GG711 Special Topics in Geology and Geophysics
Spring 2014
Trace elements and isotopes
Goal: Work our way through building our planet. We will read review and/or new research papers on topics from elemental generation to solar system timing of formation, Earth’s accretion, differentiation, ongoing subduction-recycling, and models that describe these processes. This class will focus on the use of trace elements and isotopes to trace these processes. One of the more recent developments we will discuss, is the impact of the 142Nd system on our estimates of the planet’s composition. Given the small class size I am open to changing topics – think about it, and let me know.
Format: Each week we will read 1-3 assigned papers (depending on length) that have to do with the use of trace element and isotope geochemistry. Each week one of the students will be in charge of presenting and moderating that week’s papers. This means giving a 5 minute overview of each paper, using the paper’s figures as a means to work through the material. The non-presenting students will be expected to turn in a bullet-wise overview of the trace elements and/or isotopes presented, and what each specific analysis was particularly good for (example: they looked at trace element ratio Sc/Yb to prove that clinopyroxene was crystallizing)? After the 5 minute presentation, we will discuss the paper in more depth. As you read through the paper, you should ask yourself questions like the ones below, to prepare for the discussion:
-What is the big picture, and the related problem being looked at?
-What techniques were used?
-Do they have enough data(points) to have any conclusions at all?
-Do the results actually prove what they were after?
-Are there better ways to prove their point?
-Are you convinced that their interpretation is the only possible interpretation?
Most papers are built as a sequence of logical statements and assumptions – it’s a bit like a house of cards, so any weakness along the way means the entire “story” should be taken with a grain of salt (sometimes more than a grain).
Weekly Readings: Papers will be assigned each week, and everyone should be prepared to discuss them in class. Everyone should come to class prepared with several questions and thoughts about the paper. I will make the papers available through Dropbox.
Course Website: I will get this up next week hopefully – this will serve as a place with our schedule/reading assignments posted, and any class updates.
Proposal Assignment: A significant aspect of the research process is obtaining funding to support the activities of a research project (personnel salaries, travel, publication fees, equipment, etc.) In order to obtain funding, a researcher is usually required to submit a highly competitive research proposal that documents the significance, relevance, and many other details about a planned research project (funding rates are in the 10-20% range for many large programs). Research proposals are often challenging documents to prepare (did I mention the funding rate?). To practice this skill, each student will prepare a 5 page “proposal” for a research project that will address a current major question that can be addressed with trace element and isotope analyses. It might benefit you here to write a proposal in extension of your actual research project (and who knows might lead to a GSA or MSA proposal down the road). Most funding organizations will expect a summary (say half a page for this class project, 12pt Times New Roman), followed by a detailed description of the proposed work. A common structure is to state what the big picture/framework is, point out the problem to be addressed by the proposal, and then state what hypotheses you’d like to address (these follow from your research question), and of course how the hypotheses will be tested (with traces and isotopes). After this follows the rest of the text, including Geologic background, and then a more detailed description of the research problem, what data are necessary to test the hypotheses, and then how the needed analyses will be performed. Most funding agencies also expect an educational/outreach component – a paragraph will do for this purpose.
Grading: Grades will be formed based on a combination of participation (50%, includes attendance, preparation, summaries, etc.), and the research proposal (50%).
Preliminary Schedule:
Jan. 14 Organizational Meeting
Jan. 21 Elements and the solar system
Jan. 28 Meteorites
Feb. 4 Condensation and planetary formation
Feb. 11 Early Earth
Feb 18 142Nd and a chondritic Earth?
Feb. 25 Core
Mar. 4 Mantle 1
Mar. 11 Mantle 2
Mar. 18 Mantle 3
Mar. 25 Spring Break (no class)
Apr. 1 Crust 1
Apr. 8 Crust 2
Apr. 15 Crust 3
Apr. 22 Noble gases
Apr. 29 TBA (open for requests)
May 6 TBA (open for requests)
GG Student Learning Objectives: This course will introduce students to the following GG Department Student Learning Objectives (SLOs) for a M.S. degree: (1) Technical knowledge; (2) Scientific method; (3) Communicate geological knowledge. This course will introduce students to the following GG Department Student Learning Objectives (SLOs) for a Ph.D. degree: (1) Technical knowledge; (2) Expertise in a sub-discipline; (3) Scientific method; (4) Communicate geological knowledge