1. tHE Scheme Presentation Teaching developments in EA22120 Laboratory Techniques Stephen Tooth, IGES

2. Structure of the presentation 1)Background to the physical analysis of sediments 2)The context for EA22120 3)Objectives of the teaching development 4)How did I attempt to achieve the objectives? 5)How did I judge whether the objectives were achieved? 6)How successful was the teaching development? 7)Teaching cycles & reflection 8)The future?

3. particle size particle shape of individual particles range of particle sizes (sorting) particle packing mean/median/modal particle size arrangement of sediments (architecture) particle density physical properties of sediments

4. important in reconstructing past environments e.g. ice sheet dynamics

5. importance in prediction / resource exploitation e.g. hydrocarbon reservoir potential

6. For the physical analysis of sediments, need to have: rapid field methods more detailed laboratory methods Both field & laboratory methods need to be: objective consistently applied In other words, methods must be ‘routine’

7. e.g. particle size classification (Udden-Wentworth scale)

8. e.g. description of sediment mixtures

9. The main problem : How do you teach ‘routine’ methods to students in an interesting way so that they integrate them into their approach to study in other modules or professional contexts? In particular, good field practice is based upon careful observation & clear, unambiguous description observation → description → measurement → analysis & interpretation

10. 2nd year, 20 credit module core module in the EES degree scheme runs in Semester 2 with ~25 students aims ‘to provide training in the range of field & laboratory techniques used to determine the chemical & physical properties of natural materials’ team taught The context for EA22120

11. 1st practical slot in the ‘physical analysis of sediments’ section links with previous chemical analysis practicals gives an introduction to the importance of physical analysis provides the background for some of the mechanical methods used in later practicals

12. introduce a more 'hands-on‘ aspect to the teaching of methods for the physical analysis of sediment reintroduce, or introduce for the 1st time, ‘good practice’ in physical analysis of sediment enable students to understand the purposes of measurements e.g. what are they measuring & why? Objectives of the teaching development

13. practical design short lecture slots with note taking ‘question-&-answer’ sessions short practical exercises mid-practical break supporting handouts formal assessment 3 practical exercises in small groups description of sediments measurement of particle shape grain size distribution curves How did I attempt to achieve the objectives ?

14. description of sediments

15. measurement of particle shape

16. feedback on exercises provided informally in class exercise 1 assessed formally by submission of a table of results

17. student engagement with the exercises quality of student questions & answers quality of assessed work e.g. by comparison with their in-class answers observers’ comments observations of students practices in other (later) modules How did I judge whether the objectives were achieved?

18. How successful was the teaching development ?

19. Student engagement with the exercises

20. quality of student questions & answers some good questions e.g. how do you measure ‘average size’? what does ‘textural class’ mean? what is the point of measuring shape? some students inclined to guess or not answer questions rather than ask for clarification or help observations & descriptions often not clear or ambiguous loose, or non-technical, terms like ‘dirt’ or ‘mud’ used some missed out observation & description & worked back from interpretation

21. quality of assessed work student no. 1 ‘before’

22. Student no. 1 ‘after’

23. Student no. 2 ‘before’

24. Student no. 2 ‘after’

25. observers’ comments lecture well prepared & delivered links made to previous & forthcoming practicals practical sessions enabled ‘hands-on’ use of lecture material handouts distributed immediately before topics were discussed rather than at beginning of lecture good Q-&-A technique to ascertain students’ prior knowledge students appeared attentive in lecture slots students responded well to exercises set informal atmosphere made it easier for students to ask questions help & advice given in a relaxed manner during exercises

26. student practices in other (later) modules The main challenge: how to improve the descriptions?

27. teaching development was successful overall minor tweaking in subsequent years - providing more information before the 1st exercise - making more explicit the information that is directly relevant to the exercises Teaching cycles & reflection

28. module redesign essence of my part of module will remain some contextual modification of supporting lecture material needed go through in detail with the students the full description of one of the sediments in order to illustrate the level of detail required for the assessed work? The future ?

29. Questions?