exercise as a model? How can this general approach be applied to a geologic problem that you are interested in working on with your students? Consider other mass conservation problems continental erosion/sedimentation rates OR magma volumes erupted vs magma chamber questions OR continental plates OR...

Can we view this laboratory exercise as a model? Focus on understanding/solving/ interpreting a local geologic problem Use hands-on experiment or activity to introduce fundamental concept and engage students Introduce and use quantitative work in natural scientific problem-solving context Consider other mass conservation problems continental erosion/sedimentation rates OR magma volumes erupted vs magma chamber questions OR continental plates OR... How can this general approach be applied to a geologic problem that you are interested in working on with your students?