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Chlorite has long been considered a mineral group likely to have different trace element chemistry with proximity to mineralization, and therefore can be used to vector towards ore bodies. However, due to their geochemical complexity, it has proven challenging to develop a simple vectoring method based on the variation in abundance of one or a few chemical elements or isotopes. Machine learning, specifically cluster analysis, provides a potential mathematical tool for characterizing multidimensional geochemical correlations with proximity to mineralization. In this contribution we conducted a cluster analysis on 23 elements from 1,679 distinct chlorite sample analyses. The combination of this clustering technique with classification by proximity to the ore body, 1) explores and characterizes the nature of chlorite composition and proximity to ore bodies and 2) tests the efficacy of clustering-classification methods to predict whether a chlorite sample is near to an ore body. We found that chlorite chemistry is more strongly controlled by deposit type than proximity to mineralization and that cluster analysis of chlorite trace element content is likely not a viable way to develop vectors towards porphyry mineralization.

Flipped classrooms have been shown to be useful in both introductory and advanced computational Earth Science courses. However, to date they have not been implemented in advanced level non-computational courses. Here we assess a three-year study into the use of flipped classroom techniques in a fourth year undergraduate Mineral Deposits class. One to two flipped classrooms were used to teach porphyry deposits, iron oxide copper gold and/or volcanogenic massive sulfide deposits. The effectiveness of the technique was assessed using a combination of student feedback forms, comparison of students' ability to answer exam questions from topics taught by flipped classroom versus other topics taught by traditional methods, and interviews with students 6 to 36 months after completion of the course. The students' ability to answer lecture exam questions was slightly higher in topics taught as flipped classrooms compared to traditional techniques. Whereas the students' ability to answer laboratory exam questions was slightly lower between topics taught as flipped classrooms. However, most students did think that the flipped classrooms were useful and aided in their learning of the material. The use of video lectures was particularly appreciated by some who found that it increased their flexibility and ability to absorb the material at their own pace. As such we determined that flipped classrooms are an effective technique for teaching upper-level non-computational Earth Science courses and they increased behavioral, emotional, and cognitive engagement.