During a previous field trip to a local stream, students examine the stream and flood plain, evaluate evidence for high-discharge events, measure discharge, see the USGS gauging station for the stream and examine historical discharge records. Then, to prepare for hometown stream exercise, students chose a stream of personal interest to them and with at least 30 years of NWIS discharge data, and also gather personal knowledge and background information about their stream. The instructor uses Stony Brook data to model the project by downloading NWIS discharge data and using the data to a) describe the typical annual pattern of discharge, b) graphpeak annual discharge for the years of record, c) making a flood frequency graph and d) integrating background information into an analysis of the stream's discharge. Students then do this for their own streams. The activity involves students in accessing and analyzing real data, integrating background information into a technical analysis. They also gain experience with Microsoft Excel and via other students' work, learn about streams that can be quite different from their own.

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In this jigsaw-method activity on subduction zone volcanism, students apply lessons learned from four historic eruptions to the volcanic hazards associated with Mt. Rainier in the Pacific Northwest.

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Students come to this activity having already familiar with the local bedrock geology, and our local stream (it's discharge history and characteristics of the stream, its drainage basin and floodplain, and high-water events. In class, students are introduced to GIS and ArcView, and then use ArcMap to analyze the stream gradient, stream order, and drainage density of Stony Brook. Then students do the same for several major North American rivers. Finally, they move on to Mars, become familiar with some Martian data sets, and use the same tools to compare characteristics of channel-like features on the surface of Mars, to river systems on Earth. The overall task is to synthesize this information and discuss/give evidence for whether or not Earth-like river processes ever operated on Mars.

Students come to this activity familiar with the basic assumptions of plate tectonics. Using a Google Earth platform showing commonly accepted lithospheric plate boundaries as well as locations of GPS stations, students form a hypothesis about motions expected across a particular boundary. They then set about testing their hypotheses by plotting motion vectors using two independent methods.

METHOD 1: LONG-TERM "MODEL" RATES OF PLATE MOTION
Students use a "Plate Motion Calculator" to determine "model" rates of plate motion averaged over millions of years.

METHOD 2: GPS MEASUREMENTS INTERPRETED IN TERMS OF PLATE MOTION
Students interpret GPS data as near real-time rates of plate motion. RESULTS Students find that in general, plate tectonic theory holds up. However, they also discover sophisticated detail -- rates are not constant, internal deformation of plates does occur and some boundaries are "wider" than others. Student evaluations of the activity demonstrate that they feel engaged and empowered as they work with authentic data, and gain a sophisticated understanding of a fundamental theory as well as the process of doing science.

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This unit uses scientific data to quantify the geologic hazard that earthquakes represent along transform plate boundaries. Students will document the characteristics of the Pacific/North American plate boundary in California, analyze information about historic earthquakes, calculate probabilities for earthquakes in the Los Angeles and San Francisco areas, and assess the regional earthquake probability map.

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This unit builds on what students have learned about transform fault hazards to introduce the idea of risk. Students examine earthquake risk along the San Andreas Fault in San Francisco by examining public school sites around the city. Students calculate relative risk (risk = hazard probability x vulnerability x value) due to earthquake hazards at five sites, analyze different seismic hazard scenarios, communicate risks to stakeholders, and evaluate possible responses to seismic hazards. Students conclude with a summative assessment in which they reflect on the value of earthquake forecasts and warnings in mitigating risk.

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Students work in small groups to examine data and videos of earthquakes, submarine volcanic eruptions, and black smokers at submarine divergent plate boundaries, and then predict similar processes at subaerial divergent plate boundaries. The culminating activity has students use Google Earth to examine data for each plate boundary, connect seismic data with volcanic events to make connections between the style and scale of volcanic eruptions and seismic activity, and the resulting morphology of divergent plate boundaries. Data sets will include Google Earth, Smithsonian GVN, NOAA, USGS, and written accounts.

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Volcanoes typically give warning that they are coming out of dormancy and entering an eruptive phase. Being able to recognize those warning signs and take appropriate actions (e.g. evacuations) are important strategies for mitigating risk due to volcanic eruptions. In this activity, students document and interpret ground deformation and seismic activity associated with the 2010 eruption of Iceland's Eyjafjallajokull volcano, from its pre-eruption dormancy, through precursor activity, through the eruption and back into dormancy. Students learn how to recognize data characteristic of an imminent eruption and discover the time frame of precursor activity.

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In this two-day activity, students monitor an evolving volcanic crisis at a convergent plate boundary (Cascadia). Using monitoring data and geologic hazard maps, students make a series of forecasts for the impending eruption and associated risks. By the end of the activity, students will have learned the outcome of the eruption and assess the impacts of the eruption of Mount Rainier on specific locations around the volcano.
This unit begins by having students examine past volcanic eruptions at Mount St. Helens, associated with the Cascadia convergent plate boundary, through firsthand accounts by United States Geological Survey (USGS) personnel who describe their work monitoring the geologic activity and some associated impacts. During class on the first day (Unit 5), students will begin working in small groups to interpret one of three data sets used to monitor volcanic activity (seismic, gas and ash emissions, and tilt). During prework and in-class activities for day 2 (Unit 6), students will update their predictions by combining information from all three data sets in mixed groups in which students act as "experts" for a particular data set. The exercise culminates with students assessing the impacts of a simulated volcanic eruption at their assigned locations.

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In this two-day activity, students monitor a simulated evolving volcanic crisis at a convergent plate boundary (Cascadia). Using monitoring data and geologic hazard maps, students make a series of forecasts for the impending eruption and associated risks. By the end of the activity, students will have learned the outcome of the eruption and assess the impacts of the eruption of Mount Rainier on specific locations around the volcano.
This unit is a continuation of Unit 5, in which students analyzed simulated pre-eruption seismic, tilt, and gas emission data. In this, the second day of the simulation, students update their eruption forecasts based on new data (in the prework) and then (in groups in class) by combining information from multiple data sets. In class, each group assesses the vulnerability of one or more assigned locations near Mount Rainier. The exercise culminates with students assessing the impacts of the simulated eruption at their assigned locations.

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Students use Google Earth to learn about plate tectonics by exploring the topography of the earth's continents and ocean floor, the distribution of earthquakes and volcanoes, and seafloor age. They become familiar with these global data sets and understand how Earth's tectonic plates and plate boundaries are defined.

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