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2006 Philadelphia Annual Meeting (22–25 October 2006)

Paper No. 14
Presentation Time: 11:45 AM

TEACHERS IN THE STABLE ISOTOPE LAB: A STUDY OF MODERN CAVE DEPOSITS, RACCOON MOUNTAIN, TN


PRUITT, Mary Sue1, LADD, Amy2, CALDWELL, Deborah2, LI, Zheng Hua3 and MORA, Claudia I.4, (1)Northwest Middle School, Knoxville, TN 37912, (2)Midway Middle School, Kingston, TN 37880, (3)Dept. Earth and Planetary Sciences, University of Tennessee, Knoxville, TN 37996, (4)Earth and Planetary Sciences, Univ of Tennessee, Knoxville, TN 37996-1410, pruittm1@k12tn.net

The No Child Left Behind Act of 2001 Title II, Part B authorized a Mathematics and Science Partnership competitive grant program at the University of Tennessee Knoxville. The program's purpose is to improve the academic achievement of students in mathematics and science by partnering teachers with higher education institutions, and engaging them in professional development activities that will increase their content knowledge and teaching skills, and positively affect student achievement. We were assigned to the Stable Isotope Lab at the University of Tennessee to participate on an ongoing study of Raccoon Mountain (east TN) cave deposits (speleothems). Speleothem stable isotope compositions potentially capture a high- resolution, long-term record of paleoclimate. The Raccoon Mountain Cave contains a variety of active speleothem formations. Our primary goal is to analyze modern speleothem carbon and oxygen isotopic composition to assess paleoclimate variation. Modern stalagmite, stalactites and water samples were analyzed. The carbon isotope compositions of the speleothems show significant spatial variation in the cave, with one site recording compositions consistent with the presence of modern surface vegetation, yet another site showing no relationship to current surface vegetation. Seepage water ä18O values collected from the cave reveal two different sources. This preliminary isotopic investigation on modern speleothems suggests that that the use of fossil speleothems to constrain paleovegetation and climate must carefully consider cave dynamics. The extensive, hands-on lab and field work provide insight into useful instructional strategies for our classrooms that will prepare students for postsecondary study in math and science fields. The research is aligned with state and local academic content standards, and enables us to instruct in a manner that improves students' achievement and understanding of “real” scientific study.

Session No. 72

T55. Successes in Professional Development of Earth Science Teachers: Courses, Workshops, Partnerships, and Professional Development Opportunities that Work I
Monday, 23 October 2006: 8:00 AM-12:00 PM
Geological Society of America Abstracts with Programs. Vol. 38, No. 7, p.191
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