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1. Characteristics of Cu and U-V Deposits in the Paradox Basin (Colorado Plateau) and Associated Alteration

   Barton, I.; Barton, M.D.; Thorson, J. (September 2018, Guidebook series)

   The complex, 300-m.y. evolution of the Paradox Basin featured numerous paleofluids of diverse types. Their flow through rocks, and interactions with each other and with the rocks, created zones of alteration and mineralization that are still visible today. Studying these provides valuable insights into the processes of paleofluid flow and rock alteration, not only in the Paradox Basin, but in basinal systems worldwide. This article presents some preliminary geological and mineralogical descriptions of altered (± mineralized) areas that we will visit on the field trip and discusses their implications for the nature, timing, and effects of paleofluid flow in the Paradox Basin. This work is part of an ongoing study of paleofluids in the Paradox Basin, so all results presented here are preliminary and are necessarily incomplete. For geologic and geochemical background, the reader is referred to the introductions by Jon Thorson (2018) and Mark Barton et al. (2018). Figure 1 provides a schematic overview of the stratigraphy and the stratigraphic distribution of some of the alteration and mineralization features we will see on the field trip. 

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2. Examining Urban, American, Middle-School Students’ Divergent Views of Nature Before and After a Field Trip to a University Field Station and Nature Preserve

   https://doi.org/10.1007/s11256-018-0473-x  

   Ramlo, Susan (January 2018, The Urban Review)

   Nature field trips offer opportunities for urban students’ exploration, discovery, and learning which they may not experience otherwise. Seventh grade students at an economically disadvantaged urban school in the US Midwest sorted statements related to school, nature, and science before and after their field trip experience. These sorts provide a snapshot of students’ subjective thoughts on the topic. The statements were developed from student writings from the previous year’s 7th grade field trip. As a qualitatively focused mixed method, Q methodology [Q] requires only a relatively small group of participants (here just under 50). The sorts were then statistically grouped based on similarity of the sorts with the resulting three perspectives: Active Nature Learners, Not a Nature Lover, and The Environmentalists. Thus, Q provided differentiation of student views about nature before and after the field trip. Thirty-percent of those who provided sorts before and after the field trip changed their viewpoint to one that was more positive about nature (Active Nature Learners) or the environment (The Environmentalists). Students’ written comments and the descriptive viewpoints stakeholder feedback that can be used for program improvement. For instance, The Environmentalists view provides an outcome goal for the field trip experience for students. 

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3. Engineering Explorations: Connecting K-12 classroom learning and field trip experiences through engineering design

   Harlow, D. (July 2021, 2021 American Society for Engineering Education Conference Proceedings)

   null (Ed.)

   Interactive science centers are in a unique position to provide opportunities for engineering education through K-12 field trip programs. However, field trip programs are often disconnected from students’ classroom learning, and many K-12 teachers lack the engineering education background to make that connection. Engineering Explorations is a 3-year project funded by the National Science Foundation (NSF) program Research in the Formation of Engineers (RFE) (EEC-1824856 and EEC-1824859). The primary goal of this project is to develop and test engineering education modules that link K-12 students’ classroom learning to field trip experiences in an interactive science museum, increasing student learning and extending the field trip experiences. Each Engineering Explorations module consists of one 50-minute field trip program completed at an interactive science center and curriculum for three 50-minute lessons to be implemented by the classroom teacher before (2 lessons) and after (1 lesson) the field trip program. Our paper will present both development and research outcomes. 

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4. Extending Engineering Learning Beyond Field Trips

   Muller, Alexandria; Connolly, Tarah; Skinner, Ron; Harlow, Danielle (October 2020, Science and children)

   null (Ed.)

   We worked with local K–6 teachers to develop lesson plans that would connect a 50-minute engineering design challenge, completed during a field trip, to the students’ classroom learning. The result was a model for designing pre-visit classroom activities that develop students’ familiarity with phenomena, tools, and processes that will be used during the field trip and post-visit classroom activities that provide students with opportunities to reflect on some of their field trip experiences. While the field trip activity alone is an exciting and productive learning opportunity, students who complete the full set of classroom and field trip activities participate in a richer experience that engages them in more of the practices of science and engineering and more fully develops the disciplinary core ideas related to engineering and physical science. Each Engineering Exploration module includes four activities: an engineering design activity completed during a field trip to an interactive science museum, accompanied by two preactivities and one post activity done in students’ classroom and facilitated by their elementary school teacher. While each classroom activity was designed to take no more than 50 minutes, many teachers found it valuable to extend each lesson to allow for deeper discussion and engagement with the activities. The classroom experiences presented here are associated with a field trip program in which students iteratively design a craft out of paper and tape that will hover above a “fire” (upward moving column of air) while carrying a “sensor” (washer). The classroom activities surrounding this field trip help students develop conceptual understandings of forces to navigate the engineering design challenge. 

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5. Inoculation of Maize Ears with Fusarium graminearum to Study Gibberella Ear Rot

   https://doi.org/10.1101/pdb.prot108641  

   Lipps, Sarah; Sorensen, Peyton; Krone, Mara; Mideros, Santiago; Jamann, Tiffany (June 2025, Cold Spring Harbor Protocols)

   Maize is an important food and fuel crop globally. Ear rots, caused by fungal pathogens, are some of the most detrimental maize diseases, due to reduced grain yield and the production of harmful mycotoxins. Mycotoxins are naturally occurring toxins produced by certain fungal species that can cause acute and chronic health issues in humans and animals that consume mycotoxin-contaminated grain. Pathogens can infect the developing ear through silks, or through wounds in the ears produced by pests. Plants naturally develop genetic resistance to pathogens. The maize genes involved in resistance to the pathogen may be different, depending on whether the ear was infected via silks or wounds. To differentiate between these two forms of resistance, natural infections can be reproduced by injecting inoculum through the silk channel, or by producing wounds using a needle, and introducing inoculum directly onto developing ears. Our protocol describes a technique used to inoculate developing maize ears withFusarium graminearum, one of the fungal species that causes ear rot. We describe both silk channel and side needle inoculation techniques. Our protocol uses a backpack inoculator for both methods of infection, allowing for high-throughput inoculations, which are necessary for large field experiments. After harvest, the ears are visually rated on a percentage of disease scale. The protocol results in quantitative data that can be used for research on elucidating genetic resistance to fungal pathogens to assist breeding selections, and to understand plant–pathogen interactions of ear rots in maize. 

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