Using Mathematical Modeling to Improve Quantitative Skills of Geology Students

该项目采用了为数学课程(Stella、数学A)开发的工具，以发展学生在地质实验室和课程中的量化技能。高级地质学课程和一门中高级地质学课程的学生正在使用这些工具来分析数据和构建动态模型。每门课程都强调数学建模的不同方面：海洋和大气(使用STELLA和EXCEL进行动态系统建模)、地理信息系统、遥感和环境科学空间建模(空间建模、地质统计学、决策)、地学建模(迭代建模、自组织临界性、非线性响应)和水文学(地下水流动、径流和流域水文循环的2-D和3-D模型)。建模项目也被添加到现有的课程中，如地貌学、古生物学、构造学和构造地质学，以及地质学入门。学生的研究项目(地质学专业需要的)由于复杂的建模工具的提供和这些工具的指导而得到加强，这些工具强调比较模型，用现场收集的数据测试模型，并了解它们的局限性，而不是简单地学习技术计算机技能。项目成果，包括新的教学练习和研究，正在专业会议和讲习班上提出，并在网上提供。教师们正在利用以前资助的NSF项目和讲习班中的例子，特别是1999年PKAL关于“建立地球和行星科学课程中非专业和专业的量化技能”的讲习班及其在《地球科学教育杂志》(第48卷)上的后续出版物，开发结合数学建模技能的真实世界的协作练习。作为支持这些变化的教师发展计划的一部分，教师将继续参加校内和外部培训和工作坊。初级课程每年教授20到40名学生；其他课程的补充材料每年达到90名(不包括地质学入门)到240名学生(包括地质学入门)。地质学、数学系和计算机科学系的教职员工以及一名外部专家正在对该项目进行评估。

This project adapts tools developed for use in mathematics courses (STELLA, Mathematica) to develop the quantitative skills of students in geology laboratories and courses. Students in upper-level geology courses and one mid-upper-level geology course are using these tools to analyze data and construct dynamic models. Each course emphasizes a different aspect of mathematical modeling: Oceans and Atmospheres (dynamic system modeling with STELLA and EXCEL), GIS, Remote Sensing and Spatial Modeling in Environmental Sciences (spatial modeling, geostatistics, decision making), Modeling in the Geosciences (iterative modeling, self-organized criticality, non-linear responses), and Hydrology (2- and 3-D models of groundwater flow, streamflow, and the hydrologic cycle in watersheds). Modeling projects are also being added to existing courses, such as Geomorphology, Paleobiology, Tectonics, and Structural Geology, and Introductory Geology. Student research projects (required for the geology major) are enhanced by the availability of sophisticated modeling tools and instruction in those tools that emphasize comparing models, testing them with field-collected data, and understanding their limitations rather than simply learning technical computer skills. Project results, including new teaching exercises and research, are being presented at professional meetings and workshops and made available on the Web.Faculty are developing real-world, collaborative exercises incorporating mathematical modeling skills, using examples from previously funded NSF projects and workshops, especially the 1999 PKAL workshop on "Building the Quantitative Skills of Non-majors and Majors in Earth and Planetary Science Courses" and its follow-up publication in the Journal of Geoscience Education (volume 48). As part of a program of faculty development to support these changes, faculty are continuing to participate in on-campus and external training and workshops.The primary courses are taught to twenty to forty students each year; the supplementary material in other courses reach anywhere from 90 (not including Introductory Geology) to 240 students each year (including Introductory Geology). Faculty in the Geology and Mathematics and Computer Science Departments and an external expert are evaluating the project.