A Field Course in the Snow! Learning Goals, Preparation, and Assessment Stephan G. Custer, Earth Sciences, Montana State University, Bozeman Montana 59717-3480.

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]

Why Snow?Allows Field Work in Winter

Snow is Analogous to Rock

Igneous Sedimentary

Metamorphic

Cooperstein, 2008

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

Training Ground for Thinking Skills

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

Field Geology Instructional Experience Has Influenced

This Course

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

Snow Stratigraphy Total Score

• 100 for Data

• 100 for Writing

• Sum and divide by two to get total

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

General LocationOften location of site in error

Or

map missing all together .

Site Location

N

Often missing North Arrow or Scale

Pit 1

Pit 2

Pit 3

Pit 4

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

)

Pit 3 Temperature Gradient

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

Selected Field Topics Covered

In addition to Snow Stratigraphy

Density Instrument Comparison 2009

Shear Frame 2009

Bridger Terrain and Route- Finding Field Trip 2004

Snow-Water MeasurementUS Federal Snow Sampler 2009

Snow Melt Measurement

Final Project

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]

The End

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.

Hypothesis Testing

• Yes/No• Null/Alternate• Difference between Hypothesis and Theory