Post on 21-Jan-2016
transcript
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Teaching with Geological Models – The 3D revolution
Holger Kessler
Emma K Ward
Steve Mathers
Ricky Terrington
Stephen Thorpe
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Kessler, Mathers, Sobisch (2009) Computers & Geosciences
3D Modelling methodology in BGSGeologists capture their knowledge by constructing a series of interlinking cross-sections
The computer calculates a stack of watertight geological objects producing the
Geological framework model
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Not only Geologists are going 3D …
3D Cities(Virtual-berlin.de)
3D Maps(Google Earth)
Virtual Societies(Second Life)
3D Architecture (http://designmind.ning.com/)
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… but everyone is!
3D Kitchens
3D in medicine
3D Engineering
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Geological Column“Residual” deposits River terraces Bagshot Formation London Clay FmHarwich FormationLambeth GroupThanet Sand FmChalk Group2400 km2
Geological Model of Greater London
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The new BGS Strategy:
• to demonstrate the pro-active delivery of applied geoscience knowledge and services to universities whilst … effectively communicating the significance and benefits of these models
• BGS must improve the way we communicate geoscience in a useful and usable format for academics who are the next generation of geoscientists
• Produce innovative activities to engage young people and work in collaboration with the university sector to encourage the use of our data, information and expertise in support of teaching and research
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The ideas are all in here…
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• Spatial Thinking
Observing, manipulating, interpreting and predicting.
• Schema Theory
Learning rules of thumb (schema); new information is assimilated into existing schema.
• Authentic InquiryStudent-centred, active learning that engages students in questioning, critical thinking and problem solving.
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Student Exercises• Using a student-tailored user guide let the student learn how
to use the 3D model software, then let the student explore the geology shown in the models. (Exploration Phase)
• Ask the student to see if they can identify certain rock sequences, the succession of rocks, and structures or faulting. Can they determine the dip and strike of certain beds? Can they draw a cross section of this area and then compare it with what the model produces? (Terms and Concepts Introduction Phase)
• Can the student hypothesise what may happen to the geology in this area in the future? Do they think this would be a good area for the disposal of waste? (The Application Phase)
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Thank you
Wooden models made by Thomas Sopwith in 1841.
For more information contact Emma Ward (eward@bgs.ac.uk)
or Holger Kessler (hke@bgs.ac.uk)