The content of this module is appropriate for junior – or senior level undergraduate students. It was designed to be one of seven modules for University of Washington's Earth and Space Sciences capstone field camp course (special 2020 fully virtual edition). It could be used in a geomorphology, GIS, geohazards, remote sensing, or tectonic geomorphology course.

The module assumes that students have had physical geology and some upper-level exposure to mass movement on hillslopes. They should also be familiar with the basics of ArcGIS, though we have tried to add explicit instructions so that even very novice users can work through the module.

This is a 5 day surface processes module that is part of a 5 week completely virtual field camp for geoscience majors.

Activity Length

The module is designed to be 5 full days of work during a field camp, though it could be adapted/shortened.

Main concepts of this module are slope instability analysis, landslide mapping and analysis using GIS, map production, and report writing.

Students will quantitatively model landslide susceptibility by evaluating the relationship between mass wasting event sites and local geospatial factors.

Students will process, analyze, and interpret high-resolution topographic data to identify, map, and classify landslides.

Students will analyze and compile characteristics of mapped landslides for comparison across the mapping area.

Students will synthesize mapping and data analysis results into a comprehensive written report and will give a short oral presentation.

Start of Module

Estimated time: Virtual Classroom (1-1.5 hours)

To begin the module and motive the class for the landslide assessment and mapping exercises, instructors can lecture or discuss introductory materials provided on PowerPoint slides on the following topics: introduction to the module, introduction to landslide classification types, susceptibility analyses, and lidar topography. These lectures can be delivered synchronously or asynchronously and can be skipped if students do not need a refresher on these topics.

- Module_Intro (PowerPoint for Mac (.pptx) 1.2MB May 2020) - This presentation provides an overview of the module. It can be delivered synchronously or asynchronously prior to the module.
- Landslides_Intro (PowerPoint for Mac (.pptx) 11.3MB May 2020) - This presentation provides background on landslides and landslide classification types. It can be delivered synchronously or asynchronously prior to the module.
- LandslidesSusceptibilityIntro (PowerPoint for Mac (.pptx) 10.2MB May 2020) - This presentation provides background on landslide susceptibility methods. It can be delivered synchronously or asynchronously prior to the module.
- Lidar_topography_Intro (PowerPoint for Mac (.pptx) 26.8MB May 2020) - This presentation provides background on the creation and use of lidar topography. It can be delivered synchronously or asynchronously prior to the module.

Part 1: Examining the Distribution of Mass Wasting Events

Estimated time: Virtual Classroom (1-1.5 hours); Virtual Laboratory – student work time on home computers (3.5 – 4.5 hours); Student presentations to class (1 hour)

Part 1 of this module is Unit 2 from the GETSI "Planning for Failure: Landslide Analysis for a Safer Society" Materials. Follow the instructor guide and details for teaching this unit with existing materials on the web.

Part 2: Landslide Mapping and Susceptibility Analysis from Lidar

Estimated time: Virtual Classroom (1.5 – 2 hours); Virtual Laboratory – independent student work time on home computers with daily check-ins/office hours with instructors (3 – 4 days)

Part 2 of the module builds on the skills the students learned in part 1. They will conduct a similar assessment of factors contributing to landslide susceptibility in Seattle, but will do this by first conducting original mapping of deep-seated landslides on lidar. The map area is divided up into 14 separate smaller mapping areas – these can be assigned to individual students or student pairs/groups and are eventually meant to jigsaw together. On day 4, students must share their mapped areas so that the instructors can merge and distribute the final product to be analyzed and included in final reports, due at the end of the week (see report template and rubric). The reports will include mapping products and data tables and will be written independently by each student.
Instructor Guide (Microsoft Word 2007 (.docx) 25kB Jun2 20)
Student overview (Microsoft Word 2007 (.docx) 17kB Jun2 20)
PowerPoint presentations (Zip Archive 91.7MB Jun2 20)
Part 1 (Zip Archive 1178.8MB Jun2 20)

Part 2 (Zip Archive 90.3MB Jun19 20)

ReadingMaterials.zip (Zip Archive 42.1MB Jun2 20)

Part_1_Presentation_rubric.xlsx (Excel 2007 (.xlsx) 17kB Jun2 20)

Part_2_writtenreport_rubric.xlsx (Excel 2007 (.xlsx) 17kB Jun2 20)

Technology Needs

ArcGIS
Inkscape (free)
Internet access a plus, but not required

Two rubrics (part 1 and part2) are included with associated module files.