Presents highlights of the 1985 joint meeting of the eastern section of the National Association of Geology Teachers and the Ontario Association for Geographic and Environmental Education. Describes the workshop topics, field trips, and program activities of the three-day symposium. (ML)

Describes a terrain model for geologic mapping which, when combined with exercises in rock description, Brunton compass manipulation, orienteering, and geologic report writing, allows students to refine skills needed for summer field camp. Advantages and limitations of the model and its use in a field course are also discussed. (BC)

Uses maps, diagrams, and geological accounts to describe the Columbia River Gorge which separates Oregon from Washington and exposes an unexcelled record of Cenozoic volcanic stratigraphy, sedimentation, flooding, and landsliding for the visiting tourists, geologists, or students. (Author/DC)

Recounts the adventures of a journey taken through France and Italy. Makes an analogy of this trip to that of the one Charles Dickens took in 1844. Describes silicified horizons of the southern Paris Basin, moraines, outcrops, and "Hoodoos." (RT)

Suggestions for successful geology field trips are provided. These "field hints" focus on geological reasoning; equipment; notes; samples and records; field practices, including mapping; camping; working with associates in the field; and general considerations such as carrying along a few textbooks, finding out about an area before the trip, and…

Advocates the use of field trips for improving students' image-interpretation abilities. Presents guidelines for developing a field trip for an aerial-photo interpretation class or a remote-sensing class. Reviews methodology employed, content emphasis, and includes an exercise that was used on a trip. (ML)

Describes the design and logistics of a one-month, 1600 km bicycle tour field trip in which the travel, not the stops, is the major teaching tool. Provides a map and a summarized itinerary of the geology experience of southern California and Nevada. (RT)

Describes a source of diversity and enrichment for summer field experiences. Presents information on the geographic and geologic setting, glacial history and record, relative dating of deposits, and use for student experience. Tables include a generalized location of the area, summary of moraine morphology, and pictures. (RT)

The making of topographic maps is described as a sequence of the following steps: establishment of control, photogrammetry and field operations, annotation of photographs, stereoplatting, editing, preparation of color-separation plates, and printing. Precise standards are emphasized. (Author/SA)

Describes an extended summer field trip through nine states and Canada on geology, biology, and ecology. Discusses how this trip helps students learn about the world they live in by first-hand experience and by learning to take responsibility for their own education. Highlights the history, organization, and value of this trip. (CW)

Describes field course which emphasizes mapping techniques and preparation of a field report. Includes course methods/procedures, course schedule (broken down by weeks), grading practices/methods, student response to and performance in the course, nature of field area studied, and comments to those who may want to adapt such a course. (JN)

Discusses exercises using a river for the study of river processes and landforms. Although developed for college, they can be adapted for other levels. Exercises involve discharge measurement, flood prediction, and application of the Hjulstrom diagram to river sediments. (JN)

Discussed are field analyses of data involving paleocurrent directions using a goniometer and special programs for a pocket computer. States that on-site evaluation can provide immediate realization and verification of anomalous results. Includes computer programs and directions for building a goniometer. (CW)

Describes a method of integrating a course syllabus with a field geological inventory of the surrounding area. Consists of three modules, each with a preparatory unit, field trip, and summary unit. Discusses first hand experiences, learning cycles, novelty factors, and moving from the concrete to abstract. (MVL)