This module introduces students who are already familiar with GIS to doing comparative analyses with large-scale community science (often called citizen science) data sets. Students will explore how we can use community science data to examine the spread and distribution of invasive species in different geographic locations. In the final step, students will identify different invasive species and determine if community science data accurately maps the threat these species pose.

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Instruction on use of Fisher statistics to determine the mean and 95% confidence interval of geological vectors, lines or planes, with examples, problems and an Excel spreadsheet for computation.

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In this homework assignment students are asked to consider the balance of forces on a hill slope using the Factor of Safety.

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This project helps familiarize students with data commonly available from well drillers, the Department of Natural Resources and Conservation, and the Montana Bureau of Mines and Geology. Such data is often used to produce consulting reports. In this exercise, students practice working with available data and writing a consulting report while working on a real project of local interest. The question involves the probability of success in drilling a large well for a new county park. Students are given various maps and are guided through the use of a statewide database that contains well logs and well data. The outcome is a written report that describes the location and general geology of the site, uses the available data to summarize the types of materials that a driller might encounter, answers the questions that the client is interested in, and identifies problems or advantages presented by the groundwater system as indicated by available data.

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Given that humans historically have heavily used rivers and the lands along them for agriculture, transportation and other activities, how does human impact currently affect riparian ecosystems in a rural region? Students will address this question through several activities.

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The project is designed to allow students the opportunity to apply the knowledge and skills learned during the 'Active Tectonics and Remote Sensing' course. Over the first half of the course, students learn about remote sensing approaches, digital topography, seismicity patterns and geodesy, plus how these can capture various features of the tectonics of an active area. In the project, which runs during the second half of the course, students are asked to bring all available data (available online or in the literature) to bear on a selected continental area, to identify evidence for the tectonic activity that occurs there. Students are asked to highlight this evidence in a Google Earth dataset, which could include image overlays, annotations and markers, to indicate particular features of interest. Examples of highlighted features could include geomorphic features such as deflected or offset drainages, faceted mountain fronts or incised canyons, or linear trends seen in topography, seismicity or vegetation abundance.

The project is assessed via a written report and class presentation, which must refer to the Google Earth dataset. Students are instructed to choose an area located somewhere other than California, to broaden their horizons/address an otherwise California-centric world view.

Keywords: Google Earth, geomorphology, active tectonics

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First assignment of the course

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Atmospheric methyl chloroform concentration is modeled as an extension of the generic water tank structure. Simulated and observed concentrations are used to estimate the global atmospheric lifetime of methyl chloroform and its 1989 to 2009 emission history.

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This is a laboratory based assignment that is for Introductory level geoscience classes (Physical Geology, Historical Geology, Earth Science) that brings an authentic research experience to your students. In the assignment, students are asked to process and interpret screenwash from the 2004 Aurora Mastodont Project, and to contribute authentic research results to the ongoing post-dig analyses. Students then contribute their results to a database to compare theirs to their colleagues around the country. This is an ongoing and free exercise available by requesting samples of screenwash (details below). This is one of several exercises that I ask my Earth Science students to complete as an introduction to the nature of science and the geosciences, that I call GSI (GeoScience Investigations) which was presented as a poster during the 2013 GSA in Denver.

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This objective of the lab is to have students think as much about sampling and survey design as the EM and GPR methods. Students will draw on our discussions in class, and also draw on your own experiences and logic. Their goal of will be to design
a survey-using each technique-based on the fictitious objectives and constraints I outline. Students then present your data and interpretations in a written and oral report, and then create a revised plan based on your experiences in the field.
Addresses student fear of quantitative aspect and/or inadequate quantitative skills
Uses geophysics to solve problems in other fields
Addresses student misconceptions

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Students utilize the historical imagery function in Google Earth to determine the position of a barrier island on two different images collected in 1995 and 2013; they also compare to different topographic maps, one created in 1994 and the other in 2011. They use the measure tool in Google Earth to determine how far the island has migrated. They then calculate the migration rate, how far it would migrate in a give time period, and how long it would take to migrate a given distance. Finally, students navigate to a variety of locations to identify coastal landforms.

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This document includes two activities related to earthquake base isolation. Learners explore earthquake hazards and damage to buildings by constructing model buildings and subjecting the buildings to ground vibration (shaking similar to earthquake vibrations) on a small shake table. Base isolation a powerful tool for earthquake engineering. It is meant to enable a building to survive a potentially devastating seismic impact through a proper initial design or subsequent modifications. The buildings are constructed by two- or three-person learner teams.

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This baseflow recession exercise will help students build skills in analyzing time series data in a spreadsheet. It should also open their eyes to the variation in streamflow, both at a single location over a year, and between locations across the US. Data have been gathered from 6 locations across the US. Each student is tasked with characterizing streamflow decline (baseflow recession) after precipitation events.

Index terms: hydrology, streamflow, baseflow recession

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This assignment reviews basic of chemistry for students who should have had 2 introductory semesters of basic chemistry prior to enrolling in the Fundamental of Water Quality course for which the assignment is used. Assignment reviews basic equation balancing and questions about valence and concentration conversion that students will confront regularly in any geochemistry course.

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In this project, students interpret a high-resolution image of result from an experimental run of the Jurrasic Tank sedimentation simulator at the St. Anthony Falls Lab at the University of Minnesota. They are expected to interpret depositional environments, characterize simulated stratigraphic sections, and interpret the overall sedimentary architecture of the simulated basin. All of these observations are to put together onto a poster which is the final product of the project.

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This is an Excel spreadsheet and graph that illustrates standard "batch" and Rayleigh decarbonation models and how they can be used to detect fluid infiltration during metamorphism of carbonates. It makes a good lecture demonstration, but with a few modifications can be turned into a laboratory exercise. Key variables are "hotlinked" directly into the batch and Rayleigh models so students can adjust them to get a feel for the influence of different model parameters. The included carbon isotope data are from marbles in the Jervois region, central Australia (Cartwright et al., 1997). Oxygen isotope data are also included in the spreadsheet.

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This is one component of the Rupturing Continental Lithosphere suite of mini-lessons.
Students investigate the morphology of rifted margins by creating topographic/bathymetric maps and profiles across the Red Sea and the Gulf of California (using GeoMapApp ), and describe north-to-south variations in basin morphology in the Gulf of California (including making graphs using Excel).
This lab exercise will allow students to examine the roles of structural evolution, sedimentation, and physical and chemical evolution of the crust in the rifting process. This lesson can act as an introduction to more detailed examinations of the roles of sedimentation and obliquity in rifted margins.

Participants learn what to do before, during, and after a potentially damaging earthquake. They brainstorm valuable components for an emergency supplies backpack and then present on their ideas. The primary resource is the booklet Are you prepared for the next big EARTHQUAKE in Alaska?

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This activity provides students with an in-class practice of landscape interpretation using slides of beaches shown by the instructor. Students view a select number of slides and are asked to classify each beach shown using the Wright and Short Beach Classification: dissipative, reflexive, and intermediate by visually identifying landforms and processes of each beach type. The outcome of this activity is that students have practice identifying landforms and processes and applying their observations and interpretations of geomorphic features and processes for an applied purpose.
Designed for a geomorphology course
Has minimal/no quantitative component

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During the course of the day, students examine the high-grade metasupracrustal rocks, related gneisses, and the late Archean granitoids and mafic dikes. We have prepared a number of exercises that might be done with classes at different levels. Depending on the background and preparation of your class you might want to emphasize different learning skills specific to the class level: observation, interpretation, integration (i.e. multiple lines of evidence focused on a given problem), and synthesis (i.e. relationship to the "big picture", drawing from the corpus of geologic knowledge). We have also prepared a compilation of our key scientific results, but these are under seal and we'd like you to do the exercises first as if you were students before taking a look at the supporting evidence.

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