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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Both of these lessons are classroom activities that require students to build models that display understanding of atoms and molecules. One lesson is structured while the other is guided.

We use motion detectors and a bowling ball to find relationships velocity, mass, and energy.

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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This lesson uses centers to reinforce the five senses incorporating backyard science in the wonderful world of nature.

In this inquiry activity, students generate investigable questions to explore the link between hygiene/cleanliness and bacteria growth/population. The students will present their conclusions, and video clips containing additional information will be discussed.

Spreadsheets Across the Curriculum module. Students tabulate and graph data on bacteria density vs. time for a culture. Data start with innoculation and progress through the peak and decline.

This lesson is a classroom activity where students learn to use their balance knowledge to create a beautiful mobile.

This lecture/activity on force will further a students' understanding of forces on an object, as well as the difference between a balanced and unbalanced forces.

This activity is a lab investigation where students design a balloon car to collect data about speed and velocity.

This activity is an extension of the common balloon cars, where students explore if and how different gases used as a fuel source effect the distances traveled by the cars.

This activity enables students to apply concepts of 'newton's laws of motion' that are learned in class to a realworld situation by having them create a car powered by a deflating balloon that travels as far as possible.

This activity is a hands-on investigation that teaches students that air resitance affects how things move and that pressure from compressed air can move things.