University of Illinois at Urbana-Champaign
Partitioning of thrust and strike/slip faulting in oblique subduction part of MARGINS Data in the Classroom:MARGINS Mini-Lessons
Students download and study high-resolution multi-beam bathymetry data from an oblique subduction zone and identify fault traces, scarps, canyons, etc. From these they attempt to identify the fault type and fault movement from cutoffs, offset canyons and other features. They should estimate amount of strike/slip and thrust motion for each fault. The overall obliquity should be calculated from the amounts measured and compared to plate motion solutions and earthquake solutions for that subduction zone. Similarly, thrust zones on the back side of the island arc could also be analyzed for any strike/slip motion. Students learn to work with non-terrestrial data sets and interpret strain from geomorphic and traditional methods. (Puerto Rico is used in this example, other locations such as the Aleutians and Marianas are possible).
Boulder ID part of Cutting Edge:Introductory Courses:Activities
Groups of students participate in identification of decorative boulder fields used as landscaping. Groups try to identify rock type and challenge the identifications of other groups.
Modeling Earth and Environmental Systems part of Cutting Edge:Complex Systems:Courses
In this course, students will build and use models of climatic, hydrologic, geochemical, and human systems, explore the basic concepts of systems modeling, use models to test hypotheses, and find out about the assumptions and approximations that must be made in modeling.
The Oceans part of Cutting Edge:Introductory Courses:Courses
Introductory general science and general education survey course on oceanography. Includes treatment of geologic, chemical, physical and biological oceanography in 3 lectures per week.
Steve Hurst part of Cutting Edge:Complex Systems:Workshop 2010:Participant Essays
Steve Hurst, University of Illinois The two major problems in teaching complex systems as I define them are 1.) student expectations of simple "cause and effect" relationships are eliminated for the most ...