Facies in stratigraphy: From 'terrains' to 'terranes'.
No abstract available.
Journal of Geological Education↗
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Integration of potential-field and digital geologic data for two North American geoscience transects
Two North American contributions to the Global Geoscience Transects Program, the Quebec-Maine-Gulf of Maine transect and the Great Lakes portion of the United States-Canadian Border transect, are among the first to produce digital geology in a form that can be combined with gridded gravity and aeromagnetic data. Maps of shaded relief and color-composite bandpass-filtered potential-field data combined with overlays of digitized geologic contacts and faults reveal significant new geologic information, including the relative thickness of plutons, the structure of poorly exposed or concealed magnetic units, and possible evidence for mineralized ground. Mechanisms for capturing digital geology by use of scanners, commercial geographic information systems (GIS) software packages, and public-domain PC-based software packages are illustrated by examples from these two transects. The digital geology is combined with the potential field data by use of in-house raster-based image-processing software and commercial hardware. Geologic cross sections constructed along the transects may be tested and refined by using 2-D and 2.5-D magnetic- and gravity-modeling software. The integrated data sets ultimately allow construction of 3-D models of the crust within the transects.
Journal of Geological Education↗
Explorers from space
The statement that a new era in exploration is opening will almost surely bring to mind the venturing of man into space and the ever more imminent exploration of the moon. The reference here, however, is to exploration of earth itself and to the unique capabilities for study of the earth that space technology will provide. Demands for water, minerals, energy, food, and for working, living and recreational space are outrunning our ability to meet them by traditional methods. In order to satisfy these demands, it is necessary now, just as it has been in the past, to look to the activities, the instruments, and the technologies that in part create the pressures for aid in meeting them. Studies being made at the U.S. Geological Survey and elsewhere of the potential applications of remote sensors in space to earth resources research indicate that now, at last, it will be possible to approach solutions on a regional or global basis. This paper discusses the plans for an Earth Resources Observational Satellites Program which will be designed for that purpose.
Journal of Geological Education↗
The art, history, and geoscience of Hindustan Whetstone gravestones in Indiana
Cemeteries can be intriguing places to people, in part because of a fascination with death but also because of the quiet solitude and artistic beauty found there. Many grave monuments are really works of art and can be appreciated on that basis alone. Cemeteries can also serve as teaching laboratories for geologists. Monument types, carving styles, ornamentation, and durability are all related, to some extent, to the type of rock used. The older the monument dates the more variability one can see in the character of the stones. Pioneer cemeteries in southern Indiana, some of which date back to the early 1800s, can be used to teach concepts in mineralogy, depositional environments, and paleoastronomy. This can be very useful to someone teaching some of the basic concepts of geology.
Indiana↗
Topics in chemical instrumentation: X-ray fluorescence spectrometric analysis of geologic materials - Part 1. Principles and instrumentation
[No abstract available]
Journal of Chemical Education↗
A guided inquiry approach to learning the geology of the U.S
A guided inquiry exercise has been developed to help teach the geology of the U.S. This exercise is intended for use early in the school term when undergraduate students have little background knowledge of geology. Before beginning, students should be introduced to rock types and have a basic understanding of geologic time. This exercise uses three maps: the U.S. Geological Survey's "A Tapestry of Time and Terrain" and "Landforms of the Conterminous United States" maps, and a geologic map of the United States. Using these maps, groups of 3 to 5 students are asked to identify between 8 and 12 geologic provinces based on topography, the age of rocks, and rock types. Each student is given a blank outline map of the contiguous U.S. and each group is given a set of the three maps and colored pencils; as a group, students work to define regions in the U.S. with similar geology. A goal of 8 to 12 geologic provinces is given to help establish the level of detail being asked of students. One member of each group is asked to present their group's findings to the class, describing their geologic provinces and the reasoning behind their choices.
Journal of Geoscience Education↗
Teachers doing science: An authentic geology research experience for teachers
Fairmont State University (FSU) and the West Virginia Geological and Economic Survey (WVGES) provided a small pilot group of West Virginia science teachers with a professional development session designed to mimic experiences obtained by geology majors during a typical summer field camp. Called GEOTECH, the program served as a research capstone event complimenting the participants' multi-year association with the RockCamp professional development program. GEOTECH was funded through a Improving Teacher Quality Grant administered by West Virginia Higher Education Policy Commission. Over the course of three weeks, eight GEOTEACH participants learned field measurement and field data collection techniques which they then applied to the construction of a surficial geologic map. The program exposed participants to authentic scientific processes by emphasizing the authentic scientific application of content knowledge. As a secondary product, it also enhanced their appreciation of the true nature of science in general and geology particular. After the session, a new appreciation of the effort involved in making a geologic map emerged as tacit knowledge ready to be transferred to their students. The program was assessed using pre/post instruments, cup interviews, journals, artifacts (including geologic maps, field books, and described sections), performance assessments, and constructed response items. Evaluation of the accumulated data revealed an increase in participants demonstrated use of science content knowledge, an enhanced awareness and understanding of the processes and nature of geologic mapping, positive dispositions toward geologic research and a high satisfaction rating for the program. These findings support the efficacy of the experience and document future programmatic enhancements.
Journal of Geoscience Education↗
Annotated bibliography on artificial recharge of ground water, 1955-67
Artificial ground-water recharge has become more important as water use by agriculture, industry, and municipalities increases. Water management agencies are increasingly interested in potential use of recharge for pollution abatement, waste-water disposal, and re-use and reclamation of locally available supplies. Research projects and theoretical analyses of operational recharge systems show increased scientific emphasis on the practice. Overall ground-water basin management systems generally now contain considerations of artificial recharge, whether by direct or indirect methods. Artificial ground-water recharge is a means of conserving surface runoff for future use in places where it would otherwise be lost, of protecting ground-water basins from salt-water encroachment along coastal areas, and of storing and distributing imported water. The biblio-graphy emphasizes technology; however, annotations of articles on waste-water reclamation, ground-water management and ground-water basin management are included. Subjects closely related to artificial recharge, including colloidal flow through porous media, field or laboratory instrumentation, and waste disposal by deep well injection are included where they specifically relate to potential recharge problems. Where almost the same material has been published in several journals, all references are included on the assumption that some publications may be more readily available to interested persons than others. Other publications, especially those of foreign literature, provided abstracts that were used freely as time limitations precluded obtaining and annotating all materials. Abstracts taken from published sources are noted. These are: "Abstracts of North American Geology," U.S. Department of the Interior, Geological Survey; "Abstracts of Recent Published Material on Foil and Water Conservation," ARS-41 series, Agricultural F.esearch Service, U.S. Department of Agriculture; "Water and1 Water Engineering," published by Fuel and Metallurgical Journals, Ltd., London, England; "Journal of Geophysical Research," American Geophysical Union, Washington, D.C.; "American Society of Civil Engineers Transactions," New York; "Selected Bibliography of Hydrology, United Kingdom, for the Years 1955-59," International Association of Scientific Hydrology; "Water Wells, an Annotated Bibliography," California University Water Resources Center Archives Report 13; "Re-use of Effluent in the Future With an Annotated Bibliography," by G. A. Whetstone, Texas Water Development Board Report 8, Austin, Tex.; "Journal of Water Pollution Control Federation," Washington, D.C.; and "A List of Selected Technical References on Artificial Recharge of Ground-Water Reservoirs," compiled by Roy W. Graves, Tulsa University, Information Services Department, Tulsa, Okla. Other notations are self-explanatory, and initials are those of the authors (DCS, DJG, WK). An unpublished compilation of recharge references by Arnon Arad sponsored by the United Nations Educational, Scientific, and Cultural Organization during a training period with the U.S. Geological Survey was also used. The bibliography is arranged alphabetically by author. Where an author has more than one publication, the arrangement is chronological; where an author has more than one publication in a given year, a, b, c, . . . are added. The indexing is by subject and geographic location. Each article was assigned the key words or phrases to best characterize its contents. Units of measure are as they were in the original article; abbreviations retained are generally those in common use such as mg/1 (milligrams per liter), ppm (parts per million), gpm (gallons per minute), km (kilometers), m (meters), cu m per hr (cubic meters p^r hour), cfs (cubic feet per second), me/1 (milliequivalents per liter), psi (pounds per square inch), BOD (biochemical oxygen demand), sq m (square meters), gpd (gallons per day), and mgd (million gallons per day). The bibliography was prepared because of the worldwide interest in the field of artificial recharge and the need for a single source of references to the literature published since 1954. The work is a sequel to the "Annotated Bibliography on Artificial Recharge of Ground Water Through 1954," by D. K. Todd, U.S. Geological Survey Water-Supply Paper 1477, published in 1959.
Water Supply Paper↗
Enhanced visualization for the interpretation of Magellan radar data: Supplement to the Magellan special issue
The differences of radar data from more familiar photographic images, coupled with the unique geologic characteristics of Venus's surface, can make interpretation of the standard Magellan data products difficult for both planetary scientists and nonspecialists. We describe a set of digital processing techniques for transforming individual remote‐sensing datasets in order to make the information they contain more apparent, and for combining multiple datasets of diverse resolution and information content into synthetic images that allow the viewer to explore correlations among the data. The creation of derived data products by techniques like those we describe is becoming increasingly widespread and important, both for scientific research and for use in educational and media presentations. We apply our processing techniques to Magellan synthetic aperture radar images, altimetry, and microwave emissivity measurements of four areas that exemplify some of the most important styles of geologic activity on Venus.
Journal of Geophysical Research E: Planets↗
Calibrated peer review assignments for the earth sciences
Calibrated Peer Review ™ (CPR), a web-based instructional tool developed as part of the National Science Foundation reform initiatives in undergraduate science education, allows instructors to incorporate multiple writing assignments in large courses without overwhelming the instructor. This study reports successful implementation of CPR in a large, introductory geology course and student learning of geoscience content. For each CPR assignment in this study, students studied web-based and paper resources, wrote an essay, and reviewed seven essays (three from the instructor, three from peers, and their own) on the topic. Although many students expressed negative attitudes and concerns, particularly about the peer review process of this innovative instructional approach, they also recognized the learning potential of completing CPR assignments. Comparing instruction on earthquakes and plate boundaries using a CPR assignment vs. an instructional video lecture and homework essay with extensive instructor feedback, students mastered more content via CPR instruction.
Journal of Geoscience Education↗
Past, present, and future of water data delivery from the U.S. Geological Survey
We present an overview of national water databases managed by the U.S. Geological Survey, including surface-water, groundwater, water-quality, and water-use data. These are readily accessible to users through web interfaces and data services. Multiple perspectives of data are provided, including search and retrieval of real-time data and historical data, on-demand current conditions and alert services, data compilations, spatial representations, analytical products, and availability of data across multiple agencies.
Journal of Contemporary Water Research and Educati↗
An on-campus well field for hydrogeophysics education and undergraduate research
The emerging subdiscipline of hydrogeophysics is underdeveloped in undergraduate curricula relative to its importance in professional engineering/environmental practice. In 2001, the Bucknell Department of Geology initiated efforts to refocus an undergraduate geophysics course on near-surface geophysical methods for hydrologic, environmental, and engineering problems. In addition to offering students practical experience, treatment of hydrogeophysics provides important pedagogical opportunities. Field-based hydrogeophysics labs challenge students to integrate concepts from other geology courses, as well as from physics, math, and chemistry. We faced two challenges in revising our geophysics course: (1) access to wells for field exercises on borehole geophysics; and (2) the costs of acquiring and maintaining equipment. We pursued two strategies to solve these problems. First, we established an on-campus well field, which serves as a field laboratory for downhole and cross-hole experiments. Second, we incorporated field demonstrations and lectures by professional geoscientists, including alumni, into our courses. By adding field exercises to our syllabi and promoting undergraduate research, we are building a cutting-edge dataset that includes televiewer and standard wellbore logging, cross-hole tomography, and hydraulic-test data. Student-led analysis of these data has already provided valuable insights into the control of fractures on aquifer properties, and these observations are being combined with outcrop studies to place our results in a more regional context.
Pennsylvania↗
Obtaining and applying public data for training students in technical statistical writing: Case studies with data from U.S. Geological Survey and general ecological literature
Effective undergraduate statistical education requires training using real-world data. Textbook datasets seldom match the complexities and messiness of real-world data and finding these datasets can be challenging for educators. Consulting and industrial datasets often have nondisclosure agreements. Academic datasets often require subject area expertise beyond those of a general education or lack connections to real-world applications. Many governments, including the United States, now require the release of data from projects they directly complete or fund though grants and contracts. We show how statistical educators may find datasets and incorporate them into courses. Specifically, we use two examples from the U.S. Geological Survey (USGS) and one example from the ecology literature. We demonstrate the use of these datasets in an upper-level analysis of variance (ANOVA) class. In addition to describing how we found the datasets, we describe how to include them into course work and the course’s student assessments. We have used these datasets over multiple semesters and included student feedback from these courses. Although our examples focus on an ANOVA class, the general methods for finding data shared here could be used for statistical classes ranging from high school to graduate education. Supplementary materials for this article are available online.
Journal of Statistics and Data Science Education↗
Communicating scientific findings to the general public
The Human Induced Land Transformation project (HILT), part of the U.S. Geological Survey Global Change Research Program, has generated considerable public interest during the first two phases of the project: the data assembly and visualization phase carried out for the San Francisco Bay area; and the model building and calibration phase. The third phase, now underway for the Washington/Baltimore region, is a large scale test of the model's portability to another urban area. The modeling community has been kept informed of progress and findings of the HILT project through conventional academic outlets such as conference and journal publications as well as through more popular outlets such as newspaper, television, and a World Wide Web site. The program, sample data and documentation of the model will be available for downloading to those with an Internet connection. While recognizing that not all research has the same degree of public appeal as this project, additional effort was invested to establish contacts, publicize, and distribute the historical visualizations and model predictions generated by this work in the media, publishing, and in education. In this paper, we will cover the lessons learned in publicizing HILT, the techniques used and the criteria evolved for successful involvement of the general public in the modeling of land cover transitions.
Conference Paper↗
Development of web-based organic petrology photomicrograph atlases and internet resources for professionals and students
With advances in web applications, organic petrography and other related disciplines are in need of updated online resources and educational tools to aid professionals and students in the identification and interpretation of macerals. The U.S. Geological Survey (USGS) Organic Petrology Laboratory along with USGS Eastern Energy Resources Science Center Information Technology staff have developed five web atlases containing images of organic matter in geologic materials: 1. an American Society for Testing and Materials (ASTM) Atlas, 2. an Organic Petrology Taxonomy for International Classification (OPTIC) of Coal Macerals Atlas, 3. an Interactive Gulf Coast Photomicrograph Web Atlas (I-Map), 4. an Organic Material in Shales Atlas (Shale), and 5. an interactive Blue/White/Ultraviolet (UV) Light Atlas (Light). Each web atlas contains images of macerals with associated sample and petrographic data collected by the USGS. These webpages will provide means to preserve and circulate petrographic data collected by the USGS for coal and shale samples from all over the world.
International Journal of Coal Geology↗
Open hydrology courseware using the United States Geological Survey’s National Water Census Data Portal
The U.S. Geological Survey (USGS) is the primary U.S. Government agency for water data collection and dissemination. In this role, the USGS has recently created and deployed a National Water Census Data Portal (NWC-DP) which provides access to streamflow, evapotransporation, precipitation, aquatic biology and other data at the national level. Recognizing the value of these data sets for hydrologic science education, this paper presents an effort to bridge the gap between pencil–and-paper-based hydrology curriculum and the USGS NWC-DP resource. Specifically, we have developed an R package, National Water Census Education (NWCEd), and five associated laboratory exercises that integrate R- and web-services-based access to the NWC-DP data sets. Using custom functions built into the NWCEd, students are able to access unprecedented amounts of hydrologic data from the NWC-DP, which can be applied to current hydrology curriculum and analyzed using NWCEd and a number of other open-source R tools.
Open Water Journal↗
Using near-real-time monitoring data from Pu'u 'Ō'ō vent at Kīlauea Volcano for training and educational purposes
Training non-scientists in the use of volcano-monitoring data is critical preparation in advance of a volcanic crisis, but it is currently unclear which methods are most effective for improving the content-knowledge of non-scientists to help bridge communications between volcano experts and non-experts. We measured knowledge gains for beginning-(introductory-level students) and novice-level learners (students with a basic understanding of geologic concepts) engaged in the Volcanoes Exploration Program: Pu‘u ‘Ō‘ō (VEPP) “Monday Morning Meeting at the Hawaiian Volcano Observatory” classroom activity that incorporates authentic Global Positioning System (GPS), tilt, seismic, and webcam data from the Pu‘u ‘Ō‘ō eruptive vent on Kīlauea Volcano, Hawai‘i (NAGT website, 2010), as a means of exploring methods for effectively advancing non-expert understanding of volcano monitoring. Learner groups consisted of students in introductory and upper-division college geology courses at two different institutions. Changes in their content knowledge and confidence in the use of data were assessed before and after the activity using multiple-choice and open-ended questions. Learning assessments demonstrated that students who took part in the exercise increased their understanding of volcano-monitoring practices and implications, with beginners reaching a novice stage, and novices reaching an advanced level (akin to students who have completed an upper-division university volcanology class). Additionally, participants gained stronger confidence in their ability to understand the data. These findings indicate that training modules like the VEPP: Monday Morning Meeting classroom activity that are designed to prepare non-experts for responding to volcanic activity and interacting with volcano scientists should introduce real monitoring data prior to proceeding with role-paying scenarios that are commonly used in such courses. The learning gains from the combined approach will help improve effective communications between volcano experts and non-experts during times of crisis, thereby reducing the potential for confusion and misinterpretation of data.
Hawaii↗
Importance of coastal change variables in determining vulnerability to sea- and lake-level change
In 2001, the U.S. Geological Survey began conducting scientific assessments of coastal vulnerability to potential future sea- and lake-level changes in 22 National Park Service sea- and lakeshore units. Coastal park units chosen for the assessment included a variety of geological and physical settings along the U.S. Atlantic, Pacific, Gulf of Mexico, Gulf of Alaska, Caribbean, and Great Lakes shorelines. This research is motivated by the need to understand and anticipate coastal changes caused by accelerating sea-level rise, as well as lake-level changes caused by climate change, over the next century. The goal of these assessments is to provide information that can be used to make long-term (decade to century) management decisions. Here we analyze the results of coastal vulnerability assessments for several coastal national park units. Index-based assessments quantify the likelihood that physical changes may occur based on analysis of the following variables: tidal range, ice cover, wave height, coastal slope, historical shoreline change rate, geomorphology, and historical rate of relative sea- or lake-level change. This approach seeks to combine a coastal system's susceptibility to change with its natural ability to adapt to changing environmental conditions, and it provides a measure of the system's potential vulnerability to the effects of sea- or lake-level change. Assessments for 22 park units are combined to evaluate relationships among the variables used to derive the index. Results indicate that Atlantic and Gulf of Mexico parks have the highest vulnerability rankings relative to other park regions. A principal component analysis reveals that 99% of the index variability can be explained by four variables: geomorphology, regional coastal slope, water-level change rate, and mean significant wave height. Tidal range, ice cover, and historical shoreline change are not as important when the index is evaluated at large spatial scales (thousands of kilometers). ?? 2010 Coastal Education and Research Foundation.
Journal of Coastal Research↗