Earth Science in 3D

Inferring 3D structures from 1–2D data (e.g., maps or seismic profiles) and communicating this reasoning clearly are central skills in geoscience. Developing strong competencies in 3D observation, interpretation, and visualization is therefore a core learning objective across several Earth science courses.

This project uses the bachelor-level Structural Geology lecture as its primary implementation case. In this course, students are required to reconstruct the 3D geometry of folds, fractures, and related structures from limited 2D information with a high degree of confidence. Traditionally, these skills are practised using 2D teaching materials, a limited number of physical hand specimens, and field courses. However, access to specimens and field exposure is restricted in time, which can limit practice opportunities and affect learning outcomes for many students.

To address this challenge, we will create a curated library of high-quality 3D scans of instructive hand specimens from the ETH Earth Science Collections, focusing on examples commonly used in structural analysis. The 3D models will be provided through a dedicated interactive viewer with guided, information-rich annotations that support classroom activities, structured self-study, and examination settings. The library is designed to be transferable to other courses (e.g., BSc Dynamic Earth and potentially others). Selected models may also be repurposed for outreach activities, such as interactive exhibits or online content, in collaboration with the focusTerra museum, while simultaneously showcasing highlights from ETH’s Earth Science Collections.

Core project goals and educational outcomes

Project goal:

• Build a scalable, browser-based learning and assessment resource by creating a curated library of high-fidelity 3D “digital twins” of structural geology hand specimens and integrating them stepwise into an educational viewer with instructor-authored guidance (annotations, viewpoints, and prompts). The project aims to increase equitable access to specimens, enable deliberate practice, and support the assessment of transferable 3D interpretation skills.
• Improve 3D observation and interpretation skills.
  Students will be able to reliably describe and interpret 3D geological structures (e.g., folds, faults, and fabrics) and infer 3D geometries from 2D sections or outcrop images using evidence from both physical specimens and corresponding 3D models.
• Increase deliberate practice and equity of access. Students will gain 2–3 times more hands-on time with the same specimen set through a combination of in-class activities and self-study opportunities. This supports learners with different levels of prior experience in 3D visualisation.

Enabling deliverables and work phases

A) Curated 3D model library for teaching (digital twins and viewer integration)

Phase 1:
(i) Produce 30 high-fidelity 3D hand-specimen models as standalone “naked” models (i.e., primary data in .obj format, including annotated meshes with complete embedded metadata).
(ii) Integrate the first batch: select 15 of the 30 models and incorporate them into the educational viewer with instructor-authored learning scaffolds, ready for Spring 2027.
(iii) Implement stepwise evaluation (e.g., structured student feedback) during and after the Spring 2027 deployment and use the results to refine the annotation scheme and learning tasks for the remaining models.

Phase 2:
(i) Prepare and integrate the remaining 15 models into the viewer, applying the improvements identified during Phase 1, so that all 30 teaching models are fully annotated and viewer-ready for Spring 2028.
(ii) Conduct a final evaluation across the complete model set, integrate the findings, and finalise the annotated library and accompanying documentation by August 2028.

B) Assessment-ready model set (exam-only)

(i) Create a separate set of approximately 30 comparable 3D models reserved for examinations in order to assess transfer to unfamiliar material.
(ii) Develop examination questions and tasks for these 30 3D models.
(iii) Collect basic usage statistics and structured student feedback to iteratively refine tasks and assessment criteria.

C) Transferability

Although the project is initially piloted in Structural Geology, the workflow (scanning → “naked” 3D models → batch viewer integration → annotation and evaluation) is designed for reuse in other courses and for additional object types.

This project builds institutional know-how for teaching with 3D objects and establishes workflows that can be applied across disciplines. The experience, expertise, and tools developed through the project can be transferred to other Earth science subdisciplines — both object-based fields (e.g., mineralogy: crystal forms; sedimentology: 3D sediment bodies; palaeontology: fossil structures) and concept- or model-based fields (e.g., climatology, digital mapping, and geophysics).

In addition, the approach can support excursions and field-based teaching. While 3D outcrop models already exist, they become truly effective teaching tools only when complemented with targeted annotations and explanatory sketches.

The project creates added value for several groups:

• Students: Equal access to key specimens beyond limited classroom handling time enables repeated practice at home, strengthening observation skills, 3D reasoning, and evidence-based interpretation.
• Lecturers: Reusable annotated materials make object-based teaching feasible for larger cohorts and support guided self-study as well as assessment preparation.
• Programmes/Departments/ETH: Collaboration with the ETH Library DigiCenter, as a central service, makes the workflow directly transferable to other ETH units. An in-house solution is more cost-effective than outsourcing, leverages existing ETH expertise, and avoids duplicating specialised infrastructure and know-how across departments.
• Wider public: The project outputs will be publicly accessible. Experience from similar projects shows regular use by interested lay audiences and schools, while also showcasing unique highlights from ETH Zurich’s collections.