Illustrating Geology with Customized Video in Introductory Geoscience

Illustrating Geology with Customized Video in Introductory Geoscience Courses Jerry F. Magloughlin Colorado State University For the past several years, I have been creating short videos for use in large-enrollment introductory physical geology classes. The motivation for this project included 1) lack of appropriate depth in existing videos, 2) engagement of non-science students, 3) student indifference to traditional textbooks, 4) a desire to share the visual splendor of geology through virtual field trips, and 5) a desire to meld photography, animation, narration, and videography in self-contained experiences. These (HD) videos are information-intensive but short, allowing a focus on relatively narrow topics from numerous subdisciplines, incorporation into lectures to help create variety while minimally interrupting flow and holding students’ attention, and manageable file sizes. Nearly all involve one or more field locations, including sites throughout the western and central continental U. S. , as well as Hawaii, Italy, New Zealand, and Scotland. The limited scope of the project and motivations mentioned preclude a comprehensive treatment of geology. Instead, videos address geologic processes, locations, features, and interactions with humans. The videos have been made available via DVD and on-line streaming. Such a project requires an array of video and audio equipment and software, a broad knowledge of geology, very good computing power, adequate time, creativity, a substantial travel budget, liability insurance, elucidation of the separation (or non-separation) between such a project and other responsibilities, and, preferably but not essentially, the support of one’s supervisor/ academic unit. Involving students in such projects entails risks, but involving necessary technical expertise is virtually unavoidable. In my own courses, some videos are used in class and/or made available on-line as simply another aspect of the educational experience. Student response has been overwhelmingly positive, particularly when expectations of students regarding the content of the videos is made clear, and appropriate materials accompany the videos. Retention of primary concepts presented within videos is at least as high as ordinary lecture material, and student questions reference the videos more than any other matter. Use of the videos has created more variety in the course, a better connection to real world geology, and a more palatable experience for students who increasingly describe themselves as visual learners. jerrym@warnercnr. colostate. edu, 970 -290 -6630 (cell) Volume 1 Volume 2 Background: I have been teaching introductory level physical geology courses for over 20 years, and the challenges of getting non-science students engaged, keeping the course rigorous, staying up to date with changes in the field and teaching technologies, and monitoring changes in the student population itself have always been interesting to me. After attempting to collect commercial video for use in the classroom, I realized that none of it was geared specifically to the needs of the college level classroom. Thus, this project began. (tentative list) Mass Movement (2) Desert Geology (2) San Andreas Fault Hawaiian Hot Spot Hawaiian Lava Flows Aeoli Islands, Italy Mining Rio Grande Rift Geology of Wine Fossils/fossilization Sedimentary rocks & features Mineralogy Mississippi River LOCATIONS FILMED U. S. , Italy, Scotland, New Zealand Washington, Oregon, California, New Mexico, Arizona, Colorado, Utah, Wyoming, North Dakota, South Dakota, Nebraska, Kansas, Oklahoma, Texas, Minnesota, Iowa, Missouri, Illinois, Hawaii Planned: Louisiana Suggestions welcome. Subject Categories Note: IPG= Introductory Physical Geology • Famous geologic localities (Mount Etna, Barringer Meteorite Crater) Motivations 1) Getting students more engaged 2) Evolving past 19 th century lecture technology (projecting photos) 3) Showing the grandeur of Earth’s geology 4) Supplementing lecture without disrupting it 5) Bringing geology to the students 6) Unifying field examples, animations, and scale 7) Providing topics for in-class discussion 8) Providing yet another avenue for learning (conveying sight, sound, smell) 9) Demonstrating the relevance of geology 10) Conveying earth’s activity, and student’s stake in geologic processes Volume 3 • Famous geologic events (Vesuvius A. D. 79, Mount Mazama/Crater Lake) • General geologic features and processes (Gneiss, lava flows, glaciation) • Humans and geology (Battle of Monte Cassino, Jade, Wine, Mining) • Tectonic scale processes (Hawaii, Rio Grande Rift, Alpine Fault Zone) Videos combine narrated and hosted visits to the geology at a level appropriate for university physical geology courses. They combine maps, animations, illustrations, aerial views, etc. in 3 -7 minute videos. Petrified wood in New Zealand Video Exercises Crater Lake: Caldera in the Cascades Introduction Production (staff of ~4) One of the largest volcanic eruption of the last several tens of thousands of years occurred in Oregon, when a violent eruption of a volcano dubbed ‘Mount Mazama’ occurred. The collapse of Mount Mazama formed a classic example of a geologic feature called a caldera. Crater Lake is the deep, picturesque lake now occupying this caldera. In this video, you’ll see the many sides of Crater Lake, learn about the dramatic eruption 8000 years ago leading to the formation of the caldera, and see some of the features around Crater Lake, and even learn what the future likely holds with respect to renewed eruptions. 1) Research, logistics, permissions 2) Filming on location Key Concepts Volcanoes are not forever. Either they can be eroded away, or sometimes, in major eruptions, they can collapse to form giant depressions called calderas. Crater Lake, one of the U. S. National Park, formed inside the caldera formed during a giant eruption 8000 years ago. It’s likely that even after a cataclysmic eruption, further eruptions are possible, and it’s important to realize that in volcanically active areas, we are only seeing a snapshot in time of the evolution of such areas. 3) Downloading (Mac G 5, Final Cut Pro) 4) Voice-overs Terms 5) Animations (Motion, Vue, and others) Mount Mazama, Caldera, Pyroclastic cloud, Flows, Eruption, Welded tuff, Pumice, Wizard Island, Phantom Ship 1) They do not replace lecture nor the lecturer. 2) They cover a wide range of subjects—many subtopics in IPG. 3) They are guided tours—humans relate to humans. 4) They supplement or elaborate on topics and examples commonly used in IPG. 5) They are content rich! May require prior (non-general) knowledge. 6) Examples where sound and motion are used to advantage. 7) Animations used for invisible or 4 D processes. 8) Focus on the tangible; field settings. Exercises accompanying the videos Philosophy VIDEO GOES HERE 6) Score Test Yourself 1) Which of the following is true about Crater Lake? A. Crater Lake is an ancient lake, dating back to the Cretaceous. {Sorry; Crater Lake is actually very young—less than 8000 years old. } B. Crater Lake is the deepest lake in the U. S. {Right. It’s the deepest lake in the U. S. , and eighth deepest in the world. } C. Crater Lake formed when volcanic materials dammed a river. {Sorry; Crater Lake occupies a depression formed as a result of a massive eruption. } (and others…) Description or explanation Matching: Discussion Questions 7) Final editing Term or phrase Mountain that erupted to resulting in the formation of Crater Lake Mount Mazama Depression formed by inward collapse of a volcano caldera Magma occupied this, prior to eruption magma chamber Type of eruption that led to caldera formation Plinian eruption Hot volcanic materials that become a glassy rock welded tuff 50 -60 cubic kilometers of ______ was removed from the magma chamber magma Types of soils that pumice create poor Cinder-cone topped island within Crater Lake Wizard Island Old volcanic rocks that form an island within Crater Lake Phantom Ship State in which Crater Lake is found Oregon Use & experiences 1) Shown in class mid-lecture 2) Assigned via internet (Freeman portal), where they are accompanied by introductions and questions, and attempt to foster broader discussions on related topics. 3) Fun, informative, relevant break in lecture 4) Excellent feedback. Have a suggestion for a future topic? Write it here, or call me at the above number if you’d like to discuss: 1. Why do you think a caldera is the natural result of very large, rapid volcanic eruptions? Think about what types of cavities or ‘holes’ can exist within the earth. 2. Suppose a Mount Mazama type eruption were to occur today, somewhere on earth. What would be the consequences to the landscape, the climate, and to humans living nearby and elsewhere on earth? Links & for more information National Park Service web page: http: //www. nps. gov/archive/crla/home. htm U. S. G. S. web page regarding the mapping of the bottom of Crater Lake, and a nice ‘fly-by’ through the lake: http: //geopubs. wr. usgs. gov/dds-72/index. htm With gratitude and special thanks to W. H. Freeman, especially Valerie Raymond, Amy Thorne, the entire Baruth family(!), Anthony Palmiotto, and Susan & Scott Want to see an example? www. jfmgeosciences. com/Rockfall. mov