5-E CLASSROOM STEM ACTIVITY: MODELING GEOLOGICAL EVENTS. By Jill C. Cataldi

Transcription

1 5-E CLASSROOM STEM ACTIVITY: MODELING GEOLOGICAL EVENTS By Jill C. Cataldi

2 GEOLOGY // DENNY CAPPS MUCH MORE THAN ROCKS Digging Deeper for a Career in Geology BY DOROTHY CROUCH When thinking about STEM careers available in a national park, students don t always consider geology as a pathway to one of these exciting locations. Students might focus on taking classes in forestry, biology, or animal science, but geology majors can lead to exciting outdoor STEM careers. As Denali National Park and Preserve geologist Denny Capps reveals, there is much more to geology than rocks. DENNY CAPPS PARK GEOLOGIST DEGREES: BACHELOR S, MASTER S, AND PH.D. IN GEOLOGY YEARS IN THE INDUSTRY: 20 STEM TYPE: EXPLORER 26 LATE FALL 2017 // STEMJOBS.COM

3 MY JOB REGULARLY REQUIRES KNOWLEDGE AND USE OF MATH (COMMONLY WITH TRIGONOMETRY AND SOMETIMES HIGHER MATH), THE ABILITY TO GENERATE AND ANALYZE DATA, THE ABILITY TO COMMUNICATE ISSUES TO STAKEHOLDERS, AND, FINALLY, INGENUITY BECAUSE OF THE REMOTE AND HARSH SETTING. Though Denny fell in love with Yellowstone National Park during a family trip, he was interested in its natural beauty, not imagining the ways geology could help him find a career at the park. It wasn t until he took a solo cross-country journey to find a job in the park that he recognized the possibilities this field could offer for a nature enthusiast. There I met a graduate student who was studying the park s geology. I asked him if I could assist in exchange for learning about the park. After that summer s experience I changed my college major to geology and kicked off what has now been 23 years of experience with geology and national parks. Denny s discovery of how geology could relate to a career in park services was lucky, but pursuing this field of study took some hard work. To become a geologist, students must have a bachelor s degree. Although a master s or doctoral course of study isn t required, these advanced levels of education can create access to more job options. With a Ph.D. in geology, Denny had more freedom to choose a career path that combined his love of nature with the more traditional aspects of the field. He now uses his expertise in the remote and beautiful wilderness of Alaska. In recent years I have been spending much of my time studying geohazards (e.g., landslides, earthquakes, and mudflows), but I also spend substantial time studying paleontology (including dinosaurs), mining reclamation (from historical mining), permafrost (permanently frozen ground that is now thawing), and glaciology (15 percent of the park is glaciated and the glaciers are receding). Though Denny recognizes that geology has a reputation as a major that leads to a short list of careers, he emphasizes that this misconception is not true. In the same way that he was able to work hard and channel his passion for the outdoors into this field, Denny sees many more opportunities within geology in the future. In-demand careers in geology in the future are likely to include those associated with the environment (e.g. environmental and geohazards specialists, hydrologists), energy (petroleum, geothermal, nuclear) and material sources (e.g. building materials such as gravel and rare metals). In his role as a park geologist, Denny had to build a strong foundation in geology, but there are other areas of STEM that are required to perform his job successfully. This position also means that Denny utilizes other strengths, such as advanced math and communication skills that allow him to explain current projects to others, some of whom might not be familiar with scientific geology terms and processes. My job regularly requires knowledge and use of math (commonly with trigonometry and sometimes higher math), the ability to generate and analyze data, the ability to communicate issues to stakeholders, and, finally, ingenuity because of the remote and harsh setting. While an excellent academic performance is necessary to finding a satisfying career as a geologist, observing those who are already in the field is also important. Just as Denny asked to learn from the geology student in Yellowstone National Park many years ago, he encourages young, future geologists to seek out experienced scientists to strengthen their own educational foundations. Find excellent mentors! Determine who works in jobs similar to your interests and work with them through jobs, internships, or whatever is required to learn from them. STEMJOBS.COM // LATE FALL

4 5-E CLASSROOM STEM ACTIVITY: MODELING GEOLOGICAL EVENTS Here are some ideas for how high school teachers could use this story as a launching point for integrated STEM learning. Our activities follow the 5-E Learning Cycle Model. Part 1: Engage Introduce students to the subject by simply asking What is geology? Show the video Geology in a Minute that can be found at edu.stemjobs.com/teacher-resources. After watching the video, discuss what geologists do and what careers are available to geologists. Have students read the article Digging Deeper for a Career in Geology in the Late Fall 2017 issue of STEM Jobs magazine. Part 2: Explore Separate students into groups of five. Each group will either choose or be assigned one type of naturally occurring geological event to research. Ideas include, but are not limited to: Earthquakes Landslides Volcanic Eruptions Geysers Tsunamis Sinkholes Once each group knows its geological event, groups will perform basic research to determine some regions that have experienced that event in the past. Groups will then choose one of those regions to research in greater depth to answer the following questions: 1. What factors are known to cause that particular event? 2. Is it possible to predict whether it will happen again? 3. How did the geological event change the area? 4. Why was that region more susceptible than other areas? 5. What Earth materials are studied in relation to this event? 6. What calculations need to be completed? Suggested resources can be found at edu.stemjobs.com/teacher-resources. While all members of the team will work together to complete the research, each individual member will take on a specific role. The group will first work together to decide on the region to study. Is it a country, continent, state, or a region within a particular state? Be able to explain why that region was chosen. 1. One member of the team will lead research on the history of the area and geological events of the area. 2. One member will lead research on the likelihood of the geological event affecting the area again. 3. One member will lead research on the chemistry and calculations involved in studying and understanding the event and trying to predict future occurrences. 4. One member will lead the creation of a 3D model of the event. The model could show the area before and after the geological event, during the geological event, or an example of the particular geological event that is being studied. 5. One member will lead research on the financial aspects of the event, answering questions about the cost of studying and predicting the geological event and the financial impact of the event and the costs to rebuild after it occurs in the region chosen. 1 STEMjobs.com Modeling Geological Events

5 Part 3: Explain Each group will present their research and findings to the rest of the class, including why their particular region was chosen and how the 3D model relates to the event. Each member of the team is responsible for his/her own research/ findings and any calculations. Presentations should be informative and visually appealing using poster board with facts and images and/or PowerPoint/Google Slides. Incorporating videos might be helpful if presentation equipment is available. Part 4: Elaborate Students will work together as a class to study their local region. What geological events have shaped the area in the past? What is likelihood of those or other geological events occurring in the future? Students will study the Earth s materials in their local region, with special emphasis on the soil composition, as well as the rocks and vegetation present. Part 5: Evaluate Groups will be evaluated using the following rubric, which should be shared with students at the beginning of the project to clarify expectations. Scoring Rubric /10 Participation Did all members of the team contribute? Is there significant research and data to support that each member did their part? /20 Research Was significant research completed on both the geological event and selected region? Were all impacts of the event considered and explained? /10 Calculations Were necessary calculations performed and completed accurately? /20 Presentation Did the presentation cover all areas of research? Was the presentation clear and easy to understand? Were the visual aids relevant and appropriate and did they add to the overall presentation? Was the model clear and explained during the presentation? /60 Total 2 STEMjobs.com Modeling Geological Events

6 Standards Addressed: Common Core State Standards - Math CCSS.MATH.PRACTICE.MP1 Make sense of problems and persevere in solving them. CCSS.MATH.PRACTICE.MP4 Model with mathematics. CCSS.MATH.CONTENT.HSA-CED.A.1 Create equations and inequalities in one variable and use them to solve problems. CCSS.MATH.CONTENT.HSA-CED.A.3 Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or nonviable options in a modeling context. CCSS.MATH.CONTENT.HSA-CED.A.4 Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. CCSS.MATH.CONTENT.HSF-IF.C.8.b Use the properties of exponents to interpret expressions for exponential functions. CCSS.MATH.CONTENT.HSS-IC.A.1 Understand statistics as a process for making inferences about population parameters based on a random sample from that population. Next Generation Science Standards Potential Standards Include: HS-ESS1-5 Evaluate evidence of the past and current movements of continental and oceanic crust and the theory of plate tectonics to explain the ages of crustal rocks. Science and Engineering Practices Engaging in Argument from Evidence. Evaluate evidence behind currently accepted explanations or solutions to determine the merits of arguments. Disciplinary Core Ideas ESS2.B: Plate Tectonics and Large-Scale System Interactions Plate tectonics is the unifying theory that explains the past and current movements of the rocks at Earth s surface and provides a framework for understanding its geologic history. Crosscutting Concepts Patterns. Empirical evidence is needed to identify patterns. Apply scientific reasoning to link evidence to the claims to assess the extent to which the reasoning and data support the explanation or conclusion. HS-ESS1-6 Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of Earth s formation and early history. Science and Engineering Practices Constructing Explanations and Designing Solutions. Crosscutting Concepts Stability and Change. Much of science deals with constructing explanations of how things change and how they remain stable. HS-ESS2-2. Analyze geoscience data to make the claim that one change to Earth s surface can create feedbacks that cause changes to other Earth systems. Crosscutting Concepts Stability and Change. Feedback (negative or positive) can stabilize or destabilize a system. Influence of Engineering, Technology, and Science on Society and the Natural World. New technologies can have deep impacts on society and the environment, including some that were not anticipated. Analysis of costs and benefits is a critical aspect of decisions about technology. HS-ESS2-5. Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes. Disciplinary Core Ideas ESS2.C: The Roles of Water in Earth s Surface Processes The abundance of liquid water on Earth s surface and its unique combination of physical and chemical properties are central to the planet s dynamics. These properties include water s exceptional capacity to absorb, store, and release large amounts of energy, transmit sunlight, expand upon freezing, dissolve and transport materials, and lower the viscosities and melting points of rocks. Common Core Standards - ELA CCSS.ELA-LITERACY.RST Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. CCSS.ELA-LITERACY.SL.9-10/ Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grades 9-10/11-12 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. Texas Essential Knowledge and Skills Math MMA.1.A apply mathematics to problems arising in everyday life, society, and the workplace MMA.1.C select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems MMA.1.D communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate Texas Essential Knowledge and Skills Science Potential Standards Include: ESS.10 Solid Earth. The student knows that plate tectonics is the global mechanism for major geologic processes and that heat transfer, governed by the principles of thermodynamics, is the driving force. ESS.10.C explain how plate tectonics accounts for geologic processes and features, including sea floor spreading, ocean ridges and rift valleys, subduction zones, earthquakes, volcanoes, mountain ranges, hot spots, and hydrothermal vents ESS.11.D interpret Earth surface features using a variety of methods such as satellite imagery, aerial photography, and topographic and geologic maps using appropriate technologies ESS.11.E evaluate the impact of changes in Earth s subsystems on humans such as earthquakes, tsunamis, volcanic eruptions, hurricanes, flooding, and storm surges and the impact of humans on Earth s subsystems such as population growth, fossil fuel burning, and use of fresh water. 3 STEMjobs.com Modeling Geological Events