Abstract. In this paper we discuss the use of three-dimensional (3-D) imagery and virtual field trips to teach lower level (i.e. K-14 level) geoscience courses. In particular, 3-D pdfs can be used to either prepare students for, or completely replace, a field trip when logistical problems make the actual trip too difficult to be effective or when some students need an alternative accommodation. Three dimensional images can replace or supplement classroom activities, such as the identification of rocks and minerals from hand samples or the identification of geologic structures from 2-D photographs and limited field observations. Students can also become involved in data collection and processing to further their understanding of photogrammetry and visualization. The use of 3-D imagery can make additional time available to instructors to cover more advanced topics and teach students more about the role of science in geologic research. We use an example from Cristo Rey, New Mexico, where dinosaur footprints and tracks are present but difficult to see in many cases and often in places that are hard to access for many people. At this site, approximately 10,000 photographs were collected and processed as 3-D images to show one approximately 72 m2 area of known footprints. However, we also conducted some very simple digital manipulations of the images that allowed us to identify new footprints and tracks that were not apparent when viewed in the field. The photographs and 3-D images have been donated to the Insights museum that owns the fossil site and they are now being used to develop educational materials and lessons for the nearby communities.
Introduction to teaching science with three-dimensional images of dinosaur footprints from Cristo Rey, New Mexico