Transcript Beach Erosion Case Based Learning Lessons

Beach Erosion Case
Based Learning Lessons
Seton Hall University-TLTC
Faculty Innovation Grant for the Summer of 2005
Martha Schoene
Renee M. Cicchino
Alisdair Mac Rae
Case Based Learning
 Used
in Educating future Doctors, Nurse
and Lawyers
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Usually introduced in upper level classes or
during Intern or Residency phases of training
 Useful
in any field where there are
questions to be answered
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Involves student in a realistic decision making
situation-”puts you in the game”
Case Based Learning continued
 Students
can be presented with scenarios
 Access through Blackboard
 Related to topics in the Textbook, class
presentations and current events
December 1992
Winter Storm
Case3: The Case of the 100 Year
Storm
You are the owner of a small Pizzeria, on the Boardwalk in
a town that depends on summer tourists coming to the
beach. During the winter there have been a series of
storms that have eroded all the sand and have damaged
an existing seawall and allowed ocean water to flood your
business and the town.
What should you do?
Make a preliminary plan of action (click on word document)
Case Based Learning continued
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Students can create their own case based
learning activities
• Select an area of interest
• Work in groups to
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State the topic
Write the scenario
Assign roles-Different perspectives
Gather information…
Guide the responses
Present their findings to other students or their class
What do you need?
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Topic of Interest or Objective
Question
Hypothesis
Problem/Solution
Cause /Effect - Effect/Cause
Current Event
Imagine yourself as an assigned participant
rather than gathering facts for a report
• Astronaut VS Astronomer
Select from a variety of Participants
Traditional Story Board for each
slide of a PowerPoint
 Looks
like a comic book
Yesterday the beach at Ocean Lane in
Beach Town, NJ was closed to the public,
when a deck from a beach house was seen
by the morning beach cleaning crew floating
in the ocean. The deck had fallen into the
ocean at high tide and posed a danger to
swimmers.
http://gannet.stockton.edu/njbpn/1998/1998
_Njbpn_Report.pdf Beach
reporthttp://www.cep.unc.edu/outreach/mor
eheadcity/HTML/MCFSBeachNourishment
Capstone.pdf beach erosion and
renourishment along the North Carolina
Coastline
Set up a Story Board
Our Beach is gone
Put more sand in
Front of your house
(renourishment)
Rebuild broken groin
Move away from
the ocean
Other Formats
move
Storm
damage
rebuild
Add
sand
Radial or Web
Cycle
Pyramid
Case Based Learning continued
 Students
and Teachers can collaborate to
create this sort of interactive experience
 It is on going process
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Students may add links and information
Teachers can guide the learning experience
Together they can adapt the lesson to the
specific needs of each learner
 “The
Road Goes On Forever”
ERTH 1019 In the past
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were introduced to basic
concepts of erosion in class through
lecture, demonstration and two different
hands on lab activities.
Case Based Learning Provides the
Opportunity for
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Students
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Assume a role
reviewed three scenarios one on Rip Currents, one
on Extreme Local Beach Erosion and one on Winter
Storms and Beach Erosion along the Jersey Shore.
Case Based Learning Information and Plan
http://myweb.shu.edu/webapps/portal/frameset.jsp?tab=courses&url=/bi
n/common/course.pl?course_id=_168833_1
Rip Current Erosion Scenario
You
are standing by the shoreline knee deep in the surf.
You are looking at the waves. You are thinking about going
for a swim. When all of a sudden a wave knocks two
children playing near by off their feet and pulls one of them
rapidly out to sea. What should you do?
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Make a preliminary plan of action (click for word document)
• Based on your background information
General Information
www.njbeaches.org
Beach Cameras. Scan down to view the beach at Point
Pleasant or Belmar during daylight hours
http://www.cleanoceanaction.org
Beach Sweeps and pollution action information
www.ndbc.noaa.gov.
storm information
www.ndbc.noaa.gov.
water levels, tides and currents
www.nws.noaa.gov
storm tracking
www.nhc.noaa.gov
National Hurricane center
http://www.weathermatrix.net/past/
www.weather.com
historic storm data
The Weather Channel
http://co-ops.nos.noaa.gov/restles4.html
astronomical tides can affect rough water
BackgroundInformation
Information
Background
Glossary
Glossary
Deadly rip currents along the Jersey
Shore
Information from noaa- go to www.ripcurrents.noaa.gov and the State Department of
Ecology
Rip currents can form when erosion creates a low point or a break in a
near shore sand bar. This break makes a channel for water to rush back
into the sea. These rip currents are also commonly formed along the side
of a jetty, pier or groin, where the long shore current may be diverted out
to sea.
Swimmers should stay at least 100 feet away from these structures. The
seaward pull of rip currents varies: sometimes the rip current ends just
beyond the line of breaking waves, but other rip currents continue to
push hundreds of yards offshore.
Rip Tide or Rip Current -NOAA, National Weather Service
Office of Climate, Water, and Weather Services
“In
some regions rip currents are referred to by other, incorrect terms such as rip
tides and undertow. We encourage exclusive use of the correct term – rip currents.
Use of other terms may confuse people and negatively impact public education
efforts.
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waves travel from deep to shallow water, they will break near the shoreline.
When waves break strongly in some locations and weakly in others, this can cause
circulation cells which form rip currents: narrow, fast-moving belts of water and
sediments traveling offshore.
Rip
current speeds are typically 1-2 feet per second. However, speeds as high as 8
feet per second have been measured--this is faster than an Olympic swimmer can
sprint! Thus, rip currents can sweep even the strongest swimmer out to sea.
Rip currents can occur at any surf beach with breaking waves, including the Great
Lakes. The strength and speed of a rip current will likely increase as wave height
and wave period increase.
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are most likely to be dangerous during high surf conditions as the wave
height and wave period increase.”
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Rip Current Options
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Jump in and try to save the children
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Call for help from a professional like a lifeguard
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Call 911
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Look for a floating device to throw to the children
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Yell instructions to the children
Initial to Final Plan Word Document
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Winter Storms Preliminary Plan
During the winter there have been a series of storms that have eroded all the sand and have damaged an existing seawall
that allowed ocean water to flood your business and the town.
. What should you do?
Type your answer here.
Initial Plan
What initial plan of action would you choose from the list on the Nor’easter Choices slide? Give a reason for your choice
based on any general information you have gathered form the links provided.
Type your answer here.
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Gather more General and Specific Table of Contents information from the links provided to respond to the
consequence(s) of your initial plan
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Student Opinion
How would you answer the questions concerning FEMA and Flood Insurance issues on The Rebuilding in the same
location Consequence slide that relate to your chosen plan of action?
What is your opinion for the questions on the Grandfather Present Businesses
Slide? Support your opinion with information you have gathered.
New Businesses Student Opinion
What is your opinion of the information on the Student Opinion slide about building new business close to the ocean in the
future? Support your opinion with information you have gathered.
Compile your Data
Copy and paste any facts you would like to include in your final plan of action
Final Plan of action
What would be the best plan of action in this case? Support you answer with at least three different pieces of information.
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How is beach erosion related to coastal winter storms? Support your answer with at least one fact or diagram or picture.
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Submit your Answers
Specific Sources of information
 Articles
 Videos
 Rip
Current Formation
 Photo Gallery
 Library Databases
 Interviews
 Glossary
Provide Resources
 Guided
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Learning
Students gather factually based information
using diagrams, maps, photos home labs,
new paper articles, video clips, taped
interviews and external links to propose a
solution to their beach erosion problem.
Series of questions
Reputable / Scientifically based sources
Video Clips
 http://media.shu.edu:8080/ramgen/tltc/ren
ee/martha_fig/chris_formation.rm Chris on
rip current dangers and safety
 http://media.shu.edu:8080/ramgen/tltc/ren
ee/martha_fig/reaction_and_rules.rm Life
Guard Eric’s advice
Interviews
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http://media.shu.edu:8080/ramgen/tltc/renee/martha_fig/
children.rm Eric’s explanation of rip current formation
http://media.shu.edu:8080/ramgen/tltc/renee/martha_fig/
chris_formation.rm Chris on rip current dangers and
safety
http://media.shu.edu:8080/ramgen/tltc/renee/martha_fig/
equipment1.rm Eric’s showing the rescue equipment
http://media.shu.edu:8080/ramgen/tltc/renee/martha_fig/f
lags_go_with_set_up.rm Kristen’s tips on how to survive
a rip current
http://media.shu.edu:8080/ramgen/tltc/renee/martha_fig/
dont_depend_on_lg.rm Kristin on rip current Safety
Articles
To Tell the Ongoing Story
Homeowners Sue the Town
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Six homeowners along Ocean Lane in Beach
Town, NJ have filed intent to sue the town
hoping for a solution to the beach erosion
problem that threatens their homes existence.
 Over the past few weeks the tide has advanced
along the beach front and has removed the deck
and stairway leading onto the beach of one of
the homes. If there were a severe storm like a
Hurricane these homes would be in danger of
being swept into the ocean.
Photo Gallery-House in Danger
November 1,1991
Comparisons
 Before
and after soft methods of beach
Management
1991
2005
Same House Fall 2005
After the Nor’easter
October 30, 2005
What can Case Based Learning
Provide
 Critical
Thinking
 A Mystery of Problem to Solve / clues
 Guided Learning
 Strategies for Learning
 Consequences for every action
 Realistic decision making situations
 Related Issues
 Reputable sources of Information
Critical Thinking
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Each choice or proposed solution leads the
students to consequences that require further
investigation and thought to be included in their
final plan of action.
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Replenishment is expensive
-Estimated the cost
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Need to find a source of sand that will match the sand on this beach
Will cover and destroy existing plants and animals in and under the
sand
-May affect commercial and recreational fishing
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Can change breaking waves affecting surfing
Beach not useable by swimmers and sunbathers during the
replenishment project
Related Issues
 Students
gather facts to support their
opinions on a series of related issues like
federal flood Insurance and zoning issues.
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Does FEMA or flood insurance cover any of
the repairs?
Should you be allowed to repurchase flood insurance for
property that has been flooded or damaged more than once?
Should the owner have to make changes to reduce the risk of future
flood damage?
Looking for Clues
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Students are placed into a realistic decision
making situation.
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Go beyond the obvious answer
South wind
Broken Groin
Follow up comment
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One of the homeowners in the actual case sold their
custom built dream house at a lower price than they paid
and have not returned to the Jersey Shore.
The sand has returned for now and the new owner
supports the reconstruction of the breached groin. They
are working on building a small natural dune behind an
existing sea wall using storm fencing and American
Dune Grass.
They refuse to have their first floor view of the ocean
blocked by the dune and plants.
Do you agree with the new owners plan of action?
Support your answer and submitted it for evaluation
Follow up Information for the
Winter Storm Scenario
In the actual case Sea Bright decided to work with
the Army Corps of engineers and to replenish their
beaches, The Sea Wall and any other hard
structures have been covered with artificial sand
dunes.
Sea Bright has needed sand added twice since the
initial renourishment in 2000
Outcomes
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Blackboard Survey
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“The case based learning lesson was easy to
complete. All of the information was presented in a
clear and concise format. This activity could be
improved by placing it earlier in the semester”.
” Students could also use their judgments to access
other links by their own research and development.”
“I thought that the project was something completely
different from anything we have ever done in this
class.”
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Petersheim Exposition for
Academic Excellence
Two students are presenting their Beach Erosion/Beach Dynamics information
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The 10th Annual Petersheim Academic Exposition 2006
"Bringing Knowledge to Life”
Sunday, 2 April - Tuesday, 4 April 2006
An Exposition that demonstrates and celebrates students academic
achievements !
Student contributions may include, but are not limited to, the following:
poster sessions, presentations, research symposia, theatrical performances,
art exhibits, debates, and concerts.
Information can be found online at the following web site:
http://artsci.shu.edu/acadexpo/
or visit www.shu.edu (click on “Academics" and the Exposition is listed under
"Special Programs")
Assessment
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Students grades improved on the objective part
of the final examination
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Essay answers
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80% of the class earned a grade of B+ or above as
their final grade in the Introduction to Geology
Showed more detail regarding erosion and beach
management techniques
Students supported their answers with factual
information
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Many expanded their research to include information
from FEMA, the DEP and other groups involved in
beach management.
Plans for the future
 Introduce
the scenarios in the second
week of classes
 Add a beach replenishment scenario
 Find funding to provide a more
sophisticated method of information
delivery
 Provide information to shore communities
 Provide interactive lessons to students
grade 9-12 and undergraduate students