Four types of OER material are found here: Study Guides, Laboratory Documents, XML Moodle Quiz Question Files, and YouTube screencast videos. These materials have been used in both calculus and non- calculus Introductory Physics. Twelve to fourteen different topics are covered over a fourteen week semester. Most topics are supported by a Study Guide, a laboratory, a set of Moodle Quiz formatted questions, and one or more YouTube posted screencast videos. These posted resources are at various levels of completeness. Some remain in rough draft stage. OpenStax Physics textbooks are used in all courses.

This is a textbook on general relativity for upper-division undergraduates majoring in physics, at roughly the same level as Rindler's Essential Relativity or Hartle's Gravity. The book is meant to be especially well adapted for self-study, and answers are given in the back of the book for almost all the problems. The ratio of conceptual to mathematical problems is higher than in most books. The focus is on "index-gymnastics" techniques, to the exclusion of index-free notation. Knowledge of first-year calculus and lower-division mechanics and electromagnetism is assumed. Special relativity is introduced from scratch, but it will be very helpful to have a thorough previous knowledge of SR, at the level of a book such as Taylor and Wheeler's Spacetime Physics or my own text Special Relativity.

8.962 is MIT’s graduate course in general relativity, which covers the basic principles of Einstein’s general theory of relativity, differential geometry, experimental tests of general relativity, black holes, and cosmology.

The GeoTech Center, a National Science Foundation grant to support geospatial programs at two-year colleges, developed Model Courses focused on building the skills, competencies, and abilities needed for entry-level occupations in the geospatial industry. Competencies covered in the Model Courses were identified using the Geospatial Technology Competency Model (GTCM) and outcomes from multiple DACUM (“Developing a Curriculum”) events. A panel of geospatial education experts parsed the competencies into the Model Courses for the Certificate and are listed in a Program Content Tool that can be used to see what competencies and depth should be in each course. You can also assess your program from the GTCM Program Assessment Tool tool. All material is distributed freely under a Creative Commons license and can be used with attribution to GeoTech.

This course introduces the parallel evolution of life and the environment. Life processes are influenced by chemical and physical processes in the atmosphere, hydrosphere, cryosphere and the solid earth. In turn, life can influence chemical and physical processes on our planet. This course explores the concept of life as a geological agent and examines the interaction between biology and the earth system during the roughly 4 billion years since life first appeared.

This book is about using the power of computers to do things with geographic data. It teaches a range of spatial skills, including: reading, writing and manipulating geographic data; making static and interactive maps; applying geocomputation to solve real-world problems; and modeling geographic phenomena. By demonstrating how various geographic operations can be linked, in reproducible ‘code chunks’ that intersperse the prose, the book also teaches a transparent and thus scientific workflow. Learning how to use the wealth of geospatial tools available from the R command line can be exciting, but creating new ones can be truly liberating. Using the command-line driven approach taught throughout, and programming techniques covered in Chapter 11, can help remove constraints on your creativity imposed by software. After reading the book and completing the exercises, you should therefore feel empowered with a strong understanding of the possibilities opened up by R’s impressive geographic capabilities, new skills to solve real-world problems with geographic data, and the ability to communicate your work with maps and reproducible code.

This course deals with mechanics of deformation of the crust and mantle, with emphasis on the importance of different rheological descriptions: brittle, elastic, linear and nonlinear fluids, and viscoelastic.

In this year’s Geodynamics Seminar, we will explore the depth and breadth of scientific research related to Earth’s present and past ice-sheets, glaciers and sea-ice, as well as extraterrestrial planetary ice.
Invited speakers have been chosen from experts in the current frontiers in ice-related research, including planetary ice, climate records from polar and tropical ice cores, the Snowball Earth, subglacial volcanoes, ice rheology, ice sheet modeling, ice microkinetics, glacial erosion and tectonics, subglacial life and polar remote sensing.
A field trip to Iceland in Summer 2006 will allow us to view some of the island’s ice caps and glacial geology, the exposed mid Atlantic Ridge and evidence of ice-volcano interactions.

The Earth’s crust is primarily composed of melting products from mantle plumes and mid-ocean ridges - both presently and over the course of Earth history. While both systems represent upwelling features in a convective mantle, they can be viewed as end-member systems in that plumes represent buoyant flow whereas mid-ocean ridges represent passive corner flow. This paradigm is not strict - flow beneath ridges may be buoyant in some places, for example, but it does provide a reasonable framework for enquiry.
Plumes and ridges can be studied independently, but in many places across the globe the systems interact, often in intriguing fashion. The nature of these interactions provides an opportunity to improve our understanding of both systems, and provides new perspectives on the mantle, crustal, and water column processes associated converting heat from the Earth’s interior into new crust, hydrothermal flow, and biological communities on the seafloor.
The approach taken for the 2001 Plume-Ridge Interactions Seminar series was to start with basic ideas about mantle convection and tectonics, and an overview of the global hotspot and ridge systems. We then addressed three case studies of plume-ridge interactions in detail. Our first case was the interaction of the. Each of these systems provides a different perspective on the nature of plume-ridge interactions, and by comparison and contrast we are able to distill the fundamental aspects out of the complex array of geophysical and geochemical data associated with plume-ridge systems.

In this year’s seminar, we will embark on a scientific journey through some of the most controversial topics about the origin and formation of our home planet. This journey will take us to other planetary bodies - even to other solar systems - as we immerse ourselves in observations and theories from the microscopic to the universe scale.
The seminar will be organized around three broad questions: How was the Earth formed? What did early Earth look like? When did living organisms first appear on Earth?
Experts in meteorites, geology of other planets, thermodynamics and tracers of living organisms, and theories of formation and evolution of planets, including early atmosphere and oceans, will come to WHOI and help us address these questions.

A good detective or researcher like Sherlock Holmes knows the fundamental questions that need to be answered to gather facts to solve a problem. So how does geospatial intelligence contribute to answering these questions? While geospatial technology is useful in revealing who, what, when, and where events take place, it is less useful in explaining why events occur. However, geospatial intelligence analysis leverages geographic information science and technology with the intelligence tradecraft to develop products that support decision-making in national and homeland security, law enforcement, emergency management, and international relief efforts. GEOG 882 will challenge you to think critically, consider alternative viewpoints, and question your own assumptions when analyzing why human events occur over place and time.

In this data rich world, we need to understand how things are organized on the Earth's surface. Those things are represented by spatial data and necessarily depend upon what surrounds them. Spatial statistics provide insights into explaining processes that create patterns in spatial data. In geographical information analysis, spatial statistics such as point pattern analysis, spatial autocorrelation, and spatial interpolation will analyze the spatial patterns, spatial processes, and spatial association that characterize spatial data. Understanding spatial analysis will help you realize what makes spatial data special and why spatial analysis reveals a truth about spatial data.

Essentials of Geographic Information Systems integrates key concepts behind the technology with practical concerns and real-world applications. Recognizing that many potential GIS users are nonspecialists or may only need a few maps, this book is designed to be accessible, pragmatic, and concise. Essentials of Geographic Information Systems also illustrates how GIS is used to ask questions, inform choices, and guide policy. From the melting of the polar ice caps to privacy issues associated with mapping, this book provides a gentle, yet substantive, introduction to the use and application of digital maps, mapping, and GIS.

Essentials of Geographic Information Systems integrates key concepts behind the technology with practical concerns and real-world applications. Recognizing that many potential GIS users are nonspecialists or may only need a few maps, this book is designed to be accessible, pragmatic, and concise. Essentials of Geographic Information Systems also illustrates how GIS is used to ask questions, inform choices, and guide policy. From the melting of the polar ice caps to privacy issues associated with mapping, this book provides a gentle, yet substantive, introduction to the use and application of digital maps, mapping, and GIS.

Learn how to read and interpret maps and data and use basic cartography principles to create maps that can be used in reports and presentations. After learning basic concepts, attendees will work through an exercise using ArcGIS Pro or QGIS.

What factors lead to a natural disaster? What causes a famine? Why do cities flood? According to a recent article in The Atlantic, Houston's flooding during the 2017 Hurricane Harvey was primarily caused by impervious pavement which prevents the absorption of water into the land. This example illustrates how nature and society are interlinked, which is the main focus of Geography 30, Penn State's introductory course to nature-society geography. In addition to examining the linkages between human development and natural hazards, this course will also explore human society's connection to food systems, climate change, urbanization and biodiversity. The course will also cover topics of ethics and decision making in order to help students evaluate the tradeoffs of these interconnections.
\The Atlantic\" needs to be made into a link pointing to this: https://www.theatlantic.com/technology/archive/2017/08/why-cities-flood/538251/"

Weather and climate is designed to function as two mini-courses that are highly integrated and interdependent. It is necessary to understand the elements of weather in order to understand climatic systems and outcomes. The course is not taught in a deterministic manner but from an ecological standpoint with a focus upon the interaction of site and situation, basic concepts to Geographers.

Geography 431 is designed to further understanding of the natural processes of aquatic ecosystems, management of water resources, and threats to sustaining water quantity. Develop awareness and appreciation of the perspectives about water as a precious resource, commodity, and sometimes hazard. Learn how and why water is distributed unevenly around the Earth. Examine how resource management decisions are strongly related to water availability, quantity, and quality. The course examines water resources management; dams and dam removal; provision of safe potable water; threats to water quantity and quality; land use changes; the water economy; water laws and policy; institutions for water management at the global, national, regional, and local scale; and issues of water security and climate change.

This manual is about structures that occur within the Earth’s crust. Structures are the features that allow geologists to figure out how parts of the Earth have changed position, orientation, size and shape over time. This work requires careful observation and measurements of features at the surface of the Earth, and deductions about what’s below the surface. The practical skills you will learn in this course form the foundation for much of what is known about the history of the Earth, and are important tools for exploring the subsurface. They are essential for Earth scientists of all kinds.

The course that this document supports is about doing structural geology. It’s not possible to be a good geologist (or to pass the course) just by learning facts. You have to be able to solve problems. Do your lab work conscientiously and get as much as possible done during lab sessions when instructors are available to help you.

This manual consists of both readings and lab exercises, which alternate through the text. The readings are designed to be read and understood outside the lab sessions, whereas the labs contain specific instructions and questions to be completed. Before each lab, be sure you have covered the readings that come immediately before it.

When you ask the question “What is geology?” most people will initially respond that it is the study of rocks. This is true, but geology is also so much more than that. The truth is that geology is an intricate part of your everyday life.