1. Examples of Spreadsheets in Introductory Geophysics Courses Sarah Kruse, USF Borrowing heavily from SSAC: Len Vacher, Laura Wetzel, and others

2. Outline Why spreadsheets? When? What? How? Good practices.

3. Why Spreadsheets? Geophysical context Plan for how to solve the problem Practical tool

4. Why Spreadsheets? Spreadsheets Across the Curriculum serc.carleton.edu/sp/ ssac

5. When to use spreadsheets? Introductory Geophysics –~100% of students say they know how to do calculations using a spreadsheet *survey at beginning of semester

6. When to use spreadsheets? from K.F. Kim, 2004, A survey of first-year university students ability to use spreadsheets, 1(2), Spreadsheets in Education. “… instrument measures the level of student confidence in ICT usage, which according to academic staff who teach ICT courses, over- estimates the actual level of ICT skill. (Note that the ability of students to use technology, and their willingness to persevere in the face of difficulty is governed by their confidence, that is on their perceived ability, rather than their actual ability.)”

7. When to use spreadsheets? …and then after Intro Geophysics, STOP. Programming treats your data with more respect improves with practice

8. What? Students write their own –SSAC, “full benefits” –But in geophysics, the equations can be complicated!

9. What? Students use existing spreadsheets to explore significance of variables –Burger et al. textbook Introduction to Applied Geophysics: Exploring the Shallow Subsurface –Steve Sheriff http://www.umt.edu/geosciences/faculty/sheriff/Sheriff_Vita_abst racts/Sheriff_software.htm

10. What? Hybrid: –Students complete partially developed spreadsheets

11. How? Good practices Keep connected to geophysics context  start in class, continue as homework

12. How? Good practices In the beginning, in the written assignment give some equations in “Excel” language v = 2*sqrt((x/2)^2+h^2)/t

13. How? Good practices Have intermediate deadlines on longer assignments

14. How? Good practices Wrap some non-quantitative material around the assignment –Do in class –Incorporate into assignment  SSAC modules Example from Len Vacher’s SSAC spreadsheet module on Earth’s density

15. SSAC2004.QE539.LV1.5 Earth’s Planetary Density – Constraining What We Think of the Earth’s Interior Prepared for SSAC by Len Vacher – University of South Florida, Tampa © The Washington Center for Improving the Quality of Undergraduate Education. All rights reserved. 2006 Supporting Quantitative Issues Unit conversions Solid geometry: Volume of spherical shell Forward modeling: Inverse problem by trial and error Integral: Concept Core Quantitative Issue Weighted average Any model for the thickness and density of Earth’s constituent shells must be consistent with the planetary density (5.5 g/cm 3 ), which is known from the value of g (9.81 m/sec 2 ). Version 10/04/06

16. Density as a function of depth Before seismology it was known –The Earth is a sphere with circumference 40,000 km, and therefore a radius of 6370 km. –The average density of the planet is 5.5 g/cm 3. –Nearly all rocks we see at or near the surface are less dense than the planet as a whole. In fact, except for unusual rocks such as ores, rocks that we experience first hand are about half as dense as the Earth as a whole. –Therefore, the Earth must be denser in the interior than it is near the surface. With early seismology it was known that the density of the interior changes abruptly at certain depths, that the interior of the Earth is structured into layers. The boundaries between the layers are named discontinuities, because they register as discontinuities in the graph of P and S velocity – and hence density – as a function of depth. The three boundaries are: –The Mohorovicic Discontinuity (1909), at 5-70 km depth. –The Gutenberg Discontinuity (1914), at 2890 km. –The boundary between liquid and solid discovered by Inge Lehmann in 1936 -- at 5150 km. (End note 4)End note 4

17. How? Good practices Help students through the how-to-solve-it process (Polya, see SSAC website)  give guidance in planning  give sample layouts (simpler problems)  or give incomplete spreadsheets (complicated problems) Example from an assignment Estimating Magnetic Anomalies Associated with Subsurface Features

18. Problem Solve the problem by treating the cannonball as a dipole that consists of two equal and opposite monopoles. The dipole field is the vector sum of the fields from each of the monopoles. Calculate the magnetic anomalies you would measure by collecting a grid of total field magnetic readings over a cannonball buried one meter deep at Fort DeSoto. (Photo from www.pinellascounty.org). Note our work is made easier because we can neglect declination (currently) here. So we only need to consider the N-S (x) component of anomalous field vertical (z) component of the anomalous field

19. Background In this example, background primarily comes from textbook…. Students are given a partially completed spreadsheet, with a lot of the work of setting up the structure of multiple worksheets already done. For example, plots are set to work if equation cells are filled in properly.

20. Designing a Plan, Part 1a For each of the two monopoles, and each of the points on the grid, we can set: the measurement position the monopole position (and depth) the pole strength Notes: We will set up a grid of measurement positions. The STARTING POINT spreadsheet has this done for you. X (N-S) positions of each grid point are given in column B. Y (E-W) positions are given in row 8._

21. Designing a Plan, Part 1b For each of the two monopoles, and each of the points on the grid, we can set: the measurement position the monopole position (and depth) the pole strength Notes: We will simplify the equations (a bit) by assuming the negative pole is at the horizontal position x=0, y=0. The positive pole position can then be adjusted to account for the direction of magnetization and the approximate size of the cannonball. Effective position of negative pole

22. Designing a Plan, Part 1c For each of the two monopoles, and each of the points on the grid, we can set: the measurement position the monopole position (and depth) the pole strength Notes: We will need to compute the pole strength from the susceptibility and dimensions of the cannonball and the strength of the Earth’s field. m = k*A*Fe

23. Designing a Plan, Part 2a For each of the two monopoles, and each of the points on the grid, we will need to compute: the N-S horizontal component HA of the anomalous field the vertical component ZA of the anomalous field Notes: The horizontal and vertical components for each monopole will be calculated on separate worksheets. These can then be graphed separately. For example this worksheet (sheet HA – m) only shows the horizontal component of the anomalous field for the negative pole.

24. Designing a Plan, Part 2b For each of the two monopoles, and each of the points on the grid, we will need to compute: the N-S horizontal component HA of the anomalous field the vertical component ZA of the anomalous field Watch out! HA = mx/(x 2 +y 2 +z 2 ) (3/2) where x = (x measurement point – x pole ) Similarly for y and z So the anomaly depends on the relative positions of the measurement point and the pole (Remember for the negative pole only, we are assuming x pole = 0.)

25. Designing a Plan, Part 2c For each of the two monopoles, and each of the points on the grid, we will need to compute: the N-S horizontal component HA of the anomalous field the vertical component ZA of the anomalous field In each worksheet make a plot of the field component throughout the grid etc.

26. How? Good practices Assessment –Make notes for changes for the next time you teach it.

27. Fun example from SSAC (Len Vacher)