a field course in the snow! learning goals, preparation, and assessment stephan g. custer, earth...
TRANSCRIPT
A Field Course in the Snow! Learning Goals, Preparation, and
Assessment
Stephan G. Custer, Earth Sciences, Montana State University, Bozeman
Montana 59717-3480 [email protected]
Avalanche Knowledge Can Save Lives
Source: Perla and Martinelli,1976, Avalanche Handbook: U.S. Department of Agriculture Agriculture Handbook 489, 254 p. see p. 64
The Course in Earth Sciences At Montana State University
• ERTH 450R Snow Dynamics and Accumulation (Capstone)
• Three Credits (1 Lecture 1h; 2 Lab (field) 5 h)
• Prerequisites: – Junior Standing– Physical Geography– Newtonian Physics– Statistics; – Ability to Ski from Top of Bridger Lift
Student Goals
• Safe Winter Recreation
• Become a Snow Avalanche Scientist
• As much skiing/boarding as possible
Instructor Learning Goals• Curiosity• Observation Skills
– Descriptive (Not Genetic) Classification
• (Data vs. Interpretation)
• Measurement Skills• Calculation Skills• Scientific Method
– Question Asking– Hypothesis Testing
• Critical Thinking– Uncertainty– Spatial Variability– Decision Making
• Communication Skills– Written– Oral – Group Interaction
• Snow-Science Methods– Avalanche/SWE
Acknowledgements• Don Smith
– Stratigrapher – Field Geologist
• John Montagne – Field Geologist– Avalanche Scientist
• Bill Locke and Kathy Hansen
• Jeff Deems
• Karl Birkeland
Example:Snow Stratigraphy Exercise
• Shell out to exercise used last year
http://www.homepage.montana.edu/~uessc/esci450/SnowStrat.html
Eric Lutz
Assessment
• Exercise Grading Rubric– Data– Written Product
• Introduction• Methods• Results• Discussion• Conclusion• Writing Quality
• Written Exams
• Final Project – Apply Skills– Library Research– Two communication
forms• Written• Oral
http://www.homepage.montana.edu/~uessc/esci450/450Syllabus01.html
Assessment – Grading Rubric
• Published on the web in advance– (I get the sense that the students fail to look at
the rubric. Even after pointing it out and returning grades with the rubric filled out, they have trouble addressing what has been asked for)
• Two parts– Data Sheet (results)– Writing
Snow Stratigraphy Data Rubric
Profile 100 0 Top material
HS HSW rho slope Aspect Air Loc Obs 10Temperature profile 10Hardness profile 10Moisture content 10Crystal form/Symbology 10Crystal size 10Densities 10SWE for each layer 10
Comments 10Existence 10
Snow Stratigraphy Writing RubricWrite-up 100 0 Intro Purpose 10
Location map Bridger 10Location map site 10
Methods 10Results Temp Gradient Graph 10
Snow Cover Sheet (see top)
DiscussionSpatial correlation between pits 20Temp Gradients > that for facets 10
Writing Format (GSA) 10Writing style 10
http://www.homepage.montana.edu/~uessc/esci450/Writing_Expectations.html
The Exercise Purpose
1. Observe, describe and record snow stratigraphy, density, hardness, temperatures, temperature gradients and crystals within a snow pit, and study the effects of snow metamorphism.
2. Calibrate your finger hardness force.
3. Determine how consistent the stratigraphy is from location to location. Are there trends from pit to pit at the site?
http://www.homepage.montana.edu/~uessc/esci450/SnowStrat.html
Pit 1 Temperature Gradient
Pit 1 Temperature Gradient
01020304050607080
-10 -8 -6 -4 -2 0 2 4 6 8 10
Temperature gradient (Degrees Celcius per meter)
Hei
gh
t ab
ove
gro
un
d
surf
ace
(cm
)
Student Conclusions
• In Pit 1, temperature gradients were insufficient throughout the profile for facet formation (Fig. 7).
• Notably, HS increased along the transect, with Pit 1’s HS doubled by Pit 4’s. {No table or graph}
• The more open pits (Pits 3 and 4) had significantly denser snow in the upper layers of the profile when compared to the profiles in the more treed locations (Pits 1 and 2).
No one made a plot of distance vs. density, snow height, or
snow water equivalent• The pits increase in depth moving into the
meadow and the temperature gradients get steeper.
• The trees are a shelter from the sun
keeping temperature gradients lower because the snow never heats up as much as it does in the meadow.
Instructor Logistics (Preparation)
• Contact Gallatin Forest for Outfitter Permission through the University
• Arrange for pass to ski area (if no season pass)• Obtain Student Emergency Contact and Medical
Information• Check Weather and Post Travel Plan on web• Check in at Bridger for special notices• Check Avalanche Forecast GNFAC
Instructor Equipment for Course• Snow Kit
– snow shovel– folding Ruler– thermometer– cylinder density kit– small triangular
density kit– spring scale– Ziploc bags– snow brush– Compass– inclinometer– altimeter
• 100 m tape• field microscope• beacon• 200 N Force Gage• GPS• first aid kit
Student Logistics
• Report emergency information to instructor– Contacts– Insurance– Special medical issues– CPR/EMT Training– Beacon Status
• Inform instructor of season pass situation
• Arrange for a ride (car pool)
Student Equipment
• map of Bridger Bowl from web
• copy of Exercise (read before you come)
• beacon• skis/board• warm clothes
(you will be standing in a
snow pit, not skiing)• shovel (right shape)
• 10x hand lens• plastic ruler divided
10mm/cm• field notebook• pen or pencil• first aid kit • calculator
Note: If it is warm, you may find a calculator helpful, but you can calculate at home
Things that worked• Maps improved
• Graphs improved
• Snow coversheets improved
• There was some spectacular thinking displayed in the final written projects– (and a few poor papers
related to slap dash work)
• Former student indicated this course was where they learned to think critically.
Things that have not worked
• Group interaction (need structure)• Collaboration (need time and me being
more stubborn)• Locations weak (some classes use GPS;
others do not); Many believe altimeter needs no adjustment.
• Students depend upon me for direction(I am not letting them flounder enough)
• Oral presentations week (end of semester)
References
• Custer, S.G., 1991, Snow as a field-teaching medium for Earth Science: Journal of Geological Education, v 39, p. 34-43.
• Custer, S. G. Birkeland, K., 2010, Syllabus, ERTH 450 Snow Dynamics and Accumulation [on line]: http://www.homepage.montana.edu/~uessc/esci450/450Syllabus01.html [accessed August 5, 2010]
ERTH 450 R SNOW DYNAMICS & ACCUMULATIONS 3 cr. LEC 1 LAB 2PREREQUISITE: Junior or Senior standing; STAT 216; ability to ski at intermediate level in alpine terrain; PHYS 205 or 211 and GPHY 111 or consent of instructor.-- Senior capstone for the Snow Science Option. The accumulation, redistribution, and metamorphism of snow as related to humans. Avalanche, recreation, agriculture, silviculture, runoff, and the alpine environment. Field studies are conducted on a regular basis under rigorous field conditions.
Habits of a Scientific Mind (AAAS 2061Project)
• Manipulation/Observation
• Computation/Estimation
• Communication
• Critical Thinking– Verifiable Data– Testable Hypotheses– Predictability– Rigorous Proof (Mathematics)
Critical Thinking
– Verifiable Data– Testable Hypotheses– Predictability– Rigorous Proof (Mathematics)– Optimum Design in Technology
Attitudes
• Curiosity
• Open to new ideas
• Informed Skepticism– Supported by evidence– Logically consistent– Explains more than rival hypothesis– Potential to lead to new knowledge
Questions
• What
• Where
• When
• How
• Never Why – it implies who
Arthur Homes, 1964, Principles of Physical Geology: New York, Ronald Press, 1288 p. see page 1-3.