Unit 6: Applying GPS strain and earthquake hazard analyses to different regions part of GPS, Strain, and Earthquakes
Vince Cronin, Baylor University (Vince_Cronin@baylor.edu) Phil Resor, Wesleyan University (presor@wesleyan.edu)
Students select their own set of three stations in an area of interest to them, conduct a strain analysis of the area between the stations, and tie the findings to regional tectonics and societal impacts in a 5–7 ...

Unit 3: Getting started with GPS data part of GPS, Strain, and Earthquakes
Vince Cronin, Baylor University (Vince_Cronin@baylor.edu) Phil Resor, Wesleyan University (presor@wesleyan.edu)
This unit provides essential background information on GPS (global positioning system) and reference frames. Students learn how to access GPS location and velocity data from the Network of the Americas (NOTA). They ...

Unit 5: 2014 South Napa Earthquake and GPS strain part of GPS, Strain, and Earthquakes
Phil Resor, Wesleyan University
The 2014 South Napa earthquake was the first large earthquake (Mag 6) to occur within the Plate Boundary Observatory GPS network (now Network of the Americas- NOTA) since installation. It provides an excellent ...

Unit 2: Mashing it up: physical models of deformation and strain part of GPS, Strain, and Earthquakes
Vince Cronin, Baylor University (Vince_Cronin@baylor.edu) Phil Resor, Wesleyan University (presor@wesleyan.edu)
Students gain an intuitive understanding of strain and deformation through a series of physical model activities using everyday materials such as bungee cords, rubber bands, fabric, index cards, silly putty, sand, ...

Unit 4: GPS and infinitesimal strain analysis part of GPS, Strain, and Earthquakes
Vince Cronin, Baylor University (Vince_Cronin@baylor.edu) Phil Resor, Wesleyan University (presor@wesleyan.edu)
Students work with GPS velocity data from three stations in the same region that form an acute triangle. By investigating how the ellipse inscribed within this triangle deforms, students learn about strain, strain ...

Unit 3: Geodetic survey of a fault scarp part of Analyzing High Resolution Topography with TLS and SfM
Bruce Douglas (Indiana University) Nicholas Pinter (University of California Davis) Nathan Niemi (University of Michigan) J. Ramon Arrowsmith (Arizona State University) Kate Shervais (UNAVCO) Chris Crosby (EarthScope)
In this unit, students will design a survey (TLS and/or SfM) of a fault scarp. After conducting the survey in the field, students will analyze the data to identify the number and magnitude of possible fault ...

Unit 5: Summative assessment project part of Analyzing High Resolution Topography with TLS and SfM
Bruce Douglas (Indiana University) Chris Crosby (EarthScope Consortium) Kate Shervais (UNAVCO)
Unit 5 is the summative assessment for the module. This final exercise takes eight to ten hours. The exercise evaluates students' developed skills in survey design, execution of a geodetic survey, and simple ...

Modeling Folds: Block Diagrams and Structure Contours part of GET Spatial Learning:Teaching Activities
Basil Tikoff, University of Wisconsin-Madison Naomi Barshi, University of Wisconsin-Madison Carol Ormand, SERC, Carleton College
Working in small groups, students build Play-Doh models of 3 folds (one upright, one vertical, one plunging). They slice each of their models to create 3D block models, sketch block diagrams of each fold, and ...

Tectonic Plates Life Cycle Drag and Drop part of IODP School of Rock 2020:Teaching Activities
Beverly Owens, Cleveland Early College High School; Molly Ludwick, Kings Mountain Middle School
This activity will allow students to manipulate Google slide textboxes to explore different features of tectonic plates and their interactions.

Introduction to Structure Contours part of GET Spatial Learning:Teaching Activities
Basil Tikoff, University of Wisconsin-Madison
Students construct structure contour lines for a "dipping bed" in our classroom and on a geologic map. In my class, this is a multi-day activity. In part 1 of this exercise, students use "topographic ...