The site investigation phase plays a vital role in any foundation design where inadequate characterisation of the subsurface conditions may lead to either a significantly over designed foundation that is not cost-effective, or an under-designed foundation, which may result in foundation failure. As such, the scope of an investigation should be dependent on the conditions at the site and the importance of the structure. However, it is common for the expense dedicated to the site investigation to be a fraction of the total cost of the project, and is typically determined by budget and time constraints, and the experience and judgement of the geotechnical engineer. However, additional site investigation expenditure or sampling is expected to reduce the financial risk of the design by reducing the uncertainties in the geotechnical system and protecting against possible foundation failures. This research has quantified the relative benefits of undertaking site investigations of increased and differing scope. This has been achieved by simulating the design process to yield a foundation design based on the results of a site investigation. Such a design has been compared to an optimal design that utilises the complete knowledge of the soil, which has only been possible due to the use of simulated soils. Comparisons between these two design types indicate the performance of the site investigation to accurately or adequately characterise the site conditions. Furthermore, the design based on the results of the site investigation have been analysed using the complete knowledge of the soil. This yields a probability of failure and, therefore, has been included in a risk analysis where the costs associated with the site investigation have been measured against the financial risk of the design. As such, potential savings in financial risk for increased site investigation expenditure have been subsequently identified. A Monte Carlo analysis has been used in this research to incorporate the uncertainties in the foundation design process. Uncertainties have been included due to soil variability; sampling errors; measurement and transformation model errors; and errors related to the use of a simplified foundation response prediction method. The Monte Carlo analysis has also provided the means to obtain results in a probabilistic framework to enable reliability and risk analyses. Computer code has been specifically developed with an aim to: generate a simulated soil that conforms to the variability of soil properties; simulate a site investigation to estimate data for a foundation design; simulate the design of a foundation and conduct a reliability and risk analysis of such a design. Results indicate that there are significant benefits to be derived from increasing the scope of a site investigation in terms of the risk and reliability of the foundation design. However, it also appears that an optimal site investigation scope or expenditure exists where additional expenditure leads to a design with a higher financial risk due to the increased cost of the site investigation. The expected savings in terms of financial risk are significant when compared to the increased investigation cost. These results will assist geotechnical engineers in planning a site investigation in a more rational manner with knowledge of the associated risks. / http://proxy.library.adelaide.edu.au/login?url= http://library.adelaide.edu.au/cgi-bin/Pwebrecon.cgi?BBID=1255275 / Thesis(Ph.D.) -- School of Civil and Environmental Engineering, 2006

The six subsystems of Earth (atmosphere, hydrosphere, lithosphere, biosphere, cryosphere and anthroposphere) are complex and dynamic. Because all subsystems are linked, study from an independent perspective and a composite perspective is fundamental. Unfortunately, because of current instructional methods, students tend to consider these systems unrelated and use linear cause and effect models where little to no interaction occurs between different systems and the components. The simplistic and incorrect view of systems is the fundamental reason more education about Earth systems science is necessary in the K-12 curriculum. In this study, the Cause-MaP system of studying complex Earth systems in a private intermediate school in Texas was evaluated. The objective was to ensure that students are more aware of how Earth affects them and vice versa. An added benefit of the study was the opportunity to teach scientific reasoning. Students completed a pre-unit test to measure a priori knowledge. The students then worked through a modified Cause-MaP system in which they took notes in a structured table format; then each created a concept map. Students completed these steps for two subsystems: hydrosphere and lithosphere. The individual concept maps were used to assess knowledge and understanding of the individual systems by each student. At the end of the unit, students created composite concept maps which included each system they studied in this unit, to illustrate the interconnectedness of Earth systems. Based on the number of components and processes included, the students’ maps were evaluated to determine their understanding of the interactions between multiple Earth systems. The students’ maps were grouped based on the number of components and processes included in the concept maps. A post-unit test was also administered, which included two similar questions. The pre-unit test was completed again to check the overall progress of the students involved in this study. The students showed, with practice and encouragement from their instructor, that they recognize intersystem connections in complex Earth systems. With more integration of programs like these, students will become more proficient in recognizing system interactions.

Physical Geology is a popular general education course at Hillsborough Community College (HCC) as at many other colleges and universities. Unlike many science courses, most students taking Physical Geology are not majoring in a STEM (Science, Technology, Engineering, and Mathematics) discipline. Typically most students enrolled in Physical Geology are majoring in business, education, or pursuing a general A.A degree for transfer to a four-year university. The class is likely to be one of the few, if not the only, physical science classes that many of these students will take in their academic career. Therefore, this class takes on increased importance, as it will provide students with the foundation for scientific knowledge to be applied throughout their working careers. Student performance in an online general education physical geology course was examined and compared in this three and a half-year study involving over 700 students. Student performance was compared on the basis of term length (sixteen week semester versus nine week summer term) and delivery method (online versus face-to-face). Four identical tests were given each term; the average score of four tests was used to evaluate overall student performance. Neither term length or delivery method has a significant influence on student test scores as demonstrated by similar average score per term, similar standard deviation, and similar distribution pattern. Student score distribution follows a normal distribution reasonably well. The commonly used ANOVA tests were conducted to confirm that there is no statistically significant difference in student performance. A concept inventory of the geosciences can be valuable in providing a means to test if students are indeed learning geological concepts and to identify which misconceptions students are likely to enter class with so they can be addressed. Based on a set of 16 Geoscience Concept Inventory questions selected by the instructor, no difference in student performance was found between pre-test and post-test in terms of average score and score distribution. Some misconceptions were identified by the GCI, however little to no improvement was noted in the post-test. In contrast to the GCI, remarkable improvement in student learning is illustrated by the instructor-specific test. Possible reasons for this result are as follows, students may have adapted more to the individual instructor's test writing style and teaching style throughout the semester. The pre-test and post-test for the instructor given tests were assigned as a grade, perhaps prompting the student to take the test more seriously and consider the answers more carefully. The questions written are instructor-specific and course-specific, meaning that the students likely were introduced to the concept more thoroughly and multiple times.

The site investigation phase plays a vital role in any foundation design where inadequate characterisation of the subsurface conditions may lead to either a significantly over designed foundation that is not cost-effective, or an under-designed foundation, which may result in foundation failure. As such, the scope of an investigation should be dependent on the conditions at the site and the importance of the structure. However, it is common for the expense dedicated to the site investigation to be a fraction of the total cost of the project, and is typically determined by budget and time constraints, and the experience and judgement of the geotechnical engineer. However, additional site investigation expenditure or sampling is expected to reduce the financial risk of the design by reducing the uncertainties in the geotechnical system and protecting against possible foundation failures. This research has quantified the relative benefits of undertaking site investigations of increased and differing scope. This has been achieved by simulating the design process to yield a foundation design based on the results of a site investigation. Such a design has been compared to an optimal design that utilises the complete knowledge of the soil, which has only been possible due to the use of simulated soils. Comparisons between these two design types indicate the performance of the site investigation to accurately or adequately characterise the site conditions. Furthermore, the design based on the results of the site investigation have been analysed using the complete knowledge of the soil. This yields a probability of failure and, therefore, has been included in a risk analysis where the costs associated with the site investigation have been measured against the financial risk of the design. As such, potential savings in financial risk for increased site investigation expenditure have been subsequently identified. A Monte Carlo analysis has been used in this research to incorporate the uncertainties in the foundation design process. Uncertainties have been included due to soil variability; sampling errors; measurement and transformation model errors; and errors related to the use of a simplified foundation response prediction method. The Monte Carlo analysis has also provided the means to obtain results in a probabilistic framework to enable reliability and risk analyses. Computer code has been specifically developed with an aim to: generate a simulated soil that conforms to the variability of soil properties; simulate a site investigation to estimate data for a foundation design; simulate the design of a foundation and conduct a reliability and risk analysis of such a design. Results indicate that there are significant benefits to be derived from increasing the scope of a site investigation in terms of the risk and reliability of the foundation design. However, it also appears that an optimal site investigation scope or expenditure exists where additional expenditure leads to a design with a higher financial risk due to the increased cost of the site investigation. The expected savings in terms of financial risk are significant when compared to the increased investigation cost. These results will assist geotechnical engineers in planning a site investigation in a more rational manner with knowledge of the associated risks. / http://proxy.library.adelaide.edu.au/login?url= http://library.adelaide.edu.au/cgi-bin/Pwebrecon.cgi?BBID=1255275 / Thesis(Ph.D.) -- School of Civil and Environmental Engineering, 2006

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The site investigation phase plays a vital role in any foundation design where inadequate characterisation of the subsurface conditions may lead to either a significantly over designed foundation that is not cost-effective, or an under-designed foundation, which may result in foundation failure. As such, the scope of an investigation should be dependent on the conditions at the site and the importance of the structure. However, it is common for the expense dedicated to the site investigation to be a fraction of the total cost of the project, and is typically determined by budget and time constraints, and the experience and judgement of the geotechnical engineer. However, additional site investigation expenditure or sampling is expected to reduce the financial risk of the design by reducing the uncertainties in the geotechnical system and protecting against possible foundation failures. This research has quantified the relative benefits of undertaking site investigations of increased and differing scope. This has been achieved by simulating the design process to yield a foundation design based on the results of a site investigation. Such a design has been compared to an optimal design that utilises the complete knowledge of the soil, which has only been possible due to the use of simulated soils. Comparisons between these two design types indicate the performance of the site investigation to accurately or adequately characterise the site conditions. Furthermore, the design based on the results of the site investigation have been analysed using the complete knowledge of the soil. This yields a probability of failure and, therefore, has been included in a risk analysis where the costs associated with the site investigation have been measured against the financial risk of the design. As such, potential savings in financial risk for increased site investigation expenditure have been subsequently identified. A Monte Carlo analysis has been used in this research to incorporate the uncertainties in the foundation design process. Uncertainties have been included due to soil variability; sampling errors; measurement and transformation model errors; and errors related to the use of a simplified foundation response prediction method. The Monte Carlo analysis has also provided the means to obtain results in a probabilistic framework to enable reliability and risk analyses. Computer code has been specifically developed with an aim to: generate a simulated soil that conforms to the variability of soil properties; simulate a site investigation to estimate data for a foundation design; simulate the design of a foundation and conduct a reliability and risk analysis of such a design. Results indicate that there are significant benefits to be derived from increasing the scope of a site investigation in terms of the risk and reliability of the foundation design. However, it also appears that an optimal site investigation scope or expenditure exists where additional expenditure leads to a design with a higher financial risk due to the increased cost of the site investigation. The expected savings in terms of financial risk are significant when compared to the increased investigation cost. These results will assist geotechnical engineers in planning a site investigation in a more rational manner with knowledge of the associated risks. / http://proxy.library.adelaide.edu.au/login?url= http://library.adelaide.edu.au/cgi-bin/Pwebrecon.cgi?BBID=1255275 / Thesis(Ph.D.) -- School of Civil and Environmental Engineering, 2006

abstract: Conceptual change has been a large part of science education research for several decades due to the fact that it allows teachers to think about what students' preconceptions are and how to change these to the correct scientific conceptions. To have students change their preconceptions teachers need to allow students to confront what they think they know in the presence of the phenomena. Students then collect and analyze evidence pertaining to the phenomena. The goal in the end is for students to reorganize their concepts and change or correct their preconceptions, so that they hold more accurate scientific conceptions. The purpose of this study was to investigate how students' conceptions of the Earth's surface, specifically weathering and erosion, change using the conceptual change framework to guide the instructional decisions. The subjects of the study were a class of 25 seventh grade students. This class received a three-week unit on weathering and erosion that was structured using the conceptual change framework set by Posner, Strike, Hewson, and Gertzog (1982). This framework starts by looking at students' misconceptions, then uses scientific data that students collect to confront their misconceptions. The changes in students' conceptions were measured by a pre concept sketch and post concept sketch. The results of this study showed that the conceptual change framework can modify students' preconceptions of weathering and erosion to correct scientific conceptions. There was statistical significant difference between students' pre concept sketches and post concept sketches scores. After examining the concept sketches, differences were found in how students' concepts had changed from pre to post concept sketch. Further research needs to be done with conceptual change and the geosciences to see if conceptual change is an effective method to use to teach students about the geosciences. / Dissertation/Thesis / M.A. Curriculum and Instruction 2011

L’analyse des paysages, de ses dynamiques et ses processus environnementaux, nécessite d’acquérir régulièrement des données des sites, notamment pour le bilan glaciaire au Spitsberg et en haute montagne. A cause des mauvaises conditions climatiques communes aux latitudes polaires et à cause de leur coût, les images satellites journalières ne sont pas toujours accessibles. De ce fait, les événements rapides comme la fonte de la neige ou l'enneigement ne peuvent pas être étudiés à partir des données de télédétection à cause de leur fréquence trop faible. Nous avons complété les images satellites par un ensemble de de stations photo automatiques et autonomes qui prennent 3 photos par jour. L’acquisition de ces photos génère une grande base de données d’images. Plusieurs traitements doivent être appliqués sur les photos afin d’extraire l’information souhaitée (modifications géométriques, gestion des perturbations atmosphériques, classification, etc). Seule l’informatique est à même de stocker et gérer toutes ces informations. Le cloud computing offre en tant que services des ressources informatiques (puissance de calcul, espace de stockage, applications, etc). Uniquement le stockage de la masse de données géographique pourrait être une raison d’utilisation du cloud computing. Mais en plus de son espace de stockage, le cloud offre une simplicité d’accès, une architecture scalable ainsi qu’une modularité dans les services disponibles. Dans le cadre de l’analyse des photos in situ, le cloud computing donne la possibilité de mettre en place un outil automatique afin de traiter l’ensemble des données malgré la variété des perturbations ainsi que le volume de données. A travers une décomposition du traitement d’images en plusieurs tâches, implémentées en tant que web services, la composition de ces services nous permet d’adapter le traitement aux conditions de chacune des données. / Analyzing landscape, its dynamics and environmental evolutions require regular data from the sites, specifically for glacier mass balanced in Spitsbergen and high mountain area. Due to poor weather conditions including common heavy cloud cover at polar latitudes, and because of its cost, daily satellite imaging is not always accessible. Besides, fast events like flood or blanket of snow is ignored by satellite based studies, since the slowest sampling rate is unable to observe it. We complement satellite imagery with a set of ground based autonomous automated digital cameras which take 3 pictures a day. These pictures form a huge database. Each picture needs many processing to extract the information (geometric modifications, atmospheric disturbances, classification, etc). Only computer science is able to store and manage all this information. Cloud computing, being more accessible in the last few years, offers as services IT resources (computing power, storage, applications, etc.). The storage of the huge geographical data could, in itself, be a reason to use cloud computing. But in addition to its storage space, cloud offers an easy way to access , a scalable architecture and a modularity in the services available. As part of the analysis of in situ images, cloud computing offers the possibility to set up an automated tool to process all the data despite the variety of disturbances and the data volume. Through decomposition of image processing in several tasks, implemented as web services, the composition of these services allows us to adapt the treatment to the conditions of each of the data.