Introducing Students to Environmental Geophysics in a Field Setting

May, Michael T.; Gibbons, Michael G.

doi:10.5408/1089-9995-52.3.254

Cited by 3 publications

(1 citation statement)

References 7 publications

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“…Related approaches include the construction of an on-campus well field to ease the access to wells with the purpose of, namely, being used for borehole geophysics teaching [2]; and the creation of an "environmental field station" supporting the use of seismic, Ground Penetrating Radar (GPR), magnetic, and electrical resistivity methods for teaching purposes [3]. As for the methodological approaches, May and Gibbons [4] support the view that undergraduate geoscience programs can be enhanced with relatively small additions, such as short courses taught in the field, on the occasion of an environment-oriented four-day course on geophysical methods; this is in line with an equipment-intensive field methods course in Environmental geoscience proposed by Tibbs and Cwick [5] that involved the learning of the GPR system. Field analogs have also been proposed as a learning tool, such as the tabletop models for electrical and electromagnetic (EM) methods developed by Young [6].…”

Section: Introductionmentioning

confidence: 99%

Using EM Induction and ERI Geophysical Methods in Undergraduate Teaching: A Case-Centered, Discussion-Based Approach

et al. 2022

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In the last decades, the application fields of exploration geophysics have considerably broadened, reinforcing the relevance of exploration geophysics courses both within geosciences and non-geosciences degrees. Among these courses, those with a hands-on, place-based pedagogical approach and aligned with problem-based and case-based learning methodologies have proven to be particularly successful in regard to addressing the recognized difficulty that students experience in transferring their classroom knowledge to the field environment. In this article, we report a theoretical–practical module for the teaching of exploration geophysics methods to undergraduate non-geoscience major students, and in particular, to forestry engineering students. The in-field activity, based on a combination of Electrical Resistivity Imaging (ERI) and electromagnetic induction (EM) methods, was complemented with in-class sessions covering the fundamentals of these methods and Archie’s equation, software usage, data analysis and interpretation, and critical in-group discussions. This situated, context-rich teaching and learning example may be reproduced in other teaching institutions to provide technology-driven educational experiences in their curricula, helping students recognize the relevance of the abovementioned geophysical methods to address research questions beyond geology.

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Section: Introductionmentioning

confidence: 99%

Using EM Induction and ERI Geophysical Methods in Undergraduate Teaching: A Case-Centered, Discussion-Based Approach

et al. 2022

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Classroom-sized geophysical experiments: magnetic surveying using modern smartphone devices

Tronicke¹,

Trauth²

2018

Eur. J. Phys.

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Modern mobile devices (i.e. smartphones and tablet computers) are widespread, everyday tools, which are equipped with a variety of sensors including three-axis magnetometers. Here, we investigate the feasibility and the potential of using such mobile devices to mimic geophysical experiments in the classroom in a table-top setup. We focus on magnetic surveying and present a basic setup of a table-top experiment for collecting three-component magnetic data across well-defined source bodies and structures. Our results demonstrate that the quality of the recorded data is sufficient to address a number of important basic concepts in the magnetic method. The shown examples cover the analysis of magnetic data recorded across different kinds of dipole sources, thus illustrating the complexity of magnetic anomalies. In addition, we analyze the horizontal resolution capabilities using a pair of dipole sources placed at different horizontal distances to each other. Furthermore, we demonstrate that magnetic data recorded with a mobile device can even be used to introduce filtering, transformation, and inversion approaches as they are typically used when processing magnetic data sets recorded for real-world field applications. Thus, we conclude that such table-top experiments represent an easy-to-implement experimental procedure (as student exercise or classroom demonstration) and can provide first hands-on experience in the basic principles of magnetic surveying including the fundamentals of data acquisition, analysis and processing, as well as data evaluation and interpretation.

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Geoscience Education in the Boy Scouts of America

Hintz

2012

Journal of Geoscience Education

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Introducing Students to Environmental Geophysics in a Field Setting

Cited by 3 publications

References 7 publications

Using EM Induction and ERI Geophysical Methods in Undergraduate Teaching: A Case-Centered, Discussion-Based Approach

Using EM Induction and ERI Geophysical Methods in Undergraduate Teaching: A Case-Centered, Discussion-Based Approach

Classroom-sized geophysical experiments: magnetic surveying using modern smartphone devices

Geoscience Education in the Boy Scouts of America

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