Six contrasting benchmark Oklahoma soils underlain by sedimentary rock were selected and sampled by horizon to parent material or a 2‐m depth. Total Co, Cu, Ni, Pb, and Zn concentrations by horizon in total soil and clay fractions were determined by x‐ray fluorescence. Total concentration of heavy metals in these soils is dependent on clay content. There are fivefold more Cu, twofold more Zn and Ni, and 1.5‐fold more Co and Pb in the clay fraction than in the total soil. The clay fraction of surface horizons contains a greater concentration of Cu, Zn, and Co than subsoil horizons due to biogeochemical cycling of these micronutrients from the subsoil to the surface during melanization. Biogeochemical cycling reduces the total amount of heavy metal loss from surface to subsoil horizons by clay translocation but doesn't offset the illuviation of total heavy metals sorbed to clay. Higher levels of total heavy metals in each profile for each element are found in the B horizons than the A horizons (77% of the samples). Characterization of soil for total heavy metal content should include a sample from the B horizon especially in soil with higher clay content in the B than the A horizon. Soil parent material discontinuities cause changes in concentration of several heavy metals within two of the six soil profiles. Identification of soil parent material discontinuities is not a consistent factor causing change in heavy metal concentration within the soils studied.

Technological advances have allowed natural resource information to become available in large databases over the Internet. We have developed a laboratory exercise that introduces students to geographic information systems (GIS) and soil and landuse databases available from the Natural Resource Conservation Service (NRCS), National Survey Database Access Facility. The exercise involves an introduction to spatial data using the State Soil Geographic (STATSGO) database and county soil surveys using a prototype survey of the Dade County area, Florida. In addition, students are introduced to the concept of scale by identifying land use problems utilizing online county soil survey data (1:12 000 to 1:63 360) and STATSGO data (1:250 000). Students had difficulty using the online soil survey due to the absence of map sheets and quickly identified the advantages of spatially referenced data available from STATSGO, which was viewable in map form using GIS software. This laboratory exercise introduced an application of GIS, spatial data available from the NRCS, and online soil surveys to introductory soil science students to solve a hypothetical regional planning problem. In addition to enhancing students' interests in GIS and associated technology, the exercise effectively demonstrated scale differences by comparison of information available from the STATSGO database and county soil surveys.