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 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, ...

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 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, ...

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 ...

part of Living on the Edge
Peter Selkin, University of Washington-Tacoma Campus; Laurel Goodell, Princeton University; Rachel Teasdale, California State University-Chico
This unit builds on what students have learned about transform fault hazards to introduce the idea of risk. Students examine earthquake risk along the San Andreas Fault in San Francisco by examining public school ...

Unit 5 Hazards and Risks at Convergent Plate Boundaries (Day 1 of activity) part of Living on the Edge
Rachel Teasdale, California State University-Chico; Peter Selkin, University of Washington-Tacoma Campus; Laurel Goodell, Princeton University
In this two-day activity, students monitor an evolving volcanic crisis at a convergent plate boundary (Cascadia). Using monitoring data and geologic hazard maps, students make a series of forecasts for the ...

Unit 6 Hazards and Risk at Convergent Plate Boundaries (Day 2 of activity) part of Living on the Edge
Rachel Teasdale, California State University-Chico; Peter Selkin, University of Washington-Tacoma Campus; Laurel Goodell, Princeton University
In this two-day activity, students monitor a simulated evolving volcanic crisis at a convergent plate boundary (Cascadia). Using monitoring data and geologic hazard maps, students make a series of forecasts for the ...

Unit 3 Hazards at Divergent Plate Boundaries part of Living on the Edge
Rachel Teasdale, California State University-Chico; Laurel Goodell, Princeton University; Peter Selkin, University of Washington-Tacoma Campus
Students work in small groups to examine data and videos of earthquakes, submarine volcanic eruptions, and black smokers at submarine divergent plate boundaries, and then predict similar processes at subaerial ...

Unit 4 Risk at Divergent Plate Boundaries part of Living on the Edge
Laurel Goodell, Princeton University; Rachel Teasdale, California State University-Chico; Peter Selkin, University of Washington-Tacoma Campus
Volcanoes typically give warning that they are coming out of dormancy and entering an eruptive phase. Being able to recognize those warning signs and take appropriate actions (e.g. evacuations) are important ...