Using web-accessed climate data, students will examine the latitudinal distribution of CO2 …
Using web-accessed climate data, students will examine the latitudinal distribution of CO2 and explain how (and why) that has changed over (recent) time. They will then work in groups of two or three to download, graph, and interpret carbon dioxide concentration data from one individual location (different groups will be assigned a different site). Each student will complete a series of questions to ensure their understanding of the concepts outlined above.
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The approach to teaching geologic map interpretation described in the materials departs …
The approach to teaching geologic map interpretation described in the materials departs significantly from the typical approach, which commonly involves defining strike and dip and types of contacts, drawing cross sections in areas with no topography and working with paper block models and PlayDoh for visualiztion, teaching outcrop patterns and rule of Vs in areas with topography, and then having students practice map interpretation and cross section construction.
The approach describe in materials listed here uses the powerful 3D viewing capability and the remarkable satellite images of Google Earth to help students really visualize structures. The approach does the following:
* Emphasizes mapping before map interpretation in order to help students visualize, rather than memorize. * Starts by having students do geologic mapping in Google Earth before they know anything about strike, dip, or types of contacts. * Has students work first with inclined units and contacts in areas with topographic relief, using Google Earth 3D view to develop an understanding of dip. * Has students sketch simple cross sections of their own geologic maps and use Google Earth 3D view to help them visualize the relationships. * Derives strike after students understand dip. * Has students work with vertical contacts next, then horizontal contacts, and, finally, folded and faulted contacts. * Gives students lots of practice in mapping in Google Earth and creating their own cross sections in areas of increasing complexity. * Follows with interpretation of existing geologic maps coupled with use of maps in the field.
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Data Carpentry lesson to learn how to work with Amazon AWS cloud …
Data Carpentry lesson to learn how to work with Amazon AWS cloud computing and how to transfer data between your local computer and cloud resources. The cloud is a fancy name for the huge network of computers that host your favorite websites, stream movies, and shop online, but you can also harness all of that computing power for running analyses that would take days, weeks or even years on your local computer. In this lesson, you’ll learn about renting cloud services that fit your analytic needs, and how to interact with one of those services (AWS) via the command line.
To illustrate the basics of digital mapping on a PocketPC, I have …
To illustrate the basics of digital mapping on a PocketPC, I have included one of the projects used in our field course. It covers an area southeast of Buena Vista, Colorado that consists of Precambrian plutonic and metamorphic rocks, Tertiary volcanic rocks, and Quaternary sediments. The project comes in the second week of the course and is the first digital mapping experience for the students. Prior to this, they have been learning to map using traditional methods. The Sugarloaf project consists of base maps and data layers. The inclusion of both aerial photo (USGS DOQQ) and topographic base maps (USGS DRG), allows students to choose which ever map works best for them. The data layers include everything that a field geologist would normally record in his/her field notebook and map: general notes, contacts, and structural data (including oriented symbols on the map). The specific layers in this project are: bedding, contacts, faults, foliations, formations, geology, joints, lineations, and stations. In some layers (e.g., bedding, foliation, lineation, and joint), taping a point on the map opens a dialog box into which you enter data such as strike/dip or plunge/trend. In other layers (e.g., stations), taping a point opens a form for notes. In the contact layer, you draw lines. Editing can be done in the field on your PocketPC or back in camp by downloading the project to a computer. If a project is edited on a computer, the edited version must then be uploaded to the PocketPC for use the next day in the field. Final production of the map is done using ArcView or ArcMap.
(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)
Data Carpentry lesson to understand data structures and common storage and transfer …
Data Carpentry lesson to understand data structures and common storage and transfer formats for spatial data. The goal of this lesson is to provide an introduction to core geospatial data concepts. It is intended for learners who have no prior experience working with geospatial data, and as a pre-requisite for the R for Raster and Vector Data lesson . This lesson can be taught in approximately 75 minutes and covers the following topics: Introduction to raster and vector data format and attributes Examples of data types commonly stored in raster vs vector format Introduction to categorical vs continuous raster data and multi-layer rasters Introduction to the file types and R packages used in the remainder of this workshop Introduction to coordinate reference systems and the PROJ4 format Overview of commonly used programs and applications for working with geospatial data The Introduction to R for Geospatial Data lesson provides an introduction to the R programming language while the R for Raster and Vector Data lesson provides a more in-depth introduction to visualization (focusing on geospatial data), and working with data structures unique to geospatial data. The R for Raster and Vector Data lesson assumes that learners are already familiar with both geospatial data concepts and the core concepts of the R language.
Data Carpentry lesson to open, work with, and plot vector and raster-format …
Data Carpentry lesson to open, work with, and plot vector and raster-format spatial data in R. The episodes in this lesson cover how to open, work with, and plot vector and raster-format spatial data in R. Additional topics include working with spatial metadata (extent and coordinate reference systems), reprojecting spatial data, and working with raster time series data.
This is a short project that can be used in-class or as …
This is a short project that can be used in-class or as homework. It involves just a few questions and it is intended to help students understand the idea of Gibbs free energy. It cannot completely stand alone. I use it after I have talked about Gibbs free energy for 20 minutes. It helps clarify my lecture.
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This activity introduces students to loading and plotting data in MATLAB. Students …
This activity introduces students to loading and plotting data in MATLAB. Students explore scalar and vector time series and profile data commonly used in the field of Oceanography using data sets from publicly available sources or that they collected in local waters.
Play-Doh model, upright anticline Provenance: Carol Ormand Ph.D., Carleton College Reuse: This …
Play-Doh model, upright anticline
Provenance: Carol Ormand Ph.D., Carleton College Reuse: This item is offered under a Creative Commons Attribution-NonCommercial-ShareAlike license http://creativecommons.org/licenses/by-nc-sa/3.0/ You may reuse this item for non-commercial purposes as long as you provide attribution and offer any derivative works under a similar license. 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.
(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)
The goal of this lesson is to provide an introduction to R …
The goal of this lesson is to provide an introduction to R for learners working with geospatial data. It is intended as a pre-requisite for the R for Raster and Vector Data lesson for learners who have no prior experience using R. This lesson can be taught in approximately 4 hours and covers the following topics: Working with R in the RStudio GUI Project management and file organization Importing data into R Introduction to R’s core data types and data structures Manipulation of data frames (tabular data) in R Introduction to visualization Writing data to a file The the R for Raster and Vector Data lesson provides a more in-depth introduction to visualization (focusing on geospatial data), and working with data structures unique to geospatial data.
Students graph data from 20th century hurricanes that affected the state of …
Students graph data from 20th century hurricanes that affected the state of Texas. Along the way they answer questions that ask them to interpret what they see represented on the graphs.
(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)
This exercise gives students personal experience with data sets that have spatial …
This exercise gives students personal experience with data sets that have spatial reference "issues" so that they learn first hand both why it matters to be meticulous about projections and coordinate systems and how to work with coordinate systems, projections, and datum transformations in ArcMap. You might also be interested in our Full GIS course with links to all assignments.
Students map the classroom twice using paper and pencil, the first time …
Students map the classroom twice using paper and pencil, the first time on different pieces of paper and with essentially no instructions and the second time on a base map with coordinates for one corner of the room with instructions about what to map and make a table of information about what they are mapping. *Special thanks to Dennis Johnson, Juniata College, for the basic idea for this activity!* You might also be interested in our Full GIS course with links to all assignments.
Command line interface (OS shell) and graphic user interface (GUI) are different …
Command line interface (OS shell) and graphic user interface (GUI) are different ways of interacting with a computer’s operating system. The shell is a program that presents a command line interface which allows you to control your computer using commands entered with a keyboard instead of controlling graphical user interfaces (GUIs) with a mouse/keyboard combination. There are quite a few reasons to start learning about the shell: The shell gives you power. The command line gives you the power to do your work more efficiently and more quickly. When you need to do things tens to hundreds of times, knowing how to use the shell is transformative. To use remote computers or cloud computing, you need to use the shell.
Data Carpentry lesson to learn to navigate your file system, create, copy, …
Data Carpentry lesson to learn to navigate your file system, create, copy, move, and remove files and directories, and automate repetitive tasks using scripts and wildcards with genomics data. Command line interface (OS shell) and graphic user interface (GUI) are different ways of interacting with a computer’s operating system. The shell is a program that presents a command line interface which allows you to control your computer using commands entered with a keyboard instead of controlling graphical user interfaces (GUIs) with a mouse/keyboard combination. There are quite a few reasons to start learning about the shell: For most bioinformatics tools, you have to use the shell. There is no graphical interface. If you want to work in metagenomics or genomics you’re going to need to use the shell. The shell gives you power. The command line gives you the power to do your work more efficiently and more quickly. When you need to do things tens to hundreds of times, knowing how to use the shell is transformative. To use remote computers or cloud computing, you need to use the shell.
Web scraping is the process of extracting data from websites. Some data …
Web scraping is the process of extracting data from websites. Some data that is available on the web is presented in a format that makes it easier to collect and use it, for example in the form of downloadable comma-separated values (CSV) datasets that can then be imported in a spreadsheet or loaded into a data analysis script. Often however, even though it is publicly available, data is not readily available for reuse. For example it can be contained in a PDF, or a table on a website, or spread across multiple web pages. There are a variety of ways to scrape a website to extract information for reuse. In its simplest form, this can be achieved by copying and pasting snippets from a web page, but this can be unpractical if there is a large amount of data to be extracted, or if it spread over a large number of pages. Instead, specialized tools and techniques can be used to automate this process, by defining what sites to visit, what information to look for, and whether data extraction should stop once the end of a page has been reached, or whether to follow hyperlinks and repeat the process recursively. Automating web scraping also allows to define whether the process should be run at regular intervals and capture changes in the data.
This exercise uses a suite of well logs (aka electric logs) to …
This exercise uses a suite of well logs (aka electric logs) to interpret lithology within a stratigraphic section and to determine fluid content within borehole rocks.
This series of three activities in tutorial format serves not only as …
This series of three activities in tutorial format serves not only as an introduction to ArcGIS for our intro geology, hydrogeology, and structural geology courses but also as a mandatory refresher that students must complete before the first lab of our upper level course GIS for Geoscientists. The tutorial/refresher emphasizes techniques used by geoscientists. You might also be interested in our Full GIS course with links to all assignments.
These activities were developed to introduce students to the ArcGIS software package …
These activities were developed to introduce students to the ArcGIS software package and help the begin developing their own place-based (Iowa) activities.
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