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Teaching displacement concepts using computer
programs
Teaching displacement concepts using computer
programs
Skylar L. Primm and Basil Tikoff
November 9, 2004
Skylar L. Primm and Basil Tikoff
November 9, 2004
IntroductionIntroduction
Problem:– Stress and strain are hard concepts for students
in introductory structural geology courses to grasp
– Difficulty in visualizing progressive deformation is a prime reason
Problem:– Stress and strain are hard concepts for students
in introductory structural geology courses to grasp
– Difficulty in visualizing progressive deformation is a prime reason
IntroductionIntroduction
Problem:– Interactive computer programs have been
successful at demonstrating these concepts to students
– These programs were written for legacy systems and no longer work on modern computers
Problem:– Interactive computer programs have been
successful at demonstrating these concepts to students
– These programs were written for legacy systems and no longer work on modern computers
IntroductionIntroduction
Our Solution:– Rewrite these programs, improving and
updating them for modern PCs– Add new programs to the suite, covering a
wider range of displacement concepts– Utilize the Java programming language for
maximum compatibility– Make the programs downloadable
Our Solution:– Rewrite these programs, improving and
updating them for modern PCs– Add new programs to the suite, covering a
wider range of displacement concepts– Utilize the Java programming language for
maximum compatibility– Make the programs downloadable
RotationDistortion Translation
Displacement Fields
Rock Fabric
Finite Strain
Rotation Translation
Shear Fabric
Rotating Clasts
Flow Lines
Distortion
Shear Box
Stress v. Strain
Strain Theory
3D Strain
Shear BoxShear Box
2D v. 3D Main Point: Progressive finite strain Relevant Concepts:
– Finite strain– Progressive distortion and rotation of material
lines
2D v. 3D Main Point: Progressive finite strain Relevant Concepts:
– Finite strain– Progressive distortion and rotation of material
lines
Shear BoxShear Box
Stress v. StrainStress v. Strain
2D v. 3D Main Point: Difference between axes of
stress and finite strain Relevant Concepts:
– Finite strain– Stress (assuming viscous medium)
2D v. 3D Main Point: Difference between axes of
stress and finite strain Relevant Concepts:
– Finite strain– Stress (assuming viscous medium)
Strain TheoryStrain Theory
2D v. 3D Main Point: Synthesis of advanced concepts
in progressive finite strain Relevant Concepts:
– Finite strain– Infinitesimal strain– Flow apophyses– Kinematic vorticity
2D v. 3D Main Point: Synthesis of advanced concepts
in progressive finite strain Relevant Concepts:
– Finite strain– Infinitesimal strain– Flow apophyses– Kinematic vorticity
3D Strain3D Strain
2D v. 3D Main Point: 3D progressive finite strain Relevant Concepts:
– Non-plane strain– Constriction / Flattening
2D v. 3D Main Point: 3D progressive finite strain Relevant Concepts:
– Non-plane strain– Constriction / Flattening
3D Strain3D Strain
Rotating ClastsRotating Clasts
2D v. 3D Main Point: Rotation of elliptical clasts under
progressive finite strain Relevant Concepts:
– Jeffery v. March model rotation– Ellipticity
2D v. 3D Main Point: Rotation of elliptical clasts under
progressive finite strain Relevant Concepts:
– Jeffery v. March model rotation– Ellipticity
Rotating ClastsRotating Clasts
Flow LinesFlow Lines
2D v. 3D Main Point: Translation of material points
under progressive finite strain Relevant Concepts:
– Particle flow paths– Flow apophyses
2D v. 3D Main Point: Translation of material points
under progressive finite strain Relevant Concepts:
– Particle flow paths– Flow apophyses
Shear FabricShear Fabric
2D v. 3D Main Point: Generation of rock fabric under
progressive finite strain Relevant Concepts:
– Translation– Rotation (Jeffery model)
2D v. 3D Main Point: Generation of rock fabric under
progressive finite strain Relevant Concepts:
– Translation– Rotation (Jeffery model)
Shear FabricShear Fabric
Teaching TechniquesTeaching Techniques
Combined with physical models, these programs create a bridge between tactile and mathematical learning
These programs can also act as a self-check for labs or homework assignments
Background information is available within each program, with references
Combined with physical models, these programs create a bridge between tactile and mathematical learning
These programs can also act as a self-check for labs or homework assignments
Background information is available within each program, with references
http://www.geology.wisc.edu/~skylarp/java.html
ConclusionsConclusions
Based on our experiences with one semester of introductory-level students, these simple computer programs are an effective tool for enhancing students' comprehension of basic displacement concepts
Based on our experiences with one semester of introductory-level students, these simple computer programs are an effective tool for enhancing students' comprehension of basic displacement concepts
http://www.geology.wisc.edu/~skylarp/java.html
AcknowledgmentsAcknowledgments
UW - Madison Structure Group NSF Graduate Research Fellowship
Program
UW - Madison Structure Group NSF Graduate Research Fellowship
Program
http://www.geology.wisc.edu/~skylarp/java.html
