Transcript Crosby_LiDAR_edu_dis..

LiDAR and Geoscience Education –
Opportunities and Challenges
Topographic measures, mapping, visualization,
Topic
Geographic Information Systems
Earth Science
Literacy Initiative
(ESLI, 2009
Benchmarks for
Science Literacy
(AAAS, 1993)
National Science
Education
Content Standards
(NRC, 1996)
Content in exemplary
Introductory geoscience
textbooks
Earth scientists are continually improving estimates of when and where natural
hazards occur
An Earth-science literate public is essential for reducing risks from natural hazards
Use computers to store and retrieve information and create files (Grades 6-8);
Use computers to produce [graphics] and make calculations (Grades 9-12).
Use appropriate tools and techniques to gather, analyze, and interpret data;
Develop descriptions, explanations, predictions, and models using evidence;
Think critically and
logically (Grades 5-8); Design and conduct scientific investigations; Use
technology to improve investigations; Scientists rely on technology to enhance
gathering and manipulation of data (Grades 9-12).
Trend toward maps and remotely sensed imagery of landforms as examples.
• Fundamental importance of topography and challenge of teaching its
representation by contours, hillshades, profiles.
• Spatial data integration as part of inquiry-based learning. Marshak (2008)
notably introduced “Geotours” which are guided explorations of a given topic via
Google Earth.
Topic
Earth Science
Literacy Initiative
(ESLI, 2009
Benchmarks for
Science Literacy
(AAAS, 1993)
National Science
Education
Content Standards
(NRC, 1996)
Content in exemplary
Introductory geoscience
textbooks
Earth as a system of which humans are a significant part
• Humans have become a significant agent of change on Earth
• Humans are the most significant agents of change in surficial Earth
Processes
Processes that Shape the Earth: Human activities have changed the
Earth’s [surface] (Grades 6-8).
• Living organisms have played many roles in the Earth system (Grades 5-8).
•Human activities can induce hazards; Hazards present the need to
assess potential danger and risk; Risk analysis estimates
[who] might suffer consequences (Grades 9-12).
Appreciation of effects of alteration of surface processes by humans;
Importance of knowledge of earth science for sustainability.
Topic
Earth Science
Literacy Initiative
(ESLI, 2009
Benchmarks for
Science Literacy
(AAAS, 1993)
National Science
Education
Content Standards
(NRC, 1996)
Content in exemplary
Introductory geoscience
textbooks
Geometry and processes of fluvial systems and hillslopes
• Earth is the water planet
• Water shapes landscapes
• Processes that Shape the Earth: [Surface processes] shape and
reshape the earth’s land surface (Grades 3-5); Surface changes can
be abrupt or slow; The surface is shaped by the motion of water
and
wind (Grades 6-8).
Landforms are the result of a combination of constructive and
destructive forces; Water circulates through crust, oceans, and
atmosphere; Water is a solvent (Grades 58).
Various levels of description and process discussion for terrestrial
landforms illustrated via cartoons and actual examples from maps,
imagery, and photography.
Topic
Earth Science
Literacy Initiative
(ESLI, 2009
Benchmarks for
Science Literacy
(AAAS, 1993)
National Science
Education
Content Standards
(NRC, 1996)
Content in exemplary
Introductory geoscience
textbooks
Manifestation of plate tectonics along faults at and near plate
boundaries, earthquake cycle, earthquakes recorded in landscape
• Earth is a continuously changing planet
• Many active and energetic geologic processes occur at plate
boundaries
• Humans are threatened by Earth’s natural hazards
• Processes that Shape the Earth: Plates ride on a deformable layer
(Grades 9-12).
•Moving the Continents: The theory of plate tectonics provides an
explanation for diverse phenomena (Grades 9-12).
• Earthquakes often occur along the boundaries between colliding
plates (Grades 9-12)
Lithospheric plates move at rates of centimeters per year;
Major geological events result (Grades 5-8); Heat transfer
and resulting convection propel the plates (Grades 9-12).
• The San Andreas fault as an on land example of a transform fault.
• Other faults as part of larger system of deformation.
Data exploration activity
• Go to http://opentopography.org/kml
• Download NoCal, SoCal and ISB KMZ files
• Goal: locate features depicted in LiDAR images that
could be used to illustrate the earth science topics /
literacy goals outlined.
FIND (one or two examples):
• Earth as a system of which humans are a significant part:
– Human induced landscape change
• Roadcuts, developments, agriculture,
– Humans living in areas of high hazard
– Humans attempting to control nature / hazards
• Geometry and processes of fluvial systems and hillslopes:
– Hillslope processes in action (landslides etc.)
– Temperate fluvial system
– Desert fluvial system
• Differences?
• Manifestation of plate tectonics along faults at and near plate boundaries,
earthquake cycle, earthquakes recorded in landscape:
– Find a fault
– How do you know?
– Type of offset?