Using Ground-Penetrating Radar to Teach Subsurface Principles in Geology and Geophysics to University Students and High School Teachers

跨学科（99）这一调整和实施项目解决了地球科学教育面临的以下关键问题：1）埋在地下的地质和文化特征提供了大量的地质调查，无论是在矿产勘探、环境补救、工程还是人类学方面; 2）许多州正在对科学教师采用更严格的教学标准，强调动手学习;新的国家科学教育标准鼓励学生积极参与他们的学习经验。 它适应设备和数据收集技术，工业界使用的课堂上使用的背景下，动手，调查为基础的教学方法。该项目建立了一个地球物理学/环境科学实地测绘实验室，其中包括一个探地雷达系统和反射/折射软件。 探地雷达可快速获取地质、水文、环境、工程和人类学研究所需的地层、地质结构和文化特征的浅层地下图像。 它易于学习使用，轻便便携，因此非常适合学生在现场操作和使用。 具体活动包括修改现有的本科生和研究生课程，纳入地质雷达，建立一个夏季实地计划，结合地球物理技术，创建一个夏季研讨会在地球科学实验室和现场技术的K-12教师，并分享地质雷达与其他学院和大学在当地。 这一设备正提供给当地各种各样的学生和教师。 一名外部评估员正在进行评估，以评估课程改革的有效性、实验室设备的使用情况以及教师培训工作。 通过会议介绍、教师讲习班和一个包含材料和学生项目的活跃网站来完成传播工作。

Interdisciplinary (99)This adaptation and implementation project addresses the following key problems facing earth science education: 1) geological and cultural features buried in the subsurface provide the bulk of geologic investigations, whether in mineral exploration, environmental remediation, engineering or anthropology; 2) many states are adopting more rigorous teaching standards for science teachers, with an emphasis on hands-on learning; and 3) new National Science Education Standards encourage active student participation in their learning experience. It adapts equipment and data-gathering techniques used by industry for classroom use within the context of a hands-on, inquiry based pedagogical approach. This project sets up a geophysics/environmental sciences field-mapping laboratory that includes a ground penetrating radar system (GPR) and reflection/ refraction software. A GPR provides rapid acquisition of shallow subsurface images of strata, geological structures, and cultural features necessary for geological, hydrological, environmental, engineering, and anthropological studies. It is easy to learn to use and is lightweight and portable, thus making it ideally suited for student handling and use in the field. Specific activities include modifying existing undergraduate and graduate courses to incorporate GPR, establishing a summer field program incorporating geophysical techniques, creating a summer workshop in earth science laboratory and field techniques for K-12 teachers, and sharing the GPR with other colleges and universities in the local area. This equipment is being made available to the diverse student and teacher population found in the local area. Evaluation is being conducted by an external evaluator to assess the effectiveness of the curriculum changes, the use of the laboratory equipment, and the teacher training effort. Dissemination is being accomplished by conference presentations, teacher workshops, and an active website containing both materials and student projects.