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

在我们的本科课程中，气源质谱仪和稳定同位素提取线的实施为学生提供了基于仪器的实验室练习的实践经验。在我们的地球科学课程中，我们设计、开发并实施了稳定同位素实验室练习，用于地表水水文学、岩石学、地貌学、地下水和地球化学课程。在我们的大气科学项目中，我们设计、开发和实施了用于全球气候变化、空气污染要素和动态气象学原理课程的实验室练习。开发的练习是对达特茅斯学院使用的稳定同位素实验室练习的改编(J. Geosc。艾德。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，并撰写报告。我们正在采用在化学实验室中成功使用的合作学习技术(J. Chem。编辑71:141-143)通过组织练习，使学生在多周的实验室练习中以小组为单位工作。这样的学习环境改善了所有学生的教育体验（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到科学探究的过程中，从提出问题到呈现结果。这些活动还帮助学生认识到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指导性探究性实验的改进(J. Chem。艾德。75:470 - 471)。这些问题主要集中在地质、环境和/或大气问题上，这些问题与圣路易斯大学周围的城市环境有关，为学生提供了一种归属感。在项目过程中，学生收集和准备用于分析的样品，并进行提取和质谱分析。他们将自己的数据绘制成图表，并纳入其他小组的数据，以便记录空间或时间趋势，并进行计算，以确定与正在处理的问题（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）有关的具体参数。学生们写一份报告，并向全班展示他们的结果。通过从头到尾参与项目，学生们对科学和科学探究过程有了更深的了解。

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.