Revitalization of X-Ray Diffractometer for Improved Undergraduate Instruction and Research in Mineralogy and Petrology

地质学（42）我们有了升级版的x射线衍射仪，配备了计算机控制的测角仪，数字数据操作和现代安全装置，我们调整了练习，为学生提供了使用现代分析设备的机会。这段经历增加了学生对矿物学和岩石学的理解，在整个地质学课程中对x射线晶体学进行了更深入的研究，并为高年级本科生提供了更多的研究机会。一小时的矿物学配套课程（GEOL 241）实现了再生XRD的实质性应用。跨学科的学生团队由地质学专业、教育学专业和环境科学专业的学生组成，他们通过由阿尔弗雷德大学、卡尔顿学院、印第安纳大学-普渡大学和史密斯学院的教师在美国国家科学基金会的支持下（CSI-8750682、USE-9151040、USE-9151549、USE-9251951）开发的练习进行工作。这为学生提供了简单的相识别，确定晶格尺寸与晶体化学之间的关系，单位细胞细化和粘土矿物表征的经验。学生们在岩石学（GEOL 242）、沉积岩和地层学（GEOL 303）、高级研讨会（GEOL 490）和地质现场经验（GEOL 496）中使用XRD，促进了对该仪器作为研究工具的欣赏。该项目提高了大学预科教师对矿物和岩石的内容知识，提高了教师的教学技能。跨学科的方法确保了不同背景的学生之间的互动，并使他们接触到科学中使用的解决问题的方法。

Geology (42) With an upgraded X-Ray Diffractometer, equipped with computer-controlled goniometer, digital data operations, and modern safety devices, we have adapted exercises that provide opportunities for students with experience on modern analytical equipment. The experience has increased student understanding of mineralogy and petrology with this more thorough treatment of X-ray crystallography throughout the geology curriculum and provides advanced undergraduate students with greater research opportunities. A one-hour companion course for Mineralogy (GEOL 241) implements substantive use of the revitalized XRD. Interdisciplinary student teams composed of geology majors, education majors, and environmental science majors work through exercises that are adapted from those developed with NSF support (CSI-8750682, USE-9151040, USE-9151549, USE-9251951) by faculty at Alfred University, Carleton College, Indiana University-Purdue University, and Smith College. This provides students with experience in simple phase identification, determining relations between lattice dimensions and crystal chemistry, unit-cell refinement, and characterization of clay minerals. Student use of the XRD in Petrology (GEOL 242), Sedimentary Rocks and Stratigraphy (GEOL 303), Senior Seminar (GEOL 490), and Geologic Field Experience (GEOL 496) has promoted an appreciation of the instrument as a research tool. This project has improved pre-college teachers' content knowledge of minerals and rocks as well as their pedagogical skills. The interdisciplinary approach has ensured interaction between students with different backgrounds and exposed them to the problem-solving approaches used in the sciences.