I. Results of Prior NSF Support

(written by Don)

II. Introduction
	Teaching science using a "learn by doing" philosophy is not new (that old ref, from about 1900), but its application using the modern tools of virtual reality is only now becoming an actuality. Students can now take on the role of scientists in virtual worlds that provide access to environments that are difficult or impossible to visit in the real world. They can hypothesize, carry out experiments, evaluate data, and make scientific conclusions, in short, learn the scientific method in new and stimulating ways.
	A number of virtual laboratories have been implemented as software or as web experiences. These laboratories might show the student pictures of petrographic thin sections (http://geologyindy.byu.edu/Petroglyph/Petrohome.htm), or ask them to make calculations in an interactive environment (http://roxy.geo.ucalgary.ca/glgy431/index.html; http://www.science.ubc.ca/~geol323/acttutor/). Many of these "virtual laboratories" are an important type of electronic replica of a conventional  laboratory experience. We, however, propose a new direction in virtual environments: an interactive, multi-user, role-playing experience that facilitates a student's "Journey to the Center of the Earth."

The Third Dimension

	We propose to move in a new direction by engaging students in learning the structure and composition of the bulk Earth.  It is obviously impossible for students to pass through the Earth's crust and measure the physical-chemical properties of the mantle and core. However, the student can do so in a synthetic environment, in which each student would act as a geologist and be asked to evaluate credible geologic situations. Within this environment, students would use synthetic measuring devices to collect and evaluate data.
	Through development of the Geology Explorer, we have successfully implemented a synthetic surface environment for learning the logic of mineral and rock identification. In this new simulation, students will be given a plausible goal, for example, to locate and report the location of diamond at its source in the mantle. At the beginning of their journey, students will acquire special virtual tools that will allow them to measure the chemical composition, viscosity, density, seismic velocity, and other parameters as they move through the bulk Earth. They will make "field" observations, conduct experiments, and generally behave as a geologist would if it were possible to, for example, stand on a subducting slab, or on the outer core/inner core boundary. By accomplishing their goal, the students will have demonstrated mastery of several important geologic concepts and procedures, and therefore mastery of the material. 
	This interactive and innovative web-based pedagogical concept can be tailored to various audiences. We will be able to address the needs of any visitor, from school children, to college non-geology majors, to geology majors as well as members of the public.