The innovation engine for new materials

Jonathan McCabe

School: 

Channel Islands High School

Grade Level: 

High School

Teaching Position: 

Earth Science, Marine Biology

Supervisor: 

Alex Simms

Department: 

Earth Sciences

Mentor: 

Laura Reynolds

Research Project Year: 

2014

Research Project Title: 

Using Charcoal as an Auxilary Dating Tool in the Carpinteria Marsh

Research Project Description: 

Precision dating using radiocarbon techniques for events in the recent geologic past is problematic given the large degree of uncertainty in the standard deviation for a particular sample. We propose to use charcoal deposition history as a proxy for determining dates for significant events in the Carpinteria Marsh.  The Transverse Ranges in Southern California are responsible for considerable seismic activity; to include undersea landslides and associated tsunamis. According to historical records, a pair of events in December 1812 resulted in at least one tsunami, which possibly left a depositional record in the Carpinteria Marsh. By recording the abundance of charcoal in vibracore samples from the marsh we are able to create an additional date constraint on this sand facies in order to establish it as a tsunamite and not a storm deposit. A charcoal peak dated to ~1862 is most likely associated with a significant storm event and occurs above the sand facies, indicating that the sand was deposited sometime prior to this date. Charcoal analysis of additional cores from the marsh, as well as further radiocarbon dating, pollen analysis, and X-ray fluorescence (XRF) will help to further constrain this date and contribute to the multi-proxy approach for defining tsunamites.

Curriculum Project Year: 

2015

Curriculum Project Title: 

The Power of Water : How moving water affects our physical world

Curriculum Project Description: 

The goal of these lesson plans is to bring into focus how rivers and streams change the physical environment that they move through and the complications that arise when humans make changes or try to control those systems. Students will use a model to recreate stream features that normally take long periods of time to form. Students will also perform experiments to observe the properties of soil and how humans can mitigate erosion of soils by streams. Students will also run a laboratory experiment that attempts to solve a water contamination problem. Finally, students will take part in an assessment that has them making choices about development along riverfront properties and the implications of that development on erosion, pollution, and water quality. These lesson plans use low cost materials and models that could be constructed in many different ways for a variety of budgets. A field trip to a storm water runoff feature such as a bioswale or channelized riverbed is a nice addition and can further student understanding through visualization. 

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