1). To observe the landscape which is a manifestation of the geological structure of Costa Rica, a landscape that is developed in all active island arcs, and a landscape that prevailed in the Carolina Terrain before 500 million years ago. Over 500 million years ago, this terrain is believed to have had a landscape similar to modern Costa Rica, because like Costa Rica the Carolina Terrain was an island arc, before it was welded onto North America. Thus, Costa Rica is a modern day analog to the ancient Carolina Terrane.
2). To associate the modern landscape of Costa Rica to what geoscientists call lithotectonic provinces of island arcs that are formed by active plate tectonic forces. For example, the volcanic province of central Costa Rica is marked by high mountains, the forearc ridge province of the Pacific coast of Costa Rica is marked by low hills. Between these two provinces is the forearc basin that has valleys and gulfs. Each of these lithotectonic provinces has unique rock associations. Thus, were the landscape eroded to a flat region as in the Carolina Terrain we can still distinguish the lithotectonic provinces by their unique rock associations.
3). To examine rocks and other features (e.g., active volcanoes) at
selected sites in different lithotectonic provinces of Costa Rica. The
examination will be conducted in much the same way as professional geologists
perform a preliminary study. This involves accurate description of exposure
by means of sketches, photographs, and visual study of rocks leading to
assigning field names to the rocks. Geoscientists follow their field work
by taking samples for later laboratory analyses. However, field trip participants
will not be required to bring samples for analysis for reasons that include
obtaining entrance permit of soils into the US. A lot will be learned
by the hands-on field-based examination of rocks, which will be conducted
in a manner that ensures active participation.
Active participation of all will be ensured by dividing the participants
into smaller working groups of three. At selected sites, each group will
discuss the objective for selecting that site as given by the field trip
leader. Each group will determine how much of the objective was met.
Moreover, each will be encouraged to come up with new objectives that could
have been met by studying the natural phenomena at the selected site.
Site descriptions will require preparing sketches of the observed phenomena.
The sketches that most accurately depict the geologic structure will be
selected as deserving highest recognition by a simple majority vote made
by all participants.
Each night, participants will be required to write in their field notebooks
(journals) features that they have observed during the day. The journals,
embellished with sketches, and perhaps with photographs that the participant
might have taken during the day will form the basis for a lasting set of
notes about the geologic expedition to Costa Rica.
Before their educational visit to Costa Rica participants will study
the landscape of Costa Rica by means of video display, slides, reading
handouts, and attending pre-trip lecture and discussion given by the trip
leader throughout the Spring Semester. Participants will study the essential
features of southeastern USA, which geologists call the Carolina Terrain.
The rocks of the Carolina Terrain have been weathered and eroded for over
500 million years, so that currently it has an almost flat landscape.
Two weeks after the trip participants will be required to attend a get
together, where they will display or exchange photographs of the trip.
They will discuss important lessons gained from the trip, and will provide
recommendations for future trips. They will be given a form that will
offer them opportunities to give their evaluation of the trip and the trip
leader.
I think that the participants will have a hands-on knowledge of the
geology of Costa Rica because it is such a small piece of land, about 70
miles across and 400 miles long. Then they can relate what they have observed
in Costa Rica to the geology of an old and worn down terrain of Carolina.
Additionally, they will have a real experience of rain forest and its organisms
while at Costa Rica.
I have taken college students to Costa Rica twice and area school-teachers
once before. That has enabled me to narrow down the number of sites to
be examined. Each trip helped the participants to appreciate how the geology
of Costa Rica is related to the sinking of the Pacific seafloor (subduction)
beneath the land. The participants will experience an interactive learning
and teaching environment. The interaction will be in the form of discussions
during a field trip to an exotic, yet near, foreign, yet peaceful, land.
TIME LINE
May 1 through 11 is the selected period for the visit to Costa Rica
for three practical reasons. The climate, in terms of the rainy season,
is about right during this week. The rainy season begins in early May.
Second, the time is during the Spring break, with additional three more
days after that break. Thirdly, the time is in the waning stages of the
tourism period for Costa Rica. Tourism is lowest in the rainy season,
and the prices of accommodation are greatly affected by availability of
tourists.
ASSESSMENT METHODS
What the participants have learned will be assessed by them through
their votes for the best sketches at each selected site. Furthermore,
I shall provide my comments on their presentations including, the daily
journals that they will keep. Two weeks after returning from the trip,
a closure of the trip experience will be made by a scheduled meeting.
We will select the top three journals by a secrete ballot. Finally, the
participants will evaluate the trip and the trip leader by filling out
a suitably designed evaluation form.
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