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GEO5260/6260 – The Magnetic Earth 1

The Magnetic Earth – Fall 2018 Geology and Geophysics: 5265 (6265) – 3 credit hours

Instructor Professor Pete Lippert – FASB 325, [email protected]

Office hours – Tuesday 2-3:30 and/or by appointment

Class Meetings T/Th 9:10-10:20 AM, FASB 330 Textbooks (available electronically on Canvas or via the web) Butler (1992) Paleomagnetism: Magnetic Domains to Geologic Terranes, Free Electronic Edition on Canvas (b/c

the author bought the copyright after the publisher decided to put the book out of print) Tauxe, L. (2010), Essentials of Paleomagnetism, 489 pp., University of California Press, Berkeley, CA. ISBN:

978-0-520-26031-3. This is also freely available as a web book: http://magician.ucsd.edu/essentials/WebBook.html

Numerous papers and book chapters as detailed in the Class Schedule (below and online) Additional Paleomagnetic and Rock Magnetic Texts Dunlop, D. J., and O. Ozdemir (1997), Rock Magnetism: Fundamentals and Frontiers, 573 pp., Cambridge

University Press, Cambridge, UK. ISBN: 0-521-00098. McElhinny, M. W., and P. L. McFadden (2000), Paleomagnetism: Continents and Oceans, 386 pp., Academic

Press, San Diego. ISBN: 0-12-483355-1. Kodama, K. (2012), Paleomagnetism of Sedimentary Rocks: Process and Interpretation, 164 pp., Wiley-Blackwell.

ISBN: 978-1-4443-3502-6. Kodama, K. P., and L. A. Hinnov (2015), Rock Magnetic Cyclostratigraphy, 165 pp., John Wiley & Sons,

Ltd., West Sussex, UK. ISBN: 978-1-118-56128-7. McElhinny, M.W. (1973). Palaeomagnetism and Plate Tectonics, 358 pp., Cambridge University Press,

Cambridge, UK. ISBN: 0-521-08707. van der Voo, R. (1993). Paleomagnetism of the Atlantic, Tethys and Iapetus Oceans, 424 pp., Cambridge

University Press, Cambridge, UK. ISBN: 0521612098. Course Objectives This lecture, lab, and discussion course will introduce students to the fundamentals and applications of geomagnetism, paleomagnetism, and rock & mineral magnetism in the context of Earth System Science. Students will gain experience reading, discussing, reviewing, and presenting scientific literature, as well as writing grant proposals and data reports. The course also consists of a series of problem sets, which will be focused on a class project in which students will learn a variety of rock and paleomagnetic analytical techniques by generating their own data in the Utah Paleomagnetic Center and applying a common suite of rock magnetic and paleomagnetic data reduction and synthesis techniques. The exact topic of the class project is TBD, but could include applying mineral magnetism to: magnetostratigraphy & stratigraphic correlation (in igneous, marine, and terrestrial systems); monitoring air pollution; geobiology; or paleoprecipitation records. The course is intended for upper-level undergraduate students and graduate students. It is assumed that students have completed GEO 3010 (Geophysics) and their general physics requirements (Classical Mechanics, Electricity & Magnetism). Completion of Earth Materials II, Structural Geology, or both is a bonus, but is not required.


Expected Classroom Behavior and Fostering a Diverse and Inclusive Learning Environment Ask questions. Be engaged. Please turn off ALL electronic devices, including laptops and smart phones. Taking notes for this class consists of making annotated illustrations and writing equations, in addition to regular notes. You do not need your laptop or smartphone to take notes (but rather a notebook and pen) and using these devices during class is often very distracting to your peers and instructors. Do not disrupt the lecture in other ways, either, such as arriving late, talking while someone else is talking, or displaying threatening or intimidating behavior toward your peers and instructors. Repeated offense will result in disciplinary action. For more information, please see: www.hr.utah.edu/employeeRelations/Dealing-with-Disruptive-and-Threatening-Behavior.pdf I reiterate the mission of the Office for Inclusive Excellence (http://inclusive-excellence.utah.edu/) whose mission is to ‘engage, support, and advance a living, learning, and working environment that fosters respect, diversity, equity, inclusivity, and academic excellence for students in our increasingly global campus community.’ We will be asking all members of the class to participate in lecture and lab, which at times means you will need to explain ideas or concepts that you may not be particularly confident about initially. The success of this aspect of the course depends on developing a classroom environment in which everyone becomes more at ease taking intellectual risks, knowing that their questions and contributions will be respected. Do your part to foster that environment. If you feel you are being disrespected by your peers or the instructors, please bring this to my attention (or to a staff member in the office above if you uncomfortable speaking to me) so that it can be addressed immediately. Another great resource on campus is the cadre of student success advocates, who can help you navigate all sorts of communication and course challenges. See their website (studentsuccess.utah.edu/advocates-home) for more information. Harassment or violence based on sex, gender, race, national origin, color, religion, age, status as a person with a disability, veteran’s status, or genetic information will not be tolerated. If you or someone you know has been harassed or assaulted, you are encouraged to report this to the Title IX Coordinator in the Office of Equal Opportunity and Affirmative Action, 135 Park Building, 801-581-8365, or the Office of the Dean of Students, 270 Union Building, 801-581-7066. For support and confidential consultation, contact the Center for Student Wellness, 426 SSB, 801-581-7776. To report to the police, contact the Department of Public Safety, 801-585-2677(COPS). Note that the department of Geology & Geophysics has an official ethics policy, which can be found here: http://www.earth.utah.edu/FINAL%20GEO%20Professional%20Ethics%20Policy%202018-05-03.pdf Student Names & Personal Pronouns Class rosters are provided to the instructor with the student’s legal name as well as “Preferred first name” (if previously entered by you in the Student Profile section of your CIS account). While CIS refers to this as merely a preference, I will honor you by referring to you with the name and pronoun that feels best for you in class, on papers, exams, group projects, etc. Please advise me of any name or pronoun changes (and update CIS) so I can help create a learning environment in which you, your name, and your pronoun will be respected. If you need assistance getting your preferred name on your UIDcard, please visit the LGBT Resource Center Room 409 in the Olpin Union Building, or email [email protected] to schedule a time to drop by. The LGBT Resource Center hours are M-F 8am-5pm, and 8am-6pm on Tuesdays.


Structure of the Course The course is based around two class periods each week. Classes will consist of lectures, occasional group problem sets/lab experiments, and group discussion of assigned literature. Many of the problem sets will require additional work outside of the class period, or will be assigned as homework. Success in this class is contingent on your understanding of the techniques and literature introduced throughout the semester; each week builds on concepts introduced previously in the course, so do not fall behind in your readings or your understanding of lecture material! There are no exams in this class, but there will be nearly-weekly problem sets/homework that will test your knowledge of the lecture and reading material and enforce the more salient knowledge that I hope you take away from this class. It is my goal to help you develop stronger technical reading and writing skills, broaden your geoscience toolkit, and introduce some of the many ways planetary magnetism is used in Earth System Science. Assessment Assessment will be based on the following:

10% Class Participation 30% Literature Reviews 30% Problem Sets/Data Collection 30% Final Research Proposal

Literature Reviews: This course is structured around a large volume of published work, in books, reports, and peer-reviewed papers, from diverse disciplines and publications, including other geophysical methods, sedimentology, stratigraphy (bio-, sequence, cyclo-, chemo,…), geochemistry, structural geology, tectonics, materials science, and biology. Readings and assignments are designed to familiarize you with the vast body of work that both created and continues to define modern rock and paleomagnetism, as well as help you become comfortable reading scientific literature that you are not familiar with. It is easy to get lost in the details of these readings, to be overwhelmed by unfamiliar concepts and methods, and to lose the signal in the noise, so here are some pro-tips to help you get the most out of each reading:

a. For each reading, use the content covered in lecture as a guide for what is most important. Do not assume that every published article is infallible (i.e., just because it is published does not mean it is ‘right’ or that the conclusions really do follow from the data and observations). Therefore, pay particular attention to the raw data, the observations, the context, and their relative quality (one of the goals of this class is to be able to assess data quality); then ask yourself whether the authors’ interpretations are the best possible explanation, or if there are viable alternative interpretations that are also supported.

b. Reading critically does not mean that you go into attack-dog mode and nit-pick at every little flaw or error or oversight. Do not become Reviewer #3. Remember that you, too, write papers, and none of us is perfect. Ask yourself, what would you have done differently? Why? What feedback would you want on one of your manuscripts to make it a better scientific contribution?

c. Much of this course includes overviews of some (but not all!) of the methods and tools used in studying the magnetic properties of planetary materials. I expect everyone to gain some knowledge and background of each of the techniques discussed in this class; I don’t expect you to become experts, but I do expect you to recognize the strengths and limitations of various methods at a level that makes you an informed reader and geoscientist and that demonstrates where you can go for more information. Some methods introduced in this class may be review, but most will be entirely new: help each other out, learn from each other, complete your readings, and ask plenty of questions in and outside of class!


To help you achieve these goals, you are required to prepare a monthly digest reviews of assigned, non-background readings, details of which are provided below. Due to the volume of literature presented in this class, it is in your best interest to develop a consistent organizational scheme for archiving your readings. For example, adopt a consistent file-naming scheme for your papers (e.g., DoeEtAl_Geology2011.pdf or 2011 Geology – Doe et al.pdf) and start using bibliographic software. The sooner you start cataloging your literature collection, the better. You have a buffet of software from which to choose, so pick one that best fits your needs for organizing, reading, note-taking, and integration with your own manuscript preparation (e.g., Papers, Endnote, Mendeley, Zotero, BibDesk…). Monthly Digests of Literature Reviews are due at the beginning of the first day of class for each month, unless otherwise noted; see Schedule for details. These digests compile and distill each of the Digest/Discussion readings; background readings are required, but you are not required to prepare a written review for them. The goal of this exercise is to instill regular habits of critical reading and writing and to help you develop a catalog of information to which you can quickly refer as you prepare for a qualifying exam, thesis defense, presentation, proposal, or manuscript, for example, or if you want to recall a cool tidbit in detail when chatting with friends. Details, expectations, and a rubric for these reviews are provided in a separate document. I have included the following essays that are a useful resource for understanding and navigating the preparation of a professional review of a manuscript and reading and writing in general. While I’m not asking you to complete a formal manuscript review, these essays provide some helpful guidelines for reading in general.

Nicholas, K. A., and W. S. Gordon (2011), A quick guide to writing a solid peer review, Eos, Transactions American Geophysical Union, 92(28), 233-234, doi:10.1029/2011EO280001.

Gewin, V. (2011), Rookie Review, Nature, 478, 275-277. Spigt, M., and I. C. W. Arts (2010), How to review a manuscript, Journal of Clinical Epidemiology,

63(12), 1385-1390, doi:10.1016/j.jclinepi.2010.09.001. Pain, E., 2016. How to (seriously) read a scientific paper. Science Blogs. Jensen, J. (2018), Lessons on the craft of scholarly reading, The Chronicle of Higher Education, 5 August

2018. Your assessment for this part of the course will combine all 4 months worth of digests. You can submit a revised ‘final’ version of all of these (compiled) if you would like it to be considered for additional credit/improved scores. Although digests are neither required nor evaluated for Background Readings, you may find it useful for your own library to write them for these readings, too. Problem Sets: Several problem sets will be assigned throughout the term to ensure you’re gaining the salient concepts and problem-solving skills introduced in lecture and in the background readings. Often times, you’ll be tasked with generating and reducing real data, either provided to you, or collected by you, and then interpreting those data. Problem sets will be completed using software you develop (e.g., using Excel, Python, or Matlab) and commercial packages, such as PaleoMac, Paleomagnetism.org, IgorPro, or custom packages developed by other research groups. Grading rubrics will be provided for each assignment.


Final Project: There is no final exam for this class. Instead you will choose a process, geological puzzle, or technique that has piqued your interest or an outstanding question that this class has raised for you, and then pitch a test of that question or idea as a short proposal (5-8 pages). A vital skill for any geoscientist is the ability synthesize ideas and data, state a problem, propose a work plan for testing a hypothesis related to that problem, and to do all of this convincingly enough to win the affections of a funding agency. I will provide details about the format of the proposal before Fall Break. You are encouraged to discuss with me your idea before you invest a lot of time on the proposal. I do not expect you to do an exhaustive literature review, but I do expect you to demonstrate that you’ve thought about and researched your idea sufficiently to propose a compelling work plan on a compelling project. You will be evaluated specifically on criteria detailed in the “Program Call” for the proposal. A review score sheet will be provided. I also want you to share your ideas with the class— an initial pitch of your idea— in a 5-8 minute presentation. The goal here is to distil your ideas into a succinct pitch and to garner feedback on your proposal. Think of it as Magnetic Shark Tank. Lateness Policy: All assignments are due at the beginning of the class period noted on the Schedule or on the assignment. Late work can be submitted up to one class period late for a 20% grade reduction. After that, late work will not be accepted unless an exception is granted in advance of the due date. If you anticipate any scheduling conflicts, please bring them to my attention as soon as possible so that we can address them. Important Dates August 21 – First class September 4 – First Literature Digest due October 2 – Second Literature Digest due October 4 – Distribute Proposal Call October 8-12 – Fall Break November 1 – Third Literature Digest due November 23 – Final Digest due November 27 & 29 – Presentations of Research Proposals December 4 & 6 – Wrap-Up/Hot Topics December 6 – Last day of class. Final Literature Digests due December 12 – Research Proposal Due (in lieu of final exam); Compiled Digest (if you choose) – both no

later than 5 pm Absence Policies All holiday or special events observed by organized religions will be honored for those students who have affiliation with that particular religion. If you must miss class for another reason, please contact me as well in advance as possible to see what make-up opportunities might be available.


Academic Integrity (i.e., cheating and plagiarism) The Magnetic Earth will be a challenging class and I fully expect (and encourage) students to share their thoughts about problems and concepts. However, I also fully expect that solutions and work with your name on it ultimately reflects your own careful thought, wording, and illustration. Cheating is any attempt to represent someone else’s work (on problem sets, digests, proposals…you get the idea) as your own. You are expected to follow all University policies regarding academic integrity, including any form of cheating, plagiarism, and fabrication. Cheating can result in a failing grade for this course, and may even lead to additional university discipline. Good luck getting a good letter of recommendation with an academic integrity infraction. DO NOT CHEAT! Do not plagiarize. I have zero tolerance for cheating. For further details, please refer to the University’s Policy and Procedures Manual: http://regulations.utah.edu/academics/6-400.php ADA Americans with Disabilities Act The Americans with Disabilities Act requires that reasonable accommodations be provided for students with physical, cognitive, learning, and psychiatric disabilities. Please contact me at the beginning of the semester to discuss accommodations for this course. Veterans If you are a student veteran, the U of Utah has a Veterans Support Center located in Room 161 in the Olpin Union Building. Hours: M-F 8-5pm. Please visit their website for more information about what support they offer, a list of ongoing events and links to outside resources: http://veteranscenter.utah.edu/ . Please also let me know if you need any additional support in this class for any reason. Learners of English as an Additional/Second Language If you are an English language learner, please be aware of several resources on campus that will support you with your language and writing development. These resources include: the Writing Center (http://writingcenter.utah.edu/); the Writing Program (http://writing-program.utah.edu/); the English Language Institute (http://continue.utah.edu/eli/). Please let me know if there is any additional support you would like to discuss for this class.


The Magnetic Earth – Fall 2018 Geology and Geophysics: 5265 (6265)

Course Schedule

Assigned readings are listed for the week in which they will be used and discussed – make sure you are looking ahead, both for readings and due dates! The primary textbooks are available electronically on Canvas or online, and readings will also be available through the class website on Canvas. Schedule and readings are subject to change as we get ahead or behind in lecture or as the course becomes more inquiry-driven. Week 1: August 21, 23

Topics: Course overview, logistics, and planning. Intro to Geomagnetism and Geomagnetic Fields Background Reading: Butler Ch. 1 and Kodama, Frontiers of Earth Sci. (2013); also read the entire course

Syllabus and the following five (short) essays on critical reading and research: Nicholas & Gordon (2011), Gewin, (2011), Spigt & Arts (2010), Pain (2016), and Jensen (2018)

Digest Reading: Tarduno et al., Science (2010) Professional Development Reading: Schwartz (2008) – The Importance of Stupidity in Research

Week 2: August 28, 30

Topics: Magnetism at the Atomic Level, Induced & Remanent Magnetism, & Ferromagnetism of Fine Particles Background Reading: Butler Ch. 2 (pp. 16-20); Butler Ch. 3 (pp. 31-42); Tauxe Ch. 3 Digest Reading: Korte & Constable, Frontiers of Earth Sci. (2018); Glatzmaier et al., Nature (1999) Professional Development Reading: Lamott (2005) – Shitty First Drafts

Week 3: September 4, 6

Topics: Magnetic Mineralogy Background Reading: Butler Ch. 2 (20-29), Tauxe Ch. 6, Harrison & Feinberg, Elements (2009) Digest Reading: Almeida et al., G-Cubed (2015) Professional Development Reading: Schwartzberg (2018) – 25 Ways to Nail Your Presentation *Digest 1 due on September 4: only Digest readings for Weeks 1 & 2 included*


Topics: How Rocks Get & Stay Magnetized: Natural Remanent Magnetization (NRM) Background Reading: Butler Ch. 3 (42-62); Volk et al. (2018); Dunlop, Physics Today (2012)

(aux: Tauxe Ch. 7) Digest Reading: Gattacceca et al., Geology (2006) Professional Development Reading: Schwartzberg (2018) – What to do When Your Friend is Speaking


Topics: Measurement, Demagnetization, and Stability of NRM Background Reading: Butler Ch. 4 and 5 (aux: Tauxe Ch. 9) Digest Reading: Graham, Geophys. J. Royal Astron. Soc. (1961) Professional Development Reading: Zielinski (2018) – The Science of Being Memorable


Topics: Statistics of Paleomagnetic Data & Paleomagnetic Poles Background Reading: Butler Ch. 6 & 7 (aux: Tauxe Ch. 11-12) Digest Reading: Cromwell et al., G-Cubed (2018) Professional Development Reading: Khazan (2018) – ‘Find Your Passion’ is Awful Advice


Week 7: October 2, 4

Topics: Geomagnetic Reversals, the Polarity Time Scale, Magnetostratigraphy, and Transitional Field Behavior Background Reading: Tauxe Ch. 15; Langereis et al., Newsletter on Stratigraphy (2010) Digest Reading: Coe et al., EPSL (2014); Lascu et al., Geology (2016) Professional Development Reading: Tay (2017) – Learning from Rejections *Digest 2 due on October 2, distribute Proposal Call on October 4*

Fall Break: October 8-12 Week 8: October 16, 18

Topics: The Geocentric Axial Dipole Hypothesis and True & Apparent Polar Wander Background Reading: Butler Ch. 10 (183-185); Tauxe Ch. 16 Digest Reading: Kent & Irving, JGR (2010); Tarduno et al., Science (2003) Professional Development ‘Reading’: John Cleese on Creativity in Management: www.youtube.com/watch?v=Pb5oIIPO62g

Week 9: October 23, 25 Topics: Regional Tectonics: Terrane Transport, Accretion, and Vertical Axis Rotations Background Reading: Butler Ch. 11 Digest Reading: Huang et al. Geophys. J. Int. (2013); Titus et al., Geology (2011) Professional Development Reading: Klemetti (2016) – Dear College Students: You Should Take Geology

Week 10: October 30, November 1

Topics: Environmental Magnetism: Diagenesis, Surface Processes, and Paleoclimate Background Reading: Roberts, Earth-Science Reviews (2015) Digest Reading: Ahmed & Maher, PNAS (2018), Maxbauer et al., EPSL (2016) Professional Development Reading: Bell & Koenig (2017) – Harassment in Science is Real *Digest 3 due on November 1*

Week 11: November 6, 8

Topics: Biogeomagnetism Background Reading: Johnsen & Lohmann, Nature Reviews of Neuroscience (2005) Digest Reading: Byrne et al., Scientific Reports (2016); Lin et al., PNAS (2017) Professional Development Reading: Univ. Utah, Dept. Geology & Geophysics Ethics Policy


Topics: Magnetism & Health Background Reading: Underwood, Science (2017) Digest Reading: Maher et al., PNAS (2016), Felfoul et al., Nature Materials (2016) Professional Development Reading: TBA

Week 13: November 22

Topics: TBD Digest Reading: none *Final Digest due on November 23 by 5 PM*


Topics: Magnetic Shark Tank Digest Reading: none


Week 15: December 4, 6 (last day of class) Topics: Wrap Up/Hot Topics (e.g., planetary magnetism) Digest Reading: none

December 12: Research Proposal and any compiled digests due by 5 PM MST


Detailed List of Readings

Week 1 – Course Overview, Logistics, and Planning. Introduction to Geomagnetism & Geomagnetic Fields For Background See Canvas Kodama, K., 2013. Grand challenges in geomagnetism and paleomagnetism. Frontiers in Earth Science,

doi:10.3389/feart.2013.00003. Nicholas, K.A., Gordon, W.S., 2011. A quick guide to writing a solid peer review. Eos, Transactions American

Geophysical Union 92, 233-234, doi:10.1029/2011EO280001. Gewin, V., 2011. Rookie Review. Nature 478, 275-277. Spigt, M., Arts, I.C.W., 2010. How to review a manuscript. Journal of Clinical Epidemiology 63, 1385-1390,

doi:10.1016/j.jclinepi.2010.09.001. Pain, E., 2016. How to (seriously) read a scientific paper. Science Blogs. Jensen, J., 2018. Lessons on the craft of scholarly reading. The Chronicle of Higher Education For Digests Tarduno, J. A., R. D. Cottrell, M. K. Watkeys, A. Hofmann, P. V. Doubrovine, E. E. Mamajek, D. J. Liu, D. G.

Sibeck, L. P. Neukirch, and Y. Usui (2010), Geodynamo, Solar Wind, and Magnetopause 3.4 to 3.45 Billion Years Ago, Science, 327(5970), 1238-1240, doi:10.1126/science.1183445.

For Professional Development Schwartz, M.A., 2008. The importance of stupidity in scientific research. J. Cell Sci. 121, 1771-1771,

doi:10.1242/jcs.033340.


Week 2 – Magnetism at the Atomic Level, Induced & Remanent Magnetization, and Ferromagnetism of Fine Particles

For Background See Canvas For Digests Korte, M., Constable, C.G., 2018. Archeomagnetic Intensity Spikes: Global or Regional Geomagnetic Field

Features? Frontiers in Earth Science 6, doi:10.3389/feart.2018.00017. Glatzmaier, G.A., Coe, R.S., Hongre, L., Roberts, P.H., 1999. The role of the Earth's mantle in controlling the

frequency of geomagnetic reversals. Nature 401, 885-890. For Professional Development Lamott, A., 2005, Shitty first drafts. In Language Awareness: Readings for College Writers, 9th Edition. Edited by P.

Eschholz, A. Rosa, and V. Clark. Boston: Bedford/St. Martin’s Press, 93-96.


Week 3 – Magnetic Mineralogy For Background See Canvas Harrison, R.J., Feinberg, J.M., 2009. Mineral Magnetism: Providing New Insights into Geoscience Processes.

Elements 5, 209-215, doi:10.2113/gselements.5.4.209. For Digests Almeida, T.P., Muxworthy, A.R., Kasama, T., Williams, W., Damsgaard, C., Frandsen, C., Pennycook, T.J.,

Dunin-Borkowski, R.E., 2015. Effect of maghemization on the magnetic properties of nonstoichiometric pseudo-single-domain magnetite particles. Geochemistry, Geophysics, Geosystems 16, 2969-2979, doi:10.1002/2015GC005858.

For Professional Development Schwartzberg, J., 2018. 25 Ways to Nail Your Workplace Presentation. Toastmaster, May issue, 26-27.


Week 4 – How Rocks Get & Stay Magnetized: Natural Remanent Magnetization (NRM) For Background See Canvas Volk, M., M. Jackson, and D. Bilardello (2018), Magnetic tests and characterization protocols: mineralogy and

grain size / domain state Part 1: Isothermal strong field tests, IRM Quarterly, 27(4), 1, 13-19. Dunlop, D.J., 2012. Magnetic recording in rocks. Physics Today 65, 31-37. For Digests Gattacceca, J., Boustie, M., Weiss, B.P., Rochette, P., Lima, E.A., Fong, L.E., Baudenbacher, F.J., 2006.

Investigating impact demagnetization through laser impacts and SQUID microscopy. Geology 34, 333-336, doi:10.1130/g21898.1.

For Professional Development Schwartzberg, J., 2018. What to do When your Friend is Speaking. Toastmaster, July issue, 14-15.


Week 5 – Measurement, Demagnetization, and Stability of NRM For Background See Canvas For Digests Graham, K.W.T., 1961. The re-magnetization of a surface outcrop by lightening currents. Geophysical Journal of

the Royal Astronomical Society 6, 85-102, doi:10.1111/j.1365-246X.1961.tb02963.x. For Professional Development Zielinksi, D., 2018. The Science of Being Memorable. Toastmaster, August issue, 22-24.


Week 6 – Statistics of Paleomagnetic Data & Paleomagnetic Poles For Background See Canvas For Digests Cromwell, G., C. L. Johnson, L. Tauxe, C. G. Constable, and N. A. Jarboe (2018), PSV10: A Global Data Set

for 0–10 Ma Time-Averaged Field and Paleosecular Variation Studies, Geochemistry, Geophysics, Geosystems, 19(5), 1533-1558, doi:10.1002/2017GC007318.

For Professional Development Khazan, O., 2018. ‘Find Your Passion’ is Awful Advice. The Atlantic, July online, n.p.


Week 7 – Geomagnetic Reversals, the Polarity Time Scale, Magnetostratigraphy, & Transitional Field Behavior

For Background See Canvas Langereis, C. G., W. Krijgsman, G. Muttoni, and M. Menning (2010), Magnetostratigraphy: Concepts,

definintions, and applications, Newsletter on Stratigraphy, 43(3), 207-233, doi:10.1127/0078-0421/2010/0043-0207.

For Digests Coe, R.S., Jarboe, N.A., Le Goff, M., Petersen, N., 2014. Demise of the rapid-field-change hypothesis at Steens

Mountain: The crucial role of continuous thermal demagnetization. Earth and Planetary Science Letters 400, 302-312, doi:10.1016/j.epsl.2014.05.036.

Lascu, I., Feinberg, J.M., Dorale, J.A., Cheng, H., Edwards, R.L., 2016. Age of the Laschamp excursion determined by U-Th dating of a speleothem geomagnetic record from North America. Geology 44, 139-142, doi:10.1130/g37490.1.

For Professional Development Tay, A., 2017. Learning From Rejections. Science 355, 1342.


Week 8 – The Geocentric Axial Dipole Hypothesis and True & Apparent Polar Wander For Background See Canvas For Digests Kent, D.V., Irving, E., 2010. Influence of inclination error in sedimentary rocks on the Triassic and Jurassic

apparent pole wander path for North America and implications for Cordilleran tectonics. Journal of Geophysical Research: Solid Earth 115, doi:10.1029/2009JB007205.

Tarduno, J.A., Duncan, R.A., Scholl, D.W., Cottrell, R.D., Steinberger, B., Thordarson, T., Kerr, B.C., Neal, C.R., Frey, F.A., Torii, M., Carvallo, C., 2003. The Emperor Seamounts: Southward motion of the Hawaiian hotspot plume in Earth's mantle. Science 301, 1064-1069.

For Professional Development Talk by John Cleese on Creativity in Management: www.youtube.com/watch?v=Pb5oIIPO62g


Week 9 – Regional Tectonics: Terrane Transport, Accretion, and Vertical Axis Rotations For Background See Canvas For Digests Huang, W., Dupont-Nivet, G., Lippert, P.C., van Hinsbergen, D.J.J., Hallot, E., 2013. Inclination shallowing in

Eocene Linzizong sedimentary rocks from Southern Tibet: Correction, possible causes and implications for reconstructing the India-Asia collision. Geophysical Journal International 194, 1390-1411, doi:10.1093/gji/ggt188.

Titus, S.J., Crump, S., McGuire, Z., Horsman, E., Housen, B., 2011. Using vertical axis rotations to characterize off-fault deformation across the San Andreas fault system, central California. Geology 39, 711-714, doi:10.1130/g31802.1.

For Professional Development Klemetti, E., 2016. Dear College Students: You Should Take Geology. Wired online magazine (31 August 2016).


Week 10 – Environmental Magnetism: Diagenesis, Surface Processes, and Paleoclimate For Background Roberts, A.P., 2015. Magnetic mineral diagenesis. Earth-Science Reviews 151, 1-47,

doi:10.1016/j.earscirev.2015.09.010. For Digests Ahmed, I.A.M., Maher, B.A., 2018. Identification and paleoclimatic significance of magnetite nanoparticles in

soils. Proceedings of the National Academy of Sciences 115, 1736-1741, doi:10.1073/pnas.1719186115. Maxbauer, D.P., Feinberg, J.M., Fox, D.L., Clyde, W.C., 2016. Magnetic minerals as recorders of weathering,

diagenesis, and paleoclimate: A core–outcrop comparison of Paleocene–Eocene paleosols in the Bighorn Basin, WY, USA. Earth and Planetary Science Letters 452, 15-26, doi:10.1016/j.epsl.2016.07.029.

For Professional Development Bell, R.E. and L.S. Koenig, 2018. Harassment in science is real. Science 358, 1223.


Week 11 - Biogeomagnetism For Background Johnsen, S., Lohmann, K.J., 2005. The physics and neurobiology of magnetoreception. Nat Rev Neurosci 6, 703-

712. For Digests Byrne, J.M., van der Laan, G., Figueroa, A.I., Qafoku, O., Wang, C., Pearce, C.I., Jackson, M., Feinberg, J.,

Rosso, K.M., Kappler, A., 2016. Size dependent microbial oxidation and reduction of magnetite nano- and micro-particles. Scientific Reports 6, 30969, doi:10.1038/srep30969.

Lin, W., Paterson, G.A., Zhu, Q., Wang, Y., Kopylova, E., Li, Y., Knight, R., Bazylinski, D.A., Zhu, R., Kirschvink, J.L., Pan, Y., 2017. Origin of microbial biomineralization and magnetotaxis during the Archean. Proceedings of the National Academy of Sciences 114, 2171-2176, doi:10.1073/pnas.1614654114.

For Professional Development University of Utah, Department of Geology & Geophysics Ethics Policy: http://www.earth.utah.edu/FINAL%20GEO%20Professional%20Ethics%20Policy%202018-05-03.pdf


Week 12 – Magnetism & Health For Background Underwood, E., 2017. The Polluted Brain. Science 355, 342-345. For Digests Maher, B.A., Ahmed, I.A.M., Karloukovski, V., MacLaren, D.A., Foulds, P.G., Allsop, D., Mann, D.M.A.,

Torres-Jardón, R., Calderon-Garciduenas, L., 2016. Magnetite pollution nanoparticles in the human brain. Proceedings of the National Academy of Sciences 113, 10797-10801, doi:10.1073/pnas.1605941113.

Felfoul, O., Mohammadi, M., Taherkhani, S., de Lanauze, D., Zhong Xu, Y., Loghin, D., Essa, S., Jancik, S., Houle, D., Lafleur, M., Gaboury, L., Tabrizian, M., Kaou, N., Atkin, M., Vuong, T., Batist, G., Beauchemin, N., Radzioch, D., Martel, S., 2016. Magneto-aerotactic bacteria deliver drug-containing nanoliposomes to tumour hypoxic regions. Nature Nano, doi:10.1038/nnano.2016.137.

For Professional Development TBA

the magnetic earth – fall 2018 geology and geophysics ...€¦ · paleomagnetism of the atlantic,...

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