Tuesday, June 3, 2014

The difference between latitude and longitude

I've loved maps for as long as I can remember, but it took me years to figure out a way to remember which was which when it came to latitude and longitude. Here's the handy picture I always remember now:

Lines of latitude pass through the crosses of the t's in the word latitude. Lines of longitude pass through the g in the word longitude.

Saturday, May 31, 2014

Friday night pie-ence

Friday nights tend to be one of the most productive times of the week for me. It probably has to do with being able to relax and stop thing about to-do lists and just focus on making figures or writing R scripts, or thinking through problems.

Last night, however, instead of my usual Friday night science, I baked pies for an backyard chicken fry-up one of the other grad students in my department is hosting.

As I was baking, I couldn't help but think of geology analogies for my pies (which I like to think of as "pie-ence":

My pastry recipe (handed down from my mother) makes three pies. The top one is lemon meringue and on the bottom are blueberry and apple pies. 

Putting the top on this apple pie made me think about karst topography, which form when limestone (or other soluble rocks) dissolves, leaving space for sinkholes and caves. As the top of the pie is set on the apples, it takes the shape of the apple slices and the spaces between them. On the right is one sinkhole that filled up with pie filling from below.

This is the first time I've made blueberry pie, and I have no idea what it will be like on the inside. I'm hopeful that it's not too runny. If you think that looks like a blueberry-sized hole, you are correct. I pulled one out (through a steam vent) to see how it tasted. That hole is like an exploratory well- it gives a sample in a single location, but not enough information by itself to really know for sure what the consistency of the entire pie filling is. We won't know that until we slice it open. Then the cross-section (piece of pie), will reveal what's there.

I've made lemon meringue pie before, and while it always tastes great, the meringue usually separates from the lemon filling. I tried something different this time to prevent that (once again, I won't know if it worked until the pie is cut). Usually I chill the filling before adding the meringue, but this time the lemon was still hot, and hopefully some "contact metamorphism" happened to cook the base of the meringue and seal it to the lemon. 


Friday, May 9, 2014

You can put your finger on it

My blog has been on hiatus for several months as I prepared for my qualification exam. Even the sporadic posting I'd been doing had to go on hold, as all my energy went into staying sane during the long hours of proposal writing, literature review, and studying (mixed in with TA duties and taking one class "for fun").

The geological record is full of hiatus' too, just like my blog. My stratigraphy professor in undergrad often reminded us that the geological record is "more gap than record."

We call these gaps in the record unconformities, and the gap in time is something you can put your finger on. I've posted two photos of unconformities on this blog before:

The unconformity at Red Rocks Amphitheater in Colorado and
An unconformity in the front ranges of the Canadian Rocky Mountains

On a recent field trip, I was able to put my finger on yet another unconformity, this time in upstate New York, between Cambrian Potsdam Sandstone (with a pebble/cobble lag at the base) and Proterozoic gneiss beneath.



Unconformities in the rock record are the result of erosion or non-deposition. There are four main types of unconformity (click for a bigger version of the figure below):



The photo above, from upstate New York, shows a nonconformity. The unconformity in Colorado that I've posted about previously is also a nonconformity. The Canadian Rockies example I linked to above is a disconformity.

While you may be able to put your finger on an unconformity when you're standing at an outcrop, if you look at a stratigraphic record, you can see how big the gaps in time are. The figure below is a temporal record of my blog posts, where each purple line is a blog post. Just like the actual record, my blog has more gaps than record. Thicker lines are actually closely-spaced lines that represent small time intervals where I had lots of blog posts (five days in a row, for example). I've taken the liberty of naming the biggest unconformities in my record.


My qualification exam was on April 16th, and I passed. I did get to go on an awesome four-day field trip the following week, but most of the time I've spent since my exam has been grading and giving my students extra office hours to make up for how little I was able to do for them in the week or two before my exam. I still feel like I'm recovering, and I'm not feeling very motivated to dive back into research yet.

During my blog hiatus, I've thought a lot about why I keep this blog, both what I want to get out of it for myself, and what I want others to get from it. I have a really cool research project, but working on it is not always fun and inspiring. This blog is a chance for me to step back from that and post about the things I think are cool and fun and inspiring in geoscience. I have a big list of posts I'd like to do, ranging from field trips I've been on to background for my research, and some ideas about teaching geoscience too. If you keep reading, I hope you'll find my posts cool, fun, and inspiring too.


Thursday, January 30, 2014

Physicists do it all the time

Physicists do it all the time, and so should geologists and engineers.

I'm talking about dimensional analysis. As a student in a physics department (which I was, for my undergrad degree in geophysics), it is required as part of "showing your work" but it also helps you figure out which formulas and equations to use if you're stuck.

Dimensional analysis is a tool to keep track of the units when you are doing calculations with physical properties. If you have an equation that involves measured values, the units on both sides of the equation must add up.  If you manipulating an equation in any way, such as substituting in other equations, or rearranging it to solve for an important variable, you should do the dimensional analysis before you start plugging in your numbers.

If you are working with Darcy's Law, or Newton's Law of Universal Gravitation, or any other number of equations that involve measurements of physical parameters, the first step to making sure your work is correct should always be dimensional analysis.  Do this on a piece of paper, before you start plugging things in to a spreadsheet or script/code.

Here's an example using Newton's Law of Universal Gravitation, for calculating the gravitational force between two bodies:


1. Create a "legend" of the variables in your equation, defining them and the units they are measured in:
  • Fg is the gravitational force (in Newtons)
  • m1 and m2 are masses of the two bodies (in kilograms)
  • d is the distance between the two bodies (in meters)
  • and G is the gravitational constant: 

2. Plug the units into the equation instead of the variables:


3. We can rearrange this a little bit, and cancel things out, leaving Newtons on both sides of the equation:


As long as the values you have are input in Newtons, kilograms, and meters, you will correctly calculate the gravitational force, in Newtons, between two objects.

Notice that there are no values in the dimensional analysis (steps 2-3). Dimensional analysis should never include values. 

Last semester, my students had to do two labs where they made some lab measurements and then did some calculations using those measurements in Excel. They struggled with this concept a lot in the first one.  A few weeks later, when it was time for the second lab like this, I included teaching them to do dimensional analysis before plugging things into Excel. It made a world of a difference in how well they did with the rest of the lab.

Monday, December 2, 2013

Plotting Geologic Time in R

I'm going to be plotting some data in R, with geologic age along the y-axis, so I thought it would be nice to have a version of the timescale to go with it.  In order to plot everything with the same y-axis, I need the Cenozoic timescale as a stacked bar chart R.

The first step was creating a table with the information I needed. I created a comma-separated file that I loaded into R. My file had four columns: Time (a text column where I listed the Epochs), AgeStart (the beginning of each epoch), AgeEnd (the end of each epoch) and Duration (the length of each epoch).

In R, I'm using the ggplot2 library (and for what it's worth, I use RStudio). To begin with:
# Script created by Tannis McCartney
library(ggplot2)
# Read in time scale file (Ages from 2013 International Time Scale)
Cenozoic <- read.csv(file='Cenozoic.csv')
The next step was to calculate the midpoint of each epoch.
midpoint <- Cenozoic$Age.End + Cenozoic$Duration/2
I also needed to tell R which order to put my epochs in. For a larger dataset, I would probably create a sequential numerical column, but with only seven epochs in the Cenozoic, I could spell it out:
Cenozoic$Time <- factor(Cenozoic$Time, levels = c("Holocene", "Pleistocene", "Pliocene", "Miocene", "Oligocene", "Eocene", "Paleocene"))
With ggplot2, the plot is generated by a series of commands added together:
ggplot(data = Cenozoic, aes(x= "Epoch", y = Duration, fill = Time)) + ylab("Ma") + xlab(NULL) + geom_bar(stat="identity") + geom_text(label = Cenozoic$Time, aes(y=midpoint, ymax=65.5)) + theme(legend.position="none")  + scale_fill_manual(values=c("#FEF2E0", "#FFF2AE", "#FFFF99", "#FFFF00", "#FDC07A", "#F3B46C", "#FDA75F"))
Let me break that down a bit:

ggplot(data = Cenozoic, aes(x= "Epoch", y = Duration, fill = Time))
This plots the data in the Cenozoic table with "Epoch" on the x-axis, Duration on the y-axis, and using Time to fill the bars with different colours. Epoch is not something I had in the input table - to create a single stacked bar chart you want only one x value and it has to be assigned a value/string. I called it Epoch. By using Duration along the y-axis, it creates the stacked bars of the appropriate widths, and it fills the colours according to the Time column.

ylab("Ma") + xlab(NULL)
This sets the labels for the x- and y- axes. I didn't need an x-axis label since the tick will be labeled with Epoch based on my inputs above.

geom_bar(stat="identity")
This tells R to create bars with heights that represent specific values (in this case, the duration of the epoch).

geom_text(label = Cenozoic$Time, aes(y=midpoint, ymax=65.5))
This puts the epoch labels in the center of each bar. The midpoint values calculated earlier are used here.

theme(legend.position="none")
This turns off the legend, since the labels have been applied to the bars directly.

scale_fill_manual(values=c("#FEF2E0", "#FFF2AE", "#FFFF99", "#FFFF00", "#FDC07A", "#F3B46C", "#FDA75F"))
This sets the hex colour values for each bar. I decided to go all out here - I used the "official" colours for the International Time Scale. I got the RGB values for each epoch from this handy resource at Purdue. I'm not sure if R can handle RGB values, but I know it can take hex colours, so I converted the RGB values for the epochs to hex using an online converter. There may be a more efficient way to do this, and if I was working with more than seven rows of data, I would have spent a bit of time finding it. However, this works for the Cenozoic epochs. This command creates a column that assigns the colours to the bars in the same order they are plotted.

Since my plan is to tile this with other data I'm plotting, I'm leaving off the title for now. Eventually I will make this narrower too. Once I have everything else scripted in R, I'll decide whether or not to flip the y-axis or rotate the whole plot, but for now I'm pretty pleased with the results:






Monday, November 11, 2013

Sedimentary Petrology

I was doing really well with my 30 minutes of blogging per day, right up until the class I TA started the 4-week section on sedimentary petrology.  Prior to teaching these labs, I hadn't looked at a thin section since the nineties, and even then I was terrible at it.  So I've had to devote a huge chunk of my time to re-learning how to use an optical microscope and the fundamentals of sedimentary petrology. Not that this is a bad thing to review-- I've always been very self-conscious about my level of comfort with a thin section.

I've kept these labs very basic, because about 2/3 of my students haven't even taken mineralogy yet. No measuring angles of extinction, no interference color charts, just visual differentiation between a few key minerals, sedimentary textures, provenance, and diagenesis.

Rather than dig out the department camera that goes with the microscope (it was getting a lot of use in October as people prepared for GSA), I used my smartphone camera to get photos of some of the slides we were using in lab. It's tricky, and the photos aren't high quality, but they are good enough for learning and for reviewing the slides with the students. Here are a few of my favorite thin section photos from the last month or so of teaching. Most of these are at 4x magnification. A few are at 10x magnification.

Glauconite under XPL
Glauconite under PPL

Precambrian impactite? Great examples of feldspar twinning here.

Tahitian black beach sand (mostly olivine)
Silicified oolite under XPL, with calcite exhibiting twinning.

The same silicifed oolite under PPL.
The calcite is showing beautiful rhombohedral cleavage.




Dolostone under PPL
The same dolostone under XPL
Oolitic Limestone under PPL
I don't remember which sample this photo is from (I think it's a carbonate).
I assume this is some sort of recrystallization. Please feel free to comment if you know otherwise.

Monday, October 14, 2013

Seashells, and not at the ocean

I was inspired to write this entry by an xkcd comic:



If you haven't seen this one, the mouseover text is what really made me laugh:  
"This is roughly equivalent to 'number of times I've picked up a seashell at the ocean' / 'number of times I've picked up a seashell,' which in my case is pretty close to one and gets closer if we're considering only times I didn't put it to my ear."
I collected a few seashells in Turkana, in the dry lagas (riverbeds). I was nowhere near the ocean, and I was several kilometers away from the modern lake. But once upon a time...

Lake Turkana is a saltwater lake, and it used to be much larger than it is now.  The photo below is of a rock I picked up en route to our drilling site in northern Turkana. We were stopped for at least an hour because the truck carrying our equipment got stuck. There wasn't anything I could add to the effort to get it out so I had a bit of time to explore the piles of rocks that were carried downstream when water flooded the laga. Because it was found in the riverbed, I don't know very much about it, except that it originated upstream from where I was in ancient deposits.

Seashells that are not from the sea
If you look on the bottom left corner of the rock, there is a darker piece. That's a fish bone.