Undergraduate Laboratory Exercises in Stable Isotope Geochemistry for Geology, Environmental Sciences, and Meterology

地质 (42)在我们的本科课程中实施气体源质谱仪和稳定同位素提取线为学生提供了基于仪器的实验室练习的实践经验。 在我们的地球科学计划中，我们设计，开发和实施了稳定同位素实验室练习，用于我们的地表水水文学，岩石学，地貌学，地下水和地球化学课程。在我们的大气科学计划中，我们设计，开发和实施了用于全球气候变化，空气污染元素和动态气象学原理课程的实验室练习。开发的练习是达特茅斯学院使用的稳定同位素实验室练习的改编。45：157-161）。 学生参与设计实验，收集样品，从样品中提取碳和氧的稳定同位素，在质谱仪上进行测量，解释数据和撰写报告。 我们正在调整正在成功地用于化学实验室的合作学习技术（J.化学。编辑71：141-143），通过构建练习，使学生在多周的实验室练习中以小组形式工作。 这样的学习环境改善了所有学生的教育经验（教学教授4：1-2），特别强调增加女性的参与和参与（心理学教学20：7-13）。 这些主动学习练习让学生直接参与科学探究的过程，从问题的形成到结果的呈现。 这些活动也帮助学生理解稳定同位素地球化学对地球和大气科学的重要性。学生与教师一起制定与给定课程相关的科学问题。这种方法是对化学实验室中使用的基于引导探究的实验的修改（J. Chem. Ed. 75：470-471）。 这些问题主要集中在地质，环境和/或大气问题，这些问题与圣刘易斯大学周围的城市环境有关，为学生提供了一种主人翁感。 在项目过程中，学生收集和准备样品进行分析，并进行提取和质谱分析。他们绘制自己的数据图，并结合其他小组的数据，以记录空间或时间趋势，并进行计算，以确定与所处理问题有关的具体参数（例如，同位素的起源，流体-岩石相互作用的程度，矿物形成的温度）。学生们写一份报告，并向班上的其他人展示他们的结果。通过从头到尾参与该项目，学生们对科学和科学探究过程有了更深的认识。

Geology (42) The implementation of a gas-source mass spectrometer and stable isotope extraction lines in our undergraduate curriculum provides students with hands-on experience in instrument-based laboratory exercises. In our geoscience program, we have designed, developed, and implemented stable isotope lab exercises for use in our Surface Water Hydrology, Petrology, Geomorphology, Groundwater, and Geochemistry courses. In our atmospheric science program, we have designed, developed, and implemented lab exercises for use in our Global Climate Change, Elements of Air Pollution, and Principles of Dynamic Meteorology courses.The developed exercises are an adaptation of a stable isotope lab exercise used at Dartmouth College (J. Geosc. Ed. 45:157-161). Students are involved in designing experiment(s), collecting samples, extracting stable isotopes of carbon and oxygen from samples, making measurements on a mass spectrometer, interpreting data, and writing reports. We are adapting cooperative learning techniques that are being used successfully in chemistry laboratories (J. Chem. Ed. 71:141-143) by structuring the exercises so that students work in small groups during multi-week lab exercise(s). Such a learning environment improves the educational experience of all students (The Teaching Professor 4:1-2) with particular emphasis on increasing female participation and involvement (Teaching of Psychology 20:7-13). These active-learning exercises allow students to participate directly in the process of scientific inquiry from formulation of the problem to presentation of results. The activities also help students appreciate the importance of stable isotope geochemistry to the earth and atmospheric sciences.Students work with faculty in formulating scientific questions relevant to a given course. This approach is a modification of guided-inquiry-based experiments that are used in chemistry labs (J. Chem. Ed. 75:470-471). The questions focus primarily on geologic, environmental, and/or atmospheric issues that are related to the urban environment surrounding Saint Louis University providing a sense of ownership for the students. During the course of the project, students collect and prepare samples for analysis and make extractions and mass spectrometric analyses. They graph their data and incorporate the data from other groups in order to document spatial or temporal trends, and make calculations to determine specific parameters relevant to the question(s) being addressed (e.g., origin of isotopes, extent of fluid-rock interaction, temperature of mineral formation). Students write a report and present their results to the rest of the class. By being involved in the project from beginning to end, students gain a deeper appreciation for science and the processes involved in scientific inquiry.