Evaluating Differences in Landscape Interpretation between Webcam and Field-Based Experiences

ERIC Educational Resources Information Center

Kolivras, Korine N.; Luebbering, Candice R.; Resler, Lynn M.

2012-01-01

Field trips have become less common due to issues including budget constraints and large class sizes. Research suggests that virtual field trips can substitute for field visits, but the role of webcams has not been evaluated. To investigate the potential for webcams to substitute for field trips, participants viewed urban and physical landscapes…

The Perspectives of Elementary Teachers Regarding the Integration of the JASON Project into the Science Curriculum

ERIC Educational Resources Information Center

George, Belinda Chantelle Richardson

2015-01-01

This phenomenological narrative study was to explore nine elementary teachers' perspectives of the integration of the JASON Project virtual field trip into the science curriculum. Study findings indicated that the teachers saw an increase in student participation when implementing the JASON Project virtual field trip. The most significant findings…

Incorporating "Virtual" and "Real World" Field Trips into Introductory Geography Modules

ERIC Educational Resources Information Center

Friess, Daniel A.; Oliver, Grahame J. H.; Quak, Michelle S. Y.; Lau, Annie Y. A.

2016-01-01

The "field trip" is a key pedagogical tool within geographical education to encourage deep learning, though they are increasingly difficult to implement due to reduced budgets, safety concerns and increasing class sizes. We incorporated three field-learning activities into a large introductory module. A traditional staff-led trip was the…

Meta-analytic Evaluation of a Virtual Field Trip to Connect Middle School Students with University Scientists

NASA Astrophysics Data System (ADS)

Adedokun, Omolola A.; Liu, Jia; Parker, Loran Carleton; Burgess, Wilella

2015-02-01

Although virtual field trips are becoming popular, there are few empirical studies of their impacts on student outcomes. This study reports on a meta-analytic evaluation of the impact of a virtual field trip on student perceptions of scientists. Specifically, the study examined the summary effect of zipTrips broadcasts on evaluation participants' perceptions of scientists, as well as the moderating effect of program type on program impact. The results showed statistically significant effect of each broadcast, as well as statistically significant summary (combined) effect of zipTrips on evaluation participants' perceptions of scientists. Results of the moderation analysis showed that the effect was greater for the students that participated in the evaluation of the 8th grade broadcasts, providing additional insight into the role of program variation in predicting differential program impact. This study illustrates how meta-analysis, a methodology that should be of interest to STEM education researchers and evaluation practitioners, can be used to summarize the effects of multiple offerings of the same program. Other implications for STEM educators are discussed.

Footprints in the Sky: Using Student Track Logs from a "Bird's Eye View" Virtual Field Trip to Enhance Learning

ERIC Educational Resources Information Center

Treves, Richard; Viterbo, Paolo; Haklay, Mordechai

2015-01-01

Research into virtual field trips (VFTs) started in the 1990s but, only recently, the maturing technology of devices and networks has made them viable options for educational settings. By considering an experiment, the learning benefits of logging the movement of students within a VFT are shown. The data are visualized by two techniques:…

Virtual Field Trips: Using Google Maps to Support Online Learning and Teaching of the History of Astronomy

ERIC Educational Resources Information Center

Fluke, Christopher J.

2009-01-01

I report on a pilot study on the use of Google Maps to provide virtual field trips as a component of a wholly online graduate course on the history of astronomy. The Astronomical Tourist Web site (http://astronomy.swin.edu.au/sao/tourist), themed around the role that specific locations on Earth have contributed to the development of astronomical…

The Beginner's Guide to Interactive Virtual Field Trips

ERIC Educational Resources Information Center

Zanetis, Jan

2010-01-01

For students, field trips can be the best of both worlds: a welcome and exciting break from day-to-day classroom activities and a memorable, real-world experience that will solidify the curriculum in their minds. Unfortunately, the most desirable trips--those to far-away, enticing destinations--have long been inaccessible to all but a select few,…

Learning Desert Geomorphology Virtually versus in the Field

ERIC Educational Resources Information Center

Stumpf, Richard J., II; Douglass, John; Dorn, Ronald I.

2008-01-01

Statistical analyses of pre-test and post-test results, as well as qualitative insight obtained by essays, compared introductory physical geography college students who learned desert geomorphology only virtually, in the field and both ways. With the exception of establishing geographic context, the virtual field trip was statistically…

Virtual Specimens

NASA Astrophysics Data System (ADS)

de Paor, D. G.

2009-12-01

Virtual Field Trips have been around almost as long as the Worldwide Web itself yet virtual explorers do not generally return to their desktops with folders full of virtual hand specimens. Collection of real specimens on fields trips for later analysis in the lab (or at least in the pub) has been an important part of classical field geoscience education and research for generations but concern for the landscape and for preservation of key outcrops from wanton destruction has lead to many restrictions. One of the author’s favorite outcrops was recently vandalized presumably by a geologist who felt the need to bash some of the world’s most spectacular buckle folds with a rock sledge. It is not surprising, therefore, that geologists sometimes leave fragile localities out of field trip itineraries. Once analyzed, most specimens repose in drawers or bins, never to be seen again. Some end up in teaching collections but recent pedagogical research shows that undergraduate students have difficulty relating specimens both to their collection location and ultimate provenance in the lithosphere. Virtual specimens can be created using 3D modeling software and imported into virtual globes such as Google Earth (GE) where, they may be linked to virtual field trip stops or restored to their source localities on the paleo-globe. Sensitive localities may be protected by placemark approximation. The GE application program interface (API) has a distinct advantage over the stand-alone GE application when it comes to viewing and manipulating virtual specimens. When instances of the virtual globe are embedded in web pages using the GE plug-in, Collada models of specimens can be manipulated with javascript controls residing in the enclosing HTML, permitting specimens to be magnified, rotated in 3D, and sliced. Associated analytical data may be linked into javascript and localities for comparison at various points on the globe referenced by ‘fetching’ KML. Virtual specimens open up new possibilities for distance learning, where design of effective lab exercises has long been an issue, and they permit independent evaluation of published field research by reviewers who do not have access to the physical field area. Although their creation can be labor intensive, the benefits of virtual specimens for education and research are potentially great. Interactive 3D Specimen of Sierra Granodiorite at Outcrop Location

Three Community Building Strategies and Their Impacts in an On-Line Course.

ERIC Educational Resources Information Center

Egbert, Joy; Chao, Chin-Chi; Ngeow, Karen

This paper describes three instructional strategies designed to support community building in an online graduate teacher education course: (1) MOO (Multi-User Dimensions Object Oriented) field trips, in which participants are introduced to text-based virtual environments on the Internet through metaphoric online "field trips"; (2)…

Utilizing Geo-Referenced Mobile Game Technology for Universally Accessible Virtual Geology Field Trips

ERIC Educational Resources Information Center

Bursztyn, Natalie; Pederson, Joel; Shelton, Brett; Walker, Andrew; Campbell, Todd

2015-01-01

Declining interest and low persistence is well documented among undergraduate students in Science, Technology, Engineering, and Math in the United States. For geoscience, field trips are important attractors to students, however with high enrollment courses and increasing costs they are becoming rare. We propose in this concept paper that the…

In Old Pompeii. [Lesson Plan].

ERIC Educational Resources Information Center

2001

In this Web-based interdisciplinary lesson (involving social studies, geography, history, and language arts) students take a virtual field trip to the ruins of Pompeii to learn about everyday life in Roman times, then create a travelogue to attract visitors to the site and write an account of their field trip modeled on a description of Pompeii…

Field Trips, Minus the Smelly Bus Ride

ERIC Educational Resources Information Center

Barack, Lauren

2005-01-01

As school boards nationwide are forced to wield the budget ax-extracurricular activities are often the first items to go. Sports, art classes, and even field trips are increasingly rare. Still, children are curious--and so some schools are turning to virtual means to take students out of the classroom. This article briefly discusses virtual…

Supporting the Outdoor Classroom: An Archaeo-Astronomy Project

ERIC Educational Resources Information Center

Brown, Daniel; Francis, Robert; Alder, Andy

2013-01-01

Field trips and the outdoor classroom are a vital part of many areas of education. Ideally, the content should be taught within a realistic environment rather than just by providing a single field trip at the end of a course. The archaeo-astronomy project located at Nottingham Trent University envisages the development of a virtual environment…

A Brave New World: Considering the Pedagogic Potential of Virtual World Field Trips (VWFTs) in Initial Teacher Education

ERIC Educational Resources Information Center

Fitzsimons, Sabrina; Farren, Margaret

2016-01-01

In its broadest and historical sense, place-based education refers to education that occurs outside of the physical boundaries of a school building (Dewey 1910; Sobel 1996; Theobald 1997; Woodhouse and Knapp 2000). Place-based education, colloquially referred to as the "field trip", is predominantly considered a pedagogic tool of the…

Ice and Sand: Linking the Sandbox to Geographic Features in Elementary Social Studies Classrooms

ERIC Educational Resources Information Center

Morris, Ronald Vaughan

2008-01-01

Glaciers are an excellent subject for elementary social studies classes. Their effects are easy for students to model with inexpensive teaching supplies, such as sand and ice. Students can conduct research nationally with virtual field trips or locally with real field trips. The models and research can be used as starting point for a discussion of…

A Trip to Historic Philadelphia on the Web.

ERIC Educational Resources Information Center

Wilson, Elizabeth K.

1997-01-01

Describes an electronic field trip to colonial Philadelphia (Pennsylvania). The historic locale has generated enough websites (Philadelphia Historic District, Betsy Ross homepage, and the Franklin Institute Science Museum) for students to take a virtual tour of the colonial capital. Suggests structuring the activity as a know-want-learn (KWL)…

Taking Science Online: Evaluating Presence and Immersion through a Laboratory Experience in a Virtual Learning Environment for Entomology Students

ERIC Educational Resources Information Center

Annetta, Leonard; Klesath, Marta; Meyer, John

2009-01-01

A 3-D virtual field trip was integrated into an online college entomology course and developed as a trial for the possible incorporation of future virtual environments to supplement online higher education laboratories. This article provides an explanation of the rationale behind creating the virtual experience, the Bug Farm; the method and…

Developing a Second Life Virtual Field Trip for University Students: An Action Research Approach

ERIC Educational Resources Information Center

Mathews, Shane; Andrews, Lynda; Luck, Edwina

2012-01-01

Background: Integrating 3D virtual world technologies into educational subjects continues to draw the attention of educators and researchers alike. The focus of this study is the use of a virtual world, Second Life, in higher education teaching. In particular, it explores the potential of using a virtual world experience as a learning component…

The Use of Virtual Reality Tools in the Reading-Language Arts Classroom

ERIC Educational Resources Information Center

Pilgrim, J. Michael; Pilgrim, Jodi

2016-01-01

This article presents virtual reality as a tool for classroom literacy instruction. Building on the traditional use of images as a way to scaffold prior knowledge, we extend this idea to share ways virtual reality enables experiential learning through field trip-like experiences. The use of technology tools such Google Street view, Google…

Virtual Inquiry Experiences

ERIC Educational Resources Information Center

Harlow, Danielle; Nilsen, Katy

2011-01-01

Children in classrooms and scientists in laboratories engage in similar activities: they observe, ask questions, and try to explain phenomena. Video conferencing technology can remove the wall between the classroom and the laboratory, bringing children and scientists together. Virtual experiences and field trips can provide many of the benefits of…

Experiences of using mobile technologies and virtual fieldtrips in Physical Geography: implications for hydrology education

NASA Astrophysics Data System (ADS)

Kingston, D. G.; Eastwood, W. J.; Jones, P. I.; Johnson, R.; Marshall, S.; Hannah, D. M.

2011-12-01

Education in hydrology is changing rapidly due to diversification of students, emergent major scientific and practical challenges that our discipline must engage with, shifting pedagogic ideas and higher education environments, the need for students to develop new discipline specific and transferrable skills, and the advent of innovative technologies for learning and teaching. This paper focuses on new technologies in the context of learning and teaching in Physical Geography and reflects on the implications of our experiences for education in hydrology. We evaluate the experience of designing and trialling novel mobile technology-based field exercises and a virtual field trip for a Year 1 undergraduate Physical Geography module at a UK university. The new exercises are based on using and obtaining spatial data, operation of meteorological equipment (explained using an interactive DVD), and include introductions to global positioning systems (GPS) and geographical information systems (GIS). The technology and exercises were well received in a pilot study and subsequent rolling-out to the full student cohort (∼150 students). A statistically significant improvement in marks was observed following the redesign. Although the students enjoyed using mobile technology, the increased interactivity and opportunity for peer learning were considered to be the primary benefits by students. This is reinforced further by student preference for the new interactive virtual field trip over the previous "show-and-tell" field exercise. Despite the new exercises having many advantages, exercise development was not trivial due to the high start-up costs, the need for provision of sufficient technical support and the relative difficulty of making year-to-year changes (to the virtual field trip in particular). We believe our experiences are directly relevant to the implementation of such novel learning and teaching technologies in hydrology education.

Fellows in the Middle: Fabulous Field Trips

NASA Astrophysics Data System (ADS)

West, Mary Lou

2008-05-01

Montclair State University's NSF GK-12 Program focuses on grades 7 and 8 in five urban public school districts in northern New Jersey. Each year four fieldtrips are taken by the students, middle school teachers, and graduate student Fellows. Many interdisciplinary hands-on lessons are written for use before, during and after each trip with this year's theme of Earth history. The Sterling Hill Mine trip evoked lessons on geology, economics, crystal structure, density, and pH. A virtual trip (webcam link) to scientists in the rainforest of Panama prompted critical thinking, categorizing layers and animals, and construction of model food webs. In the field trip to the NJ School of Conservation the students will build model aquifers, measure tree heights, and measure stream flow to compare to their Hackensack River. Finally the students will travel to MSU for a Math/Science Day with research talks, lab tours, hands-on activities, and a poster session. In January 2008 seventeen teachers, Fellows, and grant personnel took a field trip to China to set up collaborations with researchers and schools in Beijing and Xi'an, including the Beijing Ancient Observatory. All field trips are fabulous! Next year (IYA) our theme will be planetary science and will feature field trips to the Newark Museum's Dreyfuss Planetarium, BCC Buehler Challenger & Science Center, and star parties. We look forward to invigorating middle school science and mathematics with exciting astronomy. Funded by NSF #0638708

The Fold Analysis Challenge: A virtual globe-based educational resource

NASA Astrophysics Data System (ADS)

De Paor, Declan G.; Dordevic, Mladen M.; Karabinos, Paul; Tewksbury, Barbara J.; Whitmeyer, Steven J.

2016-04-01

We present an undergraduate structural geology laboratory exercise using the Google Earth virtual globe with COLLADA models, optionally including an interactive stereographic projection and JavaScript controls. The learning resource challenges students to identify bedding traces and estimate bedding orientation at several locations on a fold, to fit the fold axis and axial plane to stereographic projection data, and to fit a doubly-plunging fold model to the large-scale structure. The chosen fold is the Sheep Mountain Anticline, a Laramide uplift in the Big Horn Basin of Wyoming. We take an education research-based approach, guiding students through three levels of difficulty. The exercise aims to counter common student misconceptions and stumbling blocks regarding penetrative structures. It can be used in preparation for an in-person field trip, for post-trip reinforcement, or as a virtual field experience in an online-only course. Our KML scripts can be easily transferred to other fold structures around the globe.

Learning in Authentic Earth and Planetary Contexts

NASA Astrophysics Data System (ADS)

Fergusson, J. A.; Oliver, C. A.

2006-12-01

A Virtual Field Trip project has been developed in collaboration with NASA Learning Technologies to allow students, internationally, to accompany scientists on a field trip to the Pilbara region of Western Australia to debate the relevance of ancient structures called stromatolites, to the origins of life on Earth and the search for life on Mars. The project was planned with the aim of exposing high school students to `science in the making', including exposure to the ongoing debate and uncertainties involved in scientific research. The development of the project stemmed from both research-based and anecdotal evidence that current science education programs are not providing secondary students with a good understanding of the processes of science. This study seeks to examine the effectiveness of student use of the tools to increase awareness of the processes of science and to evaluate the effectiveness of the tools in terms of student learning. The literature reports that there is a need for learning activities to be conducted within meaningful contexts. The virtual field trip tools create an environment that simulates key elements in the scientific process. Such an approach allows students to learn by doing, to work like scientists and apply their learning in an authentic context.

A Virtual Field Trip to the Gemini Observatory

NASA Astrophysics Data System (ADS)

Fisher, R. Scott; Michaud, P. D.

2010-01-01

Live from Gemini (LfG) is a virtual field trip using video conferencing technology to connect primary, secondary and post-secondary students with scientists and educators at the Gemini Observatory. As a pilot project, LfG is rapidly becoming one of the observatory's most often-requested educational programs for learners of all ages. The program aligns exceptionally well with national science (and technology) standards, as well as existing school curricula. This combination makes it easy for teachers to justify participation in the program, especially as the necessary video conferencing technology becomes ever more ubiquitous in classrooms and technology learning centers around the world. In developing and testing this pilot project, a programmatic approach and philosophy evolved that includes post-field-trip educational materials, multi-disciplinary subject matter (astronomy, geology, mathematics, meteorology, engineering and even language - the program is offered in Spanish from Gemini South in Chile), and the establishment of a personal connection and rapport with students. The presenters work to create a comfortable interaction despite the perceived technological barriers. The authors’ experiences with the LfG pilot project convince us that this model is viable for almost any astronomical observatory and should be considered by any dynamic, technology- and education-oriented facility.

Gigapixel imaging as a resource for geoscience teaching, research, and outreach

NASA Astrophysics Data System (ADS)

Bentley, C.; Pitts, A.; Rohrback, R. C.; Dudek, M.

2015-12-01

The Mid-Atlantic Geo-Image Collection is a repository of gigapixel-resolution geologic imagery intended as a tool for geoscience professionals, educators, students, & researchers (http://gigapan.com/groups/100/galleries). GigaPan provides a unique combination of context & detail, with images that maintain a high level of resolution through every level of magnification. Using geological GigaPans, physically disabled students can participate in virtual field trips, instructors can bring inaccessible outcrops into the classroom, & students can zoom in on hand samples without expensive microscopes. Because GigaPan images permit detailed visual examination of geologic, MAGIC is particularly suitable for use in online geology courses. The images are free to use and tag. Our 10 contributors (3 faculty, 2 graduate students, & 6 undergraduates) use 4 models of mobile robot cameras (outcrop/landscape), 2 laboratory-based GIGAmacro imaging systems (hand samples) & 2 experimental units: 1 for thin sections, 1 for GigaPans of scanning electron microscopy. Each of these has strengths & weaknesses. MAGIC has suites of images of Appalachian structure & stratigraphy, Rocky Mountains, Snowball Earth hypothesis, & doomed outcrops of Miocene strata on Chesapeake Bay. Virtual field trips with our imagery have been developed for: Billy Goat Trail, MD; Helen Lake, AB; Wind River Canyon, WY; the Canadian Rockies; El Paso, TX; glaciation around the world; and Corridor H, WV (a GSA field trip in Nov. 2015). Virtual sample sets have been developed for introductory minerals, igneous, sedimentary, & metamorphic rocks, the stratigraphy of VA's physiographic provinces, & the Snowball Earth hypothesis. The virtual field trips have been tested in both online & onsite courses. There are close to a thousand images in the collection, each averaging about 0.9 gigapixels in size, with close to 900,000 views total. A new viewer for GigaPans was released this year by GIGAmacro. This new viewer allows measurement and calibration, automatically resizing scale bars, side-by-side comparisons between 2 images, overlapping presentation of 2 images, & annotation by users. Comparative viewers are particularly useful for the presentation of before/after imagery; raw vs. annotated imagery, & polarized views of thin sections.

New Virtual Field Trips. Revised Edition.

ERIC Educational Resources Information Center

Cooper, Gail; Cooper, Garry

This book is an annotated guidebook, arranged by subject matter, of World Wide Web sites for K-12 students. The following chapters are included: (1) Virtual Time Machine (i.e., sites that cover topics in world history); (2) Tour the World (i.e., sites that include information about countries); (3) Outer Space; (4) The Great Outdoors; (5) Aquatic…

Grand Canyon as a universally accessible virtual field trip for intro Geoscience classes using geo-referenced mobile game technology

NASA Astrophysics Data System (ADS)

Bursztyn, N.; Pederson, J. L.; Shelton, B.

2012-12-01

There is a well-documented and nationally reported trend of declining interest, poor preparedness, and lack of diversity within U.S. students pursuing geoscience and other STEM disciplines. We suggest that a primary contributing factor to this problem is that introductory geoscience courses simply fail to inspire (i.e. they are boring). Our experience leads us to believe that the hands-on, contextualized learning of field excursions are often the most impactful component of lower division geoscience classes. However, field trips are becoming increasingly more difficult to run due to logistics and liability, high-enrollments, decreasing financial and administrative support, and exclusivity of the physically disabled. Recent research suggests that virtual field trips can be used to simulate this contextualized physical learning through the use of mobile devices - technology that exists in most students' hands already. Our overarching goal is to enhance interest in introductory geoscience courses by providing the kinetic and physical learning experience of field trips through geo-referenced educational mobile games and test the hypothesis that these experiences can be effectively simulated through virtual field trips. We are doing this by developing "serious" games for mobile devices that deliver introductory geology material in a fun and interactive manner. Our new teaching strategy will enhance undergraduate student learning in the geosciences, be accessible to students of diverse backgrounds and physical abilities, and be easily incorporated into higher education programs and curricula at institutions globally. Our prototype involves students virtually navigating downstream along a scaled down Colorado River through Grand Canyon - physically moving around their campus quad, football field or other real location, using their smart phone or a tablet. As students reach the next designated location, a photo or video in Grand Canyon appears along with a geological question. The students must answer each question correctly in order to proceed to the next location and accrue points in the game and multiple attempts reduce the number of points earned when the correct answer is found. The questions are either multiple choice or involve touch-screen interaction to identify a specific geologic feature. Initial testing of the prototype game in Historical and Physical geology courses at Utah State University indicate that students enjoy the mobile "exploration" nature of the game as well as experiencing photographs of geologic features rather than traditional cartoons. Qualitative evaluation using anonymous surveys was conducted to help determine the usability of the game and the potential effectiveness of this technology-based approach. Students were asked about the degree of fun and difficulty of the game, content learned, and their overall response to features they liked/disliked about it. The results of these early assessments are positive, both in regard to the improvement of students' understanding of key geology concepts and their enjoyment of learning with the technology in a mobile orienteering manner. This is a positive first step in an innovative teaching tool with the power to overcome the pervasive problem of the boring first year STEM course and make world-class field trips accessible to all.

Exploring the Relationship between Virtual Learning Environment Preference, Use, and Learning Outcomes in 10th Grade Earth Science Students

ERIC Educational Resources Information Center

Lin, Ming-Chao; Tutwiler, M. Shane; Chang, Chun-Yen

2011-01-01

This study investigated the relationship between the use of a three-dimensional Virtual Reality Learning Environment for Field Trip (3DVLE[subscript (ft)]) system and the achievement levels of senior high school earth science students. The 3DVLE[subscript (ft)] system was presented in two separate formats: Teacher Demonstrated Based and Student…

Implementing virtual field trips in the curriculum of geography students

NASA Astrophysics Data System (ADS)

Steegen, An; Verstraeten, Gert; Martens, Lotte

2016-04-01

Current online geospatial databases and tools offer many opportunities in geoscience education. On the one hand a variety of geoscientific topics and regions can be studied without traditional fieldwork, and on the other hand, field-based learning activities can be prepared or post-processed. In this research, the use of Virtual Field Trips (VFTs) in Google EarthTM is studied. In the framework of geomorphology courses, undergraduate geography students were given VFTs as developed by the lecturers or had to develop VFTs themselves, after visiting a study area. Maps, photographs, GPS-tracks, literature and other spatial information were integrated in the VFTs. The effect of VFTs on learning outcomes, on the insight in the horizontal and vertical relationships between the spatially varying topics, and motivation were measured. Results confirm that students are positive about the use of VFTs. They indicate that VFTs significantly improve their mental map of the study area, whereby horizontal relationships were strengthened. Also the additional information in some VFTs proved to have positive effects on studying and structuring the learning content. Students also appreciated to work independently with the VFTs and saw possibilities for integrating various geoscientific topics. However, there are also some constraints in working with VFTs. It was clear from the study that VFTs have to be embedded in the curriculum as students do not use or develop VFTs spontaneously. Indeed, it takes a lot of time to develop a VFT, and students also appreciate a variety in work forms. Also some technical difficulties on sufficient wireless internet access and flexible work spaces have to be encountered. Besides this, curricula developers should be aware that VFTs are an interesting tool additionally to field trips, but that they cannot replace the field trips.

Spreading Geodiversity awareness in schools through field trips and ICT

NASA Astrophysics Data System (ADS)

Magagna, Alessandra; Giardino, Marco; Ferrero, Elena

2014-05-01

Geodiversity, unlike Biodiversity, is not a topic included in the Italian schools curriculum. Nevertheless, Geomorphology is taught at all levels, and it seems to be the right tool for introducing the students to the concepts related to Geodiversity. In this context, a research on the use of field trips and Information and Communication Technologies (ICT) is being carried out for spreading the value of Geodiversity in Secondary Schools. Relevant international literature states that field trips are effective didactic tools for Earth Science education, because they stimulate an active learning process and allow students to appreciate the geological complexity of an area. On the other side, ICT allow students to get knowledge about the variety of landforms of their own territory by staying indoor, using virtual field trips and free software like Google Earth, Google Maps, Bing etc. In order to connect the two strategies, an innovative educational project is proposed here; it involves both the indoor and the outdoor activities, by enhancing a critical approach to the complexity of geological processes. As a starting point, a multimedia product on 20 Italian geological tours, designed for analyzing Geodiversity at a regional scale, has been tested with teachers and students, in order to understand its effectiveness by using it solely indoor. In a second phase, teachers and students have been proposed to compare and integrate indoor and outdoor activities to approach Geodiversity directly at a local scale, by means of targeted field trips. For achieving this goal, during the field trips, students used their mobile devices (smartphone and tablet) equipped with free and/or open source applications (Epicollect, Trimble Outdoor Navigator). These tools allow to track field trips, to gather data (geomorphological observations and related photographs), and to elaborate them in the laboratory; a process useful for reasoning on concepts such as spatial and temporal scales and for comparing the real and the virtual experience. Particularly, the geological history of an Alpine Piedmont area West of Torino (NW Italy) has been investigated. A one-day educational field trip has been performed starting from the man-made features of the Sangano town, walking on the present-day, historical and pre-historical fluvial landforms of the Sangone River, and finally climbing up the Pleistocene glacial landforms of the Rivoli-Avigliana Morainic Amphitheatre. The track offers samples of the Geodiversity of the area by showing a variety of landforms and including panoramic views to the Alpine chain. Students collected geomorphological data and carried out research-type activities, such as mapping and describing landforms, making hypotheses on geomorphic processes and gathering useful elements for the reconstruction of the geological history of the area. By taking awareness of the spatial and temporal scales related to landforms and geomorphic processes, as well as to the Man-Nature interactions, students realize the "dynamic dimension" of Geodiversity. As a consequence, students can perceive the geomorphological landscape as a changeable system over time, and therefore worthy of protection.

Social Studies. [SITE 2001 Section].

ERIC Educational Resources Information Center

White, Cameron, Ed.

This document contains the following papers on social studies from the SITE (Society for Information Technology & Teacher Education) 2001 conference: (1) "Teacher's Guide to the Holocaust: An Extensive Online Resource for Teachers" (Ann E. Barron and others); (2) "Preparing a Virtual Field Trip To Teach Value of Community and…

Vocabulary Visits: Virtual Field Trips for Content Vocabulary Development

ERIC Educational Resources Information Center

Blachowicz, Camille L. Z.; Obrochta, Connie

2005-01-01

A significant body of research suggests that wide differences in concept and vocabulary knowledge exacerbate the achievement gap among students, especially in schools with large numbers of children of poverty. Educators sometimes attribute this difference to the Matthew effect: the sad reality that having a well-developed vocabulary allows a…

Linking Immersive Virtual Field Trips with an Adaptive Learning Platform

NASA Astrophysics Data System (ADS)

Bruce, G.; Taylor, W.; Anbar, A. D.; Semken, S. C.; Buxner, S.; Mead, C.; El-Moujaber, E.; Summons, R. E.; Oliver, C.

2016-12-01

The use of virtual environments in science education has been constrained by the difficulty of guiding a learner's actions within the those environments. In this work, we demonstrate how advances in education software technology allow educators to create interactive learning experiences that respond and adapt intelligently to learner input within the virtual environment. This innovative technology provides a far greater capacity for delivering authentic inquiry-driven educational experiences in unique settings from around the world. Our immersive virtual field trips (iVFT) bring students virtually to geologically significant but inaccessible environments, where they learn through authentic practices of scientific inquiry. In one recent example, students explore the fossil beds in Nilpena, South Australia to learn about the Ediacaran fauna. Students interactively engage in 360° recreations of the environment, uncover the nature of the historical ecosystem by identifying fossils with a dichotomous key, explore actual fossil beds in high resolution imagery, and reconstruct what an ecosystem might have looked like millions of years ago in an interactive simulation. With the new capacity to connect actions within the iVFT to an intelligent tutoring system, these learning experiences can be tracked, guided, and tailored individually to the immediate actions of the student. This new capacity also has great potential for learning designers to take a data-driven approach to lesson improvement and for education researchers to study learning in virtual environments. Thus, we expect iVFT will be fertile ground for novel research. Such iVFT are currently in use in several introductory classes offered online at Arizona State University in anthropology, introductory biology, and astrobiology, reaching thousands of students to date. Drawing from these experiences, we are designing a curriculum for historical geology that will be built around iVFT-based exploration of Earth history.

Immersive Virtual Reality Field Trips in the Geosciences: Integrating Geodetic Data in Undergraduate Geoscience Courses

NASA Astrophysics Data System (ADS)

La Femina, P. C.; Klippel, A.; Zhao, J.; Walgruen, J. O.; Stubbs, C.; Jackson, K. L.; Wetzel, R.

2017-12-01

High-quality geodetic data and data products, including GPS-GNSS, InSAR, LiDAR, and Structure from Motion (SfM) are opening the doors to visualizing, quantifying, and modeling geologic, tectonic, geomorphic, and geodynamic processes. The integration of these data sets with other geophysical, geochemical and geologic data is providing opportunities for the development of immersive Virtual Reality (iVR) field trips in the geosciences. iVR fieldtrips increase accessibility in the geosciences, by providing experiences that allow for: 1) exploration of field locations that might not be tenable for introductory or majors courses; 2) accessibility to outcrops for students with physical disabilities; and 3) the development of online geosciences courses. We have developed a workflow for producing iVR fieldtrips and tools to make quantitative observations (e.g., distance, area, and volume) within the iVR environment. We use a combination of terrestrial LiDAR and SfM data, 360° photos and videos, and other geophysical, geochemical and geologic data to develop realistic experiences for students to be exposed to the geosciences from sedimentary geology to physical volcanology. We present two of our iVR field trips: 1) Inside the Volcano: Exploring monogenetic volcanism at Thrihnukagigar Iceland; and 2) Changes in Depositional Environment in a Sedimentary Sequence: The Reedsville and Bald Eagle Formations, Pennsylvania. The Thrihnukagigar experience provides the opportunity to investigate monogenetic volcanism through the exploration of the upper 125 m of a fissure-cinder cone eruptive system. Students start at the plate boundary scale, then zoom into a single volcano where they can view the 3D geometry from either terrestrial LiDAR or SfM point clouds, view geochemical data and petrologic thins sections of rock samples, and a presentation of data collection and analysis, results and interpretation. Our sedimentary geology experience is based on a field lab from our introductory Physical Geology course for majors in Geoscience and Engineering. The lab explores formation of a turbidite sequence, and the transition to a shallower marine environment using the tools described above and data from SfM and 360° photos. We are evaluating the effectiveness of both iVR field trips on student learning.

Learning the Blues. [Lesson Plan].

ERIC Educational Resources Information Center

2001

This lesson introduces students to the "blues," one of the most distinctive and influential elements of African-American musical tradition. With this lesson plan, students can take a virtual field trip to Memphis, Tennessee, one of the prominent centers of blues activities, and explore the history of the blues in the work of W. C. Handy…

An Interactive Virtual Tour of a Milk Powder Plant

ERIC Educational Resources Information Center

Herritsch, Alfred; Rahim, Elin Abdul; Fee, Conan J.; Morison, Ken R.; Gostomski, Peter A.

2013-01-01

Immersive learning applications in chemical and process engineering are creating the opportunity to bring entire process plants to the student. While meant to complement field trips, in some cases, this is the only opportunity for students to engage with certain industrial sites due to site regulations (health and safety, hygiene, intellectual…

Curriculum-Based Virtual Field Trips: Career Development Opportunities for Students with Disabilities

ERIC Educational Resources Information Center

Elleven, Russell; Wircenski, Michelle; Wircenski, Jerry; Nimon, Kim

2006-01-01

Many changes are taking place in our country. Technology continues to impact on the workplace, demographics are changing the face of our neighborhoods, communities, and work environments. Globalization is placing greater demands on the economy and on workers. Educators and employers must face the challenge of how to prepare learners for new roles…

Development of Computer-Assisted Virtual Field Trips to Support Multidisciplinary Learning

ERIC Educational Resources Information Center

Jacobson, Astrid R.; Militello, Roberta; Baveye, Philippe C.

2009-01-01

Multidisciplinary courses are being developed at a number of US colleges and universities to highlight the connections between the rise or fall of world civilizations and the sustainable or unsustainable uses of soil and water resources. The content presented in these courses is complex because it includes concepts from disciplines as varied as…

Outstanding Science Trade Books for Students K-12

ERIC Educational Resources Information Center

Texley, Juliana

2009-01-01

Today's classrooms have no real walls! Students explore the world on field trips, during virtual journeys on the world wide web, and through the books they read. These pathways help them fly to the ends of the universe to satisfy their scientific curiosity. Again this year, the professionals of the NSTA/CBC Review Panel for Outstanding Science…

Classroom Activities about India: Lessons Written by Fulbright 1998 Teachers. Fulbright-Hays Summer Seminars Abroad 1998 (India).

ERIC Educational Resources Information Center

Tisone-Bartels, Dede; Eppley, Felicia

This lesson on India was developed based on an Internet Indian diary. The lesson describes visits and experiences in Delhi, Khajuraho, Varanasi, Bombay, Ahmedabad, Calcutta, Madras, Jaipur, and Agra. It also provides a series of "virtual field trips" ("Love and Marriage"; "Sacred Places"; and "Solving a Community…

Complementary Research on Student Geoscience Learning at Grand Canyon by Means of In-situ and Virtual Modalities

NASA Astrophysics Data System (ADS)

Semken, S. C.; Ruberto, T.; Mead, C.; Bruce, G.; Buxner, S.; Anbar, A. D.

2016-12-01

Education through exploration—typically in the field—is fundamental in geoscience. But not all students enjoy equal access to field-based learning, while technological advances afford ever more immersive, rich, and student-centered virtual field experiences. No virtual modalities yet conceived can supplant field-based learning, but logistical and financial contraints can render them the only practical option for enabling most students to explore pedagogically powerful but inaccessible places located across and even beyond Earth. We are producers of a growing portfolio of immersive virtual field trips (iVFTs) situated around the globe, and engaged in research on iVFT effectiveness. Our methods are more complementary than comparative, given that virtual and in-situ modalities have distinct advantages and disadvantages. In the case of iVFTs, these factors have not yet been well-studied. We conducted a mixed-methods complementary study in an introductory historical-geology class (n = 120) populated mostly by non-majors and representing the diversity of our large urban Southwestern research university. For the same course credit, students chose either an in-person field trip (ipFT) to Grand Canyon National Park (control group) or an online Grand Canyon iVFT (experimental group) to be done in the same time interval. We collected quantitative and qualitative data from both groups before, during, and after both interventions. Learning outcomes based on content elements of the Trail of Time Exhibition at Grand Canyon were assessed using pre/post concept sketching and formative inquiry exercises. Student attitudes and novelty-space factors were assessed pre- and post-intervention using the PANAS instrument of Watson and Clark and with questionnaires tailored to each modality. Coding and comparison of pre/post concept sketches showed improved conceptual knowledge in both groups, but more so in the experimental (iVFT) group. Emergent themes from the pre/post questionnaires and PANAS yielded testable ideas to enhance iVFT usability and ipFT accessibility and did not indicate a clear preference for either modality, but they do support the value of iVFTs as pedagogically sound geoscience learning experiences.

Learning outcomes of in-person and virtual field-based geoscience instruction at Grand Canyon National Park: complementary mixed-methods analyses

NASA Astrophysics Data System (ADS)

Semken, S. C.; Ruberto, T.; Mead, C.; Bruce, G.; Buxner, S.; Anbar, A. D.

2017-12-01

Students with limited access to field-based geoscience learning can benefit from immersive, student-centered virtual-reality and augmented-reality field experiences. While no digital modalities currently envisioned can truly supplant field-based learning, they afford students access to geologically illustrative but inaccessible places on Earth and beyond. As leading producers of immersive virtual field trips (iVFTs), we investigate complementary advantages and disadvantages of iVFTs and in-person field trips (ipFTs). Settings for our mixed-methods study were an intro historical-geology class (n = 84) populated mostly by non-majors and an advanced Southwest geology class (n = 39) serving mostly majors. Both represent the diversity of our urban Southwestern research university. For the same credit, students chose either an ipFT to the Trail of Time (ToT) Exhibition at Grand Canyon National Park (control group) or an online Grand Canyon iVFT (experimental group), in the same time interval. Learning outcomes for each group were identically drawn from elements of the ToT and assessed using pre/post concept sketching and inquiry exercises. Student attitudes and cognitive-load factors for both groups were assessed pre/post using the PANAS instrument (Watson et al., 1998) and with affective surveys. Analysis of pre/post concept sketches indicated improved knowledge in both groups and classes, but more so in the iVFT group. PANAS scores from the intro class showed the ipFT students having significantly stronger (p = .004) positive affect immediately prior to the experience than the iVFT students, possibly reflecting their excitement about the trip to come. Post-experience, the two groups were no longer significantly different, possibly due to the fatigue associated with a full-day ipFT. Two lines of evidence suggest that the modalities were comparable in expected effectiveness. First, the information relevant for the concept sketch was specifically covered in both modalities. Second, coding using the ICAP Framework (Chi & Wylie, 2014) suggests that the modalities are qualitatively similar, with each being predominantly active or passive and rarely reaching the constructive or interactive levels. This leaves other factors such as cognitive load to explain the differential learning outcomes by modality.

Improving Geoscience Outreach Through Multimedia Enhanced Web Sites - An Example From Connecticut

NASA Astrophysics Data System (ADS)

Hyatt, J. A.; Coron, C. R.; Schroeder, T. J.; Fleming, T.; Drzewiecki, P. A.

2005-12-01

Although large governmental web sites (e.g. USGS, NASA etc.) are important resources, particularly in relation to phenomena with global to regional significance (e.g. recent Tsunami and Hurricane disasters), smaller academic web portals continue to make substantive contributions to web-based learning in the geosciences. The strength of "home-grown" web sites is that they easily can be tailored to specific classes, they often focus on local geologic content, and they potentially integrate classroom, laboratory, and field-based learning in ways that improve introductory classes. Furthermore, innovative multimedia techniques including virtual reality, image manipulations, and interactive streaming video can improve visualization and be particularly helpful for first-time geology students. This poster reports on one such web site, Learning Tools in Earth Science (LTES, http://www.easternct .edu/personal/faculty/hyattj/LTES-v2/), a site developed by geoscience faculty at two state institutions. In contrast to some large web sites with media development teams, LTES geoscientists, with strong support from media and IT service departments, are responsible for geologic content and verification, media development and editing, and web development and authoring. As such, we have considerable control over both content and design of this site. At present the main content modules for LTES include "mineral" and "virtual field trip" links. The mineral module includes an interactive mineral gallery, and a virtual mineral box of 24 unidentified samples that are identical to those used in some of our classes. Students navigate an intuitive web portal to manipulate images and view streaming video segments that explain and undertake standard mineral identification tests. New elements highlighted in our poster include links to a virtual petrographic microscope, in which users can manipulate images to simulate stage rotation in both plane- and cross-polarized light. Virtual field trips include video-based excursions to sites in Georgia, Connecticut and Greenland. New to these VFT's is the integration of "virtual walks" in which users are able to navigate through some field sites in a virtual sense. Development of this resource is ongoing, but response from students, faculty outside of Earth Science and K-12 instructors indicate that this small web site can provide useful resources for those educators utilizing web-based learning in their courses. .edu/personal/faculty/hyattj/LTES-v2/

Integration of Computer-Based Virtual Check Ride System--Pre-Trip Inspection in Commercial Driver License Training Program

ERIC Educational Resources Information Center

Makwana, Alpesh P.

2009-01-01

"Pre-Trip Inspection" of the truck and trailer is one of the components of the current Commercial Driver's License (CDL) test. This part of the CDL test checks the ability of the student to identify the important parts of the commercial vehicle and their potential defects. The "Virtual Check Ride System" (VCRS), a…

iVFTs - immersive virtual field trips for interactive learning about Earth's environment.

NASA Astrophysics Data System (ADS)

Bruce, G.; Anbar, A. D.; Semken, S. C.; Summons, R. E.; Oliver, C.; Buxner, S.

2014-12-01

Innovations in immersive interactive technologies are changing the way students explore Earth and its environment. State-of-the-art hardware has given developers the tools needed to capture high-resolution spherical content, 360° panoramic video, giga-pixel imagery, and unique viewpoints via unmanned aerial vehicles as they explore remote and physically challenging regions of our planet. Advanced software enables integration of these data into seamless, dynamic, immersive, interactive, content-rich, and learner-driven virtual field explorations, experienced online via HTML5. These surpass conventional online exercises that use 2-D static imagery and enable the student to engage in these virtual environments that are more like games than like lectures. Grounded in the active learning of exploration, inquiry, and application of knowledge as it is acquired, users interact non-linearly in conjunction with an intelligent tutoring system (ITS). The integration of this system allows the educational experience to be adapted to each individual student as they interact within the program. Such explorations, which we term "immersive virtual field trips" (iVFTs), are being integrated into cyber-learning allowing science teachers to take students to scientifically significant but inaccessible environments. Our team and collaborators are producing a diverse suite of freely accessible, iVFTs to teach key concepts in geology, astrobiology, ecology, and anthropology. Topics include Early Life, Biodiversity, Impact craters, Photosynthesis, Geologic Time, Stratigraphy, Tectonics, Volcanism, Surface Processes, The Rise of Oxygen, Origin of Water, Early Civilizations, Early Multicellular Organisms, and Bioarcheology. These diverse topics allow students to experience field sites all over the world, including, Grand Canyon (USA), Flinders Ranges (Australia), Shark Bay (Australia), Rainforests (Panama), Teotihuacan (Mexico), Upheaval Dome (USA), Pilbara (Australia), Mid-Atlantic Ridge (Iceland), and Mauna Kea (Hawaii). iVFTs are being beta-tested and used at ASU in several large-enrollment courses to assess its usability and effectiveness in meeting specific learning objectives. We invite geoscience educators to partake of this resource and find new applications to their own teaching.

The Effects of In-Nature and Virtual-Nature Field Trip Experiences on Proenvironmental Attitudes and Behaviors, and Environmental Knowledge of Middle School Students

ERIC Educational Resources Information Center

Ferderbar, Catherine A.

2013-01-01

To develop sustainable solutions to remediate the complex ecological problems of earth's soil, water, and air degradation requires the talents and skills of knowledgeable, motivated people (UNESCO, 1977; UNESCO, 2010). Researchers historically emphasized that time spent in outdoor, nature activities (Wells & Lekies, 2006), particularly with an…

E-Communications 101: Here Is Your Guide to Efficient Communication in an Electronic Age

ERIC Educational Resources Information Center

Solomon, Gwen

2004-01-01

More tasks than ever are heading online these days--from student projects and field trips to virtual schools and electronic professional development. The big idea is that technology saves time and effort, focuses people quickly and easily, and commands attention in a world of too many demands, distractions, and delivery systems. So what are the…

Teacher and pupil perspectives on the use of Virtual Field Trips as physically active lessons.

PubMed

Norris, E; Shelton, N; Dunsmuir, S; Duke-Williams, O; Stamatakis, E

2015-11-25

Virtual Field Trips (VFTs) are emerging physically active lessons that combine curriculum content with globe-based movement using interactive whiteboards. No research has yet examined the acceptability of these sessions by target users. This study aimed to (1) assess current physically active lesson teaching practices, (2) assess teacher attitudes towards VFTs and (3) investigate pupil perceptions of VFTs. Data was collected from teaching staff interviews (n = 12) and three elementary school pupil focus groups (k = 3, n = 18), with all participants provided with a sample VFT session. Thematic analysis was used to analyse data. Teachers described VFTs as a flexible teaching tool, allowing inclusive learning across abilities and a range of taught subjects. They stressed a packed curriculum may make delivering VFT sessions problematic and warned that some teachers may be resistant to their use of technology. Pupils enjoyed the ability to move in the classroom and the ability to share a new teaching experience with their peers. This work suggests positive attitudes towards VFTs as novel, physically active lessons and identifies potential teacher concerns for consideration in forthcoming intervention planning. Future experimental work will assess if these attitudes persist during longitudinal exposure to VFTs.

Design, Implementation and Impact of the MS PHD’S Professional Development Program

NASA Astrophysics Data System (ADS)

Williamson Whitney, V.

2009-12-01

The Minorities Striving and Pursuing Higher Degrees of Success (MS PHD'S)® in Earth System Science initiative facilitates the involvement of underrepresented minority undergraduate and graduate Earth system science students in a series of activities designed to: (1) increase exposure to and engagement in the Earth system science community, via participation in scientific conferences, mentoring relationships, virtual activities, and field trips; (2) enhance professional skills, grantsmanship, oral and written communication; (3) provide funding, education and career opportunity resources; (4) facilitate networking opportunities with established researchers and educators; (5) and sustain on-going interaction, communication and support via membership within a virtual community comprised of peers, junior/senior-level researchers, and educators actively involved in facilitating full participation of minorities in the Earth system sciences. These activities, conducted in three phases, occur during professional society meetings, field trips, visits to several federal agencies, and a 'capstone' event at the National Academies. Nearly 150 Earth system science undergraduate, graduate and recent minority graduates have participated in MS PHD’S activities and are better prepared to successfully achieve their academic and professional goals. It is also expected that because of mentor-mentee partnerships, science exposure, and networking activities, MS PHD'S participants will remain actively engaged in their fields of specialization and respective professional societies. Evaluation data for MS PHD’S activities indicate that virtual and face-to-face mentoring, on-site professional development and community-building activities resulted in increased participant exposure to and engagement in the Earth system science professional community and served to better equip student participants to make informed post-baccalaureate academic and professional career decisions.

Development of Virtual Field Experiences for undergraduate geoscience using 3D models from aerial drone imagery and other data

NASA Astrophysics Data System (ADS)

Karchewski, B.; Dolphin, G.; Dutchak, A.; Cooper, J.

2017-12-01

In geoscience one must develop important skills related to data collection, analysis and interpretation in the field. The quadrupling of student enrollment in geoscience at the University of Calgary in recent years presents a unique challenge in providing field experience. With introductory classes ranging from 300-500 students, field trips are logistical impossibilities and the impact on the quality of student learning and engagement is major and negative. Field experience is fundamental to geoscience education, but is presently lacking prior to the third year curriculum. To mitigate the absence of field experience in the introductory curricula, we are developing a set of Virtual Field Experiences (VFEs) that approximate field experiences via inquiry-based exploration of geoscientific principles. We incorporate a variety of data into the VFEs including gigapan photographs, geologic maps and high resolution 3D models constructed from aerial drone imagery. We link the data using a web-based platform to support lab exercises guided by a set of inquiry questions. An important feature that distinguishes a VFE is that students explore the data in a nonlinear fashion to construct and revise models that explain the nature of the field site. The aim is to approximate an actual field experience rather than provide a virtual guided tour where the explanation of the site comes pre-packaged. Thus far, our group has collected data at three sites in Southern Alberta: Mt. Yamnuska, Drumheller environs and the North Saskatchewan River valley near the toe of the Saskatchewan Glacier. The Mt. Yamnuska site focusses on a prominent thrust fault in the front ranges of the Western Cordillera. The Drumheller environs site demonstrates the siliciclastic sedimentation and stratigraphy typical of southeastern Alberta. The Saskatchewan Glacier site highlights periglacial geomorphology and glacial recession. All three sites were selected because they showcase a broad range of geoscientific principles, and are accessible as daytrips from Calgary should students be inspired to follow up with self-organized field trips. We present preliminary data collected from each of the sites and lessons learned during the data collection and curation process, as well as the first pilot of a VFE in our introductory geoscience course.

Foreign language learning in immersive virtual environments

NASA Astrophysics Data System (ADS)

Chang, Benjamin; Sheldon, Lee; Si, Mei; Hand, Anton

2012-03-01

Virtual reality has long been used for training simulations in fields from medicine to welding to vehicular operation, but simulations involving more complex cognitive skills present new design challenges. Foreign language learning, for example, is increasingly vital in the global economy, but computer-assisted education is still in its early stages. Immersive virtual reality is a promising avenue for language learning as a way of dynamically creating believable scenes for conversational training and role-play simulation. Visual immersion alone, however, only provides a starting point. We suggest that the addition of social interactions and motivated engagement through narrative gameplay can lead to truly effective language learning in virtual environments. In this paper, we describe the development of a novel application for teaching Mandarin using CAVE-like VR, physical props, human actors and intelligent virtual agents, all within a semester-long multiplayer mystery game. Students travel (virtually) to China on a class field trip, which soon becomes complicated with intrigue and mystery surrounding the lost manuscript of an early Chinese literary classic. Virtual reality environments such as the Forbidden City and a Beijing teahouse provide the setting for learning language, cultural traditions, and social customs, as well as the discovery of clues through conversation in Mandarin with characters in the game.

A Virtual Field Trip to the Real World of Cap and Trade: Environmental Economics and the EPA SO[subscript 2] Allowance Auction

ERIC Educational Resources Information Center

Lewis, Lynne Y.

2011-01-01

In the spring of 2001, Bates College Environmental Economics classes bought their first sulfur dioxide emissions allowance at U.S. Environmental Protection Agency's annual auction, then conducted by the Chicago Board of Trade. In the spring of 2010, they bought their 22nd through 34th allowances. This article describes a three-part method for…

Use of ``virtual'' field trips in teaching introductory geology

NASA Astrophysics Data System (ADS)

Hurst, Stephen D.

1998-08-01

We designed a series of case studies for Introductory Geology Laboratory courses using computer visualization techniques integrated with traditional laboratory materials. These consist of a comprehensive case study which requires three two-hour long laboratory periods to complete, and several shorter case studies requiring one or two, two-hour laboratory periods. Currently we have prototypes of the Yellowstone National Park, Hawaii volcanoes and the Mid-Atlantic Ridge case studies. The Yellowstone prototype can be used to learn about a wide variety of rocks and minerals, about geothermal activity and hydrology, about volcanic hazards and the hot-spot theory of plate tectonics. The Hawaiian exercise goes into more depth about volcanoes, volcanic rocks and their relationship to plate movements. The Mid-Atlantic Ridge project focuses on formation of new ocean crust and mineral-rich hydrothermal deposits at spreading centers. With new improvements in visualization technology that are making their way to personal computers, we are now closer to the ideal of a "virtual" field trip. We are currently making scenes of field areas in Hawaii and Yellowstone which allow the student to pan around the area and zoom in on interesting objects. Specific rocks in the scene will be able to be "picked up" and studied in three dimensions. This technology improves the ability of the computer to present a realistic simulation of the field area and allows the student to have more control over the presentation. This advanced interactive technology is intuitive to control, relatively cheap and easy to add to existing computer programs and documents.

Determination of network origin-destination matrices using partial link traffic counts and virtual sensor information in an integrated corridor management framework.

DOT National Transportation Integrated Search

2014-04-01

Trip origin-destination (O-D) demand matrices are critical components in transportation network : modeling, and provide essential information on trip distributions and corresponding spatiotemporal : traffic patterns in traffic zones in vehicular netw...

How to Conduct a Research Field Trip

ERIC Educational Resources Information Center

Wacker, David G.

1974-01-01

Discusses the three phases of a three-day intensive research study field trip: planning and pre-trip training; actual trip; and post-trip report, research and data organization, and final trip evaluation. Included is a sample program of the limnology field trip taken by the Grafton High School, Wisconsin. (CC)

Building a Community of Experience.

ERIC Educational Resources Information Center

Matthews, Kelly

2002-01-01

Discusses how field trips can build a community of experience in preschool settings. Focuses on what to consider when planning field trips, how to reduce field trip costs, adjustments to be made during the trip, and ways to bring the trip to the preschool setting. Suggests activities after the field trip, and destinations related to the arts,…

Field Trips. Beginnings Workshop.

ERIC Educational Resources Information Center

Cartwright, Sally; Aronson, Susan S.; Stacey, Susan; Winbush, Olga

2001-01-01

Five articles highlight benefits and organization of field trips: (1) "Field Trips Promote Child Learning at Its Best"; (2) "Planning for Maximum Benefit, Minimum Risk"; (3) "Coaching Community Hosts"; (4) "The Story of a Field Trip: Trash and Its Place within Children's Learning and Community"; and (5) "Field Trip Stories and Perspectives" (from…

Teachers as Secondary Players: Involvement in Field Trips to Natural Environments

ERIC Educational Resources Information Center

Alon, Nirit Lavie; Tal, Tali

2017-01-01

This study focused on field trips to natural environments where the teacher plays a secondary role alongside a professional guide. We investigated teachers' and field trip guides' views of the teacher's role, the teacher's actual function on the field trip, and the relationship between them. We observed field trips, interviewed teachers and…

Field Trips as Valuable Learning Experiences in Geography Courses

ERIC Educational Resources Information Center

Krakowka, Amy Richmond

2012-01-01

Field trips have been acknowledged as valuable learning experiences in geography. This article uses Kolb's (1984) experiential learning model to discuss how students learn and how field trips can help enhance learning. Using Kolb's experiential learning theory as a guide in the design of field trips helps ensure that field trips contribute to…

Field Trips: Tradition in Jeopardy

ERIC Educational Resources Information Center

Wheeler, Ginger

2011-01-01

The school field trip: something fun, different, exciting, exhausting--a break from the school day grind. But the field trip has ramifications beyond just getting out of school for the day. For students, the field trip is to the classroom what the big game is to athletes. For museums and other attractions, the field trip is a way to cultivate…

Echoes from the Field: An Ethnographic Investigation of Outdoor Science Field Trips

NASA Astrophysics Data System (ADS)

Boxerman, Jonathan Zvi

As popular as field trips are, one might think they have been well-studied. Nonetheless, field trips have not been heavily studied, and little research has mapped what actually transpires during field trips. Accordingly, to address this research gap, I asked two related research questions. The first question is a descriptive one: What happens on field trips? The second question is explanatory: What field trip events are memorable and why? I employed design research and ethnographic methodologies to study learning in naturally occurring contexts. I collaborated with middle-school science teachers to design and implement more than a dozen field trips. The field trips were nested in particular biology and earth sciences focal units. Students were tasked with making scientific observations in the field and then analyzing this data during classroom activities. Audio and video recording devices captured what happened during the field trips, classroom activities and discussions, and the interviews. I conducted comparative microanalysis of videotaped interactions. I observed dozens of events during the field trips that reverberated across time and place. I characterize the features of these events and the objects that drew interest. Then, I trace the residue across contexts. This study suggests that field trips could be more than one-off experiences and have the potential to be resources to seed and enrich learning and to augment interest in the practice of science.

Field Trips Put Chemistry in Context for Non-Science Majors

ERIC Educational Resources Information Center

Peterman, Keith E.

2008-01-01

Field trips can provide excellent real-world learning situations for students in non-science major chemistry courses. The field trips described in this article are accessible, most trips can be completed within a scheduled three-hour laboratory time period, and they can be conducted at minimal cost. These field trips significantly enhanced student…

Using a Field Trip Inventory to Determine If Listening to Elementary School Students' Conversations, While on a Zoo Field Trip, Enhances Preservice Teachers' Abilities to Plan Zoo Field Trips

NASA Astrophysics Data System (ADS)

Patrick, Patricia; Mathews, Cathy; Tunnicliffe, Sue Dale

2013-10-01

This study investigated whether listening to spontaneous conversations of elementary students and their teachers/chaperones, while they were visiting a zoo, affected preservice elementary teachers' conceptions about planning a field trip to the zoo. One hundred five preservice elementary teachers designed field trips prior to and after listening to students' conversations during a field trip to the zoo. In order to analyze the preservice teachers' field trip designs, we conducted a review of the literature on field trips to develop the field trip inventory (FTI). The FTI focussed on three major components of field trips: cognitive, procedural, and social. Cognitive components were subdivided into pre-visit, during-visit, and post-visit activities and problem-solving. Procedural components included information about the informal science education facility (the zoo) and the zoo staff and included advanced organizers. Social components on student groups, fun, control during the zoo visit, and control of student learning. The results of the investigation showed that (a) the dominant topic in conversations among elementary school groups at the zoo was management, (b) procedural components were mentioned least often, (c) preservice teachers described during-visit activities more often than any other characteristic central to field trip design, (d) seven of the nine characteristics listed in the FTI were noted more frequently in the preservice teachers' field trip designs after they listened to students' conversations at the zoo, and (e) preservice teachers thought that students were not learning and that planning was important.

An ethnographic object-oriented analysis of explorer presence in a volcanic terrain environment: Claims and evidence

NASA Technical Reports Server (NTRS)

Mcgreevy, Michael W.

1994-01-01

An ethnographic field study was conducted to investigate the nature of presence in field geology, and to develop specifications for domain-based planetary exploration systems utilizing virtual presence. Two planetary geologists were accompanied on a multi-day geologic field trip that they had arranged for their own scientific purposes, which centered on an investigation of the extraordinary xenolith/nodule deposits in the Kaupulehu lava flow of Hualalai Volcano, on the island of Hawaii. The geologists were observed during the course of their field investigations and interviewed regarding their activities and ideas. Analysis of the interview resulted in the identification of key domain entities and their attributes, relations among the entities, and explorer interactions with the environment. The results support and extend the author's previously reported continuity theory of presence, indicating that presence in field geology is characterized by persistent engagement with objects associated by metonymic relations. The results also provide design specifications for virtual planetary exploration systems, including an integrating structure for disparate data integration. Finally, the results suggest that unobtrusive participant observation coupled with field interviews is an effective research methodology for engineering ethnography.

Using a Field Trip Inventory to Determine If Listening to Elementary School Students' Conversations, While on a Zoo Field Trip, Enhances Preservice Teachers' Abilities to Plan Zoo Field Trips

ERIC Educational Resources Information Center

Patrick, Patricia; Mathews, Cathy; Tunnicliffe, Sue Dale

2013-01-01

This study investigated whether listening to spontaneous conversations of elementary students and their teachers/chaperones, while they were visiting a zoo, affected preservice elementary teachers' conceptions about planning a field trip to the zoo. One hundred five preservice elementary teachers designed field trips prior to and after…

Virtual field trips: exploring a new approach to ocean education

NASA Astrophysics Data System (ADS)

Cary, C.; Bryant, T.

2003-04-01

During the past four years with primary support from the National Science Foundation, the University of Delaware College of Marine Studies has launched the "Extreme series" of virtual field trips to get students and the public excited -- and learning -- about science by enabling them to follow along with researchers as they explore hydrothermal vents in the Pacific Ocean. The Extreme series has blossomed from a small pilot project involving about 800 students in 14 schools primarily in Delaware, to a thriving program that last year welcomed aboard more than 500 schools representing over 42,000 students from across the United States and in several foreign countries. Participants range from small, rural schools on American Indian reservations and in the landlocked states of America's "heartland," to large public schools in major coastal cities such as New York and Los Angeles. Each participating teacher receives a resource package containing student guides, curricula, evaluation tools, and a documentary video. During the expedition, an interactive Web site serves as the program's "lifeline." Education coordinators aboard ship -- a UD graduate student and a schoolteacher -- post daily journals, conduct experiments submitted by classrooms, and relay photos and video clips back to shore each day for uploading to the Web site. The project also involves selected classrooms in teleconferences with scientists working live on the seafloor aboard the submersible Alvin. Evaluated for its educational quality and impact, the Extreme series continues to grow and develop with the enthusiastic support of teachers.

A case study of urban student and teacher experiences surrounding an outdoor environmental science field trip

NASA Astrophysics Data System (ADS)

Preusch, Peggy L.

2009-12-01

Field trips provide opportunities for students to experience many different contexts beyond the classroom, and are a popular choice of K-12 teachers in the US. Recent interest in learning that occurs at informal science education centers such as museums, zoos and aquariums has stimulated studies of the relationship between learning in and outside of schools. Although many studies focus on the teachers, the contexts, and/or the students during the field trip, only a few look at the entire process of learning by including the classroom setting before and after the field trip. This study was designed to develop understandings of the student process of learning during and surrounding an environmental science field trip to an outdoor setting. John Dewey's extensive writings on the relationship between experience and learning informed the analysis, creating a focus on active and passive elements of the experience, continuity within and across contexts, the interactive nature of the experience and the importance of subject matter. An exploration of environmental education (EE), environmental science (ES), and nature study as content revealed the complexities of the subject matter of the field trip that make its presentation problematic. An urban school was chosen to contribute to the research literature about urban student learning in outdoor environments. During the field trip, the students' active engagement with each other and the environment supported meaningful remembrances of the field trip experiences during interviews after the field trip. The students accurately described plants and animals they had observed in different habitats during the field trip. They also made connections with their home life and prior experiences in the outdoors as they discussed the field trip and drew pictures that represented their experiences. One student integrated his outdoor experience with a language arts assignment as he reflected deeply on the field trip. One implication of this study is that educational experiences in outdoor natural environments are complex in ways that contribute to lack of continuity between science lessons in an elementary classroom and environmental science field trip. Long term relationships between schools and informal settings that recognize the strengths of both contexts in terms of student learning processes surrounding field trip experiences are needed to strengthen the educative process for field trip participants.

jsc2017e011279

NASA Image and Video Library

2017-01-27

jsc2017e011279 (01/27/2017) --- Crowds of visitors line up for the NASA Orion Journey to Mars ride at the Houston Texas NFL Live Super Bowl LI event on Discovery Green Jan. 27, 2017. With people safely seated and virtual googles in place the ride pulls the Orion capsule up 90 feet then drops them suddenly to the bottom providing a physical experience as well as a visual one while experiencing the trip to Mars and back. The virtual reality trip is a popular no cost feature as part of NASA’s Future Flight area which also houses many other NASA space exploration and science exhibits. NASA PHOTOGRAPHER: Robert Markowitz

The NASA-Macquarie University Pilbara Education Project: Connecting the public to `science in the making' via virtual reality and the Internet

NASA Astrophysics Data System (ADS)

Oliver, C. A.; Fergusson, J.; Bruce, G.; Gaskins, T.

2006-12-01

A 2005 international field trip to a key Mars analogue site in Western Australia was used to create a hi-tech education resource for use internationally. The NASA-Macquarie University Pilbara Education Project aims to engage high school students and the broader general community with `science in the making'. A team of educators and communicators, including a US documentary TV crew, joined 25 geologists, microbiologists, geochemists and other experts on the field trip to the Pilbara. The education team captured scientists debating different interpretations of what appears to be the best earliest evidence of life on Earth 3.5 billion years ago in situ. Initially the project was designed as a curriculum product, but difficulties in a range of areas persuaded researchers to chart a different course. While still maintaining high schools as a primary audience, designers refocused on the possibilities outside of the school gates and beyond. The paper describes the prompt for the project, its design and the impact of testing it with end users -- the students and their teachers -- in Australia and the UK.

Echoes from the Field: An Ethnographic Investigation of Outdoor Science Field Trips

ERIC Educational Resources Information Center

Boxerman, Jonathan Zvi

2013-01-01

As popular as field trips are, one might think they have been well-studied. Nonetheless, field trips have not been heavily studied, and little research has mapped what actually transpires during field trips. Accordingly, to address this research gap, I asked two related research questions. The first question is a descriptive one: What happens on…

Elementary school children's science learning from school field trips

NASA Astrophysics Data System (ADS)

Glick, Marilyn Petty

This research examines the impact of classroom anchoring activities on elementary school students' science learning from a school field trip. Although there is prior research demonstrating that students can learn science from school field trips, most of this research is descriptive in nature and does not examine the conditions that enhance or facilitate such learning. The current study draws upon research in psychology and education to create an intervention that is designed to enhance what students learn from school science field trips. The intervention comprises of a set of "anchoring" activities that include: (1) Orientation to context, (2) Discussion to activate prior knowledge and generate questions, (3) Use of field notebooks during the field trip to record observations and answer questions generated prior to field trip, (4) Post-visit discussion of what was learned. The effects of the intervention are examined by comparing two groups of students: an intervention group which receives anchoring classroom activities related to their field trip and an equivalent control group which visits the same field trip site for the same duration but does not receive any anchoring classroom activities. Learning of target concepts in both groups was compared using objective pre and posttests. Additionally, a subset of students in each group were interviewed to obtain more detailed descriptive data on what children learned through their field trip.

Open the Door Let's Explore: Neighborhood Field Trips for Young Children.

ERIC Educational Resources Information Center

Redleaf, Rhoda

Designed as a resource for teachers and parents, this guide contains activities to help children from 2 to 8 years old learn from neighborhood walks and field trips. Information is presented on: field trips as an approach to learning, learning processes of children, and techniques to make trips meaningful. Teaching material for each trip includes…

Geography via Aerial Field Trips: Do It This Way, 6.

ERIC Educational Resources Information Center

Richason, Benjamin F., Jr.; Guell, Carl E.

To provide guidance for geography teachers, this booklet presents information on how to plan and execute aerial field trips. The aerial field trip can be employed as an effective visual aid technique in the teaching of geography, especially for presenting earth generalizations and interrelationships. The benefits of an aerial field trip are…

Teaching contact metamorphism, isograds, and mixed-volatile reactions: A suite-based approach

NASA Astrophysics Data System (ADS)

Peck, W. H.

2003-12-01

An important goal of teaching Introductory Petrology is to demonstrate how different kinds of approaches are integrated in studying petrologic problems. Depending on the goals of the study data used can be from the field, hand-sample, microscope, electron beam instrument, or mass spectrometer. A suite of samples with a known geographical and geological context can help students in drawing connections between different petrologic approaches, as the `geologic story' of the samples becomes a unifying theme. For teaching a unit on calc-silicates I use a suite of siliceous dolomite samples collected from the Ubehebe contact aureole (Death Valley, NV) as well as published data (Roselle et al., 1997; 1999) in a linked series of laboratory exercises and problem sets. The geology of the contact aureole is introduced in a three-hour laboratory exercise, where students identify the appearance of tremolite, forsterite, and periclase/brucite and the disappearance of quartz as the intrusion is approached. A concurrent problem set uses simplified mineral assemblage maps from the aureole. In the problem set students delineate isograds and determine the balanced metamorphic reactions by which the metamorphic minerals formed. Lecture material during this unit focuses on the physical properties of fluids in the crust and the mineralogical evidence for fluid-flow (with an emphasis on mixed-volatile reactions and T-XCO2 diagrams). A concrete field example helps focus student attention on the interrelation of disparate approaches by which petrologic problems addressed. The Ubehebe suite then becomes a unifying theme throughout the course: the specimens or regional geology are used in subsequent laboratories and lectures when introducing concepts such as grain nucleation and growth, reaction overstepping, and replacement textures. A virtual field trip of the Alta aureole, UT (using field photographs, maps, and photomicrographs) concludes the unit. The geology of the Alta aureole is similar to that of Ubehebe, and the virtual field trip acts as a review that emphases the general usefulness of the approaches discussed.

The Use of Field Trips in Air-Photo Interpretation and Remote-Sensing Classes.

ERIC Educational Resources Information Center

Giardino, John Richard; Fish, Ernest Bertley

1986-01-01

Advocates the use of field trips for improving students' image-interpretation abilities. Presents guidelines for developing a field trip for an aerial-photo interpretation class or a remote-sensing class. Reviews methodology employed, content emphasis, and includes an exercise that was used on a trip. (ML)

Multiple Stages of Weekend Field Trips To Expose Students to Nature: Emphasis on Discovery and Awareness.

ERIC Educational Resources Information Center

Krupa, James J.

2002-01-01

Describes the three stages of a field trip and reviews stage 1, weekend field trips, which focuses on an organism's morphology, behavior, and ecology. Presents activities on salamanders, small mammals, fish, birds, and bats. Explains the difficulties of weekend trips. (YDS)

Field trip guide to the 2010 Schultz Fire Burn Area

Treesearch

Karen Koestner; Anne Youberg; Daniel G. Neary

2011-01-01

This field trip guide was created for a September 18th, 2011, field trip to the 2010 Schultz Fire burn area northeast of Flagstaff, Arizona, as part of the Arizona Hydrological Society's Annual Symposium. The guide provides background information on the 2010 Schultz Fire and aftermath (Section 1), site-specific information for each stop on the field trip (Section...

Teachers' Sources of Knowledge for Field Trip Practices

ERIC Educational Resources Information Center

Rebar, Bryan M.

2012-01-01

Teachers draw from many personal and professional experiences when organising and leading field trips. In order to identify the influences on teachers' field trip practices, I used surveys, interviews, artifacts and observations gathered from teachers who led trips to an aquarium. Findings clarified the types of influence and the impact that these…

Factors Which Influence Learning Ability during a Scientific Field Trip in a Natural Environment.

ERIC Educational Resources Information Center

Orion, Nir; Hofstein, Avi

The main goal of this study was to obtain insight about the factors that influence students' ability to learn during a field trip, in order to improve the planning and execution of learning field trips. The study was conducted in the context of a 1-day geological field trip for high school students in Israel. Three domains were tested by…

Mixed method evaluation of the Virtual Traveller physically active lesson intervention: An analysis using the RE-AIM framework.

PubMed

Norris, E; Dunsmuir, S; Duke-Williams, O; Stamatakis, E; Shelton, N

2018-02-02

Physically active lessons integrating movement into academic content are a way to increase children's physical activity levels. Virtual Traveller was a physically active lesson intervention set in Year 4 (aged 8-9) primary school classes in Greater London, UK. Implemented by classroom teachers, it was a six-week intervention providing 10-min physically active Virtual Field Trips three times a week. The aim of this paper is to report the process evaluation of the Virtual Traveller randomized controlled trial according to RE-AIM framework criteria (Reach, Effectiveness, Adoption, Implementation and Maintenance). A mixed methods approach to evaluation was conducted with five intervention group classes. Six sources of data were collected via informed consent logs, teacher session logs, teacher and pupil questionnaires, teacher interviews and pupil focus groups. High participation and low attrition rates were identified (Reach) alongside positive evaluations of Virtual Traveller sessions from pupil and teachers (Effectiveness). Participants were from more deprived and ethnic backgrounds than local and national averages, with Virtual Traveller having the potential to be a free intervention (Adoption). 70% of sessions were delivered overall (Implementation) but no maintenance of the programme was evident at three month follow-up (Maintenance). Mixed method evaluation of Virtual Traveller showed potential for it to be implemented as a low-cost physically active lesson intervention in UK primary schools. Copyright © 2018 Elsevier Ltd. All rights reserved.

Determination of Biology Department Students' Past Field Trip Experiences and Examination of Their Self-Efficacy Beliefs in Planning and Organising Educational Field Trips

ERIC Educational Resources Information Center

Bozdogan, Aykut Emre

2015-01-01

The purpose of this study is to determine the past field trip experiences of pre-service teachers who are graduates of Faculty of Sciences, Department of Biology and who had pedagogical formation training certificate and to examine their self-efficacy beliefs in planning and organizing field trips with regard to different variables. The study was…

Teachers as Secondary Players: Involvement in Field Trips to Natural Environments

NASA Astrophysics Data System (ADS)

Alon, Nirit Lavie; Tal, Tali

2017-08-01

This study focused on field trips to natural environments where the teacher plays a secondary role alongside a professional guide. We investigated teachers' and field trip guides' views of the teacher's role, the teacher's actual function on the field trip, and the relationship between them. We observed field trips, interviewed teachers and guides, and administered questionnaires. We found different levels of teacher involvement, ranging from mainly supervising and giving technical help, to high involvement especially in the cognitive domain and sometimes in the social domain. Analysis of students' self-reported outcomes showed that the more students believe their teachers are involved, the higher the self-reported learning outcomes.

Being outside learning about science is amazing: A mixed methods study

NASA Astrophysics Data System (ADS)

Weibel, Michelle L.

This study used a convergent parallel mixed methods design to examine teachers' environmental attitudes and concerns about an outdoor educational field trip. Converging both quantitative data (Environmental Attitudes Scale and teacher demographics) and qualitative data (Open-Ended Statements of Concern and interviews) facilitated interpretation. Research has shown that adults' attitudes toward the environment strongly influence children's attitudes regarding the environment. Science teachers' attitudes toward nature and attitudes toward children's field experiences influence the number and types of field trips teachers take. Measuring teacher attitudes is a way to assess teacher beliefs. The one day outdoor field trip had significant outcomes for teachers. Quantitative results showed that practicing teachers' environmental attitudes changed following the Forever Earth outdoor field trip intervention. Teacher demographics showed no significance. Interviews provided a more in-depth understanding of teachers' perspectives relating to the field trip and environmental education. Four major themes emerged from the interviews: 1) environmental attitudes, 2) field trip program, 3) integrating environmental education, and 4) concerns. Teachers' major concern, addressed prior to the field trip through the Open-Ended Statements of Concern, was focused on students (i.e., behavior, safety, content knowledge) and was alleviated following the field trip. Interpretation of the results from integrating the quantitative and qualitative results shows that teachers' personal and professional attitudes toward the environment influence their decision to integrate environmental education in classroom instruction. Since the Forever Earth field trip had a positive influence on teachers' environmental attitudes, further research is suggested to observe if teachers integrate environmental education in the classroom to reach the overall goal of increasing environmental literacy.

Evidence, explanations, and recommendations for teachers' field trip strategies

NASA Astrophysics Data System (ADS)

Rebar, Bryan

Field trips are well recognized by researchers as an educational approach with the potential to complement and enhance classroom science teaching by exposing students to unique activities, resources, and content in informal settings. The following investigation addresses teachers' field trip practices in three related manuscripts: (1) A study examining the details of teachers' pedagogical strategies intended to facilitate connections between students' experiences and the school curricula while visiting an aquarium; (2) A study documenting and describing sources of knowledge that teachers draw from when leading field trips to an aquarium; (3) A position paper that reviews and summarizes research on effective pedagogical strategies for field trips. Together these three pieces address key questions regarding teachers' practices on field trips: (1) What strategies are teachers employing (and not employing) during self-guided field trips to facilitate learning tied to the class curriculum? (2) What sources of knowledge do teachers utilize when leading field trips? (3) How can teachers be better prepared to lead trips that promote learning? The Oregon Coast Aquarium served as the field trip site for teachers included in this study. The setting suited these questions because the aquarium serves tens of thousands of students on field trips each year but provides no targeted programming for these students as they explore the exhibits. In other words, the teachers who lead field trips assume much of the responsibility for facilitating students' experience. In order to describe and characterize teachers' strategies to link students' experiences to the curriculum, a number of teachers (26) were observed as they led their students' visit to the public spaces of the aquarium. Artifacts, such as worksheets, used during the visit were collected for analysis as well. Subsequently, all teachers were surveyed regarding their use of the field trip and their sources of knowledge for their practices. A subset of eight teachers were interviewed using guided conversations in order to shed further light on their use of the aquarium field trip and their pedagogical preparation. Data from all sources were organized by repeating ideas relevant to the questions of interest. The resulting evidence was interpreted to support distinct categories of teacher strategies and experience and related claims about these strategies and experiences. Thus, findings reveal that teachers attempt to link the curriculum to the activities, resources, and content encountered on the trip using a variety of connections. However, these curriculum connections are characterized as products of opportunistic situations and reveal limited depth. Evidence further indicates that teachers treat the aquarium visit as a background experience for their students rather than as an opportunity to introduce new concepts or do an activity that is integrated into the curriculum. Nevertheless, teachers included in this study were leading field trips that created countless learning opportunities for their students. Because training specific to field trips is rarely included in preservice programs, teachers were asked about influences on their field trip practice with specific focus on observed strategies. Findings suggest four categories of training experiences that teachers apply to their practice: (1) informal mentoring; (2) past experience trip leading; (3) outdoor education training; (4) traditional education training. Overall findings along with a review of previous research are suggestive of many ways in which efforts to enhance students' learning opportunities may be developed by means of support for teachers. Foremost among recommendations is the idea that field trip pedagogy be integrated into science methods courses required for preservice teachers (the premise for the final manuscript). Furthermore, the findings of this study may serve as a starting point for museums interested in the development of specific support and teacher professional development activities intended to enhance teachers' use of their resources as learning opportunities for their students. Among the implications is the idea that museums and other institutions developing teacher professional development activities might capitalize on teachers' existing sources of knowledge, for example by providing structured support for peer-mentoring and guided reflections related to field trip preparations and skills.

A Biomes Field Trip.

ERIC Educational Resources Information Center

Leonard, William H.; And Others

1983-01-01

Describes a field trip designed to give students opportunities to experience relevant data leading to concepts in biogeography. Suggests that teachers (including college instructors) adapt the areas studied and procedures used to their own locations. Includes a suggested field trip handout. (JN)

Virtual lab for learning equipment and treatment of experimental measurements of rainfall, runoff and erosion in small rural catchments

NASA Astrophysics Data System (ADS)

Ángel Bajo, José; Redel-Macías, María Dolores; Nichols, Mary; Pérez, Rafael; Bellido, Francisco; Marín-Moreno, Víctor; Taguas, Encarnación V.

2017-04-01

A virtual lab for learning to use devices and to treat experimental measurements of hydrological and erosive processes in small agricultural catchments was created to support the practical content of the subject Restoration of Forest Ecosystems of the Master of Forest Engineer (University of Cordoba). The objective was to build a virtual place representing a real site equipped to make measurements of rainfall, runoff and sediment concentration. The virtual lab included pictures, videos and explanations that facilitate learning. Moreover, some practical cases were proposed to apply the explained terms. The structure of menu consisted of: Experimental measurements in catchments; Gallery of videos; Equipment; Practical case; Glossary and Additional Information. Their contents were carefully carried out by professors and scientists of Hydrology and Electronics. The main advantages of the virtual lab were its compatibility with on-line platforms such as Moodle and the presentation of examples for the direct analysis as a basis for solving the proposed practical cases. It has been successfully used for two years and was well-values by the students due the opportunities offered by self-access learning tools. In addition, constraints associated with field trips such as logistical complexity and economic aspects are removed.

A Trip to the Zoo: Children's Words and Photographs.

ERIC Educational Resources Information Center

DeMarie, Darlene

Field trips are a regular part of many programs for young children. Field trips can serve a variety of purposes, such as exposing children to new things or helping children to see familiar things in new ways. The purpose of this study was to learn the meaning children gave to a field trip. Cameras were made available to each of the children in a…

Field Guide to the Geology of Parts of the Appalachian Highlands and Adjacent Interior Plains.

ERIC Educational Resources Information Center

McKenzie, Garry D.; Utgard, Russell O.

This field guide is the basis for a five-day, 1000-mile trip through six states and six geomorphic provinces. The trip and the pre- and post-trip exercises included in the guide constitute a three credit course at The Ohio State University entitled "Field Geology for Science Teachers." The purpose of the trip is to study the regional geology,…

Enabling Field Experiences in Introductory Geoscience Classes through the Use of Immersive Virtual Reality

NASA Astrophysics Data System (ADS)

Moysey, S. M.; Smith, E.; Sellers, V.; Wyant, P.; Boyer, D. M.; Mobley, C.; Brame, S.

2015-12-01

Although field experiences are an important aspect of geoscience education, the opportunity to provide physical world experiences to large groups of introductory students is often limited by access, logistical, and financial constraints. Our project (NSF IUSE 1504619) is investigating the use of immersive virtual reality (VR) technologies as a surrogate for real field experiences in introductory geosciences classes. We are developing a toolbox that leverages innovations in the field of VR, including the Oculus Rift and Google Cardboard, to enable every student in an introductory geology classroom the opportunity to have a first-person virtual field experience in the Grand Canyon. We have opted to structure our VR experience as an interactive game where students must explore the Canyon to accomplish a series of tasks designed to emphasize key aspects of geoscience learning. So far we have produced two demo products for the virtual field trip. The first is a standalone "Rock Box" app developed for the iPhone, which allows students to select different rock samples, examine them in 3D, and obtain basic information about the properties of each sample. The app can act as a supplement to the traditional rock box used in physical geology labs. The second product is a fully functioning VR environment for the Grand Canyon developed using satellite-based topographic and imagery data to retain real geologic features within the experience. Players can freely navigate to explore anywhere they desire within the Canyon, but are guided to points of interest where they are able to complete exercises that will be aligned with specific learning goals. To this point we have integrated elements of the "Rock Box" app within the VR environment, allowing players to examine 3D details of rock samples they encounter within the Grand Canyon. We plan to provide demos of both products and obtain user feedback during our presentation.

Teaching and Learning in the Tropics: An Epistemic Exploration of "the Field" in a Development Studies Field Trip

ERIC Educational Resources Information Center

Patel, Kamna

2015-01-01

Development studies employs theories, tools and methods often found in geography, including the international field trip to a "developing" country. In 2013 and 2014, I led a two-week trip to Ethiopia. To better comprehend the effects of "the field" on students' learning, I introduced an assessed reflexive field diary to…

Tourism, Field Trips and Geographic Education.

ERIC Educational Resources Information Center

Dilsaver, Lary M.

In university level geography education, both a market and a need exist for "learning trips" combining the elements of a field trip with those of a commercial tour. Planning such trips involves four steps. The first of these is to establish the conditions of the tour, including identification of the topical focus, specific destinations and sites…

Field guide to geologic excursions in southwestern Utah and adjacent areas of Arizona and Nevada

USGS Publications Warehouse

Lund, William R.; Lund, William R.

2002-01-01

This field guide contains road logs for field trips planned in conjunction with the 2002 Rocky Mountain Section meeting of the Geological Society of America held at Southern Utah University in Cedar City, Utah. There are a total of eight field trips, covering various locations and topics in southwestern Utah and adjacent areas of Arizona and Nevada. In addition, the field guide contains a road log for a set of Geological Engineering Field Camp Exercises run annually by the University of Missouri at Rolla in and around Cedar City. Two of the field trips address structural aspects of the geology in southwestern Utah and northwestern Arizona; two trips deal with ground water in the region; and along with the Field Camp Exercises, one trip, to the Grand Staircase, is designed specifically for educators. The remaining trips examine the volcanology and mineral resources of a large area in and around the Tusher Mountains in Utah; marine and brackish water strata in the Grand Staircase-Escalante National Monument; and the Pine Valley Mountains, which are cored by what may be the largest known laccolith in the world. The "Three Corners" area of Utah, Arizona, and Nevada is home to truly world-class geology, and I am confident that all of the 2002 Rocky Mountain Section meeting attendees will find a field trip suited to their interests.

An Inverse MOOC Model: Small Virtual Field Geology Classes with Many Teachers (Invited)

NASA Astrophysics Data System (ADS)

De Paor, D. G.; Whitmeyer, S. J.; Bentley, C.

2013-12-01

In the Massive Open Online Courses (MOOCs) mode of instruction, one or a small group of collaborating instructors lecture online to a large (often extremely large) number of students. We are experimenting with an inverse concept: an online classroom in which a small group of collaborating students are taught by dozens of collaborating instructors. This experiment is part of a new NSF TUES Type 3 project titled 'Google Earth for Onsite and Distance Education (GEODE).' Among the goals of the project are the development of an online course called the 'Grand Tour.' We are inviting dozens of colleagues to record virtual field trips (VFTs) and upload them to Google Earth. Students enrolled in the course will be assigned to a small group and tasked with a research project--for example to write a report on foreland thrust belts. They will select a small subset of available VFTs to follow and will be scaffolded by virtual specimens, emergent cross sections, analytical simulations (virtual tricorders), and a game style environment. Instant feedback based on auto-logging will enable adaptive learning. The design is suited to both onsite and distance education and will facilitate access to iconic geologic sites around the world to persons with mobility constraints. We invite input from the community to help guide the design phase of this project. Prototypes of the above-listed learning resources have already been developed and are freely available at http://www.DigitalPlanet.org.

Career-focused field trips as experienced by at-risk rural students: A case study

NASA Astrophysics Data System (ADS)

Hutson, Tommye L.

A lack of recent research focused on field trips as pedagogy in K-12 settings established the foundation for this work. The research design followed multiple-case case study model. The participants were four male students from a small rural high school in central Texas. Each participant, previously labeled as academically "at-risk", had identified an inability to describe connections between academic science content as presented in their common classes and future jobs, vocational training, and/or careers requiring higher education. Because the participants had no directed field excursions addressing this desirable knowledge and/or skill, a career-focused field trip was designed to address the self-identified deficit reported by the participants. The specific research questions were: (1) How does the ability to describe connections between academic science content (biology, chemistry, and physics) and future careers change as rural students experience a purposeful excursion to a post-secondary facility providing vocational training? (2) When do the connection(s) between content and future careers become evident to students? (3) What effects or impact do newly discovered connections have on rural students' aspirations with regard to future career or higher education options? Data were gathered using existing school records, an initial survey, one-to-one interviews conducted before and after the field trip, focus groups conducted before and after the field trip, and observations during the field trip. Data analysis revealed that all participants were able to describe various connections between academic content and careers after the field trip, as well as identify a specific incident that initially established those connections. In addition, all of the participants reported discovering options for careers during the field trip not previously realized or considered. Each participant indicated that they found field trips to be effective. As a result of their singular experience, they collectively voiced a belief that career-focused field trips should be included in all required science classes starting in late middle school and continuing through at least the 10th grade.

Student Attitudes toward and Recall of Outside Day: An Environmental Science Field Trip

ERIC Educational Resources Information Center

Nadelson, Louis S.; Jordan, J. Richard

2012-01-01

Field trips are effective because they situate learning and facilitate knowledge transfer, thereby influencing students learning attitudes, interests, and motivation. Variations in field trip configurations and the subsequent affective and cognitive influences provided the motivation for this study of Outside Day--an environmental education field…

Immersive, interactive virtual field trips promote learning

NASA Astrophysics Data System (ADS)

Bruce, G.; Mead, C.; Buxner, S.; Taylor, W.; Semken, S. C.; Anbar, A. D.; Sundstrom, J.

2016-12-01

We are assessing the educational effectiveness of a new type of immersive virtual field trip (iVFT) that we are developing, grounded in active, inquiry-based learning, and accessible via web browsers. To this end, we collected data from five high school AP biology classes (n = 153) that were assigned an iVFT lesson focused on life and environment during the Ediacaran time period, 550 million years ago. Students explore a series of fossil beds using high resolution imagery and video acquired during a field expedition to the Nilpena site in the Flinders Ranges, South Australia. They first encounter an immersive spherical image, which orients them to the area. Then, they identify fossils in the iVFT, using a dichotomous key. Finally, they explore an interactive simulation of this ancient ecosystem. The average time spent on the experience was approximately two hours. The learning objective is for students to be able to describe the Ediacaran ecosystem preserved in the rocks at Nilpena. To assess this outcome, we administered identical pre- and post-lesson quizzes to students. Results showed a statistically significant improvement on the six-item quiz with a normalized gain of 0.96 (pre-lesson mean: 2.4, post-lesson mean: 5.9, p < .001). All but three students demonstrated an increase in score or maintained a perfect score. The pre-lesson scores are close to what would be expected from guessing, so these results represent a substantial growth in understanding. These findings encourage the use of iVFT-based learning experiences in education (an evolving suite is publicly available at http://vft.asu.edu). In the future, we will explore in more detail which aspects of the experience provide greatest educational benefit, and the effectiveness in teaching scientific reasoning skills in addition to content knowledge. To answer these questions, we will supplement content-based questions with mixed-methods data including interviews.

Development of Teacher Attitude Scale towards the Field Trip

ERIC Educational Resources Information Center

Tortop, Hasan Said

2012-01-01

A field trip is an excursion by group of students with teachers to a place away from classroom such as natural field, science center, and zoo. So, it is an important tool for renewable energy education. This study was carried out to develop a new scale for measuring teacher attitudes towards the field trip. Teacher attitude scale towards the field…

Field trips local and abroad: What every field trip leader needs to know about insurance coverage

NASA Astrophysics Data System (ADS)

Jovanelly, T.

2016-12-01

Leading field trips locally or internationally is an essential part of being a geoscience educator. Being a field trip guide and coordinator often means that you will be responsible for minors (under the age of 21), transportation, and touring (e.g. hiking, exploring) in unique and sometimes rugged environments. Professors, and alike, at universities and colleges may not have adequate insurance covered should a student(s) render maladies, or worse death, under your advisement. This poster outlines questions that could be presented to your university or college's lawyer to ensure field trip guides are properly covered for liability in most situations. Additionally, it will provide explanation for common legal terms often used when explaining insurance coverage relating to university or college employment. Lastly, this poster will provide suggestions on how to pursue professional coverage polices that can protect you both in the field and in the classroom/laboratory.

The Case of the Field Trip Disaster

ERIC Educational Resources Information Center

Collins, Loucrecia; Redcross, Joseph

2005-01-01

For decades, the instructional field trip has been viewed as a strategy to enhance students' learning experiences. Yet what happens when an award-winning teacher is accused of choking a student while on a field trip? Tempers flare among community members, parents contact the police, and the principal is assigned the daunting task of investigating…

Collecting Planarians: A Good Choice for a Field Trip.

ERIC Educational Resources Information Center

Cha, Heeyoung

2001-01-01

Describes a field trip to collect planarians as successful in generating interest in the sciences. This activity is suitable for all grade levels as a field trip or biology lab. Planarians can be easily collected from streams across the United States. Once in the classroom, planaria are easily fed and cared for. (SAH)

Pedagogical Souvenirs: An Art Educator's Reflections on Field Trips as Professional Development

ERIC Educational Resources Information Center

Kushins, Jodi

2015-01-01

This essay explores the nature and importance of field trips as sites for artistic development, intellectual fulfillment, and pedagogical inspiration. The author weaves personal reflections from a professional field trip and experience teaching art education online with creative and pedagogical references to make a case for experiential learning…

Open the Door, Let's Explore More! Field Trips of Discovery for Young Children.

ERIC Educational Resources Information Center

Redleaf, Rhoda

Designed as a resource for teachers and parents, this guide contains activities to help children in primary grades learn from walks and field trips. Chapter 1, "Experience and Learning," discusses general information about how young children learn and the contribution of field trips to children's perception, language, memory, and logical…

Student Self-Reported Learning Outcomes of Field Trips: The Pedagogical Impact

ERIC Educational Resources Information Center

Alon, Nirit Lavie; Tal, Tali

2015-01-01

In this study, we used the classification and regression trees (CART) method to draw relationships between student self-reported learning outcomes in 26 field trips to natural environments and various characteristics of the field trip that include variables associated with preparation and pedagogy. We wished to examine the extent to which the…

Thinking outside the Classroom: Integrating Field Trips into a First-Year Undergraduate Chemistry Curriculum

ERIC Educational Resources Information Center

Forest, Kaya; Rayne, Sierra

2009-01-01

Studies on student learning during primary- and secondary-school course-related field trip activities have shown lasting cognitive and socio-cultural effects. However, fewer studies have investigated the potential benefits of incorporating field trip activities into post-secondary education. The curriculum in a first-year university chemistry…

Mechanisms Influencing Student Understanding on an Outdoor Guided Field Trip

ERIC Educational Resources Information Center

Caskey, Nourah Al-Rashid

2009-01-01

Field trips are a basic and important, yet often overlooked part of the student experience. They provide the opportunity to integrate real world knowledge with classroom learning and student previous personal experiences. Outdoor guided field trips leave students with an increased understanding, awareness and interest and in science. However, the…

Providing health services for children with special health care needs on out-of-state field trips.

PubMed

Erwin, Karen; Clark, Saudi; Mercer, Sharon Eli

2014-03-01

An increasing number of children attend school with special health care needs. Title II of the Americans with Disabilities Act (ADA) requires all school-sponsored activities to be easily accessible to all students. School-sponsored field trips enhance students' education, and students who require health services may not be excluded. For students with special health care needs, fully participating in the field trip experience presents unique challenges. These challenges are further complicated by out-of-state field trips due to variances in nurse practice acts, variances in delegation regulations, and most recently, state-by-state participation or nonparticipation in the Nurse Licensure Compact. Review of state laws, regulations, and nursing scope of practice for school health services is critical when planning and problem solving for students requiring health services on out-of-state field trips.

How a Trip to the Freezer Can Help Children Learn Science

ERIC Educational Resources Information Center

Keogh, Brenda; Naylor, Stuart

2011-01-01

There are lots of exciting ways for children to learn science. Going on a journey is one of them. However, when going to distant places is not possible, a virtual journey may be the next best option. Ricky, one of the authors' puppets, helps children to make virtual journeys, and this can create an exciting context for them to raise questions and…

Effect of Field Trip on Students' Academic Performance in Basic Technology in Ilorin Metropolis, Nigeria

ERIC Educational Resources Information Center

Amosa, Abdul Ganiyu Alasela; Ogunlade, Oyeronke Olufunmilola; Atobatele, Adunni Suliat

2015-01-01

The use of field trip in teaching and learning helps to bring about effective and efficient learning in Basic Technology. Field trip is a group excursion away from the normal education environment for firsthand experience of an historic site or place of special interest. This study therefore was geared towards finding out the effect of field trip…

Field Trip to the Moon. LRO/LCROSS Edition. Informal Educator's Guide. EG-2008-09-48-MSFC

ERIC Educational Resources Information Center

National Aeronautics and Space Administration (NASA), 2007

2007-01-01

Field Trip to the Moon uses an inquiry-based learning approach that fosters team building and introduces participants to careers in science and engineering. The program components include the Field Trip to the Moon DVD [not included here], Lunar Reconnaissance Orbiter (LRO)/Lunar Crater Observation and Sensing Satellite (LCROSS) Activities, and…

Field Trip to the Moon. Informal Educator's Guide. EG-2007-09-121-MSFC

ERIC Educational Resources Information Center

National Aeronautics and Space Administration (NASA), 2007

2007-01-01

The Field Trip to the Moon program uses an inquiry-based learning approach that fosters team building and introduces young people to careers in science and engineering. The program components include the Field Trip to the Moon show (either on DVD or presented in a planetarium dome) and workshop investigations. The compelling show provides…

Experimental Evaluation of Field Trips on Instruction in Vocational Agriculture.

ERIC Educational Resources Information Center

McCaslin, Norval L.

To determine the effect of field trips on student achievement in each of four subject matter areas in vocational agriculture, 12 schools offering approved programs were randomly selected and divided into a treatment group and a control group. Uniform teaching outlines and reference materials were provided to each group. While no field trips were…

Wolves Are Beautiful and Proud: Science Learning from a School Field Trip

ERIC Educational Resources Information Center

Glick, Marilyn Petty; Samarapungavan, Ala

2008-01-01

This research examines the impact of related classroom activities on fourth grade students' science learning from a school field trip. The current study draws upon research in psychology and education to create an intervention that is designed to enhance what students learn from school science field trips. The intervention comprises a set of…

Anything Can Happen out There: A Holistic Approach to Field Trips

ERIC Educational Resources Information Center

Plutino, Alessia

2016-01-01

This paper looks back at an academic-led language field trip project, now in its third year, involving ab-initio students of Italian at the University of Southampton. It considers the role of academic-led field trips in Modern Languages (ML) and it explores the underlying pedagogical approaches that were adopted to enhance students' engagement,…

A Review of Research on School Field Trips and Their Value in Education

ERIC Educational Resources Information Center

Behrendt, Marc; Franklin, Teresa

2014-01-01

The purpose of this paper is to examine the importance of science field trips as educational tools to connect students to classroom concepts. Experiential learning at formal and informal field trip venues increases student interest, knowledge, and motivation. The teacher's role in preplanning, implementation, and reflection often dictates the…

A Day at the Museum: The Impact of Field Trips on Middle School Science Achievement

ERIC Educational Resources Information Center

Whitesell, Emilyn Ruble

2016-01-01

Field trips are an important feature of the United States' education system, although in the current context of high-stakes tests and school accountability, many schools are shifting resources away from enrichment. It is critical to understand how field trips and other informal learning experiences contribute to student test scores, but little…

Promoting Field Trip Confidence: Teachers Providing Insights for Pre-Service Education

ERIC Educational Resources Information Center

Ateskan, Armagan; Lane, Jennie F.

2016-01-01

Pre-service teachers need experiences in practical matters as a part of field trip preparations programmes. For 14 years, a private, non-profit university in Turkey has involved pre-service teachers in field trip planning, implementation and evaluation. A programme assessment was conducted through a case study to examine the long-term effects of…

The "Science" Behind a Successful Field Trip to the Zoo

ERIC Educational Resources Information Center

Scott, Catherine Marie; Matthews, Catherine E.

2011-01-01

A field trip to the local zoo is often a staple in many elementary school curricula. Many zoos offer free entry to local teachers and their students. Teachers take students on field trips to enrich the curriculum, make connections to what students are learning in school, and provide students with meaningful learning experiences (Kisiel 2007).…

A Guide to Field Trip Sites in Coastal North Carolina. Project CAPE Teaching Module SC3a.

ERIC Educational Resources Information Center

Carroll, Walter B.; Carroll, Carolyn H.

This guide provides information on preparing students in grades 4-10 for field trips and describes possible field trip sites in the northeastern, mid-eastern, and southeastern regions of North Carolina. Selected sites in the northeastern region (from Roanoke Island to Ocracoke) include the Dare Coastline and Cape Hatteras National Seashore.…

The Effects of Primary Sources and Field Trip Experience on the Knowledge Retention of Multicultural Content

ERIC Educational Resources Information Center

Farmer, James; Knapp, Doug; Benton, Gregory M.

2007-01-01

Although small in scope, this study attempted to analyze the impacts of primary sources and field trip experiences on multicultural education through first-hand narrative interviews, one year after the experience. In particular, it assessed the recollections of students who participated in a one-half-day field trip to George Washington Carver…

Effective Use of Personal Assistants for Students with Disabilities: Lessons Learned from the 2014 Accessible Geoscience Field Trip

ERIC Educational Resources Information Center

Hendricks, Julie E.; Atchison, Christopher L.; Feig, Anthony D.

2017-01-01

In 2014, the Geological Society of America sponsored an Accessible Field Trip, designed to demonstrate best practices in accommodating a wide variety of participants with disabilities during a field experience. During the trip, an aide was deployed to assist two student participants with sensory disabilities, one with low vision and the other with…

Mass Wasting Following the 2002 Missionary Ridge Fire near Durango, Colorado, a Field Trip Guidebook

USGS Publications Warehouse

Bigio, Erica R.; Blair, Robert W.; Burke, Michael; Cannon, Susan H.; deWolfe, Victor G.; Ey, John; Gartner, Joseph E.; Gillam, Mary L.; Knowlton, N.D.; Santi, Paul M.; Schulz, William H.; Coe, Jeffrey A.

2007-01-01

This field trip guide focuses on mass wasting following the 2002 Missionary Ridge fire near Durango, Colorado. We prepared this guide to accompany a May 4, 2006, field trip during the second Roy J. Shlemon Specialty Conference, which was held in Durango, Colorado, May 3-5. The conference, entitled Mass Wasting in Disturbed Watersheds, was sponsored by the Association of Environmental & Engineering Geologists (AEG) and the AEG Foundation. The objective of this Shlemon Conference was to bring together practitioners and researchers to define the current state of practice and identify unresolved problems with regard to the prediction and mitigation of mass wasting in disturbed watersheds. The one-day field trip begins and ends in Durango. Many of the field trip stops are at debris-flow fans around the periphery of the burn area, but one stop examines landslide activity in the burn area that initiated during spring 2005 snowmelt within a dormant, deep-seated landslide, as well as an erosion/debris-flow mitigation effort in a drainage basin above Lemon Reservoir. Also provided are descriptions of the Missionary Ridge fire, the geologic and climatic setting of the field-trip area, and the general effects of wildfire on watersheds.

Field Trip - Conservation of Carnivores in Namibia

NASA Astrophysics Data System (ADS)

Gibson, Amanda

2017-04-01

Field trips are a key component of our curriculum at ISWB. Classroom teaching is invaluable but field trips provide pupils with a tangible connection to pertinent issues of conservation. ISWB realises the importance of out of the classroom learning in field trips and to this end our students have an opportunity to partake in a number of 3-5 day field trips per academic year. In 2016, several Year 8, 9, 10, 11 and 12 students visited the AfriCat Foundation on Okonjima in central Namibia for 4 days to learn about the conservation of the predator population in Namibia. The trips were very successful and another trip this year to AfriCat North close to Etosha National Park, where the students will work closely with the local farming communities, is planned. AfriCat provides Environmental Education programmes for the youth of Namibia giving them a greater understanding of the importance of wildlife conservation. Their main objective is promoting predator and environmental awareness amongst the youth of Namibia. AfriCat Environmental Education Programme is based on 1997 UNESCO-UNEP Environmental Education objectives. "Attitudes: To raise concern about problems, values, personal responsibility and willingness to participate/act. In the end, we conserve only what we love. We will love only what we understand. We will understand only what we are taught."

Using GIS for planning field trips: In-situ assessment of Geopoints for field trips with mobile devices

NASA Astrophysics Data System (ADS)

Böhm, Sarah; Kisser, Thomas; Ditter, Raimund

2016-04-01

Up to now no application is existing for collecting data via mobile devices using a geographical information system referring to the evaluation of Geopoints. Classified in different geographical topics a Geopark can be rated for suitability of Geopoints for field trips. The systematically acquisition of the suitability of Geopoints is necessary, especially when doing field trips with lower grade students who see a physical-geographic phenomenon for the first time. For this reason, the development of such an application is an invention for easy handling evaluations of Geopoints on the basis of commonly valid criteria like esthetic attraction, interestingness, and pithiness (Streifinger 2010). Collecting data provides the opportunity of receiving information of particularly suitable Geopoints out of the sight from students, tourists and others. One solution for collecting data in a simple and intuitive form is Survey123 for ArcGIS (http://survey123.esri.com/#/). You can create surveys using an ArcGIS Online organizational account and download your own survey or surveys "that may have been shared with you" (https://itunes.apple.com/us/app/survey-123-for-arcgis/id993015031?mt=8) on your mobile device. "Once a form is downloaded, you will be able to start collecting data."(https://itunes.apple.com/us/app/survey-123-for-arcgis/id993015031?mt=8) Free of cost and use while disconnected the application can easily be used via mobile device on field trips. On a 3-day field trip which is held three times per year in the Geopark Bergstraße-Odenwald Survey123 is being used to evaluate the suitability of different Geopoints for different topics (geology, soils, vegetation, climate). With every field trip about 25 students take part in the survey and evaluate each Geopoint at the route. So, over the time, the docents know exactly which Geopoints suites perfect for teaching geology for example, and why it suites that good. The field trip is organized in an innovative way. Before the field trip, students gather in expert groups dealing with different topics (geology, soils, vegetation, climate). During the field trip these expert groups teach the other students at different Geopoints their expert knowledge. With Survey123 each student can give the experts grades for their teaching. Furthermore the app can be used to generate a digital report of the field trip with geotagged texts and photos which can be seen by the docents. Future-looking an evaluation of Geopoints by tourists or a cooperation with other universities for collecting more data is desirable. When organizing a field trip everybody could look up, how good the different Geopoints in a geopark are regarding topics like geology, soils, vegetation, … Crowdsourcing is maybe given at the future, if an ArcGIS Account is no more necessary to take part.

Geology of the National Capital Region: field trip guidebook

USGS Publications Warehouse

Burton, William; Southworth, Scott

2004-01-01

The 2004 Joint Northeast-Southeast Section Meeting of the Geological Society of America is the fourth such meeting and the third to be held in or near Washington, D.C. This guidebook and the field trips presented herein are intended to provide meeting participants, as well as other interested readers, a means to understand and enjoy the rich geological and historical legacy of the National Capital Region. The field trips cover all of the major physiographic and geologic provinces of the central Appalachians in the Mid-Atlantic region. Trip 1 outlines the tectonic history of northern Virginia along an east-to-west transect from the Coastal Plain province to the Blue Ridge province, whereas the other field trips each focus on a specific province. From west to east, these excursions investigate the paleoclimate controls on the stratigraphy of the Paleozoic rocks of the Allegheny Plateau and Valley and Ridge province in West Virginia, Pennsylvania, and Maryland (Trip 3); Eocene volcanic rocks that intrude Paleozoic rocks in the westernmost Valley and Ridge province in Virginia and West Virginia (Trip 4); age, petrology, and structure of Mesoproterozoic gneisses and granitoids located in the Blue Ridge province within and near Shenandoah National Park, Virginia (Trip 2); the use of argon data to unravel the complex structural and thermal history of the metamorphic rocks of the eastern Piedmont province in Maryland and Virginia (Trip 5); the use of cosmogenic isotopes to understand the timing of bedrock incision and formation of terraces along the Potomac River in the eastern Piedmont province near Great Falls, Virginia and Maryland (Trip 6); the nature of the boundary between rocks of the Goochland and Chopawamsic terranes in the eastern Piedmont of Virginia (Trip 7); the role of bluffs and fluvial terraces of the Coastal Plain in the Civil War Battle of Fredericksburg, Virginia (Trip 8); and the Tertiary lithology and paleontology of Coastal Plain strata around the Chesapeake Bay of Virginia and Maryland (Trip 9). Some of the field trips present new geochronological research that uses isotopic techniques to unravel Earth history and processes, including U-Pb dating to determine the timing of metamorphism and igneous activity associated with the Mesoproterozoic Grenville orogeny (Trip 2); argon (4DAr/39Ar) analysis to understand the complex Paleozoic history of deformation and metamorphism in the Piedmont (Trip 5); and cosmogenic beryllium-10 data to derive exposure ages of landforms and deposits of the Potomac River valley (Trip 6). Several trips shed insight on significant or enigmatic geologic features of the region. Trip 3 presents evidence for global paleoclimate controls on the Paleozoic stratigraphy of the Appalachian basin, including evidence for Late Devonian glacial deposits. Trip 4 investigates unusual Eocene igneous rocks in the Eastern United States, and Trip 2 visits several local ductile high-strain zones, offering geologists opportunities to consider the importance of such structures relative to the poorly understood Rockfish Valley fault zone in the Blue Ridge province. In the Piedmont province, Trip 7 focuses on a controversial terrane boundary, whereas Trip 5 crosses several lithologic belts with distinct thermotectonic histories that suggest terrane boundaries. Trip 6 sheds new light on the erosional history of a major river gorge cut into crystalline rocks in the Fall Zone.Four trips are recommended for Earth science teachers and are cosponsored by the National Association of Geologic Teachers (NAGT). These trips focus on the tectonic history of northern Virginia (Trip 1), terraces of the Potomac River at Great Falls and cosmogenic isotope analysis to date the terraces and the incision history (Trip 6), and Tertiary lithology and paleontology of the Chesapeake Bay region (Trip 9). Trip 8 takes advantage of the rich Civil War history of this region to look at the role that geology played in the strategies and outcome of the Battle of Fredericksburg. This guidebook is the result of much hard work by many individuals. The editors wish to thank the field trip leaders and authors, the technical reviewers, and Nancy Stamm of ths USGS Geologic Names Committee. We also owe a very special thanks to Linda Gundersen, Chief Scientist, Geologic Discipline, USGS, who provided funding for the guidebook.

A Survey of Laws and Court Decisions in the United States as Related to Teacher Responsibility and Liability During Field Trips.

ERIC Educational Resources Information Center

DuVall, Charles R.; Krepel, Wayne J.

The purpose of this study was to investigate existing state laws and court decisions in the United States related to teacher responsibility and liability while on field trips. Literature reviewed in the report deals with both teacher responsibility and the instructional aspect of field trips. During July and August, 1971 a three-item questionnaire…

Current Practices for Providing School Field Trip Meals: Perspectives of School Nutrition Managers and Teachers

ERIC Educational Resources Information Center

Sneed, Jeannie; Vaterlaus Patten, Emily

2015-01-01

Purpose/Objectives: The Healthy, Hunger Free Kids Act of 2010 extended the requirements for a school food safety program to wherever food is stored, prepared, or served, including meals for field trips. The purpose of this study was to determine what foods are used for field trip meals, how those foods are transported and stored, and what standard…

Upper Primary Level History Teachers' Attitudes toward the Use of School Field Trips as an Educational Aid throughout Schools in Irbid First Education Directorate

ERIC Educational Resources Information Center

Menazel, Basil H.

2015-01-01

The study aimed to identify upper primary level History teachers' attitudes toward the use of school field trips as an educational aid throughout schools in the Irbid First Education Directorate, through exploring the importance of school field trips in the creation of an interactive atmosphere and to encourage school administration attitudes…

Ten-Minute Field Trips. A Teacher's Guide to Using the Schoolgrounds for Environmental Studies. Second Edition.

ERIC Educational Resources Information Center

Russell, Helen Ross

This book has been written to help teachers learn with their students and discover the advantages of using their own school ground for field trips. Since every school ground is different and since all field trips should be a part of classroom experiences, this book can only suggest possibilities that the teacher can select and adapt as a starting…

The Effects of Autonomy-Supportive vs. Controlling Guidance on Learners' Motivational and Cognitive Achievement in a Structured Field Trip

ERIC Educational Resources Information Center

Basten, Melanie; Meyer-Ahrens, Inga; Fries, Stefan; Wilde, Matthias

2014-01-01

Field trips can provide unique opportunities for authentic, meaningful, and self-determined learning. Capitalizing on these opportunities requires that field trips be structured. A common way to do this is through the use of educational materials such as worksheets. The extent to which the guide's or teacher's autonomy-supportive or…

Mars Pathfinder Landing Site Workshop 2: Characteristics of the Ares Vallis Region and Field Trips in the Channeled Scabland, Washington

NASA Technical Reports Server (NTRS)

Golombek, M. P. (Editor); Edgett, K. S. (Editor); Rice, J. W. , Jr. (Editor)

1995-01-01

Mars Pathfinder will place a single lander on the surface of Mars on July 4, 1997, following a December 1996 launch. As a result of the very successful first Mars Pathfinder Landing Site Workshop, the project has selected the Ares Vallis outflow channel in Chryse Planitia as the landing site. This location is where a large catastrophic outflow channel debouches into the northern lowlands. A second workshop and series of field trips, entitled Mars Pathfinder Landing Site Workshop 2: Characteristics of the Ares Vallis Region and Field Trips in the Channeled Scabland, Washington, were held in Spokane and Moses Lake, Washington. The purpose of the workshop was to provide a focus for learning as much as possible about the Ares Vallis region on Mars before landing there. The rationale is that the more that can be learned about the general area prior to landing, the better scientists will be able interpret the observations made by the lander and rover and place them in the proper geologic context. The field trip included overflights and surface investigations of the Channeled Scabland (an Earth analog for the martian catastrophic outflow channels), focusing on areas particularly analogous to Ares Vallis and the landing site. The overflights were essential for placing the enormous erosional and depositional features of the Channeled Scabland into proper three-dimensional context. The field trips were a joint educational outreach activity involving K-12 science educators, Mars Pathfinder scientists and engineers, and interested scientists from the Mars scientific community. Part 1 of the technical report on this workshop includes a description of the Mars Pathfinder mission, abstracts accepted for presentation at the workshop, an introduction to the Channeled Scabland, and field trip guides for the overflight and two field trips. This part, Part 2, includes the program for the workshop, summaries of the workshop technical sessions, a summary of the field trips and ensuing discussions, late abstracts of workshop presentations, reports on the education and public outreach activities carried out by the educators, and a list of the workshop and field trip participants.

Effectiveness of Field Trips in Teaching Groundwater Concepts.

ERIC Educational Resources Information Center

Pederson, Darryll T.

1979-01-01

The field trip procedures described were devised for use with freshman college students as an alternative to a classroom or laboratory session. Pre-test and post-test of students' knowledge of groundwater concepts show significant change in students' understanding of groundwater occurance and movement following such a trip. (RE)

A Day at the Museums

ERIC Educational Resources Information Center

Hubel, Joy Alter

2009-01-01

The school field trip, once a supporting player in a well-rounded education, is slowly becoming endangered. Widespread budget cuts have made happily anticipated class trips to museums, zoos, and other cultural destinations increasingly scarce. A librarian may be able to rescue the field trip from extinction by transforming the school building into…

Field trip report: Observations made at Yucca Mountain, Nye County, Nevada. Special report No. 2

DOE Office of Scientific and Technical Information (OSTI.GOV)

Hill, C.A.

1993-03-01

A field trip was made to the Yucca Mountain area on December 5-9, 1992 by Jerry Frazier, Don Livingston, Christine Schluter, Russell Harmon, and Carol Hill. Forty-three separate stops were made and 275 lbs. of rocks were collected during the five days of the field trip. Key localities visited were the Bare Mountains, Yucca Mountain, Calico Hills, Busted Butte, Harper Valley, Red Cliff Gulch, Wahmonie Hills, Crater Flat, and Lathrop Wells Cone. This report only describes field observations made by Carol Hill. Drawings are used rather than photographs because cameras were not permitted on the Nevada Test Site during thismore » trip.« less

Virtual Exploration of Earth's Evolution

NASA Astrophysics Data System (ADS)

Anbar, A. D.; Bruce, G.; Semken, S. C.; Summons, R. E.; Buxner, S.; Horodyskyj, L.; Kotrc, B.; Swann, J.; Klug Boonstra, S. L.; Oliver, C.

2014-12-01

Traditional introductory STEM courses often reinforce misconceptions because the large scale of many classes forces a structured, lecture-centric model of teaching that emphasizes delivery of facts rather than exploration, inquiry, and scientific reasoning. This problem is especially acute in teaching about the co-evolution of Earth and life, where classroom learning and textbook teaching are far removed from the immersive and affective aspects of field-based science, and where the challenges of taking large numbers of students into the field make it difficult to expose them to the complex context of the geologic record. We are exploring the potential of digital technologies and online delivery to address this challenge, using immersive and engaging virtual environments that are more like games than like lectures, grounded in active learning, and deliverable at scale via the internet. The goal is to invert the traditional lecture-centric paradigm by placing lectures at the periphery and inquiry-driven, integrative virtual investigations at the center, and to do so at scale. To this end, we are applying a technology platform we devised, supported by NASA and the NSF, that integrates a variety of digital media in a format that we call an immersive virtual field trip (iVFT). In iVFTs, students engage directly with virtual representations of real field sites, with which they interact non-linearly at a variety of scales via game-like exploration while guided by an adaptive tutoring system. This platform has already been used to develop pilot iVFTs useful in teaching anthropology, archeology, ecology, and geoscience. With support the Howard Hughes Medical Institute, we are now developing and evaluating a coherent suite of ~ 12 iVFTs that span the sweep of life's history on Earth, from the 3.8 Ga metasediments of West Greenland to ancient hominid sites in East Africa. These iVFTs will teach fundamental principles of geology and practices of scientific inquiry, and expose students to the evidence from which evolutionary and paleoenvironmental inferences are derived. In addition to making these iVFT available to the geoscience community for EPO, we will evaluate the comparative effectiveness of iVFT and traditional lecture and lab approaches to achieving geoscience learning objectives.

Drilling Deep Into STEM Education with JOIDES Resolution Education and Outreach Officers

NASA Astrophysics Data System (ADS)

Christiansen, E. A.

2015-12-01

During International Ocean Discovery Program (IODP) expeditions, IODP scientists and Education/Outreach (E/O) Officers enter classrooms and informal science venues via live Internet video links between the JOIDES Resolution (JR) and land-based learning centers. Post-expedition, E/O Officers, serving as JR Ambassadors, deepen and broaden the learning experience by bringing STEM from the JR to the general public through targeted outreach events at those land-based sites. Youth and adult learners participate in scientific inquiry through interactive activities linked directly to the video broadcast experience. Outreach venues include museums, summer camps, and after-school programs; classroom visits from E/O Officers encompass kindergarten to undergraduate school groups and often include professional development for educators. Events are hands-on with simulations, expedition samples, core models, and equipment available for interaction. This program can serve as a model for linking virtual and real experiences; deepening the educational value of virtual field trip events; and bringing cutting edge science into both classrooms and informal science venues.

Bridging the Gap Between Scientists and Classrooms: Scientist Engagement in the Expedition Earth and Beyond Program

NASA Technical Reports Server (NTRS)

Graff, P. V.; Stefanov, W. L.; Willis, K. J.; Runco, S.

2012-01-01

Teachers in today s classrooms need to find creative ways to connect students with science, technology, engineering, mathematics (STEM) experts. These STEM experts can serve as role models and help students think about potential future STEM careers. They can also help reinforce academic knowledge and skills. The cost of transportation restricts teachers ability to take students on field trips exposing them to outside experts and unique learning environments. Additionally, arranging to bring in guest speakers to the classroom seems to happen infrequently, especially in schools in rural areas. The Expedition Earth and Beyond (EEAB) Program [1], facilitated by the Astromaterials Research and Exploration Science (ARES) Directorate Education Program at the NASA Johnson Space Center has created a way to enable teachers to connect their students with STEM experts virtually. These virtual connections not only help engage students with role models, but are also designed to help teachers address concepts and content standards they are required to teach. Through EEAB, scientists are able to actively engage with students across the nation in multiple ways. They can work with student teams as mentors, participate in virtual student team science presentations, or connect with students through Classroom Connection Distance Learning (DL) Events.

Subduction Top to Bottom: A Brief History of an Idea and Publication Concept

NASA Astrophysics Data System (ADS)

Bebout, G. E.; Scholl, D. W.; Kirby, S. H.

2016-12-01

INTRODUCTION: In 1991, Gray Bebout co-organized a GSA field trip to Catalina Island, CA, to examine exposures of the high P/T Catalina Schist accretionary complex. After the field trip the two of us, Gray (Lehigh), conducting research on exposed accretionary complexes, and Dave (USGS), carrying out offshore geophysical and geological studies of modern subduction zones, recognized that significant advances in subduction zone studies required a more interdisciplinary approach. To promulgate this, we agreed to convene a cross-disciplinary gathering of the then smaller communities of colleagues involved in offshore, onshore, and laboratory studies of modern subduction zones and the rock and fluid records they produce. SUBCON CONFERENCE AND PUBLICATION: It was agreed that the subduction conference (SUBCON) would be on Catalina Island to facilitate a conference field trip to the Catalina Schist. The general idea of SUBCON was discussed with our colleague Steve Kirby (USGS) who, to conceptually include the mantle, christened the conference as "Subduction Top to Bottom" (ST2B). Funding was largely provided by the USGS with supporting contributions from JOI USSAC (NSF). The conference was convened during the week of 12-17 June, 1994, at the Catalina Canyon Resort. A collection of ST2B papers was published in 1996 as AGU Geophysical Monograph v.96-known to many as "Big Purple". ST2B E-PUBLICATION: 20 years later, it seemed timely to organize a 2nd, or ST2B-2, conference. However, in recognition of the huge expansion of colleagues engaged in subduction zone science, and other multidisciplinary workshops, it was decided to convene a "virtual" conference by taking advantage of the publication speed, open-access availability, and ms-enhancing attributes of online E-pubs. GSA's Geosphere was selected as the venue of choice. Although open to all contributors, an editorial board of nearly 30 individuals was assembled to guarantee thematic coverage. Submission window is now open.

Student Self-Reported Learning Outcomes of Field Trips: The pedagogical impact

NASA Astrophysics Data System (ADS)

Lavie Alon, Nirit; Tal, Tali

2015-05-01

In this study, we used the classification and regression trees (CART) method to draw relationships between student self-reported learning outcomes in 26 field trips to natural environments and various characteristics of the field trip that include variables associated with preparation and pedagogy. We wished to examine the extent to which the preparation for the field trip, its connection to the school curriculum, and the pedagogies used, affect students' self-reported outcomes in three domains: cognitive, affective, and behavioral; and the extent the students' socioeconomic group and the guide's affiliation affect students' reported learning outcomes. Given that most of the field trips were guide-centered, the most important variable that affected the three domains of outcomes was the guide's storytelling. Other variables that showed relationships with self-reported outcomes were physical activity and making connections to everyday life-all of which we defined as pedagogical variables. We found no significant differences in student self-reported outcomes with respect to their socioeconomic group and the guide's organizational affiliation.

Learning on Zoo Field Trips: The Interaction of the Agendas and Practices of Students, Teachers, and Zoo Educators

ERIC Educational Resources Information Center

Davidson, Susan Kay; Passmore, Cynthia; Anderson, David

2010-01-01

This paper reports on the findings of a case study that investigated the interaction of the agendas and practices of students, teachers, and zoo educators during a class field trip to a zoo. The study reports on findings of the analysis of two case classes of students and their perceptions of their learning experiences during the field trip. The…

Ecology of an Estuary: Chesapeake Bay. A Guide for Middle School Teachers.

ERIC Educational Resources Information Center

Fleming, Cris; Swarth, Christopher

This environmental education teaching guide for middle school teachers features information on the National Estuarine Reserve System in Maryland. Pre-trip field activities, field trip activities, and post-trip activities are discussed, and a list of useful resources and organizations is provided. Reproducible handouts are included throughout the…

Exploration of spatio-temporal patterns of students' movement in field trip by visualizing the log data

NASA Astrophysics Data System (ADS)

Cho, Nahye; Kang, Youngok

2018-05-01

A numerous log data in addition to user input data are being generated as mobile and web users continue to increase recently, and the studies in order to explore the patterns and meanings of various movement activities by making use of these log data are also rising rapidly. On the other hand, in the field of education, people have recognized the importance of field trip as the creative education is highlighted. Also, the examples which utilize the mobile devices in the field trip in accordance to the development of information technology are growing. In this study, we try to explore the patterns of student's activity by visualizing the log data generated from high school students' field trip with mobile device.

Forest Field Trips among High School Science Teachers in the Southern Piedmont

ERIC Educational Resources Information Center

McCabe, Shannon M.; Munsell, John F.; Seiler, John R.

2014-01-01

Students benefit in many ways by taking field trips to forests. Improved academic performance, increased participation in outdoor recreation, and a better grasp of natural resources management are some of the advantages. However, trips are not easy for teachers to organize and lead. Declining budgets, on-campus schedules, and standards of learning…

76 FR 37061 - Lolo and Kootenai National Forests' Sanders County Resource Advisory Committee

Federal Register 2010, 2011, 2012, 2013, 2014

2011-06-24

... business meetings. These meetings are open to the public. The committee will meet on June 18, 2011 in Thompson Falls, Montana for a field trip to project sites. This trip is open to the public. DATES: June 18...-3821. SUPPLEMENTARY INFORMATION: The June 18, 2011 meeting will include a field trip to project sites...

Study Abroad Field Trip Improves Test Performance through Engagement and New Social Networks

ERIC Educational Resources Information Center

Houser, Chris; Brannstrom, Christian; Quiring, Steven M.; Lemmons, Kelly K.

2011-01-01

Although study abroad trips provide an opportunity for affective and cognitive learning, it is largely assumed that they improve learning outcomes. The purpose of this study is to determine whether a study abroad field trip improved cognitive learning by comparing test performance between the study abroad participants (n = 20) and their peers who…

Experiencing Churches as Spiritual and Religious Places: A Study on Children's Emotions in Church Buildings during Scholastic Field Trips

ERIC Educational Resources Information Center

Kindermann, Katharina; Riegel, Ulrich

2018-01-01

Going on a field trip to the church, pupils can experience lived religion. But how do they feel during such a church visit? In this paper, we analyse statements of 516 German third graders (about 8 years old) made after they had visited their local church on a field trip. Using affective schema theory, we develop a conceptual model of emotions in…

Field trip method as an effort to reveal student environmental literacy on biodiversity issue and context

NASA Astrophysics Data System (ADS)

Rijal, M.; Saefudin; Amprasto

2018-05-01

Field trip method through investigation of local biodiversity cases can give educational experiences for students. This learning activity was efforts to reveal students environmental literacy on biodiversity. The aim of study were (1) to describe the activities of students get information about the biodiversity issue and its context through field trip, (2) to describe the students findings during field trip, and (3) to reveal students environmental literacy based on pre test and post test. The research method used weak-experiment and involved 34 participants at senior high school students in Bandung-Indonesia. The research instruments for collecting data were environmental literacy test, observation sheets and questionnaire sheets for students. The analysis of data was quantitative descriptive. The results show that more than 79% of the students gave positive view for each field trip activity, i.e students activity during work (97%-100%); students activity during gather information (79%- 100%); students activity during exchange information with friend (82%-100%); and students interested to Biodiversity after field trip activity (85%-100%). Students gain knowledge about the diversity of animal vertebrate and its characteristics, the status and condition of animals, and the source of animal with the cases of animal diversity. The students environmental literacy tends to be moderate level based on test. Meanwhile, the average of the attitudes and action greater than the components of knowledge and cognitive skills.

Taking the Student to the World: Teaching Sensitive Issues Using Field Trips

ERIC Educational Resources Information Center

Short, Fay; Lloyd, Tracey

2017-01-01

Field trips can provide an opportunity to take the student to the world, as an alternative to presenting the world to the student in the classroom. Such trips can create a forum for exploring controversial and distressing topics by exposing the students to first-hand experience, rather than second-hand accounts: witnessing the effects of blind…

What? A Field Trip on the Playground?

ERIC Educational Resources Information Center

Garbutt, Barb

1983-01-01

THE FOLLOWING IS THE FULL TEXT OF THIS DOCUMENT: In this day and age of budget problems, school districts are cutting back on many programs, one of which is field trips. Why worry? There must be dozens of trips that can be made on the playground of your school. Let's look into activities that can be accomplished there. SOIL STUDIES: Have you ever…

Field Lab on the Rocks.

ERIC Educational Resources Information Center

King, David T., Jr.; Abbott-King, Janet P.

1985-01-01

Advocates taking students on field trips to highway roadcuts to illustrate various geological principles. Photographs of three roadcuts (with sample objectives and questions/answers for students to answer) are included. Also included are suggestions for preparation, safety, and activities during such field trips. (DH)

University Students as Leaders for Field Trips.

ERIC Educational Resources Information Center

Mason, Jack L.; Troxel, Verne A.

1979-01-01

Describes a laboratory school environmental science program that utilizes university students of all majors to develop and teach lessons for field trips. Activities include water analysis and stream gradient determination. (MA)

The Institutional Tour: Some Reflections.

ERIC Educational Resources Information Center

LeUnes, Arnold

1984-01-01

A rationale for using field trips to correctional institutions in an abnormal psychology class is presented. Also discussed are reasons why, over the years, student interest in these field trips has declined. (RM)

2007 Rocky Mountain Section Friends of the Pleistocene Field Trip - Quaternary Geology of the San Luis Basin of Colorado and New Mexico, September 7-9, 2007

USGS Publications Warehouse

Machette, Michael N.; Coates, Mary-Margaret; Johnson, Margo L.

2007-01-01

Prologue Welcome to the 2007 Rocky Mountain Cell Friends of the Pleistocene Field Trip, which will concentrate on the Quaternary geology of the San Luis Basin of Colorado and New Mexico. To our best knowledge, Friends of the Pleistocene (FOP) has never run a trip through the San Luis Basin, although former trips in the region reviewed the 'Northern Rio Grande rift' in 1987 and the 'Landscape History and Processes on the Pajarito Plateau' in 1996. After nearly a decade, the FOP has returned to the Rio Grande rift, but to an area that has rarely hosted a trip with a Quaternary focus. The objective of FOP trips is to review - in the field - new and exciting research on Quaternary geoscience, typically research being conducted by graduate students. In our case, the research is more topically oriented around three areas of the San Luis Basin, and it is being conducted by a wide range of Federal, State, academic, and consulting geologists. This year's trip is ambitious?we will spend our first day mainly on the Holocene record around Great Sand Dunes National Park and Preserve, the second day on the Quaternary stratigraphy around the San Luis Hills, including evidence for Lake Alamosa and the 1.0 Ma Mesita volcano, and wrap up the trip's third day in the Costilla Plain and Sunshine Valley reviewing alluvial stratigraphy, the history of the Rio Grande, and evidence for young movement on the Sangre de Cristo fault zone. In the tradition of FOP trips, we will be camping along the field trip route for this meeting. On the night before our trip, we will be at the Great Sand Dunes National Park and Preserve's Pinyon Flats Campground, a group facility located about 2 miles north of the Visitors Center. After the first day's trip, we will dine and camp in the Bachus pit, about 3 miles southwest of Alamosa. For the final night (after day 2), we will bed down at La Junta Campground at the Bureau of Land Management (BLM) Wild and Scenic Rivers State Recreation Area, west of Questa, New Mexico, overlooking a majestic canyons of the Rio Grande and Red River. This is the 48th meeting of the Rocky Mountain Section of FOP, which was initiated by Gerry Richmond (USGS-Denver, deceased) in 1952 (see the following table, which lists all the Rocky Mountain Section field trips). The Rocky Mountain Section has been inactive for three years owing to a series of problems, including an unfortunate cancellation of Dennis Dahms' trip to the southern Wind River Range in 2005. Hopefully, this year's trip will provide the logistical initiative and scientific momentum for future Friends of the Pleistocene trips in the Rocky Mountain region.

Teaching in the Field.

ERIC Educational Resources Information Center

Donaldson, Lou; Donaldson, George

Beginning with a field-trip justification, this guide illuminates the problems and procedural considerations of taking school classes outside of school grounds. Major divisions of treatment are Motivating Field Work, Preparing Yourself (the teacher), Determining Purposes, Preparing for the Mechanics of the Trip, Getting Permission, Planning for…

Home-to-work trips during the transportation strikes in Ile-de-France at the end of 1995

DOT National Transportation Integrated Search

1998-10-01

In November and December 1995, the region of Ile-de- France experienced strikes resulting in a virtually complete interruption of public transport. During this period, a majority of economic activity continued. The Direction Rigionale de Iquipement (...

Field-trip guide to the southeastern foothills of the Santa Cruz Mountains in Santa Clara County, California

USGS Publications Warehouse

Stoffer, Philip W.; Messina, Paula

2002-01-01

This field trip is an introduction to the geology of the southeastern foothills of the Santa Cruz Mountains in southern Santa Clara County. Seven stops include four short hikes to access rock exposures and views of the foothills east of Loma Prieta Peak between Gilroy and San José. Field-trip destinations highlight the dominant rock types of the "Franciscan assemblage" including outcrops of serpentinite, basalt, limestone, ribbon chert, graywacke sandstone, and shale. General discussions include how the rocks formed, and how tectonism and stream erosion have changed the landscape through time. All field trip stops are on public land; most are near reservoir dams of the Santa Clara Valley Water District. In addition, stops include examination of an Ohlone Indian heritage site and the New Almaden Mining Museum.

Explainers' development of science-learner identities through participation in a community of practice

NASA Astrophysics Data System (ADS)

Richardson, Anne E.

The urgent environmental issues of today require science-literate adults to engage in business and political decisions to create solutions. Despite the need, few adults have the knowledge and skills of science literacy. This doctoral dissertation is an analytical case study examining the science-learner identity development of Exploratorium Field Trip Explainers. Located in San Francisco, CA, the Exploratorium is a museum of science, art, and human perception dedicated to nurturing curiosity and exploration. Data collected included semi-structured interviews with sixteen former Field Trip Explainers, participant observation of the current Field Trip Explainer Program, and review of relevant documentation. Data analysis employed constant comparative analysis, guided by the communities of practice theoretical framework (Wenger, 1998) and the National Research Council's (2009) Six Strands of Science Learning. Findings of this research indicate that Exploratorium Field Trip Explainers participate in a community of practice made up of a diverse group of people that values curiosity and openness to multiple ways of learning. Many participants entered the Field Trip Explainer Program with an understanding of science learning as a rigid process reserved for a select group of people; through participation in the Field Trip Explainer community of practice, participants developed an understanding of science learning as accessible and a part of everyday life. The findings of this case study have implications for research, theory, and practice in informal adult science learning, access of non-dominant groups to science learning, and adult workplace learning in communities of practice.

Flow in Rotating Serpentine Coolant Passages With Skewed Trip Strips

NASA Technical Reports Server (NTRS)

Tse, David G.N.; Steuber, Gary

1996-01-01

Laser velocimetry was utilized to map the velocity field in serpentine turbine blade cooling passages with skewed trip strips. The measurements were obtained at Reynolds and Rotation numbers of 25,000 and 0.24 to assess the influence of trips, passage curvature and Coriolis force on the flow field. The interaction of the secondary flows induced by skewed trips with the passage rotation produces a swirling vortex and a corner recirculation zone. With trips skewed at +45 deg, the secondary flows remain unaltered as the cross-flow proceeds from the passage to the turn. However, the flow characteristics at these locations differ when trips are skewed at -45 deg. Changes in the flow structure are expected to augment heat transfer, in agreement with the heat transfer measurements of Johnson, et al. The present results show that trips are skewed at -45 deg in the outward flow passage and trips are skewed at +45 deg in the inward flow passage maximize heat transfer. Details of the present measurements were related to the heat transfer measurements of Johnson, et al. to relate fluid flow and heat transfer measurements.

Using Mobile Devices to Connect Teachers and Museum Educators

NASA Astrophysics Data System (ADS)

Delen, Ibrahim; Krajcik, Joseph

2017-06-01

The use of mobile devices is increasing rapidly as a potential tool for science teaching. In this study, five educators (three middle school teachers and two museum educators) used a mobile application that supported the development of a driving question. Previous studies have noted that teachers make little effort to connect learning experiences between classrooms and museums, and few studies have focused on creating connections between teachers and museum educators. In this study, teachers and museum educators created an investigation together by designing a driving question in conjunction with the research group before field trips. During field trips, students collected their own data using iPods or iPads to take pictures or record videos of the exhibits. When students returned to the school, they used the museum data with their peers as they tried to answer the driving question. After completing the field trips, five educators were interviewed to investigate their experiences with designing driving questions and using mobile devices. Besides supporting students in data collection during the field trip, using mobile devices helped teachers to get the museum back to the classroom. Designing the driving question supported museum educators and teachers to plan the field trip collaboratively.

A description of a staff development program: Preparing the elementary school classroom teacher to lead environmental field trips and to use an integrated subject approach to environmental education

NASA Astrophysics Data System (ADS)

Egana, John Joseph

This study of the Field Trip Specialist Program (FTS) described how a professional development plan fostered change in the traditional roles of third and fourth grade teachers. Teachers that volunteered were prepared to become interpretive guides for their class on environmental field trips, integrate their basic subject areas lessons into an environmental science context, and develop their self-perception as professional educators. This qualitative study made use of quantitative data and drew on information collected over four years from surveys, interviews, classroom observations, field trip and workshop observations, focus groups, journals and assessments performed in Florida. The FTS Program attracted teachers who thought it was important for all students to understand environmental issues, and these teachers believed in integrated instruction. These beliefs were inconsistent with many aspects of school culture. FTS invited the participation of these teachers and encouraged them to take control of the program by serving as instructors and program developers. Teachers described themselves as prepared to deliver the FTS Program with a high level of motivation and relevance. They also credited the program as beneficial in preparation for the Florida Comprehensive Assessment Tests (FCAT). Teachers reported that their responsibility as field trip leaders was the primary factor motivating them to provide conscientious presentation of pre- and post-field trip lessons and thorough integration of environmental topics in basic subject area instruction. Despite the impact of the field trip leadership factor, I could not find another program in the State of Florida that required teachers to lead their own field trips. Other influential factors specific to this program were: Voluntary participation, on-site field instruction, peer instructors and program developers, high quality and task specific materials, and pre- and post-assessments for students. Factors were identified in the FTS staff development plan that could be generalized to all staff development programs. I applied the "stages of concern" from the "Concerns Based Adoption Model"(CBAM) and found FTS to be a participantcentered plan. In addition FTS set demonstrable goals that were understood and desirable for all participants. Finally FTS offered teachers opportunities to adopt leadership roles in their own staff development program.

SedWorks: A 3-D visualisation software package to help students link surface processes with depositional product

NASA Astrophysics Data System (ADS)

Jones, M. A.; Edwards, A.; Boulton, P.

2010-12-01

Helping students to develop a cognitive and intuitive feel for the different temporal and spatial scales of processes through which the rock record is assembled is a primary goal of geoscience teaching. SedWorks is a 3-D virtual geoscience world that integrates both quantitative modelling and field-based studies into one interactive package. The program aims to help students acquire scientific content, cultivate critical thinking skills, and hone their problem solving ability, while also providing them with the opportunity to practice the activities undertaken by professional earth scientists. SedWorks is built upon a game development platform used for constructing interactive 3-D applications. Initially the software has been developed for teaching the sedimentology component of a Geoscience degree and consists of a series of continents or land masses each possessing sedimentary environments which the students visit on virtual field trips. The students are able to interact with the software to collect virtual field data from both the modern environment and the stratigraphic record, and to formulate hypotheses based on their observations which they can test through virtual physical experimentation within the program. The program is modular in design in order to enhance its adaptability and to allow scientific content to be updated so that the knowledge and skills acquired are at the cutting edge. We will present an example module in which students undertake a virtual field study of a 2-km long stretch of a river to observe how sediment is transported and deposited. On entering the field area students are able to observe different bedforms in different parts of the river as they move up- and down-stream, as well as in and out of the river. As they explore, students discover ‘hot spots’ at which particular tools become available to them. This includes tools for measuring the physical parameters of the flow and sediment bed (e.g. velocity, depth, grain size, bed slope), a zoom-in/zoom-out function (to increase or decrease the resolution of the observations, e.g. zoom-in to observe the motion of individual grains on the bed) and a sectioning tool (to allow students to cut a cross-section through a bedform to observe the sedimentary structure being created). Students are encouraged to make notes of their observations in a field notebook, as they would in the real world. Based on their observations, students form hypotheses about the relationship between the physical attributes of the flow and the way in which sediment is transported, bedforms produced and sedimentary structures created. They are able to test these hypotheses using a virtual flume in an experimental field station, conveniently located within the field area. Concepts investigated by the students during the virtual field study include controls on bedload sediment transport, bedform phase diagrams, flow structure within channels (and its effect on sediment erosion and deposition), fluvial facies models and controls on facies architecture, and landscape evolution over different temporal and spatial scales.

Field Trip.

ERIC Educational Resources Information Center

Sanders, Bill

1993-01-01

Reports the results of a field trip to measure the intensity of electromagnetic fields generated by electronic devices in the home, in cars, at work, outside, and in places people visit during the day. Found that a person gets more intense exposure while working at a computer than by living next to an electrical substation. (MDH)

The Educational Value of Field Trips

ERIC Educational Resources Information Center

Greene, Jay P.; Kisida, Brian; Bowen, Daniel H.

2014-01-01

The school field trip has a long history in American public education. For decades, students have piled into yellow buses to visit a variety of cultural institutions, including art, natural history, and science museums, as well as theaters, zoos, and historical sites. Schools gladly endured the expense and disruption of providing field trips…

Teaching Historical Geography in the Field

ERIC Educational Resources Information Center

Keighren, Innes M.

2013-01-01

This paper examines the pedagogical and practical challenges associated with teaching historical geography, and archival research specifically, in the context of the undergraduate field trip. In so doing, it draws upon students' own reflections on the experience of conducting archival research during a field trip to New York City and presents the…

Exploring the Benefits of Field Trips in a Food Geography Course

ERIC Educational Resources Information Center

Barton, Karen

2017-01-01

University students often cite field experiences as some of their most important and memorable. Yet research shows that field trips are on the decline in many colleges and universities; this shift may impact geography courses that are traditionally field based. Often cited is the problem of instructor time, increased enrollment, and concerns over…

A forest bathing trip increases human natural killer activity and expression of anti-cancer proteins in female subjects.

PubMed

Li, Q; Morimoto, K; Kobayashi, M; Inagaki, H; Katsumata, M; Hirata, Y; Hirata, K; Shimizu, T; Li, Y J; Wakayama, Y; Kawada, T; Ohira, T; Takayama, N; Kagawa, T; Miyazaki, Y

2008-01-01

We previously reported that forest bathing trips enhanced human NK activity, number of NK cells, and intracellular anti-cancer proteins in lymphocytes, and that the increased NK activity lasted for more than 7 days after the trip in male subjects. In the present study, we investigated the effect of forest bathing trip on human NK activity in female subjects. Thirteen healthy nurses, age 25-43 years, professional career 4-18 years, were selected with informed consent. The subjects experienced a three-day/two-night trip to forest fields. On day 1, the subjects walked for two hours in the afternoon in a forest field; on day 2, they walked for two hours each in the morning and afternoon in two different forest fields; and on day 3, the subjects finished the trip and returned to Tokyo after drawing blood and completing a questionnaire. Blood and urine were sampled on the second and third days during the trip, and on days 7 and 30 after the trip. NK activity, numbers of NK and T cells, and granulysin, perforin, and granzymes A/B-expressing lymphocytes in the blood samples, the concentrations of estradiol and progesterone in serum, and the concentrations of adrenaline and noradrenaline in urine were measured. Similar control measurements were made before the trip on a normal working day. The concentrations of phytoncides in the forests were measured. The forest bathing trip significantly increased NK activity and the numbers of NK, perforin, granulysin, and granzymes A/B-expressing cells and significantly decreased the percentage of T cells, and the concentrations of adrenaline and noradrenaline in urine. The increased NK activity lasted for more than 7 days after the trip. Phytoncides, such as alpha-pinene and beta-pinene were detected in forest air. These findings indicate that a forest bathing trip also increased NK activity, number of NK cells, and levels of intracellular anti-cancer proteins in female subjects, and that this effect lasted at least 7 days after the trip. Phytoncides released from trees and decreased stress hormone levels may partially contribute to the increased NK activity.

Methodology of mixed load customized bus lines and adjustment based on time windows

PubMed Central

Song, Rui

2018-01-01

Custom bus routes need to be optimized to meet the needs of a customized bus for personalized trips of different passengers. This paper introduced a customized bus routing problem in which trips for each depot are given, and each bus stop has a fixed time window within which trips should be completed. Treating a trip as a virtual stop was the first consideration in solving the school bus routing problem (SBRP). Then, the mixed load custom bus routing model was established with a time window that satisfies its requirement and the result were solved by Cplex software. Finally, a simple network diagram with three depots, four pickup stops, and five delivery stops was structured to verify the correctness of the model, and based on the actual example, the result is that all the buses ran 124.42 kilometers, the sum of kilometers was 10.35 kilometers less than before. The paths and departure times of the different busses that were provided by the model were evaluated to meet the needs of the given conditions, thus providing valuable information for actual work. PMID:29320505

The impact of curiosity on learning during a school field trip to the zoo

NASA Astrophysics Data System (ADS)

Carlin, Kerry Ann

1999-11-01

This study was designed to examine (a) differences in cognitive learning as a result of a zoo field trip, (b) if the trip to the zoo had an impact on epistemic curiosity, (c) the role epistemic curiosity plays in learning, (d) the effect of gender, race, prior knowledge and prior visitation to the zoo on learning and epistemic curiosity, (e) participants' affect for the zoo animals, and (f) if prior visitation to the zoo contributes to prior knowledge. Ninety-six fourth and fifth grade children completed curiosity, cognitive, and affective written tests before and after a field trip to the Lowery Park Zoo in Tampa, Florida. The data showed that students were very curious about zoo animals. Dependent T-tests indicated no significant difference between pretest and posttest curiosity levels. The trip did not influence participants' curiosity levels. Multiple regression analysis was used to determine the relationship between the dependent variable, curiosity, and the independent variables, gender, race, prior knowledge, and prior visitation. No significant differences were found. Dependent T-tests indicated no significant difference between pretest and posttest cognitive scores. The field trip to the zoo did not cause an increase in participants' knowledge. However, participants did learn on the trip. After the field trip, participants identified more animals displayed by the zoo than they did before. Also, more animals were identified by species and genus names after the trip than before. These differences were significant (alpha = .05). Multiple regression analysis was used to determine the relationship between the dependent variable, posttest cognitive performance, and the independent variables, curiosity, gender, race, prior knowledge, and prior visitation. A significant difference was found for prior knowledge (alpha = .05). No significant differences were found for the other independent variables. Chi-square tests of significance indicated significant differences (alpha = .05) in preferences for types of animals and preference for animals by gender. Significant differences (alpha = .05) were also found between the reasons why animals were preferred. Differences occurred between animals that were liked and disliked, between genders, and between the pretest and the posttest.

Publications - GMC 211 | Alaska Division of Geological & Geophysical

Science.gov Websites

Arctic Margins 29 August - 1 September 1992 field trip about geology of the Brooks Range along the Dalton August - 1 September 1992 field trip about geology of the Brooks Range along the Dalton Highway samples

Teaching Classic Literature with Comic Books and Virtual Lit Trips

ERIC Educational Resources Information Center

Sardone, Nancy B.

2012-01-01

This article describes the assignments the author created to engage preservice teachers in designing instructional materials that befit today's students to help them overcome hurdles sometimes present when learning classic literature. Secondary and middle school English teachers may find these assignments useful as well so their students, too,…

Telerobotic surgery: applications on human patients and training with virtual reality.

PubMed

Rovetta, A; Bejczy, A K; Sala, R

1997-01-01

This paper deals with the developed researches and applications on telerobotic surgery, devoted to human patients and with training by virtual reality. The researches have been developed in cooperation between Telerobotics Laboratory, Department of Mechanics, Politecnico di Milano, Italy, and Automation and Control Section, Jet Propulsion Laboratory, Pasadena, USA. The researches carried to a telesurgery robotic operation on a dummy on 7th July 1993, by means of satellites communications, to a prostatic biopsy on a human patient on 1st September 1995 with optical fibers, to results on time delay effects, to results on virtual reality applications for training on laparoscopy and surgery. The search implied time delay when the control input originated in Politecnico di Milano, Italy. The results were satisfactory, but also pointed out the need for specific new control transformations to ease the operator's or surgeon's visual/mental workload for hand-eye coordination. In the same research, dummy force commands from JPL to Milan were sent, and were echoed immediately back to JPL, measuring the round-trip time of the command signal. This, to some degree, simulates a contact force feedback situation. The results were very surprising; despite the fact that the ISDN calls are closed and "private" calls, the round-trip time exhibited great variations not only between calls but also within the same call. The results proved that telerobotics and telecontrol may be applied to surgery. Time latency variations are caused by features of communication network, of sending and receiving end computer software. The problem and its solution is also an architectural issue, and considerable improvements are possible. Virtual reality in the application of the research is a strong support to training on virtual objects and not on living beings.

So You Want To Take a Field Trip.

ERIC Educational Resources Information Center

Zielinski, Edward J.

Field trips allow students unique access to resources not available in the classroom. Field experiences enhance students' understanding, are a factor in retention, can be motivational, and are essential for the acquisition of basic science skills. Students learn, in a meaningful way, the procedures of setting goals, observing and recording data,…

National Heart, Lung, and Blood Institute National Asthma Education and Prevention Program

MedlinePlus

... fully in exercise and other physical activity, including physical education, sports, recess, and field trips? If a school ... range of exercise and other physical activity, including physical education, sports, recess, and field trips? Are students’ quick- ...

Take a Field Trip Close to Home.

ERIC Educational Resources Information Center

Wood, Jacalyn K.

1986-01-01

Describes a simple field trip taken by fourth-grade students to a local park. Aided by volunteers, students go through four learning stations dealing with rock studies, tree identification, following directions (mapping), and observation skills. Presite and postsite activities are discussed. (TW)

Astronaut Neil Armstrong - Rock Sample Study - Geological Field Trip - TX

NASA Image and Video Library

1969-03-03

S69-25198 (25 Feb. 1969) --- Astronaut Neil A. Armstrong, commander of the Apollo 11 prime crew, studies rock sample during a geological field trip to the Quitman Mountains area near the Fort Quitman ruins in far west Texas.

Geology and coastal hazards in the northern Monterey Bay, California: field trip guidebook, November 4, 2000

USGS Publications Warehouse

Hapke, Cheryl

2000-01-01

The purpose of this field trip is to explore the relationships between local geology, coastal hazards, and human influences in the northern Monterey Bay, which is a tectonically active high wave energy coastal environment. Seacliffs, shore platforms, pocket beaches and a headland/embayment morphology characterize this rocky coastline. Many studies of the onshore and offshore geology and geophysics, the local wave climate, and the effects of large storm events and earthquakes on the coastline have been conducted in this region (see Related Reading section). This field trip summarizes many of the findings of these research investigations, and also considers the relationship between the rates and styles of seacliff erosion and the variations in the local geology. The field trip stops allow the participant to examine seacliff sites of different geological lithologies, geographic orientations, and varying protection from wave attack, and consider how these variables affect not only the rate or magnitude of seacliff retreat but also the styles of retreat. In general the two primary forcing factors in the retreat of seacliffs are marine and terrestrial processes. At the various field trip stops, the relative importance of these processes in shaping the coastline at that particular location will be explored. Where beaches have developed, whether naturally or by emplacement of man-made structures, field trip stops are designed to look at the occurrence of the beaches (why they exist where they do) and to understand the response of the beaches to large storm events. Finally, this trip focuses on the various coastline protection structures that have been built in the area, and their effectiveness in protecting development on the beaches or at the tops of the seacliffs. The first stop of the trip is the Long Marine Lab facility where the seacliffs are composed of the most resistant geological unit in the area, the Miocene Santa Cruz Mudstone. This stop also includes discussion of some of the interesting geological features associated with this part of the Bay, including the arches at Natural Bridges State Beach. The field trip stops are progressively east and south, moving into the inner Monterey Bay, as well as into the less resistant lithologies of the late Miocene to Pliocene Purisima Formation, and finally the Pleistocene Aromas Sand. The route will follow the coast wherever possible so participants can get a full perspective of the northern Monterey Bay coastline, even where stops have not been planned.

The Search for Braddock's Caldera-Guidebook for Colorado Scientific Society Fall 2008 Field Trip, Never Summer Mountains, Colorado

USGS Publications Warehouse

Cole, James C.; Larson, Ed; Farmer, Lang; Kellogg, Karl S.

2008-01-01

The report contains the illustrated guidebook that was used for the fall field trip of the Colorado Scientific Society on September 6-7, 2008. It summarizes new information about the Tertiary geologic history of the northern Front Range and the Never Summer Mountains, particularly the late Oligocene volcanic and intrusive rocks designated the Braddock Peak complex. Minor modifications were made in response to technical reviews by D.J. Lidke and C.A. Ruleman (U.S. Geological Survey) regarding clarity and consistency, and text editing by M.A. Kidd. However, the text remains essentially similar to the guidebook that was circulated to the participants on the Colorado Scientific Society 2008 field trip. Several notes were added following the trip (as indicated) to address developments since the guidebook was written.

Ambient clumsiness in virtual environments

NASA Astrophysics Data System (ADS)

Ruzanka, Silvia; Behar, Katherine

2010-01-01

A fundamental pursuit of Virtual Reality is the experience of a seamless connection between the user's body and actions within the simulation. Virtual worlds often mediate the relationship between the physical and virtual body through creating an idealized representation of the self in an idealized space. This paper argues that the very ubiquity of the medium of virtual environments, such as the massively popular Second Life, has now made them mundane, and that idealized representations are no longer appropriate. In our artwork we introduce the attribute of clumsiness to Second Life by creating and distributing scripts that cause users' avatars to exhibit unpredictable stumbling, tripping, and momentary poor coordination, thus subtly and unexpectedly intervening with, rather than amplifying, a user's intent. These behaviors are publicly distributed, and manifest only occasionally - rather than intentional, conscious actions, they are involuntary and ambient. We suggest that the physical human body is itself an imperfect interface, and that the continued blurring of distinctions between the physical body and virtual representations calls for the introduction of these mundane, clumsy elements.

a Virtual Trip to the Schwarzschild-De Sitter Black Hole

NASA Astrophysics Data System (ADS)

Bakala, Pavel; Hledík, Stanislav; Stuchlík, Zdenĕk; Truparová, Kamila; Čermák, Petr

2008-09-01

We developed realistic fully general relativistic computer code for simulation of optical projection in a strong, spherically symmetric gravitational field. Standard theoretical analysis of optical projection for an observer in the vicinity of a Schwarzschild black hole is extended to black hole spacetimes with a repulsive cosmological constant, i.e, Schwarzschild-de Sitter (SdS) spacetimes. Influence of the cosmological constant is investigated for static observers and observers radially free-falling from static radius. Simulation includes effects of gravitational lensing, multiple images, Doppler and gravitational frequency shift, as well as the amplification of intensity. The code generates images of static observers sky and a movie simulations for radially free-falling observers. Techniques of parallel programming are applied to get high performance and fast run of the simulation code.

The Use of Information Technology To Enhance Learning in Geological Field Trips.

ERIC Educational Resources Information Center

Hesthammer, Jonny; Fossen, Haakon; Sautter, Michael; Saether, Bjorn; Johansen, Stale Emile

2002-01-01

Reports on the testing of two approaches to enhance learning in geological field trips through the use of technology. One approach used an advanced flight simulator and the other used digital cameras and computers. (Contains 18 references.) (DDR)

SafeTrip-21 : Federal ITS field tests to transform the traveler experience.

DOT National Transportation Integrated Search

2011-06-30

SafeTrip-21 popularized transportation technology by making traffic and transit data available to the public via websites, smartphone apps, and other electronic media. Federal ITS field tests were carried out between November 2008 and November 2010 i...

Factors That Influence Student's Satisfaction in an Environmental Field Day Experience

ERIC Educational Resources Information Center

Wang, Hui-Hui; Carlson, Stephan P.

2011-01-01

A field trip is a common strategy used by educators to bring out-of-school learning experience into schools. Many research studies suggest a field trip will not only bring an individual close to the real-world, but may also increase an individual's environmental knowledge and responsible behaviors. Program evaluations usually focus on the…

Chemistry in Action: How to Plan a Visit to the Chemical Industry.

ERIC Educational Resources Information Center

Nae, Hemi; And Others

1982-01-01

Presents guidelines for field trips to chemical industries. Includes examples of objectives, administrative aspects (time off from school, contact persons, transportation, pre/post-trip discussions, and guides at the industrial facility). Includes an evaluation of trips taken to industrial plants in Israel. (JN)

Field Trips and the Law.

ERIC Educational Resources Information Center

Troy, Thomas D.; Schwaab, Karl E.

1981-01-01

Legal aspects of field trips are addressed, with special attention on planning and implementation aspects which warrant legal consideration. Suggestions are based on information obtained from studies which reviewed and analyzed court cases, with recommendations geared to lessen the likelihood that negligence suits will result if students sustain…

Visiting a forest, but not a city, increases human natural killer activity and expression of anti-cancer proteins.

PubMed

Li, Q; Morimoto, K; Kobayashi, M; Inagaki, H; Katsumata, M; Hirata, Y; Hirata, K; Suzuki, H; Li, Y J; Wakayama, Y; Kawada, T; Park, B J; Ohira, T; Matsui, N; Kagawa, T; Miyazaki, Y; Krensky, A M

2008-01-01

We previously reported that a forest bathing trip enhanced human NK activity, number of NK cells, and intracellular anti-cancer proteins in lymphocytes. In the present study, we investigated how long the increased NK activity lasts and compared the effect of a forest bathing trip on NK activity with a trip to places in a city without forests. Twelve healthy male subjects, age 35-56 years, were selected with informed consent. The subjects experienced a three-day/two-night trip to forest fields and to a city, in which activity levels during both trips were matched. On day 1, subjects walked for two hours in the afternoon in a forest field; and on day 2, they walked for two hours in the morning and afternoon, respectively, in two different forest fields; and on day 3, the subjects finished the trip and returned to Tokyo after drawing blood samples and completing the questionnaire. Blood and urine were sampled on the second and third days during the trips, and on days 7 and 30 after the trip, and NK activity, numbers of NK and T cells, and granulysin, perforin, and granzymes A/B-expressing lymphocytes in the blood samples, and the concentration of adrenaline in urine were measured. Similar measurements were made before the trips on a normal working day as the control. Phytoncide concentrations in forest and city air were measured. The forest bathing trip significantly increased NK activity and the numbers of NK, perforin, granulysin, and granzyme A/B-expressing cells and significantly decreased the concentration of adrenaline in urine. The increased NK activity lasted for more than 7 days after the trip. In contrast, a city tourist visit did not increase NK activity, numbers of NK cells, nor the expression of selected intracellular anti-cancer proteins, and did not decrease the concentration of adrenaline in urine. Phytoncides, such as alpha-pinene and beta-pinene were detected in forest air, but almost not in city air. These findings indicate that a forest bathing trip increased NK activity, number of NK cells, and levels of intracellular anti-cancer proteins, and that this effect lasted at least 7 days after the trip. Phytoncides released from trees and decreased stress hormone may partially contribute to the increased NK activity.

Overview for geologic field-trip guides to Mount Mazama, Crater Lake Caldera, and Newberry Volcano, Oregon

USGS Publications Warehouse

Bacon, Charles R.; Donnelly-Nolan, Julie M.; Jensen, Robert A.; Wright, Heather M.

2017-08-16

These field-trip guides were written for the occasion of the International Association of Volcanology and Chemistry of the Earth’s Interior (IAVCEI) quadrennial scientific assembly in Portland, Oregon, in August 2017. The guide to Mount Mazama and Crater Lake caldera is an updated and expanded version of the guide (Bacon, 1989) for part of an earlier IAVCEI trip to the southern Cascade Range. The guide to Newberry Volcano describes the stops included in the 2017 field trip. Crater Lake and Newberry are the two best-preserved and most recent calderas in the Cascades Volcanic Arc. Although located in different settings in the arc, with Crater Lake on the arc axis and Newberry in the rear-arc, both volcanoes are located at the intersection of the arc and the northwest corner region of the extensional Basin and Range Province.

Mobile Collector for Field Trips

ERIC Educational Resources Information Center

Kravcik, Milos; Kaibel, Andreas; Specht, Marcus; Terrenghi, Lucia

2004-01-01

Current e-Learning is based on learning management systems that provide certain standard services--course authoring and delivery, tutoring, administration and collaboration facilities. Rapid development of mobile technologies opens a new area of m-Learning to enhance the current educational opportunities. Field trips are a relevant part of the…

Learning from Live Theater

ERIC Educational Resources Information Center

Greene, Jay P.; Hitt, Collin; Kraybill, Anne; Bogulski, Cari A.

2015-01-01

Culturally enriching field trips matter. They produce significant benefits for students on a variety of educational outcomes that schools and communities care about. This experiment on the effects of field trips to see live theater demonstrates that seeing plays is an effective way to teach academic content; increases student tolerance by…

Workshop on the Martian Northern Plains: Sedimentological, periglacial, and paleoclimatic evolution

NASA Technical Reports Server (NTRS)

Kargel, J. S. (Editor); Parker, T. J. (Editor); Moore, J. M. (Editor)

1993-01-01

The penultimate meeting in the Mars Surface and Atmosphere Through Time (MSATT) series of workshops was held on the campus of the University of Alaska in Fairbanks, Alaska, 12-13 Aug. 1993. This meeting, entitled 'The Martian Northern Plains: Sedimentological, Periglacial, and Paleoclimatic Evolution,' hosted by the Geophysical Institute at the University of Alaska, was designed to help foster an exchange of ideas among researchers of the Mars science community and the terrestrial glacial and periglacial science community. The technical sessions of the workshop were complemented by field trips to the Alaska Range and to the Fairbanks area and a low-altitude chartered overflight to the Arctic Costal Plain, so that, including these trips, the meeting lasted from 9-14 Aug. 1993. The meeting, field trips, and overflight were organized and partially funded by the Lunar and Planetary Institute and the MSATT Study Group. The major share of logistical support was provided by the Publications and Program Services Department of the Lunar and Planetary Institute. The workshop site was selected to allow easy access to field exposures of active glaciers and glacial and periglacial landforms. In all, 25 scientists attended the workshop, 24 scientists (plus 4 guests and the meeting coordinator) participated in the field trips, and 18 took part in the overflight. This meeting reaffirmed the value of expertly led geologic field trips conducted in association with topical workshops.

Tuning the Field Trip: Audio-Guided Tours as a Replacement for 1-Day Excursions in Human Geography

ERIC Educational Resources Information Center

Wissmann, Torsten

2013-01-01

Educators are experiencing difficulties with 1-day field trips in human geography. Instead of teaching students how to apply theory in the field and learn to "sense" geography in everyday life, many excursions have degraded into tourist-like events where lecturers try to motivate rather passive students against a noisy urban backdrop.…

Educating the Public about Meteorites and Impacts through Virtual Field Trips and Classroom Experience Boxes

NASA Astrophysics Data System (ADS)

Ashcraft, Teresa; Hines, R.; Minitti, M.; Taylor, W.; Morris, M. A.; Wadhwa, M.

2014-01-01

With specimens representing over 2,000 individual meteorites, the Center for Meteorite Studies (CMS) at Arizona State University (ASU) is home to the world's largest university-based meteorite collection. As part of our mission to provide educational opportunities that expand awareness and understanding of the science of meteoritics, CMS continues to develop new ways to engage the public in meteorite and space science, including the opening of a new Meteorite Gallery, and expansion of online resources through upgrades to the CMS website, meteorites.asu.edu. In 2008, CMS was the recipient of a philanthropic grant to improve online education tools and develop loanable modules for educators. These modules focus on the origin of meteorites, and contain actual meteorite specimens, media resources, a user guide, and lesson plans, as well as a series of engaging activities that utilize hands-on materials geared to help students develop logical thinking, analytical skills, and proficiency in STEM disciplines. In 2010, in partnership with the ASU NASA Astrobiology Institute team, CMS obtained a NASA EPOESS grant to develop Virtual Field Trips (VFTs) complemented by loanable “Experience Boxes” containing lesson plans, media, and hands-on objects related to the VFT sites. One VFT-Box pair focuses on the record of the oldest multicellular organisms on Earth. The second VFT-Box pair focuses on the Upheaval Dome (UD) structure, a meteorite impact crater in Utah’s Canyonlands National Park. UD is widely accepted as the deeply eroded remnant of a ~5 kilometer impact crater (e.g. Kriens et al., 1999). The alternate hypothesis that the Dome was formed by the upwelling of salt from a deposit underlying the region (e.g. Jackson et al., 1998) makes UD an ideal site to learn not only about specific scientific principles present in the Next Generation Science Standards, but also the process of scientific inquiry. The VFTs are located on an interactive website dedicated to VFTs, vft.asu.edu. Starting in 2014, the accompanying Boxes will be housed with CMS and other educational partners for educators to borrow free of charge.

Enhancing Geologic Education in Grades 5-12: Creating Virtual Field Trips

NASA Astrophysics Data System (ADS)

Vitek, J. D.; Gamache, K. R.; Giardino, J. R.; Schroeder, C. E.

2011-12-01

New tools of technology enhance and facilitate the ability to bring the "field experience" into the classroom as part of the effort necessary to turn students onto the geosciences. The real key is high-speed computers and high-definition cameras with which to capture visual images. Still and movie data are easily obtained as are large and small-scale images from space, available through "Google Earth°". GPS information provides accurate location data to enhance mapping efforts. One no longer needs to rely on commercial ventures to show students any aspect of the "real" world. The virtual world is a viable replacement. The new cost-effective tools mean everyone can be a producer of information critical to understanding Earth. During the last four summers (2008-2011), Texas teachers have participated in G-Camp, an effort to instill geologic and geomorphic knowledge such that the information will make its way into classrooms. Teachers have acquired thousands of images and developed concepts that are being used to enhance their ability to promote geology in their classrooms. Texas will soon require four years of science at the high-school level, and we believe that geology or Earth science needs to be elevated to the required level of biology, chemistry and physics. Teachers need to be trained and methodology developed that is exciting to students. After all, everyone on Earth needs to be aware of the hazardous nature of geologic events not just to pass an exam, but for a lifetime. We use a video, which is a composite of our ventures, to show how data collected during these trips can be used in the classroom. . Social media, Facebook°, blogs, and email facilitate sharing information such that everyone can learn from each other about the best way to do things. New tools of technology are taking their place in every classroom to take advantage of the skills students bring to the learning environment. Besides many of these approaches are common to video gaming, and certainly, education cannot be too far behind.

Virginia Earth Science Collaborative: Developing Highly Qualified Teachers

NASA Astrophysics Data System (ADS)

Cothron, J.

2007-12-01

A collaborative of nine institutes of higher education and non-profits and seventy-one school divisions developed and implemented courses that will enable teachers to acquire an Add-On Earth Science endorsement and to improve their skills in teaching Earth Science. For the Earth Science Endorsement, the five courses and associated credits are Physical Geology (4), Geology of Virginia (4), Oceanography (4), Astronomy (3) and Meteorology (3). The courses include rigorous academic content, research-based instructional strategies, laboratory experiences, and intense field experiences. In addition, courses were offered on integrating new technologies into the earth sciences, developing virtual field trips, and teaching special education students. To date, 39 courses have been offered statewide, with over 560 teachers participating. Teachers showed increased conceptual understanding of earth science topics as measured by pre-post tests. Other outcomes include a project website, a collaborative of over 60 IHE and K-12 educators, pilot instruments, and a statewide committee focused on policy in the earth sciences.

Field Trips in College Biology and Ecology Courses: Revisiting Benefits and Drawbacks

ERIC Educational Resources Information Center

Lei, Simon A.

2010-01-01

Learning is best served when students are mentally and physically (actively participation) in the process. Most college and university instructors consist of lectures, discussions, instructional videos, computer simulations, online teaching, guest speakers, but also include active learning components of laboratories, greenhouses, and field trips.…

DoD Science and Engineering Apprenticeship Program for High School Students, 1996-󈨥 Activities

DTIC Science & Technology

1997-05-01

including lectures, laboratory demonstrations, scientific films, field trips and a formal course and a weekly discussion session on the history of science using...lectures, laboratory demonstrations, scientific films, field trips and a formal course and a weekly discussion session on the history of science using

Interpreting Urban Geology.

ERIC Educational Resources Information Center

Hannibal, Joseph Timothy; Schmidt, Mark Thomas

1991-01-01

Describes field trips to urban locations for geological instruction. The program was developed by the Cleveland Museum of Natural History. Authors claim these field trips have been an effective and enjoyable way of conveying a wide variety of geological information to participants at all levels and backgrounds and have created favorable publicity.…

Laws and Court Cases Related to Field Trips.

ERIC Educational Resources Information Center

DuVall, Charles R.; Krepel, Wayne J.

1978-01-01

Briefly discusses the results of a survey of the superintendent of public instruction, office of the attorney general, the education association, the school boards association, and the teacher union in each state to identify state laws and court cases on, and to solicit comments about, teacher responsibility on field trips. (IRT)

Self-Guided Field Trips for Students of Environments

ERIC Educational Resources Information Center

Moore, G.; Kerr, Roger; Hadgraft, Roger

2011-01-01

In many learning institutions around the world, there is a trend towards larger classes, more flexible learning pathways and reduced teaching resources. Experiential learning is often used in the form of site visits or field trips for students studying engineering, natural resource management, geography and similar disciplines. Providing…

The Field Trip Book: Study Travel Experiences in Social Studies

ERIC Educational Resources Information Center

Morris, Ronald V.

2010-01-01

Looking for social studies adventures to help students find connections to democratic citizenship? Look no further! This book provides just the answer teachers need for engaging students in field trips as researching learners with emphasis on interdisciplinary social studies plus skills in collecting and reporting data gathered from field…

Investigating the Impact of Field Trips on Teachers' Mathematical Problem Posing

ERIC Educational Resources Information Center

Courtney, Scott A.; Caniglia, Joanne; Singh, Rashmi

2014-01-01

This study examines the impact of field trip experiences on teachers' mathematical problem posing. Teachers from a large urban public school system in the Midwest participated in a professional development program that incorporated experiential learning with mathematical problem formulation experiences. During 2 weeks of summer 2011, 68 teachers…

Notes for Brazil sampling frame evaluation trip

NASA Technical Reports Server (NTRS)

Horvath, R. (Principal Investigator); Hicks, D. R. (Compiler)

1981-01-01

Field notes describing a trip conducted in Brazil are presented. This trip was conducted for the purpose of evaluating a sample frame developed using LANDSAT full frame images by the USDA Economic and Statistics Service for the eventual purpose of cropland production estimation with LANDSAT by the Foreign Commodity Production Forecasting Project of the AgRISTARS program. Six areas were analyzed on the basis of land use, crop land in corn and soybean, field size and soil type. The analysis indicated generally successful use of LANDSAT images for purposes of remote large area land use stratification.

Geologic field-trip guide to Medicine Lake Volcano, northern California, including Lava Beds National Monument

USGS Publications Warehouse

Donnelly-Nolan, Julie M.; Grove, Timothy L.

2017-08-17

Medicine Lake volcano is among the very best places in the United States to see and walk on a variety of well-exposed young lava flows that range in composition from basalt to rhyolite. This field-trip guide to the volcano and to Lava Beds National Monument, which occupies part of the north flank, directs visitors to a wide range of lava flow compositions and volcanic phenomena, many of them well exposed and Holocene in age. The writing of the guide was prompted by a field trip to the California Cascades Arc organized in conjunction with the International Association of Volcanology and Chemistry of the Earth’s Interior (IAVCEI) quadrennial meeting in Portland, Oregon, in August of 2017. This report is one of a group of three guides describing the three major volcanic centers of the southern Cascades Volcanic Arc. The guides describing the Mount Shasta and Lassen Volcanic Center parts of the trip share an introduction, written as an overview to the IAVCEI field trip. However, this guide to Medicine Lake volcano has descriptions of many more stops than are included in the 2017 field trip. The 23 stops described here feature a range of compositions and volcanic phenomena. Many other stops are possible and some have been previously described, but these 23 have been selected to highlight the variety of volcanic phenomena at this rear-arc center, the range of compositions, and for the practical reason that they are readily accessible. Open ground cracks, various vent features, tuffs, lava-tube caves, evidence for glaciation, and lava flows that contain inclusions and show visible evidence of compositional zonation are described and visited along the route.

Forests and Flowers. A Spring Activity Packet for Third Grade.

ERIC Educational Resources Information Center

Jackson Community Coll., MI. Dahlem Environmental Education Center.

This instructional packet is one of 14 school environmental education programs developed for use in the classroom and at the Dahlem Environmental Education Center (DEEC) of the Jackson Community College (Michigan). Provided in the packet are pre-trip activities, field trip activities, and post-trip activities which focus on plants and…

Signs of Fall. A Fall Activity Packet for Pre-School.

ERIC Educational Resources Information Center

Jackson Community Coll., MI. Dahlem Environmental Education Center.

This instructional packet is one of 14 school environmental education programs developed for use in the classroom and at the Dahlem Environmental Education Center (DEEC) of the Jackson Community College (Michigan). Provided in the packet are pre-trip activities, field trip activities, and post-trip activities which focus on the characteristics of…

8th Grade Canadian Trip.

ERIC Educational Resources Information Center

Jelinek, Gilbert; Schoenike, Paul

Ideas are offered for helping eighth-grade students incorporate an at-home field trip to Canada into a social studies unit. The teachers who developed the unit state that students can complete the 21-day imaginary trip in five hours of classroom time when appropriate materials are available and the classroom environment is conducive to working on…

Nature's Hitchhikers. A Fall Activity Packet for Second Grade.

ERIC Educational Resources Information Center

Jackson Community Coll., MI. Dahlem Environmental Education Center.

This instructional packet is one of 14 school environmental education programs developed for use in the classroom and at the Dahlem Environmental Education Center (DEEC) of the Jackson Community College (Michigan). Provided in the packet are pre-trip activities, field trip activities, and post-trip activities which focus on the characteristics of…

Energy Around Us. A Fall Activity Packet for Fourth Grade.

ERIC Educational Resources Information Center

Jackson Community Coll., MI. Dahlem Environmental Education Center.

This instructional packet is one of 14 school environmental education programs developed for use in the classroom and at the Dahlem Environmental Education Center (DEEC) of the Jackson Community College (Michigan). Provided in the packet are pre-trip activities, field trip activities, and post-trip activities which focus on energy uses, energy…

Michigan Natural History. A Spring Activity Packet for Fourth Grade.

ERIC Educational Resources Information Center

Jackson Community Coll., MI. Dahlem Environmental Education Center.

This instructional packet is one of 14 school environmental education programs developed for use in the classroom and at the Dahlem Environmental Education Center (DEEC) of the Jackson Community College (Michigan). Provided in the packet are pre-trip activities, field trip activities, and post-trip activities which focus on the natural history of…

Reading the Rocks. A Fall Activity Packet for Fifth Grade.

ERIC Educational Resources Information Center

Jackson Community Coll., MI. Dahlem Environmental Education Center.

This instructional packet is one of 14 school environmental education programs developed for use in the classroom and at the Dahlem Environmental Education Center (DEEC) of the Jackson Community College (Michigan). Provided in the packet are pre-trip activities, field trip activities, and post-trip activities which focus on various geological…

Spring Birds. A Spring Activity Packet for First Grade.

ERIC Educational Resources Information Center

Jackson Community Coll., MI. Dahlem Environmental Education Center.

This instructional packet is one of 14 school environmental education programs developed for use in the classroom and at the Dahlem Environmental Education Center (DEEC) of the Jackson Community College (Michigan). Provided in the packet are pre-trip activities, field trip activities, and post-trip activities which focus on the characteristics of…

Animal Homes and Habitats. A Fall Activity Packet for Third Grade.

ERIC Educational Resources Information Center

Jackson Community Coll., MI. Dahlem Environmental Education Center.

This instructional packet is one of 14 school environmental education programs developed for use in the classroom and at the Dahlem Environmental Education Center (DEEC) of the Jackson Community College (Michigan). Provided in the packet are pre-trip activities, field trip activities, and post-trip activities which focus on animal populations and…

New Initiatives for a Successful Diversity Program at the University of New Orleans

NASA Astrophysics Data System (ADS)

Serpa, L.; Hall, F.

2002-12-01

The Geoscience Program at the University of New Orleans has been actively working to increase diversity in the Geosciences since 1974 when Dr. Louis Fernandez (now at Cal State San Bernardino) initiated a summer field trip for local minority high school juniors and seniors. That early effort was funded with a grant from the National Science Foundation. After the NSF support ended, the department and local Petroleum companies maintained the program continuously to the present. The summer field trip has been a major source of minority geoscientists nationally and our minority enrollment has grown rapidly during the past approximately 5 years primarily as a result of significant additional scholarship support from industry. Based on our preliminary success, we decided to make a major effort to expand our program beyond the basic field trip and scholarships. In particular, with a grant from the National Science Foundation Geoscience Diversity program beginning this past year, we have 1) initiated a new summer field program for high school freshmen and sophomores that focus on our local environment, 2) created a summer field trip for K-12 science teachers, 3) developed a new program of independent research for our undergraduate students and 4) brought in our first two visiting professors. The new summer program involved 10 students in a 2-1/2 week series of classes, field trips and camping activities. In addition to studying the environment, students produced a movie about their experiences and a website. We anticipate a larger group of students in next year's program and that several of this past summer's participants will apply to go on our field trip for Juniors and Seniors when they are eligible. The first summer field trip for teachers focused on the area around the Teton Mountains and Yellowstone National park in Wyoming and Idaho. We devoted considerable time to learning basic geologic principles and collecting rock and fossil samples, outside of the national parks, for their classrooms. The teachers prepared material on our field trip stops and we videotaped their presentations at the outcrops for future use in the classroom. Seven undergraduate students conducted independent research as part of our new program. One participated in a REU project in Rhode Island and the other six conducted a variety of independent projects at UNO. Two of these projects have produced abstracts for national meetings and others are anticipated. Finally, we have supported two visiting faculty to provide role models and classes relevant to our minority students. It is too early to assess the full success of most of these new initiatives but the independent research has clearly given our students an improved attitude about themselves and what they want to do with their future.

A Topographic Field Trip of Washington, D.C. - A Cartographic Multimedia Application

USGS Publications Warehouse

,

1999-01-01

The U.S. Geological Survey (USGS) has produced ?A Topographic Field Trip of Washington, D.C.,' a multimedia CD-ROM that uses topographic maps to tour Washington, D.C. Although designed for the middle school grade level, it can also be used to teach introductory topographic map reading skills to any level. Two versions of ?A Topographic Field Trip of Washington, D.C.,? are available. The first version, for Macintosh? systems only, was developed and produced as a prototype with educational resources funds and is available free of charge. The second version, for dual platforms, Macintosh?, and Windows? systems, is a sales item. The dual platform version contains improvements in content and navigational capabilities.

Field Trips as Teaching Tools in the Law Curriculum

ERIC Educational Resources Information Center

Higgins, Noelle; Dewhurst, Elaine; Watkins, Los

2012-01-01

While field trips are often employed in primary and even second level education as a pedagogical tool, aimed at exposing students to real life experiences, such activities are not as popular at third level (Falk and Balling, 1982; Muse, Chiarelott and Davidman, 1982; Anderson and Zhang, 2003). However, such experiential learning techniques can be…

A Walk on the Wild Side: Field Trips for the Educational Administrator.

ERIC Educational Resources Information Center

Telfer, Ross

1980-01-01

Australia's public elementary and secondary education system lacks a variety of types of schools, so some educational administration students are sent on field trips to study other school and nonschool organizations. One university, for example, sends its students to a hospital, private schools and colleges, and retail stores. Before the field…

Beyond Book Learning: Cultivating the Pedagogy of Experience through Field Trips.

ERIC Educational Resources Information Center

Jakubowski, Lisa Marie

2003-01-01

A pedagogy of experience can be cultivated by using a critically responsive approach based on experience, critical thinking, reflection, and action. A service-learning field trip to Cuba illustrates how experiential learning can bring classroom and community together in a way that invites students to engage in meaningful, active forms of learning…

Evaluating the Learning Outcomes of An International Field Trip in Postgraduate Lighting Design Courses

ERIC Educational Resources Information Center

Isoardi, Gillian

2010-01-01

Lighting industry professionals work in an international marketplace and encounter a range of social, geographical and cultural challenges associated with this. Education in lighting should introduce students to aspects of these challenges. To achieve this, an international field trip was recently undertaken that sought to provide an authentic…

38 CFR 21.4270 - Measurement of courses.

Code of Federal Regulations, 2010 CFR

2010-07-01

... section, if theory and class instruction constitute more than 50 percent of the required hours in a trade... shops and the time involved in field trips and group instruction may be included in computing the clock... programs and the time involved in field trips and individual and group instruction may be included in...

Coral: A Hawaiian Resource. An Instructional Guidebook for Teachers.

ERIC Educational Resources Information Center

Fielding, Ann; Moniz, Barbara

Described are eight field trips to various sites on the Hawaiian island of Oahu. These experiences are designed to help teachers develop middle school students' awareness and understanding of Hawaii's natural resources, with particular emphasis upon coral. Each field trip unit contains a physical and biological description of the area and two to…

Parks, Trees, and Environmental Justice: Field Notes from Washington, DC

ERIC Educational Resources Information Center

Buckley, Geoffrey L.; Whitmer, Ali; Grove, J. Morgan

2013-01-01

Students enrolled in a graduate seminar benefited in multiple ways from an intensive 3-day field trip to Washington, DC. Constructed around the theme of environmental justice, the trip gave students a chance to learn about street tree distribution, park quality, and racial segregation "up close." Working with personnel from the United…

Widening Horizons: A Guide to Organizing Field Trips for Adult Students. Final Report.

ERIC Educational Resources Information Center

Lutheran Social Mission Society, Philadelphia, PA. Lutheran Settlement House.

Based on a successful program for women conducted by Lutheran Settlement House in Philadelphia, this guide outlines step-by-step procedures for conducting educational field trips for students in adult basic education programs. The guide offers suggestions for identification of cultural, historical, and social resources that would provide valuable…

200 Outdoor Science Activities, A Classroom Extension.

ERIC Educational Resources Information Center

Ontario Teachers' Federation, Toronto.

To encourage teachers to use the out-of-doors in their teaching, this booklet has been prepared by the Ontario Teachers' Federation. It reviews basic approaches to out-of-doors instruction, types of field trips, teacher training and sources of instructional assistance, pre-planning and follow-up for a field trip, and points to consider in…

On the Merits of "Unusual Field Trips."

ERIC Educational Resources Information Center

Howarth, Dean E.

1999-01-01

Describes the organization and completion of a scientific field trip for a group of high school physics students that was organized primarily around a study of the Manhattan Project. The group visited the Trinity site, Los Alamos, several museums, and the National Radio Astronomy Observatory Very Large Array. Contact information for the various…

Guidebook for Field Trips in Virginia.

ERIC Educational Resources Information Center

Exline, Joseph D., Ed.

Presented is geological information and site descriptions for teachers to use in planning and conducting earth science field trips in Virginia. Among the topics included are: (1) Geology, Soils and Land Use in Central Virginia; (2) Using Coastal Plain Stratigraphy Near Fredericksburg, Virginia as a Teaching Tool; and (3) The Culpepper Basin of the…

"Doing Gender" at "Body Worlds": Embodying Field Trips as Affective Educational Experience

ERIC Educational Resources Information Center

Davidson, Joyce; Huff, Leah; Bridgen, Jen; Carolan, Andrea; Chang, Ashley; Ennis, Katherine; Loynes, Kathryn; Miller, Jen

2009-01-01

This paper discusses the background, experience and outcomes of an explicitly feminist field trip to Gunther von Hagen's "Body Worlds 2: The Anatomical Exhibition of Real Human Bodies". The cultural landscape of this exhibition materialized gendered geographies very powerfully, facilitating observation and analysis of embodied and emotional,…

Summary of Simulated Field Trip Session

Treesearch

1992-01-01

The Simulated Field Trips offered resource managers an opportunity to "show" Symposium attendees their resource areas. The emphasis was on recreational activities in the wildland-urban interface and on management techniques for these areas. The six presentations were in the form of slide shows and videotapes. The session was moderated by Robert Laidlaw of the...

Using Student Competition Field Trips to Increase Teaching and Learning Effectiveness

ERIC Educational Resources Information Center

Galbraith, John M.

2012-01-01

Teaching and learning effectiveness may be enhanced in small-class settings where teachers can tailor materials and methods to individuals. Preparing students ahead of time for a week-long field trip to a new area that involves student-centered learning and a competition to promote student engagement should offer educational advantages. This…

Forest bathing enhances human natural killer activity and expression of anti-cancer proteins.

PubMed

Li, Q; Morimoto, K; Nakadai, A; Inagaki, H; Katsumata, M; Shimizu, T; Hirata, Y; Hirata, K; Suzuki, H; Miyazaki, Y; Kagawa, T; Koyama, Y; Ohira, T; Takayama, N; Krensky, A M; Kawada, T

2007-01-01

In order to explore the effect of forest bathing on human immune function, we investigated natural killer (NK) activity; the number of NK cells, and perforin, granzymes and granulysin-expression in peripheral blood lymphocytes (PBL) during a visit to forest fields. Twelve healthy male subjects, age 37-55 years, were selected with informed consent from three large companies in Tokyo, Japan. The subjects experienced a three-day/two-night trip in three different forest fields. On the first day, subjects walked for two hours in the afternoon in a forest field; and on the second day, they walked for two hours in the morning and afternoon, respectively, in two different forest fields. Blood was sampled on the second and third days, and NK activity; proportions of NK, T cells, granulysin, perforin, and granzymes A/B-expressing cells in PBL were measured. Similar measurements were made before the trip on a normal working day as the control. Almost all of the subjects (11/12) showed higher NK activity after the trip (about 50 percent increased) compared with before. There are significant differences both before and after the trip and between days 1 and 2 in NK activity. The forest bathing trip also significantly increased the numbers of NK, perforin, granulysin, and granzymes A/B-expressing cells. Taken together, these findings indicate that a forest bathing trip can increase NK activity, and that this effect at least partially mediated by increasing the number of NK cells and by the induction of intracellular anti-cancer proteins.

The good field trip: How elementary students from diverse socio-economic backgrounds learn science, art, and technology at a museum

NASA Astrophysics Data System (ADS)

Martell, Sandra Toro

The Good Field Trip is a study that uses an ethnographic approach to answer the question of what learning looks like during a field trip to a museum. The study uses the Contextual Model of Learning (Falk & Dierking, 2000) to investigate elementary students' personal, physical, and sociocultural contexts of learning as well as how time affects students' thoughts and feelings about the experience. The author accompanied a group of eight students on a three and a half day camp-like experience to a museum that promotes environmental stewardship and the integration of art, science, and technology use and learning. The author videotaped the students' conversations and experiences and interviewed students before, during, and after the trip. Analyses of the videotapes were supplemented with student documents, including comic books, journal notes, and reflective essays about the trip. Findings include that not all experiences are marked as science, art, and technology; technology use does not occur; art is presented in a more formalized manner than science, which is composed of observation and the acquisition of knowledge about plants and animals; and conversations and activities resemble traditional modes of learning in school settings.

Lesson Plan Prototype for International Space Station's Interactive Video Education Events

NASA Technical Reports Server (NTRS)

Zigon, Thomas

1999-01-01

The outreach and education components of the International Space Station Program are creating a number of materials, programs, and activities that educate and inform various groups as to the implementation and purposes of the International Space Station. One of the strategies for disseminating this information to K-12 students involves an electronic class room using state of the art video conferencing technology. K-12 classrooms are able to visit the JSC, via an electronic field trip. Students interact with outreach personnel as they are taken on a tour of ISS mockups. Currently these events can be generally characterized as: Being limited to a one shot events, providing only one opportunity for students to view the ISS mockups; Using a "one to many" mode of communications; Using a transmissive, lecture based method of presenting information; Having student interactions limited to Q&A during the live event; Making limited use of media; and Lacking any formal, performance based, demonstration of learning on the part of students. My project involved developing interactive lessons for K-12 students (specifically 7th grade) that will reflect a 2nd generation design for electronic field trips. The goal of this design will be to create electronic field trips that will: Conform to national education standards; More fully utilize existing information resources; Integrate media into field trip presentations; Make support media accessible to both presenters and students; Challenge students to actively participate in field trip related activities; and Provide students with opportunities to demonstrate learning

Overview for geologic field-trip guides to volcanoes of the Cascades Arc in northern California

USGS Publications Warehouse

Muffler, L. J. Patrick; Donnelly-Nolan, Julie M.; Grove, Timothy L.; Clynne, Michael A.; Christiansen, Robert L.; Calvert, Andrew T.; Ryan-Davis, Juliet

2017-08-15

The California Cascades field trip is a loop beginning and ending in Portland, Oregon. The route of day 1 goes eastward across the Cascades just south of Mount Hood, travels south along the east side of the Cascades for an overview of the central Oregon volcanoes (including Three Sisters and Newberry Volcano), and ends at Klamath Falls, Oregon. Day 2 and much of day 3 focus on Medicine Lake Volcano. The latter part of day 3 consists of a drive south across the Pit River into the Hat Creek Valley and then clockwise around Lassen Volcanic Center to the town of Chester, California. Day 4 goes from south to north across Lassen Volcanic Center, ending at Burney, California. Day 5 and the first part of day 6 follow a clockwise route around Mount Shasta. The trip returns to Portland on the latter part of day 6, west of the Cascades through the Klamath Mountains and the Willamette Valley. Each of the three sections of this guidebook addresses one of the major volcanic regions: Lassen Volcanic Center (a volcanic field that spans the volcanic arc), Mount Shasta (a fore-arc stratocone), and Medicine Lake Volcano (a rear-arc, shield-shaped edifice). Each section of the guide provides (1) an overview of the extensive field and laboratory studies, (2) an introduction to the literature, and (3) directions to the most important and accessible field localities. The field-trip sections contain far more stops than can possibly be visited in the actual 6-day 2017 IAVCEI excursion from Portland. We have included extra stops in order to provide a field-trip guide that will have lasting utility for those who may have more time or may want to emphasize one particular volcanic area.

Geology of the Right Stepover region between the Rodgers Creek, Healdsburg, and Maacama faults, northern San Francisco Bay region: a contribution to Northern California Geological Society Field Trip Guide, June 6-8, 2003

USGS Publications Warehouse

McLaughlin, Robert J.; Sarna-Wojcicki, Andrei

2003-01-01

This Open file report was written as part of a two-day field trip on June 7 and 8, 2003, conducted for the Northern California Geological Society. The first day of this field trip (June 7) was led by McLaughlin and Sarna-Wojcicki in the area of the right- step between the Rodgers Creek- Healdsburg fault zone and the Maacama fault. The second day of the trip (June 8), was led by David Wagner of the California Geological Survey and students having recently completed MS theses at San Jose State University (James Allen) and San Francisco State University (Carrie Randolph-Loar), as well as a student from San Francisco State University whose MS thesis was in progress in June 2003 (Eric Ford). The second day covered the Rodgers Creek fault zone and related faults of the Petaluma Valley area (the Tolay and Petaluma Valley fault zones).

Comparison of Two Alternate Methods for Tracking Toe Clearance

NASA Technical Reports Server (NTRS)

Miller, Christopher A.; Feiveson, Alan H.; Bloomberg, Jacob J.

2007-01-01

Analyses of toe clearance during the swing phase of locomotion has often been utilized in determining a subject s propensity to trip while either walking or stepping over an obstacle. In the literature, toe clearance has been studied using a marker on the superior aspect of the second toe (rtoe), a marker on the lateral aspect of the fifth metatarsal head (mth5), or a virtual marker positioned at the anterior tip of the toe (vtoe). The purpose of this study was to compute toe clearance and associated parameters using a fifth metatarsal marker and a virtual toe marker, and compare the results with those of the standard toe marker. Subjects walked on a motorized treadmill at five different speeds while performing a visual acuity task at two separate target distances (ten 60-second trials). The minimum vertical height (TCl) was determined for each stride, along with its point of occurence in the gait cycle, and the angles of the foot and ankle at that time. A regression analysis was performed on the vtoe and mth5 results versus rtoe individually. For all TCl parameters, the mth5 marker did not correlate well with rtoe; the vtoe marker showed better agreement. Most importantly, the mth5 marker predicted a later occurence of TCl than rtoe and vtoe - thereby missing the most dangerous point in swing phase for a trip. From this analysis, the vtoe marker proved to be a better analog to rtoe than mth5, especially for determining a subject s propensity to trip.

Communities. Community Study Unit, Grade 1. Teacher Edition, Field Trip Guide for Teachers, and Student Book.

ERIC Educational Resources Information Center

Lee County School District, Ft. Myers, FL. Dept. of Environmental Education and Instructional Development Services.

This unit is designed to help first grade students understand the broad concept of community. The students experience a variety of in-class and field trip activities that will expose them to communities. The students observe and compare both natural and human-designed communities. Learning activities include pantomimes, listening activities,…

Tribal lands provide forest management laboratory for mainstream university students

Treesearch

Serra J. Hoagland; Ronald Miller; Kristen M. Waring; Orlando Carroll

2017-01-01

Northern Arizona University (NAU) faculty and Bureau of Indian Affairs (BIA) foresters initiated a partnership to expose NAU School of Forestry (SoF) graduate students to tribal forest management practices by incorporating field trips to the 1.68-million acre Fort Apache Indian Reservation as part of their silviculture curriculum. Tribal field trips were contrasted and...

This Glorious Mud Pile (Rocky River Valley). Revised Edition.

ERIC Educational Resources Information Center

Cabbage, Mary Ellen

This student text focuses on the social and geological history of a river basin. In addition to background information, the text includes student worksheets for 12 field trip stops in Ohio's Rocky River Valley. Material is designed to support a full-day field trip during which students work in small groups. Also included are a geological…

Field Trip to the Moon. Educator's Guide. EG-2007-09-120-MSFC

ERIC Educational Resources Information Center

National Aeronautics and Space Administration (NASA), 2007

2007-01-01

The Field Trip to the Moon program uses an inquiry-based learning approach that fosters team building and introduces students to careers in science and engineering. The program components include a DVD and classroom investigations. The compelling DVD (not included here) provides essential information about Earth and the Moon. The hands-on…

The Role of Science Museum Field Trips in the Primary Teacher Preparation

ERIC Educational Resources Information Center

Morentin, Maite; Guisasola, Jenaro

2015-01-01

School visits and field trips to museums and science centres are considered a powerful learning resource given their recreational and educational potential, but visits need to be integrated into classroom programming to optimize learning. In this study, we have attempted to design and build bridges between what a school needs and what a museum can…

Examining the Effects of Field Trips on Science Identity

ERIC Educational Resources Information Center

Mills, Leila A.; Katzman, William

2015-01-01

The purpose of this work-in-progress study is to examine science identity of elementary school students in relation to participation in science. The questions asked in this initial analysis were: How will a field trip to a science research and learning center affect students' desires to learn and participate in science and does interviewing…

Designing Mobile Learning Environments to Support Teacher-Led Field Trips within Informal Learning Environments

ERIC Educational Resources Information Center

Hawkins, Donald S.

2016-01-01

Mobile devices have become increasingly more visible within classrooms and informal learning spaces. The purpose of this dissertation is to examine the impact of mobile learning (m-learning) tools to support student learning during teacher-led field trips. Specifically, the research questions for this study are: (a) What conditions affect student…

Geologic field-trip guide to the Lassen segment of the Cascades Arc, northern California

USGS Publications Warehouse

Clynne, Michael A.; Muffler, L. J. Patrick

2017-08-17

This field-trip guide provides an overview of Quaternary volcanism in and around Lassen Volcanic National Park, California, emphasizing the stratigraphy of the Lassen Volcanic Center. The guide is designed to be self-guided and to focus on geologic features and stratigraphy that can be seen easily from the road network.

Staff - Marwan A. Wartes | Alaska Division of Geological & Geophysical

Science.gov Websites

programs, offering expertise in sedimentary geology and tectonics. My background is primarily in outcrop : Archives of coupled structural and sedimentary processes (GSA/AAPG) FIELD TRIP LEADERSHIP 2017, Field trip China: Journal of Sedimentary Research, v. 75, no. 2, p. 268-279. Carroll, A.R., and Wartes, M.A., 2003

Swept Away: Exploring the Physics of Curling

ERIC Educational Resources Information Center

Esser, Liza

2011-01-01

Studying the Olympic sport of curling is a fun and engaging way to learn about the concepts of friction, forces, momentum, and Newton's laws. Each winter, the author takes her eighth-grade physical science class on a field trip to experience curling firsthand. This field trip has become a favorite of the eighth graders at Capitol Hill Day School…

Culture from the Outside in and the Inside out: Experiential Education and the Continuum of Theory, Practice, and Policy

ERIC Educational Resources Information Center

Rone, Tracy R.

2008-01-01

Increasingly, instructional pedagogies in learning contexts from classrooms to boardrooms are couched within experiential learning paradigms. The field trip is a teaching pedagogy that draws on experiential learning. The author aims to demonstrate how a field trip to Sea Islands, South Carolina, presents an opportunity for undergraduate…

Field Trip to Kazdagi National Park: Views of Prospective Biology Teachers

ERIC Educational Resources Information Center

Çetin, Gülcan

2014-01-01

The purpose of the study was to investigate the views of the prospective biology teachers about the field trip to Kazdagi National Park. Participants were 12 prospective Biology teachers studying in Necatibey Faculty of Education in Balikesir University, Turkey. A semi-structured interview form was used as a data collection instrument. Data were…

Field trips along the Geological Transpyrenean Road

NASA Astrophysics Data System (ADS)

Burgio, Marion; Dekeyser, Dominique; Richert, Jean Paul; Gruneisen, Pierre; Vazquez-Prada, Diego; Lacazedieu, Annie

2015-04-01

GeolVal association, www.geolval.fr , in collaboration with Geoambiente association, created a serie of pedagogical explanations about Pyrenees landscapes along the road from France to Spain, linking the towns of Pau, Oloron,Jaca and Mallos de Riglos. It was a ten years work that lasted in 2008. http://www.routetranspyreneenne.com/home_f.php We can now use this "treasure" with tourists, students and mix some landscapes explanations from a road site with a little field trip along mountain in order to "touch" the rocks. We are working about the importance of field in the way the students understand geosciences and try to organize field trips that aim to simplify and make concrete some key concepts. We also began an interactive software version of this work, presented through a pilot application, made in collaboration with Total petroleum firm.

Animal Behaviour Fieldwork: Introducing Psychology Students to the Process of Science

ERIC Educational Resources Information Center

Dickins, Thomas E.; Donovan, Peter

2012-01-01

In this paper we discuss the development and running of a residential animal behaviour field trip. The trip has a number of elements that challenge and develop the students. First, this trip is open to students at levels two, three and M. This allows us to engineer a certain amount of peer assisted learning. Second, the students live together and…

Water Works.

ERIC Educational Resources Information Center

Van De Walle, Carol

1988-01-01

Describes a two-day field trip, along with follow-up classroom activities and experiments which relate to water resources and water quality. Discusses how trips to a lake and water treatment facilities can enhance appreciation of water. (TW)

DOE Office of Scientific and Technical Information (OSTI.GOV)

Goff, F.E.; Bolivar, S.L.

This field trip guide has been compiled from extensive field trips led at Los Alamos National Laboratory during the past six years. The original version of this guide was designed to augment a workshop on the Valles Caldera for the Continental Scientific Drilling Program (CSDP). This workshop was held at Los Alamos, New Mexico, 5-7 October 1982. More stops were added to this guide to display the volcanic and geothermal features at the Valles Caldera. The trip covers about 90 miles (one way) and takes two days to complete; however, those who wish to compress the trip into one daymore » are advised to use the designated stops listed in the Introduction. Valles Caldera and vicinity comprise both one of the most exciting geothermal areas in the United States and one of the best preserved Quaternary caldera complexes in the world.« less

Getting to Know and Address Your State Science Standards to Connect Classroom Instruction and Field Trips During IYA

NASA Astrophysics Data System (ADS)

Bednarski, M.; Larsen, K.

2008-11-01

Astronomy activities often pose problems for in-service teachers, especially at the elementary level, as many do not have a solid content background. Often astronomy instruction revolves around reading and answering questions. This is not an effective way to work with abstract concepts or engage students, and also fails to meet the standards of inquiry-based instruction recommended by the National Science Teachers Association and national and state standards. Science museums and planetariums bring unique and exciting perspectives to astronomy education. However, bringing students to the museum can sometimes be perceived as only a ``cool field trip.'' With mounting pressure for teachers to teach to the new standardized tests demanded by No Child Left Behind, and shrinking school budgets, field trips are rapidly becoming an endangered species. Coordinating museum, science center, and planetarium offerings with national and state science standards can renew interest in (and perceived relevance of) field trips. Therefore, university faculty, in-service teachers, and museum/planetarium staff can form successful partnerships which can both improve student learning and increase attendance at informal education science events and facilities. This workshop will first briefly introduce participants to national and representative state standards as well as research on in-service teachers' astronomy content knowledge and the educational value of field trips. For the majority of the workshop, participants will engage in the actual steps of coordinating, planning, and writing inquiry-based astronomy curriculum embedded performance tasks that collectively meet the learning needs of students in elementary, middle, or high school.

The Garden Wonder Wall: Fostering Wonder and Curiosity on Multi-Day Garden Field Trips

ERIC Educational Resources Information Center

Driscoll, Elizabeth A.; Lownds, Norman K.

2007-01-01

Field trips to the Michigan 4-H Children's Garden must provide rich science learning experiences for students and teachers. A key to this is getting students to ask questions. To facilitate student question asking we developed the Wonder Wall, a "wall" where students could write their questions. Student questions were answered as part of…

The Effect of Environmental Field Trips on Student Learning in Middle School

ERIC Educational Resources Information Center

Legutko, Robert S.

2005-01-01

The effect of an environmental field trip on student learning in one middle school in the mid-Atlantic region of the United States was examined. An experimental one-group pretest-posttest group design was implemented on a sample of 579 students which comprised 12 groups. Although a t-test for dependent samples indicated that less than half of the…

Inside the Black Box: What Happens on a One-Time Field Trip?

ERIC Educational Resources Information Center

Kraybill, Anne

2014-01-01

Crystal Bridges Museum of American Art opened on November 11, 2011. Located in Bentonville, Arkansas, it was the first art museum of its size in the region. Since few students had ever been to a museum, this situation provided an opportunity to causally measure the impact of a one-time art museum field trip upon student outcomes through the…

Environmental Field Trips - Some Places to Visit in Maryland, Virginia and the District of Columbia.

ERIC Educational Resources Information Center

Meetre, Jeff

This publication lists 40 places in the metropolitan Washington, D.C. area that could be visited on an environmental field trip. The sites are placed into five categories: (1) Air Monitoring; (2) Ecology and Nature Study; (3) Solid Waste Management; (4) Wastewater Treatment; and (5) Water Supply. Each entry includes name, address, and phone number…

An Elementary School Environmental Education Field Trip: Long-Term Effects on Ecological and Environmental Knowledge and Attitude Development

ERIC Educational Resources Information Center

Farmer, James; Knapp, Doug; Benton, Gregory M.

2007-01-01

Using phenomenological analysis, the authors examined the long-term effects of an environmental education school field trip on fourth grade elementary students who visited Great Smoky Mountains National Park. The authors' findings suggest that one year after the experience, many students remembered what they had seen and heard and had developed a…

Risk Assessment and Geography Teachers: A Survey

ERIC Educational Resources Information Center

Parry, Gareth; Clarke, Linda

2004-01-01

Recently the issue of health and safety procedures on field trips and school visits has come to the fore, as a result of a series of tragedies involving the deaths of pupils. A review of some of the recent court cases and inquests involving the victims of field trips was undertaken. This indicated that schools and teachers are failing to implement…

Field Trips to Natural Environments: How Outdoor Educators Use the Physical Environment

ERIC Educational Resources Information Center

Lavie Alon, Nirit; Tal, Tali

2017-01-01

The main assumption of this study is that the natural environment is an important part of learning in out-of-school settings. We therefore aimed at understanding how outdoor educators (OEs) refer to, and use, the natural environment while guiding field trips, and how their use of the natural environment affects student learning outcomes. Using a…

The Impact of Field Trips and Family Involvement on Mental Models of the Desert Environment

ERIC Educational Resources Information Center

Judson, Eugene

2011-01-01

This study examined the mental models of the desert environment held by fourth- and seventh-grade students in the USA and whether those mental models could be affected by: (1) classroom field trips to a desert riparian preserve, and (2) interaction with family members at the same preserve. Results generally indicated that students in this study…

Self-guided field trips for students of environments

NASA Astrophysics Data System (ADS)

Moore, G.; Kerr, Roger; Hadgraft, Roger

2011-05-01

In many learning institutions around the world, there is a trend towards larger classes, more flexible learning pathways and reduced teaching resources. Experiential learning is often used in the form of site visits or field trips for students studying engineering, natural resource management, geography and similar disciplines. Providing opportunities for students to undertake field trips without the traditional support mechanism is one of the more challenging issues for subject designers. How can large cohorts of students gain practical exposure to various aspects of the natural or built environment? Although this is typically done using traditional site visits and fieldwork with a high staff/student ratio, the goal has been to use action research to design and develop resources to enable small groups (three or four) to make self-guided visits to sites close to campus. Multimedia resources to examine and interpret aspects of the site that relate to their on-campus learning guide the students. One critical issue in the success of these activities has been proper risk assessment and control procedures. The outcome of this research is a framework to provide a safe, active learning experience by way of self-guided field trips that is suitable for implementation with large classes.

Where's the Hayward Fault? A Green Guide to the Fault

USGS Publications Warehouse

Stoffer, Philip W.

2008-01-01

This report describes self-guided field trips to one of North America?s most dangerous earthquake faults?the Hayward Fault. Locations were chosen because of their easy access using mass transit and/or their significance relating to the natural and cultural history of the East Bay landscape. This field-trip guidebook was compiled to help commemorate the 140th anniversary of an estimated M 7.0 earthquake that occurred on the Hayward Fault at approximately 7:50 AM, October 21st, 1868. Although many reports and on-line resources have been compiled about the science and engineering associated with earthquakes on the Hayward Fault, this report has been prepared to serve as an outdoor guide to the fault for the interested public and for educators. The first chapter is a general overview of the geologic setting of the fault. This is followed by ten chapters of field trips to selected areas along the fault, or in the vicinity, where landscape, geologic, and man-made features that have relevance to understanding the nature of the fault and its earthquake history can be found. A glossary is provided to define and illustrate scientific term used throughout this guide. A ?green? theme helps conserve resources and promotes use of public transportation, where possible. Although access to all locations described in this guide is possible by car, alternative suggestions are provided. To help conserve paper, this guidebook is available on-line only; however, select pages or chapters (field trips) within this guide can be printed separately to take along on an excursion. The discussions in this paper highlight transportation alternatives to visit selected field trip locations. In some cases, combinations, such as a ride on BART and a bus, can be used instead of automobile transportation. For other locales, bicycles can be an alternative means of transportation. Transportation descriptions on selected pages are intended to help guide fieldtrip planners or participants choose trip destinations based on transportation options, interests, or special needs.

Teaching Geology in Situ: Modern Approaches and Perspectives

NASA Astrophysics Data System (ADS)

Rakhmenkulova, I. F.

2014-12-01

Geology and Geophysics Department of Novosibirsk State University (GGD NSU) is famous not only because of its specific location in Academgorodok (Novosibirsk, Russia) but because of its unique traditions: - conception of permanent geology education (starting from school to scientific research for postgraduate programs) - flexible curricula allowing students to be involved in research from the second year of study - field trips covering not only famous geologic objects in Siberia (Baikal, Siberian Traps, Altay, etc.), but places all over the world. GGD students traditionally participate in the following field trips: Altay (after the first year of study), Shira (Krasnoyarsk Krai) (after the second year of study). Further field trips are real research projects and cover various places in Siberia, Russia and other countries (China, Africa, USA, Mongolia, etc.). Shira field camp is of specific interest not only because of its various geology and interesting location (it is located in the resort area surrounded by beautiful landscapes, fresh and salt lakes of various salinity) but infrastructure. This year the Top 100 Project allows the department to upgrade the camp and therefore use it not only for field trips, but for other various purposes including international conferences, research projects, geo- and ecotourism. GGD NSU is ready to be involved into research, exchange educational programs and other projects (both domestically and internationally) based on the renewed Shira field camp.

Proceedings of the eighty-ninth stated meeting of the American Ornithologists' Union

USGS Publications Warehouse

Banks, R.C.

1972-01-01

The Eighty-ninth Stated Meeting of the American Ornithologists' Union was held 30 August-3 September 1971 at Seattle, Washington, under the sponsorship of the University of Washington. Business sessions and social activities were held in the Student Union Building and the University Tower Hotel; papers sessions were held in the Student Union Building. Day-long field trips were taken to Mount Rainier and to the Deception Pass-Fraser River area. Two-day field trips were offered on the weekends preceding and following the meeting, to the coastal area near Westport with an all-day pelagic trip, and to the Olympic Peninsula, respectively.

A multimedia and interactive approach to teach soil science

NASA Astrophysics Data System (ADS)

Badía-Villas, D.; Martí-Dalmau, C.; Iñiguez-Remón, E.

2012-04-01

Soil Science is a discipline concerned with a material that has unique features and behaviours (Churchman, 2010). Thus, teachers of Soil Science need to be experienced with Soil Science practices and must appreciate the complexities and relationships inherent within the discipline (Field et al, 2011). But when soil science had to be taught not by specialists, for instance in the introductory courses of earth and environmental sciences Degrees or in Secondary School, adequate material cannot be found. For this reason, multimedia and interactive programmes have been developed and showed here. EDAFOS is an e-learning resource that provides a comprehensive review of the fundamental concepts on soil science and reveals it as the living skin of planet Earth (European Commission, 2006). This programme is available via website (www.cienciadelsuelo.es) both in Spanish and, more recently, also in English. Edafos is a programme with different modules, which after outlining the study of soil components goes on to examine the main factors and processes of soil genesis explaining the mechanisms of soil processes. By the use of animations, the vital functions of soil are explained. The program ends with a section of multiple-choice exercises with self-assessment. To complement this program, virtual visits to the field are showed in the program iARASOL (www.suelosdearagon.es), in a time when field trips are gradually diminishing due to insufficiency in time and budget, as well as safety concerns (Çaliskan, 2011). In this case, the objective of iARASOL is to set out that soil vary from place to place not randomly, but in a systematic way, according to landscape units; therefore, graduates can classify the soils using the WRB system (IUSS, 2007). It presents diverse types of data and images instantly, from a variety of viewpoints, at many different scales and display non-visual information in the field. Both programs provide an additional source of information to supplement lectures, real field visits and other learning activities on soil sciences. The development of these programmes has been sponsored by the Spanish Ministry of Science and Innovation (Fundación Española para la Ciencia y la Tecnología, FECYT) and it has won the "Félix de Azara" Award (2011). Çaliskan, O. (2011). Virtual field trips in education of earth and environmental sciences. Procedia Social and Behavioral Sciences, 15: 3229-3243. Churchman, G. J. (2010). The philosophical status of soil science. Geoderma 157, 214-221. European Commission (2006). Thematic strategy for soil protection. COM (2006) 231. Field D.J., A. J. Koppi, L. E. Jarrett, L. K. Abbott, S. R. Cattle, C. D. Grant, A. B. McBratney, N. W. Menzies, A. J. Weatherley (2011). Soil Science teaching principles. Geoderma, 167-168: 9-14. IUSS Working Group WRB (2007). World Reference Base for Soil Resources 2006, fist update 2007. World Soil Resources Reports n° 103. FAO. Rome.

Passive and hybrid mode locking in multi-section terahertz quantum cascade lasers

NASA Astrophysics Data System (ADS)

Tzenov, P.; Babushkin, I.; Arkhipov, R.; Arkhipov, M.; Rosanov, N.; Morgner, U.; Jirauschek, C.

2018-05-01

It is believed that passive mode locking is virtually impossible in quantum cascade lasers (QCLs) because of too fast carrier relaxation time. Here, we revisit this possibility and theoretically show that stable mode locking and pulse durations in the few cycle regime at terahertz (THz) frequencies are possible in suitably engineered bound-to-continuum QCLs. We achieve this by utilizing a multi-section cavity geometry with alternating gain and absorber sections. The critical ingredients are the very strong coupling of the absorber to both field and environment as well as a fast absorber carrier recovery dynamics. Under these conditions, even if the gain relaxation time is several times faster than the cavity round trip time, generation of few-cycle pulses is feasible. We investigate three different approaches for ultrashort pulse generation via THz quantum cascade lasers, namely passive, hybrid and colliding pulse mode locking.

Streets? Where We're Going, We Don't Need Streets

NASA Astrophysics Data System (ADS)

Bailey, J.

2017-12-01

In 2007 Google Street View started as a project to provide 360-degree imagery along streets, but in the decade since has evolved into a platform through which to explore everywhere from the slope of everest, to the middle of the Amazon rainforest to under the ocean. As camera technology has evolved it has also become a tool for ground truthing maps, and provided scientific observations, storytelling and education. The Google Street View "special collects" team has undertaken increasingly more challenging projects across 80+ countries and every continent. All of which culminated in possibly the most ambitious collection yet, the capture of Street View on board the International Space Station. Learn about the preparation and obstacles behind this and other special collects. Explore these datasets through both Google Earth and Google Expeditions VR, an educational tool to take students on virtual field trips using 360 degree imagery.

Development and Implementation of a Series of Laboratory Field Trips for Advanced High School Students to Connect Chemistry to Sustainability

ERIC Educational Resources Information Center

Aubrecht, Katherine B.; Padwa, Linda; Shen, Xiaoqi; Bazargan, Gloria

2015-01-01

We describe the content and organization of a series of day-long field trips to a university for high school students that connect chemistry content to issues of sustainability. The seven laboratory activities are in the areas of environmental degradation, energy production, and green chemistry. The laboratory procedures have been modified from…

Changes and Stability in Reasoning after a Field Trip to a Natural History Museum

ERIC Educational Resources Information Center

Tenenbaum, Harriet R.; To, Cheryl; Wormald, Daniel; Pegram, Emma

2015-01-01

Darwinian evolution is difficult to understand because of conceptual barriers stemming from intuitive ideas. This study examined understanding of evolution in 52 students (M = 14.48 years, SD = 0.89) before and after a guided field trip to a natural history museum and in a comparison group of 18 students (M = 14.17 years, SD = 0.79) who did not…

Educational Field Trips for Disadvantaged Pupils in Nonpublic Schools. Evaluation of ESEA Title I Projects in New York City, 1967-68.

ERIC Educational Resources Information Center

Rosenthal, Harvey M.

This Elementary and Secondary Education Act Title I project was developed in order to provide educationally enriching experiences to New York City elementary school students in disadvantaged non-public schools by means of field trips to places of civic and cultural interest. The 182 schools chosen were in designated poverty areas. Evaluation of…

Bridging the Field Trip Gap: Integrating Web-Based Video as a Teaching and Learning Partner in Interior Design Education

ERIC Educational Resources Information Center

Roehl, Amy

2013-01-01

This study utilizes web-based video as a strategy to transfer knowledge about the interior design industry in a format that interests the current generation of students. The model of instruction developed is based upon online video as an engaging, economical, and time-saving alternative to a field trip, guest speaker, or video teleconference.…

How to Make a Field Trip a Hands-On Investigative Laboratory: Learning about Marine Invertebrates

ERIC Educational Resources Information Center

Burrowes, Patricia A.

2007-01-01

Research has shown that when students are given the opportunity to ask their own questions and design their own experiments, they become more interested in learning the answers. In this article, the author describes an effective method to do a field trip to the beach and gets her students to make observations about marine animals, come up with a…

Barrier Island Ecology: A Professional Development Activity for Faculty and Staff of Calhoun Community College. Field Trip Reference Booklet.

ERIC Educational Resources Information Center

Collier, Don; And Others

As part of the Professional Development Workshop at Calhoun Community College, the Department of Natural Sciences conducted the third annual Spring Wilderness Pilgrimage in March 1989, a week-long environmental awareness field trip for faculty and staff. Designed as a study of the plants and animals on a barrier island off the coast of Florida,…

75 FR 26786 - Notice of Public Meeting: Sierra Front-Northwestern Great Basin Resource Advisory Council, NV

Federal Register 2010, 2011, 2012, 2013, 2014

2010-05-12

...), will meet in Winnemucca, Nevada. The meeting is open to the public. Dates and Times: July 13-14, 2010, at the BLM Winnemucca District Office, 5100 E. Winnemucca Blvd., Winnemucca, Nevada. A field trip to..., locations, field trips and meeting times, will be posted on the BLM Web site at: http://www.blm.gov/nv/st/en...

Supporting Collaborative Inquiry during a Biology Field Trip with Mobile Peer-to-Peer Tools for Learning: A Case Study with K-12 Learners

ERIC Educational Resources Information Center

Laru, Jari; Jarvela, Sanna; Clariana, Roy B.

2012-01-01

This study explores how collaborative inquiry learning can be supported with multiple scaffolding agents in a real-life field trip context. In practice, a mobile peer-to-peer messaging tool provided meta-cognitive and procedural support, while tutors and a nature guide provided more dynamic scaffolding in order to support argumentative discussions…

Urban Environmental Excursions: Designing field trips to demonstrate sustainable connections between natural and engineered systems in urban environments

NASA Astrophysics Data System (ADS)

Lemke, L. D.

2012-12-01

Field trips are a proven and effective instructional tool to connect students with the world around them. In most communities, opportunities abound to allow students to make connections between concepts introduced in classroom or lab activities and the urban environment that surrounds them. Potential destinations include solid and liquid waste disposal sites, brownfield redevelopment sites, hazardous waste sites, industrial complexes, or sites with ongoing environmental restoration efforts. Each of these locations presents opportunities to explore sustainable aspects of anthropogenic activities in relation to the natural systems that they seek to modify or exploit. Early planning is essential, however, because it can sometimes take several months lead time to arrange for a large group tour of industrial or municipal sites. Several practices may be employed to design effective learning experiences for students when visiting such sites. These include: 1) choose local sites to keep trips relevant and practical; 2) balance sites of environmental concern with those where significant progress is being made in environmental restoration or stewardship; 3) connect sites with a pertinent theme (e.g., air quality, water quality, economic development, environmental justice, etc.); 4) develop a sense of location among student participants by providing a map showing the relationship between campus and the field sites; 5) prepare a guidebook containing one-page descriptions of each stop along with a list of questions to stimulate discussion and promote active engagement among all participants; 6) employ expert guides to maximize students' access to authoritative information; 7) tie each field experience to your curriculum; and 8) model active learning by asking genuine questions and engaging in open discussions with experts and student participants. In this presentation, urban field trip design will be illustrated with examples from trips run in conjunction with freshman-level introductory courses in Physical and Environmental Geology, as well as a junior-level course in Environmental Systems Analysis at Wayne State University in Detroit, Michigan, USA. Ties to environmental systems and sustainability, emphasizing systems boundaries, fluxes, and transformations of systems components, will be described along with logistical tips to help instructors prepare meaningful and memorable field trips.

Field relevance of a suite of rollover tests to real-world crashes and injuries.

PubMed

Parenteau, Chantal S; Viano, David C; Shah, Minoo; Gopal, Madana; Davies, John; Nichols, David; Broden, Johan

2003-01-01

The objective of this study was to assess the distribution of rollover accidents occurring in the field and to compare the vehicle kinematics in the predominant field crash modes with available laboratory tests. For this purpose, US accident data were analyzed to identify types and circumstances for vehicle rollovers. Rollovers were most commonly induced when the lateral motion of the vehicle was suddenly slowed or stopped. This type of rollover mechanism is referred to as "trip-over". Trip-overs accounted for 57% of passenger car and 51% of light truck vehicle (LTV) rollovers. More than 90% of trip-overs were initiated by ground contact. Fall-overs were the second most common rollover type, accounting for 13% of passenger car and 15% of LTV rollovers. Bounce-overs only accounted for 8% of both passenger car and LTV rollovers. The FMVSS 208 dolly and the ADAC corkscrew rollover tests are well-known laboratory tests, but do not simulate many of the real-world rollovers. Three additional tests have been devised to more fully address the field relevant conditions identified in this study. To do so, assumptions were made and adding the new laboratory tests (soil-trip, curb-trip and ditch fall-over) increases representativeness to 83% of passenger car and 75% of LTV rollovers reported in the field. Accident data were also used to identify injuries in belted drivers so the information could later be used to better understand occupant kinematics in various roll conditions. The injury distribution for belted/non-ejected drivers was assessed for trip-over, fall-over and bounce-over accidents. Serious injuries (AIS 3+) were most common to the head and thorax, in particular for bounce-overs. Head injuries occurred from contact with the roof, pillar and the interior, while thoracic injuries resulted from contact with the interior and steering wheel assembly. Field data are useful in the development of laboratory test conditions for rollovers as it provides insights on the significance of various rollover types, understanding of injury biomechanics, guidance for future testing and inputs for mathematical modeling.

Mechanisms influencing student understanding on an outdoor guided field trip

NASA Astrophysics Data System (ADS)

Caskey, Nourah Al-Rashid

Field trips are a basic and important, yet often overlooked part of the student experience. They provide the opportunity to integrate real world knowledge with classroom learning and student previous personal experiences. Outdoor guided field trips leave students with an increased understanding, awareness and interest and in science. However, the benefits of this experience are ambiguous at best (Falk and Balling, 1982; Falk and Dierking, 1992; Kisiel, 2006.) Students on an outdoor guided field trip to a local nature park experienced a significant increase in their understanding of the rock cycle. The changes in the pre-field trip test and the post-field trip test as well as their answers in interviews showed a profound change in the students' understanding and in their interest in the subject matter. The use of the "student's voice" (Bamberger and Tal, 2008) was the motivation for data analysis. By using the students' voice, I was able to determine the mechanisms that might influence their understanding of a subject. The central concepts emerging from the data were: the outdoor setting; the students' interest; the social interaction. From these central concepts, a conceptual model was developed. The outdoor setting allows for the freedom to explore, touch, smell and movement. This, in turn, leads to an increased interest in subject matter. As the students are exploring, they are enjoying themselves and become more open to learning. Interest leads to a desire to learn (Dewey, 1975). In addition to allowing the freedom to explore and move, the outdoor setting creates the condition for social interaction. The students talk to each other as they walk; they have in-depth discourse regarding the subject matter---with the teachers, each other and with the guides. The guides have an extremely important role in the students' learning. The more successful guides not only act as experts, but also adjust to the students' needs and act or speak accordingly. The interconnections of these three concepts---the outdoor setting, the students' interest, the social interaction---worked to provide the mechanisms by which the students increased their understanding of the rock cycle.

The Impact of an Informal Science Program on Students' Science Knowledge and Interest

NASA Astrophysics Data System (ADS)

Zandstra, Anne Maria

In this sequential explanatory mixed methods study, quantitative and qualitative data were used to measure the impact of an informal science program on eleventh grade students' science knowledge and interest. The local GEAR UP project has been working for six years with a cohort of students who were in eleventh and twelfth grade during the time of the study. Participants of this study were 122 eleventh grade students from this cohort. In the first, quantitative phase, state standardized test scores and a modified version of the Test of Science Related Attitudes (TOSRA) were used to measure participants' science knowledge and interest respectively. The findings of the quantitative phase revealed a small but significant correlation between students' attendance at the program elements (in total number of hours) and their science knowledge. In addition, small but significant correlations were found between (1) students' attendance at the mathematics program element and their total interest scores, (2) their mathematics attendance and the career interest subscore, and (3) their total attendance and the normality of scientist subscore. The qualitative data in the second phase consisted of focus group interviews with fourteen of the participants. Results of this phase showed that the majority of the focus group participants agreed that they had learned something from the GEAR UP field trips and half of them thought the field trips had impacted their grades and test scores. Furthermore, a majority of the focus group participants concurred that their experiences in the field trips had increased their interest in science. The purpose of the qualitative phase of this study was to provide explanations for the results of the quantitative phase. Explanations for the correlation between attendance and knowledge were that the field trips covered the same content as the formal science classes and that students learned more because they perceived the field trips as fun and hands-on. The correlations between attendance and interest were explained by the fact that students had the opportunity to see interesting aspects of science and interact with real scientists during the field trips.

Getting to Know and Address Your State Science Standards to Connect Classroom Instruction and Field Trips During IYA

NASA Astrophysics Data System (ADS)

Bednarski, Marsha; Larsen, K.

2008-05-01

Astronomy activities often pose problems for in-service teachers, especially at the elementary level, as many do not have a solid content background. Often astronomy instruction revolves around reading and answering questions. This is not an effective way to work with abstract concepts or engage students, and also fails to meet the standards of inquiry-based instruction recommended by the National Science Teachers Association and national and state standards. Science museums and planetariums bring unique and exciting perspectives to astronomy education. However, bringing students to the museum can sometimes be perceived as only a "cool field trip.” With mounting pressure for teachers to teach to the new standardized tests demanded by No Child Left Behind, and shrinking school budgets, field trips are rapidly becoming an endangered species. Coordinating museum, science center, and planetarium offerings with national and state science standards can renew interest in (and perceived relevance of) field trips. Therefore, university faculty, in-service teachers, and museum/planetarium staff can form successful partnerships which can both improve student learning and increase attendance at informal education science events and facilities. This workshop will first briefly introduce participants to national and representative state standards as well as research on in-service teachers’ astronomy content knowledge and the educational value of field trips. For the majority of the workshop, participants will engage in the actual steps of coordinating, planning, and writing inquiry-based astronomy curriculum embedded performance tasks that collectively meet the learning needs of students in elementary, middle, or high school. Participants are encouraged to bring a copy of their own state standards (available on their state's Department of Education website) for their preferred target age group.

Geologic field-trip guide to Lassen Volcanic National Park and vicinity, California

USGS Publications Warehouse

Muffler, L. J. Patrick; Clynne, Michael A.

2015-07-22

This geologic field-trip guide provides an overview of Quaternary volcanism in and around Lassen Volcanic National Park in northern California. The guide begins with a comprehensive overview of the geologic framework and the stratigraphic terminology of the Lassen region, based primarily on the “Geologic map of Lassen Volcanic National Park and vicinity” (Clynne and Muffler, 2010). The geologic overview is then followed by detailed road logs describing the volcanic features that can readily be seen in the park and its periphery. Twenty-one designated stops provide detailed explanations of important volcanic features. The guide also includes mileage logs along the highways leading into the park from the major nearby communities. The field-trip guide is intended to be a flexible document that can be adapted to the needs of a visitor approaching the park from any direction.

Sensitivity-based virtual fields for the non-linear virtual fields method

NASA Astrophysics Data System (ADS)

Marek, Aleksander; Davis, Frances M.; Pierron, Fabrice

2017-09-01

The virtual fields method is an approach to inversely identify material parameters using full-field deformation data. In this manuscript, a new set of automatically-defined virtual fields for non-linear constitutive models has been proposed. These new sensitivity-based virtual fields reduce the influence of noise on the parameter identification. The sensitivity-based virtual fields were applied to a numerical example involving small strain plasticity; however, the general formulation derived for these virtual fields is applicable to any non-linear constitutive model. To quantify the improvement offered by these new virtual fields, they were compared with stiffness-based and manually defined virtual fields. The proposed sensitivity-based virtual fields were consistently able to identify plastic model parameters and outperform the stiffness-based and manually defined virtual fields when the data was corrupted by noise.

Black Pine Circle Project

ScienceCinema

Mytko, Christine

2018-05-18

A group of seventh graders from Black Pine Circle school in Berkeley had the opportunity to experience the Advanced Light Source (ALS) as "users" via a collaborative field trip and proposal project. The project culminated with a field trip to the ALS for all seventh graders, which included a visit to the ALS data visualization room, a diffraction demonstration, a beamline tour, and informative sessions about x-rays and tomography presented by ALS scientists.

Apollo 16 prime and backup crewmen during geological field trip in New Mexico

NASA Image and Video Library

1971-09-09

Dr. Lee Silver (pointing foregroung), California Institute of Technology, calls a geological feature near Taos, New Mexico, to the attention of Apollo 16 prime and backup crewmen during a geological field trip. The crewmen, from left to right, are Astronauts Charles M. Duke Jr., lunar module pilot; Fred W. Haise Jr., backup commander; Edgar D. Mitchell, backup Lunar Module pilot; and John W. Young, commander.

Black Pine Circle Project

DOE Office of Scientific and Technical Information (OSTI.GOV)

Mytko, Christine

2014-03-31

A group of seventh graders from Black Pine Circle school in Berkeley had the opportunity to experience the Advanced Light Source (ALS) as "users" via a collaborative field trip and proposal project. The project culminated with a field trip to the ALS for all seventh graders, which included a visit to the ALS data visualization room, a diffraction demonstration, a beamline tour, and informative sessions about x-rays and tomography presented by ALS scientists.

Quaternary stratigraphy and tectonics, and late prehistoric agriculture of the Safford Basin (Gila and San Simon river valleys), Graham County, Arizona

USGS Publications Warehouse

Houser, Brenda B.; Pearthree, Phillip A.; Homburg, Jeffry A.; Thrasher, Lawrence C.

2004-01-01

This guidebook accompanied the 46th annual meeting of the Rocky Mountain Cell of the Friends of the Pleistocene (FOP) and the 2002 Fall Field Trip of the Arizona Geological Society. The meeting and field trip were held in the Safford Basin, southeastern Arizona. The Friends of the Pleistocene is an informal gathering of Quaternary geologists, geomorphologists, and pedologists who meet annually for a field conference. The first part of the guidebook consists of road logs with descriptions of stops covering the three days of the field trip. An overview of the geology of the Safford Basin is given in Stop 1-1. The second part of the guidebook consists of four short papers that discuss adjacent areas or that expand upon the road log descriptions of the field trip stops. The first paper by Reid and Buffler is a summary of upper Cenozoic depositional facies in the Duncan Basin, the first basin to the east of the Safford Basin. The next three papers expand upon (1) the soil study of the gridded field agricultural complex (Stop 2-3, Homburg and Sandor), (2) the vertebrate fossils of the San Simon Valley in the southeastern part of the Safford Basin (Stop 3-1, Thrasher), and (3) paleoIndian irrigation systems and settlements in Lefthand Canyon at the foot of the Pinaleno Mountains (Stop 3-2, Neely and Homburg).

Following the Light

ERIC Educational Resources Information Center

Lopez, Marina

2006-01-01

In this article, the author describes the learning her students gained from their field trip to the Museum of Contemporary Art (MCA) in Chicago. On their trip to MCA, her fourth-grade students discovered new and surprising ways to approach the work of artist Dan Flavin.

Bonding of TRIP-Steel/Al2O3-(3Y)-TZP Composites and (3Y)-TZP Ceramic by a Spark Plasma Sintering (SPS) Apparatus

PubMed Central

Miriyev, Aslan; Grützner, Steffen; Krüger, Lutz; Kalabukhov, Sergey; Frage, Nachum

2016-01-01

A combination of the high damage tolerance of TRIP-steel and the extremely low thermal conductivity of partially stabilized zirconia (PSZ) can provide controlled thermal-mechanical properties to sandwich-shaped composite specimens comprising these materials. Sintering the (TRIP-steel-PSZ)/PSZ sandwich in a single step is very difficult due to differences in the sintering temperature and densification kinetics of the composite and the ceramic powders. In the present study, we successfully applied a two-step approach involving separate SPS consolidation of pure (3Y)-TZP and composites containing 20 vol % TRIP-steel, 40 vol % Al2O3 and 40 vol % (3Y)-TZP ceramic phase, and subsequent diffusion joining of both sintered components in an SPS apparatus. The microstructure and properties of the sintered and bonded specimens were characterized. No defects at the interface between the TZP and the composite after joining in the 1050–1150 °C temperature range were observed. Only limited grain growth occurred during joining, while crystallite size, hardness, shear strength and the fraction of the monoclinic phase in the TZP ceramic virtually did not change. The slight increase of the TZP layer’s fracture toughness with the joining temperature was attributed to the effect of grain size on transformation toughening. PMID:28773680

Enhancing University Courses and Field Schools through Cross-cultural Exchange: Joint US-Bangladeshi Trips to the Ganges-Brahmaputra and Mississippi Deltas

NASA Astrophysics Data System (ADS)

Steckler, M. S.; Goodbred, S. L., Jr.; Lowes, S.; Gilligan, J. M.; Ackerly, B.; Ahmed, K. M.; Akhter, S. H.; Sousa, D.; Wilson, C.; Datta, D. K.; Roy, K.; Mondal, D. R.

2014-12-01

As part of an NSF PIRE grant, we have led four field trips for undergraduate, MS and PhD students to large deltaic systems. Three trips took US students to the Ganges-Brahmaputra (GB) delta in Bangladesh and one brought Bangladeshi faculty and students to the Mississippi (Miss.) delta in the US. An essential component in the learning process and overall experience of each trip was that ~2/5 of the participants were students and professors from Bangladesh. In all cases, the involvement of a substantial international cohort greatly broadened perspectives on the topics being covered. For example, in GBD the local geologic and cultural knowledge of the Bangladeshis deepened the learning and engagement of the US students, an outcome that was almost universally noted in student reviews. The trips received similar feedback from Bangladeshi participants, as they had an enthusiastic and engaged audience of peers from the US. Even for the Miss. delta trip, the Bangladeshis added a unique perspective from a nation that faces similar environmental issues. These overwhelmingly positive contributions have been experienced in several different contexts. Three trips were associated with US courses and run over Spring Break. One matched sustainable development undergrads at Columbia U. with geology undergrads from Dhaka U., and two others matched a mixed group of graduate and undergrad students from Vanderbilt U. with cohorts from Bangladesh. The fourth trip was a stand-alone Field School for PhD students from 14 US universities and mostly MS students from 4 Bangladeshi universities. The focus of each trip ranged from broader surveys of tectonic, fluvial and coastal processes to investigations of geology and people affected by tropical storms. Of particular interest was the success of mixing undergrad and graduate students in the Vanderbilt course, which centered on the intersection of social sciences, physical sciences, and engineering. In this case, undergrads engaged in a liberal arts education brought a generally broader perspective than the more specialized graduate students. Overcoming this condition for the grad students is one of the principal reasons that the course was designed, and incorporating undergrads involved in the humanities and social disciplines invigorated these transdisciplinary aspects of the course.

Class Trips in Cyberspace: No Passports Required.

ERIC Educational Resources Information Center

Holzberg, Carol S.

1996-01-01

Describes examples of electronic field trips for elementary and secondary school students taking place during the 1996-97 school year. Topics include Mayan civilization, wildlife migration, geothermal hot spots, Antarctica, sailboat voyages, baseball and math, viruses, Hong Kong, and offerings from National Geographic. (LRW)

Field-trip guide to volcanic and volcaniclastic deposits of the lower Jurassic Talkeetna formation, Sheep Mountain, south-central Alaska

USGS Publications Warehouse

Draut, Amy E.; Clift, Peter D.; Blodgett, Robert B.

2006-01-01

This guide provides information for a one-day field trip in the vicinity of Sheep Mountain, just north of the Glenn Highway in south-central Alaska. The Lower Jurassic Talkeetna Formation, consisting of extrusive volcanic and volcaniclastic sedimentary rocks of the Talkeetna arc complex, is exposed on and near Sheep Mountain. Field-trip stops within short walking distance of the Glenn Highway (approximately two hours’ drive from Anchorage) are described, which will be visited during the Geological Society of America Penrose meeting entitled Crustal Genesis and Evolution: Focus on Arc Lower Crust and Shallow Mantle, held in Valdez, Alaska, in July 2006. Several additional exposures of the Talkeetna Formation on other parts of Sheep Mountain that would need to be accessed with longer and more strenuous walking or by helicopter are also mentioned.

Field-trip guide to a volcanic transect of the Pacific Northwest

USGS Publications Warehouse

Geist, Dennis; Wolff, John; Harpp, Karen

2017-08-01

The Pacific Northwest region of the United States provides world-class and historically important examples of a wide variety of volcanic features. This guide is designed to give a broad overview of the region’s diverse volcanism rather than focusing on the results of detailed studies; the reader should consult the reference list for more detailed information on each of the sites, and we have done our best to recognize previous field trip leaders who have written the pioneering guides. This trip derives from one offered as a component of the joint University of Idaho- Washington State University volcanology class taught from 1995 through 2014, and it borrows in theme from the classic field guide of Johnston and Donnelly-Nolan (1981). For readers interested in using this field guide as an educational tool, we have included an appendix with supplemental references to resources that provide useful background information on relevant topics, as well as a few suggestions for field-based exercises that could be useful when bringing students to these locations in the future. The 4-day trip begins with an examination of lava flow structures of the Columbia River Basalt, enormous lava fields that were emplaced during one of the largest eruptive episodes in Earth’s recent history. On the second day, the trip turns to the High Lava Plains, a bimodal volcanic province that transgressed from southeast to northwest from the Miocene through the Holocene, at the northern margin of the Basin and Range Province. This volcanic field provides excellent examples of welded ignimbrite, silicic lavas and domes, monogenetic basaltic lava fields, and hydrovolcanic features. The third day is devoted to a circumnavigation of Crater Lake, the result of one of the world’s best-documented caldera-forming eruptions. The caldera walls also expose the anatomy of Mount Mazama, a stratovolcano of the Cascade Range. The last day is spent at Newberry Volcano, a back-arc shield volcano topped by a caldera. Newberry is compositionally bimodal with an abundance of explosive and effusive deposits, including the youngest rhyolites in the Pacific Northwest.

Methods and Strategies: Extending the Classroom

ERIC Educational Resources Information Center

Smith-Walters, Cindi; Hargrove, Karen; Ervin, Bonnie

2014-01-01

This article provides ideas and techniques to improve science teaching, while providing tips for planning and executing field trips. Discussed here are practical planning suggestions for choosing an appropriate destination months before the trip, the cost per student, availability of restroom and lunch facilities, transportation arrangements,…

A Transformative Undergraduate Field Trip to the Grand Canyon and Death Valley

NASA Astrophysics Data System (ADS)

Smith, J. A.

2014-12-01

Seeing the iconic Grand Canyon and Death Valley in person is a transformative experience for most geologists, including nine undergraduate geology students from upstate New York. The students were enrolled in a one-credit course designed around a nine-day spring-break field trip to Grand Canyon National Park (GCNP) and Death Valley National Park (DVNP). We met once a week before the trip to plan day-to-day activities and discuss background geologic information. Students selected a research topic related to our itinerary and wrote a guidebook entry for the topic. Students' entries were combined with papers, maps, and background material to make a guidebook. The printed guidebooks provided students with a "publication" of their work to show to others and refer to in the field. The nine-day field trip started with a flight into Las Vegas, NV, on 3/1/14. We spent three nights camping at the South Rim of the Grand Canyon, one night camping in Valley of Fire State Park (VOFSP, 55 mi N of Las Vegas), and three nights staying at the Shoshone Education and Research Center (SHEAR) east of Death Valley. Highlights of the trip included the hike along the Bright Angel Trail (and fault) to Plateau Point and recognition of the Great Unconformity at GCNP; the White Domes loop hike, camping at the Beehives, and observation of the Muddy Mountain Overthrust in VOFSP; and hikes at Ubehebe Crater, Badwater Salt Flat, and Natural Bridge Canyon in DVNP. Each student presented his/her research topic at a pertinent point in the field trip; students were impressively well-prepared. One requirement of the course was a poster presentation on each student's research topic at our Undergraduate Research Symposium in April. For most of the students, the poster session was the first experience preparing and presenting a poster. In addition, the class gave a joint colloquium presentation to several hundred science majors and a number of science faculty at Saint Rose. Each student spoke for five minutes on his/her research topic, accompanied by slides. This was their first experience giving a talk in public, and most learned the lesson that preparation and practice are keys to a good talk. Course evaluations were overwhelmingly positive. In my experience, there is no substitute for seeing geology in the field; the students agreed.

Design, Development and Preliminary Student Evaluation of Virtual Field Guides as aids to teaching and learning in the Earth sciences

NASA Astrophysics Data System (ADS)

Stott, Tim

2010-05-01

In Universities the benefits of teaching and learning through fieldwork has been brought under closer examination in recent years (e.g. Andrews et al., 2003) and the notion of supporting fieldwork in the Geography, Earth and Environmental Science (GEES) disciplines has been gathering momentum over the past decade as evidenced by conferences on ‘Supporting fieldwork using information technology' (Maskall et al., 2007) and a Higher Education Academy GEES Virtual Fieldwork Conference at University of Worcester (May 2007). Virtual environments and e-learning resources have been shown to help students become active rather than passive learners by appealing to their multi-sensory learning ability with interactive media (Fletcher et al., 2002; 2007). Research on glacial and fluvial processes has been conducted since 2003 by Liverpool John Moores University (LJMU) staff, sometimes in collaboration with other Universities, at field sites in the French Alps, Swiss Alps and Cariboo Mountains in British Columbia. A virtual field guide (VFG) (www.virtualalps.co.uk) has been developed which uses maps, site photos, panorama movies, video clips, a google earth tour, student exercises using hydrological and glacial datasets collected in the field and revision exercises. A preliminary evaluation of this learning resource has been carried out with two groups of LJMU students and an article written (Stott et al. 2009a). The Ingleton Waterfalls VFG (http://www.ljmu.ac.uk/BIE/ingleton/) was developed by LJMU staff to meet the needs of Foundation degree and undergraduate students. A workshop was presented at the Earth Science Teachers Association 2008 Annual Conference at LJMU, and a subsequent article written (Stott et al. 2009b). The final section of this presentation will summarise some staff perspectives and raises some questions and issues concerned with development and accessibility of VFGs in the light of new developments of a ‘semantic web' at LJMU (Carmichael, 2009). Andrews, J., Kneale, P., Sougnez, Y., Stewart, M., and Stott, T. A. (2003). Carrying out Pedagogic research into the Constructive Alignment of Fieldwork. Planet Special Edition 5: Linking Teaching and Research and undertaking Pedagogic Research in Geography, Earth and Environmental Sciences, 51-52. Carmichael, P. (2008) ‘The Semantic Web and ‘Web 3.0' in: Selwyn, N. (ed.) Education 2.0? Designing the web for teaching and learning. London: ESRC Teaching and Learning Research Programme. Fletcher, S., France, D., Moore, K. and Robinson, G. (2002). Fieldwork education and technology: A GEES perspective, Planet 4, 17-19. Fletcher, S., France, D., Moore, K. and Robinson, G. (2007). Putting technology into fieldwork education: A pedagogic evaluation. Journal of Geography in Higher Education 31, 2, 319 - 330 Maskall, J., Stokes, A., Truscott, J. B., Bridge, A., Magnier, K. and Calderbank, V. (2007) Supporting fieldwork using information technology, Planet 18, 18-21. Stott, TA., Nuttall, AM. and McCloskey, J. (2009a) Design, Development and Student Evaluation of a Virtual Alps Field Guide www.virtualalps.co.uk. Planet 22, 64-71. Publication of the Higher Education Academy Subject Centre for Geography, Earth and Environmental Sciences, Learning & Teaching Support Network www.gees.ac.uk/planet/. Stott, TA, Clark, H., Milson, C., McCloskey, J. and Crompton, K. (2009b) The Ingleton Waterfalls Virtual Field Trip: Design, Development and Preliminary Evaluation, Teaching Earth Sciences 34 (1), 13-19, Magazine of the Earth Science Teachers Association.

Trip Leaders Guide. Outdoor Expeditions and Classes.

ERIC Educational Resources Information Center

Leister, Bob

Written to help teachers or leaders plan and lead field trips, excursions, or expeditions which stimulate a motivation to positive action, this pamphlet provides assistance in conducting learning experiences outside the classroom. Topics and subtopics discussed include: (1) Campsites: selection; firebuilding; knives, axes, saws; neat campsites;…

Experimental Investigation of Stall Cells on NACA0015 Airfoils

NASA Astrophysics Data System (ADS)

Dell'Orso, Haley

A particular type of 3-D separation, known as a stall cell, was investigated experimentally on two NACA0015 airfoils with aspect ratios of AR = 4 and 2.67. A parametric map of the angles of attack and Reynolds number conditions under which stall cells form was created using oil flow visualization. It was observed that stalls cells form naturally under specific conditions when the Reynolds number exceeds a critical Reynolds number, Re c ≥ Recrit. Based on the work of Weihs & Katz, the formation of a stall cell requires sufficient 3-dimensionality in the flow field. Next, full and partial span trips (composed of either zig-zag tape or an artificial step) were added to the airfoil and it was found that the introduction of additional 3-dimensional disturbances reduced the value of Recrit. For full-span step trips, where no additional 3-dimensionalities were introduced to the flow field, a stall cell was not formed at conditions where one was otherwise not present. However, a partial step trip did cause the formation of a stall cell (under specific conditions) through the introduction of three dimensionalities associated with the trip's ends. These results confirm that three dimensionalities need to be present in order for a stall cell to form. Flow field data were used to explore stall cell characteristics with and without external trips. Under conditions where a stall cell was present, two recirculation regions (i.e., stall cell foci) were observed, outboard of which flow abruptly reattached due to entrainment by the foci. Within the stall cell, flow was funneled away from the middle of the stall cell and into the associated focus point. In addition, at mid-span, the separated flow rotated about the spanwise direction. Outboard, the structure also began to rotate about the chord-normal direction; near the foci, all rotation occurred about the chord-normal direction. The fluctuating flow field was also considered, and elevated levels of chordwise (u'u'/Uinfinity 2) and spanwise (w¯'w¯'/Uinfinity 2) components of the normal stress were observed when stall cells were present, concentrated near the foci. Finally, a partial-span dynamic oscillating step trip was incorporated into the NACA0015 model with AR = 2.67. Initially, the actuator was driven by a square wave and the transitory behavior of flow field was explored as the trip moved from the extended to the flush position. It was shown that during this motion the flow was temporarily attached before settling into a state where a small cell was present. The intermediate reattachment was due to the natural oscillations of the actuator at its resonant frequency (ƒres = 100 Hz). This result suggested that actuating the trip at a frequency that is associated with the separated shear layer, which also coincided with the resonance frequency of the actuator, might enable mitigation of the stall cell. Therefore, the trip was driven using a sine wave with ƒ = 100 Hz (corresponding to a dimensionless frequency St = 0.35) when the airfoil was set at alpha = 13.4° and U infinity = 55 m/s, and it caused nearly complete reattachment of a 3-D separated region. At alpha = 16°, the size of the stall cell was very large and extended throughout most of the span when the trip was in the flush position; thus, the dynamic motion of the trip only affected the separated flow directly downstream of the actuator, which was reduced in size and magnitude. Phase-averaged data were also acquired, and it was shown that, during the periodic motion of the trip, coherent vortices were formed and advected downstream as they grew in size. This resulted, in a time average sense, in tilting of the flow towards the surface. However, the reattachment was unsteady.

Navy Oceanographer Shuttle Observations, STS 41-G Mission Report

DTIC Science & Technology

1986-03-26

Maracaibo-great internal waves in sunglint/none in high color, no photo- too many on flight deck. Rev#55. Internal waves off Costa Rica . Not a strong...PHYSICAL PAX RIVER PSYCHOLOGICAL EAFB CLAUSTROPHOBIA GEOLOGY FIELD TRIP DENTAL OTHER TRAINING DSO’S FDF REVIEWS DSO PROC T/L REVIEWS SASSE (ETC) BENCH...and Edwards Air Force Base, CA, and a geology field trip in New Mexico. Pax River consisted of aviation physiology, a high altitude chamber run and

Planning a pharmacy-led medical mission trip, part 2: servant leadership and team dynamics.

PubMed

Brown, Dana A; Brown, Daniel L; Yocum, Christine K

2012-06-01

While pharmacy curricula can prepare students for the cognitive domains of pharmacy practice, mastery of the affective aspects can prove to be more challenging. At the Gregory School of Pharmacy, medical mission trips have been highly effective means of impacting student attitudes and beliefs. Specifically, these trips have led to transformational changes in student leadership capacity, turning an act of service into an act of influence. Additionally, building team unity is invaluable to the overall effectiveness of the trip. Pre-trip preparation for teams includes activities such as routine team meetings, team-building activities, and implementation of committees, as a means of promoting positive team dynamics. While in the field, team dynamics can be fostered through activities such as daily debriefing sessions, team disclosure times, and provision of medical services.

Crew factors in flight operations 6: Psychophysiological responses to helicopter operations

NASA Technical Reports Server (NTRS)

Gander, Philippa H.; Barnes, Rory M.; Gregory, Kevin B.; Connell, Linda J.; Miller, Donna L.; Graeber, R. Curtis

1994-01-01

Thirty-two helicopter pilots were studied before, during, and after 4-5 day trips providing support services from Aberdeen, Scotland, to rigs in the North Sea oil fields. Early on-duty times obliged subjects to wake up 1.5 hours earlier on trip days than on pretrip days. Consequently, they slept nearly an hour less per night on trips. They reported more fatigue on post-trip days than on pretrip days, suggesting a cumulative effect of duty-related activities and sleep loss. Fatigue and negative affect were higher, and activation lower, by the end of trip days than by the end of pretrip days. The earlier a subject went on duty, the lower his activation by the end of the day. Caffeine consumption increased 42 percent on trip days. The incidence of headache doubled, of back pain increased twelve fold, and of burning eyes quadrupled. In the aircraft studied, thermal discomfort and high vibration levels were common. The longer pilots remained on duty, the more negative their mood became.

LaURGE: Louisiana Undergraduate Recruitment and Geoscience Education

NASA Astrophysics Data System (ADS)

Nunn, J. A.; Agnew, J.

2009-12-01

NSF and the Shell Foundation sponsor a program called Louisiana Undergraduate Recruitment and Geoscience Education (LaURGE). Goals of LaURGE are: 1) Interweave geoscience education into the existing curriculum; 2) Provide teachers with lesson plans that promote interest in geoscience, critical thinking by students, and are consistent with current knowledge in geoscience; and 3) Provide teachers with supplies that make these lessons the highlights of the course. Biology workshops were held at LSU in Baton Rouge and Centenary College in Shreveport in July 2009. 25 teachers including 5 African-Americans attended the workshops. Teachers were from public and private schools in seven different parishes. Teacher experience ranged from 3 years to 40 years. Courses impacted are Biology, Honors Biology, AP Biology, and Environmental Science. The workshops began with a field trip to Mississippi to collect fossil shark teeth and create a virtual field trip. After the field trip, teachers do a series of activities on fossil shark teeth to illustrate evolution and introduce basic concepts such as geologic time, superposition, and faunal succession. Teachers were also given a $200 budget from which to select fossils for use in their classrooms. One of our exercises explores the evolution of the megatoothed shark lineage leading to Carcharocles megalodon, the largest predatory shark in history with teeth up to 17 cm long. Megatoothed shark teeth have an excellent fossil record and show continuous transitions in morphology from the Eocene to Pliocene. We take advantage of the curiosity of sharks shared by most people, and allow teachers to explore the variations among different shark teeth and to explain the causes of those variations. Objectives are to have teachers (and their students): 1) sort fossil shark teeth into biologically reasonable species; 2) form hypotheses about evolutionary relationships; and 3) describe and interpret evolutionary trends in the fossil Megatoothed lineage. The exercise concludes with discussion of the environmental and biotic events occurring between the Eocene and Miocene epochs that may have caused evolutionary changes in the megatooth shark’s teeth. Other topics covered include radiometric age dating, biogeochemical cycles, and human impact on the carbon and sulfur cycles. Pretests and posttests were administered to assess effectiveness of the program as well as identify teacher misconceptions. This information will be used in future workshops. NSF funding will allow the biology workshops to be repeated in 2010. In addition, a new workshop for physics teachers will be introduced in 2010.

Sweden/Michigan naturalistic field operational test - phase 1 : benefits of origin and destination information in IntelliDrive data sets

DOT National Transportation Integrated Search

2009-06-01

Trip origin and destination (OD) data plays a crucial role in various transportation activities. This information not : only includes the starting and end points of a trip, but also information that can be obtained through the ability to : track v...

Using a National Park for a Field Trip

ERIC Educational Resources Information Center

Baer, Roy K.

1977-01-01

Describes a one-week camping trip to Acadia National Park (Maine) as a non-credit educational experience. Includes activities such as population studies in intertidal zones, wild life sketching, nature list hikes (forest devastation by fire, beaver ponds, glacial ponds and streams), fishing and clamming rips, and student projects. (CS)

The Goat Portage: Students' Stories and Learning from Canoe Trips.

ERIC Educational Resources Information Center

Horwood, Bert

This study explores how high school students learn from their experiences in an extracurricular adventure program and illustrates how students' narrative inquiries relate to experiential learning. Twelve canoe trips were studied by participant observation methods. Data were collected from recorded interviews with students and staff, field notes,…

Life on Rocky Shores. Grades K-6.

ERIC Educational Resources Information Center

New England Aquarium, Boston, MA.

Activities in the ecology of New England's tidepools are provided in this field trip guide for elementary school teachers. Resources, curriculum materials, and services are identified that are available through the New England Aquarium's Department of Education. This packet contains: (1) pre-trip activities (offering a vocabulary list,…

Investigating a Seashore.

ERIC Educational Resources Information Center

Caterini, Charles

The Outdoor Education Program for student-teachers in University of New Brunswick's (Canada) Faculty of Education comprises four weekend trips to study four different ecosystems. The seashore community of Deer Island (New Brunswick) was chosen in 1980 as a typical ecosystem. The 3-day field trip revolved around activities that could be adapted for…

Thirty-three years of recruiting and graduating minority students at the University of New Orleans.

NASA Astrophysics Data System (ADS)

Serpa, L. F.; Pavlis, T. L.

2006-12-01

The University of New Orleans (UNO) began a formal program to recruit minority geoscience students in 1974 when Dr. Louis Fernandez initiated the program through a grant from the National Science Foundation. A major tool in the original program was to take minority high school students on a field trip. That early program was a major success at a time when even one African American student graduating with a B.S. degree in Geology or Geophysics from any university in the U.S. was considered to be significant. The field trip has continued every year since the program began and it continues to be part of a very successful recruiting effort. Over the last approximately 15 years, the minority geoscience undergraduate student population at UNO rose to approximately 40% with African American students making up the largest single ethnic group. The retention and graduation rates of these minority undergraduates at UNO are high and minority students are often graduating at or near the top of their class. Despite the disproportionate displacement of African Americans from the New Orleans area after Hurricane Katrina, those minority geoscience students who can return to UNO are doing so in significant numbers. Thus, the minority program appears to have achieved a high level of sustainability. Recently we took a closer look at the program to determine the possible explanations for its success. Although availability of scholarships, tutoring and mentors clearly contributes to our success, the key to the success of the program remains the field trip. The trip not only serves as an academic opportunity for students to see geological features first hand and develop a curiosity for earth sciences, but it also affords an opportunity to build trust and a relationship between the faculty on the trip and the meet other potential students. That trust may be the most important key to our successful recruitment of minority students at UNO. In addition, the approximately 2 week field trip is spent traveling in areas where minorities, particularly African Americans, are uncommon (southern Utah, Idaho, Wyoming, etc). Perhaps it is the thrill of feeling that they are traveling in hostile territory combined with the close living quarters and continuous interactions as a group, as well as the outstanding instruction, during the trip, that gives them the incentive to go to UNO and study geology.

Earth Hazards Consortium: a Novel Approach to Student Education in Geoscience

NASA Astrophysics Data System (ADS)

Mann, C. P.; Delgado Granados, H.; Escobar Wolf, R.; Durant, A.; Girard, G.; Calder, E.; Dominguez, T.; Roberge, J.; Rose, W.; Stix, J.; Varley, N.; Williams-Jones, G.; Hernandez Javier, I.; Salinas Sanchez, S.

2007-05-01

The Earth Hazards (Ehaz) consortium consists of six research-based universities in the United States (Michigan Technological University, University of New York at Buffalo), Canada (McGill University, Simon Fraser University) and Mexico (Universidad Nacional Autónoma de México, Universidad de Colima) funded by the U.S. Department of Education, Human Resources and Skills Development Canada, and the Secretaría de Educación Pública of Mexico, as part of the North American Free Trade Agreement. The objective of the consortium is to expose students to a wide variety of scientific and cultural perspectives in the mitigation of geological natural hazards in North America. This four-year program is multi-faceted, including student exchanges, graduate level, web-based courses in volcanology, and intensive group field trips. In 2005 to 2006, a total of 27 students were mobilized among the three countries. In this first year, the videoconferencing course focused on caldera "Supervolcanoes" with weekly discussion leaders from various fields of volcanology. At the end of the course the students participated in a field trip to Long Valley and Yellowstone calderas. Also during the first year of the program, Mexico hosted an International Course on Volcanic Hazards Map Construction. The course was attended by graduate students from Mexico and the United States, included lectures from noted guest speakers, and involved a field trip to Popocatépetl volcano. The multi-university course focus for 2007 is Volcanic Edifice Failure with a field trip planned in August 2007 to the Cascades and Western Canada. A student survey from 2006 demonstrated that (1) during the videoconferencing the students benefited by the weekly interaction with well-known volcanologists at the top of their field, (2) the field trip provided an outstanding opportunity for participants to link the theoretical concepts covered during the course with the field aspects of supervolcano systems, as well as the opportunity to network amongst their peers, and (3) students who went abroad indicate that the program provided support for internship opportunities contributing to their professional development, in addition to gaining a unique cultural experience. Changes for 2007, based on student feedback, include an hour of class time dedicated to student-student interaction in which the class participants discuss the science together as a group before meeting with the speaker, and the addition of student moderators who stimulate discussion and handle questions for the guest speakers. The course and field trip focus for 2008 is Convergent Plate Boundary Volcanism/Mexican Volcanic Belt. The consortium welcomes participation in the EHaz program from interested discussion leaders, students, and education specialists in teaching and learning

Examples of Information Technology in Field-based Educational Settings

NASA Astrophysics Data System (ADS)

Knoop, P.; van der Pluijm, B.; Dey, E.; Burn, H.

2007-12-01

Over the last five years we have utilized ruggedized Tablet PCs and Pocket PCs in a variety of summer field courses at our Camp Davis Rocky Mountain Field Station, near Jackson, WY, as well as during departmental field trips. The courses involved range from upper-level field geology to lower-level introductory geology, as well as a mid-level environmental science course. During this period we gained a lot of experience with how to integrate information technology in field courses and field trips, as we experimented with a range of hardware and software combinations as well as different teaching approaches, some more successful than others. During much of this time we have also collaborated with external educational researchers to help us assess and understand the impact of this evolving approach to field-based instruction. Presented here are some example cases of how information technology can be used in the field for educational purposes, such as mapping projects in field courses, as a digital field notebook and reference library on field trips, and to support a mobile classroom while students are dispersed among vehicles or across a field area. We also present results from the educational evaluation of this work, which indicate that students see information technology as an important tool for their work, rather than as a novelty, and that it provides them with important visualization capabilities to enhance their understand that are not available with traditional paper mapping techniques.

Impact of the Arizona NExSS Winter School on Astrobiology Knowledge and Attitudes.

PubMed

Burnam-Fink, Michael; Desch, Steven J; Scalice, Daniella; Davis, Hilarie; Huff, Cierra J; Apai, Dániel

2018-03-01

Astrobiology is an inherently interdisciplinary area of study, demanding communication across multiple fields: astronomy, geochemistry, planetary science, and so on. Successful communication requires that researchers be aware of the basic findings, open questions, and tools and techniques of allied fields and possess an appreciation and respect for what these fields consider good science. To facilitate this communication between early-career researchers, the Arizona NExSS Winter School was hosted in February 2016, bringing together graduate students and postdoctoral researchers from backgrounds spanning the field of astrobiology. Students virtually attended a scientific Workshop Without Walls and participated in lectures, discussions, field trips, and hands-on activities, culminating in the writing and review of mock proposals by interdisciplinary teams. We assess the impact of the school on interdisciplinarity using a pre- and posttest survey of 24 students, informed by National Science Foundation impact categories (Friedman et al., 2008 ) within the Impact Analysis Method (IAM) described by Davis and Scalice ( 2015 ). We demonstrate that students gained knowledge, especially in fields outside their home discipline. Furthermore, an underlying disciplinary divide between geochemists and planetary scientists on the role of life in planetary evolution is observed and interpreted. These findings demonstrate that the Arizona NExSS Winter School had measurable impact on interdisciplinarity and that the IAM rubric has utility in measuring impact. We make recommendations for further research to understand the interdisciplinary gaps in astrobiology and how best to bridge them. Key Words: Interdisciplinarity-Attitudes-Knowledge-Scientific dialogue-Training. Astrobiology 18, 365-375.

Discrete sonic jets used as boundary-layer trips at Mach numbers of 6 and 8.5

NASA Technical Reports Server (NTRS)

Stone, D. R.; Cary, A. M., Jr.

1972-01-01

The effect of discrete three-dimensional sonic jets used to promote transition on a sharp-leading-edge flat plate at Mach numbers of 6 and 8.5 and unit Reynolds numbers as high as 2.5 x 100,000 per cm in the Langley 20-inch hypersonic tunnels is discussed. An examination of the downstream flow-field distortions associated with the discrete jets for the Mach 8.5 flow was also conducted. Jet trips are found to produce lengths of turbulent flow comparable to those obtained for spherical-roughness-element trips while significantly reducing the downstream flow distortions. A Reynolds number based upon secondary jet penetration into a supersonic main flow is used to correlate jet-trip effectiveness just as a Reynolds number based upon roughness height is used to correlate spherical-trip effectiveness. Measured heat-transfer data are in agreement with the predictions.

Experience-based Learning in Acadia National Park: a Successful, Long-running, Model Field Course

NASA Astrophysics Data System (ADS)

Connaughton, M.

2015-12-01

This two-week field course has been offered alternate summers since 2000 in Acadia National Park on Mount Desert Island, Maine and addresses the geological history, physical and biological oceanography and principles of community ecology applicable to terrestrial and/or marine communities of coastal Maine. The course is often transformative and deeply meaningful to the students, many of whom have limited travel experience. The essential components of experience-based learning are well represented in this class with multiple opportunities for abstract conceptualization, active experimentation, concrete hands-on experiences and reflective observation built into the course. Each day begins with a lecture introducing concepts, which are then made concrete though daily field trips (4-8 hours in duration) into the park that include rigorous hiking, some kayaking and one commercial nature cruise. Field trips include hands-on experience with lecture concepts, on-site lessons in field methods, and data collection for independent projects. Each field trip is tied to a specific independent project, which are generated by the instructor, but self-selected by the students. Every student is actively involved in data collection during each field trip, with one student in charge of the collection each day. Daily guided journaling in three parts (scientific, personal and creative) and evening discussions provide ample opportunity for the student to reflect on the scientific content of the course, examine their personal reactions to what they have experienced and to be creative, sharing prior experiences, prior learning and their personalities. The course includes two exams, each following a week of lecture and field experiences. Independent research projects include the production of a manuscript-formatted report complete with statistical analysis of the data and a literature-based discussion of the conclusions. The combination of experiential reinforcement of concepts, abundant opportunity for written and spoken reflection, the beauty of the setting, the challenges of working in the field and the resultant bonding of the students and instructors provide a highly effective and unforgettable learning experience.

Leveraging Field Trips in Higher Education for Local Engagement and Impact: An Example from Guatemala

NASA Astrophysics Data System (ADS)

Riker, J.; Watson, M.; Liu, E. J.; Chigna, G.; Purvis, M.; Naismith, A.

2016-12-01

For over ten years, the University of Bristol (U.K.) has run a field trip for masters students in Natural Hazards in the volcanically active areas of southern Guatemala, home to more than 13 million people. This trip has obvious benefits to its participants - it serves as an immersive and formative experience for students studying volcanic hazard, as well as a springboard for the work of the researchers who lead it. Over the years, it has helped to build strong collaborative ties between academic researchers at Bristol and Guatemala's geologic survey (INSIVUMEH) and emergency management agency (CONRED), facilitating the sharing of data, expertise, and monitoring equipment. The students' regular presence has also enabled infrastructure improvements at Fuego Volcano Observatory, which is itself hosted and partly staffed by the residents of Panimache, a small village just a few miles from the volcano's summit. This field trip does raise challenges, however - an influx of foreign students can draw questions from community members for whom the benefits are indirect (i.e., local job creation or infrastructure improvement) or intangible (i.e., incremental contributions to the body of knowledge regarding volcanic hazard). In this presentation, we'll share stories of our experiences of effective community collaboration in Guatemala. In the spirit of discussion, we would also like to explore the opportunities that exist to better utilise this trip, along with the energy and expertise of its participants, to maximise the positive impact on (and resilience of) local communities, particularly those in the small and largely indigenous villages that populate Fuego Volcano's flanks.

The Impact of Field Trips and Family Involvement on Mental Models of the Desert Environment

NASA Astrophysics Data System (ADS)

Judson, Eugene

2011-07-01

This study examined the mental models of the desert environment held by fourth- and seventh-grade students in the USA and whether those mental models could be affected by: (1) classroom field trips to a desert riparian preserve, and (2) interaction with family members at the same preserve. Results generally indicated that students in this study were resolute in their models and that field trips did not impact the types of models students adhered to. Twenty-three seventh-grade students who self-selected to participate in a Family Science Club with their parents did demonstrate a shift in their mental models and developed significantly more sophisticated models over time. A critical implication of the study is that unless transformation of mental models of the environment is an explicit goal of instruction, simple exposure to the environment (even within the context of life science instruction) will not transform understandings of how organisms within an environment act and interact interdependently.

Effective Lesson Planning: Field Trips in the Science Curriculum

NASA Astrophysics Data System (ADS)

Rieger, C. R.

2010-10-01

Science field trips can positively impact and motivate students. However, if a field trip is not executed properly, with appropriate preparation and follow-up reinforcement, it can result in a loss of valuable educational time and promote misconceptions in the students. This study was undertaken to determine if a classroom lesson before an out-of-the-classroom activity would affect learner gain more or less than a lesson after the activity. The study was based on the immersive theater movie ``Earth's Wild Ride'' coupled with a teacher-led Power Point lesson. The participants in the study were students in a sixth grade physical science class. The order of lessons showed no detectable effect on final learner outcomes. Based on pre- and post-testing, improvement in mean learning gain came from the teacher-led lesson independent of the movie. The visit to the immersive theater, however, had significant positive effects that did not show up in the quantitative results of the testing.

Bodie State Historic Park. Teacher's Guide.

ERIC Educational Resources Information Center

California State Dept. of Parks and Recreation, Sacramento.

This guide is intended to assist teachers in organizing and preparing a field trip to Bodie State Historic Park (California). Although it is intended to assist in the trip to Bodie, it also provides information for organizing group tours or family outings to other areas. Activities include before, during, and after visit exercises focusing on the…

The Boiler Room and Beyond: Bridging Standards and Community.

ERIC Educational Resources Information Center

Active Learner: A Foxfire Journal for Teachers, 2000

2000-01-01

Mini-field trips to the boiler room and bus garage at a South Dakota elementary school increased student interest in their school and community and resulted in increased attendance. Photographs, interviews, and a student-produced book on the trips reinforced student interest and provided the means to integrate the curriculum and incorporate…

Earth Hazards Consortium: a Unique Approach to Student-Centered Learning

NASA Astrophysics Data System (ADS)

Mann, C. P.; Granados, H. D.; Durant, A.; Wolf, R. E.; Girard, G.; Javier, I. H.; Cisneros, M.; Rose, W.; Sánchez, S. S.; Stix, J.

2006-12-01

The Earth Hazards (EHaz) consortium consists of six research-based universities in the United States (Michigan Technological University, University at Buffalo), Canada (McGill University, Simon Fraser University) and México (Universidad Nacional Autónoma de México, Universidad de Colima) funded by the U.S. Department of Education, Human Resources and Skills Development Canada, and the Secretaría de Educación Pública of México, as part of the North American Free Trade Agreement. The objective of the consortium is to expose students to a wide variety of scientific and cultural perspectives in the mitigation of geological natural hazards in North America. This four year program is multi-faceted, including student exchanges, graduate level, web-based courses in volcanology, and intensive group field trips. In 2005 to 2006, a total of 27 students were mobilized among the three countries. In this first year, the videoconferencing course focused on caldera supervolcanoes with weekly discussion leaders from various fields of volcanology. At the end of the course the students participated in a field trip to Long Valley and Yellowstone calderas. Also during the first year of the program, México hosted an International Course on Volcanic Hazards Map Construction. The course was attended by graduate students from Mexico and the United States, included lectures from noted guest speakers, and involved a field trip to Popocatepetl volcano. A student survey demonstrated that during the videoconferencing the students benefited by the weekly interaction with well- known volcanologists at the top of their field. Students who participated in the field trip benefited from an outstanding opportunity to link the theoretical concepts covered during the course with the field aspects of supervolcano systems, as well as the opportunity to network amongst their peers. Feedback from students who went abroad indicates that the program provided support for internship opportunities contributing to their professional development, in addition to gaining a unique cultural experience. The course and field trip foci for the next two years are: Volcanic Edifice Failure/Cascades and Western Canada (2007) and Convergent Plate Boundary Volcanism/Mexican Volcanic Belt (2008). The consortium welcomes participation in the EHaz program from interested discussion leaders, students, and education specialists in teaching and learning.

Rochester area interactive telecommunications network (RAITN): A partnership in Rochester between educators and industry

DOE Office of Scientific and Technical Information (OSTI.GOV)

O`Leary, C.T.

Primarily funded by Rochester Telephone Corporation, the RAITN system connects five area high schools, Rochester Institute of Technology (RIT), and State University of New York at Brockport. Monroe No. 1 Board of Cooperative Educational Services coordinates the interactive programming which may originate from any of the sites. Course offerings on the network range from full credit college courses to high schools sharing unique classes to increase each partners` breadth of educational options. Special events dealing with a variety of interest areas such as teen health issues, professional development, guest speakers and political leaders, and multicultural diversity topics fill out themore » schedule of interactive programming. {open_quotes}Electronic field trips{close_quotes} allow students and staff to {open_quotes}virtually attend{close_quotes} seminars, science fairs, and teleconferences held at RIT without leaving their schools. Internet connectivity and a new group of high school, university and industry partners are the next additions to the network.« less

Introducing Future Teachers to Science Beyond the Classroom

NASA Astrophysics Data System (ADS)

Kisiel, James

2013-02-01

Informal science education institutions (ISEIs), such as museums, aquariums, and nature centers, offer more to teachers than just field trip destinations—they have the potential to provide ideas for pedagogy, as well as support deeper development of teachers' science knowledge. Although there is extensive literature related to teacher/museum interactions within the context of the school field trip, there is limited research that examines other ways that such institutions might support classroom teachers. A growing number of studies, however, examine how incorporating such ideas of connections of ISEIs to pre-service teacher education might improve teacher perceptions and awareness. Pre-service elementary teachers enrolled in a science methods class participated in a semester-long assignment which required participation in their choice of activities and events (workshops, field trips, family day activities) conducted at local ISEIs. Students generally saw this embedded assignment as beneficial, despite the additional out-of-class time required for completion. Comparison of pre-/post-class responses suggested that teachers shifted their perceptions of ISEIs as first and foremost as places for field trips or hands-on experiences, to institutions that can help teachers with classroom science instruction. Although basic awareness of the existence of such opportunities was frequently cited, teachers also recognized these sites as places that could enhance their teaching, either by providing materials/resources for the classroom or by helping them learn (content and pedagogy) as teachers. Implications for practice, including the role of ISEIs in teacher preparation and indication, are also discussed.

Virtual wayfinding using simulated prosthetic vision in gaze-locked viewing.

PubMed

Wang, Lin; Yang, Liancheng; Dagnelie, Gislin

2008-11-01

To assess virtual maze navigation performance with simulated prosthetic vision in gaze-locked viewing, under the conditions of varying luminance contrast, background noise, and phosphene dropout. Four normally sighted subjects performed virtual maze navigation using simulated prosthetic vision in gaze-locked viewing, under five conditions of luminance contrast, background noise, and phosphene dropout. Navigation performance was measured as the time required to traverse a 10-room maze using a game controller, and the number of errors made during the trip. Navigation performance time (1) became stable after 6 to 10 trials, (2) remained similar on average at luminance contrast of 68% and 16% but had greater variation at 16%, (3) was not significantly affected by background noise, and (4) increased by 40% when 30% of phosphenes were removed. Navigation performance time and number of errors were significantly and positively correlated. Assuming that the simulated gaze-locked viewing conditions are extended to implant wearers, such prosthetic vision can be helpful for wayfinding in simple mobility tasks, though phosphene dropout may interfere with performance.

Ethnicity vs. National Culture in One Nationalized Educational Site: The Case of the Annual School Trip

ERIC Educational Resources Information Center

Markovich, Dalya Yafa

2016-01-01

This study examines the interface between ethnicity and nationality in a nationalized educational site--the annual school trip--that took place in a Jewish high school in Israel that serves underprivileged ethnic groups. Based on ethnographic field work, I analyze how the Ashkenazi (central-eastern European origin) hegemonic national culture that…

Digital "Learning Trails": Scaling Technology-Facilitated Curricular Innovation in Schools with a "Rhizomatic" Lens

ERIC Educational Resources Information Center

Jamaludin, Azilawati; Hung, David Wei Loong

2016-01-01

Technological advances in the form of ubiquitous computing has altered the learning landscape today. Contemporary modes of learning afford curricular innovations in schools. While learning journeys of decades ago entailed field trips to places of interest such as museums and zoos where students completed tasks or worksheets after each trip, the…

Field trip guidebook on environmental impact of clays along the upper Texas coast

NASA Technical Reports Server (NTRS)

Garcia, Theron D.; Ming, Douglas W.; Tuck, Lisa Kay

1991-01-01

The field trip was prepared to provide an opportunity to see first hand some the environmental hazards associated with clays in the Houston, Texas area. Because of the very high clay content in area soils and underlying Beaumont Formation clay, Houston is a fitting location to host the Clay Mineral Society. Examinations were made of (1) expansive soils, (2) subsidence and surface faulting, and (3) a landfill located southeast of Houston at the Gulf Coast Waste Disposal Authority where clay is part of the liner material.

Preliminary evaluation of the airborne imaging spectrometer for vegetation analysis

NASA Technical Reports Server (NTRS)

Strahler, A. H.; Woodcock, C. E.

1984-01-01

The primary goal of the project was to provide ground truth and manual interpretation of data from an experimental flight of the Airborne Infrared Spectrometer (AIS) for a naturally vegetated test site. Two field visits were made; one trip to note snow conditions and temporally related vegetation states at the time of the sensor overpass, and a second trip following acquisition of prints of the AIS images for field interpretation. Unfortunately, the ability to interpret the imagery was limited by the quality of the imagery due to the experimental nature of the sensor.

Hunton Group core workshop and field trip

DOE Office of Scientific and Technical Information (OSTI.GOV)

Johnson, K.S.

The Late Ordovician-Silurian-Devonian Hunton Group is a moderately thick sequence of shallow-marine carbonates deposited on the south edge of the North American craton. This rock unit is a major target for petroleum exploration and reservoir development in the southern Midcontinent. The workshop described here was held to display cores, outcrop samples, and other reservoir-characterization studies of the Hunton Group and equivalent strata throughout the region. A field trip was organized to complement the workshop by allowing examination of excellent outcrops of the Hunton Group of the Arbuckle Mountains.

Sixth International Limnogeology Congress: field trip guidebook, Reno, Nevada, June 15-19, 2015

USGS Publications Warehouse

Rosen, Michael R.

2015-01-01

The U.S. Geological Survey has sponsored each ILIC that has been held in the United States because of the importance of understanding paleoclimate and contaminant histories of lakes, two main themes of the Congress. This field trip guide provides a permanent record of some of the wide variety of studies that are being conducted in modern lakes and ancient lake deposits in western North America, and it provides a starting point for any one desiring to visit these exceptional sites or begin work in these areas.

Teaching science in museums

NASA Astrophysics Data System (ADS)

Tran, Lynn Uyen

Museums are free-choice, non-threatening, non-evaluative learning and teaching environments. They enable learners to revisit contents, authentic objects, and experiences at their own leisure as they continually build an understanding and appreciation of the concepts. Schools in America have used museums as resources to supplement their curriculum since the 19 th century. Field trip research is predominantly from the teachers' and students' perspectives, and draws attention to the importance for classroom teachers and students to prepare prior to field trips, have tasks, goals, and objectives during their time at the museum, and follow up afterwards. Meanwhile, museum educators' contributions to field trip experiences have been scantily addressed. These educators develop and implement programs intended to help students' explore science concepts and make sense of their experiences, and despite their limited time with students, studies show they can be memorable. First, field trips are a break in the usual routine, and thus have curiosity and attention attracting power. Second, classroom science teaching literature suggests teachers' teaching knowledge and goals can affect their behaviors, and in turn influence student learning. Third, classroom teachers are novices at planning and implementing field trip planners, and museum educators can share this responsibility. But little is reported on how the educators teach, what guides their instruction, how classroom teachers use these lessons, and what is gained from these lessons. This study investigates two of these inquiries. The following research questions guided this investigation. (1) How do educators teaching one-hour, one-time lessons in museums adapt their instruction to the students that they teach? (2) How do time limitations affect instruction? (3) How does perceived variability in entering student knowledge affect instruction? Four educators from two museums took part in this participant observation study to examine one aspect of the teaching culture in museums, that is instruction during one-time science lessons. The researcher remained a passive participant in all 23 lessons observed. Data included observations, interviews, and researcher field notes. An inductive analysis model incorporating constant comparison and domain analysis methods was adopted to analyze the data. Five major findings emerged from this analysis. (1) Repeating lessons develop comfort and insight to compensate one-time nature of lessons. (2) Details within science lessons can vary according to the students. (3) A lifelong learning perspective forms the foundation for educators' choices. (4) Refine teaching to use time efficiently. (5) Educators designate roles to teachers and chaperones to maximize time. These findings had implications for museum educators, classroom teachers, and all those involved in school field trips. Recommendations for action and future research emerging from this study were listed and discussed.

Short-Term Medical Service Trips: A Systematic Review of the Evidence

PubMed Central

2014-01-01

Short-term medical service trips (MSTs) aim to address unmet health care needs of low- and middle-income countries. The lack of critically reviewed empirical evidence of activities and outcomes is a concern. Developing evidence-based recommendations for health care delivery requires systematic research review. I focused on MST publications with empirical results. Searches in May 2013 identified 67 studies published since 1993, only 6% of the published articles on the topic in the past 20 years. Nearly 80% reported on surgical trips. Although the MST field is growing, its medical literature lags behind, with nearly all of the scholarly publications lacking significant data collection. By incorporating data collection into service trips, groups can validate practices and provide information about areas needing improvement. PMID:24832401

[Travel and cultural activities in care homes for the elderly].

PubMed

Andriot, Hervé; Roumilhac, Vanessa

2010-01-01

Travel and cultural activities are still accessible for elderly people, in particular those living in care homes. With some precautions and adequate professional supervision, it is possible to carry out such activities, elderly people's limits being psychological rather than physical. Elderly people can thereby open up to the adventure of travelling whether it is an actual, physical trip or a virtual journey, through cultural activities. A report on the Residence Orpea des Noues care home's experience of such initiatives.

A Trip to the Statler Hilton Hotel. The Special Education Curriculum Series.

ERIC Educational Resources Information Center

Kendall, Muriel

A program designed for high school level work-study classes for students of limited mental ability presents specific curriculum methods and materials to teach information regarding positions available in the hotel industry. A field trip tour of the Boston Statler Hilton Hotel if the focal activity of the unit, and is accompanied by a history of…

Let's Go to Market! Field Trips to Discover Economics and Cultures

ERIC Educational Resources Information Center

Gomez, Diana

2010-01-01

In this article, the author describes how her first grade class embarked on a journey of learning through a unit of study about local food markets. The study was a rich exploration of the cultural diversity of the city of Philadelphia, Pennsylvania, as well as an introduction to basic concepts about economics. Through their trips to a farm and…

Assessment of Change in Conservation Attitudes through Zoo Education

ERIC Educational Resources Information Center

Randall, Teresa

2011-01-01

This study was conducted at the Oklahoma City Zoo in fall 2010 and subjects were students' ages 14-18 who either participated in a formal conservation education class led by zoo educators or in a field trip in which they were engaged in free-choice learning. Two research questions were: 1) Does a trip to the zoo affect conservation attitudes and…

The hydrogeology of urbanization: The lost springs of Washington, D.C., late Tertiary and Quaternary sediments of D.C., and the Baltimore Long Term Ecological Research site (LTER): Chapter

USGS Publications Warehouse

Bhaskar, Aditi; Pavich, Milan J.; Sharp, John M.

2015-01-01

Urbanization is a major process now shaping the environment. This field trip looks at the hydrogeology of the general Washington, D.C., area and focuses on the city's lost springs. Until 150 years ago, springs and shallow dug wells were the main source of drinking water for residents of Washington, D.C. Celebrating the nation's bicentennial, Garnett P. Williams of the U.S. Geological Survey examined changes in water supply and water courses since 1776. He examined old newspaper files to determine the location of the city's springs. This field trip visits sites of some of these springs (few of which are now flowing), discusses the hydrologic impacts of urbanization and the general geological setting, and finishes with the Baltimore Long Term Ecological Research site at Dead Run and its findings. The field trip visits some familiar locations in the Washington, D.C., area, and gives insights into their often hidden hydrologic past and present.

News Teaching: The epiSTEMe project: KS3 maths and science improvement Field trip: Pupils learn physics in a stately home Conference: ShowPhysics welcomes fun in Europe Student numbers: Physics numbers increase in UK Tournament: Physics tournament travels to Singapore Particle physics: Hadron Collider sets new record Astronomy: Take your classroom into space Forthcoming Events

NASA Astrophysics Data System (ADS)

2010-05-01

Teaching: The epiSTEMe project: KS3 maths and science improvement Field trip: Pupils learn physics in a stately home Conference: ShowPhysics welcomes fun in Europe Student numbers: Physics numbers increase in UK Tournament: Physics tournament travels to Singapore Particle physics: Hadron Collider sets new record Astronomy: Take your classroom into space Forthcoming Events

Backyard Biodiversity.

ERIC Educational Resources Information Center

Thompson, Sarah S.

2002-01-01

Describes a field trip experience for the Earth Odyssey project for elementary school students focusing on biodiversity. Introduces the concept of diversity, field work, species richness, and the connection between animals and their habitat. (YDS)

Have You Ever Been to the Shore Before? A Marine Education Infusion Unit. Northern New England Marine Education Project.

ERIC Educational Resources Information Center

Maine Univ., Orono. Coll. of Education.

This unit presents the teacher with guidelines and suggestions for a field trip to a shore. It contains information about what organisms and habitat to expect and appropriate activities. Also suggested are discussions of the people who live and work near the shore. A pre-trip planning section is presented. Sections relating to each of several…

Field Tripping: How to Keep Them in Their Seats After the Tire Blows Out

ERIC Educational Resources Information Center

Main, Margaret H.

1978-01-01

Sixty-four children, eight mothers and four teachers traveled on a bus that blew a tire in the middle of the world's busiest freeway. What saved the trip from this unexpected "letdown" and expected chaos was a "bag of tricks" that the author developed from 16 years of experience in and out of the primary-grade classroom. (Author/RK)

Integration of Field Geophysics and Geology in an International Setting: Multidisciplinary Geoscience Field Experience at the University of Western Ontario

NASA Astrophysics Data System (ADS)

Brenders, A. J.; Banerjee, N.; Pratt, R. G.

2010-12-01

The pedagogical value of the field experience is unequaled: students, teaching assistants, and professors alike return with a renewed sense of purpose, community, and the context in which to place classroom education. It is widely regarded as valuable to personal development, and is required by the Canadian Council of Professional Geoscientists for professional registration. As part of our ongoing International Geoscience Field Experience Initiative, Earth Sciences students at the University of Western Ontario have the opportunity to enhance their education through a study abroad program. The focus is on a residential field experience to world-class localities, offered with the collaboration of internationally recognized academic researchers, government survey personnel, and industry leaders. Recent trips have included the Sn-W mineralization in the Cornwall district of the U.K., the Iberian Pyrite Belt (IPB) in Portugal and Spain, and the metallogenic belts of Western Turkey. The integration of geological knowledge with geophysical data was one of the key organizing principles of our recent field trips to the IPB and Western Turkey. This integration is a foundation of modern Earth Sciences, and common practice in industry, it is relatively rare in classroom settings. Lectures before departure and evening exercises during the field trip supplemented the core undergraduate curriculum in geophysics, reviewing gravity, DC resistivity, induced polarization (IP), and magnetotelluric methods, focusing on application to mineral exploration. During our trip to the IPB, partnership with industry allowed students the opportunity to work with state of the art geophysical data, acquired on an exploration prospect visited during the field trip. Multi-parameter geophysical inversions of the IP and MT data produced cross-sections in depth - results interpretable by the students in the complex geological environment of the Iberian Pyrite Belt. Although the students gained valuable geological insight, the lack of practical experience in the acquisition and processing of geophysical data was identified in course evaluations. To address this, in Western Turkey, students had the opportunity to design and acquire total magnetic field surveys using a walking magnetometer, combining a GPS receiver and proton-precession magnetometer. Using this instrument, students identified the geophysical response of subsurface features, visible in both outcrop and during traverse through open pit mines. A transect across a buried basalt - limestone contact was made, and the strike of the contact identified during subsequent data processing. Students also had the opportunity to visit an active IP-resistivity survey, observing the acquisition of this data in the field, and learn how project geologists integrate this data with geological drill cores. Finally, students designed and acquired a total magnetic field survey over an archaeological site: the Acropolis at Pergamon. By integrating data acquisition, processing, and interpretation with field visits to sites of both geological and archaeological interest, students acquired field and technical skills that ideally prepared them for a future in research or industry.

Spatio-temporal monitoring of suspended sediments in the Solimões River (2000-2014)

NASA Astrophysics Data System (ADS)

Espinoza-Villar, Raul; Martinez, Jean-Michel; Armijos, Elisa; Espinoza, Jhan-Carlo; Filizola, Naziano; Dos Santos, Andre; Willems, Bram; Fraizy, Pascal; Santini, William; Vauchel, Philippe

2018-01-01

The Amazon River sediment discharge has been estimated at between 600 and 1200 Mt/year, of which more than 50% comes from the Solimões River. Because of the area's inaccessibility, few studies have examined the sediment discharge spatial and temporal pattern in the upper Solimões region. In this study, we use MODIS satellite images to retrieve and understand the spatial and temporal behaviour of suspended sediments in the Solimões River from Peru to Brazil. Six virtual suspended sediment gauging stations were created along the Solimões River on a 2050-km-long transect. At each station, field-derived river discharge estimates were available and field-sampling trips were conducted for validation of remote-sensing estimates during different periods of the annual hydrological cycle between 2007 and 2014. At two stations, 10-day surface suspended sediment data were available from the SO-HYBAM monitoring program (881 field SSS samples). MODIS-derived sediment discharge closely matched the field observations, showing a relative RMSE value of 27.3% (0.48 Mtday) overall. Satellite-retrieved annual sediment discharge at the Tamshiyacu (Peru) and Manacapuru (Brazil) stations is estimated at 521 and 825 Mt/year, respectively. While upstream the river presents one main sediment discharge peak during the hydrological cycle, a secondary sediment discharge peak is detected downstream during the declining water levels, which is induced by sediment resuspension from the floodplain, causing a 72% increase on average from June to September.

TECHNIQUES FOR TEACHING CONSERVATION EDUCATION.

ERIC Educational Resources Information Center

BROWN, ROBERT E.; MOUSER, G.W.

CONSERVATION PRINCIPLES, FIELD METHODS AND TECHNIQUES, AND SPECIFIC FIELD LEARNING ACTIVITIES ARE INCLUDED IN THIS REFERENCE VOLUME FOR TEACHERS. CONSERVATION PRINCIPLES INCLUDE STATEMENTS PERTAINING TO (1) SOIL, (2) WATER, (3) FOREST, AND (4) WILDLIFE. FIELD METHODS AND TECHNIQUES INCLUDE (1) PREPARING FOR A FIELD TRIP, (2) GETTING STUDENT…

Stability Analysis of Roughness Array Wake in a High-Speed Boundary Layer

NASA Technical Reports Server (NTRS)

Choudhari, Meelan; Li, Fei; Edwards, Jack

2009-01-01

Computations are performed to examine the effects of both an isolated and spanwise periodic array of trip elements on a high-speed laminar boundary layer, so as to identify the potential physical mechanisms underlying an earlier transition to turbulence as a result of the trip(s). In the context of a 0.333 scale model of the Hyper-X forebody configuration, the time accurate solution for an array of ramp shaped trips asymptotes to a stationary field at large times, indicating the likely absence of a strong absolute instability in the mildly separated flow due to the trips. A prominent feature of the wake flow behind the trip array corresponds to streamwise streaks that are further amplified in passing through the compression corner. Stability analysis of the streaks using a spatial, 2D eigenvalue approach reveals the potential for a strong convective instability that might explain the earlier onset of turbulence within the array wake. The dominant modes of streak instability are primarily sustained by the spanwise gradients associated with the streaks and lead to integrated logarithmic amplification factors (N factors) approaching 7 over the first ramp of the scaled Hyper-X forebody, and substantially higher over the second ramp. Additional computations are presented to shed further light on the effects of both trip geometry and the presence of a compression corner on the evolution of the streaks.

GeoWall use in an Introductory Geology laboratory: Impacts in Student Understanding of Field Mapping Concepts

NASA Astrophysics Data System (ADS)

Ross, L. E.; Kelly, M.; Springer, A. E.

2003-12-01

In the Fall semester of 2003, Northern Arizona University will introduce the GeoWall to its introductory geology courses. This presents an opportunity to assess the impact of this new technology on students' understanding of basic topographic concepts and the spatial relationships between geology, topography, and hydrology on a field trip. Introductory Geology fulfills the Lab Science component of the Liberal Studies Program at Northern Arizona University. The class is open to all Northern Arizona University students, and is most commonly taken by non-science majors. In this class students learn to: locate their position using maps, identify common minerals and rocks, recognize the relationship between geology and geomorphology, visualize how rocks exposed at the surface continue into the subsurface, and to draw conclusions about possible geologic hazards in different settings. In this study we will report how a GeoWall 3D visualization technology was used in a field study of a graben south of Flagstaff. The goal of the field exercise is to improve students' ability to synthesize data collected at field stops into a conceptual model of the graben, linking geology, geomorphology and hydrology. We plan to present a quantitative assessment of the GeoWall learning objectives from data collected from a paired test and control group of students. Teaching assistants (TAs) with two or more lab classes have been identified; these TAs will participate in both GeoWall and non-GeoWall lab exercises. The GeoWall use will occur outside of normal lab hours to avoid disrupting the lab schedule during the eighth week of lab. This field preparation exercise includes a 3D visualization of the Lake Mary graben rendered with the ROMA software. The following week, all students attend the graben field trip; immediately following the trip, students will interviewed about their gain in understanding of the geologic features illustrated during the field trip. The results of the post-fieldtrip interviews will also be presented to quantitatively assess how students perceive the use of the GeoWall in this introductory geology setting, and how it affected their understanding.

An Analytic Approximation to Very High Specific Impulse and Specific Power Interplanetary Space Mission Analysis

NASA Technical Reports Server (NTRS)

Williams, Craig Hamilton

1995-01-01

A simple, analytic approximation is derived to calculate trip time and performance for propulsion systems of very high specific impulse (50,000 to 200,000 seconds) and very high specific power (10 to 1000 kW/kg) for human interplanetary space missions. The approach assumed field-free space, constant thrust/constant specific power, and near straight line (radial) trajectories between the planets. Closed form, one dimensional equations of motion for two-burn rendezvous and four-burn round trip missions are derived as a function of specific impulse, specific power, and propellant mass ratio. The equations are coupled to an optimizing parameter that maximizes performance and minimizes trip time. Data generated for hypothetical one-way and round trip human missions to Jupiter were found to be within 1% and 6% accuracy of integrated solutions respectively, verifying that for these systems, credible analysis does not require computationally intensive numerical techniques.

Online Higher Education in the Natural Sciences

NASA Astrophysics Data System (ADS)

Pearson, Karen; Liddicoat, Joseph

2013-04-01

Online courses in higher education allow traditional and non-traditional students to complete course work in all disciplines with great flexibility. Courses in the Natural Sciences are no exception because the online environment allows students to collapse time and space; to access a course anywhere; to get immediate feedback, tutoring and coaching; and to receive real-time interaction between themselves and the instructor. This presentation will highlight successful examples of course content from the areas of astronomy, environmental, and earth and physical sciences. Content examples will focus on helping students use their 'environment' as part of the laboratory experience in courses traditionally thought of as lecture and laboratory courses. These examples will include real and virtual field trips, use of multimedia content, collaboration between students and faculty to design and conduct experiments and field work, and modifications to traditional lecture methods for the online environment. Dr. Karen Pearson former director of Online-Learning and Academic Technologies and Professor Science and Mathematics at the Fashion Institute of Technology (SUNY) and Dr. Joseph Liddicoat will focus on how courses in the Natural Sciences can be delivered in the online environment while maintaining high academic standards and not losing the "hands" on experience students need while completing a laboratory science course as part of a liberal arts curriculum.

Impact of inclusive field trips

NASA Astrophysics Data System (ADS)

Gilley, Brett; Atchison, Chris; Feig, Anthony; Stokes, Alison

2015-08-01

The geosciences benefit from diverse student perspectives and backgrounds, but the field-based learning requirements pose barriers to students with disabilities. If carefully designed, fieldwork can be made accessible while still meeting expectations of academic rigour.

Study of the near field wake of trips generating an artificially thick turbulent boundary layers

NASA Astrophysics Data System (ADS)

Rodriguez Lopez, Eduardo; Bruce, Paul J. K.; Buxton, Oliver R. H.

2015-11-01

The properties of an artificially thick turbulent boundary layer are influenced by its formation mechanism. Previous work has shown that wake or wall-driven mechanisms dominate boundary layer development depending on the trips' aspect ratio. The current study characterizes these two formation mechanisms through the use of high-speed PIV in the near wake of obstacles arrays on a flat plate in a wind tunnel. The time resolved velocity field is studied using Optimal Mode Decomposition (OMD) generating a low order model which captures the representative motions. Results corroborate the original hypothesis and show that these mechanisms are divided in two families: (i) High aspect ratio trips (cylinders) generate vortices with a wall-normal axis which do not transfer information between the wall and the wake of the obstacle. In this case, the boundary layer growth is wall-driven entraining the low-momentum highly turbulent flow above it. (ii) Low aspect ratio trips generate spanwise vorticity increasing the influence of the obstacle's wake in the wall region (wake-driven mechanism). A high level of correlation with the velocity fluctuations at the wall is maintained in case (ii) for the whole wake while in case (i) the correlation vanishes for heights smaller than half obstacle.

Enabling Remote Activity: Using mobile technology for remote participation in geoscience fieldwork

NASA Astrophysics Data System (ADS)

Davies, Sarah; Collins, Trevor; Gaved, Mark; Bartlett, Jessica; Valentine, Chris; McCann, Lewis

2010-05-01

Field-based activities are regarded as essential to the development of a range of professional and personal skills within the geosciences. Students enjoy field activities, preferring these to learning with simulations (Spicer and Stratford 2001), and these improve deeper learning and understanding (Kern and Carpenter, 1984; Elkins and Elkins, 2007). However, some students find it difficult to access these field-based learning opportunities. Field sites may be remote and often require travel across uneven, challenging or potentially dangerous terrain. Mobility-impaired students are particularly limited in their opportunities to participate in field-based learning activities and, as higher education institutions have a responsibility to provide inclusive opportunities for students (UK Disability Discrimination Act 1995, UK Special Education Needs and Disability Rights Act 2001), the need for inclusive fieldwork learning is being increasingly recognised. The Enabling Remote Activity (ERA) project has been investigating how mobile communications technologies might allow field learning experiences to be brought to students who would otherwise find it difficult to participate, and also to enhance activities for all participants. It uses a rapidly deployable, battery-powered wireless network to transmit video, audio, and high resolution still images to connect participants at an accessible location with participants in the field. Crucially, the system uses a transient wireless network, allowing multiple locations to be explored during a field visit, and for plans to be changed dynamically if required. Central to the concept is the requirement for independent investigative learning: students are enabled to participate actively in the learning experience and to direct the investigations, as opposed to being simply remote viewers of the experience. Two ways of using the ERA system have been investigated: remote access and collaborative groupwork. In 2006 and 2008 remote access was used to enable mobility-impaired students to take part in and complete a field course. This involved connecting the student in an accessible vehicle located close to the field site, via a wireless network, to a geologist in the field. The geologist worked alongside the general body of students and the field tutor as each geological site was investigated. Two-way communications allowed the student to guide the geologist to provide video panoramas of the area, to select areas of interest for further study and to obtain high resolution images of specific points. The students were able to work through the field activities alongside the rest of the student group. A collaborative groupwork trial (2007) was used to connect two groups of students; one in an accessible laboratory, the other at a field site. Traditionally, students collect data in the field and analyze it on return to the laboratory; this system proposes a more rapid collection and analysis procedure, with information being transmitted between sites with field and laboratory participants having their own distinct, significant roles within the learning activity. This project recently received an award at the 2008 Handheld Learning Conference and a HEFCE sponsored Open University Teaching Award. In contrast to the use of ‘virtual fieldwork' that aims to provide simulations or a resource for a student to use, the focus of this project is on how technology can be used to support actual fieldwork activities. This approach has been trialled now over three field seasons, with students using the system to remotely participate in fieldwork activities. Interviews with tutors and students have shown that this was perceived as valuable and allowed participants to achieve the learning objectives of the course alongside their peers. The challenges of remote fieldwork concern the co-ordination of students' activities, the integration of remote and field activities and practical issues of lightweight, easy-to-use, robust technologies and the provision of a reliable communications network. References Elkins, J.T. & Elkins, N.M.L. (2007) Teaching geology in the field: significant geoscience concept gains in entirely field-based introductory geology courses. Journal of Geoscience Education, 55 (2), 126-132. Kern, E. and Carpenter, J. (2004). Enhancement of student values, interests and attitudes in Earth Science through a field-oriented approach. Journal of Geological Education, 32 (5), 299-305. Spicer, J. I. and Stratford, J. (2001) Student perceptions of a virtual field trip to replace a real field trip. Journal of Computer Assisted Learning, 17(4), 345-354.

Geomorphology and Tectonics at the Intersection of Silurian and Death Valleys, Southern California - 2005 Guidebook Pacific Cell Friends of the Pleistocene

USGS Publications Warehouse

Miller, David M.; Valin, Zenon C.

2007-01-01

This publication describes results from new regional and detailed surficial geologic mapping, combined with geomorphologic, geochronologic, and tectonic studies, in Silurian Valley and Death Valley, California. The studies address a long-standing problem, the tectonic and geomorphic evolution of the intersection between three regional tectonic provinces: the eastern California shear zone, the Basin and Range region of southern Nevada and adjacent California, and the eastern Mojave Desert region. The chapters represent work presented on the 2005 Friends of the Pleistocene field trip and meeting as well as the field trip road log.

Arizona Geology Trip - February 25-28, 2008

NASA Technical Reports Server (NTRS)

Thomas, Gretchen A.; Ross, Amy J.

2008-01-01

A variety of hardware developers, crew, mission planners, and headquarters personnel traveled to Gila Bend, Arizona, in February 2008 for a CxP Lunar Surface Systems Team geology experience. Participating in this field trip were the CxP Space Suit System (EC5) leads: Thomas (PLSS) and Ross (PGS), who presented the activities and findings learned from being in the field during this KC. As for the design of a new spacesuit system, this allowed the engineers to understand the demands this type of activity will have on NASA's hardware, systems, and planning efforts. The engineers also experienced the methods and tools required for lunar surface activity.

Field-trip guide to the vents, dikes, stratigraphy, and structure of the Columbia River Basalt Group, eastern Oregon and southeastern Washington

USGS Publications Warehouse

Camp, Victor E; Reidel, Stephen P.; Ross, Martin E.; Brown, Richard J.; Self, Stephen

2017-06-22

The Columbia River Basalt Group covers an area of more than 210,000 km2 with an estimated volume of 210,000 km3. As the youngest continental flood-basalt province on Earth (16.7–5.5 Ma), it is well preserved, with a coherent and detailed stratigraphy exposed in the deep canyonlands of eastern Oregon and southeastern Washington. The Columbia River flood-basalt province is often cited as a model for the study of similar provinces worldwide.This field-trip guide explores the main source region of the Columbia River Basalt Group and is written for trip participants attending the 2017 International Association of Volcanology and Chemistry of the Earth’s Interior (IAVCEI) Scientific Assembly in Portland, Oregon, USA. The first part of the guide provides an overview of the geologic features common in the Columbia River flood-basalt province and the stratigraphic terminology used in the Columbia River Basalt Group. The accompanying road log examines the stratigraphic evolution, eruption history, and structure of the province through a field examination of the lavas, dikes, and pyroclastic rocks of the Columbia River Basalt Group.

The Pollution Detectives: Part II. Lead and Zinc Mining.

ERIC Educational Resources Information Center

Sanderson, P. L.

1988-01-01

Describes a field trip taken to an old mining area to study water pollution. Discussed are methods for silt analysis, reagent preparation, color charts, techniques, fieldwork, field results, and a laboratory study. (CW)

Geology and natural history of the San Francisco Bay area: A field-trip guidebook

USGS Publications Warehouse

Stoffer, Philip W.; Gordon, Leslie C.

2001-01-01

A National Association of Geoscience Teachers Far Western Section (NAGT-FWS) field conference is an ideal forum for learning about the geology and natural history of the San Francisco Bay area. We visit classic field sites, renew old friendships, and make new ones. This collection of papers includes field guides and road logs for all of the Bay-area trips held during the NAGT-FWS 2001 Fall Field Conference and supplemental chapters on other aspects of the area’s natural and human history. The trips touch on many aspects of the geology and natural hazards of the Bay area, especially urban problems associated with living on an active tectonic plate margin: earthquake faults, coastal erosion, landslides, and the utilization of land and natural resources. We hope this conference not only provides a two-day learning opportunity for conference participants but that students and educators will use this field guidebook for future teaching and research.Many thanks are due to the U.S. Geological Survey (USGS) and San José State University (SJSU) for cohosting the conference. We are grateful to each of the field trip leaders for preparing the trips and writing the accompanying guides. We especially appreciate the many hours put in by the guidebook reviewers, Robert I. Tilling (USGS) and Paula Messina (SJSU), and to the USGS Western Publications Group for editing, layout, and web posting. Additional guidebook contributions include articles by John Galloway, Scott Starratt, Page Mosier, and Susan Toussaint. During the conference guest speakers include Robert I. Tilling (USGS Volcano Hazards Team) and Ross Stein (USGS Earthquake Hazards Team). Workshops prepared for the conference include GIS in the classroom, using USGS data by John Vogel (USGS) and Paula Messina (SJSU), and The Best of BAESI (Bay Area Earth Science Institute), a teacher training organization under the direction of Ellen Metzger (SJSU) and Richard Sedlock (SJSU). The conference provides an opportunity to showcase USGS scientific and education resources with self-guided tours of the USGS Library, the Earth Science Information Center (ESIC), the Visitor Center, and various laboratories on the USGS campus and includes a half-day participatory tour of the USGS research vessel the R/V Polaris and the USGS Marine Facility at the Port of Redwood City under the direction of Cynthia L. Brown, Francis Parchaso, and Tara Schraga. Beyond the names mentioned above, a host of USGS and SJSU staff, SJSU students, and NAGT-FWS members contributed to the preparation and orchestration of the conference. We couldn’t have done it alone. Leslie C. Gordon (USGS), Philip W. Stoffer (USGS), and Deborah Harden (SJSU) NAGT-FWS 2001 Fall Field Conference Organizers.

Contribution Of The SWOT Mission To Large-Scale Hydrological Modeling Using Data Assimilation

NASA Astrophysics Data System (ADS)

Emery, C. M.; Biancamaria, S.; Boone, A. A.; Ricci, S. M.; Rochoux, M. C.; Garambois, P. A.; Paris, A.; Calmant, S.

2016-12-01

The purpose of this work is to improve water fluxes estimation on the continental surfaces, at interanual and interseasonal scale (from few years to decennial time period). More specifically, it studies contribution of the incoming SWOT satellite mission to improve hydrology model at global scale, and using the land surface model ISBA-TRIP. This model corresponds to the continental component of the CNRM (French meteorological research center)'s climatic model. This study explores the potential of satellite data to correct either input parameters of the river routing scheme TRIP or its state variables. To do so, a data assimilation platform (using an Ensemble Kalman Filter, EnKF) has been implemented to assimilate SWOT virtual observations as well as discharges estimated from real nadir altimetry data. A series of twin experiments is used to test and validate the parameter estimation module of the platform. SWOT virtual-observations of water heights along SWOT tracks (with a 10 cm white noise model error) are assimilated to correct the river routing model parameters. To begin with, we chose to focus exclusively on the river manning coefficient, with the possibility to easily extend to other parameters such as the river widths. First results show that the platform is able to recover the "true" Manning distribution assimilating SWOT-like water heights. The error on the coefficients goes from 35 % before assimilation to 9 % after four SWOT orbit repeat period of 21 days. In the state estimation mode, daily assimilation cycles are realized to correct TRIP river water storage initial state by assimilating ENVISAT-based discharge. Those observations are derived from ENVISAT water elevation measures, using rating curves from the MGB-IPH hydrological model (calibrated over the Amazon using in situ gages discharge). Using such kind of observation allows going beyond idealized twin experiments and also to test contribution of a remotely-sensed discharge product, which could prefigure the SWOT discharge product. The results show that discharge after assimilation are globally improved : the root-mean-square error between the analysis discharge ensemble mean and in situ discharges is reduced by 30 %, compared to the root-mean-square error between the free run and in situ discharges.

The virtual-casing principle and Helmholtz's theorem

DOE PAGES

Hanson, J. D.

2015-09-10

The virtual-casing principle is used in plasma physics to convert a Biot–Savart integration over a current distribution into a surface integral over a surface that encloses the current. In many circumstances, use of virtual casing can significantly speed up the computation of magnetic fields. In this paper, a virtual-casing principle is derived for a general vector field with arbitrary divergence and curl. This form of the virtual-casing principle is thus applicable to both magnetostatic fields and electrostatic fields. The result is then related to Helmholtz's theorem.

The virtual-casing principle and Helmholtz’s theorem

DOE PAGES

Hanson, J. D.

2015-09-10

The virtual-casing principle is used in plasma physics to convert a Biot–Savart integration over a current distribution into a surface integral over a surface that encloses the current. In many circumstances, use of virtual casing can significantly speed up the computation of magnetic fields. In this paper, a virtual-casing principle is derived for a general vector field with arbitrary divergence and curl. This form of the virtual-casing principle is thus applicable to both magnetostatic fields and electrostatic fields. The result is then related to Helmholtz’s theorem.

Fern Biology in Mexico - (A Class Field Program)

ERIC Educational Resources Information Center

Tryon, Rolla; And Others

1973-01-01

Organized field trips in the tropics proved to be an effective way to gather new information about ferns. The areas of study covered were: systematics and ecology, cytology and gametophyte structure, and morphogenesis and physiology. (PS)

A Tropical Ecology Field Program in Central America.

ERIC Educational Resources Information Center

Fisher, Ronald L., Jr.; McLaren, J. Philip

1989-01-01

Described is a field trip for high school and college students to the country of Belize to study tropical ecology. Discussed are planning and special considerations. Included are a sample schedule and a planning guide. (CW)

3-D Stall Cell Inducement Using Static Trips on a NACA0015 Airfoil

NASA Astrophysics Data System (ADS)

Dell'Orso, Haley; Amitay, Michael

2015-11-01

Stall cells typically occur at high angles of attack and moderate to high Reynolds numbers (105 to 106) , which are applicable to High Altitude Long Endurance (HALE) vehicles. Under certain conditions stall cells can form abruptly and have a severe and detrimental impact on flight. In order to better understand this phenomenon, stall cell formation is studied using oil flow visualization and SPIV on a NACA0015 airfoil with AR = 2.67. It was shown that there is a critical Reynolds number above which stall cells begin to form, and that Recrit varies with angle of attack. Zig-zag tape and balsa wood trips were used to induce stall cells at lower Reynolds numbers than they would otherwise be present. This will aid in understanding the formation mechanism of these cells. It was also demonstrated that, in the case of full span trips, stall cells are induced by the 3-D nature of zig-zag trips and did not appear when balsa wood trips were used. This suggests that the formation of the stall cell might be due to 3-D disturbances that are naturally present in a flow field. AFOSR Grant Number FA9550-13-1-0059.

Lessons from a Lake.

ERIC Educational Resources Information Center

Goethals, Susan

1997-01-01

Describes a study that included classroom lessons on hydroelectric power, the history and construction of a nearby lake, data recording, the use of field guides, and methods of counting natural populations. The study culminated in a field trip to the lake. (JRH)

Field trip guidebook to the hydrogeology of the Rock-Fox River basin of Southeastern Wisconsin

USGS Publications Warehouse

Holt, C. L. R.; Cotter, R.D.; Green, J.H.; Olcott, P.G.

1970-01-01

On this trip we will examine some hydrogeologic characteristics of glacial features and emphasize ground-water management within the Rock-Fox River basin. Field stops will include the hydrogeology of a classical glacial terrane--the Kettle moraine--and the management of ground-water resources for industrial, municipal, agricultural, and fish-culture purposes. Descriptions of the geology, soils, water availability and characteristics, water quality, water use, and water problems within the basin are given in the accompanying U.S. Geological Survey Hydrologic Atlas (HA-360). This atlas is a product of the cooperative program of University Extension--the University of Wisconsin Geological and Natural History Survey.

Geologic field-trip guide to Long Valley Caldera, California

USGS Publications Warehouse

Hildreth, Wes; Fierstein, Judy

2017-07-26

This guide to the geology of Long Valley Caldera is presented in four parts: (1) An overview of the volcanic geology; (2) a chronological summary of the principal geologic events; (3) a road log with directions and descriptions for 38 field-trip stops; and (4) a summary of the geophysical unrest since 1978 and discussion of its causes. The sequence of stops is arranged as a four-day excursion for the quadrennial General Assembly of the International Association of Volcanology and Chemistry of the Earth’s Interior (IAVCEI), centered in Portland, Oregon, in August 2017. Most stops, however, are written freestanding, with directions that allow each one to be visited independently, in any order selected.

Teaching Field Biology with Photography

ERIC Educational Resources Information Center

Jenkins, Ronald L.; Howell, W. Mike; Davenport, L. J.; Wood, Linda F.

2003-01-01

Photography makes an easy and excellent tool for teaching field biology courses, allowing students to study nature without harming it. This photographic technique is used in capturing images of vertebrates, invertebrates, and plants during class field trips, then making these images available for students to identify and study from a departmental…

Teaching Basic Field Skills Using Screen-Based Virtual Reality Landscapes

NASA Astrophysics Data System (ADS)

Houghton, J.; Robinson, A.; Gordon, C.; Lloyd, G. E. E.; Morgan, D. J.

2016-12-01

We are using screen-based virtual reality landscapes, created using the Unity 3D game engine, to augment the training geoscience students receive in preparing for fieldwork. Students explore these landscapes as they would real ones, interacting with virtual outcrops to collect data, determine location, and map the geology. Skills for conducting field geological surveys - collecting, plotting and interpreting data; time management and decision making - are introduced interactively and intuitively. As with real landscapes, the virtual landscapes are open-ended terrains with embedded data. This means the game does not structure student interaction with the information as it is through experience the student learns the best methods to work successfully and efficiently. These virtual landscapes are not replacements for geological fieldwork rather virtual spaces between classroom and field in which to train and reinforcement essential skills. Importantly, these virtual landscapes offer accessible parallel provision for students unable to visit, or fully partake in visiting, the field. The project has received positive feedback from both staff and students. Results show students find it easier to focus on learning these basic field skills in a classroom, rather than field setting, and make the same mistakes as when learning in the field, validating the realistic nature of the virtual experience and providing opportunity to learn from these mistakes. The approach also saves time, and therefore resources, in the field as basic skills are already embedded. 70% of students report increased confidence with how to map boundaries and 80% have found the virtual training a useful experience. We are also developing landscapes based on real places with 3D photogrammetric outcrops, and a virtual urban landscape in which Engineering Geology students can conduct a site investigation. This project is a collaboration between the University of Leeds and Leeds College of Art, UK, and all our virtual landscapes are freely available online at www.see.leeds.ac.uk/virtual-landscapes/.

Wave field synthesis of a virtual source located in proximity to a loudspeaker array.

PubMed

Lee, Jung-Min; Choi, Jung-Woo; Kim, Yang-Hann

2013-09-01

For the derivation of 2.5-dimensional operator in wave field synthesis, a virtual source is assumed to be positioned far from a loudspeaker array. However, such far-field approximation inevitably results in a reproduction error when the virtual source is placed adjacent to an array. In this paper, a method is proposed to generate a virtual source close to and behind a continuous line array of loudspeakers. A driving function is derived by reducing a surface integral (Rayleigh integral) to a line integral based on the near-field assumption. The solution is then combined with the far-field formula of wave field synthesis by introducing a weighting function that can adjust the near- and far-field contribution of each driving function. This enables production of a virtual source anywhere in relation to the array. Simulations show the proposed method can reduce the reproduction error to below -18 dB, regardless of the virtual source position.

75 FR 53980 - Notice of Field Tours for the Pinedale Anticline Working Group

Federal Register 2010, 2011, 2012, 2013, 2014

2010-09-02

...) PAWG will conduct field tours of the Pinedale Anticline Project Area (PAPA). Tours are open to the...-LXSI016K0000] Notice of Field Tours for the Pinedale Anticline Working Group AGENCY: Bureau of Land Management... RSVP no later than one week prior to each field trip to Shelley Gregory, BLM Pinedale Field Office, P.O...

How To Do Field Searching in Web Search Engines: A Field Trip.

ERIC Educational Resources Information Center

Hock, Ran

1998-01-01

Describes the field search capabilities of selected Web search engines (AltaVista, HotBot, Infoseek, Lycos, Yahoo!) and includes a chart outlining what fields (date, title, URL, images, audio, video, links, page depth) are searchable, where to go on the page to search them, the syntax required (if any), and how field search queries are entered.…

Virtual interactive presence and augmented reality (VIPAR) for remote surgical assistance.

PubMed

Shenai, Mahesh B; Dillavou, Marcus; Shum, Corey; Ross, Douglas; Tubbs, Richard S; Shih, Alan; Guthrie, Barton L

2011-03-01

Surgery is a highly technical field that combines continuous decision-making with the coordination of spatiovisual tasks. We designed a virtual interactive presence and augmented reality (VIPAR) platform that allows a remote surgeon to deliver real-time virtual assistance to a local surgeon, over a standard Internet connection. The VIPAR system consisted of a "local" and a "remote" station, each situated over a surgical field and a blue screen, respectively. Each station was equipped with a digital viewpiece, composed of 2 cameras for stereoscopic capture, and a high-definition viewer displaying a virtual field. The virtual field was created by digitally compositing selected elements within the remote field into the local field. The viewpieces were controlled by workstations mutually connected by the Internet, allowing virtual remote interaction in real time. Digital renderings derived from volumetric MRI were added to the virtual field to augment the surgeon's reality. For demonstration, a fixed-formalin cadaver head and neck were obtained, and a carotid endarterectomy (CEA) and pterional craniotomy were performed under the VIPAR system. The VIPAR system allowed for real-time, virtual interaction between a local (resident) and remote (attending) surgeon. In both carotid and pterional dissections, major anatomic structures were visualized and identified. Virtual interaction permitted remote instruction for the local surgeon, and MRI augmentation provided spatial guidance to both surgeons. Camera resolution, color contrast, time lag, and depth perception were identified as technical issues requiring further optimization. Virtual interactive presence and augmented reality provide a novel platform for remote surgical assistance, with multiple applications in surgical training and remote expert assistance.

Teaching science in museums: The pedagogy and goals of museum educators

NASA Astrophysics Data System (ADS)

Tran, Lynn Uyen

2007-03-01

Museum educators have a longstanding presence in museums and play a significant role in the institutions' educational agenda. However, research on field trips to science museums has predominantly explored teachers' and students' perspectives with little acknowledgment of the museum educators who develop and implement the educational programs the students experience. This study sought to describe instruction undertaken in, and goals driving, science museums' lessons through observations of museum educators followed by conversations with them immediately afterwards. Findings showed the ways in which educators adapted their preplanned lessons to the students' interests, needs, and understanding by manipulating the sequence and timing. The data revealed that, contrary to depictions in the research literature of teaching in museums as didactic and lecture oriented, there was creativity, complexity, and skills involved in teaching science in museums. Finally, the educators' teaching actions were predominantly influenced by their affective goals to nurture interests in science and learning. Although their lessons were ephemeral experiences, these educators operated from a perspective, which regarded a school field trip to the science museum, not as a one-time event, but as part of a continuum of visiting such institutions well beyond school and childhood. These findings have implications for the pedagogical practices employed by museum educators, and the relationship between teachers and educators during school field trips, which are discussed.

Bryological exploration: field-trip based learning to develop competencies of science teacher candidate

NASA Astrophysics Data System (ADS)

Wisanti; Astriani, D.

2018-04-01

The purpose of this study was analyze the competencies of science teacher candidate after the bryological exploration. The intended competence of science teacher candidate was the ability to apply the concept and science ability to explore plant diversity that could be found around the environment.This field trip was conducted by exploring liverworts, hornworts, and mosses as well. This descriptive research was conducted during March until April 2017 at Universitas Negeri Surabaya (UNESA) and Sumber Brantas Arboretum in Malang, as the location of exploration. The subjects of this study were 76 candidate of teachers from science educations department, which is divided into three classes. The competences observed on this study were describing, identifying, collecting specimens, furthermore. The research instruments were observation sheets, product assessment sheets, and response questionnaire. The data were analyzed descriptive-quantitatively, in percentage and then categorized. The results of this study indicated that: the describing skill was categorized as ‘good’ identifying skill and collecting bryophytes was categorized as ‘very good’ and communicating skills was categorized ‘good’. In addition, the teacher candidates gave a very good response to field-trip-based learning. It can be concluded that the bryological exploration can develop the competences of science teacher candidates of Science Education Department of UNESA.

Evaluation plan : the Branson Travel and Recreational Information Program field operational test

DOT National Transportation Integrated Search

1998-02-25

The Branson Travel and Recreational Information Program (TRIP) is a Field Operational Test (FOT) of Traveler Information Services in Tourism Areas funded through the National Advanced Rural Transportation Systems Program. Over the past ten years, Bra...

Enhancing Oceanography Classrooms with "Captive and Cultured" Ocean Experiences

NASA Astrophysics Data System (ADS)

Macko, S. A.; Tuite, M.; O'Connell, M.

2012-04-01

Students in oceanography classes often request more direct exposure to actual ocean situations or field trips. During regular session (13 week) or shorter term (4 week) summer classes such long trips are logistically difficult owing to large numbers of students involved or timing. This new approach to such a course supplement addresses the requests by utilizing local resources and short field trips for a limited number of students (20) to locations in which Ocean experiences are available, and are often supported through education and outreach components. The vision of the class was a mixture of classroom time, readings, along with paper and actual laboratories. In addition short day-long trips to locations where the ocean was "captured" were also used to supplement the experience as well as speakers involved with aquaculture ("cultivated") . Central Virginia is a fortunate location for such a class, with close access for "day travel" to the Chesapeake Bay and numerous field stations, museums with ocean-based exhibits (the Smithsonian and National Zoo) that address both extant and extinct Earth history, as well as national/state aquaria in Baltimore, Washington and Virginia Beach. Furthermore, visits to local seafood markets at local grocery stores, or larger city markets) enhance the exposure to productivity in the ocean, and viability of the fisheries sustainability. The course could then address not only the particulars of the marine science, but also aspects of ethics, including keeping animals in captivity or overfishing of particular species and the special difficulties that arise from captive or culturing ocean populations. In addition, the class was encouraged to post web-based journals of experiences in order to share opinions of observations in each of the settings.

Field-trip guide to Mount Hood, Oregon, highlighting eruptive history and hazards

USGS Publications Warehouse

Scott, William E.; Gardner, Cynthia A.

2017-06-22

This guidebook describes stops of interest for a geological field trip around Mount Hood volcano. It was developed for the 2017 International Association of Volcanology and Chemistry of the Earth’s Interior (IAVCEI) Scientific Assembly in Portland, Oregon. The intent of this guidebook and accompanying contributions is to provide an overview of Mount Hood, including its chief geologic processes, magmatic system, eruptive history, local tectonics, and hazards, by visiting a variety of readily accessible localities. We also describe coeval, largely monogenetic, volcanoes in the region. Accompanying the field-trip guidebook are separately authored contributions that discuss in detail the Mount Hood magmatic system and its products and behavior (Kent and Koleszar, this volume); Mount Hood earthquakes and their relation to regional tectonics and the volcanic system (Thelen and Moran, this volume); and young surface faults cutting the broader Mount Hood area whose extent has come to light after acquisition of regional light detection and ranging coverage (Madin and others, this volume).The trip makes an approximately 175-mile (280-kilometer) clockwise loop around Mount Hood, starting and ending in Portland. The route heads east on Interstate 84 through the Columbia River Gorge National Scenic Area. The guidebook points out only a few conspicuous features of note in the gorge, but many other guides to the gorge are available. The route continues south on the Mount Hood National Scenic Byway on Oregon Route 35 following Hood River, and returns to Portland on U.S. Highway 26 following Sandy River. The route traverses rocks as old as the early Miocene Eagle Creek Formation and overlying Columbia River Basalt Group of middle Miocene age, but chiefly lava flows and clastic products of arc volcanism of late Miocene to Holocene age.

DOE Office of Scientific and Technical Information (OSTI.GOV)

Hanson, J. D.

The virtual-casing principle is used in plasma physics to convert a Biot–Savart integration over a current distribution into a surface integral over a surface that encloses the current. In many circumstances, use of virtual casing can significantly speed up the computation of magnetic fields. In this paper, a virtual-casing principle is derived for a general vector field with arbitrary divergence and curl. This form of the virtual-casing principle is thus applicable to both magnetostatic fields and electrostatic fields. The result is then related to Helmholtz's theorem.

A Field Course in Ocean Sciences that Emphasizes Sustainabilty

NASA Astrophysics Data System (ADS)

Macko, S. A.; O'Connell, M. T.

2016-12-01

Sustainability awareness is increasingly a subject in educational settings. Marine science classes are perfect settings of establishing sustainability awareness owing to declining populations of organisms and perceived collapse in fisheries worldwide. Students in oceanography classes often request more direct exposure to actual ocean situations or field trips. During regular session (18 week) or shorter term (4 week) summer classes such long trips are logistically difficult owing to large numbers of students involved or timing. This approach, to use a field basis for a course supplement addresses the requests by utilizing local resources and trips for a limited number of students (20) to locations in which Ocean experiences are available, and are often supported through education and outreach components. The vision of the class was a mixture of classroom time, readings, along with paper and laboratories. In addition, short day-long trips to locations where the ocean was "captured" were also used to supplement the experience as well as speakers involved with aquaculture. Central Virginia is a fortunate location for such a class, with close access for travel to the Chesapeake Bay and numerous field stations, museums with ocean-based exhibits (the Smithsonian and NOAA) that address both extant and extinct Earth history, as well as national/state aquaria in Baltimore and Virginia Beach. Furthermore, visits to local seafood markets at local stores, or larger city markets in Washington, Baltimore and Virginia Beach and International distribution centers, enhanced the understanding of productivity in the ocean, and viability of the fisheries sustainability. The course could then address not only the particulars of the marine science, but also aspects of sustainability with discussions on ethics, including keeping animals in captivity or overfishing of particular species and the special difficulties that arise from captive or culturing ocean populations. In addition, the class was encouraged to post web-based journals of experiences in order to share opinions of observations in each of the settings, including the evaluation of the foods they were consuming during the class.

Morocco, Kingdom of the young geologist!

NASA Astrophysics Data System (ADS)

Bouttemy, Franck

2015-04-01

The Kingdom of Morocco is a country of 33 million people where about thirty French schools enroll 32,000 students including a majority of Moroccans. The Rabat Center includes several institutions enrolling 5,700 students aged 10 to 18 years old whose High School René Descartes is directed by the A.E.F.E, "Agency for French Teaching Abroad". Sixteen professors teach S.V.T. "Sciences de la Vie et de la Terre" that focuses on biology and geology. The programs involved are French but the biology-geology colleagues seek to place the teaching of geology in the context of Morocco through the choice of Moroccan examples. (https://sites.google.com/site/aefesvtmaroc/) Morocco's geology lends itself to this approach! The laboratory is equipped with a seismometer in the network "Sismos to School" (https://sites.google.com/a/lycee-descartes.ma/rabt_sismo/home) and we have the equipment necessary for making thin sections of the Moroccan rocks for practical work on a polarizing microscope. We organize several field trips: On a half-day in the region of Rabat, 12-year old pupils of "5ème", learn about reading the landscape and studying sedimentary rocks such as marls and sandstones. On a 3-day excursion in the region of Azrou, the16-year old pupils of "première scientifique" study the tectonic context of formation of mineral resources. A 2-day trip in the region of Oulmès, the17-year old pupils of "terminale scientifique" (the last year in the French system finishing with the "baccalaureate") study continental crust, tectonics and geothermal energy. These field trips will be presented in this poster. Students make field studies: observation, testing, photography, drawing and taking notes. Some works are evaluated during the field trip, others are the subject of home work: preparing a slide show, an audio recording work...

Track of the Yellowstone hotspot: young and ongoing geologic processes from the Snake River Plain to the Yellowstone Plateau and Tetons

USGS Publications Warehouse

Morgan, Lisa A.; Pierce, Kenneth L.; Shanks, Pat; Raynolds, Robert G.H.

2008-01-01

This field trip highlights various stages in the evolution of the Snake River Plain–Yellowstone Plateau bimodal volcanic province, and associated faulting and uplift, also known as the track of the Yellowstone hotspot. The 16 Ma Yellowstone hotspot track is one of the few places on Earth where time-transgressive processes on continental crust can be observed in the volcanic and tectonic (faulting and uplift) record at the rate and direction predicted by plate motion. Recent interest in young and possible renewed volcanism at Yellowstone along with new discoveries and synthesis of previous studies, i.e., tomographic, deformation, bathymetric, and seismic surveys, provide a framework of evidence of plate motion over a mantle plume. This 3-day trip is organized to present an overview into volcanism and tectonism in this dynamically active region. Field trip stops will include the young basaltic Craters of the Moon, exposures of 12–4 Ma rhyolites and edges of their associated collapsed calderas on the Snake River Plain, and exposures of faults which show an age progression similar to the volcanic fields. An essential stop is Yellowstone National Park, where the last major caldera-forming event occurred 640,000 years ago and now is host to the world's largest concentration of hydrothermal features (>10,000 hot springs and geysers). This trip presents a quick, intensive overview into volcanism and tectonism in this dynamically active region. Field stops are directly linked to conceptual models related to hotspot passage through this volcano-tectonic province. Features that may reflect a tilted thermal mantle plume suggested in recent tomographic studies will be examined. The drive home will pass through Grand Teton National Park, where the Teton Range is currently rising in response to the passage of the North American plate over the Yellowstone hotspot.

Teaching Sustainabilty in the Setting of a Field-based Class on the Oceans in Captivity

NASA Astrophysics Data System (ADS)

Macko, Stephen; Tuite, Michael; O'Connell, Matthew

2013-04-01

Sustainability awareness is increasingly a subject in educational settings. Marine science classes are perfect settings of establishing sustainability awareness owing to declining populations of organisms and perceived collapsenin fisheries worldwide. Students in oceanography classes often request more direct exposure to actual ocean situations or field trips. During regular session (13 week) or shorter term (4 week) summer classes such long trips are logistically difficult owing to large numbers of students involved or timing. This new approach to such a course supplement addresses the requests by utilizing local resources and short field trips for a limited number of students (20) to locations in which Ocean experiences are available, and are often supported through education and outreach components. The vision of the class was a mixture of classroom time, readings, along with paper and laboratories. In addition short day-long trips to locations where the ocean was "captured" were also used to supplement the experience as well as speakers involved with aquaculture ("cultivated") Central Virginia is a fortunate location for such a class, with close access for "day travel" to the Chesapeake Bay and numerous field stations, museums with ocean-based exhibits (the Smithsonian and National Zoo) that address both extant and extinct Earth history, as well as national/state aquaria in Baltimore, Washington and Virginia Beach. Furthermore, visits to local seafood markets at local grocery stores, or larger city markets) enhance the exposure to productivity in the ocean, and viability of the fisheries sustainability. The course could then address not only the particulars of the marine science, but also aspects of sustainability with discussions on ethics, including keeping animals in captivity or overfishing of particular species and the special difficulties that arise from captive or culturing ocean populations. In addition, the class was encouraged to post web-based journals of experiences in order to share opinions of observations in each of the settings, including the evaluation of the foods they were consuming during the class.

Visual performance for trip hazard detection when using incandescent and led miner cap lamps.

PubMed

Sammarco, John J; Gallagher, Sean; Reyes, Miguel

2010-04-01

Accident data for 2003-2007 indicate that slip, trip, and falls (STFs) are the second leading accident class (17.8%, n=2,441) of lost-time injuries in underground mining. Proper lighting plays a critical role in enabling miners to detect STF hazards in this environment. Often, the only lighting available to the miner is from a cap lamp worn on the miner's helmet. The focus of this research was to determine if the spectral content of light from light-emitting diode (LED) cap lamps enabled visual performance improvements for the detection of tripping hazards as compared to incandescent cap lamps that are traditionally used in underground mining. A secondary objective was to determine the effects of aging on visual performance. The visual performance of 30 subjects was quantified by measuring each subject's speed and accuracy in detecting objects positioned on the floor both in the near field, at 1.83 meters, and far field, at 3.66 meters. Near field objects were positioned at 0 degrees and +/-20 degrees off axis, while far field objects were positioned at 0 degrees and +/-10 degrees off axis. Three age groups were designated: group A consisted of subjects 18 to 25 years old, group B consisted of subjects 40 to 50 years old, and group C consisted of subjects 51 years and older. Results of the visual performance comparison for a commercially available LED, a prototype LED, and an incandescent cap lamp indicate that the location of objects on the floor, the type of cap lamp used, and subject age all had significant influences on the time required to identify potential trip hazards. The LED-based cap lamps enabled detection times that were an average of 0.96 seconds faster compared to the incandescent cap lamp. Use of the LED cap lamps resulted in average detection times that were about 13.6% faster than those recorded for the incandescent cap lamp. The visual performance differences between the commercially available LED and prototype LED cap lamp were not statistically significant. It can be inferred from this data that the spectral content from LED-based cap lamps could enable significant visual performance improvements for miners in the detection of trip hazards. Published by Elsevier Ltd.

Impact Through Outreach and Education with Europlanet 2020 Research Infrastructure

NASA Astrophysics Data System (ADS)

Heward, A.; Barrosa, M.; Miller, S.

2015-10-01

Since 2005, Europlanet has provided a framework to bring together Europe's fragmented planetary science community. The project has evolved through a number of phases into a self-sustaining membership organization. Now, Europlanet is launching a new Research Infrastructure (RI) funded through the European Commission's Horizon 2020 programme that, for the next four years, will provide support, services, access to facilities, new research tools and a virtual planetary observatory. Europlanet 2020 RI's Impact Through Outreach and Education (IOE) activities aim to ensure that the work of Europlanet and the community it supports is known, understood and used by stakeholders, and that their inputs are taken into account by the project. We will engage citizens, policy makers and potential industrial partners across Europe with planetary science and the opportunities that it provides for innovation, inspiration and job creation. We will reach out to educators and students, both directly and through partner networks, to provide an interactive showcase of Europlanet's activities e.g through live link-ups with scientists participating in planetary analogue field trips, educational video "shorts" and through using real planetary data from the virtual observatory in comparative planetology educational activities. We will support outreach providers within the planetary science community (e.g. schools liaison officers, press officers, social media managers and scientists active in communicating their work) through meetings and best practice workshops, communication training sessions, an annual prize for public engagement and a seed-funding scheme for outreach activities. We will use traditional and social media channels to communicate newsworthy results and activities to diverse audiences not just in Europe but also around the globe.

All-optical virtual private network system in OFDM based long-reach PON using RSOA re-modulation technique

NASA Astrophysics Data System (ADS)

Kim, Chang-Hun; Jung, Sang-Min; Kang, Su-Min; Han, Sang-Kook

2015-01-01

We propose an all-optical virtual private network (VPN) system in an orthogonal frequency division multiplexing (OFDM) based long reach PON (LR-PON). In the optical access network field, technologies based on fundamental upstream (U/S) and downstream (D/S) have been actively researched to accommodate explosion of data capacity. However, data transmission among the end users which is arisen from cloud computing, file-sharing and interactive game takes a large weight inside of internet traffic. Moreover, this traffic is predicted to increase more if Internet of Things (IoT) services are activated. In a conventional PON, VPN data is transmitted through ONU-OLT-ONU via U/S and D/S carriers. It leads to waste of bandwidth and energy due to O-E-O conversion in the OLT and round-trip propagation between OLT and remote node (RN). Also, it causes inevitable load to the OLT for electrical buffer, scheduling and routing. The network inefficiency becomes more critical in a LR-PON which has been researched as an effort to reduce CAPEX and OPEX through metro-access consolidation. In the proposed system, the VPN data is separated from conventional U/S and re-modulated on the D/S carrier by using RSOA in the ONUs to avoid bandwidth consumption of U/S and D/S unlike in previously reported system. Moreover, the transmitted VPN data is re-directed to the ONUs by wavelength selective reflector device in the RN without passing through the OLT. Experimental demonstration for the VPN communication system in an OFDM based LR-PON has been verified.

Direct stimulation of the retina by the method of virtual-quanta for heavy cosmic-ray nuclei

NASA Technical Reports Server (NTRS)

Mcnulty, P. J.; Madey, R.

1972-01-01

The contribution to the frequency of visual sensations induced in the dark-adapted eye by the virtual photon field was calculated, this field is associated with the heavy nuclei that exist in space beyond the geomagnetic field. In order to determine the probability that the virtual photon field induces a light flash, only the portion of the virtual photon spectrum that corresponds to the known frequency dependence of the sensitivity of human rods to visible light was utilized. The results can be expressed as a curve of the mean frequency of light flashes induced by the absorption of at least R virtual photons versus the threshold number R. The contribution to the light flash frequency from the virtual photon field of heavy cosmic ray nuclei is smaller than that from Cerenkov photons. The flux and energy spectra of galactic cosmic ray nuclei helium to iron were used.

Schoolyard Volcanoes: A Unit in Volcanology and Hazards

NASA Astrophysics Data System (ADS)

Lechner, H. N.; Gochis, E. E.; Brill, K. A.

2014-12-01

How do you teach volcanology and volcanic hazards to students when there is no volcano nearby? You bring the volcano to them! At Michigan Technological University we have developed a four-lesson-unit for middle and high school students which incorporates virtual, analogue and numerical models to increase students' interests in geosciences while simultaneously expanding the community of earth-science-literate individuals necessary for a disaster resilient society. The unit aims to build on students' prior geoscience knowledge by examining the physical properties that influence volcanic eruptions and introduces them to challenges and methods of communicating hazards and risk. Lesson one engages students in a series of hands-on investigations that explore the "3-Vs" of volcanology: Viscosity, Volatiles and Volume. The students learn about the relationship between magma composition and viscosity and the influence on eruption style, behavior and morphology of different volcanoes. Lesson two uses an analogue model of a volcano to demonstrate the forces involved in an explosive eruption and associated hazards. Students think critically about the factors that affect hazards and risk as well as the variables (such as topography) that affect the eruption and the hazard. During lesson three students use Google Earth for a virtual field trip to Pacaya volcano, Guatemala to examine changes in the landscape over time and other evidence of volcanic activity to make interpretations about the volcano. The final lesson has the students use numerical models and GIS to create hazard maps based on probabilistic lahar scenarios. Throughout the unit students are engaged in an inquiry-based exploration that covers several Next Generation Science Standards (NGSS) content and practices. This four lesson unit has been field tested in two school districts and during a summer engineering program. Results from student work and post-surveys show that this strategy raises interests in and knowledge of volcanic hazards.

Field Guide to Rock Weathering. Earth Science Curriculum Project Pamphlet Series PS-1.

ERIC Educational Resources Information Center

Boyer, Robert E.

Highlighted are the effects of weathering through field investigations of the environment, both natural rocks, and the urban environment's pavements, buildings, and cemeteries. Both physical weathering and chemical weathering are discussed. Questions are presented for post-field trip discussion. References and a glossary are provided. (Author/RE)

Field-trip guides to selected volcanoes and volcanic landscapes of the western United States

USGS Publications Warehouse

,

2017-06-23

The North American Cordillera is home to a greater diversity of volcanic provinces than any comparably sized region in the world. The interplay between changing plate-margin interactions, tectonic complexity, intra-crustal magma differentiation, and mantle melting have resulted in a wealth of volcanic landscapes.  Field trips in this guide book collection (published as USGS Scientific Investigations Report 2017–5022) visit many of these landscapes, including (1) active subduction-related arc volcanoes in the Cascade Range; (2) flood basalts of the Columbia Plateau; (3) bimodal volcanism of the Snake River Plain-Yellowstone volcanic system; (4) some of the world’s largest known ignimbrites from southern Utah, central Colorado, and northern Nevada; (5) extension-related volcanism in the Rio Grande Rift and Basin and Range Province; and (6) the eastern Sierra Nevada featuring Long Valley Caldera and the iconic Bishop Tuff.  Some of the field trips focus on volcanic eruptive and emplacement processes, calling attention to the fact that the western United States provides opportunities to examine a wide range of volcanological phenomena at many scales.The 2017 Scientific Assembly of the International Association of Volcanology and Chemistry of the Earth’s Interior (IAVCEI) in Portland, Oregon, was the impetus to update field guides for many of the volcanoes in the Cascades Arc, as well as publish new guides for numerous volcanic provinces and features of the North American Cordillera. This collection of guidebooks summarizes decades of advances in understanding of magmatic and tectonic processes of volcanic western North America. These field guides are intended for future generations of scientists and the general public as introductions to these fascinating areas; the hope is that the general public will be enticed toward further exploration and that scientists will pursue further field-based research.

Field-trip guide to subaqueous volcaniclastic facies in the Ancestral Cascades arc in southern Washington State—The Ohanapecosh Formation and Wildcat Creek beds

USGS Publications Warehouse

Jutzeler, Martin; McPhie, Jocelyn

2017-06-27

Partly situated in the idyllic Mount Rainier National Park, this field trip visits exceptional examples of Oligocene subaqueous volcaniclastic successions in continental basins adjacent to the Ancestral Cascades arc. The >800-m-thick Ohanapecosh Formation (32–26 Ma) and the >300-m-thick Wildcat Creek (27 Ma) beds record similar sedimentation processes from various volcanic sources. Both show evidence of below-wave-base deposition, and voluminous accumulation of volcaniclastic facies from subaqueous density currents and suspension settling. Eruption-fed facies include deposits from pyroclastic flows that crossed the shoreline, from tephra fallout over water, and from probable Surtseyan eruptions, whereas re-sedimented facies comprise subaqueous density currents and debris flow deposits.

Field Trip 5: HYDROGEOLOGY OF BEER AND WINE IN THE YAKIMA VALLEY

DOE Office of Scientific and Technical Information (OSTI.GOV)

Last, George V.; Bachmann, Matthew P.; Bjornstad, Bruce N.

The climate and geology of eastern Washington are ideally suited to the production of hops and wine grapes. Nearly all of Washington’s hop and wine-grape production is located in the lower Yakima River Basin , which is one of the most intensively irrigated areas in the United States. Most of this irrigation water has been supplied by surface water reservoirs and canal systems drawing from the Yakima River. However, increasing demands for water has spurred the increased use of groundwater resources. This field trip guide explores many aspects of the geology and hydrogeology in the lower Yakima River Basin, particularlymore » as they relate to water resources that support the local beer and wine industries.« less

Squishy Physics Field Trips

NASA Astrophysics Data System (ADS)

Weeks, Eric R.; Cianci, Gianguido; Habdas, Piotr

2008-03-01

Our laboratory studies soft condensed matter, which means we investigate squishy materials such as foams, emulsions, and colloidal suspensions. These materials include common things such as peanut butter, toothpaste, mayonnaise, shampoo, and shaving cream. We have conducted several field trips for grade school students, where they come to our laboratory and play with squishy materials. They do both hands-on table-top projects and also look at samples with a microscope. We have also developed some of these activities into labs appropriate for first-year college students. Our first goal for these activities is to show students that science is fun, and the second goal is to get them intrigued by the idea that there are more phases than just solids, liquids, and gases.

Imidacloprid slows the development of preference for rewarding food sources in bumblebees (Bombus impatiens).

PubMed

Phelps, Jordan D; Strang, Caroline G; Gbylik-Sikorska, Malgorzata; Sniegocki, Tomasz; Posyniak, Andrzej; Sherry, David F

2018-03-01

Bee pollination is economically and ecologically vital and recent declines in bee populations are therefore a concern. One possible cause of bee declines is pesticide use. Bumblebees exposed to imidacloprid, a neonicotinoid pesticide, have been shown to be less efficient foragers and collect less pollen on foraging trips than unexposed bees. We investigated whether bumblebees (Bombus impatiens) chronically exposed to imidacloprid at field-realistic levels of 2.6 and 10 ppb showed learning deficits that could affect foraging. Bumblebees were tested for their ability to associate flower colour with reward value in a simulated foraging environment. Bumblebees completed 10 foraging trips in which they collected sucrose solution from artificial flowers that varied in sucrose concentration. The reward quality of each artificial flower was predicted by corolla colour. Unexposed bumblebees acquired a preference for feeding on the most rewarding flower colour on the second foraging trip, while bumblebees exposed at 2.6 and 10 ppb did not until their third and fifth trip, respectively. The delay in preference acquisition in exposed bumblebees may be due to reduced flower sampling and shorter foraging trips. These results show that bumblebees exposed to imidacloprid are slow to learn the reward value of flowers and this may explain previously observed foraging inefficiencies associated with pesticide exposure.

Field guide to the Mesozoic arc and accretionary complex of South-Central Alaska, Indian to Hatcher Pass

USGS Publications Warehouse

Karl, Susan M.; Oswald, P.J.; Hults, Chad P.

2015-01-01

This field trip traverses exposures of a multi-generation Mesozoic magmatic arc and subduction-accretion complex that had a complicated history of magmatic activity and experienced variations in composition and deformational style in response to changes in the tectonic environment. This Mesozoic arc formed at an unknown latitude to the south, was accreted to North America, and was subsequently transported along faults to its present location (Plafker and others, 1989; Hillhouse and Coe, 1994). Some of these faults are still active. Similar tectonic, igneous, and sedimentary processes to those that formed the Mesozoic arc complex persist today in southern Alaska, building on, and deforming the Mesozoic arc. The rocks we will see on this field trip provide insights on the three-dimensional composition of the modern arc, and the processes involved in the evolution of an arc and its companion accretionary complex.

Space Science Field Workshops for K-12 Teacher-Scientist Teams

NASA Technical Reports Server (NTRS)

Thompson, P. B.; Kiefer, W. S.; Treiman, A. H.; Irving, A. J.; Johnson, K. M.

2002-01-01

In collaboration with NASA Space Grant Consortia and other partners, we developed workshops for K-12 teachers that involve intensive, direct interaction with scientists. Field trips allow informal and spontaneous interaction, encouraging active participation. Additional information is contained in the original extended abstract.

The Source Book of Marine Sciences.

ERIC Educational Resources Information Center

Bergen, Bob; And Others

Intended primarily for the secondary level, this manual presents 35 laboratory and field activities in marine science. Also included are chapters which cover field trip logistics, marine science centers, films, and reference materials. Typical amonq the lessons are "Charting Local Current Systems,""Salinity,""Living World Within a…

Visual field examination method using virtual reality glasses compared with the Humphrey perimeter.

PubMed

Tsapakis, Stylianos; Papaconstantinou, Dimitrios; Diagourtas, Andreas; Droutsas, Konstantinos; Andreanos, Konstantinos; Moschos, Marilita M; Brouzas, Dimitrios

2017-01-01

To present a visual field examination method using virtual reality glasses and evaluate the reliability of the method by comparing the results with those of the Humphrey perimeter. Virtual reality glasses, a smartphone with a 6 inch display, and software that implements a fast-threshold 3 dB step staircase algorithm for the central 24° of visual field (52 points) were used to test 20 eyes of 10 patients, who were tested in a random and consecutive order as they appeared in our glaucoma department. The results were compared with those obtained from the same patients using the Humphrey perimeter. High correlation coefficient ( r =0.808, P <0.0001) was found between the virtual reality visual field test and the Humphrey perimeter visual field. Visual field examination results using virtual reality glasses have a high correlation with the Humphrey perimeter allowing the method to be suitable for probable clinical use.

Instantaneous global spatial interaction? Exploring the Gaussian inequality, distance and Internet pings in a global network

NASA Astrophysics Data System (ADS)

Baker, R. G. V.

2005-12-01

The Internet has been publicly portrayed as a new technological horizon yielding instantaneous interaction to a point where geography no longer matters. This research aims to dispel this impression by applying a dynamic form of trip modelling to investigate pings in a global computer network compiled by the Stanford Linear Accelerator Centre (SLAC) from 1998 to 2004. Internet flows have been predicted to have the same mathematical operators as trips to a supermarket, since they are both periodic and constrained by a distance metric. Both actual and virtual trips are part of a spectrum of origin-destination pairs in the time-space convergence of trip time-lines. Internet interaction is very near to the convergence of these time-lines (at a very small time scale in milliseconds, but with interactions over thousands of kilometres). There is a lag effect and this is formalised by the derivation of Gaussian and gravity inequalities between the time taken (Δ t) and the partitioning of distance (Δ x). This inequality seems to be robust for a regression of Δ t to Δ x in the SLAC data set for each year (1998 to 2004). There is a constant ‘forbidden zone’ in the interaction, underpinned by the fact that pings do not travel faster than the speed of light. Superimposed upon this zone is the network capacity where a linear regression of Δ t to Δ x is a proxy summarising global Internet connectivity for that year. The results suggest that there has been a substantial improvement in connectivity over the period with R 2 increasing steadily from 0.39 to 0.65 from less Gaussian spreading of the ping latencies. Further, the regression line shifts towards the inequality boundary from 1998 to 2004, where the increased slope shows a greater proportional rise in local connectivity over global connectivity. A conclusion is that national geography still does matter in spatial interaction modelling of the Internet.

Out of the Classroom--Into the Field. Profiles of Promise 32.

ERIC Educational Resources Information Center

Hawke, Sharryl

A junior high school geography class in La Palma, California, offers extensive field trip experiences to teach students methods of historical-geographical research. Resulting from a course that develops research methods in social studies, a club was formed that provides overnight excursions in various field activities. The club is open to 9th and…

What are undergraduates doing at biological field stations and marine laboratories?

Treesearch

Janet Hodder

2009-01-01

Biological field stations and marine laboratories (FSMLs) serve as places to study the natural environment in a variety of ways, from the level of the molecule to the globe. Undergraduate opportunities at FSMLs reflect the diversity of study options -- formal courses, research and service internships, and field-trip experiences -- and students are responding to those...

Effect of flow field on the performance of an all-vanadium redox flow battery

NASA Astrophysics Data System (ADS)

Kumar, S.; Jayanti, S.

2016-03-01

A comparative study of the electrochemical energy conversion performance of a single-cell all-vanadium redox flow battery (VRFB) fitted with three flow fields has been carried out experimentally. The charge-discharge, polarization curve, Coulombic, voltage and round-trip efficiencies of a 100 cm2 active area VRFB fitted with serpentine, interdigitated and conventional flow fields have been obtained under nearly identical experimental conditions. The effect of electrolyte circulation rate has also been investigated for each flow field. Stable performance has been obtained for each flow field for at least 40 charge/discharge cycles. Ex-situ measurements of pressure drop have been carried out using water over a range of Reynolds numbers. Together, the results show that the cell fitted with the serpentine flow field gives the highest energy efficiency, primarily due to high voltaic efficiency and also the lowest pressure drop. The electrolyte flow rate is seen to have considerable effect on the performance; a high round-trip energy efficiency of about 80% has been obtained at the highest flow rate with the serpentine flow field. The data offer interesting insights into the effect of electrolyte circulation on the performance of VRFB.

Accessible Geoscience - Digital Fieldwork

NASA Astrophysics Data System (ADS)

Meara, Rhian

2017-04-01

Accessible Geoscience is a developing field of pedagogic research aimed at widening participation in Geography, Earth and Environmental Science (GEES) subjects. These subjects are often less commonly associated with disabilities, ethnic minorities, low income socio-economic groups and females. While advancements and improvements have been made in the inclusivity of these subject areas in recent years, access and participation of disabled students remains low. While universities are legally obligated to provide reasonable adjustments to ensure accessibility, the assumed incompatibility of GEES subjects and disability often deters students from applying to study these courses at a university level. Instead of making reasonable adjustments if and when they are needed, universities should be aiming to develop teaching materials, spaces and opportunities which are accessible to all, which in turn will allow all groups to participate in the GEES subjects. With this in mind, the Swansea Geography Department wish to enhance the accessibility of our undergraduate degree by developing digital field work opportunities. In the first instance, we intend to digitise three afternoon excursions which are run as part of a 1st year undergraduate module. Each of the field trips will be digitized into English- and Welsh-medium formats. In addition, each field trip will be digitized into British Sign Language (BSL) to allow for accessibility for D/deaf and hard of hearing students. Subtitles will also be made available in each version. While the main focus of this work is to provide accessible fieldwork opportunities for students with disabilities, this work also has additional benefits. Students within the Geography Department will be able to revisit the field trips, to revise and complete associated coursework. The use of digitized field work should not replace opportunities for real field work, but its use by the full cohort of students will begin to "normalize" accessible field work and inclusivity within the GEES subject areas.

Transforming Elementary Science Teacher Education by Bridging Formal and Informal Science Education in an Innovative Science Methods Course

NASA Astrophysics Data System (ADS)

Riedinger, Kelly; Marbach-Ad, Gili; Randy McGinnis, J.; Hestness, Emily; Pease, Rebecca

2011-02-01

We investigated curricular and pedagogical innovations in an undergraduate science methods course for elementary education majors at the University of Maryland. The goals of the innovative elementary science methods course included: improving students' attitudes toward and views of science and science teaching, to model innovative science teaching methods and to encourage students to continue in teacher education. We redesigned the elementary science methods course to include aspects of informal science education. The informal science education course features included informal science educator guest speakers, a live animal demonstration and a virtual field trip. We compared data from a treatment course ( n = 72) and a comparison course ( n = 26). Data collection included: researchers' observations, instructors' reflections, and teacher candidates' feedback. Teacher candidate feedback involved interviews and results on a reliable and valid Attitudes and Beliefs about the Nature of and the Teaching of Science instrument. We used complementary methods to analyze the data collected. A key finding of the study was that while benefits were found in both types of courses, the difference in results underscores the need of identifying the primary purpose for innovation as a vital component of consideration.

Chem Ed Compacts

ERIC Educational Resources Information Center

Wolf, Walter A., Ed.

1976-01-01

Presents three brief articles that consider the recovery of silver from film, field trips as a supplement to science major general chemistry laboratory, and the construction of a low-cost colorimeter. (MLH)

Proceedings of the ninetieth stated meeting of the American Ornithologists' Union

USGS Publications Warehouse

Banks, R.C.

1973-01-01

The Ninetieth Stated Meeting of the American Ornithologists' Union was held 14-18 August 1972 at Grand Forks, North Dakota, under the sponsorship of the University of North Dakota and the North Dakota Natural Science Society. Business and technical sessions were held on the campus of the University; some social activities were held at the Westward Ho Motel. Daylong field trips were taken to Lake Itasca, Minnesota, State Park and to saline lakes and prairie potholes in central North Dakota. A longer post-meeting trip to western North Dakota was offered.

Systematic Motorcycle Management and Health Care Delivery: A Field Trial.

PubMed

Mehta, Kala M; Rerolle, Francois; Rammohan, Sonali V; Albohm, Davis C; Muwowo, George; Moseson, Heidi; Sept, Lesley; Lee, Hau L; Bendavid, Eran

2016-01-01

We investigated whether managed transportation improves outreach-based health service delivery to rural village populations. We examined systematic transportation management in a small-cluster interrupted time series field trial. In 8 districts in Southern Zambia, we followed health workers at 116 health facilities from September 2011 to March 2014. The primary outcome was the average number of outreach trips per health worker per week. Secondary outcomes were health worker productivity, motorcycle performance, and geographical coverage. Systematic fleet management resulted in an increase of 0.9 (SD = 1.0) trips to rural villages per health worker per week (P < .001), village-level health worker productivity by 20.5 (SD = 5.9) patient visits, 10.2 (SD = 1.5) measles immunizations, and 5.2 (SD = 5.4) child growth assessments per health worker per week. Motorcycle uptime increased by 3.5 days per week (P < .001), use by 1.5 days per week (P < .001), and mean distance by 9.3 kilometers per trip (P < .001). Geographical coverage of health outreach increased in experimental (P < .001) but not control districts. Systematic motorcycle management improves basic health care delivery to rural villages in resource-poor environments through increased health worker productivity and greater geographical coverage.

Volcanogenic massive sulphide and orogenic gold deposits of northern southeast Alaska

USGS Publications Warehouse

Sack, Patrick J; Karl, Susan M.; Steeves, Nathan; Gemmell, J Bruce

2016-01-01

This five-day field trip visits the most significant mineral deposits in northern southeast Alaska. The trip begins and ends with regional transects in the interior Intermontane terranes around Whitehorse, Yukon, and the Insular terranes along the northern Chatham Strait region of southeast Alaska (Fig. A-1 and Fig. A-2; Plate-1). To put the deposits in a regional tectonic framework, the guidebook begins with an introduction to northern Cordilleran geology, tectonics and metallogeny. The foci of the deposit portion of the field trip are Late Triassic volcanogenic massive sulphide (VMS) deposits of the Alexander Triassic metallogenic belt and Paleogene orogenic gold deposits of the Juneau gold belt. Details of the local geology are further elaborated in each segment of the guide book (Days 1-5). The data that provide the basis for the VMS deposit interpretations come from a series of PhD and MSc studies by the Centre of Excellence in Ore Deposit Research (CODES) at the University of Tasmania and the University of Ottawa. These deposit-scale studies are complimented by a long history of regional mapping and research by the U.S. Geological Survey (USGS).

Field guide to summit area and upper east rift zone, Kilauea Volcano, Hawaii

NASA Technical Reports Server (NTRS)

1974-01-01

The field trip is divided into two sections: (1) Crater Rim Road; and (2) Chain of Craters Road. Most bibliographic references are omitted from the text, but a selected list of references to recent Hawaiian volcanic activity and to special studies is included.

Teaching Politics in the National Parks

ERIC Educational Resources Information Center

Pahre, Robert; Steele, Carie

2015-01-01

Other than trips to government offices, political science has generally not used field experiences as part of the undergraduate curriculum. To illustrate the possibilities of such experiences, we discuss field-based courses and curricular units at three sites. Each uses a national park to teach students about environmental politics and policy…

Community Resources: A Partnership in Career Education.

ERIC Educational Resources Information Center

Prince George's County Board of Education, Upper Marlboro, MD.

A directory of local community resource personnel and their services which have been utilized by the Prince George's County Public Schools, Maryland for their career education program is presented. A standardized form was used to gain information from area industries and businesses regarding field trips, field activities, day long observations,…

Environmental Education . . . The Way of the Hula Hoop?

ERIC Educational Resources Information Center

Applegate, Warren

1974-01-01

Given is information on a federally funded environmental education program based on field experience and community awareness. Problem-solving methods were used to involve students in local environmental issues. Field experiences included trips to the mountains and seashore and community projects in water quality, recycling, and nature trail…

Field-trip guide to the geologic highlights of Newberry Volcano, Oregon

USGS Publications Warehouse

Jensen, Robert A.; Donnelly-Nolan, Julie M.

2017-08-09

Newberry Volcano and its surrounding lavas cover about 3,000 square kilometers (km2) in central Oregon. This massive, shield-shaped, composite volcano is located in the rear of the Cascades Volcanic Arc, ~60 km east of the Cascade Range crest. The volcano overlaps the northwestern corner of the Basin and Range tectonic province, known locally as the High Lava Plains, and is strongly influenced by the east-west extensional environment. Lava compositions range from basalt to rhyolite. Eruptions began about half a million years ago and built a broad composite edifice that has generated more than one caldera collapse event. At the center of the volcano is the 6- by 8-km caldera, created ~75,000 years ago when a major explosive eruption of compositionally zoned tephra led to caldera collapse, leaving the massive shield shape visible today. The volcano hosts Newberry National Volcanic Monument, which encompasses the caldera and much of the northwest rift zone where mafic eruptions occurred about 7,000 years ago. These young lava flows erupted after the volcano was mantled by the informally named Mazama ash, a blanket of volcanic ash generated by the eruption that created Crater Lake about 7,700 years ago. This field trip guide takes the visitor to a variety of easily accessible geologic sites in Newberry National Volcanic Monument, including the youngest and most spectacular lava flows. The selected sites offer an overview of the geologic story of Newberry Volcano and feature a broad range of lava compositions. Newberry’s most recent eruption took place about 1,300 years ago in the center of the caldera and produced tephra and lava of rhyolitic composition. A significant mafic eruptive event occurred about 7,000 years ago along the northwest rift zone. This event produced lavas ranging in composition from basalt to andesite, which erupted over a distance of 35 km from south of the caldera to Lava Butte where erupted lava flowed west to temporarily block the Deschutes River. Because of Newberry Volcano’s proximity to populated areas, the presence of hot springs within the caldera, and the long and recent history of eruptive activity (including explosive activity), the U.S. Geological Survey installed monitoring equipment on the volcano. A recent geophysical study indicates the presence of magma at 3 to 5 km beneath the caldera.The writing of this guide was prompted by a field trip to Crater Lake and Newberry Volcano organized in conjunction with the August 2017 IAVCEI quadrennial meeting in Portland, Oregon. Both field trip guides are available online. These two volcanoes were grouped in a single field trip because they are two of the few Cascades volcanoes that have generated calderas and significant related tephra deposits.

How-To-Do-It

ERIC Educational Resources Information Center

American Biology Teacher, 1976

1976-01-01

Presented are four how-to-do-it projects including: an environmental education museum, developing chick embryos in plastic bags, construction of an arthropod holding device, and safety planning for beach field trips. (SL)

Using Wetlands to Teach Ecology & Environmental Awareness in General Biology.

ERIC Educational Resources Information Center

O'Neal, Lyman H.

1995-01-01

Presents advantages of using wetlands educationally and their relevance to local, national, and global environmental issues. Discusses field trips to mangrove forests and freshwater marshes. (Author/MKR)

Tombstones as Textbooks.

ERIC Educational Resources Information Center

Hansen, Karen L.

1989-01-01

Cemeteries can provide valuable teaching tools for studying art, genealogy, botany, math, geology, and local history. Several activities are suggested that will make a field trip to a local cemetery a learning experience. (IAH)

Exploring Learning Performance toward Cognitive Approaches of a Virtual Companion System in LINE App for m-Learning

ERIC Educational Resources Information Center

Hsieh, Sheng-Wen; Wu, Min-Ping

2013-01-01

This paper used a Virtual Companion System (VCS) to examine how specific design variables within virtual learning companion affect the learning process of learners as defined by the cognitive continuum of field-dependent, field-independent and field-mixed learners in LINE app for m-learning. The data were collected from 198 participants in a…

Building Face, Construct, and Content Validity through Use of a Modified Delphi: Adapting Grounded Theory to Build an Environmental Field Days Observation Tool

ERIC Educational Resources Information Center

Heimlich, Joe E.; Carlson, Stephan P.; Storksdieck, Martin

2011-01-01

Environmental field days offer a distinct opportunity to connect students with science and the environment. The literature on field days, informed by research on field trips, provides a framework for best practices. If there are best practices, however, then presence or lack of the practice should have a discernible impact on the outcomes of the…

Teaching Ecology in Urban Environments.

ERIC Educational Resources Information Center

Fail, Joseph, Jr.

1995-01-01

Discusses the teaching of ecology and environmental education in urban environments by using field trips to city parks, airports, nuclear power plants, water treatment plants, sewage treatment plants, incinerators, foundries, and forests. (MKR)

Geomorphology, active tectonics, and landscape evolution in the Mid-Atlantic region: Chapter

USGS Publications Warehouse

Pazzaglia, Frank J.; Carter, Mark W.; Berti, Claudio; Counts, Ronald C.; Hancock, Gregory S.; Harbor, David; Harrison, Richard W.; Heller, Matthew J.; Mahan, Shannon; Malenda, Helen; McKeon, Ryan; Nelson, Michelle S.; Prince, Phillip; Rittenour, Tammy M.; Spotilla, James; Whittecar, G. Richard

2015-01-01

In 2014, the geomorphology community marked the 125th birthday of one of its most influential papers, “The Rivers and Valleys of Pennsylvania” by William Morris Davis. Inspired by Davis’s work, the Appalachian landscape rapidly became fertile ground for the development and testing of several grand landscape evolution paradigms, culminating with John Hack’s dynamic equilibrium in 1960. As part of the 2015 GSA Annual Meeting, the Geomorphology, Active Tectonics, and Landscape Evolution field trip offers an excellent venue for exploring Appalachian geomorphology through the lens of the Appalachian landscape, leveraging exciting research by a new generation of process-oriented geomorphologists and geologic field mapping. Important geomorphologic scholarship has recently used the Appalachian landscape as the testing ground for ideas on long- and short-term erosion, dynamic topography, glacial-isostatic adjustments, active tectonics in an intraplate setting, river incision, periglacial processes, and soil-saprolite formation. This field trip explores a geologic and geomorphic transect of the mid-Atlantic margin, starting in the Blue Ridge of Virginia and proceeding to the east across the Piedmont to the Coastal Plain. The emphasis here will not only be on the geomorphology, but also the underlying geology that establishes the template and foundation upon which surface processes have etched out the familiar Appalachian landscape. The first day focuses on new and published work that highlights Cenozoic sedimentary deposits, soils, paleosols, and geomorphic markers (terraces and knickpoints) that are being used to reconstruct a late Cenozoic history of erosion, deposition, climate change, and active tectonics. The second day is similarly devoted to new and published work documenting the fluvial geomorphic response to active tectonics in the Central Virginia seismic zone (CVSZ), site of the 2011 M 5.8 Mineral earthquake and the integrated record of Appalachian erosion preserved on the Coastal Plain. The trip concludes on Day 3, joining the Kirk Bryan Field Trip at Great Falls, Virginia/ Maryland, to explore and discuss the dramatic processes of base-level fall, fluvial incision, and knickpoint retreat.

NESTA Revolutionizing Teacher's Experiences at NSTA Conventions

NASA Astrophysics Data System (ADS)

Ireton, F.

2002-05-01

National Science Teachers Association (NSTA) conventions are traditionally composed of short workshops, half or full day workshops, and lectures on science teaching or education research. Occasional science lectures such as the AGU lecture offer science content information. The National Earth Science Teachers Association (NESTA) will join the National Association of Geoscience Teachers (NAGT), American Geophysical Union (AGU), and the American Geological Institute (AGI) to bring teachers a suite of exciting and informative events at the (NSTA) 2002 convention. Events begin with a guided learning field trip to Mission Trails Regional Park and Torrey Pines State Reserve where Earth and space science teachers experience a model of constructivist leaning techniques. Most field trips are a "show and tell" experience, designed to transmit knowledge from the field trip leader to the field trip participants. In the "guided learning" environment, the leader serves as a facilitator, asking questions, guiding participants to discover concepts for themselves. Participants examine selected processes and features that constitute a constructivist experience in which knowledge acquired at any given location builds on knowledge brought to the site. Employing this strategy involves covering less breadth but greater depth, modeling the concept of "less is more." On Thursday NESTA will host two Share-a-thons. These are not what a person would think of as a traditional workshop where presenter makes a presentation then the participants work on an activity. They could be called the flea market of teaching ideas. Tables are set around the perimeter of a room where the presenters are stationed. Teachers move from table to table picking up information and watching short demonstrations. The Earth and Space Science Resource Day on Friday will focus on teachers needs. Starting with breakfast, teachers will hear from Soames Summerhays, Naturalist and President of Summerhays Films, about how he works science and education into the making of IMAXr films. After breakfast, NESTA and NAGT members team up for a joint Share-a-thon. Three AGU sponsored scientists discussing their research follow the Share-a-thon. These presentations are designed to provide teachers with up-to-date content information. A highlight of the day will be the NESTA rock raffle of over 100 specimens.

Students’ Attitudes and Understandings about Science in their Field Trip to Laser Interferometer Gravitational-wave Observatory (LIGO)

NASA Astrophysics Data System (ADS)

Lee, Hyunju; Feldman, Allan

2014-06-01

The LIGO Science Education Center in Livingston, LA, provides K-12 students with 3.5-hour field trip programs that consist of watching a documentary, touring the LIGO facilities, exploring interactive science exhibits, and hands-on classroom activities with the Center’s staff. In our study we administered a pre/post-survey, which consisted of Likert-type and open-ended questions, to approximately 1,000 secondary students who visited LIGO in Spring 2013. In this paper we report on our current findings from a half-way analysis about 1) the students’ attitudes and interests about science; 2) their understanding about basic scientific concepts relevant to LIGO science, gravity, light, and sound; and 3) their understanding about the LIGO project. In comparison between pre and post-responses using a paired-samples t-test, the results showed that the field trip to LIGO had significant (p<0.05) positive impact on increasing the number of students who think that "science is fun" and that they "would want to be a scientist." In addition, they had significant (p<0.05) knowledge gain in understanding that there are frequencies of light that are not visible, and they were able to correctly name the different kinds of electromagnetic waves after the visit. In pre-test 51.5% responded that they did not even hear about LIGO and 17.8% could not explain what it was although they heard about it (as they were from the local schools). On the other hand, 86.6% students were able to explain about LIGO project in post-test. Among them, more than half of the students (59.3%) correctly described the purpose of the LIGO project. Another 9.3% recognized it as a science research center without further information about what specifying the purpose of LIGO. About 8% held misconceptions, and 7% recognized LIGO as a science learning center. The students’ learning in this field trip happened mainly by: encountering the new concept; recalling their prior knowledge and reinforcing it; and being able to connect the scientific concept to how it is applied in a professional science research.

A Captive Ocean: Evaluation of Aquaculture, Fisheries Sustainabilty and Aquaria as Arks in the Setting of a Field-based Class

NASA Astrophysics Data System (ADS)

Macko, Stephen; O'Connell, Matthew; Sullivan, Heather

2015-04-01

Sustainability awareness is increasingly a subject in educational settings. Marine science classes are perfect settings of establishing sustainability awareness owing to declining populations of organisms and perceived collapse in fisheries worldwide. Students in oceanography classes often request more direct exposure to actual ocean situations or field trips. During regular session (13 week) or shorter term (4 week) summer classes such long trips are logistically difficult owing to large numbers of students involved or timing. This new approach to such a course supplement addresses the requests by utilizing local resources and short field trips for a limited number of students (20) to locations in which Ocean experiences are available, and are often supported through education and outreach components. The vision of the class was a mixture of classroom time, readings, along with paper and laboratories. In addition, short day-long trips to locations where the ocean was 'captured' were also used to supplement the experience as well as speakers involved with aquaculture. Central Virginia is a fortunate location for such a class, with close access for travel to the Chesapeake Bay and numerous field stations, museums with ocean-based exhibits (the Smithsonian and National Zoo) that address both extant and extinct Earth history, as well as national/state aquaria in Baltimore and Virginia Beach. Furthermore, visits to local seafood markets at local grocery stores, or larger city markets in Washington, Baltimore and Virginia Beach, enhance the exposure to productivity in the ocean, and viability of the fisheries sustainability. The course could then address not only the particulars of the marine science, but also aspects of sustainability with discussions on ethics, including keeping animals in captivity or overfishing of particular species and the special difficulties that arise from captive or culturing ocean populations. In addition, the class was encouraged to post web-based journals of experiences in order to share opinions of observations in each of the settings, including the evaluation of the foods they were consuming during the class

A Setting for a Field-based Class for Improved Understanding of Sustainability Through the Evaluation of Aquaculture and Fisheries

NASA Astrophysics Data System (ADS)

Macko, S. A.; O'Connell, M. T.

2015-12-01

An improved understanding of sustainability is increasingly a subject in educational settings. Marine science classes are perfect settings of establishing sustainability awareness owing to declining populations of organisms and perceived collapse in fisheries worldwide. Students in oceanography classes often request more direct exposure to actual ocean situations or field trips. During regular session (13 week) or shorter term (4 week) summer classes such long trips are logistically difficult owing to large numbers of students involved or timing. This new approach to such a course supplement addresses the requests by utilizing local resources and short field trips for a limited number of students (20) to locations in which Ocean experiences are available, and are often supported through education and outreach components. The vision of the class was a mixture of classroom time, readings, along with paper and laboratories. In addition, short day-long trips to locations where the ocean was "captured" were also used to supplement the experience as well as speakers involved with aquaculture. Central Virginia is a fortunate location for such a class, with close access for travel to the Chesapeake Bay and numerous field stations, museums with ocean-based exhibits (the Smithsonian and National Zoo) that address both extant and extinct Earth history, as well as national/state aquaria in Baltimore and Virginia Beach. Furthermore, visits to local seafood markets at local grocery stores, or larger city markets in Washington, Baltimore and Virginia Beach, enhance the exposure to productivity in the ocean, and viability of the fisheries sustainability. The course could then address not only the particulars of the marine science, but also aspects of sustainability with discussions on ethics, including keeping animals in captivity or overfishing of particular species and the special difficulties that arise from captive or culturing ocean populations. In addition, the class was encouraged to post web-based journals of experiences in order to share opinions of observations in each of the settings, including the evaluation of the foods they were consuming during the class

A Captive Ocean: Evaluation of Aquaculture, Fisheries Sustainabilty and Aquaria as Arks in the Setting of a Field-based Class

NASA Astrophysics Data System (ADS)

Macko, Stephen; O'Connell, Matthew; Sullivan, Heather; Oliver, Ryan

2014-05-01

Sustainability awareness is increasingly a subject in educational settings. Marine science classes are perfect settings of establishing sustainability awareness owing to declining populations of organisms and perceived collapse in fisheries worldwide. Students in oceanography classes often request more direct exposure to actual ocean situations or field trips. During regular session (13 week) or shorter term (4 week) summer classes such long trips are logistically difficult owing to large numbers of students involved or timing. This new approach to such a course supplement addresses the requests by utilizing local resources and short field trips for a limited number of students (20) to locations in which Ocean experiences are available, and are often supported through education and outreach components. The vision of the class was a mixture of classroom time, readings, along with paper and laboratories. In addition, short day-long trips to locations where the ocean was "captured" were also used to supplement the experience as well as speakers involved with aquaculture. Central Virginia is a fortunate location for such a class, with close access for travel to the Chesapeake Bay and numerous field stations, museums with ocean-based exhibits (the Smithsonian and National Zoo) that address both extant and extinct Earth history, as well as national/state aquaria in Baltimore and Virginia Beach. Furthermore, visits to local seafood markets at local grocery stores, or larger city markets in Washington, Baltimore and Virginia Beach, enhance the exposure to productivity in the ocean, and viability of the fisheries sustainability. The course could then address not only the particulars of the marine science, but also aspects of sustainability with discussions on ethics, including keeping animals in captivity or overfishing of particular species and the special difficulties that arise from captive or culturing ocean populations. In addition, the class was encouraged to post web-based journals of experiences in order to share opinions of observations in each of the settings, including the evaluation of the foods they were consuming during the class.

A Captive Ocean: Evaluation of Aquaculture, Fisheries Sustainabilty and Aquaria as Arks in the Setting of a Field-based Class

NASA Astrophysics Data System (ADS)

Macko, S. A.; O'connell, M. T.; Sullivan, H.; Oliver, R.

2014-12-01

Sustainability awareness is increasingly a subject in educational settings. Marine science classes are perfect settings of establishing sustainability awareness owing to declining populations of organisms and perceived collapse in fisheries worldwide. Students in oceanography classes often request more direct exposure to actual ocean situations or field trips. During regular session (13 week) or shorter term (4 week) summer classes such long trips are logistically difficult owing to large numbers of students involved or timing. This new approach to such a course supplement addresses the requests by utilizing local resources and short field trips for a limited number of students (20) to locations in which Ocean experiences are available, and are often supported through education and outreach components. The vision of the class was a mixture of classroom time, readings, along with paper and laboratories. In addition, short day-long trips to locations where the ocean was "captured" were also used to supplement the experience as well as speakers involved with aquaculture. Central Virginia is a fortunate location for such a class, with close access for travel to the Chesapeake Bay and numerous field stations, museums with ocean-based exhibits (the Smithsonian and National Zoo) that address both extant and extinct Earth history, as well as national/state aquaria in Baltimore and Virginia Beach. Furthermore, visits to local seafood markets at local grocery stores, or larger city markets in Washington, Baltimore and Virginia Beach, enhance the exposure to productivity in the ocean, and viability of the fisheries sustainability. The course could then address not only the particulars of the marine science, but also aspects of sustainability with discussions on ethics, including keeping animals in captivity or overfishing of particular species and the special difficulties that arise from captive or culturing ocean populations. In addition, the class was encouraged to post web-based journals of experiences in order to share opinions of observations in each of the settings, including the evaluation of the foods they were consuming during the class

Building Opportunities for Environmental Education Through Student Development of Cyberinfrastructure

NASA Astrophysics Data System (ADS)

Moysey, S. M.; Boyer, D. M.; Mobley, C.; Byrd, V. L.

2014-12-01

It is increasingly common to utilize simulations and games in the classroom, but learning opportunities can also be created by having students construct these cyberinfrastructure resources themselves. We outline two examples of such projects completed during the summer of 2014 within the NSF ACI sponsored REU Site: Research Experiences for Undergraduates in Collaborative Data Visualization Applications at Clemson University (Award 1359223). The first project focuses on the development of immersive virtual reality field trips of geologic sites using the Oculus Rift headset. This project developed a platform which will allow users to navigate virtual terrains derived from real-world data obtained from the US Geological Survey and Google Earth. The system provides users with the ability to partake in an interactive first-person exploration of a region, such as the Grand Canyon, and thus makes an important educational contribution for students without access to these environmental assets in the real world. The second project focused on providing players visual feedback about the sustainability of their practices within the web-based, multiplayer watershed management game Naranpur Online. Identifying sustainability indicators that communicate meaningful information to players and finding an effective way to visualize these data were a primary challenge faced by the student researcher working on this project. To solve this problem the student translated findings from the literature to the context of the game to develop a hierarchical set of relative sustainability criteria to be accessed by players within a sustainability dashboard. Though the REU focused on visualization, both projects forced the students to transform their thinking to address higher-level questions regarding the utilization and communication of environmental data or concepts, thus enhancing the educational experience for themselves and future students.

Acquisition of background and technical information and class trip planning

NASA Technical Reports Server (NTRS)

Mackinnon, R. M.; Wake, W. H.

1981-01-01

Instructors who are very familiar with a study area, as well as those who are not, find the field trip information acquisition and planning process speeded and made more effective by organizing it in stages. The stage follow a deductive progression: from the associated context region, to the study area, to the specific sample window sites, and from generalized background information on the study region to specific technical data on the environmental and human use systems to be interpreted at each site. On the class trip and in the follow up laboratory, the learning/interpretive process are at first deductive in applying previously learned information and skills to analysis of the study site, then inductive in reading and interpreting the landscape, imagery, and maps of the site, correlating them with information of other samples sites and building valid generalizations about the larger study area, its context region, and other (similar and/or contrasting) regions.

Scaling the Geologic Past

ERIC Educational Resources Information Center

Gerritts, Mary

1975-01-01

Describes construction of a Geologic Time Scale on a 100 foot roll of paper and suggests activities concerning its use. Includes information about fossils and suggestions for conducting a fossil field trip with students. (BR)

Human Outer Solar System Exploration via Q-Thruster Technology

NASA Technical Reports Server (NTRS)

Joosten, B. Kent; White, Harold G.

2014-01-01

Propulsion technology development efforts at the NASA Johnson Space Center continue to advance the understanding of the quantum vacuum plasma thruster (QThruster), a form of electric propulsion. Through the use of electric and magnetic fields, a Q-thruster pushes quantum particles (electrons/positrons) in one direction, while the Qthruster recoils to conserve momentum. This principle is similar to how a submarine uses its propeller to push water in one direction, while the submarine recoils to conserve momentum. Based on laboratory results, it appears that continuous specific thrust levels of 0.4 - 4.0 N/kWe are achievable with essentially no onboard propellant consumption. To evaluate the potential of this technology, a mission analysis tool was developed utilizing the Generalized Reduced Gradient non-linear parameter optimization engine contained in the Microsoft Excel® platform. This tool allowed very rapid assessments of "Q-Ship" minimum time transfers from earth to the outer planets and back utilizing parametric variations in thrust acceleration while enforcing constraints on planetary phase angles and minimum heliocentric distances. A conservative Q-Thruster specific thrust assumption (0.4 N/kWe) combined with "moderate" levels of space nuclear power (1 - 2 MWe) and vehicle specific mass (45 - 55 kg/kWe) results in continuous milli-g thrust acceleration, opening up realms of human spaceflight performance completely unattainable by any current systems or near-term proposed technologies. Minimum flight times to Mars are predicted to be as low as 75 days, but perhaps more importantly new "retro-phase" and "gravity-augmented" trajectory shaping techniques were revealed which overcome adverse planetary phasing and allow virtually unrestricted departure and return opportunities. Even more impressively, the Jovian and Saturnian systems would be opened up to human exploration with round-trip times of 21 and 32 months respectively including 6 to 12 months of exploration at the destinations. Finally, interstellar trip times are assessed at milli-g acceleration levels.

Geologic field-trip guide to Mount Shasta Volcano, northern California

USGS Publications Warehouse

Christiansen, Robert L.; Calvert, Andrew T.; Grove, Timothy L.

2017-08-18

The southern part of the Cascades Arc formed in two distinct, extended periods of activity: “High Cascades” volcanoes erupted during about the past 6 million years and were built on a wider platform of Tertiary volcanoes and shallow plutons as old as about 30 Ma, generally called the “Western Cascades.” For the most part, the Shasta segment (for example, Hildreth, 2007; segment 4 of Guffanti and Weaver, 1988) of the arc forms a distinct, fairly narrow axis of short-lived small- to moderate-sized High Cascades volcanoes that erupted lavas, mainly of basaltic-andesite or low-silica-andesite compositions. Western Cascades rocks crop out only sparsely in the Shasta segment; almost all of the following descriptions are of High Cascades features except for a few unusual localities where older, Western Cascades rocks are exposed to view along the route of the field trip.The High Cascades arc axis in this segment of the arc is mainly a relatively narrow band of either monogenetic or short-lived shield volcanoes. The belt generally averages about 15 km wide and traverses the length of the Shasta segment, roughly 100 km between about the Klamath River drainage on the north, near the Oregon-California border, and the McCloud River drainage on the south (fig. 1). Superposed across this axis are two major long-lived stratovolcanoes and the large rear-arc Medicine Lake volcano. One of the stratovolcanoes, the Rainbow Mountain volcano of about 1.5–0.8 Ma, straddles the arc near the midpoint of the Shasta segment. The other, Mount Shasta itself, which ranges from about 700 ka to 0 ka, lies distinctly west of the High Cascades axis. It is notable that Mount Shasta and Medicine Lake volcanoes, although volcanologically and petrologically quite different, span about the same range of ages and bracket the High Cascades axis on the west and east, respectively.The field trip begins near the southern end of the Shasta segment, where the Lassen Volcanic Center field trip leaves off, in a field of high-alumina olivine tholeiite lavas (HAOTs, referred to elsewhere in this guide as low-potassium olivine tholeiites, LKOTs). It proceeds around the southern, western, and northern flanks of Mount Shasta and onto a part of the arc axis. The stops feature elements of the Mount Shasta area in an approximately chronological order, from oldest to youngest.

Investigating Effects of Invasive Species on Plant Community Structure

ERIC Educational Resources Information Center

Franklin, Wilfred

2008-01-01

In this article, the author presents a field study project that explores factors influencing forest community structure and lifts the veil off of "plant blindness." This ecological study consists of three laboratories: (1) preliminary field trip to the study site; (2) plant survey; and (3) analyzing plant community structure with descriptive…

A New Take on the Field Trip

ERIC Educational Resources Information Center

Lukes, Laura

2014-01-01

Because Laura Lukes used to be a geologist, when she started teaching science, she wanted to incorporate field experiences in her classroom. But, like many teachers, she faced obstacles: insufficient budgets, testing requirements, a lack of chaperones and transportation, and the safety concerns that come with fieldwork. As a result, a real field…

Researcher Roles and the Organization of Interdisciplinary Groups. R&D for Higher Education, 1980:7.

ERIC Educational Resources Information Center

Tornebohm, HaKan; And Others

Perspectives on interdisciplinary research are considered in terms of project planning, the choice of problem-solving approach, the research field, project organization, informal organization, and integration of knowledge. Interdisciplinary studies were investigaged through following a number of research projects by means of field trips,…

The Bird Box Survey Project

ERIC Educational Resources Information Center

Willis, Patrick

2014-01-01

When high school students are asked what's the best part of science class, many will say it's the field trips. Students enjoy engaging in authentic, community-based science outside the classroom. To capitalize on this, Patrick Willis created the Bird Box Survey Project for his introductory field biology class. The project takes students…

Field Research Studying Whales in an Undergraduate Animal Behavior Laboratory

ERIC Educational Resources Information Center

MacLaren, R. David; Schulte, Dianna; Kennedy, Jen

2012-01-01

This work describes a new field research laboratory in an undergraduate animal behavior course involving the study of whale behavior, ecology and conservation in partnership with a non-profit research organization--the Blue Ocean Society for Marine Conservation (BOS). The project involves two weeks of training and five weekend trips on whale watch…

Case Studies on Location: Taking to the Field in Economics

ERIC Educational Resources Information Center

Smith, Mark Griffin

2007-01-01

The author describes how to conceptualize and organize a successful, multi-day field trip organized around a case study problem. By doing so, the instructor exposes students to diverse perspectives and leads them through the process of policy analysis from collecting and organizing information to identifying the relevant economic concepts and…

Mineral target areas in Nevada from geological analysis of LANDSAT-1 imagery

NASA Technical Reports Server (NTRS)

Abdel-Gawad, M.; Tubbesing, L.

1975-01-01

Geological analysis of LANDSAT-1 Scene MSS 1053-17540 suggests that certain known mineral districts in east-central Nevada frequently occur near faults or at faults or lineament intersections and areas of complex deformation and flexures. Seventeen (17) areas of analogous characteristics were identified as favorable targets for mineral exploration. During reconnaissance field trips eleven areas were visited. In three areas evidence was found of mining and/or prospecting not known before the field trips. In four areas favorable structural and alteration features were observed which call for more detailed field studies. In one of the four areas limonitic iron oxide samples were found in the regolith of a brecciated dolomite ridge. This area contains quartz veins, granitic and volcanic rocks and lies near the intersection of two linear fault structures identified in the LANDSAT-1 imagery. Semiquantitative spectroscopic analysis of selected portions of the samples showed abnormal contents of arsenic, molybdenum, copper, lead, zinc, and silver. These limonitic samples found were not in situ and further field studies are required to assess their source and significance.

Geothermal energy in Tibet

DOE Office of Scientific and Technical Information (OSTI.GOV)

Lund, J.W.; McEuen, R.B.; Roberts, A.

1984-09-01

During the fall of 1983, a American delegation of 14 geothermal experts visited the People's Republic of China. The three-week trip included visits to Beijing (Peking), Chengdu, Lhasa, Yangbajing, and Kunming. By far the highlight of the trip was the journey to Tibet where the geothermal field and power station at Yangbajing were toured. Technical exchanges with Chinese and Tibetan geothermal scientists and engineers were made at Beijing, Lhasa, Yangbajing and Kunming. At Kunming in Yunnan Province, the geothermal field in the western part of the province was discussed, but not visited. This latter field is in the process ofmore » extensive investigation, but only minor direct-use development such as sulfur collection and wool washing is being undertaken. The drilling of wells and power plant construction is anticipated in the Rehai and Ridian fields in the near future. In general, Yunnan has one of the largest geothermal potentials in China with over 600 sites identified so far. The sites are widespread throughout the province, but the high temperature sites are located in the western part, a very mountainous area.« less

Guidelines for Setting Up an Extended Field Trip to Florida and the Florida Keys: An Interactive Experiential Training Field Biology Program Consisting of Pretrip Instruction, Search Image Training, Field Exercises, and Observations of Tropical Habitats and Coral Reefs.

ERIC Educational Resources Information Center

Baker, Claude D.; And Others

The importance of experiential aspects of biological study is addressed using multi-dimensional classroom and field classroom approaches to student learning. This document includes a guide to setting up this style of field experience. Several teaching innovations are employed to introduce undergraduate students to the literature, techniques, and…

Planning a pharmacy-led medical mission trip, part 4: an exploratory study of student experiences.

PubMed

Brown, Dana A; Fairclough, Jamie L; Ferrill, Mary J

2012-09-01

At the Gregory School of Pharmacy (GSOP), pharmacy students routinely participate in domestic and international medical mission trips. Participation can be for academic credit as part of final-year Advanced Pharmacy Practice Experiences (APPEs) or as required community service hours. These mission experiences could potentially result in both professional and personal transformations for participating students. To evaluate data collected from GSOP pharmacy students regarding their experiences on the medical mission field in 2011 and how that participation has impacted the students professionally and personally. GSOP students participating in an international or domestic medical mission trip in the summer of 2011 were asked to voluntarily complete pre- and posttrip surveys. Of the 68 final-year APPE students and student volunteers who participated in a summer 2011 GSOP medical mission trip, 36 (53%) completed pre- and posttrip surveys. The mission trips significantly impacted students' beliefs regarding better preparation to care for the medical needs of patients, identification of others' needs, understanding team dynamics, perceptions about the value of patient care, and comfort level with the provision of medical and pharmaceutical care in a foreign country. However, there were no statistically significant improvements in students' perceptions of their ability to care for the emotional needs of patients, the importance of team unity, and their level of respect for team members; their ability to lead or participate in future trips; and their belief that participating preceptors and faculty serve as effective role models of servant leaders. Based on the findings from this exploratory study, participation in a domestic or international medical mission trip as a student volunteer or APPE student appears to have a positive impact on some of the beliefs and perceptions of GSOP students. By continuing to follow these particular students and similar cohorts of students in the future, further insight may be gained regarding the long-term impact of medical mission experiences during pharmacy school training.

Teacher Training and Authentic Scientific Research Utilizing Cretaceous Fossil Resources

NASA Astrophysics Data System (ADS)

Danch, J. M.

2016-12-01

The readily accessible Cretaceous fossil beds of central New Jersey provide an excellent opportunity for both teacher training in the utilization of paleontological resources in the classroom and authentic scientific student research at the middle and high school levels. Woodbridge Township New Jersey School District teachers participated in field trips to various fossiliferous sites to obtain photographic and video data and invertebrate and vertebrate fossil specimens for use in the classroom. Teachers were also presented with techniques allowing them to mentor students in performing authentic paleontological research. Students participated in multi-year research projects utilizing Cretaceous fossils collected in the field and presented their findings at science fairs and symposia. A workshop for K - 12 teachers statewide was developed for the New Jersey Science Convention providing information about New Jersey fossil resources and allowing participants to obtain, study and classify specimens. Additionally, the workshop provided participants with the information necessary for them to plan and conduct their own field trips.

2005 Navy MWR Customer Survey

DTIC Science & Technology

2007-07-01

serve. The opportunity to do several different things, boat rental, theme parks, trips, discount movie tickets, camping, trailer rental etc. all...events77%Playing fields82%Shipboard recreation programs 75%Library Media Resource77%On-base movies /theatres82%Outdoor recreation areas 75%Outdoor...activities77%Library Media Resource Center83%Shipboard movies 76%Outdoor recreation rental78%Recreation Center facilities83%Sports fields 79%Playing fields79

Utilizing an Artificial Outcrop to Scaffold Learning between Laboratory and Field Experiences in a College-Level Introductory Geology Course

ERIC Educational Resources Information Center

Wilson, Meredith

2012-01-01

Geologic field trips are among the most beneficial learning experiences for students as they engage the topic of geology, but they are also difficult environments to maximize learning. This action research study explored one facet of the problems associated with teaching geology in the field by attempting to improve the transition of undergraduate…

South American Field Experience: An Initiative in International Education. The Implementation Journal for the South American Field Experience.

ERIC Educational Resources Information Center

Martin, William J.

A description is provided of Williamsport Area Community College's (WACC's) South American Field Experience program, a travel/study program for faculty and staff designed to provide a variety of learning experiences through a three week trip to Peru, Chile, Argentina, and Brazil. Chapter I presents an overview of the development of the project,…

Fun With Food Webs

ERIC Educational Resources Information Center

Smith, Karl D.

1977-01-01

Explains an upper elementary game of tag that illustrates energy flow in food webs using candy bars as food sources. A follow-up field trip to a river and five language arts projects are also suggested. (CS)

Field Trips Online.

ERIC Educational Resources Information Center

Munson, Bruce H.; Huber, Richard; Axler, Richard; Host, George; Hagley, Cynthia; Moore, Chris; Merrick, Glenn

2003-01-01

Suggests the use of Internet-based inquiry lessons to explore water quality. Acknowledges that inquiry occurs along a continuum ranging from open to structured. Uses river water quality data from the website, Water on the Web. (DDR)

Outcomes-Based Teaching--Oh, That Sinking Feeling.

ERIC Educational Resources Information Center

Savage, Matthew A.

1999-01-01

Advocates outcome-based teaching as a method to justify "unwarranted" field trips. Lists outcomes that may be associated with viewing the film "Titanic," such as "students will learn that iron will float--sometimes." (SR)

Proceedings: Wildland Shrub and Arid Land Restoration Symposium

Treesearch

Bruce A. Roundy; E. Durant McArthur; Jennifer S. Haley; David K. Mann

1995-01-01

Includes 62 papers dealing with wildland shrubs and restoration of arid lands. The key topics include: overview, restoration and revegetation, ecology, genetic integrity, management options, and field trip.Individual papers from this publication

Learning About Dirt

ERIC Educational Resources Information Center

Atyeo, Marilyn J.

1972-01-01

Describes techniques for introducing studies of the soil in the early primary grades or in preschool classes. Includes suggestions for observation of soil samples, field trips to examine various soils in situ, and establishing a small garden. (AL)

The More the Merrier.

ERIC Educational Resources Information Center

Instructor, 1980

1980-01-01

Several teachers contribute their tested ideas for projects that involve a large group of students. Included are: an archaelogical dig; a school mural; a visit from a children's author; and a whale-watching field trip. (SJL)

Container Technology Study : Volume 2. Appendixes.

DOT National Transportation Integrated Search

1980-10-01

Volume II has nine appendixes as follows: Appendix A - Railroad Flatcar Data; Appendix B - Calculations; Appendix C - Record of Telephone Calls; Appendix D - Industry Interviews; Appendix E - Field Trips and Conferences; Appendix F - Annotated biblio...

NGO involvement shows the way for FP officers.

PubMed

1999-11-01

This article reports the activities of a 3-week seminar and field trip that was attended by 15 Senior Family Planning (FP) officers from 15 countries in order to examine Japan's postwar experiences and governmental organization/nongovernmental organization (NGO) cooperation in public health and FP. In a span of three weeks, the participants attended lectures conducted by the Ministry of Health and Welfare on Maternal and Child Health Administration, and by the Japan Family Planning Association. They also took a tour to observe local government administration of health and welfare, as well as local government and NGO cooperation. They also observed community volunteer organizations, a hospital, nurse training and a primary school. During the summing-up and evaluation sessions in Tokyo, all participants expressed their satisfaction with the seminar and shared the lessons they learned during the field trip.

FieldTrip: Open source software for advanced analysis of MEG, EEG, and invasive electrophysiological data.

PubMed

Oostenveld, Robert; Fries, Pascal; Maris, Eric; Schoffelen, Jan-Mathijs

2011-01-01

This paper describes FieldTrip, an open source software package that we developed for the analysis of MEG, EEG, and other electrophysiological data. The software is implemented as a MATLAB toolbox and includes a complete set of consistent and user-friendly high-level functions that allow experimental neuroscientists to analyze experimental data. It includes algorithms for simple and advanced analysis, such as time-frequency analysis using multitapers, source reconstruction using dipoles, distributed sources and beamformers, connectivity analysis, and nonparametric statistical permutation tests at the channel and source level. The implementation as toolbox allows the user to perform elaborate and structured analyses of large data sets using the MATLAB command line and batch scripting. Furthermore, users and developers can easily extend the functionality and implement new algorithms. The modular design facilitates the reuse in other software packages.

Earthtech, Dig-Texas and Upward Bound: Outreach to At-Risk Students with Interdisciplinary STEM Activities

NASA Astrophysics Data System (ADS)

Olgin, J. G.; Güereque, M.; Pennington, D. D.; Everett, A.; Dixon, J. G.; Reyes, A.; Houser, P. I. Q.; Baker, J. A.; Stocks, E.; Ellins, K.

2015-12-01

The Geological Sciences department at the University of Texas at El Paso (UTEP) hosted the EarthTech outreach program - a one-week intensive summer camp for low-income, at-risk high school students. The EarthTech program engaged students in STEM activities from geological and environmental sciences. Developed and led by university student-mentors with guidance from a supervising faculty member, the course engaged Upward Bound students with lectures, interactive projects, and excursions to local ecological preserves and geological sites around El Paso, Texas. Topics covered plant and animal distribution and diversity, water and soil dynamics, evolution and paleontology, geohazards, and planetary science. Field trips were combined with hands-on activities, including activities from DIG Texas teaching modules. The NSF-funded DIG Texas Instructional Blueprints project is organizing vetted, high quality online educational resources and learning activities into teaching modules. The modules follow a storyline and demonstrate congruency with the Next Generation Science Standards. Selected DIG Texas resources were included in the daily curriculum to complement the field trip and other hands-on activities. EarthTech students created ESRI Online GIS story maps in which they showed the locations of the field trips, incorporated photographs they had taken, and provided written reflections about their camp experiences. The DIG Texas project evaluation collected survey and interview data from the university student mentors throughout the week to ascertain the efficacy of the program. This poster presentation will include an overview of the program, including examples of work and evaluation results.

Wave field synthesis of moving virtual sound sources with complex radiation properties.

PubMed

Ahrens, Jens; Spors, Sascha

2011-11-01

An approach to the synthesis of moving virtual sound sources with complex radiation properties in wave field synthesis is presented. The approach exploits the fact that any stationary sound source of finite spatial extent radiates spherical waves at sufficient distance. The angular dependency of the radiation properties of the source under consideration is reflected by the amplitude and phase distribution on the spherical wave fronts. The sound field emitted by a uniformly moving monopole source is derived and the far-field radiation properties of the complex virtual source under consideration are incorporated in order to derive a closed-form expression for the loudspeaker driving signal. The results are illustrated via numerical simulations of the synthesis of the sound field of a sample moving complex virtual source.

Studies of the field-of-view resolution tradeoff in virtual-reality systems

NASA Technical Reports Server (NTRS)

Piantanida, Thomas P.; Boman, Duane; Larimer, James; Gille, Jennifer; Reed, Charles

1992-01-01

Most virtual-reality systems use LCD-based displays that achieve a large field-of-view at the expense of resolution. A typical display will consist of approximately 86,000 pixels uniformly distributed over an 80-degree by 60-degree image. Thus, each pixel subtends about 13 minutes of arc at the retina; about the same as the resolvable features of the 20/200 line of a Snellen Eye Chart. The low resolution of LCD-based systems limits task performance in some applications. We have examined target-detection performance in a low-resolution virtual world. Our synthesized three-dimensional virtual worlds consisted of target objects that could be positioned at a fixed distance from the viewer, but at random azimuth and constrained elevation. A virtual world could be bounded by chromatic walls or by wire-frame, or it could be unbounded. Viewers scanned these worlds and indicated by appropriate gestures when they had detected the target object. By manipulating the viewer's field size and the chromatic and luminance contrast of annuli surrounding the field-of-view, we were able to assess the effect of field size on the detection of virtual objects in low-resolution synthetic worlds.

Systematic Motorcycle Management and Health Care Delivery: A Field Trial

PubMed Central

Rerolle, Francois; Rammohan, Sonali V.; Albohm, Davis C.; Muwowo, George; Moseson, Heidi; Sept, Lesley; Lee, Hau L.; Bendavid, Eran

2016-01-01

Objectives. We investigated whether managed transportation improves outreach-based health service delivery to rural village populations. Methods. We examined systematic transportation management in a small-cluster interrupted time series field trial. In 8 districts in Southern Zambia, we followed health workers at 116 health facilities from September 2011 to March 2014. The primary outcome was the average number of outreach trips per health worker per week. Secondary outcomes were health worker productivity, motorcycle performance, and geographical coverage. Results. Systematic fleet management resulted in an increase of 0.9 (SD = 1.0) trips to rural villages per health worker per week (P < .001), village-level health worker productivity by 20.5 (SD = 5.9) patient visits, 10.2 (SD = 1.5) measles immunizations, and 5.2 (SD = 5.4) child growth assessments per health worker per week. Motorcycle uptime increased by 3.5 days per week (P < .001), use by 1.5 days per week (P < .001), and mean distance by 9.3 kilometers per trip (P < .001). Geographical coverage of health outreach increased in experimental (P < .001) but not control districts. Conclusions. Systematic motorcycle management improves basic health care delivery to rural villages in resource-poor environments through increased health worker productivity and greater geographical coverage. PMID:26562131

Idea Bank.

ERIC Educational Resources Information Center

Herlocker, Helen; And Others

1988-01-01

Provides information on motivational activities, demonstrations, experiments, software, lessons, field trips, and a game as ideas for instructional use. Includes topics on digestion in paramecium, diffusion, cells, interactive displays, slime molds, and the construction of an underwater viewing device. (RT)

Discovering Diversity.

ERIC Educational Resources Information Center

Manner, Barbara M.; Hattler, Jean Anne

2000-01-01

Introduces a preservice teacher field trip to the rain forests and coastal areas. This experience develops an awareness for different cultures among preservice teachers by experiencing biological and cultural diversity in Costa Rica. Presents students' own ideas on this experience. (YDS)

Basic Mycology

ERIC Educational Resources Information Center

Goodwin, Lilla M.

1970-01-01

Discusses activities that can be carried out on a field trip study of mushrooms; follow-up activities in the classroom are suggested. Mushrooms are selected as an introduction to mycology mainly because of their large size and prominent reproductive structures. (BR)

76 FR 76359 - Deschutes Provincial Advisory Committee (DPAC)

Federal Register 2010, 2011, 2012, 2013, 2014

2011-12-07

... identify key areas of interest for 2012 meetings and field trips. The meeting will also provide updates on... 9 AM until 2 PM. All Deschutes Provincial Advisory Committee meetings are open to the public. FOR...

Using GIS with real-time water quality assessment to guide scientific inquiry and learning in a community college environmental studies program

NASA Astrophysics Data System (ADS)

Schwartz, M. C.; Beauregard, A.

2011-12-01

The overarching goal of this project is to introduce community college students to the use of environmental analytical technology and geographical information systems (GIS) through the development of a new course in Aquatic Environmental Science at Northwest Florida State College (NWFSC), a community college in Niceville, FL. During the new course, NWFSC students are guided by an instructor from NWFSC and one from the local university, the University of West Florida (UWF), as well as a UWF graduate student. Students learn to use field instruments to measure water quality variables (temperature, salinity, dissolved oxygen, and nutrients) during several field trips on a local estuary. While still in the field, students on multiple boats in different parts of the estuary use a wireless broadband interface to upload field data to a web-based GIS system interface developed by commissioned GIS professionals. This GIS system compiles the data and generates maps to show a whole-basin view of variations in water quality parameters that students access from the field. The capstone of each field trip is a "floating classroom" during which students and instructors discuss summary results, test field hypotheses, and compare results with historical data collected during previous field trips. Our continuing assessment of the impact on student learning of this real-time geospatial assessment suggests that student interest in environmental science and technology has been positively affected by the use of these methods. Furthermore, students show considerable improvement in their use of the technology and their understanding of the related scientific concepts (e.g., aquatic biogeochemistry). While the primary goal of this course is the academic benefit provided to NWFSC students, the in-class sampling also provides access to important data that can be used to support ongoing research by both authors. We are currently assessing the precision of the data collected by NWFSC students in hopes that it can support data collected in the same area as part of biogeochemical research projects.

Assessment of change in conservation attitudes through zoo education

NASA Astrophysics Data System (ADS)

Randall, Teresa

2011-12-01

This study was conducted at the Oklahoma City Zoo in fall 2010 and subjects were students' ages 14-18 who either participated in a formal conservation education class led by zoo educators or in a field trip in which they were engaged in free-choice learning. Two research questions were: 1) Does a trip to the zoo affect conservation attitudes and 2) does learning experience, free-choice or formal, affect conservation attitudes? A criterion group design was used and the instrument used to measure conservation attitudes was Tool 4 from the Visitor Evaluation Toolbox produced by the Association of Zoos and Aquariums MIRP study (Falk, J., Bronnenkant, K., Vernon, C., & Heimlich, J., 2009). Group one (N=110) engaged in a free-choice (field trip only) experience and group two (N=367) engaged in a formal conservation education class. The survey was administered retrospectively to both groups upon completion of their learning experience at the zoo. Statistical analysis was conducted using SPSS 17.0. A paired sample t-test showed the overall mean within both groups increased in a positive direction from 67.965 (retrospective) to 72.345 (present). With alpha set at .05 the two-tailed probability was <0.001, therefore confirming that the change in conservation attitudes was significant. An independent sample t-test of the change in scores between the groups produced p values of 0.792 and 0.773 and revealed that the change was not significant. Findings did illustrate that a trip to the zoo did positively and significantly affect conservation attitudes among teens and that the type of learning experience did not significantly affect change in conservation attitude scores.

Taking the trip of a lifetime

NASA Astrophysics Data System (ADS)

Pegg, David

2008-01-01

Upon receiving this book I was somewhat sceptical to see that the author, David Toomey, is not a physicist but instead has a PhD in English literature and teaches technical and non-fiction writing at the University of Massachusetts in the US. As I began to read it, however, my attitude changed. To many physicists, a book about time travel would be virtually indistinguishable from a piece of science fiction, particularly when there are no equations or experimental results provided. To have any chance of presenting the work in a convincing manner, therefore, any author of such a book must be quite skilled. Toomey not only accomplishes this, but also makes the book an enjoyable read.

International Field Experiences: The Impact of Class, Gender and Race on the Perceptions and Experiences of Preservice Teachers

ERIC Educational Resources Information Center

Malewski, Erik; Phillion, JoAnn

2009-01-01

We explore ways class, gender and race complicate perceptions and experiences of preservice teachers during an international field experience in Honduras. Data were collected over 5 years through observations, group discussions, course assignments, and on-site focus group interviews and post-trip individual interviews. An inductive approach…

Using Portable Media Players (iPod) to Support Electronic Course Materials during a Field-Based Introductory Geology Course

ERIC Educational Resources Information Center

Elkins, Joe T.

2009-01-01

Electronic course materials, such a videos, PowerPoint presentations, and animations, have become essential educational tools in classroom-based geoscience courses to enhance students' introduction to basic geological concepts. However, during field trips, the ability to offer students these electronic conceptual supports is lacking where students…

Urban History in the Community College.

ERIC Educational Resources Information Center

Kilar, Jeremy W.

This paper describes a course in urban history offered at Delta College in Michigan. A variety of techniques are utilized in teaching the course--lecture is relied on to acquaint students with the historian's role in the study of urban history, a field trip to an inner city is planned, short field assignments are used to acquaint students with…

MIGRATORY AGRICULTURAL WORKERS IN THE UNITED STATES.

ERIC Educational Resources Information Center

JORGENSON, JANET M.; AND OTHERS

FIELD STUDIES WERE CONDUCTED IN 1960 IN THE LOWER RIO GRANDE VALLEY OF TEXAS AND IN IOWA TO AUGMENT INFORMATION ON MIGRATORY WORKERS. FACULTY-STUDENT TEAM FIELD TRIPS FOUND MANY FACTORS TO CONSIDER IN PROVIDING A CONSTRUCTIVE APPROACH TO THE PROBLEMS OF THE MIGRANT WORKER. CHILDREN OF THE MIGRANTS ARE NOT GETTING THE EDUCATION THEY NEED TO BREAK…

Gathering Data from the Field: Personal Communication Device Usage on Site

ERIC Educational Resources Information Center

Morris, Ronald V.

2016-01-01

This article describes a lesson plan that encouraged the usage of digital tools to enhance inquiry as a key tool in teaching elementary social studies. The lesson revolved around a field trip to the home of Civil War Governor Oliver P. Morton (Centerville, Indiana). The active, investigative, and questioning nature of inquiry in social studies…

GeoJourney: A Field-Based, Interdisciplinary Approach to Teaching Geology, Native American Cultures, and Environmental Studies

ERIC Educational Resources Information Center

Elkins, Joe; Elkins, Nichole M. L.; Hemmings, Sarah N. J.

2008-01-01

GeoJourney is an interdisciplinary field trip in geology, Native American studies, and environmental studies designed for introductory-level undergraduates. The program travels 23,345 kilometers by van to national parks, industrial sites, museums, and Indian reservations in 24 of the United States. During the day, students carry out hands-on…

Curriculum Package: High School Social Studies Lessons. [A Visit to the Louisville, Kentucky Airports: Standiford and Bowman Fields.

ERIC Educational Resources Information Center

DeSensi, Frank; Rostov, Susan

These lesson plans are designed for use by high school social studies teachers who take their students on a field trip to the regional airports of Louisville, Kentucky. Twelve lesson plans are included: "It's the Computer's Fault"; "The Play's the Thing"; "A Hub! Yes, There's the Rub!"; "People and…

78 FR 70318 - Meeting of the California Desert District Advisory Council

Federal Register 2010, 2011, 2012, 2013, 2014

2013-11-25

... an open work planning meeting on Friday, December 6, 2013 from 9 a.m. to 4 p.m. No field trip is... include updates by council members, the BLM California Desert District manager, five field office managers.... SUPPLEMENTARY INFORMATION: All DAC meetings are open to the public. Public comment for items not on the agenda...

75 FR 28649 - Notice of Public Meeting, Coeur d'Alene District Resource Advisory Council Meeting; ID

Federal Register 2010, 2011, 2012, 2013, 2014

2010-05-21

... exchange; overview of the Clearwater Basin Collaborative; and the proposed designation of the Lower Salmon River under the Wild and Scenic Rivers Act. On June 22, a field trip will be conducted to several sites within the field office area, including the Salmon River and Craig Mountain Wildlife Management Area...

A survey of propulsion options for cargo and piloted missions to Mars.

PubMed

Sankaran, K; Cassady, L; Kodys, A D; Choueiri, E Y

2004-05-01

In this paper, high-power electric propulsion options are surveyed in the context of cargo and piloted missions to Mars. A low-thrust trajectory optimization program (raptor) is utilized to analyze this mission. Candidate thrusters are chosen based upon demonstrated performance in the laboratory. Hall, self-field magnetoplasmadynamic (MPDT), self-field lithium Lorentz force accelerator (LiLFA), arcjet, and applied-field LiLFA systems are considered for this mission. In this first phase of the study, all thrusters are assumed to operate at a single power level (regardless of the efficiency-power curve), and the thruster specific mass and power plant specific mass are taken to be the same for all systems. Under these assumptions, for a 7.5 MW, 60 mT payload, piloted mission, the self-field LiLFA results in the shortest trip time (340 days) with a reasonable propellant mass fraction of 57% (129 mT). For a 150 kW, 9 mT payload, cargo mission, both the applied-field LiLFA and the Hall thruster seem reasonable choices with propellant mass fractions of 42 to 45%(7 to 8 mT). The Hall thrusters provide better trip times (530-570 days) compared to the applied-field LiLFA (710 days) for the relatively less demanding mission.

Lilliputian Suburbia Grows Like a Giant

ERIC Educational Resources Information Center

Open Door, 1969

1969-01-01

As part of the building trades drafting program at Robeson Technical Institute students build models of homes they have designed. Other aspects of the program including preparatory courses, field trips, and planned improvements in the curriculum are discussed. (HH)

Air Quality Case Studies Report

DOT National Transportation Integrated Search

1998-05-29

The Branson Travel and Recreational Information Program (TRIP) in Branson, Missouri, and the I-40 Traveler and Tourist Information System (TTIS) in the I-40 corridor of northern Arizona are two Field Operational Tests (FOTs) of Traveler Information S...

76 FR 29721 - Shasta County Resource Advisory Committee

Federal Register 2010, 2011, 2012, 2013, 2014

2011-05-23

... Title II of the Act. The meeting is open to the public. The purpose of the June 29th meeting is review..., field trips, monitoring efforts, and accounting. DATES: The meetings will be held Wednesday, June 29...

Photography in Use in Environmental Science

ERIC Educational Resources Information Center

Parker, Donald C.

1974-01-01

Described are some uses of a 35mm single lens reflex camera as a tool for the applied study of ecology. Photography is discussed in relation to field trips, ecosystems, general ecological concepts, pollution, and special projects. (PEB)

Five Years of the RoBOT "Rocks Beneath Our Toes" High School Outreach Program

NASA Astrophysics Data System (ADS)

Baxter, E. F.

2011-12-01

The "Rocks Beneath Our Toes" or RoBOT Program began in 2006 as part of an NSF CAREER award through the Geochemistry and Petrology Program. The educational outreach program engages Boston area high school students in a hands on study of rocks and minerals collected in their communities. The goal is to provide high school students a unique window into modern scientific methods of geochemistry and mineralogy and create a higher level of interest and awareness of geoscience amongst Massachusetts secondary school students who are less often exposed to earth science coursework. Beginning with a joint field trip to sampling sites identified by participants, high school students work with Boston University undergraduates enrolled in Mineralogy to analyze their samples in thin section. During the field trip, each BU undergraduate is paired with a high school student. The assignment of student pairings (started in year 2) dramatically increased student interactions and enjoyment. The program culminates with a visit by the high school group to tour BU's lab facilities and work with the undergraduates using the petrographic microscopes to explore their rock. At this visit, BU undergraduates present their semester's work in one-on-one powerpoint presentations from which discussion and microscope work follow. Thus far, >50 high school students, >40 undergraduates, and 7 high school educators were involved in the program. This included participants from three different suburban Boston area high schools and with students enrolled in the BU "Upward Bound" program: an existing program designed to enhance educational opportunities for Boston inner city high school students. Participant reviews indicate great success in achieving the program's goals. Notably, both BU undergraduates and high school students rated the opportunities for interaction with eachother among the best aspects of RoBOT. On a scale of 1 to 10, BU undergraduates rated the following four categories highest: powerpoint presentations to students (8.5); field trip (8.4); working together with microscopes (8.3); would you recommend RoBOT to others (8.2). The high school students rated the following four categories highest: RoBOT provided new geosciences experiences (9.3); working together with microscopes (9.0); tour of BU labs (8.7); powerpoint presentations by students (8.4). In addition, the PI was able to recruit top undergraduate students from Mineralogy and the RoBOT experience to join his research group where they could contribute to broader CAREER award research aims. Challenges and areas for improvement remain for the future of RoBOT. These include keeping participants engaged between the field trip and the BU visit, logistics of field trip scheduling especially with larger groups requiring more field sites and samples, and the ability to gain the interest and collaboration of secondary school educators to initiate the program in the first place. This has proven especially difficult for high schools that do not offer any earth science curriculum, indicating once again the uphill battle in perception that the geosciences face at the secondary school level.

The impact of a museum travelling exhibition on middle school teachers and students from rural, low-income homes

NASA Astrophysics Data System (ADS)

Badger, James; Harker, Richard J. W.

2016-06-01

Schools may be places of learning, but a great deal of learning occurs outside of school. A growing body of literature investigates how school field trips allow rural students to make real-life connections with their school curriculum. This paper contributes to that area of research by describing how students from five middle schools in the United States responded to a travelling museum exhibition hosted at a non-museum site. The authors explore the impact of the exhibition on students from poor, rural backgrounds, discussing how it helped them to engage with themes such as freedom of expression, democracy, citizenship and Holocaust education. The results show that, by connecting curricular content with real-life situations, field trips such as this have the potential to change not only students' understanding of the curriculum, but also their teachers' estimation of their abilities.

FieldTrip: Open Source Software for Advanced Analysis of MEG, EEG, and Invasive Electrophysiological Data

PubMed Central

Oostenveld, Robert; Fries, Pascal; Maris, Eric; Schoffelen, Jan-Mathijs

2011-01-01

This paper describes FieldTrip, an open source software package that we developed for the analysis of MEG, EEG, and other electrophysiological data. The software is implemented as a MATLAB toolbox and includes a complete set of consistent and user-friendly high-level functions that allow experimental neuroscientists to analyze experimental data. It includes algorithms for simple and advanced analysis, such as time-frequency analysis using multitapers, source reconstruction using dipoles, distributed sources and beamformers, connectivity analysis, and nonparametric statistical permutation tests at the channel and source level. The implementation as toolbox allows the user to perform elaborate and structured analyses of large data sets using the MATLAB command line and batch scripting. Furthermore, users and developers can easily extend the functionality and implement new algorithms. The modular design facilitates the reuse in other software packages. PMID:21253357

Student Journalists in the Field: Bridging the Gap Between Science and Communication

NASA Astrophysics Data System (ADS)

Glotch, T. D.; Jones, A. P.; Bleacher, L.; Selvin, B.; Firstman, R.

2015-12-01

The Remote, In Situ, and Synchrotron Studies for Science and Exploration (RIS4E) team is one of nine nodes of NASA's Solar System Exploration Research Virtual Institute. A core goal of the RIS4E Education and Communication (E&C) plan is to increase the accessibility of science to the general public, both by teaching scientists how to communicate their work to the public and by training the next generation of science journalists. During the Spring 2015 semester, eight Stony Brook University journalism students, ranging from Sophomores through M.A. students, participated in a new Science Journalism course in the School of Journalism. During the semester, the students learned about the science being conducted by the RIS4E team, took field trips to labs, interviewed scientists and graduate students, and produced print and video pieces about the science and the scientists. As a capstone project, five of the students, along with a professor and TA, were embedded with the RIS4E field geology team during their 2015 field season at the 1974 Kilauea lava flow on the Big Island of Hawaii. During their time in Hawaii, the journalism students had complete access to the field team, both during work and after-work hours. For each of the students, it was their first exposure to the practice of science, made possible through the experience of watching scientists formulate and test hypotheses in real time. They posted daily blog updates about the work being done by the field team and acquired dozens of hours of video footage to be produced into longer pieces. This presentation will describe the unique Stony Brook Science Journalism course and the experiences of the students both in the classroom and in the field. We will highlight both the successes and the lessons learned, for both the students and the scientists involved, and discuss our plans to conduct a second class in 2017, when the students will accompany the RIS4E field team to the Potrillo Volcanic Field in New Mexico.

Evaluation of the Persistent Issues in History Laboratory for Virtual Field Experience (PIH-LVFE)

ERIC Educational Resources Information Center

Brush, Thomas; Saye, John; Kale, Ugur; Hur, Jung Won; Kohlmeier, Jada; Yerasimou, Theano; Guo, Lijiang; Symonette, Simone

2009-01-01

The Persistent Issues in History Laboratory for Virtual Field Experience (PIH-LVFE) combines a database of video cases of authentic classroom practices with multiple resources and tools to enable pre-service social studies teachers to virtually observe teachers implementing problem-based learning activities. In this paper, we present the results…

Wallace Creek Virtual Field Trip: Teaching Geoscience Concepts with LiDAR

NASA Astrophysics Data System (ADS)

Robinson, S. E.; Arrowsmith, R.; Crosby, C. J.

2009-12-01

Recently available data such as LiDAR (Light Detection and Ranging) high-resolution topography can assist students to better visualize and understand geosciences concepts. It is important to bring these data into geosciences curricula as teaching aids while ensuring that the visualization tools, virtual environments, etc. do not serve as barriers to student learning. As a Southern California Earthquake Center ACCESS-G intern, I am creating a “virtual field trip” to Wallace Creek along the San Andreas Fault (SAF) using Google Earth as a platform and the B4 project LiDAR data. Wallace Creek is an excellent site for understanding the centennial-to-millennial record of SAF slip because of its dramatic stream offsets. Using the LiDAR data instead of, or alongside, traditional visualizations and teaching methods enhances a student’s ability to understand plate tectonics, the earthquake cycle, strike-slip faults, and geomorphology. Viewing a high-resolution representation of the topography in Google Earth allows students to analyze the landscape and answer questions about the behavior of the San Andreas Fault. The activity guides students along the fault allowing them to measure channel offsets using the Google Earth measuring tool. Knowing the ages of channels, they calculate slip rate. They look for the smallest channel offsets around Wallace Creek in order to determine the slip per event. At both a “LiDAR and Education” workshop and the Cyberinfrastructure Summer Institute for Geoscientists (CSIG), I presented the Wallace Creek activity to high school and college earth science teachers. The teachers were positive in their responses and had numerous important suggestions including the need for a teacher’s manual for instruction and scientific background, and that the student goals and science topics should be specific and well-articulated for the sake of both the teacher and the student. The teachers also noted that the technology in classrooms varies significantly. Some do not have computers available for students or do not have access to the internet or certain software licenses. For this reason, I am also creating a paper-based version of the same exercise. After a usable activity is developed I plan to make it available online through the OpenTopography portal (www.opentopography.com) using a format similar to the online teaching boxes seen at DLESE (www.dlese.org). The final version will facilitate visual student learning through the popular Google Earth platform along with student guides and a teacher’s manual.

Lake Holloman Recreational Area Development Environmental Assessment

DTIC Science & Technology

2009-08-01

facilities Total daily trips are applied to the following factors depending on the corresponding years. Year 2005 through 2009: VOCE = .016...Trips NOxE = .015 * Trips PM10E = .0022 * Trips COE = .262 * Trips Year 2010 and beyond: VOCE = .012 * Trips NOxE = .013 * Trips PM10E = .0022...Trips COE = .262 * Trips To convert from pounds per day to tons per year: VOC (tons/yr) = VOCE * DPYII/2000 NOx (tons/yr) = NOxE * DPYII/2000