Trout Fishing in the Yosemite Valley

1869 ◽  
Vol 3 (10) ◽  
pp. 519-522 ◽  
Author(s):  
J. D. Caton
Keyword(s):  
Yosemite Valley

Rock-fall hazards in the Yosemite Valley

1998 ◽  
Author(s):  
G.F. Wieczorek ◽  
M.M. Morrissey ◽  
Giulio Iovine ◽  
J.W. Godt
Keyword(s):  
Rock Fall ◽  
Yosemite Valley

Rock-fall potential in the Yosemite Valley, California

1999 ◽  
Author(s):  
Gerald F. Wieczorek ◽  
Meghan M. Morrissey ◽  
Giulio Iovine ◽  
Jonathan Godt
Keyword(s):  
Rock Fall ◽  
Yosemite Valley

APATITE 4HE/3HE THERMOCHRONOLOGY AND THE TOPOGRAPHIC DEVELOPMENT OF YOSEMITE VALLEY, CALIFORNIA

2019 ◽  
Author(s):  
Alka Tripathy-Lang ◽  
◽  
Matthew Fox ◽  
David L. Shuster ◽  
Kurt M. Cuffey ◽  
...  
Keyword(s):  
Yosemite Valley

scholarly journals From Virtual Field Trip to Geologically-Reasoned Decisions in Yosemite Valley

2021 ◽  
Author(s):  
Nicolas C. Barth ◽  
Greg M. Stock ◽  
Kinnari Atit
Keyword(s):  
Spatial Information ◽  
Opportunity To Learn ◽  
Field Trip ◽  
Google Earth ◽  
Learning Goals ◽  
Spatial Skills ◽  
Yosemite Valley ◽  
Wide Range ◽  
Virtual Field ◽  
Virtual Field Trip

Abstract. This study highlights a Geology of Yosemite Valley virtual field trip (VFT) and companion exercises produced as a four-part module to substitute for physical field experiences. The VFT is created as an Earth project in Google Earth Web, a versatile format that allows access through a web browser or Google Earth app with the sharing of an internet address. Many dynamic resources can be used for VFT stops through use of the Google Earth Engine (global satellite imagery draped on topography, 360° street-level imagery, user-submitted 360° photospheres). Images, figures, videos, and narration can be embedded into VFT stops. Hyperlinks allow for a wide range of external resources to be incorporated; optional background resources help reduce the knowledge gap between general public and upper-division students, ensuring VFTs can be broadly accessible. Like many in-person field trips, there is a script with learning goals for each stop, but also an opportunity to learn through exploration as the viewer can dynamically change their vantage at each stop (i.e. guided discovery learning). This interactive VFT format scaffolds students’ spatial skills and encourages attention to be focused on a stop’s critical spatial information. The progression from VFT to mapping exercise to geologically-reasoned decision-making results in high quality student work; students find it engaging, enjoyable, and educational.

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