How can data from an impending volcanic dome-building event be used to forecast the hazard to a surrounding community? In this activity, students will examine geodetic data (GPS and lidar) and seismic data in a modified gallery walk format (for either small and large enrollment courses) to assess volcanic activity and determine the USGS alert level for the volcano. In addition, students will use a hazard map for the Mount St. Helens area to determine which towns are at risk if a large eruption occurs. An optional post-class activity asks students to develop a way to communicate possible risks to local communities.

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Online-adaptable: This unit would take a bit more effort to move to online, but if one is teaching synchronously it could still be done with interactive online lecture/discussions. The gallery walk component can also be successfully done online with some preparation. For instance, the images and questions can be available for online viewing with space available for student comments. Online groups then rotate through the stations virtually.

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This unit introduces students to the statistical concepts that are used to determine the relationships between peak flow magnitude, return periods, and societal risk. The intent is that when a student hears or uses the term "100-year flood," they understand how it is obtained. The vocabulary and techniques of flood frequency analysis (FFA) are introduced through demonstrations. In a formative assessment exercise, students will use concepts learned in demonstrations to conduct an FFA in a new river.

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How do volcanologists at the Hawaiian Volcano Observatory monitor volcanoes? In a jigsaw format, students first work in teams to learn one of the four volcano monitoring data sets (GPS, Tilt, Seismic and InSAR) and then move to mixed groups acting as USGS scientists at the Hawaiian Volcano Observatory to share their data set, learn from their teammates how to interpret the other data sets, and develop a forecast for an eruption of Pu'u O'o at Kilauea volcano.

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Note: Although the term GPS (Global Positioning System) is more commonly used in everyday language, it officially refers only to the USA's constellation of satellites. GNSS (Global Navigation Satellite System) is a universal term that refers to all satellite navigation systems including those from the USA (GPS), Russia (GLONASS), European Union (Galileo), China (BeiDou), and others. In this module, we use the term GPS even though, technically, some of the data may be coming from satellites in other systems.

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Online-adaptable: This unit would take a bit more effort to move to online but if one is teaching synchronously it could still be done with interactive online lecture/discussions. The exercise could be modified away from the jigsaw format OR the jigsaw component can be successfully done online with some preparation. To do the exercise as a jigsaw, students will need to be arranged into two different breakout groupings as the lesson progresses.

(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)

A flood occurs when the flow rate in a river exceeds the capacity of a channel to transmit water downstream within its banks. How much water can a channel transmit? Answering this question requires measurements of channel and floodplain topography, coupled with the application of the physics of flow in channels. These complex concepts are embodied in the well-known Manning's Equation. In this unit, students evaluate the geometry of river channels and floodplains using LIDAR-derived data and compute the depths and velocities of flow rates within channels using Manning's equation.

(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)

In this unit, students will design a survey (TLS and/or SfM) of a fault scarp. After conducting the survey in the field, students will analyze the data to identify the number and magnitude of possible fault displacement(s) by measuring offsets in the point cloud as well as calculate the recurrence interval of the fault based on either a known age or scarp morphometric age (or both). The goal is to create a brief report summarizing the methods used and Quaternary history of displacements on the fault. An optional extension exercise (Unit 3.5) has the students conduct a hillslope diffusion analysis is using MATLAB. Fault scarps are the topographic evidence of earthquakes large and shallow enough to break the ground surface, and are evidence of Quaternary fault activity. A primary goal of studying exposed scarps is to gain insight into the magnitude and frequency of fault slip. Scarps typically begin as step-shaped landforms and deteriorate with age through erosion. In some cases, the form of the scarp may record evidence of more than one earthquake, distinguished by a change in scarp slope. Assuming the same surface processes, the relative age of fault scarps can be determined by their morphology (shape).

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An eruption at Yellowstone could have devastating effects on large areas of the US and Canada, but what is the likelihood of such an eruption occurring? This unit has students explore seismic data for the last several decades and calculate mean recurrence intervals of seismic swarm events. Additional geodetic data (GPS, InSAR) are used to investigate whether or not seismic swarm events reflect volcanic activity. Finally, students will explain the source and causes of earthquake swarms in the context of responding to non-scientists' concerns that swarms indicate an impending eruption.

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Online-adaptable: This unit would take a bit more effort to move to online but if one is teaching synchronously it could still be done with interactive online lecture/discussions. It is recommended to keep the students working in the same breakout groups throughout for simplicity.

(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)

Students assess the risks from three different volcanoes based on the Risk Equation, Risk = Hazard x Value x Vulnerability. The three volcanoes--Fuego Guatemala, Rinjani Indonesia, and Moana Loa Hawaii--have varying characteristics, thus giving the opportunity for dynamic conversations and insights into different volcanoes and their affected communities. The final group product is a table that helps students to identify the volcano that poses the greatest risk and thus most needs monitoring. Students must present a clear rationale for why it is selected over other volcanoes, taking into consideration the volcanic hazards, population characteristics, and infrastructural vulnerabilities for each volcano. Students also complete a preparatory exercise on the characteristics of different Volcanic Explosivity Index (VEI) eruptions.

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Online-adaptable: This unit would take a bit more effort to move to online but if one is teaching synchronously it could still be done with interactive online lecture/discussions. The exercise could be modified away from the jigsaw format OR the jigsaw component can be successfully done online with some preparation. To do the exercise as a jigsaw, students will need to be arranged into two different breakout groupings as the lesson progresses.

(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)

Applications of geodetic imaging in geomorphology research often center on monitoring and detecting change within a system over time. Since most geomorphic systems evolve over longer time periods -- months, years, or more -- than available in a typical field course, this unit of the module may be entirely lab-based. Or you may have students collect data -- of a fluvial system, landslide, or other geomorphic feature -- if the feature they survey has a previously collected data set upon which to compare their new data set. The goal of this unit is to teach students to transform point clouds of a feature taken some time apart into DEMs. The DEMs are then subtracted to calculate the elevation change over time.

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Most often, we characterize floods based on their return periods. Considering new land developments and the changing climate, what was once a 100-year flood may change over time. Thus, if we are going to experience the previously defined 100-year flood more frequently, the new 100-year flood may be what was a 500-year flood before. One may then wonder what will be the impact of this 500-year flood compared to a 100-year flood? Is it five times bigger and more damaging than a 100-year flood? The goal of this Unit 5 is to let students quantify floods for 100 and 500 year return periods, and map the corresponding flood inundation extents. The students will then use these results to see how the flood magnitude and the inundation area changes for these floods. The final inundation maps can also be used to estimate key infrastructure that may be vulnerable.
This unit serves as the Summative Assessment for the module. Data sets are provided for students to apply concepts learned in prior units to a new scenario. As with Unit 4, this unit uses HEC-RAS. It can be done by students largely outside of class time.

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This series of informative graphics provide a regional overview of US energy resources.

This is a comprehensive project using the Highland Road Park Observatory camera. This project encompasses the formal portions for both written and spoken communication, and carries 55% of the course credit.

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The Data Management and Sharing Plan (DMSP) Tool, or DMPTool, is a free resource for anyone to use that helps researchers create data management sharing plans as they write their funding proposal.

By the end of this tutorial, you will be able to:
- Log in to the DMPTool as an institutional affiliate.
- Access and use existing data management plans and templates.
- Identify project details for your plan that meet funder and institutional guidelines.
- Identify research outputs needed to meet funder and institutional guidelines.
- Request expert feedback for your plan.

Recall the steps to save, download, and submit your plan to your Research Administrator and submit updates as your project progresses.

A resource developed and maintained by the Utah Historical Society aligned to Utah grade level core standards

The U.S. Department of Veterans Affairs and the Veterans Day National Committee are pleased to provide
you with this Teachers Resource Guide.

There are about 18 million Veterans living among us, in every state and territory and from every walk of life. Students in your class may be the son, daughter, cousin, or other relative of a Veteran or current service member. By engaging in discussion about these crucial members of our society, your students will be able to hear from and about those who helped shape U.S. history.

This resource guide, along with another group of America’s finest — our teachers — will allow your students to learn more about the role our brave Veterans have played in defending and preserving our nation. It is our hope that by thanking America’s Veterans and their families for their service and sacrifice, we can reward them with the honor they so richly deserve.

The video clips in the library were selected to provide opportunities for awareness and reflection in a class, training, or coaching session. Use the categories and tags to narrow down the list based on age, setting, developmental domain, content area, and other criteria - or use the Search box to look for a specific term.

Students create an essay to respond to the question: "What virtues does our society need to foster in people in order for us to be able to respond appropriately to climate change?"

(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)