Rapid changes at Earth's surface, largely in response to human activity, have led to the realization that fundamental questions remain to be answered regarding the natural functioning of the Critical Zone, the thin veneer at Earth's surface where the atmosphere, lithosphere, hydrosphere and biosphere interact. EARTH 530 will introduce you to the basics necessary for understanding Earth surface processes in the Critical Zone through an integration of various scientific disciplines. Those who successfully complete EARTH 530 will be able to apply their knowledge of fundamental concepts of Earth surface processes to understanding outstanding fundamental questions in Critical Zone science and how their lives are intimately linked to Critical Zone health.

In this activity we work students through a series of simple activities that allow them to recognize modern landforms in Alaska as existing in a central PA landscape to conclude that at some time in the past PA must have had climate conditions similar to AK. We think about the Last Glacial Maximum and finally consider similar features from aerial surveys of Mars to develop the idea that extant processes on Earth occur on other planets - nothing special about Earth. :)

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The focus on soil in this unit is accomplished by browsing and reading or browsing (in some detail) information from nine websites as well as a book chapter. This effort will help students to understand issues relating to soil erosion, the state factors of soil formation, methods of soil description and classification in the field, soil orders, soil surveys and threats to soil. Questions are posed that require written responses and the in-class activity involves a web-based soil survey using the Natural Resources Conservation Service Web Soil Survey. This activity can be accomplished individually or by groups and should involve a short report of findings.

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The term "Earth system science" is typically used to describe the science (especially quantitative modeling) of the interactions between the atmosphere, hydrosphere, and cryosphere, and biosphere---the addition of lithosphere to that list provides all of the main generalized components ("spheres") of the Critical Zone.
In this lesson, students will consider basic concepts of system science (studying complex systems), specifically as it can be applied to Critical Zone science. Students will engage in developing a qualitative systems model graphic of the Critical Zone. The knowledge gained here will be applied later in the semester to more in-depth systems thinking of the Critical Zone.

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The basic concepts of geology will be considered to address the widely ranging textures and compositions of rocks and sediments formed in a wide range of environments. These variations in turn can affect soil formation and many related Critical Zone processes and architectures.
This unit requires substantial reading to cover basic concepts of geology: the rock cycle, plate tectonics, geologic time, erosion, weathering, and deposition, so that students have a firm grasp on how geology relates to and controls CZ processes. This background knowledge is accessed through a review of web sites and a scientific papers. An in-class activity uses the U.S. Geological Survey's National Geologic Map Database to identify resources for understanding and classifying the geology of a region.

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Software Carpentry lesson on how to use the shell to navigate the filesystem and write simple loops and scripts. The Unix shell has been around longer than most of its users have been alive. It has survived so long because it’s a power tool that allows people to do complex things with just a few keystrokes. More importantly, it helps them combine existing programs in new ways and automate repetitive tasks so they aren’t typing the same things over and over again. Use of the shell is fundamental to using a wide range of other powerful tools and computing resources (including “high-performance computing” supercomputers). These lessons will start you on a path towards using these resources effectively.