1. 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
SUNY University at Buffalo,
Melissa Nihsen*, C. Kent Keller, and Larry Davis*
(*formerly at) Washington State University

2. W E L L aquifer aquitard PERMEABILITY POROSITY Storage infiltrationK
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

3. 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”

4. 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

5. 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 . . .

6. 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

7. Model system
Model student process

10. Graph experiment results
& compare to REAL system

11. 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
us if you would like more detailed info! We would be happy to send it to you

12. 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!

13. Approach

14. 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...

15. 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?