G04-P01

Japan Geoscience Union Meeting 2016

Reconsideration about the model experiment of the liquefaction in schools*Nobuyuki Yamada1, Kohei Sakai1
1.Fukuoka University of Education
In this study, we indicated the simple method for the science experience of the liquefaction inschool. We examined the making of the shaking table by the manual operation, the quantity of sandand the water, and the way of shaking table. As the results, we decided the quantity of the water
is about 470ml and the number of vibration per 30 sec is 100. Furthermore, we discussed the soiland sand of other place, and we report the examination whether or not a similar phenomenon isoccurred. In these examinations, we can express a liquefaction resemblance phenomenon clearly, andit will be to help for the experiment.
Keywords: liquefaction, model experiment©2016. Japan Geoscience Union. All Right Reserved.

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Japan Geoscience Union Meeting 2016

Formation of Lateral Faults in Powder Utilizing the Prefabricated Experimental Apparatus*Norihito Kawamura1, Seiji Yamashita1
1.Faculty of Education and Human Studies, Akita University
The authors developed a prefabricated model experiment device of deformation in powder which canform lateral faults. In a science class for high school students, the students could assemble andmake lateral faults in powder. The device will be a good teaching material for studying deformation
land surface and beds.
Keywords: fault, model experiment, teaching material©2016. Japan Geoscience Union. All Right Reserved.

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Japan Geoscience Union Meeting 2016

How to teach soil in high school and junior high school*Kazumichi Fujii1
1.Forestry and Forest Products Research InstituteIn high school, world soil distribution can be learned in geography class. However, information is
not updated by recent knowledge. I hope that education of soil in geography can be moreinteresting. For example, textbook describes that northern soils include podzol, permafrost soil,
and peat soils. However, distribution of these soil types may not co-exist. Podzols typicallydevelop in non-permafrost soils (e.g., Europe) under coniferous forests, permafrost soils arewidespread in tundra and forests in the area where ice-sheet did not cover land surface in glacial
period (e.g., Alaska, Siberia). We can know news of mammoth emerging from permafrost soil. Peatsoils are widespread in flat landscape, irrespective of climate (e.g., Tropical peat). Theseknowledge need to be educated in systematic way, rather than remembering specific terms. We would
also like to report the experience of class about soil in high school.
Keywords: Soil, Permafrost, Peat©2016. Japan Geoscience Union. All Right Reserved.

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Japan Geoscience Union Meeting 2016

The Sharing of Information and Data using Cloud Computing Services in Field Research inSchool Club Activity*Haruka Matsuoka1, Takeshi Uemura2
1.Department of Business and Informatics, Tsukuba Gakuin University, 2.Kaijo Junior and Senior Highschool
In recent years, there has been increasing strong public interest in natural disasters and global
environmental issues. The promotion of science education using field research has become more andmore important. In secondary schools, field research generally takes half a day or several days andhas to be carried out as a school club activity out of the customary class schedule. For
preparation of field research, communication between teachers and students is necessary especiallyin arranging of schedules and sharing data. It usually takes much time and labor, and thus tends toprevent teachers from engaging students in field research.
In this study, common cloud computing services were adopted so that communicating information, thearrangement of schedules, and the sharing of data for field research in an earth science club
activity at Kaijo Junior & Senior High School could be facilitated. Membership of the club has been
45 (2012), 47 (2013), 45 (2014) and 42 (2015), respectively. They successfully reduced teachers’
time and labor for preparation, whereas a few students had certain problems in using the cloud.
The project have been partially supported by grants-in-aid from Japan Science and Technology Agency(JST).
Keywords: earth science education, field research, cloud computing services©2016. Japan Geoscience Union. All Right Reserved.

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Japan Geoscience Union Meeting 2016

Remote Laboratory in Distant Education I: Scanning Electron Microscope*Soichi Omori1
1.The Faculty of Liberal Arts, The Open University of Japan
Importance of practical experience and observational components of the science education have beenemphasized, and several attempts have been made to include those components in the distanteducation. We will introduce our first application of scanning electron microscope to a remotelaboratory in distant education of the Open University of Japan.
Keywords: Distant education, Remote laboratory, Scanning electron microscope©2016. Japan Geoscience Union. All Right Reserved.

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Japan Geoscience Union Meeting 2016

Terminological comparison on ”Geography” and “Earth Sciences” of high school textbooks*Seiichiro Yamamoto1, Takayuki Ogata2
1.Fukui Commercial High School, 2.Faculty of Education, University of the RyukyusBoth physiography and geoscience in the high school curriculum have a lot of similar content. Thesesimilarities may function more effectively in education systems, when these contents are taught ina coordinated way. However, there are some problems with the terminology use in textbooks, such as
the same meaning but in different terms and the same word but different meanings. These problems
may cause confusion among students. It might be difficult to rid these differences immediately, but
if we are aware of these problems, teachers can deal with these terms adequately.
In this study, terms and their meanings in textbooks are compared. All the textbooks of geography
and geoscience are referred: 3 books of Geography B, 6 of Geography A, 2 of Geoscience, 5 of Basicgeoscience, 5 of Science and Human Life. With regard to geographical content, we compared thedefinition of macro-morphology, alluvial plains and the development process of landform. Concerning
meteorological and climatological content, we compared the definitions of atmospheric circulation
and Köppen-Geiger Klassifikation.
Keywords: terminology, textbook of high school, geographical education, geoscience education©2016. Japan Geoscience Union. All Right Reserved.

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Japan Geoscience Union Meeting 2016

The Posture that is demanded from the Leader of the Science Research Activities of theSenior High School Students*Kazuya Kawakatsu1
1.Hyogo Prefectural Nishiwaki senior high school
At various opportunities, it is argued about the way of the science research activities of the highschool students. Is it necessary to change the method of the evaluation in a group study and apersonal study? Is a study of the engineering and agriculture study easy to get a high evaluation
than fundamental researches? Do you evaluate it only based on study contents or increase theappearances of the presentation and the article in an evaluation standard? Do you make much ofenthusiasm and sense of cooperation whether you make much of originality and priority? How much do
you accept the participation of the leader? For a student researching activities for the firsttime, the role of the leader is serious. I consider it how a leader should be concerned with astudent.
I instructed Earth Science Club in Hyogo Prefectural Kakogawahigashi Senior High School that was
SSH school for ten years, and I moved in Nishiwaki Senior High School in 2014, and I instruct EarthScience Club in the principal school. The Earth Science Club continues a national higher winning
prize in a Ministry of Education, Culture, Sports, Science and Technology authorization meet insuccession for 12 years. It is to always ask a student saying "it is why" that I keep in mind ininstructing a student study, and I watch still it after teaching told the basic technique and foam.
For example, I ask a student why it must be the theme. The student must show a motive concretely toanswer this question. In addition, the student cannot explain a purpose to me definitely if he does
not check a precedent study properly. I do not let a student only study it for the reason to seemto be interesting. Such a student comes to a deadlock on the way and often abandons a study. For aleader achieves a purpose to a student, a thing important next is to ask what kind of experimentand observation are necessary. If a purpose is clear and learns the precedent study, I think that astudent greatly deviated from appropriate experiment and observation method. I try to let a student
do it without saying a careful thing at the beginning.
When a result became clear, I hold a briefing session and let a student explain a policy and theresult of the study. In many cases, the condition of the experiment is divided, and an error is nothandled properly, and the data does not have the result. I point it out and let you do the freshstart of the experiment some other time to be concrete. I let a student learn that it must be thething that an experiment and observation go to the study purpose linearly. After an experiment andobservation is finished, I let consider it between students. Even if a good result is given withmuch effort, because a student lacks in both the knowledge and the experience, he cannot evaluate
it definitely and summarize it in generalization. I explain the cause that a discussion comes to adeadlock to a student, and I show the article that I should read to a student or the chart which I
should compile. I strongly instruct a student to consider it only from a result. Most of students
confuse the story that he heard somewhere and the results, and they are considering it which hecannot arrive at from a result. Of course I instruct it about the rule in the chart making
strictly. For example, I do not use the graph which looked at the bar graph from a slant in thescience. The student finally summarizes results of research in an article, and I teach the style ofthe scientific article properly. First, the student writes the article such as the letter. He
distributes one's result and a precedent study properly and does not show the consideration
separates a precedent study and his results of research definitely. I instruct a student about
these, and entrust a student afterward.

©2016. Japan Geoscience Union. All Right Reserved.

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Japan Geoscience Union Meeting 2016

The student finishes writing a surprisingly wonderful scientific article by a leader instructing
it. The article that the student wrote may be judged as a leader wrote it.
Keywords: Earth Science Club, "it is why", instruct, entrust©2016. Japan Geoscience Union. All Right Reserved.

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