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Creating Classroom Activities about Ocean Drilling Geophysics through Scientist-Teacher Collaboration. Michael J. Passow Dwight Morrow High School, Englewood, NJ and Lamont-Doherty Earth Observatory firstname.lastname@example.org Gilles Guerin Lamont-Doherty Earth Observatory.
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Michael J. Passow
Dwight Morrow High School, Englewood, NJand Lamont-Doherty Earth Observatorymichael@earth2class.org
Lamont-Doherty Earth Observatory
AGU Fall Meeting 2007 ED51C-08
How can examples of geophysical data used in research be effectively taught to middle and high school students with only general science knowledge?
Measurements made by downhole logging instruments aboard the JR are very valuable for full comprehension of the stratigraphy
But can they be made understandable for students as a model of how science works?
Leg 171 and Leg 158 Pencils
Teachers at Sea aboard JR
Modeled on SOR 2005
Weeklong program connecting teachers, scientists, and staff at Gulf Coast Repository (Texas A & M)
Lectures and hands-on activities using significant cores stimulated ideas for classroom lessons
Gamma ray logs measure the natural radioactivity in the formation, which tends to be the highest in clay minerals that form shale and lower in sands or other sediments and rocks. These logs help identify the types of material and any cyclic patterns in the deposits, which may result from global climate changes. They also help match the depth of cores and logs from different locations.
Resistivitylogs measure how well electrical current can flow through rocks and sediments. Electricity actually runs mostly through the fluid (liquid) present in the cracks and spaces between the grains. The highest values are found in basalts and other hard rocks of the ocean floors.
Selection of suitable images requires extensive discussion and adaptation to balance “real” science versus the limited student experience with interpreting such graphing techniques
Q1) The maps show where the sites are located. Complete Table 1 to show you understand in which ocean(s) and in which hemispheres (northern or southern) these holes were drilled.
Q2) When you first examine these logs, you will begin to notice some features and patterns. Record your observations Table 2. For holes 1228A and U1326A, you may want to pay special attention on the sections of the logs that have been enclosed in boxes.
Provide students with opportunities to explore unfamiliar data, gradually identifying patterns and beginning to formulate questions and hypotheses
Q3) In Hole 1228A, what type is the most common type of sediment or rock found within the boxes outlined by thin, solid lines? Explain the logging data that provides evidence for your decision. Q4) Also in Hole 1228A, tell what is probably the most common type of sediment or rock in the boxes outlined by thin dashed lines? Explain the evidence from the log for your decision.
Q5) Look next at the “Density” and “Porosity” logs for Hole 1228A. What differences can you find between the sediments in the boxes marked by thin solid lines and those in the thin dashed lines?
Gas hydrates are a widespread ice-like structure found in sea floor sediments and elsewhere that have received a lot of interest because of their potential use as energy resources and because they may play a major role in bringing global climate changes. You can learn more at http://www.joilearning.org/classroom/all_caged_up.html. In logs, gas hydrates can be identified by high resistivity, because they replace the pore water, which easily conducts electrical currents, by an ice-like solid, which is an electrical insulator. They also can be identified by a higher sonic velocity, since liquid water is replaced by a solid which makes sonic waves propagate more rapidly.
Q6) Look at Hole U1326D to look the characteristics that identify gas hydrates within the box outlined by thicker solid lines located between 60 and 80 m from the top of the hole. Then look at the rest of the log, and try to identify at least two more zones where gas hydrates were found.
These questions seeks to help student apply their knowledge and begin to engage in scientific thinking
Content Standard A: Science as Inquiry
Content Standard B: Physical Science
Content Standard D: Earth and Space Science
Content Standard E: Science and Technology
Content Standard F: Science in Personal and Social Perspectives
Content Standard G: History and Nature of Science
Ocean Literacy Essential Principles addressed:
1. Earth has one big ocean with many features. 2. The ocean and life in the ocean shape the features of Earth.7. The ocean is largely unexplored.