GPH 492 – Applied Geophysics Instructor: John Louie, 217 LME, 784-4219, louie@unr.edu Office Hours: to be announced Meeting Times: MWF 11 – 11:50, LME 415

Lab section GPH 492/692 – 1101 is two hours per week in the DeLaMare Library Computer Lab

Catalog Description: Integrative exploration of the application of geophysics to energy and groundwater resources, waste management, and site characterization. Includes an overview of gravity, magnetic, electrical, and seismic methods. Required Spring Break field exercise. Prerequisites: GEOL 332, completion of CO 1 – 8, junior or senior standing

Attendance at the class Field Exercise is required, for the entire Spring Break period. The instructor can make exceptions only in cases of illness, disability, conflicting religious observance, research presentations at national conferences, or similarly serious situations.

Alumni of GPH 492/692 may participate in the Spring Break Field Exercise to receive one credit. Contact Louie to register for GEOL 495-1001 or GEOL 701H-1001.

Required text: W. Telford, L. Geldart, and R. Sheriff, Applied Geophysics, Cambridge Univ. Press, ISBN 0521339383 (Google Books link) – now available in Kindle e-reader format. Buying or renting from the ASUN Bookstore helps support student activities. This text and others are on class reserve in the DeLaMare Library. (Go to ARES at https://ares.library.unr.edu/ares, log on with your NetID, and search on ''GPH'' or ''Louie''.) The full text is available here to UNR users, courtesy of the Knowledge Center. The schedule of readings from the text is noted in the syllabus below. Course Objectives: Core Objective 13 (Integration and Synthesis):

Students will be able to integrate and synthesize Core knowledge, enabling them to analyze open-ended problems or complex issues.

Core Objective 14 (Application): Students will be able to demonstrate their knowledge and skills developed in previous Core and

major classes by completing a project or structured experience of practical significance. Course Description: This course is a capstone survey of geophysical techniques applied to solving geoscience and engineering problems in resource exploration and development, natural hazards, and pollution control. The course takes a practical, hands-on, field-oriented approach to show the applications of geophysical measurements to these problems. For each topic, the development will proceed from basic principles (theory) through methodology and applications, to case histories. This course emphasizes applications, and keeps theory to essentials. The syllabus presents basic principles and operational procedures of each method initially, along with discussions of where the method is applicable, and is not applicable. Case histories will illustrate applications. Assigned readings and composition of literature reviews will be an integral part of the course work. As a major capstone course for undergraduates, your work in this course will integrate all of the computational, critical thinking, writing, and geophysical skills you have gained during your degree program. Student Learning Outcomes (SLO):

Core Objective 13 (Integration & Synthesis) SLO1: Students will be able to integrate Quantitative Reasoning (CO2) and Critical Analysis & Use

of Information (CO3) to analyze geophysical data and make a well-reasoned defense of results.

SLO2: Students will be able to synthesize information and techniques from previous coursework across disciplines to plan, mobilize, and complete a geophysical field investigation.

Core Objective 14 (Application) SLO3: Students will be able to describe the results of a geophysical field investigation in

professional report format appropriate to the geosciences. General SLO4: Students will be able to describe fundamental geophysical characterization methods and

perform basic analysis on data derived from these methods. The course has 4 elements: lecture/discussions, lab exercises, reading case-history literature, and a field project. The description below is available to WWW browsers at the URL http://crack.seismo.unr.edu/ftp/pub/louie/class/492-syll.html. Team-Based Learning Team-based learning (''TBL'') is an instructional process that predecessors to this course have been using for 25 years. TBL has caught the attention of educators since 2000 as an effective method of improving student engagement and retention of learning. While possibly just a fad among professors, professional schools such as the University of Nevada School of Medicine have extensively adopted TBL into their curricula for educating doctors and nurses. View the team-based learning presentation to the Med School located at: crack.seismo.unr.edu/geosci/UNSOM_Intro_TBL-sm.pptx. Team-Based Learning takes place through a number of steps that we will execute on the first day of class, and then at each class meeting throughout the semester:

1. Students study assigned materials before class. 2. Instructor assigns each student to a team- at the start of the semester. 3. In class, knowledge of assigned materials is tested with quiz questions. For each question:

a. First each student answers the question alone. b. Then each team discusses the question. c. All teams in the room show their answer simultaneously. d. The instructor asks teams to explain why they chose their answers. e. The instructor discusses the correct answer and responds to any challenges on its

correctness or the quality of the question. 4. The instructor gives a more difficult exercise to the teams, for group completion, simultaneous

response, and class discussion. In this class, these will be the Lab sessions. 5. Occasionally during the semester, each student will write brief peer evaluations of each of their

team members. Lecture/Discussions In general the instructor will hold three 50-minute team-based discussion sessions each week, focusing on processes, concepts, and methods reported in the literature. We will begin the sessions with individual student answers to a question based on the assigned reading materials. Students put their name, the date, daily question number, and circle their answer on an answer card, which the instructor collects immediately. Then the class will break into the assigned teams to discuss the question, and after team discussion each team will give their consensus answer to the question. Then the instructor will discuss the

answers with the class, and ask each team for their reasoning. Students can keep all their question sheets and notes. If time remains in the session, the instructor will put out additional questions. The instructor will score responses on the individual answer cards toward 10% of the total grade. In advance of each lecture/discussion, please read the assigned parts of the text, and download and review the prerecorded lecture videos, scanned overheads and other lecture materials. Lecture materials are linked here:

Downloadable lecture videos Seismic overheads 1, 1.7-Mb

PDF Seismic overheads 2, 17.6-Mb

PDF ReMi lecture slides, 8.4-Mb PDF ReMi slides in high-res, 25.6-Mb

PDF

Seismic overheads 3, 11.5-Mb PDF Oppliger lecture notes in PDF, for Gravity, Magnetics,

and Electrical Hydrogeophysics case histories, 692-kb PDF Plots drawn during Lab 1 tutorial sessson, 601-kb ZIP Magnetics overheads, 997-kb PDF Borehole overheads, 1.0-Mb PDF

Bringing the textbook to class, as well as the notes and overheads on your laptop will save you printing costs and some trees. There are on-line courses elsewhere that may also provide helpful materials:

Introduction to Geophysical Exploration by Boyd at CSM Environmental Geophysics by Larry Brown at Cornell Geophysics: Abbreviated Course Notes by Dr. Susan Clark Slaymaker of California State

University, Sacramento Geology and Geophysics Applied to Industry presentations and exercises by AAPG Visiting

Geoscientist Fred Schroeder. Team-Based Lab Exercises This course requires six practical laboratory exercises or problem sets, to help students grasp key concepts and methods. All of these exercises are computer-based, with software provided by the instructor for download from this web page. The second lab exercise requires use of one of the lab PCs in the DeLaMare Library downstairs, to access licensed commercial software. All other exercises will be Windows-compatible, and most will be Mac and Linux compatible as well. The syllabus below gives links to the lab assignments. For each of the six lab assignments, the class needs to meet during the agreed lab period for one or two 2-hour sessions. The instructor will take the teams through the lab exercises, and each team will turn in answers to the exercises. However, students do not need to turn in individual answers to any of the lab exercises. If a team cannot complete a lab during the lab sessions, email team questions about the labs to the gph492@lists.unr.edu mail alias, and the instructor or another student may be able to answer quickly. Links to lab exercises:

1. First-arrival picking and velocity inversion lab 2. Surface-wave dispersion analysis and modeling lab 3. Reflection processing Lab

4. Gravity lab 5. Magnetics Lab 6. Resistivity modeling lab (old Resix lab)

Reading Case-History Literature Each student will write five or six original abstracts of scientific articles on case histories. Lists of published case histories to select from are linked in the syllabus below. Everyone should turn in an original abstract of any one (or comparing more than one) of the listed readings. More than one student may write an abstract on the same reference, but students must write their abstracts on their own. Turn in your abstract at the start of class period on the stated due date in the schedule below; either in class or by email to louie@unr.edu. The instructor will accept late abstracts with a 10% penalty for a few weeks after the due date, possibly later at the instructor's sole discretion. The abstract should be between 100 words and 1 page long. It will be evaluated for neatness, English usage, and how well it ``concentrates the essential information'' of the chosen reference(s).

Please refer to the handout on Pointers for writing good abstracts. Links to lists of papers suggested for abstracting:

a. Engineering seismic case history b. Seismic reflection case history c. Potential fields case history d. Geodetic/inSAR case history e. Electromagnetic case history f. Borehole case history (if assigned)

These lists contain links to some of the gray literature listed. For journal articles, go to http://knowledgecenter.unr.edu/materials/articles/journals/ and search for the title of the journal the article is in. Then you can zero in on the year and issue with the article you want, and you should be able to download a full-text PDF of the article. If you get to a listing asking you to pay to view a copy of the article, you are on the wrong part of the Knowledge Center's website. You should not have to pay to read any of the articles I have suggested. Consult with the Librarians in DeLaMare if you have questions. Email your questions about whether a particular paper not on the lists may be appropriate for an abstract assignment to the gph492@lists.unr.edu mail alias. Field Project (description from Spring 2013) The class will conduct small-scale geophysical field investigations at a strike-slip fault scarp south of Schurz newly discovered by Prof. Wesnousky, with shallow seismic reflection/refraction, magnetics, and electrical resistivity. Planning and mobilizing for each geophysical method will be assigned to a student team from the class. Everyone in the class must be willing to give up their entire spring break for the field project. The fieldwork may occupy all nine days of Spring Break, from 7 AM to 7 PM each field day. Additional details will be announced in February. Each method's team will present their analysis with a 10-minute seminar during the final lecture period, in LME 415. While the class will collectively analyze the data obtained, students will be responsible for their own written reports. Each should describe the objectives, previous work, methods, results, and implications of the entire project in 5 to 10 pages of text, plus figures. For further guidance, see the page

on elements of a professional report. The class may be able to publish its collected results; see some examples. There will be no final exam, unless the field project becomes a complete failure. Special Projects Team At the completion of the field exercise in March, the instructor may invite two or three of the top-scoring students in the individual assessments to join a Special Projects Team. Students who accept this invitation will not necessarily be responsible for any of the remaining assignments, or even to come to class. Instead they will negotiate special work with the instructor for class credit, which could include programming work to improve the lab exercises, or preparing a journal article submission from a previous class's reports. Grades will be calculated as follows:

Team-Based Lab Exercises 30% Abstracts 25% Individual Assessments 10%

Team Oral Presentation 10% Field Report 25% Final grades will be curved separately for graduate and undergraduate students, and plus or minus grades may be assigned. Most years, the letter grade is determined from a scale such as this:

Letter Grade % of 100% possible Letter Grade % of 100% possible Letter Grade % of 100% possible

A 90-100 B- 77-79 D+ 63-66

A- 87-89 C+ 73-76 D 60-62

B+ 83-86 C 70-72 D- 57-59

B 80-82 C- 67-69 F 0-56

Schedule (example from Spring 2013) Download lecture materials:

Downloadable lecture videos Seismic overheads 1, 1.7-Mb

PDF Seismic overheads 2, 17.6-Mb

PDF ReMi lecture slides, 8.4-Mb PDF ReMi slides in high-res, 25.6-Mb

PDF

Seismic overheads 3, 11.5-Mb PDF Oppliger lecture notes in PDF, for Gravity, Magnetics,

and Electrical Hydrogeophysics case histories, 692-kb PDF Plots drawn during Lab 1 tutorial sessson, 601-kb ZIP Magnetics overheads, 997-kb PDF Borehole overheads, 1.0-Mb PDF

Not all lecture/discussion days are listed- two topics are listed per week, with Fridays typically devoted to preparing for Spring Break field exercises, and analyzing the results after. Lecture links contain supplemental materials.

1/23 Class organization, team assignment, resources, schedule, field exercises, grading Text: Contents, Mathematical Conventions, p. v-xii, xix-xx, 1-5; this syllabus SEG: What is Geophysics? (with slideshow)

1/25 Seismic principles - wave propagation (example), Fermat, Snell, reflection, refraction, rock velocities, porosity Text: 4.1-4.2.1, 4.2.3-4.2.8, p. 136-143, 147-162; Seismic overheads 1: p. 1-10

Earthquake wave-modeling facility, with links to movies and video podcasts

1/28 Seismic principles - amplitude, Q, shear and surface waves, sources, geophones and digital recorders Text: 4.5.3-4.5.4, p. 192-207; Seismic overheads 1: p. 11-20

1/30 Refraction - time-distance (t-X) plots, purpose, depth, dip, reversal, survey design, Crustal refractions in section Text: 4.3-4.4.2, 4.6-4.7.1, p. 162-176, 209-216; Seismic overheads 1: p. 21-27

2/1 Field project organization, objectives - geologic setting, previous geophysics, planning (and subsequent Fridays)

2/4

Refraction - low-vel & thin hidden layers, v-z ambiguity; Refraction Microtremor (20.8-Mb PPT show and media files), definition of Vs30 in International Building Code, ReMi Field Tutorial Text: 4.9, p. 235-243; Seismic overheads 1: p. 28-32 - Abstract DUE on engineering seismic case history

2/6

Reflection principles - profiling, sounding, NMO, dip Text: 4.4.3-4.4.8, p. 176-186; Seismic overheads 1: p. 33-37 - First-arrival picking and velocity inversion lab Tutorial 1 2:00-4:00 PM DeLaMare Dataworks South Lab

2/8 GPS Field Tutorial 11:00-11:50 AM on the Quad by Dan Munger

2/11 Reflection principles - Vrms, Dix, vert resolution, horiz resolution Text: 4.5.5, p. 207-209; Seismic overheads 1: p. 38-46

2/13

Reflection acquisition - phases, spatial aliasing, spreads, stack chart, signal/noise, field strategies Text: 4.5.1-4.5.2, p. 186-192; Seismic overheads 2: p. 1-52 - First-arrival picking and velocity inversion lab Tutorial 2 2:00-4:00 PM DeLaMare Dataworks South Lab

2/15 Magnetics Field Tutorial 11:00-11:50 AM on the Quad

2/18 NO CLASS - Presidents Day Holiday

2/20

Reflection analysis - processing, spectra, BP filtering, Reflection phase, Gather slicing Text: 4.7.2-4.7.6, p. 216-228; Seismic overheads 3: p. 1-17 - Surface-wave dispersion analysis and modeling lab Tutorial 1 2:00-4:00 PM DeLaMare Dataworks South Lab

2/22 Gravity Field Tutorial 11:00-11:50 AM, LME 415 and 2nd-floor north patio

2/25 Reflection analysis - CMP stacking, stacking chart, CV stack picking, diffractions, migration Text: 4.7.7-4.7.14, 4.10.1-4.10.2, p. 229-233, 243-248; Seismic overheads 3: p. 17-33 - Abstract DUE on seismic reflection case history

2/27

J. N. Louie, W. Honjas, and S. Pullammanappallil, Advanced seismic technology for geothermal development: Geophysical Techniques in Geothermal Exploration Workshop, 2007 Geothermal Resources Council Annual Meeting, Reno, 28 September; with additions made for Nov. 2011 New Zealand Geothermal Workshop, Auckland Text: 4.8, 4.10.3-4.11.7, p. 233-235, 248-272 - Surface-wave dispersion analysis and modeling lab Tutorial 2 2:00-4:00 PM DeLaMare Dataworks South Lab

3/1 Resistivity Field Tutorial 11:00-11:50 AM on the Quad

3/4 Gravity principles - densities, corrections, instruments, acquisition Text: 2.1-2.2.2, 2.3-2.5, p. 6-7, 10-26; Oppliger lectures: Gravity_glo-jnl.ppt.pdf slides 1-32

3/6 Gravity interpretation - modeling, trends, contouring, spatial filters Text: 2.6-2.8, p. 26-48; Oppliger lectures: Gravity_glo-jnl.ppt.pdf slides 33-50 Seismic Reflection-Refraction Field Tutorial 2:00-4:00 PM on the Quad

3/8 Refraction Mictrotremor Field Tutorial 11:00-11:50 AM on the Quad

3/11 Magnetics principles - properties, susceptibility units, diurnal drift, storms, instruments, acquisition

Text: 3.1, 3.3-3.5, p. 62-63, 67-84; Oppliger lectures: Mag_glo-jnl.ppt.pdf slides 1-40 - Abstract DUE on potential fields case history

3/13 Magnetics interpretation - modeling, trends, contouring, poles, filters Text: 3.6-3.7, p. 84-114; Magnetics overheads - Reflection Processing Lab Tutorial 1 2:00-4:00 PM DeLaMare Dataworks South Lab

3/16-3/24

Spring Break Field Project - 2013 photos and video - Previous Fieldwork Photo Albums: 2012; 2011; 2010; 2009; 2007; 2005; 2003; 2002; 2000

3/25 Gravity/magnetics case studies - basin and bedrock geometry Text: 2.8, 3.8-3.9, p. 48-52, 114-134 (read problems and look at accompanying diagrams); Seismic overheads 3: p. 34-40

3/27 Electrical/hydraulic properties - rocks, fluids Text: 5.1-5.4, p. 283-292; Oppliger lectures: Elect-Props-Resist-glo-jnl.ppt.pdf slides 1-20 - Reflection Processing Lab Tutorial 2 2:00-4:00 PM DeLaMare Dataworks South Lab

3/29 Field interpretation - elements of professional report, integration (and subsequent Fridays)

4/1 DC Resistivity - acquisition, apparent resistivity Text: 8.1-8.4, p. 522-535; Oppliger lectures: Elect-Props-Resist-glo-jnl.ppt.pdf slides 21-45

4/3 DC Resistivity - modeling, curve fitting Text: 8.5-8.7, p. 535-570; Oppliger lectures: Elect-Props-Resist-glo-jnl.ppt.pdf slides 46-78 - Field interpretation teamwork 2:00-4:00 PM DeLaMare Dataworks South Lab

4/5 Gravity Lab Tutorial 1 11:00-11:50 AM LME 415

4/8 Frequency-domain electromagnetics - wavelengths, phase, skin depth Text: 6.2.2-6.2.3, p. 306-309; Oppliger lectures: EM_methods_glo-jnl.ppt.pdf slides 1-26 - Abstract DUE on electromagnetic case history

4/10

Time-domain electromagnetics - dynamos, eddy currents, acquisition, modeling Text: 7.3-7.6, p. 361-383; Oppliger lectures: EM_methods_glo-jnl.ppt.pdf slides 27-62 - draft methods paragraphs, result plots, reduced data DUE to class from each field team - Field interpretation teamwork 2:00-4:00 PM DeLaMare Dataworks South Lab

4/12 Gravity Lab Tutorial 2 11:00-11:50 AM LME 415

4/15 GPS and Geodesy principles (1 Mb PDF of details): Guest lecture by Dan Munger Oppliger lectures: GPS_glo-jnl.ppt.pdf slides 1-26

4/17 GPS acquisition, analysis: Guest lecture by Dan Munger Oppliger lectures: GPS_glo-jnl.ppt.pdf slides 27-48 - GPS Postprocessing Lab Tutorial 2:00-4:00 PM DeLaMare Dataworks South Lab

4/19 GPS case histories, inSAR: Guest lecture by Dan Munger Oppliger lectures: GPS_glo-jnl.ppt.pdf slides 49-71

4/22 Ground-probing radar; induced polarization, self potential - theory, acquisition, interpretation Text: 7.7, p. 383-477; Oppliger lectures: EM_methods_glo-jnl.ppt.pdf slides 63-84

4/24 Hydrogeophysics integrated case studies - water quality, waste plume characterization Text: 7.8, p. 477-504; Hydrogeophysics case histories, 692-kb PDF - Field interpretation teamwork 2:00-4:00 PM DeLaMare Dataworks South Lab

4/26 Resistivity modeling lab Tutorial 11:00-11:50 AM LME 415

4/29 The borehole environment; Borehole methods - SP, induction, laterologs, acoustic, gamma, neutron Text: 11.1-11.11, p. 645-690; Seismic overheads 3: p. 32-35

5/1 Field Results Integration Discussion - draft results paragraphs, improved result plots DUE to class from each field team

Monday 5/6

Group Project Results Presentations (10 minutes each) - Abstract DUE on geodetic/inSAR case history

Weds. 5/15

Individual Project Reports DUE 5:00 PM LME 217 Instructor available during final period LME 415 8:00-10:00 AM - Abstract DUE on borehole case history (if assigned)

Academic Dishonesty is defined as cheating, plagiarism or otherwise obtaining grades under false pretenses. I will return any work that contains plagiarism to you without grading it. If I do this, please meet with me ASAP so I can instruct you on how to avoid academic dishonesty, and encourage you to revise and re-submit the assignment for class credit. Bioethics@Iowa State has a very helpful list of rules of thumb you can use to avoid plagiarism in your writing. You are encouraged to work with your classmates on all assignments except your abstracts. However, you must turn in your own work for it to count toward your grade, free of any academic dishonesty. Accommodating Disabilities: I encourage any student needing to request accommodations for a specific disability to please meet with me at your earliest convenience to ensure timely and appropriate accommodations. Academic Success Services: Your student fees cover usage of the Math Center, Tutoring Center, and Writing Center. The Writing Center (784-6030 or http://www.unr.edu/writing-center) may be of help in successfully completing abstracts and reports. Recording of Class Sessions: Surreptitious or covert video-taping of class or unauthorized audio recording of class is prohibited by law and by Board of Regents policy. This class may be videotaped or audio recorded only with the written permission of the instructor. In order to accommodate students with disabilities, some students may have been given permission to record class lectures and discussions. Therefore, students should understand that their comments during class may be recorded. I, John Louie, as instructor of GPH 492/692, hereby explicitly authorize any registered student to make and broadcast on any medium any type of recording of our class sessions. Additional Work for Graduate Students, in this 400/600-Level Course Graduate students taking Applied Geophysics as GPH 692 pay more per credit, and will have questions about why GPH 692 gives them additional value toward their graduate degree. The questions posed for all 400/600-level courses at UNR are answered here:

How will graduate students achieve deeper understanding of the material presented to the combined group? Since graduate students possess undergraduate degrees in a related field, their higher level of understanding at the beginning of the semester will allow them to read and assess background literature more easily and more deeply.

How will graduate student assignments differ from those of the undergraduates in their nature or quantity? The assignments will not differ for graduate students. Their level of performance on the assignments is expected to be higher than the undergraduates’.

How will increased opportunities for independent study or for interaction with the instructor(s) be made available for graduate students? Graduate students who want to use certain items of Mackay geophysical field equipment to collect data for their thesis projects are urged to take Applied Geophysics first. The instructor can then assist them with their subsequent thesis research, and is available to participate on their committees.

Discuss any synthesis experiences specifically for graduates? None are included as part of the class, but including class results in their graduate thesis research is a synthesis experience available to graduate students only.

Identify on the proposed syllabus the opportunities the graduates will have for work at a higher academic level. Graduate students with top scores on the individual assessments may be invited to joint the Special Projects Team described above.

Discuss how the work of graduate students will be evaluated differently from that of undergraduates by describing the criteria used in grading an undergraduate assignment versus those used in grading a graduate level assignment. In grading the literature abstracts and field project report, the instructor will give full credit only to those graduate responses demonstrating level 4 “Capstone” performance, while undergraduates can get full credit for level 3 performance. One example is:

(Taken from “Critical Thinking VALUE Rubric” by the Amer. Assoc. of Colleges and

Universities.) How will graduates leave the course feeling that they have obtained greater academic value? The

greater value of GPH 692 to graduates is most likely to be realized if they include some geophysical work in their thesis.

Catalog Copy:

GPH 492 - Applied Geophysics (4 units) Integrative exploration of the application of geophysics to energy and groundwater resources, waste management, and site characterization. Includes an overview of gravity, magnetic, electrical, and seismic methods. Required Spring Break field exercise.Application of geophysics to energy and groundwater resources, waste management, and site characterization. Includes gravity, magnetic, electrical, and seismic methods; required Spring Break field exercise. (Major Capstone) (Formerly GEOL492/692; implementation FL09). Prerequisite(s): GEOL 332, completion of CO 1 – 8, junior or senior standing.GPH 333; CH 201 or CH 202 or CH 203; junior or senior standing. Units of Lecture: 3 Units of Laboratory/Studio: 1 Major Capstone Course Offered Every Spring Student Learning Outcomes (if available): Upon completion of this course: