The Paleoproterozoic Ironwood Iron-Formation, a Superior-type banded iron formation located in the western Gogebic Iron Range in Wisconsin, is one of the largest undeveloped iron ore resources in the United States. Interest in the development of this resource is complicated by potential environmental and health effects related to the presence of amphibole minerals in the Ironwood, a consequence of Mesoproterozoic contact metamorphism. The presence of these amphiboles and their contact metamorphic origin have long been recognized; however, recent interest in this resource has highlighted the lack of detailed knowledge on their distribution, mineral chemistry, and morphology. Optical microscopy, X-ray diffraction, scanning electron microscopy, and electron microprobe analysis were utilized to investigate the origin, distribution, morphology, and chemistry of amphiboles in the Ironwood. Amphibole is present in the western portion of the study area due to regional-scale contact meta-morphism associated with the intrusion of the 1.1 Ga Mellen Intrusive Complex. Locally amphibole is also present, adjacent to diabase and/or gabbro dikes and sills in the lower-grade Ironwood in the eastern portion of the study area. In both localities, amphiboles in the Ironwood most commonly developed in massive and prismatic habits, and locally assumed a fibrous habit. Fibrous amphiboles were recognized locally in the two potential ore zones of the Ironwood but were not observed in the portion likely to be waste rock. Massive and prismatic amphiboles show a wide range of Mg# [molar Mg/(Mg+Fe2+)] values (0.06 to 0.87), whereas Mg# values of fibrous amphiboles are restricted from 0.14 to 0.35. Factors that influenced the compositional variability of amphiboles in the Ironwood may have included temperature of formation, morphology, bulk chemistry of the iron formation, and variations in prograde and retrograde metamorphism. The presence of amphiboles in the Ironwood is a known issue that will need to be factored into any future mine plans. This study provides an objective assessment of the distribution and character of amphiboles in the Ironwood to aid all decision-makers in any future resource development scenarios.
Geologists often state that “the best geologist is the one who sees the most rocks”, however, there is little to no documentation that directly supports this claim. Very little has been done on assessment of field based, experiential learning classes except in the fields of outward bound and outdoor leadership. All GMU students in BA Geology and BS Earth Science must take GEOL404 Geological Field Techniques. Students spend 6 weeks in the field mapping (individually and in teams) the local geology to interpret the geologic history of the area. It is an interesting course to assess as students can take either a GMU-offered course, ran jointly with UNC, Chapel Hill, or another equivalent course offered by a USA University. This gives a unique perspective on the student’s perceived preparation with respect to students from other Universities. The SENCER-SALG tool is used to examine student learning, engagement and long-term habit-forming outcomes. Students attending Field camp in 2013 complete a pre and post survey. Students from past years complete a survey with questions relating to pre and post Field Camp, and their views 2-3 years post field camp. This study offers a framework for assessing other field based courses in applied disciplines.
The Teaching Inquiry Group (TIG) is a team of six faculty members from STEM disciplines who are conducting research about their teaching. The group met through AY 15-16, and was mentored by an expert in self-study methodology from the Graduate School of Education. TIG meetings have focused on the self-study of interactive teaching including, self-study as a research method, developing a topic for self-study, self-study research questions, and identifying “critical friends groups”. The group facilitates critical reflection by maintaining an open dialogue; this enables them to think about teaching in ways that go beyond the subject area. The end-goal of the group is to improve their professional development on teaching and learning, not only for themselves, but also for the students they teach. Dissemination includes group and individual presentations at conferences, followed by write ups of the studies and publication in their respective educational research journals The session will include an overview of the process and then the six faculty group members will describe parts of the process that affected them greatly. Discipline fields included astronomy, bioengineering, biology, geology, information sciences and technology, and mathematics. At the end of the session, participants will be aware of the importance of taking time to reflect, reframe and respond to their practice, and foster genuine educational change for themselves and their students.
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