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Global Data Sets in the Classroom: The Big Picture

This article discusses the use of global data sets in undergraduate and graduate level courses, with a specific focus on Earth's faults and plate boundaries. It explores the challenges of observation versus interpretation, biases in scientific research, and the importance of formulating testable hypotheses. The article also introduces various global data sets, such as lunar geology, Mars topography, and Viking Orbiter data, and highlights their role in expanding our understanding of planetary geology.

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Global Data Sets in the Classroom: The Big Picture

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  1. Global Data Sets in the Classroom: The Big Picture Tracy K.P. Gregg University at Buffalo

  2. Demographics • Undergraduate level courses • Sophomores, juniors, freshmen, seniors, graduate students (education) • 10-15% are geology majors • for the remainder, this is their last science course • most are from western New York • Know the internet, but little else • Graduate level courses • Computer and GIS savvy • Unaware of “global data sets”

  3. Goals • Observation vs. interpretation • harder than they think! • all scientists are biased by their backgrounds • A “good” vs. “bad” hypothesis • what a hypothesis is • how hypotheses are tested • a “good” hypothesis is one that can be tested using available data • a “bad” hypothesis may still be right, but can’t be tested

  4. Faults & Plate Boundaries on Earth

  5. Apollo LandingSites

  6. Lunar Geology • One-plate planet • No strike-slip faults, no seismicity • Impact-induced, vertical tectonics • Impact-controlled volcanism • basaltic lava flows found only in the near-side impact basins • impacts thinned and weakened crust • Earth’s gravity helped to pull lavas out

  7. Viking Orbiter Global mosaic

  8. Mars Topography

  9. Polar Topography

  10. Type 1 = basaltic Type 2 = andesitic

  11. Martian dust storm

  12. Use of Global (Extraterrestrial) Data Sets • Forces students to grapple with observations vs. interpretations • “sinuous trough” vs. “river valley” • A new data set might instantly change all interpretations, but good observations remain • Forces students to make testable hypotheses • Does Mars (Venus, Europa) have Earth-like plate tectonics? • what observations are needed to answer this question?

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