1. “Humans as Geomorphic Agents” Catherine Riihimaki, Drew University criihimaki@drew.edu

2. 1st problem set for introductory, quantitative environmental studies class Goals of course: — Explore environmental problems that require quantitative understanding — Expose students to quantitative framework for upper-level science (order-of-magnitude calculations, dimensional analysis, conservation of mass/energy, etc.) — Enable some students to fulfill college requirement, others to have alternative entry to geology major

3. Topics: A Brief History of Human Earth Moving Quantitatively How Much Earth Did Humans Move in the Past? Role of Agriculture Bottom Line Parke County, Indiana, March 1940. © CORBIS

4. From Hooke, 2000

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8. Goals of assignment: Students successfully read and discuss peer-reviewed literature (in anticipation of final paper for class) — How are data presented visually? — How are quantitative concepts introduced and discussed?  Students are introduced to order-of-magnitude calculations —Introduce concept of dimensional analysis through small case study —Discuss value in imprecise calculations  Students confirm and extend analyses —Check that the “bottom line” is correct —Students are introduced to integration from visual standpoint —Assess whether humans do “a lot” of work

9. Procedures: Introduce order-of-magnitude calculations and dimensional analysis —Take any random statistic (e.g., Americans discard X amount of clothing each year) and have students discuss strategy for determining that number —Note that this gives just a sense of scale, not a precise number Students read the paper on their own Discussion of the paper in one 50-minute class —One-word response —Discuss how you could calculate earth-moving for Roman road system —Look at plots with them to understand that unintentional earth- moving is more significant than intentional earth-moving —Make sure they understand that a comparison is needed to assess whether this is “a lot” Students work on a problem set for next week —They double-check the “bottom line” of the paper —They compare human earth-moving to natural earth-moving

10. Why this paper and topic: The paper is non-technical The writing and figures are clear Many of the students in the class are interested in human impacts on environment; this is an impact that many of them will not have thought much about