interpretive methods for resess interns: … · · 2014-05-11interpretive methods for resess...

Boulder, Colorado - July 21, 2010

Bob LillieProfessor of Geology

Oregon State UniversityEarthScope Education/Outreach Manager

Certified Interpretive Trainer

Interpretive Methods for RESESS Interns:Communicating Your Science to Your Audience

www.earthscope.org

RESESS(Research Experience in Solid Earth Science for Students)

http://resess.unavco.org

RESESS Interpretive MethodsWorkshop -- Why?

What do we mean by “Interpretive Methods?”What’s your summer research project?Why is it important to you?Who might be interested in knowing about your research?Why might it be important to them?Who else might benefit from learning about your research? Why?

A nationwide effort to …..• Explore the structure and evolution of North American continent• Study processes that cause earthquakes and volcanic eruptions

EarthScope

Drillhole across San Andreas Fault875 GPS Instruments175 Borehole Strainmeters5 Long-Baseline Laser Strainmeters400 Seismometers at 2,000 sites100 Permanent Seismometers

EarthScope is Big Science

Education and Outreach Goals

1. Create high profile EarthScope identity2. Promote science literacy through informal education3. Advance formal education in the classroom4. Foster use of data, discoveries, technology5. Establish sense of community ownership

EarthScope AudiencesScientists:

- EarthScope Researchers- Other Earth Scientists- Scientists from other Disciplines

Educators:- College/University Faculty- K-12 Teachers- Park/Museum Interpreters- News Media

Students: - College/University - K-12 - Lifelong LearnersThe Public:

- Planning/Policy Makers- Science/Engineering Practitioners- Land Owners- Park/Museum Visitors

Robe

rt J.

Lill

ie

Oregon Paleo Lands Institute,Fossil, Oregon

EarthScope Science

EarthScope Discoveries and their Meanings

Interpreters

Scientists

Students The Public

Form

al Lea

rnin

gFree-Choice Learning

K-12

Colleg

es &

Unive

rsiti

esTraining

Parks &

Museum

s

Teachers

EarthScopeEducation/Outreach

Pyramid

EarthScope Audiences

Educators

News Media

Robe

rt J.

Lill

ie

Lost Lake at Cajon Pass, CaliforniaSag Pond along the San Andreas Fault

Geology for Normal People

Normal Person:“Anyone who is not a geologist.”

Emily

Lar

kin

National Park of American Samoa

Audiences

• Captive– Have to be there

• Non-captive– Want to be there

Interpretation vs. Formal Instruction

Captive vs. Non-Captive Audiences• Captive Audience

– Formal Education– Students in Classroom– Trainees in Workshop– Have to be there– Accountable by grades– Taught by Instructor

• Non-Captive Audience– Informal Education– Visitors to Parks, Museums, Zoos– Watching Sporting Event;

Television Program; Play– Choose to be there– Not graded– Engaged by Interpreter

Captive vs. Non-Captive Audience (Ham, 1992, p. 7)

Captive Audience Non-Captive Audience Involuntary Voluntary Fixed time commitment No time commitment External rewards important Exter. rewards not important Must pay attention Do not have to pay attention Accept formal approach Expect informal atmosphere Must pay attention if bored Switch attention if bored Motivations: Motivations:

Grades Interest Diplomas Fun Jobs Self-Improvement Certificates Self-Enrichment Advancement Entertainment

Geology Interpretive Workshop, Point Reyes National Seashore, California

Don Byerlyengagingworkshop

participants

Great Smoky Mountains National Park, TennesseeRobe

rt J.

Lill

ie

Free-Choice Learning

All about the motivation.Participants:

– Want to learn– Want to facilitate– Want to be enlightened– Want to be inspired

RESESS - Audience Motivation

• Consider an audience for your researchproject.

• List the reasons someone might want toattend one of your presentations.

• Consider different audiences. How doesthat change the motivations?

NATIONAL PARKLANDSParks and Plates

©2005 Robert J. Lillie

1. Who are you?2. Where from?3. College?4. What do I want to be when I grow

up?5. Summer research project?6. What “normal person” or group of

“normal people” would you like tobe able to explain your work to?

RESESS - INTRODUCTIONS

RESESS Workshop - Morning

8:00 Continental Breakfast 8:30 Workshop overview and personal introductions 9:00 “Broader Impacts and Earth Science Literacy Principles–Why should anyone

care?” 9:45 Brainstorming – What are “Big Ideas” about your research project that might

be interesting and useful for the public to know? 10:00 Break 10:15 “Interpretive methods: Bringing science to the public” 10:45 Brainstorming – Communicating your science to your audience 11:00 “Presenting your science to your audience: Tangibles, intangibles, and

interpretive themes” 11:45 Brainstorming – Tangible and Intangible ideas for connecting your science

results to your audiences 12:00 Lunch

1:00 Groups develop interpretive presentation involving their research:- Define topic, audience and setting for the program.- Tangibles: Scientific observations and results appropriate for your audience?- Intangibles: Meanings (intellectual and emotional connections) the audiencemight attach to the observations and results?- Theme Statement: Concise sentence connecting the tangible observations andintangible meanings important to your audience.

2:45 Break 3:00 Groups present interpretive program outlines:

- Leader states title and describes setting and audience.- Groups present and discuss tangibles and intangibles, and give theme statement.- Participants and instructor brainstorm about interpretive methods that mightbe used to convey messages contained in the group’s theme statement.

4:45 Workshop wrap-up and evaluation 5:00 Adjourn

RESESS Workshop - Afternoon

“Do not try to satisfyyour vanity by teaching

a great many things.Awaken people’s

curiosity. It is enough toopen minds; do not

overload them. Put therejust a spark. If there is

some good inflammablestuff, it will catch fire.”

Anatole France(“The Earth Speaks, p. 112)

Nat

iona

l Par

k Se

rvic

eStacy Wagner

OSU Geosciences GraduateStudent

Park Ranger, Grand CanyonNational Park

Just a Spark


Broader Impacts and EarthScience Literacy Principles –

Why should anyone care?


www.earthscope.org

Robe

rt J.

Lill

ie

Whale Watching Center,Depoe Bay, Oregon

RangerMorrisGrover

National Science Foundation(NSF)

NSF research proposals areevaluated on two criteria:

1. Intellectual Merit2. Broader Impacts

Most NSF proposals address theintellectual merit part very well.

Many proposals do a poor job offraming the broader impacts ofthe activities they propose toundertake.

Robe

rt J.

Lill

ie

Oregon Paleo Lands Institute,Fossil, Oregon

NSFBroader Impacts Criteria

1. How well does the activity advancediscovery and understanding whilepromoting teaching, training andlearning?

2. How well does the proposed activitybroaden the participation ofunderrepresented groups (gender,ethnicity, disability, geographic, etc.)?

3. To what extent will it enhance theinfrastructure for research andeducation, such as facilities,instrumentation, networks andpartnerships?

4. Will the results be disseminated broadlyto enhance scientific and technologicalunderstanding?

5. What may be the benefits of theproposed activity to society?

Broader Impact Ideas

Some Broader Impact Suggestions from NSF:

• Partner with museums, nature centers, and science centers todevelop exhibits in science, math, and engineering

• Involve the public or industry in research and educationactivities

• Give science and engineering presentations in museums andlibraries; on radio shows; etc.

• Present research and education results to policy-makers,members of Congress, industry, etc.

• Analyze, interpret, and synthesize research and educationresults in formats understandable by non-scientists

EarthScope Broader Impact Ideaswww.earthscope.org/science/broader_impacts

1. Produce EarthScope data products, including animations,visualizations, "in the field" videos, and other materials.

2. Author articles on science results for newspapers, magazines,and popular science publications.

3. In collaboration with classroom teachers, develop and testclassroom activities related to EarthScope.

4. Develop exhibits, films, television and radio programs, oryouth and community projects through the NSF CommunicatingResearch to Public Audiences (CRPA) "Informal ScienceEducation" program.

Some Examples:

• What are some BroaderImpact Ideas for yourresearch project?

Your Research

Education and Outreach Goals

1. Create high profile EarthScope identity2. Promote science literacy through informal education3. Advance formal education in the classroom4. Foster use of data, discoveries, technology5. Establish sense of community ownership

Big Ideas:Earth Science Literacy Principles

1. Earth scientists use repeatable observations andtestable ideas to understand and explain our planet.

2. Earth is 4.6 billion years old.

3. Earth is a complex system of interacting rock,water, air, and life.

4. Earth is continuously changing.

5. Earth is the water planet.

6. Life evolves on a dynamic Earth and continuouslymodifies Earth.

7. Humans depend on Earth for resources.

8. Natural hazards pose risks to humans.

9. Humans significantly alter the Earth.

http://www.earthscienceliteracy.org

• What are some BroaderImpact Ideas for yourresearch project?

• What are some EarthScience Literacy Ideas thatpertain to your researchproject?

Your Research

Big Idea(About Your Research)

Idea Map

Research Topic

Connection(Why importantto your audience)

Connection

Big Idea

Connection Connection

What are “Big Ideas”about your researchthat might beinteresting and usefulto your audience?

Robe

rt J.

Lill

ie Yosemite National Park,California

Ranger Carol BlaneyYosemite National

Park

Demonstration of anInterpretive Presentation

(7:00 - 11:00)

1. What are scientific ideasthat are being presented?

2. How are they presented?3. How/why does the

audience “get it?”


Interpretive Methods:Bringing Science to the Public


www.earthscope.org

Comments Overheard:• From park staff:

– “Gee, it’s wonderfulyou’re here. We had ageologist here a coupleyears ago. A nice guywho really knew hisstuff. Unfortunately, wedidn’t understand aword he said.”

• From a geologist:– “Yea, I went to a ranger

talk. But the rangerknew nothing aboutgeology. Didn’t evenknow the differencebetween a granite and agranodiorite.”

Robe

rt J.

Lill

ie

Parks and Plates©2005 Robert J. Lillie

Yosemite National Park,California

Mat

t Lov

emar

k

Cape Perpetua Scenic Area,Oregon

FortuneCookie:

“Your romanticlife is interestingonly to you.”

Robe

rt J.

Lill

ie

Craters of the Moon National Monument, Idaho

“You’re an Interpreter. It must be funworking with all those Japanese and

German Tourists.”

Interpretation is translation of a Foreign Language: - Textbook science to language anyone can understand. - Technical jargon to everyday language. - Abstract concepts to meaningful dialog. - Cold, dry facts that bore people to death; to human concepts

that make them care.

Carl

Bre

ske

Voyageurs National Park, Minnesota

Definition of Interpretation

“Interpretation involves translatingthe technical language of a naturalscience or related field into terms andideas that people who aren’t scientistscan readily understand.”

Sam Ham:

“Environmental Interpretation: A Practical Guidefor People with Big Ideas and Small Budgets” (1992)


National Parklands

For Interpretive Professionals in Parks and Museums

Informal Education Workshops

Monitoring the Dynamic Landscape Enhances our “Sense of Place”


1. Cascadia Subduction Zone• Mt. Rainier National Park• April 7–10, 2008


www.earthscope.org/eno/parks

For Interpretive Professionals in Parks and MuseumsMonitoring the Dynamic Landscape Enhances our “Sense of Place”


2. Basin and Range Province• Reno, Nevada• October 19–22, 2008






3. San Andreas Fault• Collaboration with SCEC• San Bernardino County Museum• April 19-22, 2009





4. Colorado Plateau – Rio Grande Rift• New Mexico Museum of Natural History

and Science• October 26-28, 2009





5. Yellowstone - SnakeRiver Plain - TetonRegion

• with University of Utah• Teton Science School• Sept. 9-12, 2010




Robe

rt J.

Lill

ie

Olympic National Park, Washington

Why National Parks?• National parks have incredible geology just begging

to be explained to the public.• Park interpretation ranger backgrounds:

– Commonly life sciences.– Geology degrees rare.

• Very little earth science is covered in K-12 schoolsystem.

– Typically one course in 7th or 8th grade.• Parks are one of the few places kids might go with

their families, where:– Geology is right there.– There might be someone to explain it to them.

Robe

rt J.

Lill

ie

Geologically Oriented NPS Localities(American Geological Institute, 2004 – from Ray Thomasson)

•Hawaii •Vi. Is./Guam

•Puerto Rico

Robe

rt J.

Lill

ie

Blue Ridge Parkway, North Carolina

•“Geological” Parks(American Geological Institute, 2004 – from Ray Thomasson)

Number PortionNATIONAL PARKS 388

Primary reason: Geology 85 22%Significant Geology 80 21%

Total w/ Geology 165 43%

Robe

rt J.

Lill

ie

Yellowstone National Park, Wyoming

What are we up against?

Fuzzy, Charismatic, Mega-Fauna

Robe

rt J.

Lill

ie

Rocky Mountain National Park, Colorado

Number PortionTotal Employees 21,277Biologists 1,891 8.8%Geologists 104 0.5%

The National Park Service Need for Help (American Geological Institute, 2004, – from Ray Thomasson)

Challenges of Interpreting Geology

(From Allyson Mathis, Grand Canyon National Park)

• Park rangers and the public are less familiarwith geology than most other interpretive topics

• Geology is “foreign”

• Geologic Time difficult to comprehend

• “Grand Canyon-sized” gap betweentechnical and popular literature

Opportunities in Interpreting Geology

(From Allyson Mathis, Grand Canyon National Park)

• Scenery = Landscape = Geology

• Increase science literacy in the public

• Excite the public about majorresearch initiatives like EarthScope

• Parks and museums are greatvenues for reaching large audiences

Robe

rt J.

Lill

ie

The geological landscape is the stageupon which episodes of natural and

cultural history are played out.

Rocky Mountain National Park, Colorado

Nat

iona

l Par

k Se

rvic

e

Stacy Wagner, Oregon State UniversityGeosciences Graduate Student &Park Ranger, Grand Canyon National Park

Definition of InterpretationNational Association for Interpretation (NAI):

“Interpretation is acommunication processthat forges emotionaland intellectualconnections betweenthe interests of theaudience and theinherent meanings inthe resource.”

NAI: www.interpnet.com

Robe

rt J.

Lill

ie

Which statement would people mostlikely remember? Why?

• A tsunami is a seismically generated wavewith an amplitude of less than one meter inthe open ocean, growing to 10 meters ormore in shallow water.

• More than a quarter million people werekilled when a broad sea wave, caused by anundersea earthquake, raced across theIndian Ocean and swelled to great heights asit approached coastal communities.

Olympic National Park, Washington

Robe

rt J.

Lill

ie




Olympic National Park, WashingtonIntellectual Connections

Robe

rt J.

Lill

ie




Olympic National Park, WashingtonIntellectual Connections Emotional Connections

Robe

rt J.

Lill

ie

Golden Gate National Recreation Area, California

During field trip, Red Cross ship sailsbeneath Golden Gate Bridge ……..

headed for New Orleans.

Interpretation:Creates opportunities for an audience to

form their own intellectual and emotionalconnections to the meanings of a resource.

Interpretive Training, August 30-31, 2005

Engaging the Public on theGeology of National Parksand other Special Places

1. Geology on a Basic Level- Landforms- Earth Processes- Plate Tectonics

2. Results of Latest Research- Climate Change:

- Example of how outreach efforts are nowpaying off in terms of public awarenessand action

- Volcanic Activity- Earthquakes- Landscape Development EarthScope!!!!!

Robe

rt J.

Lill

ie

Ranger Jon PrestonOlympic National Park, Washington

Effective RangerProgram

• Personal experience ofthe ranger

• Good factual content• Level appropriate for

audience• Relates factual content

to people’s lives

YourAudience

YourScience

P A I RPresentation

Setting

Audience

Characteristics

Interpretive

Methods

Resource

Information

PAIRingConnecting your Audience to your Science

(Adopted from Allyson Mathis, Grand Canyon National Park)

AAudience

CharacteristicsWon’t workif any linkis missing!

(Adopted from Allyson Mathis, Grand Canyon National Park)

YourAudience

YourScience

P I RPresentation

Setting

Interpretive

Methods

Resource

Information

PAIRingConnecting your Audience to your Science

YourAudience

YourScience

P A I RPresentation

Setting

Audience

Characteristics

Interpretive

Methods

Resource

Information

RESESS Interpretive Workshop

Content youalready have:- Basic Science- Geology- Geophysics- Your Research

Situation to engagean audience:- School- Museum- Science Pub- Legislature- Court Room

Knowledge and Skills you’ll get from this workshop:- Audience background in Geology/Geophysics- Ways to make Geology/Geophysics meaningful to them

Tilden’s 6 Principlesaddress this link

Robe

rt J.

Lill

ieRocky Mountain National Park,Colorado

Ranger GeorgeHockmanLearning About Your

Audience

• Skill, knowledge, abilities• General education level• Education level in

geology• Experience

• Age• Interests• Needs and desires• Where they live

(From p. 23 of CIG Workbook)

“Interpretation is the revelation of a largertruth that lies behind any statement of fact.”

- Freeman Tilden -

Freeman Tilden• Formalized and recorded

the principles of effectiveinterpretation in“Interpreting Our Heritage”

• First published in 1957

Mount Rainier National Park,Washington

Robe

rt J.

Lill

ie

Tilden’s Six Principlesof Interpretation

Brainstorming activity

For each principle:- List a specific way you can

apply the principle tocommunicate your researchto a non-science audience.

- In other words, what“interpretive methods”might you employ during apresentation?

Robe

rt J.

Lill

ie

Harpers Ferry National Historical Park, West Virginia

FrankPazaggliaengagingworkshop

participants

Tilden’s First Principle1. Any interpretation thatdoes not somehow relatewhat is being displayed ordescribed to somethingwithin the personality orexperience of the visitorwill be sterile.

Joe Reeseengagingworkshop

participants

Great Smoky Mountains National Park, Tennessee

Robe

rt J.

Lill

ie

Tilden’s Second Principle2. Information, as such,is not interpretation.Interpretation isrevelation based uponinformation.

Robe

rt J.

Lill

ie

John Day Fossil BedsNational Monument, Oregon

Museum mural of Pogonodon,mouse deer, and oreodonts onJohn Day landscape 29 million

years ago.

Tilden’sThird Principle

3. Interpretation is anart, which combinesmany arts, whether thematerials presented arescientific, historical, orarchitectural. Any art isto some degree teachable.

Nat

iona

l Par

k Se

rvic

e

Kenai Fjords National Park, Alaska

Tilden’s Fourth Principle

4. The chief aim of interpretationis not instruction, but provocation.

Arches National Park, Utah

Brainstormingwith Paul Weimer

Robe

rt J.

Lill

ie

Tilden’s Fifth Principle5. Interpretation should aim topresent a whole rather than a part,and must address itself to the wholeperson rather than any phase.

Jen NatoliOSU Geosciences Grad Student and Park Ranger,Redwood National and State Parks, California

Tilden’s Sixth Principle

6. Interpretation addressedto children should not bedilution of the presentationto adults, but should followa fundamentally differentapproach.

Jen Natolli, OSU Geosciences Graduate StudentPark Ranger, Redwood National and State Parks, California

You’ve heard of “Fun with Phonics?”This is fun with, Plate Tectonics

Robe

rt J.

Lill

ie

Ranger Allyson MathisGrand Canyon National Park

“The Five Dimensions of the Grand Canyon”3 Dimensions:

16:30 - 18:00 → “Big, Grand”18:00 - 19:30 → “The River Did It”

28:00 - 29:40 → “Layer Cake”

1. What are scientific ideas that are being presented?2. How are they presented?3. How/why does the audience “get it?”


Presenting Your Science toYour Audience:

Tangibles, Intangibles, andInterpretive Themes


www.earthscope.org

Robe

rt J.

Lill

ie

Interpretation . . .

Stacy WagnerOSU Geosciences Graduate Student

Park Ranger, Grand Canyon National Park

- Creates opportunitiesfor visitors to formtheir own intellectualand emotionalconnections to themeanings inherent in aresource.

- Connects tangibleswith intangibles.

Jo A

n Ca

llaha

n

Arches National Park, UtahTangibles and

Intangibles

• Tangibles– Information

• Intangibles– Meaning

Robe

rt J.

Lill

ie

Grand Canyon National Park, Arizona

• Information (Observations; “Tangibles”)– Landscape– Types of Rocks– Flow of the Colorado River– Climate Change

• Meanings (Interpretation; “Intangibles”)– Earth processes responsible for the observed features– How the features and processes affect people’s lives

• Aesthetically• Practically

What does this mean in terms of Geology of the Grand Canyon?

Robe

rt J.

Lill

ie


“The Five Dimensions of the Grand Canyon”4th Dimension:

33:55 - 35:55 → “4th Dimension”41:40 - 43:20 → “Yardstick of Time”

1. What are (tangible) scientific ideas that are beingpresented?

2. How are they presented?3. How/why does the audience “get it?”

Robe

rt J.

Lill

ie


IntangiblesBring in some scientific interpretation:

- Age of the rocks- Deposition in ancient seas- Uplift of the Colorado Plateau- Carving of the Canyon

Link to universals:- Beauty; care; stewardship- Family; love; health- Tragedy; pain; death

Robe

rt J.

Lill

ie


“The Five Dimensions of the Grand Canyon”5th Dimension:

45:44 - 51:15 → “What is it About the Grand Canyon?”

1. What are intangible ideas presented?2. Which of the intangibles are “universals?”3. What’s the purpose of bringing in these intangibles?

Robe

rt J.

Lill

ie


The Goal of an Interpretive Program isto INCREASE

both Information and Meaning

What Tangibles and Intangibles can weincorporate into an interpretive program on

Geology at Grand Canyon National Park?

Robe

rt J.

Lill

ie


Progression of Interpretive Program

Information (Tangibles)

Mea

ning

s (In

tang

ible

s)

10

10

0Step 1

Step 2

Step 3

Step 11

Step 4

Step 5 Step 6

Step 7

Step 8

Step 9

Step 10

Start

End

Information

Mea

ning

10

10

0Start

End

Interpretationis not just

Information

Interpretationis not justMeaning

Interpretationis Revelation

based onInformation

The goal of an Interpretive Program is to increaseboth Information and Meaning

Information

Mea

ning

10

10

0

Goal is to increase Informationand Meaning

Audienceprior to startof program

Audience atend of

program

Information

Mea

ning

10

10

0

Geology

LivingThings

Humans

Level of General Audience at Start of Program(Humans? Living Things? Geology?)

Information

Mea

ning

10

10

0

Net Change is Key

Geology

Living

Things

Humans

Geology

LivingThings

Humans

Robe

rt J.

Lill

ie


Grand Canyon: Geology Interpretive Topics(Resource Information that can be incorporated into themes)

1. Topic: ROCKS- Tell about the ongoing history of building

the North American continent.2.Topic: Colorado River

- Reveals how dynamic processes modify thelandscape.

3. Topic: LANDSCAPE- Shows how geological materials and

processes affect biology, ecology, andhuman history -- and affect our SPIRIT.

It’s all about Telling a Story:

Marine GardensNewport, Oregon

Robe

rt J.

Lill

ie

Theme1.Complete sentence2.Connects tangibles

and intangibles3.Answers “so what”4.A message, an idea5.Specific/interesting

(enjoyable)

Robe

rt J.

Lill

ie

Marine Gardens - Otter Crest, Oregon

“The same Earth processes that threaten our lives withearthquakes and tsunamis also nourish our spirits bycreating the inspiring coastline of the Pacific Northwest.”

An Oregon Coast Theme might revolve around the idea of“Beauty and the Beast”

What are the tangibles and intangibles?Which of the intangibles are universals?

Cape Perpetua Scenic Area, OregonSara

h D

unha

m

The Theme is the of the Program

A Theme …...1. conveys a central idea or main point

about a topic;2. narrows the scope of the

presentation.

→ Helps you stay focused!

Thompson’s Mills, Oregon State Parks

Robe

rt J.

Lill

ie

1. Select a broad topic and use it to complete thesentence:“My presentation is about ______________.”

2. State your specific topic by completing thissentence:“Specifically, I want to tell my audience about

____________.”3. Express your theme by completing the sentence:

“After hearing my presentation, my audience willunderstand that ________________.”

Ham’s 3-Step Process

Robe

rt J.

Lill

ie

Ranger Jon PrestonOlympic National Park, WashingtonP A I R

1. Theme Statement:- Complete Sentence- Connects Tangible information

and Intangible ideas- Answers “So what?”

2. Elements of PAIRing: P) Presentation Setting

- Where? What?A) Who is the Audience? I) Interpretive Methods

employedR) Resource Information - Specific observations

Present a “Big Idea” ofYour Research to a

Non-Science Audience

Interpretive Presentations- 2 to 4 people- Skit?- Interpreter/Audience?

Robe

rt J.

Lill

ie

Convergent Plate Boundary

Ranger Jen’s Oreo CookieDemonstration of the

formation of the Coast Range

Jen NatolliOSU Geosciences Graduate StudentPark Ranger, Redwood National and

State Parks, California

Divergent Plate Boundary

Robe

rt J.

Lill

ie


2. Basin and Range Province• Reno, Nevada• October 19–22, 2008





Elle

n Bi

shop

University of Nevada – RenoOctober, 2008

Plate Boundary ObservatoryGPS Station

Slide Mountain, Nevada

Brian Wernicke, Cal Tech

Basin and Range Workshop

Bob

Rone

y

Basin and Range Workshop

University of Nevada – RenoOctober, 2008



Brian Wernicke, Cal Tech

Elle

n Bi

shop



EarthScope Workshop for Interpretive Professionalsin the Basin and Range Province, 2008

Bill Hammond, Universityof Nevada – Reno

EarthScope GPS StationsBackbone Network

Subduction Cluster Volcanic ClusterTransform Cluster Extension Cluster

How do stations inthe Basin andRange Province .....

…. move relative to“backbone” stationson the stable Craton?

Robe

rt J.

Lill

ie

We’re notstanding still …

PBO – GPSSlide Mountain,

Nevada


Robe

rt J.

Lill

ie

PBO – GPSSlide Mountain,

Nevada

We’re moving awayfrom Kansas


BASIN AND RANGE PROVINCEM

arsh

ak, E

ARTH

(N

orto

n, 2

005)

Basin

Range

Basin

Range

Robe

rt J.

Lill

ie


FutureMountain Ranges

Interpretive Presentation:Basin – Range Tectonic Development

Robe

rt J.

Lill

ie

GPS


GPS


Kansas

Robe

rt J.

Lill

ie


GPSMotion

GPSMotion


Kansas

Robe

rt J.

Lill

ie


Basin

RangeBasin

Range


Kansas

MorainePark

Bob Anderson has audience imagine the last Ice Age

Rocky Mountain National Park, ColoradoRobe

rt J.

Lill

ie

Imagining the Last Ice Age

What’s it like to go back to the lastIce Age?

What’s it like to goback to the last Ice

Age?

Rocky Mountain National Park,Colorado

September 28-29, 2005

Robe

rt J.

Lill

ie

Going Back in Time

Rocky Mountain National Park,Colorado

September 28-29, 2005

Robe

rt J.

Lill

ie

Integrating Geology into Ranger Interpretive ProgramsRocky Mountain National Park, Colorado, September 28-29, 2005

Robe

rt J.

Lill

ie

Man, was it cold!

Ken

Ben

nick

Cape Perpetua Scenic Area, Oregon

The Edge of the Sea(Rachel Carson, ©1955, Houghton Mifflin Company)

“Now I hear the sea sounds about me; the night high tide isrising, swirling with a confused rush of waters against therocks below ….

Once this rocky coast beneath me was a plain of sand; thenthe sea rose and found a new shore line.

And again in some shadowy future the surf will have groundthese rocks to sand and will have returned the coast to itsearlier state.

And so in my mind's eye these coastal forms merge and blendin a shifting, kaleidoscopic pattern in which there is nofinality, no ultimate and fixed reality --

Earth becoming fluid as the sea itself.”

Can we design an effective interpretativetalk on geology for the Oregon Coast?

“……. Earth becoming fluid, as the sea itself”Rachel Carson

Potential Theme:“Speeding up the geological clock along theOregon Coast reveals Earth becoming fluid asthe sea itself.”

Robe

rt J.

Lill

ie

Looking South from Cape Fowlweather, Oregon

interpretive methods for resess interns: … · · 2014-05-11interpretive methods for resess...

Documents