2008 Innovation in Teaching AwardMulti-Disciplinary Geoscience Dataset,

Lake District, UK

J. Pringle, N. Cassidy, P. Styles & I. StimpsonSchool of Physical Sciences & Geography

The Problem• 1st/2nd year students need real-world datasets to

experience geophysical data integration & analysis• 3rd/4th year students also required to data process,

integrate multi-disciplinary data & detailed analysis• More advanced exercises involve team working,

critical thinking, problem solving, enhanced research skills & presentations that can aid student understanding & perceived learning outcomes

• Datasets simply not available in suitable formats

Award Aim• Create real-world-derived, multi-disciplinary, learning

datasets from Gilpin/Kent Valley area, Lake District – Complex, glaciated buried valley floor, providing challenge

for students to both recognise & understand in 3D• Past datasets combined with new geophysical data,

remote sensing & geotechnical borehole information• Use results in UG1-3 & M. Geo. practical classes• Use for out-reach & widening participation

– Potentially leading onto a GEES Virtual Project proposal• Train post-graduate students in field equipment• Two papers, one focused on teaching next-generation

field geophysicists, the other a research paper

Alignment to L&T/School strategy/plan

• Promotes distinctive, academic programme of applied, real-world problems (& solutions!)

• Multi-disciplinary, develop generic skills that employers value:– Ease with technology & numerical data– Quantitative data analysis– Written, visual & oral communication skills– Systematic & creative approach to problem-solving

ARCgis 3D topographic view

Study areaDigital topographic maps, drift & bedrock geology

Sample study area photos/movie

Map/movie positions

• ArcGIS datasets• Literature/BGS

BoreholesSeismic

Geotechnical datasets

Easter 2009

Near-surface geophysical

data acquisition

• Electrical

• Gravity

• Surveying

• Magnetics

2009 Datasets

GravityMagnetics

ERT

Limestone Bedrock

Superficial Fill

• ERT example

VES

• Electrical Resistivity Tomography (ERT) 2D profiles• Straight-forward data processing

2009 Datasets

GravityMagnetics

ERTVES

• 1D Vertical Electrical Sounding (VES)• Can determine coastal saline intrusion• Process either on paper or using freeware software

2009 Datasets

GravityMagnetics

ERTVES

• Magnetics• Simple processing• Creates 3D map

Day 2

48000

48500

49000

49500

50000

50500

51000

51500

52000

52500

53000

0 10 20 30 40 50 60 70 80 90

Station no.

Fiel

d St

reng

th (n

T)

Reading1

Reading2

Reading3

Base station Readings 07.04.2009

49235

49240

49245

49250

49255

49260

49265

49270

07:30:00 08:30:00 09:30:00 10:30:00 11:30:00 12:30:00 13:30:00 14:30:00 15:30:00 16:30:00 17:30:00 18:30:00

Time

Mag

netic

Tot

al F

ield

(nT)

2009 Datasets• Gravity• Complex processing (if required)• Creates 3D map

Magnetics

ERTVES

Gravity

Further Work• Finalise content for teaching materials resource

– Not just geology, but available for geoscience, AES & geography courses?

• Continue writing ‘teaching’ paper– Will be submitted to Special Student Issue of the Near-

Surface Geophysics Journal• Abstract deadline 1st July 2009, full paper Nov. 2009

• Write research paper• Complete on-line materials• Incorporate in Keele MA Research in Teaching

Training the next generation of near-surface geophysicists: team based student-led, problem-solving field exercises, Gilpin Valley, Cumbria, UK

Pringle, J.K., Cassidy, N.J., Styles, P., Stimpson, I.G. & Toon, S.M. School of Physical & Geographical Sciences, Keele University, Keele, Staffs. ST5 5BG. UK. Correspondent Email: j.k.pringle@esci.keele.ac.uk ABSTRACT (415 WORDS!) Discussions with employers of applied geophysics graduates (and reinforced by recent literature) indicate a reduction in student numeracy and literacy. There is a concern that there is a lack of familiarity with geoscientific equipment and the subsequent data processing software. In particular, the problem solving and quantitative analysis skills needed for the workplace are not being gained during the course of their studies. This can be partly attributed to an emphasis on class-based lectures driven by reduced course budgets and timetable constraints rather than research-informed learning and active learning in the field. There are also limited ‘real-world’ quantitative geoscientific datasets for students to practise on and apply their theoretical skills to prior to leaving University. This paper reviews a student masters level, residential field exercise to the Gilpin/Kent Valley in the Lake District, Cumbria, UK that has run for a number of years. The valley has a up to 50 m deep, complex glaciated bedrock surface buried by recent sediments. It poses a challenging problem for group-led students to recognise, understand and quantify this topography in three dimensions. Participating student groups are set a competitive problem-solving task in order to win a contract for a full geophysical survey of the valley to determine the optimal route of a gas pipeline. Groups initially complete a desk study, collating available multi-disciplinary (geology, remote sensing and geotechnical) datasets which promotes familiarity with both the technology and with the study area prior to the exercise. These datasets form the basis for other student practical classes tailored to suit specific year groups. The residential field exercise then acts as a reconnaissance mission, with the teams mapping the depth to bedrock and estimating the extent of any coastal salinity incursions into the survey area. These are fully student-led, so teams are free to choose which geophysical methods they use (magnetics, micro-gravity, electrical methods, etc.), although subject to employer hire agreements and the exercise is fully costed to simulate a real work contract. The successful ‘company’ are awarded the ‘contract’, based on presentations to the ‘client’ on the final day. Student learning outcomes include experience in practical team working, critical and creative thinking, problem-solving, data collection, processing and quantitative analysis. The project also provides opportunity for critical team-led project management, development of ability to keep to budget and enhanced oral and presentation skills. Feedback from participants has been universally very positive with further comments from graduates who have entered related employment emphasising how well this exercise has prepared them for the workplace.

Acknowledgements• 2008 Keele University

£1.3k Innovation in Teaching Award

• ESC-40007 present (& past) student cohorts

• Sam Toon, John Jervis, Rachel Westwood, Rich Haslam & past field-trip helpers