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TEACHING EARTH SCIENCES ● Volume 26 ● Number 3, 2001 Developing Observational Skills for Geoscience Fieldwork: A Web-based Teaching Exercise PAMELA MURPHY Introduction The use of field notebooks is a mainstay of geoscience teaching: most geologists would consider keeping an accurate field notebook, with data and observations in the form of both notes and field sketches, to be an essential skill. Assessment of fieldwork frequently takes two forms: the field notebook is used to develop and assess the observational skills of the student, through note taking and sketches; while field reports or assignments prepared after the fieldtrip are used to assess students’ abilities to develop their ideas, apply their observations or put them into geological context. However, many students do not understand this emphasis on the notebook. Why do we assess their field notes when we don’t assess their lecture notes? Why do they need to make a sketch, when they have taken a photograph? Why should they make a sketch, when they can’t draw? Unless students understand the reason for the field notebook, and for field sketches, they are unlikely to make a good job of them. Although students can be shown examples of “good” field notebooks, they are more likely to learn what is required by undertaking exercises which ask them to decide for themselves what is good and bad practice, and to develop and use the necessary skills. Even if geoscience students understand the purposes of the field notebook and the importance of observational skills, many are still nervous about making observations in the field. Too often the notebook is treated as lecture notes rather than field observations. Field sketches should play a significant role in field notes but frequently student field sketches bear little relation to the actual outcrop. This is not through lack of artistic talent (which the students assume is the problem) but rather through lack of observation. The students need to develop their confidence in making field sketches, and to understand that it is in fact a skill that can be learnt. Work in the field is limited by constraints of time and expense. Developing in the classroom before a trip begins the skills and confidence necessary for fieldwork ensures that the students will gain as much as possible from their time in the field. To address these problems, an online teaching exercise has been developed. This can be accessed at www.kingston.ac.uk/esg/fieldwork The exercise is designed to teach students the reasons which underpin the tasks they are being asked to do, as well as to teach them the skills they need to produce a good field notebook. It therefore seeks to explain the reasons for field notes being recorded in certain ways: for example, the reason why an orientation and a scale are important on a field sketch, or indeed why a field sketch is required at all. The aim is to promote deeper understanding through practice and evaluation. Development Why on the web? A web-based exercise seemed ideal for this project because it is flexible, allows the use of photographs, and text and graphic explanations can be added where necessary. Websites comprise an attractive format for students, making it more interesting than a normal, paper-based exercise. The students can spend as long as necessary on each part of the assignment and can access it from university or school computers or from home. Little or no introduction or contact teaching time is needed. The web-based format also allows the resource to be shared between institutions. Who is it aimed at? The site was designed for Level One degree students, but it can also be used for A or AS Level students. Very little specific prior knowledge is assumed, and text and graphic explanations are included to cover, for example, normal versus reverse faulting, sedimentary way-up structures, or en echelon vein sets. How does it work? The exercise has been created as a fairly simple website, using HTML and javascript, and can be accessed using any appropriate web browser (e.g., Netscape or Internet Explorer). The site can also be copied to CD and then accessed in the same way. The website uses a framesbased layout. Although frames are often discouraged for web sites, because they can confuse navigation and search engines, in this case there should be no need to “search” the pages. When a link is followed, the lefthand frame loads the text or explanation page, while the right hand frame loads a graphic example (see Figure1). It was decided that use of online assessment would limit the exercises to multiple choice, short answer or drag-and-drop labelling exercises, preventing practice in drawing. Instead, a worksheet (in the form of a Word document) can be downloaded, printed out and completed. The worksheet has space for individual answers and diagrams, and a marking scheme. Features Photos The website is illustrated with numerous photographs of outcrops and geological features. These were mainly taken www.esta-uk.org 102
TEACHING EARTH SCIENCES ● Volume 26 ● Number 3, 2001 a) b) Original Rocks Figure 1 Example from the webpage: Fault Plane ● Work out what the direction of movement is on this fault. Produce a labelled diagram of the fault, showing the direction of movement, and the evidence you used to work it out. If you are unsure about how to work out and mark the fault movement, click below for an explanation. EXPLANATION Normal Fault Extensional: rocks are pulled apart and upper block slides downwards Reverse Fault Compressional: rocks are squeezed together and upper block moves upwards. (Also called a thrust fault) Strike-slip Fault Rocks move horizontally. There may be a component of normal or-reverse movement: (oblique-slip) (Also called a wrench or tear fault) © Pamela Murphy 2001 a) Left-hand frame: a photo-based exercise. If students need more information, they can click on the “explanation” button, which will bring up the information shown in (b). b) Right hand frame: a simple explanation of fault movement to help with the exercise. from South-West England, in order to link with a Kingston University first-year residential fieldtrip. However, knowledge of the regional geology is not necessary. Many of the photographs are active, and clicking on them allows users to zoom in for more detail of particular sections. In some examples, moving the mouse over a photo or graphic will bring up explanations of certain areas. Frequently Asked Questions The website is set out in fairly informal language, and uses the common web format of a FAQ (or Frequently Asked Questions) page to explain the background and to answer students’ common questions about notebooks. Examples include why they are being asked to draw things, or why some teachers or lecturers insist that they “ink in” their field notebook, while others insist they do nothing to it at all once they leave the field. Explanations Very little prior knowledge is assumed, and explanations are given of the geological features in the examples. For example, alongside an exercise requiring students to draw a diagram from a photograph of a fault, and to work out and mark the direction of movement, there is a link to a page explaining fault movement, and reverse versus normal faulting (see Figure 1). In another example, a labelled diagram of a fold shows features such as axial planar cleavage: students are asked to produce a similarly labelled diagram from a photo of another fold, identifying similar key features (see Figure 2). Simple animated graphics have been created to demonstrate dynamic processes, such as refolding of folds or the production of curved mineral fibres in veins through shearing. a) b) Fold Hinge Axial Plane Figure 2 Example exercise from the website. Intersection of Cleavage on bedding Axial Planar Cleavage a) Explanation of the features within a fold. b) Exercise requiring students to produce a labelled diagram of a fold. Fold Axis Fold Limb © Pamela Murphy 2001 ● Using the diagram above, work out which features can be seen on the photo. Then make a labelled diagram of this fold. (Click on the photo to zoom in) 103 www.esta-uk.org
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