ConcepTest: EQ Distribution, South America part of Teaching Methods:ConcepTests:Examples
Which of the maps below best represents the distribution of magnitude 6 or greater earthquakes in South America within a decade? a. b. c. d.

ConcepTest: EQ Locations in North America part of Teaching Methods:ConcepTests:Examples
Which of the locations on the map of North America below is most likely to experience a magnitude 6 or greater earthquake? a. b. c. d.

ConcepTest: Seismic Waves #3 part of Teaching Methods:ConcepTests:Examples
Examine the diagram below that shows a cut-away view of a section of Earth's crust containing a fault. Answer the question below assuming that an earthquake originated at the focus shown on the fault surface. ...

ConcepTest: Seismic Waves #2 part of Teaching Methods:ConcepTests:Examples
Examine the diagram below that shows a cut-away view of a section of Earth's crust containing a fault. Answer the question below assuming that an earthquake originated at the focus shown on the fault surface. ...

ConcepTest: EQ and Convergent Boundary Sketch2 part of Teaching Methods:ConcepTests:Examples
The figure below was drawn by a student to show the relationship between earthquake epicenters (filled circles) and a convergent plate boundary (red line). The figure represents a boundary between an oceanic plate ...

ConcepTest: Location of Largest Earthquakes part of Teaching Methods:ConcepTests:Examples
Two ocean basins of identical size are almost surrounded by continents. The oceanic lithosphere below Ocean A is bordered by plate boundaries. The sea floor under Ocean B has a plate boundary running along its ...

Greenproofing part of Urban Geology:Activities
Federica Raia, The City College of New York

Continental and oceanic heat flow part of Data, Simulations and Models:Activity Ideas
Andrew Goodwillie, Kim Kastens, Linda Sohl, Jaime Toro, Amy Cline, Shelley Olds, Rob Graziono, Sarah Titus, Erin Heffron, Chuck Anderson, Jim Washburn, Steve Reynolds, Ron Schott, and Charlie Onasch Topic: ...

Using Data to Teach Earth ProcessesAn Illustrated Community Discussion at the 2003 Annual Meeting of the Geological Society of America part of Data, Simulations and Models:Workshop 03:Activities
Dan Olson, Edgewood College
Dan E. Olson/Tina Johnson Edgewood College / UW-Madison - Semester long research projects as a partial substitute for traditional laboratory exercises have been implemented in two, two-semester long Introductory ...

Using Data to Teach Earth ProcessesAn Illustrated Community Discussion at the 2003 Annual Meeting of the Geological Society of America part of Data, Simulations and Models:Workshop 03:Activities
Robert Ridky, U.S. Geological Survey
Robert Ridky U.S. Geological Survey - This is one activity in a series of web-based modules that encourages introductory college students to use the abundant real-time and archived geoscience data available ...

Plate Tectonics: GPS Data, Boundary Zones, and Earthquake Hazards part of Project EDDIE:Teaching Materials:Modules
Christopher Berg, Orange Coast College; Beth Pratt-Sitaula, EarthScope; Julie Elliott, Michigan State University
Students work with high precision GPS data to explore how motion near a plate boundary is distributed over a larger region than the boundary line on the map. This allows them to investigate how earthquake hazard ...

Unit 3: Global Sea-Level Response to Ice Mass Loss: GRACE and InSAR data part of Understanding Our Changing Climate
Bruce Douglas, Indiana University-Bloomington; Susan Kaspari, Central Washington University
What is the contribution of melting ice sheets compared to other sources of sea-level rise? How much is the sea level projected to increase during the twenty-first century? In this unit, students will use Gravity ...

Unit 5: Societal Implications of Climate Change: Stakeholder Report part of Understanding Our Changing Climate
Bruce Douglas, Indiana University-Bloomington; Susan Kaspari, Central Washington University
Sea-level rise due to the melting of glaciers and ice sheets and ocean thermal expansion has significant societal and economic consequences. In this final unit, students prepare a summary of the impacts of sea ...

Unit 2: Global Sea-Level Response to Temperature Changes: Temperature and Altimetry Data part of Understanding Our Changing Climate
Bruce Douglas, Indiana University-Bloomington; Susan Kaspari, Central Washington University
What is the contribution of seawater thermal expansion to recent sea-level rise? In this unit, students create time-series graphs of global averaged sea surface temperature anomaly (SSTA) data spanning 1880–2017 ...

Unit 4: Measuring Ice Mass Changes: Vertical Bedrock GPS part of Understanding Our Changing Climate
Bruce Douglas, Indiana University-Bloomington; Susan Kaspari, Central Washington University
This unit shows how GPS records of bedrock surface elevation may be used to monitor snow and ice loading/unloading on decadal and annual time scales. Students calculate secular trends in the GPS time series and ...

Signal processing and earthquake triggering part of Teaching Computation with MATLAB:Teaching with MATLAB 2015:Teaching Activities
Jackie Caplan-Auerbach, Western Washington University
In this exercise, written for an undergraduate seismology class, students use MATLAB to analyze waveforms from the 2004 Sumatra M9.0 earthquake, as they were recorded on three seismic stations in Alaska. Two of ...

Unit 2.2: Measuring and Analyzing Waves part of TIDeS:TIDeS Teaching Materials:Physical Science
Sandra Penny, Russell Sage College; Natalie Bursztyn, The University of Montana-Missoula
This unit follows up and reinforces the topics introduced in the previous unit (Unit 2.1) about waves and wave properties. Multiple scaffolded extension activities and lab exercises build on similar concepts with ...

Unit 2.1: Why are waves created and what is the point of them? part of TIDeS:TIDeS Teaching Materials:Physical Science
Sandra Penny, Russell Sage College
Waves are observable all over the place, so why do they exist? Students analyze properties such as wave speed, distance traveled, and time elapsed through their own explorations. They are introduced to new lab ...

Unit 2.1 Extension: Wave Application to Hunga Tsunami Wave Data part of TIDeS:TIDeS Teaching Materials:Physical Science
Sandra Penny, Russell Sage College; Natalie Bursztyn, University of Montana
Waves are observable all over the place, so why do they exist? Students conduct experiments to examine wave speed, then use data to analyze wave speed, distance traveled, and time elapsed for the tsunami wave ...

Unit 6.1: Making Distal Observations part of TIDeS:TIDeS Teaching Materials:Earth Science
Angela Daneshmand, Santiago Canyon College based on material from Dr. An Yin, University of California, Los Angeles
What tools do scientists use to investigate planets from a distance? In this unit, students unpack the tools of the trade used in remote sensing to understand which types of data are used to identify features and ...