A problem-based lab design framework using an intro groundwater lab (e.g. geol 101) as an example

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

2. K aquifer aquitard Potentiometric surface A Concept Development R W E S Water Table D d T L o r a w L n w PERMEABILITY GrOuNdWaTeR confined or unconfined POROSITY Storage infiltration Cone of depression

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

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

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

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

7. Model student process Model system

10. Graph experiment results & compare to REAL system

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

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

13. Approach

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

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