1. © NERC All rights reserved Teaching with Geological Models – The 3D revolution Holger Kessler Emma K Ward Steve Mathers Ricky Terrington Stephen Thorpe

2. © NERC All rights reserved Kessler, Mathers, Sobisch (2009) Computers & Geosciences 3D Modelling methodology in BGS Geologists capture their knowledge by constructing a series of interlinking cross-sections The computer calculates a stack of watertight geological objects producing the Geological framework model

3. © NERC All rights reserved

4. Not only Geologists are going 3D … 3D Cities (Virtual-berlin.de) 3D Maps (Google Earth) Virtual Societies (Second Life) 3D Architecture ( http://designmind.ning.com/ )

5. © NERC All rights reserved … but everyone is! 3D Kitchens 3D in medicine 3D Engineering

6. © NERC All rights reserved Geological Column “Residual” deposits River terraces Bagshot Formation London Clay Fm Harwich Formation Lambeth Group Thanet Sand Fm Chalk Group 2400 km 2 Geological Model of Greater London

7. © NERC All rights reserved The new BGS Strategy: to demonstrate the pro-active delivery of applied geoscience knowledge and services to universities whilst … effectively communicating the significance and benefits of these models BGS must improve the way we communicate geoscience in a useful and usable format for academics who are the next generation of geoscientists Produce innovative activities to engage young people and work in collaboration with the university sector to encourage the use of our data, information and expertise in support of teaching and research

8. © NERC All rights reserved The ideas are all in here…

9. © NERC All rights reserved Spatial Thinking Observing, manipulating, interpreting and predicting. Schema Theory Learning rules of thumb (schema); new information is assimilated into existing schema. Authentic Inquiry Student-centred, active learning that engages students in questioning, critical thinking and problem solving.

10. © NERC All rights reserved Student Exercises Using a student-tailored user guide let the student learn how to use the 3D model software, then let the student explore the geology shown in the models. (Exploration Phase) Ask the student to see if they can identify certain rock sequences, the succession of rocks, and structures or faulting. Can they determine the dip and strike of certain beds? Can they draw a cross section of this area and then compare it with what the model produces? (Terms and Concepts Introduction Phase) Can the student hypothesise what may happen to the geology in this area in the future? Do they think this would be a good area for the disposal of waste? (The Application Phase)

11. © NERC All rights reserved

15. Thank you Wooden models made by Thomas Sopwith in 1841. For more information contact Emma Ward (eward@bgs.ac.uk)eward@bgs.ac.uk or Holger Kessler (hke@bgs.ac.uk)