Explore the UK and collect the same rock suites that Hutton and Smith used to develop the Geologic Time Scale and the principles of geologic science.

Transcription

1 FUND FOR TEACHERS Cover Letter Explore the UK and collect the same rock suites that Hutton and Smith used to develop the Geologic Time Scale and the principles of geologic science. Fellowship Rationale and Purpose I am truly a fortunate person. I am privileged to share my passion and knowledge of geology with students, at an age when they are questioning most aspects of their lives. This is the only time during their K-12 school years that the required science curriculum focuses on the study of our Earth. During their year with me, they are exposed to the basic principles of geology, including the geologic time scale and the rock cycle. The purpose of this trip is to study the men of the late 1700 s and 1800 s whose research lead to the development of the principles of geologic science and the geologic time scale. Collecting specimens from the rock outcrops and photographing the countryside, where these explorers traversed and studied, will provide me and my students the tangible examples they can use to critically evaluate their lessons on the dynamic formation and age of the Earth. Geology and Earth Science teachers learn their skills by experience in the field. Knowledge comes from our observations and descriptions of rocks at the localities we investigate around the world. To explore the same countryside and collect the rock suites and fossils that James Hutton, William Smith, Charles Lyell and others studied to develop the fundamental principles of geology and the geologic time scale that guides all scientific research of the Earth today, is a rare opportunity that most geologists can only dream of accomplishing. After reading The Map That Changed the World, by Simon Winchester, and The Man Who Found Time, by Jack Repcheck, I have felt compelled to explore this region to increase my understanding and better appreciate the great achievements of these early explorers. Web links to the time scale are included to provide further background to the importance of the science: and The present is the key to the past, explains the Principle of Uniformitarianism, proposed by James Hutton, the Father of Geology, in Meaning that while we can observe, study, and understand the present processes and the features forming the Earth today; so can we recognize the same features preserved in ancient rock and can interpret their origin by the same processes throughout the geologic past. Studying the exposures of sandstone overlying quartzite along the Scottish coast at Siccar Point, Hutton recognized that natural processes had been ongoing continuously over vast periods of time and would continue endlessly into the future and realized the Earth was indeed very old. In his resulting treatise he wrote of the Earth s history there is no vestige of a beginning and no prospect of an end, emphasizing for the first time that the history of the Earth extended much longer then first thought. This principle became the most important underlying theme of geology and later, all sciences. The magnitude of this revelation guides all scientific research and understanding today. William Smith created the first geologic map, of England, and in so doing actually created the science of geology and defined the continuity of rocks within the Earth. So many other principles of geology were also recognized and indoctrinated from initial discoveries in the countryside of the British Isles as well. Lyell wrote the first text on the Principles of Geology. These men laid the foundation for the work on

2 fossils by Cuvier and Lamarck and the concepts of evolution by Charles Darwin and Alfred Wallace. Project Description I am proposing a three week adventure through the central British Isles to visit rock exposures, quarries, museums, universities (and Geology faculty) to study and assemble diverse collections of materials to utilize in our 8 th grade Earth Science program. Beginning in London, England, I will spend 3 days visiting museums and universities to get field guides, maps and historical materials. From London I will travel by car to the countryside to these areas: 1. Dover and South Hampton - to study the white cliffs of Cretaceous chalk and Jurassic limestone with fossil ammonites used for early age identification. 2. Exeter - Murchison and Sedgwick described the rocks exposed here to define the Devonian Period in geologic time. 3. Bath - To study early workings of coal deposits where William Smith made the first correlations of continuity of rock outcrops for geologic mapping. The hot springs was a topic of early interest of the thermal turbulence deep in the earth. 4. Gloucester and Cheltonham - This region is where Murchison defined the rock sequences of the Siliurian Period. 5. Oxfordshire, Bedfordshire, Buckinghamshire, and Yorkshire - His detailed mapping of these provinces helped William Smith to complete his map of England proving that the rocks were laterally continuous across long areas, a revelation that changed the nature of geologic study. Charles Lyell was born and educated in Oxford and wrote the first comprehensive text on the Principles of Geology. The mapping of the coal seams and iron ore deposits helped to initiate the industrial revolution. 6. Welshpool and Wolverhampton, Wales - Where Lapworth defined the Ordovician Period from the rock exposures thus ending a 30 year academic battle between two close friends, Sedgwick and Murchison, who could not agree on the boundary separating the Cambrian from the Silurian. 7. Wrexham and Chester - Where Sedgwick defined the Cambrian Period from the rock sequence in northern Wales. 8. Leeds to Middlesbrough - The mapping of the coal deposits across this area of England led to the delineation of the Carboniferous Period and the correlation of equivalent rocks across several areas of central Europe, and later, North America. 9. Edinburgh and Glasgow, Scotland. These cities and their universities have a long history for supporting discoveries in the natural sciences and the early growth of the science of geology. It was at Siccar Point along the Scottish coast, studying the exposures of sandstone, that Hutton recognized that natural processes have been ongoing continuously over vast periods to define the Principle of Uniformitarianism.

3 I am contacting professors from universities in England and Scotland to define specific locations and historical landmarks to study. Utilizing field guides from their classes and personal experiences will direct me to accessible sites of interest. Materials from museums and the Geological Society of London will provide maps, written explanations and overviews of the sites of interest along my journey. While traveling and at these locations, I will (digitally) photograph the scenery and outcrops, collect specimens, and purchase the descriptive texts and geologic maps for those areas. When I return I will organize the photos into a Power Point presentation and correlate the images to the rock suites, maps and texts in a lab discussion to provide students with a comprehensive learning exercise, integrating many data types together for visual, kinesthetic, and verbal learners. Teacher Growth and Learning Traveling through the UK will provide me with the experiences and personal insights into the lives of these early explorers. Bringing back the rock sequences that we talk about in lessons on Hutton and his contributions to geology and the formation of the geologic time scale will enable me to share with my students the actual suite of rocks that early geologists studied. It will provide me more tools, actual rocks, to show my students how scientists developed our current understanding of the age of the Earth. I will have these specimens in the classroom at all times and I look forward to the reward of their expression when they see for themselves the three different rock types, how they can all fit within the rock cycle and how they define the history of the Earth s formation. Most of my students have not had an opportunity to travel to different regions and have only seen our local area which is devoid of igneous and metamorphic rocks. The completion of this project will afford me the tangible evidence some students need in order to fully embrace the concepts of the age of the Earth and how dynamitic its formation really is making me a more affective teacher. Student Growth and Learning Some of my students come to me with a limited understanding in science, but very strong convictions about the age of the Earth which conflict with the science that we discuss in the classroom. At this age they learn from kinesthetic labs, where they see, touch, and feel in order to totally absorb the information I am introducing. My introductory presentation with projection of the photo journal on the large screen, instead of sharing only small snapshots will give the students more of a feeling of being there. With a suite of rocks collected from the area, written descriptions of each, the maps and photos of the localities, and our discussions of interpreting the history of the Earth, my students can perceive the subtle variations in the rock sequences and feel as if they are there with me in the U.K. This is a wonderful learning enhancement and more concrete than just a few words or a picture in a book. Students will better understand the principles of science and the relationships of the work these men accomplished hundreds of years ago. They will have the opportunity to gain a much greater appreciation of the course work they are responsible for learning. Observation of the student interactivity and their interest in completing the classroom assignments, as well as stimulating their interest with question and answer discussions will be compared to previous years of student activity in class. Short quizzes will help me to define the students strengths and weaknesses, and what materials are more effective in helping the students understanding of the materials. As a personal goal, I hope to have all of my students develop a

4 stronger sense of curiosity and appreciation of the Earth, and the desire to learn more of the natural sciences as they continue their education through college. Benefits to School Community I intend to build a vertical case to display the rock specimens collected during this trip. It will showcase the age of each group according to the geologic time scale. Visual displays will provide parents with the knowledge that their children s curriculum includes so much more than reading a book and taking tests. I will show parents that I am using all available resources to encourage their children to become more involved and excited about science by creating an atmosphere where they understand the importance of becoming life-long learners. The specimens and materials will be available for the other teachers to use in their lectures on the origins and historical development of the Earth. Having a brief description of each specimen will assist these teachers to use the specimens more effectively in their presentations. It is my hope that these materials will help teachers create a more enthusiastic environment in their class rooms as well. Documentation of Learning Historically, geologists record their field work in a handwritten journal. Along with my journal, I will bring a GPS (global positioning system) unit with me to record my daily treks and the exact location of my specimens and take digital photographs to correlate with all entries. At the end of each day I will be able to enter my data on a laptop. When I return, the data will be downloaded into a GIS (Geographic Information System) project and all of my data can be superimposed over topographic and geologic maps as well as satellite imagery, linking the photographs to precise map locations. This will provide my students a new and useful way to present information in a truly visual and interactive way. GIS is a relatively new career direction and will give students interested in computers and graphics an opportunity to consider options for their future. Budget Narrative At the current rate of exchange of a weak US dollar against the Euro and British pound, I anticipate that the cost of many items will be rather high. This trip will last three weeks in order to visit the greatest number of locations to take full advantage of this opportunity. I intend to leave around June 4 and return on June 25 (recommended by a professor at Kingston University in London), as the early summer provides better weather conditions for my travels. This initial estimate equals $ If the rate of exchange should improve, then the cost will drop proportionately. I have a travel companion to help me with this project, who will split the costs of the vehicle, gasoline and hotel rooms that we share. For that reason I have divided the cost of the hotel rooms, rental car and gasoline in half. If the expenses should exceed the grant funds, I am prepared to spend reasonable funds to defray the excess costs. Once there I will try to find more economical ways to complete this project. Transportation

5 I will fly round trip Houston - London since this is the cheapest and most convenient location to initiate the trip. To date using Orbitz.com, the prices for the flight range from $1060 to $2208. I will continue to monitor the pricing and am asking for $1060 for the ticket by purchasing as early as possible. I have a discount quote from Hertz for a 3 week rental car with insurance at $1326 / $663 (half). Estimated gasoline costs for traveling km/gal, approx. 67 $7.00 / gal, as stated in Car and Driver, equals $469 / $235 (half). Lodging Hotels and hostels are available in most locations. In some areas though, the cost differential is minimal. Upon arrival in London I would like to stay at a hotel to acclimate myself to the new surroundings and then as I begin my travels, I intend to spend many of my evenings in hostels. While the hotel rates are $100 - $150 per night, the hostels I quoted from YHA ranged from $48 to $64 per night as an individual rate. Assuming an average rate of $56 for 14 days at hostels - $784, and $125 for 7 days in hotels - $875/$ (half), the cost for lodging is $ plus taxes. I will change locations at least 7 times to stay close to my areas of study. The anticipated cities include London, Canterbury, Yorkshire, Liverpool, Edinburgh and Leeds. Food Allowance I have been advised that the cost of dining is rather expensive (due to the exchange rate), so I will try to utilize the kitchen facilities at the hostels when available. I am requesting 21 $45/ day, for a cost of $945. Miscellaneous Expenses The UK has fantastic museums which offer great insights into the natural history of the regions. Many offer literature and specimens which are not readily available in natural exposures. I intend to visit the Geological Society of London, the oldest and most prestigious geological society, to purchase maps and literature to guide me through my journeys. The fees and books, geologic literature and maps, and specimens are estimated at $200. Any purchases exceeding this limit I will pay for. I will be shipping approximately 50 kilos of rock and materials collected back from London. The estimated cost from Continental Airlines for excess baggage is $220. The total costs for this journey $