ED21C:
From the Research Labs to the Teaching Labs: Integrating Physical Analog Models into the Classroom Laboratory Posters


Session ID#: 8645

Session Description:
Physical analog models are often used in Earth, planetary, and space (EPS) science research laboratories for studying spatially and temporally abstract phenomena in nature.  In recent years, efforts have been made to incorporate more inquiry-based, hands-on educational activities into the science learning curriculum.  Providing students with physical analog models along with data-collection technology in the classroom/laboratory setting is an ideal way for students to learn scientific concepts and procedures through a real scientific experience.  This session seeks submissions that present learning results from the use of physical analog models in the classroom laboratory, describe ways to integrate physical analog models into the classroom laboratory curriculum, present the kinds of challenges teachers and students experience while using physical analog models in the classroom laboratory setting, and demonstrate the kinds of physical analog models used with data-collection technology in the classroom laboratory setting.
Primary Convener:  Gary B. Glesener, University of California Los Angeles, Los Angeles, CA, United States
Convener:  Philip Prince, Virginia Polytechnic Institute and State University, Department of Geosciences, Blacksburg, VA, United States
Chairs:  Gary B. Glesener, University of California Los Angeles, Los Angeles, CA, United States and Philip Prince, Virginia Polytechnic Institute and State University, Department of Geosciences, Blacksburg, VA, United States
OSPA Liaison:  Gary B. Glesener, University of California Los Angeles, Los Angeles, CA, United States
Index Terms:

0820 Curriculum and laboratory design [EDUCATION]
0825 Teaching methods [EDUCATION]
0845 Instructional tools [EDUCATION]
0850 Geoscience education research [EDUCATION]

Abstracts Submitted to this Session:

Presentation on the Modeling and Educational Demonstrations Laboratory Curriculum Materials Center (MEDL-CMC): A Working Model and Progress Report (78331)
Gary B. Glesener1, Laura Vican1 and UCLA MEDL-CMC, (1)University of California Los Angeles, Los Angeles, CA, United States
Watching Faults Grow in Sand (79735)
Michele L Cooke, University of Massachusetts Amherst, Earth, Geographic and Climate Sciences, Amherst, MA, United States
Using record player demonstrations as analog models for geophysical fluids (74184)
Alexander M Grannan, University of California Los Angeles, Los Angeles, CA, United States, Jonathan Shuo Cheng, University of California Los Angeles, Los Angeles, United States, Emily Kate Hawkins, University of California Los Angeles, Earth, Planetary, and Space Sciences, Los Angeles, United States, Adolfo Ribeiro, Organization Not Listed, Washington, DC, United States and Jonathan M Aurnou, University of California Los Angeles, Earth, Planetary, and Space Sciences, Los Angeles, CA, United States
Ozone layer depletion simulation in an Environmental Chemistry course. (86675)
Gema Susana Cano1, Irma Gavilán2, Jose Agustin Garcia-Reynoso2, Elvira Santos1, Alejandra Mendoza1 and Bryan Perea1, (1)Universidad Nacional Autonoma de Mexico, Mexico City, Mexico, (2)Facultad de Química, Universidad Nacional Autonoma de Mexico, Mexico City, Mexico
The Planeterrella: an Analog Model for Teaching About the Invisible Electromagnetic Processes Driving Space Weather (85516)
Emmanuel V Masongsong1, Gary B. Glesener2, Vassilis Angelopoulos1, Jean Lilensten3, Lydia Bingley4 and UCLA MEDL-CMC, (1)University of California Los Angeles, Earth, Planetary, and Space Sciences, Los Angeles, CA, United States, (2)University of California Los Angeles, Los Angeles, CA, United States, (3)IPAG, Grenoble, France, (4)University of California Los Angeles, Department of Earth, Planetary, and Space Sciences and Institute of Geophysics and Planetary Physics, Los Angeles, CA, United States

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