Date post: | 11-Jan-2016 |
Category: |
Documents |
Upload: | derick-douglas |
View: | 213 times |
Download: | 0 times |
EVOLUTION OF PRECAMBRIAN ROCKS IN YELLOWSTONE NATIONAL PARK
-- AN NSF/REU SITE PROJECT
David W. Mogk1
Darrell Henry2
Paul Mueller3
David Foster3
1Montana State University2Louisiana State University
3University of Florida
"The field is where the truth resides; it is the essential core of geology. Models are essential figments of the imagination which must be tested by observation. Those who do no field work and do not gather data will never understand geology"
(John Dewey, quoted in Butler, 2008). Photo credit: Darrell Henry
A true research experience…• Applying “core” concepts and content
from the geoscience curriculum
• Meaningful and relevant to students
• Strong affective component– Curiosity, motivation – Collaborative and cooperative work– “Ownership” of larger project– Responsibility for personal contributions– A trusting work environment
• Excitement about making truly new discoveriesPhoto credit: Darrell Henry
Integrating Research and Education“…infuse the joy of discovery
and an awareness of its connections to exploration through directed inquiry and careful observation, and analytic thinking for students at all levels.”
NSF in a Changing World (1995)
Photo credit: Darrell Henry
Choosing the right project• Emphasize that real
contributions will be made
• Calibrated to students’ expected knowledge and abilities
Photo credit: Darrell Henry
Yellowstone REU Project• Precambrian rocks of
Yellowstone National Park• No work since 1982• Anomalously low grade
metasediments• Plutons of unknown origin
or age• How does this fit with our
work in the Beartooths and related areas?
• Expand knowledge of natural history of Yellowstone National Park
Photo credit: Darrell Henry
Working with the National Park Service
• Establish contact early– Christie Hendrix, Hank Heasler, Carrie
Guiles…Provided advice, support• Design and develop research plan
– Keep NPS informed; proposal writing AND planning stages
• NPS Requirements– Permitting– Data and sample archiving, reporting– Research protocols in the Park– Safety (bear closures)
• Low impact research; polite to public• Monitors (not agents) to help Park
management
Selecting the right team• Selection criteria
– Diversity: geographic setting, home institution, geologic interests, gender balance….
• Academic preparation: core classes completed; field experience
• Letters of recommendation: independent workers, cooperative, engaged learners, willing to supervise follow-on thesis work
• Personal letters: excited and curious
• Other: athletes, EMT…Photo credit: David Mogk
Building Team Work– The Importance of the Affective Domain
Photo credit: David Mogk and Darrell Henry
Preparation• Decreasing “Novelty Space”• Advertising—expectations clearly
articulated• Listserv—updates of essential
information• Closed website—”wiki” for posting
introductions, literature, personal interests….
• Equipment – check lists • Research goals clearly identified• Disclaimers: physical demands,
weather, bears… (affective aspects)Photo credit: Darrell Henry
Activity Design• “Cradle to grave” research experience• Field work—sampling and mapping
– Formulation of research questions– Planning and execution of research plan– Sampling, mapping as required– Daily data compilations; sample control– Sample preparation (cutting billets,
crushing rocks)• Analytical studies during following
semester– Microprobe, XRF, LA-ICPMS, Ar-Ar,…..
• Communicating results– Poster at Rocky Mountain GSA– Writing retreat—each project will be a
section of a larger research manuscript– Senior ThesisPhoto credit: David Mogk
Reconnaissance: Learning by Design• First two weeks
– Traverse entire study area– Introduction to major units
• Review what is known, what is yet to be determined
• Field notes• Measurement—structural data, strat sections…• Sampling—identification of key samples, sample
collection and selection, prep in the field• GeoPads
– Logistics• Where do we need to go, how will we get there• What’s the best traverse?....• Safety, Radios, First Aid, Check-In• Daily Check—objectives, location, target samples
– Instructor “talk-throughs”• Metacognitive aspects –What am I doing and why?
Photo credit: David Mogk
Research Projects—The Second Half • List key targets,
sampling/mapping goals, scientific objectives
• Each student assumed leadership to pursue research goals– Directed team on where to go,
what to do
• Each student contributed to overall research effort– E.g. collecting samples for a given
task if the primary leader would not likely get to that location
– All are co-learners– TRUST, RESPECT
Photo credit: Darrell Henry
Progress measured• Daily reflective journals
– Most important observations of the day– New questions, new plans for future work
• De-briefs after dinner– What each group saw, inform other groups
about key observations
• Compilations– Structural data in spread sheet by domain
for future plotting on stereonets– Sample inventories—what was collected,
where, for what purpose– Make sure that sampling was adequate to
answer ALL fundamental questions– NPS permitting restrictions!– ALL DATA ARE SHARED—photos, maps, S&D,
posted on project closed web-based workspace at SERCPhoto credit: David Mogk
Sample Preparation• Cut billets for thin section• Crush rocks, make
powders, make mineral separates
• A long way between field and data!– Too much work collecting
samples in the field to allow contamination!
Photo credit: David Mogk
Geologic Mastery Requires a Long Apprenticeship
• Field work must be practiced early and often
• REU a great transition to profession, grad school
Photo credit: Darrell Henry and Dave Mogk
•Scaffolded to students’ level of development
Impacts on Faculty• Rejuvenation!
– Great students! Great geology!• Filled an important gap in long-term
research program• Time—Don’t Underestimate!
– Reconnaissance planning program– Advertising and recruitment– Selection of participants– Web-based materials– LOGISTICS (travel, food, lodging,
communications, safety); TA support is essential
– PERMITTING; special requirements working in National Parks
– RESPONSIBILITY—24/7 in the fieldPhoto credit: Darrell Henry and Dave Mogk
Preliminary Results
Preserved Sedimentary Structures; Turbidites
Biotite and Muscovite Granites; Leucogranites; Diorites
Chlorite Zone to Staur-And Schists; QF Gneisses; Migmatites
Biotite and Muscovite Granites; Leucogranites; Diorites
Polyphase Deformation, F1,F2, F3; Mylonites
Photo credit: David Mogk and Darrel Henry
Photo credit: David Mogk and Darrell Henry
Summer 2011 Program Now Accepting Applications—Encourage Your
Students to Apply!
http://serc.carleton.edu/36703