Quakes and Quirks with Dr. Tiegan Hobbs

Get in-depth with Dr. Tiegan Hobbs on all things earthquakes! Listen in as we talk about the many (many!) cool projects Hobbs has on the go that take her from answering emails at her desk, to digging an eight metre trench in the wilderness, to (very very gently) throwing seismometers off a ship to measure the ocean floor. Hobbs discusses imposter syndrome and how she takes the attitude that, even if you don’t feel like you’re ready, there’s someone else out there who is less prepared than you, and they’re going to do it anyways. So be the imposter, and do it with whimsy! Listen now: You can also listen to our podcast on these platforms: Amazon Music Apple Podcasts Spotify Read along with the podcast transcript: Introduction Hello, everyone. Welcome to Beneath Your Feet, a geoscience podcast. I’m Veronica Klassen, science communicator, geology enthusiast and your host. Here at the APGO Education Foundation, our mission is to spark curiosity and passion for the geology of Ontario. Whether you’re a geology nerd, science enthusiast, or nature lover, this podcast is for you. Join us as we geek out over fascinating geology, uncover the hidden storiesand secrets of our extraordinary planet and explore the captivating world beneath your feet. Veronica KlassenHello, everyone, and welcome to another episode of Beneath Your Feet. Today, I’m here with Dr. Tiegan Hobbs, who is a research scientist for the GSC, the Geological Survey of Canada, as well as an adjunct professor at the University of British Columbia and the University of Victoria. She is also a lead scientist for the National Seismic Risk Model, which estimates the impacts of earthquakes on buildings and people across Canada. Today we’re going to be talking about earthquakes, we’re going to be talking about faulting, plate tectonics, exciting things that we haven’t really covered in the podcast before, so I’m really excited to get into it. Thanks so much for being with me. Dr. Tiegan HobbsOh, thank you for having me. I’m really stoked. VeronicaAwesome. All right. So to start, if you want to just tell me, who are you and what do you do? TieganWho am I? What a question, its a big one. I was born in… No, I’m a research scientist, as I think you already mentioned. So my main job is I’m the lead scientist for the national seismic risk model, which is a nationwide assessment of basically what are the likely impacts from earthquakes that could occur in or near Canada. So that’s sort of my main role. And then I also work a little bit on some active faulting projects looking for evidence of active fault lines. Yeah. So overall, I would say that I’m a geophysicist and I work a little bit in some areas like geology, geomorphology and geotechnical engineering. VeronicaOkay. So what would you say your kind of niche is within that? TieganI think the area that I have developed expertise that’s like a little bit more on the rare side is probably in the world of seismic risk. In the insurance industry, they have a lot of folks who are measuring seismic risk. But in the academic side of things or like, you know, government science, it’s not necessarily an area that you have a ton of people working. And so that’s kind of the area that I would sort of consider my area of expertise that I most often get tapped for is like, oh, can you be a subject matter expert on this? Which is quite cool. I really enjoy that area and I feel like it does a really nice job of getting to blend the different areas that I’ve studied. You’re kind of combining, having to have a really good understanding of seismology and where earthquakes can occur and how big they’re going to be and how much the ground is going to shake. And then also have this understanding of like what is the built environment and how do we combine that scientific understanding with our engineering knowledge. And then even a step further to say, okay now you kind of have to have a bit of a communication perspective on–because this is very applied science, we want to make sure that we’re answering the questions that the decision makers have. And so being able to take all of that and then convey it to the people who need to understand it and get some feedback from them about like, yeah, what are the questions you have to answer in your day to day at work? And how can I make sure that the science that we’re doing is going to give you the right base of evidence to make the best decision that you can in your role. So it’s yeah, I find it’s like a really neat intersection of science, engineering and society as well. VeronicaHmm. That’s so cool. So are you working in your day to day with those policymakers and engineers? TieganKind of, yeah. Like, yeah, when I look at, what’s the roster of meetings for the week? It’s like yesterday I was talking to the National Building code some past groups in there. And then last week I had a meeting with some decision making folks out West here who are responsible for some health care assets. And they were thinking like, how are we going to make decisions right after an earthquake happens and how can we prepare ourselves to make the best possible decisions with the resources that we’ll have on hand. So being able to sort of help out with that a little bit and say like, yeah, well, here’s where the science is and here’s how it can best inform your decision making. And do the best I can to help them set them up to all to make good decisions. Yeah. And then I’ll have meetings with my engineering colleagues or, you know, working with students and yeah, it’s kind of I feel

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Joana Rodrigues smiles at the camera in front of the ocean. Text reads: From Rocks to Oranges. How to find geology everyday with Joana Rodrigues

From Rocks to Oranges with Joana Rodrigues

Learn how geology is everywhere with Joana Rodrigues! In this episode we talk to Joana Rodrigues, a Portuguese UNESCO expert in geoheritage and geoscience communication. Joana shares her journey from teaching to working in geoparks, where she engages diverse audiences in understanding geodiversity, the non-living elements of nature like rocks, soils, and geological processes. She discusses her PhD research on improving science communication in geoparks, highlighting the need for strategic, audience-focused, and emotionally engaging approaches. Joana emphasizes that geology is deeply connected to everyday life, from food and water to natural hazards, and advocates for shifting public perception to see geoscience as essential for sustainability and environmental solutions.

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Pukaskwa Redux: Revisiting and Reconnecting with Superior’s Wild North Shore

Mark Smyk, M.Sc., P. Geo. From August 11-24, 2025 I had the pleasure of serving as the Canadian Federation of Earth Sciences (CFES) and Parks Canada’s fourth Geologist-in-Residence (GIR) at Pukaskwa National Park. I worked closely with Carly Robillard, Pukaskwa’s Interpretation Officer and Coordinator to deliver geology-based educational experiences to Park visitors and Parks Canada staff.  I was encouraged to apply for Pukaskwa’s GIR Program when a number of my friends and colleagues on Facebook forwarded me the Call for Applications. It would provide me with an opportunity to revisit and reconnect with the Park and that stretch of Lake Superior shoreline where I had worked for over three decades. It had been almost twenty years since my last visit to the Park – a field trip that Tom Muir and I co-led for fellow Ontario Geological Survey (OGS) geologists. (Tom had mapped this area for the OGS in 1977.) I had first worked in the area in 1983 (the same year that Pukaskwa officially opened), based in a tent camp 3 km east of the Visitor Centre, a young geologist employed to look for gold during the height of the Hemlo rush. A few years later, I began my career with the OGS and had the good fortune of visiting the new Park and marveling at its geology. You could argue that the Park’s geology isn’t unique – similar rocks occur elsewhere along the North Shore – but they are rarely exposed as well as they are in Pukaskwa. With that in mind, I began to prepare for my long-overdue return to Pukaskwa, eager to share my passion for the local geology. I was eager to revisit spots I had fondly remembered from my earlier visits. I hiked the four front-country trails (Beach, Southern Headland, Manito Miikana and Bimose Kinoomagewnan) and walked the main access road, describing, photographing, and geo-referencing geologic features. Some of these sites would later be featured on subsequent Guided Hikes/Walks on the Southern Headland and North Beach trails. I hope to compile all of the collected site descriptions to form the basis of a self-guided, geology field trip guidebook that could be provided to future GIRs, Park staff and visitors.  It was a busy two weeks at Pukaskwa! My visitor-based activities included: While these formal activities involved over 200 participants in total, I had many other informal conversations as I hiked throughout the Park, with both new and returning visitors. Fellow geologists, professional photographers and educators were among those I met who came to hike, camp and enjoy all that the Park has to offer. The Drop-In sessions invited visitors to try a variety of activities that demonstrated the properties of minerals and rocks, and how those properties help us to identify them and utilize them in everyday life. There was much interest in “Yooperlites”, fluorescent sodalite-bearing syenites from near Marathon that are found as beach pebbles in Ontario and Upper Michigan. Interest in these rocks has not waned since they started making headlines in the United States almost ten years ago. I collected some of this syenite from a rock cut on Highway 17 and gave some keen visitors pieces to take home. Drop-In Session near Visitor Centre, showing table with rock and mineral samples, books and maps, as well as a gold panning station One of the many pleasant surprises during the Drop-In sessions was the visit of Robin Heron, Pukaskwa’s former Park Manager, with whom I had worked on a regional steering committee in the 1990’s. It was great to reconnect with her after 30 years and reminisce about our time together back then! I also saw a few familiar faces on my last Walk and Talk. Friends from Thunder Bay and Terrace Bay made the trip to Pukaskwa just to take part in this event. Two members of Science North’s “Bluecoats” visiting outreach team also took part and shared enthusiastic messages and photos with other members of their team while they were on the walk! I had the good fortune to connect with Park Guardian, Binaeshee-Quae, and seven other community members from nearby Biigtigong Nishnaabeg First Nation who had questions about Grandfather Stones and selecting locally sourced stones to be used in sweat lodges. The conversation was fluid, touching upon local geology, mining history and other subjects. I let them know that they could contact me should they have any follow-up questions or require any information in the future. Photos taken by members of the Science North’s Bluecoats during the Walk and Talk on North Beach (photos courtesy of Emily Kerton, Science North) My time as Pukaskwa’s GIR was thoroughly rewarding for a number of reasons. It allowed me, after a great many years, to revisit an area that I had always enjoyed exploring and working in. I was able to interpret and document the varied Park geology and discover new things along the way. It gave me the opportunity to share my passion for geology with a wider audience and reconnect with friends and former colleagues. I was also able to introduce Pukaskwa to my family, who want to return in the near future. I hope that everyone that was involved in the 2025 GIR program – organizers, staff and visitors alike – gained something from the experience. I know I did. Thank you, all! Merci! Miigwetch!  In closing, I’d like to share a poem I wrote some years ago that was inspired by my time on the North Shore. I think it is a fitting epilogue to my time at Pukaskwa.  Our land bears silent witness of all that has come before billions of years of creation and destruction darkness and light ever so slowly, changing still. A fragile crust formed by fire cooled by primordial rains worn away to dust by wind and water and time. Quiet, ancient seas belied the unceasing turmoil below tearing apart this rocky shell leaving ice and the Lake to heal its fiery wound. Water upon rock time and again.

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A hiker stands on the top of an outcrop looking over a distant mountain scene. Text reads: "Beneath Your Feet. A geoscience podcast."

Rocky the Raccoon Children’s Book: Interview with Katie Maloney and Alexander Young

In this episode, I sit down with author Katie Maloney and illustrator Alex Young to talk about their brand-new children’s book Rocky the Raccoon Explores the Niagara Escarpment, which is directly aligned with the Grade 4 Ontario science curriculum. We dive into the art of science communication—how to take complex ideas and transform them into fun, accessible stories that spark curiosity. Katie and Alex share what it was like to bring Rocky to life, from the creative process of writing and illustrating to the challenges of making geology engaging for kids. We also discuss why it’s vital for scientists to share their work with the public, and how teachers can use Rocky the Raccoon as a classroom resource. Listen now: You can also listen to our podcast on these platforms: Audible Apple Podcasts Spotify Read along with the podcast transcript: Introduction Hello, everyone. Welcome to Beneath Your Feet, a geoscience podcast. I’m Veronica Klassen, science communicator, geology enthusiast and your host. Here at the APGO Education Foundation, our mission is to spark curiosity and passion for the geology of Ontario. Whether you’re a geology nerd, science enthusiast, or nature lover, this podcast is for you. Join us as we geek out over fascinating geology, uncover the hidden storiesand secrets of our extraordinary planet and explore the captivating world beneath your feet. Veronica Klassen Hello, everyone, and welcome to another episode of Beneath Your Feet. Today I’m going to be talking to Katie Maloney and Alex Young, who’ve been writing and illustrating a children’s book about the geology of the Niagara Escarpment. Rocky The Raccoon, which is out now, is a story about a raccoon exploring the Niagara Escarpment, learning about geology and the environment. The goal of the book is to educate, inspire kids to get outside and explore the natural environment. So thank you guys so much for joining me. Why don’t you start by telling me a bit about yourselves? Who are you and what do you do? Katie Maloney So I’m Katie Maloney. I am a paleontologist and I’m currently a Rebanks fellow at the Royal Ontario Museum, so studying some of the fossils in their collection. I did my Ph.D. and Master’s at University of Toronto and my undergrad at McMaster, and then I did a short post-doc at McMaster, kind of working on this project and another postdoc at McGill University, working up in the Arctic on some older fossils that are about a billion years old. And I’ll be starting at Michigan State this August. Alexander Young And my name is Alex Young. I’m a biomedical communicator and freelance medical illustrator, which doesn’t necessarily mean a ton, we’ll get into what those mean probably later on in the podcast. But broadly, I would consider myself a scientific communicator that focuses on visuals. And so Katie asked if I could help illustrate this book, bring Rocky to life. And given the fact that I can draw most of the time, and also I am able to relatively accurately convey that science because of my background, that’s why I got brought onto the project. And why I can do the things accurately? Well, I did my Master’s at UofT in medical illustration and science communication, and prior to that I did my undergrad at Mac in Integrated Science, which is actually where I met Katie and Carolyn, the other co-author on the book. So, yeah. Veronica Perfect. Thanks so much, guys. So I am so excited to hear about this book that you are working on. So how did this project come about? Where did the idea originally start? Katie So the idea for the book originally started when I was a Mitacs postdoctoral fellow at McMaster University, and so we had a project working on geoscience communication, trying to sort out how we could have people be more engaged with the Niagara Escarpment, since it affects everyone’s everyday lives throughout the Hamilton Niagara area. And so the project originally started with several undergraduate students who were supposed to work in a lab during COVID. And then when the COVID pandemic hit, they were not allowed in the lab space at McMaster University. So instead what they did is they rode their bikes along the Niagara Escarpment and picked out different areas of interest. So the project was in motion long before I joined. But when I joined in 2022, it was a lot of putting the data that these students had gathered over several years together and making it accessible for the public. And then Deana, who works for the APGO Education Foundation, puts all this fantastic information and data into these story maps that people can access online and use to have a virtual guide to these trails. Veronica Okay, awesome. And how did you get connected to this Alex? Alex So I got brought in as an illustrator once they got sort of some funding and the project evolved into, you know, how can we make this a more engaging experience to introduce the topics and the subject matter to the school system as well. And sort of with a focus on, you know, local schools that are adjacent to the Niagara Escarpment, but beyond that, as well what would be useful for Ontario students given the curriculum and what they’re taught about earth sciences at the elementary school level. And once they realized that they wanted to do an illustrated book that could connect to elementary school students, then Katie and Carolyn co-author got in touch. They knew that I had been in ISci with both of them, Carolyn was our prof, and then I had sort of moved into this capacity as a medical illustrator and they thought that it would be a good fit for the book. And then it became a very fun mash up of like personal, because obviously I have so much respect for Katie and Caroline and being able to work with them again is

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Text reads: Geoscience Today. Geoscience meets AI: Imagining tomorrow's possibilities.

Geoscience Meets AI: Imagining Tomorrow’s Possibilities

Mary-Anne Hildebrandt, P. Geo., FGC Energy and minerals power our lives, and while we Canadians live in a land of abundance, global projections of natural resource consumption far exceed what is readily available. Economic geologists are increasingly challenged to locate near-surface mineral resources that are feasible to extract. Today’s evolving business models focus on creating more precise, surgical methods of extraction, not only to reduce the environmental impact of mining, but also to unlock economic potential in deposits that, in the past, would not have met the threshold for Reasonable Prospects for Eventual Economic Extraction (RPEEE). In parallel, we are working in the era of Big Data. In 2020, NASA reported that its Earth Science data collection had reached 40 petabytes (PB), a unit 1000 times the size of a terabyte (TB) and that this collection was expected to expand to 250 PB within six years. Geoscience data in the mineral and mining industry follows a similar trend. Big data and increased complexity of the deposits make it essential that Professional Geoscientists (P. Geos) leverage Artificial Intelligence (AI) because traditional methods of analysis are often insufficient to handle the scale and complexity of modern datasets. There are many companies and software developers trying to deliver solutions that produce high-quality results in real-time such as geochemistry, mineralogy, and structural measurements collected and analyzed in real-time at a drill rig using either powerful downhole tools or field core scanners. Some experts in the field believe that these advancements may reduce the necessity for geoscience professionals; however, it is far more likely that AI will strengthen our ability to understand, analyze, and model vast amounts of data, giving us insights that would otherwise be unattainable in a short amount of time. Consider society’s approach to earthquakes and how advanced we have become in creating predictive models over the last century. There are AI applications in use today that allow P. Geos the ability to analyze large datasets that aid in the creation of robust, predictive models. These detailed models allow P. Geos to have a better understanding of risk to the public and offer greater guidance to inform early warning systems. By integrating AI into our professional toolkit, we will be able to make more informed decisions, streamline complex analyses, and better allocate limited resources.  Professional regulators, such as Professional Geoscientists Ontario (PGO), also stand to benefit from AI. For example, AI could be used to identify patterns and anomalies that would allow regulators to detect unethical behaviour more effectively. Rather than waiting for another Bre-X-type incident, where a company reported falsified assay results that inflated the gold reserves to attract investors, it is in the public’s best interest for our profession—and its regulators—to develop advanced tools to stay ahead. It is certain that bad actors will also leverage AI to attempt to bypass existing legal frameworks, making it essential to reinforce our defences. However, as powerful as AI is, its use must be carefully guided. As a profession, we bear the responsibility to harness AI in ways that ensure its development and applications remain ethical, transparent, and fair. We need greater dialogue and a robust framework to guide this evolving area. Inherently, AI lacks an understanding of ethical intentions. It makes decisions based on the algorithms and code designed by humans, as well as the dataset on which it is trained. However, developers have the ability to instil AI with ethical or unethical subroutines either intentionally or unintentionally. Developers might choose to design it with an underlying malicious intent, such as spreading misinformation, or creating harmful automated decisions that negatively affect individuals, groups, or the natural world. Unintentional biases could also emerge if the AI is trained on a limited or biased dataset, leading to skewed decisions or outputs. For example, a mining company using AI to identify mineral exploration targets might train the system on a flawed dataset that lacks sufficient diversity in the geological dataset used for training. As a result, the AI could misunderstand key aspects of the mineralization controls if its training dataset is incomplete or biased. This could lead to the AI relying on surface-level features like rock type or mineral traces that resemble those found in resource-rich areas. However, without accounting for other critical factors such as depth, geological history, geochemistry, alteration, or other favourable conditions needed for mineral formation, the AI might incorrectly predict the presence of valuable deposits in barren areas. This misinterpretation could lead to the company and its shareholders to invest millions in unproductive exploration, wasting time and money. Meanwhile, the AI might overlook other areas with better prospects due to the skewed training dataset. Without the critical and well-trained eye of a P. Geo. guiding AI and validating its outputs, AI has the potential to cause not only financial losses, but also unnecessary environmental damage. PGO’s Code of Ethics calls on P. Geos to demonstrate “integrity, competence and devotion to service and to the advancement of human welfare”, and it is imperative that AI systems embody these principles as part of the original code. Responsible integration of AI is critical to upholding the public’s trust in our profession, and a balanced approach is needed to ensure that we seize opportunities while safeguarding the public and the natural world from harm. After using the wrong ingredients to bake a cake, Anne Shirley reflects “…isn’t it nice to think that tomorrow is a new day with no mistakes in it yet?” (Anne of Green Gables, Ch. 21, by L. M. Montgomery). In the age of AI, geoscientists must remain committed to continuous learning and ethical practice. AI will inevitably become more integrated in our daily activities. To ensure that AI has the right ingredients that will prevent harm to society or the natural environment, we need greater discussion and more collaboration with each other and our peers in data science to build a framework that guides the use of AI in geoscience practice. A proactive approach focusing on the development of an

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Text reads: Geoscience Today. Pukaskwa National Park: A geological gem in the northern ontario landscape.

Pukaskwa National Park: A Geological Gem in the Northern Ontario Landscape

Author: Cyndy Broughton, Minerals Engineering Technologist The APGO Education Foundation is pleased to support the Geologist-in-Residence program at Pukaskwa National Park. Gazing out over the calm waters of Hattie Cove near the visitor centre at Pukaskwa National Park, I realized the allure of the park. Many of the people that I had recently met during my walks around the park were repeat visitors, coming back year after year to experience the wonders of nature. Some visitors travelled thousands of kilometers each year to experience the solitude and beauty that the park has to offer. Some came to relax and enjoy family time; others came to paddle the waters of Lake Superior or hike the many trails in the park. My goal that day was to help park visitors view the vistas of Pukaskwa through the lens of geology. In August 2024, I had the opportunity of being the Geologist-in-Residence at this beautiful national park located on the shores of Lake Superior near the community of Marathon, Ontario. My last visit to Pukaskwa National Park was in 1984 as a young geological technologist enjoying a day off from work and taking the opportunity to swim in the clear waters of Lake Superior. Now I was returning at the invitation of the Canadian Federation of Earth Sciences and Parks Canada near the end of a career spent mostly in geological education. The role of the Geologist-in-Residence (GIR) program is to highlight the significant geological evidence and history on display within the park and increase public awareness and appreciation of geoscience. The mandate of Parks Canada is to protect and present nationally significant examples of Canada’s natural heritage. Parks Canada’s goal, written in its vision statement, is to make Canada’s treasured natural and historic places a living legacy, connecting hearts and minds to a stronger, deeper understanding of the very essence of Canada. Two of the guiding principles that govern the system of national parks are Education and Presentation and Human-Environment Relationship. Successful natural interpretive programs allow park visitors to discover and learn about ecosystems. Sharing knowledge about sustainability and the connections between people and our environment are important tools in ensuring that our efforts to protect our natural heritage are successful. When we provide the opportunity to experience nature and we share knowledge of ecosystems, we can foster the desire in citizens to protect and appreciate the world around us. To understand the very essence of Canada, we need to share geoscience knowledge, as well as knowledge of wildlife and botany. The geology of our country is literally the ground beneath our feet. Knowledge of geology can help make connections to soil formation, biodiversity, water quality, mineral resources, energy resources, and so much more. The Geologist-in-Residence program is an important program that helps to develop interpretive geology hikes and drop-in sessions where visitors to the park are invited to engage in interactive, hands-on programs. Programming is developed by geoscience educators to help park staff share the geological wonders of the park. This year’s guided hike to Pukaskwa National Parks North Beach helped visitors travel back through geological time to explore the formation of the 2.7-billion-year-old rocks. We discussed the formation of the Lake Superior basin through mid-continent rifting 1 billion years ago and ended our hike examining the impact that glaciation had on the rocks and sand deposits along the coast. During drop-in sessions, we tested the chemistry of Lake Superior waters and connected our results to the geology of the Canadian Shield. Children had the chance to learn basic rock and mineral identification skills and were able to apply those skills when they explored the rocks on the hike. With the assistance of Parks Canada Interpretation Officer and Coordinator Carly Robillard, the support of the Canadian Federation of Earth Sciences (CFES), and the financial support of the APGO Education Foundation, my time spent at Pukaskwa National Park was a rewarding experience that offered me the opportunity to showcase the geological wonders of the park and help visitors make those important connections between geology and world around us. Cyndy Broughton is a Minerals Engineering Technologist and a Professor with 36 years of experience teaching geology and environmental science at Fleming College. She encourages everyone, young and old, to head outside and discover the connections between geology and the living world.

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Submarine in the ocean. Text reads: "Geoscience Today: Researchers Studying Ocean Transform Faults, Describe a Previously Unknown Part of the Geological Carbon Cycle"

Researchers Studying Ocean Transform Faults, Describe a Previously Unknown Part of the Geological Carbon Cycle

Chief Scientist Frieder Klein and Deep Rover Pilot Alan Scot exploring a submerged carbonate platform. (Photo by: Novus Select) Woods Hole, Mass. Republished with permission. Original article here. Studying a rock is like reading a book. The rock has a story to tell, says Frieder Klein, an associate scientist in the Marine Chemistry & Geochemistry Department at the Woods Hole Oceanographic Institution (WHOI). The rocks that Klein and his colleagues analyzed from the submerged flanks of the St. Peter and St. Paul Archipelago in the St. Paul’s oceanic transform fault, about 500 km off the coast of Brazil, tells a fascinating and previously unknown story about parts of the geological carbon cycle. Transform faults, where tectonic plates move past each other, are one of three main plate boundaries on Earth and about 48,000 km in length globally, with the others being the global mid-ocean ridge system (about 65,000 km) and subduction zones (about 55,000 km). Carbon cycling at mid-ocean ridges and subduction zones has been studied for decades. In contrast, scientists have paid relatively scant attention to CO2 in oceanic transform faults. The transform faults were considered “somewhat boring” places for quite some time because of the low magmatic activity there, says Klein. “What we have now pieced together is that the mantle rocks that are exposed along these ocean transform faults represent a potentially vast sink for CO2,” he says. Partial melting of the mantle releases CO2 that becomes entrained in hydrothermal fluid, reacts with the mantle closer to the seafloor, and is captured there. This is a part of the geological carbon cycle that was not known before,” says Klein, lead author of a new journal study “Mineral Carbonation of Peridotite Fueled by Magmatic Degassing and Melt Impregnation in an Oceanic Transform Fault,” published in the Proceedings of the National Academy of Sciences (PNAS). Because transform faults have not been accounted for in previous estimates of global geological CO2 fluxes, the mass transfer of magmatic CO2 to the altered oceanic mantle and seawater may be larger than previously thought.” ”The amount of CO2 emitted at the transform faults is negligible compared to the amount of anthropogenic – or human driven – CO2,” says Klein. “However, on geological timescales and before humans emitted so much CO2, geological emissions from Earth’s mantle – including from transform faults – were a major driving force of Earth’s climate.” As the paper states, “global anthropogenic CO2 emissions are estimated to be on the order of 36 gigatons (Gt) per year, dwarfing estimates of average geological emissions (0.26 Gt per year) to the atmosphere and hydrosphere. Yet, over geological timescales, emissions of CO2 sourced from Earth’s mantle have been pivotal in regulating Earth’s climate and habitability, as well as the C [carbon]-concentration in surface reservoirs, including the oceans, atmosphere, and lithosphere.” Klein adds that “this is before anthropogenic combustion of fossil fuels, of course” “In order to fully understand modern human-caused climate change, we need to understand natural climate fluctuations in Earth’s deep past, which are tied to perturbations in Earth’s natural carbon cycle. Our work provides insights into long-timescale fluxes of carbon between Earth’s mantle and the ocean/atmosphere system,” says co-author Tim Schroeder, member of the faculty at Bennington College, Vermont. “Large changes in such carbon fluxes over millions of years have caused Earth’s climate to be much warmer or colder than it is today.” To better understand carbon cycling between Earth’s mantle and the ocean, Klein, Schroeder, and colleagues studied the formation of soapstone “and other magnesite-bearing assemblages during mineral carbonation of mantle peridotite” in the St. Paul’s transform fault, the paper notes. “Fueled by magmatism in or below the root zone of the transform fault and subsequent degassing, the fault constitutes a conduit for CO2-rich hydrothermal fluids, while carbonation of peridotite represents a potentially vast sink for the emitted CO2.” The researchers argue in the paper that “the combination of low extents of melting, which generates melts enriched in incompatible elements, volatiles and particularly CO2, and the presence of peridotite at oceanic transform faults creates conditions conducive to extensive mineral carbonation.” The rocks were collected using human-occupied vehicles during a 2017 cruise to the area. Finding and analyzing these rocks “was a dream come true. We had predicted the presence of carbonate-altered oceanic mantle rocks 12 years ago, but we couldn’t find them anywhere,” says Klein. “We went to the archipelago to explore for low-temperature hydrothermal activity, and we failed miserably in finding any such activity there. It was unbelievable that we were able to find these rocks in a transform fault, because we found them basically by chance while looking for something else.” Funding for this research was provided by the Dalio Ocean Initiative, the Independent Research & Development Program at WHOI, and the National Science Foundation. Authors: Frieder Klein*, Timothy Schroeder, Cédric M. John, Simon Davis3, Susan E. Humphris1, Jeffrey S. Seewald1, Susanna Sichel, Wolfgang Bach, and Daniele Brunelli,1 Affiliations: *Corresponding author About Woods Hole Oceanographic Institution: The Woods Hole Oceanographic Institution (WHOI) is a private, non-profit organization on Cape Cod, Massachusetts, dedicated to marine research, engineering, and higher education. Established in 1930, its primary mission is to understand the ocean and its interaction with the Earth as a whole, and to communicate an understanding of the ocean’s role in the changing global environment. WHOI’s pioneering discoveries stem from an ideal combination of science and engineering—one that has made it one of the most trusted and technically advanced leaders in basic and applied ocean research and exploration anywhere. WHOI is known for its multidisciplinary approach, superior ship operations, and unparalleled deep-sea robotics capabilities. We play a leading role in ocean observation and operate the most extensive suite of data-gathering platforms in the world. Top scientists, engineers, and students collaborate on more than 800 concurrent projects worldwide—both above and below the waves—pushing the boundaries of knowledge and possibility. For more information, please visit www.whoi.edu

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A desk with a keyboard, headphones, video game controller, toy and candy on it. On top of the photo text reads: Geoscience Today: Geoscience and Video Games.

Geoscience and Video Games

What do geoscience and video games have in common? More than you might think. Geoscience is key to understanding our world and addressing environmental crises. Despite this, geoscience programs continue to see a decline in numbers, and getting youth excited by and interested in geoscience is vital to the continuation of the field.  In Canada, youth spend an average of 7.9 hours per week playing video games. Video games are designed to entertain and often provide immediate rewards. In her 2010 TedTalk “Gaming can make a better world,” Jane McGonigal argues that self-learning from video games is just as important as formal education. By the time the average person in a country with a strong gaming culture turns 21, they will have spent 10,000 hours playing video games (Carnegie Mellon University). That same youth will have spent 10,080 hours in school from grade 5-12. “We have an entire parallel track of education going on, where young people are learning as much about what it takes to be a good gamer as they’re learning about everything else,” Jane states.  When gaming, youth are developing skills, adapting to changing environments, problem solving, and taking in new information. Judy Willis (2007) states that, “when students are engaged and motivated and feel minimal stress, information flows freely through the affective filter in the amygdala and they achieve higher levels of cognition, make connections, and experience “aha” moments. Such learning comes not from quiet classrooms and directed lectures, but from classrooms with an atmosphere of exuberant discovery.” I would argue that this theory applies not just in the classroom, but in informal settings including while youth are playing video games. Research shows that there are two main types of self-learning: tangential learning and incidental learning. Tangential learning is when someone consciously educates themselves on a topic they have been exposed to and in which they have interest. Incidental learning is less conscious and occurs through engaging in activities and tasks that promote learning. Video games are good at both of these types of self-learning. So, youth are learning from video games, but what exactly are they learning? There are two main types of video games: educational and entertainment. Educational, also called serious, games are designed with education as a priority. Often, these types of games sacrifice entertainment and end up being somewhat less engaging than off-the-shelf games. Popular off-the-shelf games usually use larger-than-life experiences or fantastical and magical environments to entertain players. As far as science communication is concerned, both educational and entertainment-focused games have the potential to teach science. However, it has been found that youth playing educational games tend to get bored easily and lose focus, which undermines some of their effectiveness (E. G. McGowan and J. P. Scarlett, 2021).  McGowan and Scarlett (2021) looked at the representation of volcanoes in off-the-shelf, or entertainment-focused, video games. They analyzed 11 of the most popular video games that contain elements of volcanism. They looked at what types of volcanic hazards were represented and whether or not they were scientifically accurate.  They chose to study volcanoes because they are a common geological phenomena that are often used in video games either as part of the background landscape or to provide a dangerous challenge. Volcanoes in real life can of course produce fascinating and beautiful landscapes as well as deadly effects such as lava flows, toxic ash fall, volcanic gases, lahars, pyroclastic flows, lava bombs, and more. This makes volcanoes a good challenge for players and is why they are often included in video games. The researchers wanted to find out if volcanoes were being portrayed with scientific accuracy. They found that the video games studied all had both accurate and inaccurate features of volcanoes, with no single video game being completely inaccurate or completely accurate. This means that any video game will have some aspect that correctly represents volcanoes, and so can inform gamers via incidental or tangential learning. It also means that any video game will have some aspect that may mislead or incorrectly teach people who play them. However, since most of these inaccuracies are used for the purpose of dramatization, it’s not necessarily the case that people are mis-learning from them. After all, people are capable of distinguishing video game landscapes from real ones.  A study by Hut et al. (2019) compared how well geoscientists and non-geoscientists could determine which landscapes in a video game were accurate to reality. They found that while geoscientists could more accurately determine false from real landscapes, non-geoscientists were also able to determine the difference fairly well. They concluded that despite the minor difference, video games can still be used for tangential learning on geoscience subjects.  McGowan and Scarlett (2021) concluded that video games could be used for outreach purposes in order to spark interest and get people invested in geological phenomena that they might not otherwise be interested in. This can lead to incidental and tangential learning, since video games are engaging and exciting. Once people are interested in a topic, they are more likely to seek out more information themselves and put effort into learning, so this can lead to more geoscience education. We can use video games for geoscience education, but we also need gamers for the field of geoscience. In her TedTalk, Jane McGonigal argues that gamers are learning four things while playing video games: urgent optimism, social fabric, blissful productivity, and epic meaning. Firstly, urgent optimism is the ability to act immediately to achieve a goal, with the belief that it is possible to complete. Secondly, gamers weave a tight social fabric through collaboration and competition with others. Next, gamers are experiencing blissful productivity. Video gaming is often associated negatively with laziness or lack of motivation, when in reality, gaming is productive work. It’s work that often feels more immediately rewarding than real-life work due to instant in-game rewards. Finally, epic meaning is the belief you are completing something meaningful and awe-inspiring, even if just to a fictional world.  Chris Skinner (2021),

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Artists rendition of the big bang showing a sphere of light with rays of light flowing outward from the center. Text on top of the image reads: Geoscience Today. The great anthropocene explosion

The Great Anthropocene Explosion

Geodiversity Takes Centre Stage Paul Hubley, P.Geo. All the world’s a stage And all the men and women merely players, They have their exits and their entrances, And one man in his time plays many parts, His acts being seven ages… Excerpt from William Shakespeare As You Like It (spoken by Jacques) An explosion of Homeric (epic) proportions, an estimated 13.8 billion years ago, gave rise to everything physical and chemical around us today. The blast was so great that some even postulate that the early moments of our universe even had several additional dimensions compared to those we know now. And it is all still expanding. Physics tells us that explosions result in a release of energy–a reordering of matter. Chemistry tells us that they are the dismantling of something old and creation of something new. Clinical psychologists refer to explosions as a trauma after which a new awareness can be developed over time. Explosions have shaped our consciousness, informed our rituals, politics and religion, and are often expressed in parables or in oral tradition, theatre, poetry and popular culture. One thing is certain–as the curtain lowers in the aftermath of an explosion, things are not the same as they were.  When we examine our world on the backdrop of explosive events, we judge some events to be acceptable or even good, whereas some we reject as bad. Some explosions play a small part in our history while others occupy centre stage. Natural or manmade, terrible or wonderful, detonation or no detonation, explosions have always been a fascination to many, including geoscientists. Whether it be meteorite strikes resulting in extinction events, or tritium detection from atomic bombs being tracked in groundwater for age-dating, some geoscientists dedicate their careers to understanding explosive events.  In an excerpt of As You Like It, Shakespeare introduced seven Acts for seven ages, beginning with the iconic line “All the World’s a Stage.”  Classical Latin explōdō means “to hiss a bad actor off the stage,” or “to drive an actor off the stage by making noise,” from ex- (“out“) + plaudō (“to clap; to applaud“), hence meaning “to drive out” or “to reject.” The modern meaning developed later. In Shakespeare’s time, just as with the ancient Greeks, men were the only ones allowed to be theatre actors–fortunately in theatre we’ve generally developed a more sensible sense of diversity since that time, and benefited greatly from it.  Shakespeare described seven ages of a man’s life, from young to old. Our play also has seven Acts for seven ages on the World stage, but in reverse order, from oldest to youngest, with some key explosive events as the backdrop. It is presented in two parts, converging in Ontario. In Part I we encounter physical-chemical-biological explosions in the abiotic and biotic world. In Part II we implode (focus inward), in hopes of blending our natural world with our community, actions and interactions with others–an implosion of nature and culture, to see what post-play chatter we can initiate.  Now we welcome our principal company of actors: geodiversity, having this basic definition: Geodiversity is the variety of earth materials, forms and processes that constitute and shape the Earth, either the whole or a specific part of it. Relevant materials include minerals, rocks, sediments, fossils, soils and water. Forms may comprise folds, faults, landforms and other expressions of morphology or relations between units of earth material. Any natural process that continues to act upon, maintain or modify either material or form (for example tectonics, sediment transport, pedogenesis) represents another aspect of geodiversity. However geodiversity is not normally defined to include the likes of landscaping, concrete or other significant human influence.  At this point in our story our world is formed and the stage is set. The stage is suspended in the vastness of space. It’s a place of spectacular beauty, with a slow rotation of players. The audience is in a hushed silence, waiting for the first Act in our diversity play, ready if needed to boo bad actors off the stage…  PART I Act I – All the World’s a Stage It took over 9 billion years after the initial explosion, so about 4.6 billion years ago, to get sufficient cosmic dust and rocks to agree with each other enough to form the accretion of a new celestial body, a world we here call Earth (which is one name of many). Here we find the basic building blocks for everything we know and everything we have ever known.   As the world cooled sufficiently, and for billions of years, all the world’s been a stage for a slow but steady rise in geodiversity, with a few exiting the stage, and many others entering. Throughout this time there were numerous explosions, the biggest is believed to be when a Mars-sized planetoid we named Theia crashed into Earth, ejecting the material for the moon. A meteorite is generally considered to be responsible for the Sudbury Nickel Rim–this would have been an explosive event of epic proportions. No doubt there were new minerals formed as a result of these events. But generally speaking, over this vast timescale of billions of years, geodiversity was not particularly explosive. In a series of studies, Hazen et al (2008), Hazen et al (2017) and Hazen and Morrison (2022) describe geodiversity as a function of mineral diversity. The research identifies that the world stage has hosted between 5,000 and 6,000 minerals, much of it believed to be biologically-mediated (formed as a result of biological processes), even in the early days of world history. The research describes a slow increase over deep time, culminating in the Great Oxidation Event, resulting in a groundswell of new minerals due to the availability of oxygen in the atmosphere to react with other elements (relatively speaking, oxygen is highly reactive and found all sorts of ways to combine with rocks and minerals). But despite this reactivity, throughout this deep time period of billions of years there’s nothing even close to being considered an

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A geologic map showing different coloured rock units. Text over the map reads: "Geoscience Today. Introductory Resources for Exploring the Geology of Ontario."

Introductory Resources for Exploring the Geology of Ontario

A note from APGOEF:  Today we are publishing something a bit different than our regular blog posts! It is our primary goal at APGOEF to educate and spread awareness about geoscience, so when Ken Lyon presented us with this comprehensive list of resources, we couldn’t resist sharing it with our readers. We hope you will find this compilation useful to your exploration of earth science. APGOEF does not take responsibility for the content of the resources provided, and cannot vouch for their validity. Preface The following is written by: Ken Lyon, MSc, P.Geo, kenlyongeo@gmail.com, Peterborough, ON The impetus for this compilation of over 50 publications and internet resources came from Laura Mancini of the Ontario Geological Survey. Laura reached out to me in 2021 in my capacity as Newsletter Editor of the Kawartha Rock and Fossil Club. She had been contacted by someone who was looking to explore the geology of Ontario, and wondered if the Kawartha club might have something to help. Laura’s question fit in with a list of resources that I had started compiling for rockhounds, field naturalists and other people who like these kinds of things. Perhaps now more than ever with climate change and related issues front-and-centre, we are coming to appreciate that geoscience is hugely significant and fun to learn about and explore. In compiling this list, I have tried to offer some guidance by assigning levels to the resources ranging from Level 1 for those who know nothing or little about geology to Level 3 for those who feel comfortable with basic concepts. Resources marked with a * are particularly recommended. I have included some of my favourite books that cost money and also many good resources that are free of charge. Level 3 and beyond takes you into the worlds of serious mineral, rock and fossil collectors and people who have taken college and university courses. This is not to say that you need formal study. I am constantly learning from members of the Kawartha and other clubs who are self-taught and know more about some topics than I ever will. This compilation is a work-in-progress and I have made some minor revisions since 2021. Hopefully, you will find a few “nuggets” of information to help you get out and have some fun. Amethyst rock from Thunder Bay area, ON. Photo: Ken Lyon Amethyst is a purple variety of quartz and the official gemstone of Ontario. The reddish-brown crystals on the left are amethyst crystals coated with the iron mineral, hematite. The length of the rock shown is 40 cm. My wife bought this as a treasured addition to her rock garden. Acknowledgements While I take responsibility for selection of the resource list and comments, I would like to gratefully acknowledge review comments and encouragement provided by the following in alphabetical order: Andy Fyon, PhD, formerly of the Ontario Geological Survey; Kevin Kidd of the Kawartha Rock and Fossil Club and the Gem and Mineral Club of Scarborough; Laura Mancini, MSc, PGeo, of the Ontario Geological Survey; Bill Pearson, PhD, PGeo, and Deana Schwarz, PhD, PGeo, of the APGO Education Foundation; and Ashley Pollock of the London Gem, Mineral and Fossil Society, the Walker Mineralogical Club, and the Central Canadian Federation of Mineralogical Societies (CCFMS) Some Important Precautions and Disclaimers You are responsible for knowing where you can go, where you can park, what safety hazards may exist and what personal protective equipment you need, and what you can pick up and take back home. Parking rules change from road to road and place to place.  Respect all laws and rights governing private and Crown property, and obey all rules and regulations covering any access to and from any of locations. Bedrock outcrops and other locations can pose traffic, slip-trip-fall and other hazards. The use of hammers can be dangerous and in some cases destroys the outcrop for future observation. Rock, mineral and fossil samples cannot be removed from protected areas such as parks and conservation areas or from private property without permission. If you are rockhounding, please follow the CCFMS Code of Ethics for Rockhounds (https://ccfms.ca/Copied_Field_Trips.php) and Safety for Field Trippers (https://ccfms.ca/CCFMS-Safety-Rules.php). I have not personally visited most of the sites listed and cannot vouch for the accuracy of the content of the resources. And finally, I have to disclaim any liability in connection with the use of the information presented and my annotated comments and recommendations. Great Unconformity bedrock outcrop at Galesburg just northeast of Peterborough in The Land Between. Photo: Ken Lyon Paleozoic Ordovician limestone about 450 million years old overlying Precambrian granitic mountain core about 1 billion years old; incredible time spans. Annotated List Alphabetically by Author (or source when no author is available) Resources marked * are particularly recommended. Level 1 Resources Brachiopod and bryozoa fossils in limestone near Lindsay, ON. Photo: Don McLeod used with permission. Don maintains a good nature blog at https://www.donaldmcleod.com Fossiliferous Ordovician limestone about 450 million years old. At the time we were under a warm shallow sea south of the equator. The large fossil is about 3 cm across. Other Museums, Science Centres, Geo-Parks There are many museums and other facilities across southern Ontario that feature geology exhibits. Here are a few that were recommended by my reviewers: Arkona Lions Museum –  Arkona, ON Bancroft Mineral and Mining Museum, Bancroft, ON Canadian Museum of Nature, Ottawa, ON Hooper Virtual Natural History Museum – Carleton University, Ottawa, ON Metcalfe Geoheritage Park – Almonte  Miller Museum of Geology, Queens University, Kingston, ON Oil Museum of Canada, Oil Springs, ON Science North – Sudbury, ON Additional Fossil Resources Some additional fossil references recommended by my reviewers are listed below: Level 2 Resources Physiographic features of the Peterborough – Stoney Lake, ON area. Small portion of Physiography of the South Central Portion of Southern Ontario. Ont. Dept. of Mines and Northern Affairs, Map 2226. Scale 1:253,440. © Queen’s Printer for Ontario 1972. Reprinted 1984 with minor revisions. Features shown include till moraine (purple), sand plains

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