Prior to this lab exercise, students discuss general physical differences between the planets Earth, Moon and Mars, and why these physical differences exist. They use globes and global data sets in lecture to investigate large-scale patters, similarities and differences between these bodies. They discuss methods by which planetary geologists study the surfaces of other planets. While working on this laboratory exercise, they use maps of the Earth, Moon and Mars (both geologic and topographic) as well as data from missions such as Clementine, MOLA, and HRSC, which they obtain online. The investigate impact crater morphology between the Earth and Moon; comparative planetary geology in the form of fluvial, tectonic, and volcanologic comparisons of Earth and Mars; and complete a geologic map and history of a region of Mars using only orbital images and data sets.

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Think-pair-share and jig-saw activity asking students to study and compare subsidence curves from different tectonic settings.

In this exercise, students use whole-rock major- and trace-element compositions of volcanic rocks to explore the origins of compositional variation in igneous suites. With the help of detailed step-by-step instructions, datasets from the Yellowstone and Crater Lake calderas are downloaded from the GEOROC database, imported into Excel spreadsheets, and graphed in the form of "Harker" diagrams to learn about the different petrogeneses of these two volcanic suites.

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Conceptests are single item multiple choice questions given in the middle of a lecture to assess students' learning of basic concepts. Because Conceptests are projected during class, it is relatively easy to include snippets of data. Students' understanding of the target concepts can then be assessed based on how well they interpret the data rather than how well they answer verbal questions. The Conceptests on this website use bathymetric data from mid-ocean ridges (MOR's) and test students' understanding of MOR volcanism, plate motion direction, seafloor aging, and sedimentation.

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Students will use map views and cross-sectional profiles across the Red Sea to determine plate tectonic processes in the region. Google Earth is a technological tool used to facilitate the investigation.

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During this demo, participants use springs and a map of the Pacific Northwest with GPS vectors to investigate the stresses and surface expression of subduction zones, specifically the Juan de Fuca plate diving beneath the North American plate.

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The following topical questions and selected resources are designed to guide you in an introductory exploration of the Cretaceous superplume event. The resources linked from this page include an assortment of web- and non-web resources, published papers, abstracts, graphics, and animations. Direct links to web resources are followed by a "more info" link that gives a short description of the web resource. These resources by no means comprise a comprehensive treatment of the literature on the subject, but should at least give you a place to start in your study of the Cretaceous superplume event.

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Each student independently researches a major ancient or active regional fault, which she/he has selected from a list provided by the instructor. Each student prepares text and figures that present location, geologic column, map and cross-sectional characteristics, kinematics, mechanics, and plate tectonic significance. Students present results in a poster session to classmates, teaching assistants, instructor, and guests (e.g., other faculty and students).

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In class, have students make a simple sketch of an outcrop shown in a slide (or computer projection) then discuss possible interpretations.

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Research-grade Global Positioning Systems (GPS) allow students to deduce that Earth's crust is changing shape in measurable ways. From data gathered by EarthScope's Plate Boundary Observatory, students discover that the Pacific Northwest of the United States and coastal British Columbia -- the Cascadia region - are geologically active: tectonic plates move and collide; they shift and buckle; continental crust deforms; regions warp; rocks crumple, bend, and will break.

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Trench logs of the San Andreas Fault at Pallett Creek, CA are the data base for a lab or homework assignment that teaches about relative dating, radiometric dating, fault recurrence intervals and the reasons for uncertainty in predicting geologic phenomena. Students are given a trench log that includes several fault strands and dated stratigraphic horizons. They estimate the times of faulting based on bracketing ages of faulted and unfaulted strata. They compile a table with the faulting events from the trench log and additional events recognized in nearby trenches, then calculate maximum, minimum and average earthquake recurrence intervals for the San Andreas Fault in this area. They conclude by making their own prediction for the timing of the next earthquake. While basically an exercise in determining relative ages of geologic horizons and events, this assignment includes radiometric dates, recurrence intervals, and an obvious societal significance that has been well received by students.
With minor modifications, this exercise has been used successfully with elementary school students through university undergraduate geology majors. Less experienced students can work in groups, with each group determining the age of a single fault strand; combining the results from different groups and calculating recurrence intervals can then be done as a class activity. University students in an introductory geology course for non-majors can add their data from the trench log to an existing table with other faulting events already provided. The exercise can be made more challenging for advanced students by using logs from several different trenches, requiring students to design the table themselves, and giving students the uncertainties for the radiometric dates rather than simple ages for the strata. Most students -- at all levels -- are initially frustrated by their inability to determine an exact date of faulting from the available data. They gain a new appreciation for the task of the geoscientist who attempts to relate geologic phenomena to the human, rather than geologic, time scale.

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This is an advanced subject in computer modeling and CAD CAM fabrication, with a focus on building large-scale prototypes and digital mock-ups within a classroom setting. Prototypes and mock-ups are developed with the aid of outside designers, consultants, and fabricators. Field trips and in-depth relationships with building fabricators demonstrate new methods for building design. The class analyzes complex shapes, shape relationships, and curved surfaces fabrication at a macro scale leading to new architectural languages, based on methods of construction.

Students are initially assigned to one of four maps of the world: Seismology, Volcanology, Geochronology or Topography. They are also given a map of the world's plate boundaries and are asked to classify the boundaries based upon the data from their assigned map. Students are then assigned to a tectonic plate, such that each plate group contains at least one "expert" on each map. As a group, they must classify their plate's boundaries using data from all four maps. Recent volcanic and seismic events are discussed in the plate tectonic context. Has minimal/no quantitative component Uses geophysics to solve problems in other fields

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The exercise is built around 4 global data maps: 1) Earthquake location and depth, 2) Location of recent volcanic activity, 3) Seafloor Age, and 4) Topography and Bathymetry
The exercise is based on the "jigsaw" concept, mixing the students to work in different groups during the exercise. DPB includes opportunities for all students to make oral presentations to their fellow students. The exercise is done over about 3 hours. I usually do it in 50 minute periods on three separate days, but it can also be done in a three hour lab period.
Although the data used in DPB are state-of-the-art, the exercise does not depend on student access to computers. Unlike many others, this exercise is based on observation and classification, rather than learning computer data manipulation skills.
The students enjoy DPB and many report it as the best activity of their semester! I hope that you will find it useful in your classroom!

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In this series of inquiry-based exercises about volcanoes and plate tectonics, students will collect, plot, and interpret data and finish with a role-playing activity and a virtual field trip.

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This exercise begins with a field trip to the San Gabriel Mountain foothills near our campus. Students are given a set of topographic maps and asked to follow our progress as we hike into a small drainage basin in the Claremont Wilderness Park. Through interactive discussion, we explore regional landscape and the geomorphic form, function, and processes of a drainage basin system. Students are expected to complete their assignment on drainage basin analysis during the following week, working from the maps provided. Students are asked to identify the basic landscape units in the San Gabriel Mountain foothill region, delineate a set of drainage basins, and analyze the geomorphic characteristics of these basins using longitudinal profiles and morphometric indices. From this information, they are expected to draw basic conclusions about the geomorphic processes affecting this landscape system, and its relative state of equilibrium.
Designed for a geomorphology course

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DATA: Sea Floor Age, Volcano and Earthquake Distributions. TOOL: My World GIS. SUMMARY: Identify relationships among sea-floor age, earthquakes, and volcanoes to understand how they support the theory of plate tectonics.

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DATA: Recent and Historical Earthquake Data. TOOL: ArcExplorer Java Edition for Education GIS. SUMMARY: Explore earthquake data and import them into a Geographic Information System (GIS). Analyze the data to predict where the next big earthquake will occur.

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DATA: Seismic Wave Model Output. TOOLS: My World GIS, Microsoft Excel. SUMMARY: Examine seismic wave data in a Geographic Information System (GIS). Analyze wave velocities to infer the depth of the crust-mantle boundary.

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DATA: Topography, EQs, volcanoes, seafloor ages. TOOL: Browser, Learning with Data CD-ROM. SUMMARY: Examine and interpret images to write a paper supporting the Theory of Plate Tectonics.

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