John D. Vitek

A statistical analysis of tree-ring dating in conjunction with snow avalanches: Comparison of on-path versus off-path responses

Tree-rings were collected from snow-avalanche paths in Colorado, and from positions away from avalanche paths. The rings were examined for morphological responses to avalanche-induced trauma. Use of the Chi-square statistic revealed a significant difference in the number of morphological responses from on-path versus off-path positions. A high number of on-path trees were definitely damaged by avalanche impact in 1973; a lower number of trees from off-path positions illustrated morphologic ring-responses from random, nonavalanche, events in the same year.

Mapping geomorphology : A journey from paper maps, through computer mapping to GIS and Virtual Reality

Abstract Maps are integral components of research in geomorphology and Quaternary geology. Visual presentation of the spatial and temporal distribution of a phenomenon often provides clues to the process(es) that generated the phenomenon. Compiling information on maps, interpreting spatial patterns, and using standard topographic maps were fundamental parts of the undergraduate experience. Why have such experiences been slowly disappearing from undergraduate curricula? How are geology majors taught map scale, map projections, and the pitfalls associated with the display of spatial information? Neglect in preserving the mapping tradition places the geology major at a disadvantage. The use of maps and mapping is undergoing a renaissance; use in the classroom has a bright future because of digital scanning, computer cartography, geographic information systems (GIS), and virtual reality. Pen and ink techniques should be relegated to museums. Pencil sketches can be scanned and perfect products generated every time. These techniques, however, do not eliminate the need for basic map knowledge such as scale, projections, and generalization. What assumptions about map projections have been built into the software? How are spatial data and attribute data integrated into the resultant map in a geographic information system (GIS)? Because the application of virtual reality to geomorphic processes looms on the horizon, geologists must recognize how the current spatial revolution can help with the assessment of geologic phenomena and teach students to function with the new technology.

Natural Disaster: Long-Range Impact on Human Response to Future Disaster Threats

This paper assesses the impact of the destructive 1953 Flint tornado upon the people currently living in the community that was destroyed. Personal interviews conducted with people now residing along the path of the 1953 tornado revealed that ones age and length of residence in the immediate area influenced ones awareness of the Flint disaster. A persons level of awareness of the 1953 Flint tornado was found to have a significant impact on the nature of the individuals long- and short-range response to the tornado threat. Those who were well aware of the violent 1953 tornado were more likely than those who were unaware of that storm to take appropriate precautions when a tornado warning was issued. Moreover, the level of awareness of this past event was found to be more important than having experienced a tornado in determining whether or not a person now responds appropriately to a tornado warning.

Paleoflood analysis of an alluvial channel in the south-central Great Plains: Black Bear Creek, Oklahoma

Abstract Late Holocene floodplain of the Black Bear basin in north-central Oklahoma was chronologically developed based upon slackwater deposition and radiocarbon dating of associated paleosols. Major paleoflood events occurred 3590 ± 80 yr BP, and 1150 ± 100 yr BP. Assumptions developed for application in semi-arid, bedrock channels were tested and modified. Maximum accumulation of slackwater deposits were located some 400 m up-tributaries rather than at the intersection of the mouths of present-day tributary junctions. These sites represent the intersection with tributaries during the extreme widths of floods on an alluvial floodplain. Physically tracing slackwater units up-tributaries was possible, in some cases 8 km. An accurate estimate of flood stage was determined by measuring up-terrace perpendicular to the tributary. During floods, aggradation and degradation of the main channel were insignificant because the broad floodplain is the most impacted feature in an alluvial setting. The preflood landscapes, determined from paleosol elevations, were recreated to estimate the Manning roughness coefficients and paleoflood discharges. The HEC-2 Water Surface Profile (Hydrologic Engineering Center, 1982) determined that paleodischarges of 4391 cm in 3590 BP and 8782 cm in 1150 BP emplaced the slackwater deposits along the tributaries of Black Bear Creek.

Creating curricular change: needs in grades 8¿12 earth science

Abstract The realization that we do not control nature is often associated with devastating loss of life and property. Apparently, humans do not learn from their mistakes, because human tragedies seem to happen repeatedly and minimal modification of human behavior appears to transpire. Because people do not understand the dynamic nature of Earth and Earth processes, specific education to understand and to comprehend the cause and effect of a dynamic earth is needed. The strong economic base and a high literacy rate within the USA should contribute to the ability of the K–12 educational system to create more appropriate human behavior and response to processes shaping Earth. Today major efforts are underway in government agencies, professional societies, universities and by individuals to change what and how students learn about the environment. Curricular reform has been established as new national standards for what students should learn in science in grades K–12. Just having standards, however, does not guarantee implementation, improved teaching by teachers, or increased understanding by students. Science faculties must accept the challenge to provide the pedagogical education for K–12 teachers; teachers must be trained and empowered to implement change; this change must ripple throughout the entire K–12 system. Workshops and innovative materials to support renovations in the curricula are essential to affect change. The World Wide Web will be a major help in information dissemination. However, for success to be achieved, local involvement is fundamental. People with expertise about Earth can have the greatest impact on effecting change by helping neighbors acquire knowledge of the dynamic environment of Earth. The same people (namely you) must become pro-active in K–12 education.

SPATIAL AND TEMPORAL VARIATIONS OF SOIL MOISTURE IN WEST-CENTRAL OKLAHOMA

From May 7 to August 13, 1985, soil moisture was measured at 12 study sites located along a 200-km east-west trending transect in west-central Oklahoma. Soil moisture was sampled at three depths at each site: 15 cm, 61 cm, and 91 cm. Study site location and the time (week) of data collection were analyzed through correlation and regression analysis in order to assess their impact on soil moisture variability measured at the three sampled depths. Along the transect for the study period, soil moisture increased with depth; soil moisture also increased with depth from west to east along the transect during the sample period. The correlation between the location of the sample site and soil moisture was weak at the 15 cm depth (0.48), but was stronger at greater depths (0.78 at 61 cm; 0.65 at 91 cm). The location of the study site along the transect explained 25% of the variation in soil moisture at a 15 cm depth; 62% at a 61 cm depth; and 51% at a 91 cm depth. The time (week variable) of data collection at ea...