Introduction to Modeling Folds part of GET Spatial Learning:Teaching Activities
Basil Tikoff, University of Wisconsin-Madison
Students make Play-Doh models of synclines and anticlines, including one of a plunging fold. They use these models to answer questions about what these structures look like in map view and cross-sectional view.

Wakemup Pluton part of GET Spatial Learning:Teaching Activities
Basil Tikoff, University of Wisconsin-Madison
Students work through a set of questions about a geologic map of an igneous intrusion and surrounding rock units. These questions focus students' attention on the topography, geomorphology, lithology, and ...

Introduction to Modeling Faults part of GET Spatial Learning:Teaching Activities
Basil Tikoff, University of Wisconsin-Madison Naomi Barshi, University of Wisconsin-Madison Carol Ormand, SERC, Carleton College
Students use Play-Doh to explore the map patterns created by faulting + erosion. We begin with simple scenarios and progress to more complex possibilities.

Using concept sketches for field trip wrap-up part of Structural Geology and Tectonics:Activities
Barb Tewksbury, Hamilton College
This is a post-field trip assignment in a structural geology course. Students create a set of concept sketches, with a short introduction, to illustrate the structural features and geologic history of the area, ...

Unit 4: The phenomenology of earthquakes from InSAR data part of Imaging Active Tectonics
Bruce Douglas, Indiana University-Bloomington; Gareth Funning, University of California-Riverside
How are different types of earthquakes represented in InSAR data? How can we obtain detailed information on the earthquake source from InSAR data? How well can we resolve those details? In this unit, students ...

Unit 3: How to see an earthquake from space (InSAR) part of Imaging Active Tectonics
Bruce Douglas, Indiana University-Bloomington; Gareth Funning, University of California-Riverside
How can we tell what style of faulting was responsible for a particular earthquake? Especially in cases where there is limited instrumentation in a region, or where geologists have difficulty accessing the affected ...

Unit 5: How do earthquakes affect society? part of Imaging Active Tectonics
Bruce Douglas, Indiana University-Bloomington; Gareth Funning, University of California-Riverside
Unit 5 is a final exercise that can start during a lab period and carry over into work outside of the lab time. The project report will test students' abilities to synthesize and apply knowledge related to ...

Unit 2: Identifying faulting styles, rates and histories through analysis of geomorphic characteristics (Lidar) part of Imaging Active Tectonics
Bruce Douglas, Indiana University-Bloomington; Gareth Funning, University of California-Riverside
Can active faults be identified remotely, based upon their appearance in the landscape? How can the geomorphic features associated with active faults be used to classify and quantify fault movement? In this unit, ...

Unit 1: "If an earthquake happens in the desert and no one lives there, should we care about it?" [How are human-made infrastructure lifelines affected by earthquakes?] part of Imaging Active Tectonics
Bruce Douglas, Indiana University-Bloomington; Gareth Funning, University of California-Riverside
This unit initiates a discussion about the importance of recognizing faults in relation to modern societal infrastructure. Students consider the types of infrastructure necessary to support a modern lifestyle, ...

Geometric and Kinematic Analysis in a Sandbox part of Structural Geology and Tectonics:Activities
Kim Hannula, Fort Lewis College
Introduction to the concepts of geometric and kinematic analysis, using an easily assembled sandbox. Students repeat experiments to see variation. The lab also reviews structural map symbols, and involves some ...