The sedimentary deposits north of the western Snake River Plain host Idaho’s first and only producing oil and gas field. They consist of the mid-Miocene Payette Formation, the mid-late Miocene Chalk Hills Formation, and the Pliocene to early Pleistocene Glenns Ferry Formation. Using new geochronology, palynomorph biostratigraphy, and geologic mapping, we connect up-dip surface features to subsurface petroleum play elements. The Payette Formation is potentially the source of the hydrocarbons and acts as one of the reservoirs in the basin. Here we redefine the Payette Formation as 900 m of mudstone with lesser amounts of sandstone overlying and interbedded with the Columbia River Basalt Group and Weiser volcanics. Index palynomorphs, including Liquidambar and Pterocarya, present in Idaho during and immediately after the mid-Miocene climatic optimum, and new U/Pb dates of 16.39 and 15.88 Ma, help establish the thickness and extent of the formation. For the first time, these biostratigraphic markers have been defined for the oil and gas wells. The Chalk Hills Formation is a tuffaceous siltstone, claystone, and sandstone that is ~300 to 520 m thick. U/Pb dates are 9.00, 9.04, and 7.78 Ma. The Chalk Hills Formation acts both as a reservoir and the sealing mudstone facies. The overlying siltstone to fine conglomerate of the Glenns Ferry Formation acts as the overburden and sealing facies to the petroleum system in the subsurface but was important to the formations burial and hydrocarbon maturation. Both the Chalk Hills and Glenns Ferry Formation were deposited within ancient Lake Idaho during an overall increase in aridity and cooling after the mid-Miocene climatic optimum.

Paleogene sediments of the Huntingdon Formation, a correlative to the Chuckanut Formation of neighbouring Washington State, USA, are exposed in the Greater Vancouver area, British Columbia, Canada. Palynology and plant macrofossils suggest the Kanaka Creek section is Paleocene rather than Eocene in age. Detrital zircon dating is less decisive, yet indicates the Kanaka rocks are no older than Maastrichtian. Analyses of plant macro- and micro-fossils suggest an early to middle Paleocene age for the Kanaka fossil flora. Paleocene indicators include macrofossils such as Platanus bella, Archeampelos, Hamamelites inequalis, and Ditaxocladus, and pollen taxa such as Paraalnipollenites, Triporopollenites mullensis, and Duplopollis. Paleogene taxa such as Woodwardia maxonii, Macclintockia, and Glyptostrobus dominate the flora. Fungal spores including the Late Cretaceous Pesavis parva and the Paleogene Pesavis tagluensis are notable age indicators. Physiognomy of 41 angiosperm leaf morphotypes from Kanaka Creek yields mean annual temperatures in the microthermal to lower mesothermal range (11.2 ± 4.3 to 14.6 ± 2.7 °C from leaf margin analysis; 14.8 ± 2.1 °C from Climate Leaf Analysis Multivariate Program), with mild winters (cold month mean temperature 3.9 ± 3.4 °C). Paleoclimate was cooler than the upper Paleocene and Eocene members of the Chuckanut Formation. Mean annual precipitation is estimated at ∼140 cm with large uncertainties. The Kanaka paleoflora is reconstructed as a mixed conifer–broadleaf forest, sharing common taxa with other western North American Paleocene floras and growing in a temperate moist climate. Kanaka Creek is a rare coastal Paleocene plant locality that provides new insights into coastal vegetation and climate prior to the Paleocene–Eocene Thermal Maximum.

Abstract. To mimic the 3D geospatial components of geologic mapping usually spotlighted by field camp, we developed a virtual course based in the sandbox video game Minecraft. Paired with audio/video conferencing and real data, students practiced measuring strike and dip, orienteering with a compass, matching landscape features with topographic maps, and tracing geologic contacts within the team structure typically employed in field camp. Open-source programs and tutorials freely available online assisted with constructing the Minecraft worlds. Assignments were aligned to the nine learning outcomes established for geology field camps by the National Association of Geology Teachers (NAGT). A pre-survey and post-survey quantified students' learning of the subject matter as well as perceptions towards Minecraft and online learning. We also held feedback sessions and conducted in-class, live observations to classify students' reactions and experiences during virtual activities. Overwhelmingly, students indicated they would have preferred an in-person field camp, yet they considered the Minecraft assignments exciting, important, interesting, and valuable. Regardless of perceived barriers, scores on subject matter questions increased from the pre- to the post-survey. Finally, observations illustrated how students' experiences in a virtual field camp recreated comparable components that students experience during an in-person field camp (e.g., students discussing career pathways, geological skills, and fostering interpersonal relationships). Because this virtual course achieved the curricular goals as well as the non-curricular goals and was relatively easy to construct, we recommend the usage of Minecraft for virtual geology courses in the future.

Abstract. To mimic the 3-D geospatial components of geologic mapping usually spotlighted by field camp, we developed a virtual course based in the sandbox videogame Minecraft. Paired with audio/video conferencing and real data, students practiced measuring strike and dip, orienteering with a compass, matching landscape features with topographic maps, and tracing geologic contacts within the team structure typically employed in field camp. Open-source programs and tutorials freely available online assisted with constructing the Minecraft worlds. Assignments were aligned to the nine learning outcomes established for geology field camps by the National Association of Geology Teachers (NAGT). A pre- and post-survey quantified students’ learning of the subject matter as well as perceptions towards Minecraft and online learning. We also held feedback sessions and conducted in-class, live observations to classify students’ reactions and experiences during virtual activities. Overwhelmingly, students indicated they would have preferred an in-person field camp, yet considered the Minecraft assignments exciting, important, interesting, and valuable. Regardless of perceived barriers, scores on subject matter questions increased from the pre- to the post-survey. Finally, observations illustrated how students’ experience in a virtual field camp recreated comparable components that students experience during an in-person field camp (e.g., students discussing career pathways, geological skills, and fostering interpersonal relationships). Because this virtual course achieved the curricular goals as well as the non-curricular goals and was relatively easy to construct, we recommend the usage of Minecraft for virtual geology courses in the future.

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