Attempts at Improving Quantitative Problem-Solving Skills in Large Lecture-Format Introductory Geology Classes

Abstract

We have used a variety of approaches to introduce quantitative concepts into our introductory geology classes, some of which rely on using case studies of local rivers to improve student interest and appreciation of quantitative methods in scientific problem solving. Fortunately, there are rivers in most parts of the country, so these approaches are easily transferable and applicable in many areas. A simplified form of the continuity equation applied to stream flow serves as the starting point for developing a discussion of how and why local rivers are channelized for flood control. Students also analyze the recurrence interval of flooding along a local river of interest.