Physical Sciences Field Skills Course (Phsc 200) Overview

PHYSICAL SCIENCES FIELD SKILLS COURSE (PHSC 200) OVERVIEW This document is an overview of the proposed Physical Sciences field skills course, PHSC 200. The primary objective of this offering is to provide Physical Science students with an opportunity to develop practical field skills and enhance their technical writing through performing various experiments and sampling protocols on the island of Hawaii. The island of Hawaii was chosen as the location for the excursion because of its isolated location and unique geology. The island includes some of the earth’s largest mountains: Mauna Kea and Mauna Loa have a total relief of nearly 32,000 feet, making them higher than Mount Everest! There are few active hot spots on the world and Hawaii is on top of one of them, bestowing on Big Island two active volcanoes, which is a dream scenario for any student of geology. Because of its remote location, Hawaii is the perfect benchmark for the study of atmospheric and oceanic pollution. The thin, clean atmosphere at the summit of Mauna Kea makes it ideal for astronomical observations. It is clear that Big Island is a very special locale from our perspective because of the multidisciplinary synergies that can arise in this environment. Finally, because it is a popular tourist destination, flights and accommodation are relatively inexpensive.

The course will span eight weeks in total. The first week will be spent in the city of Edmonton. The course work for this first 2-3 weeks will be split between 1) obtaining samples and conducting physical measurements outdoors and 2) in-class preparation and planning for the excursion. Weeks four to six will be spent in the field on the island of Hawaii conducting the various physical science field activities described below and in the course outline. Students will be provided with three days of rest and recreation, one at the beginning, one in the middle and one at the end, to thoroughly explore the various charms of the island of Hawaii. After returning to Edmonton, the students will have two weeks to collect their analytical data on MacEwan instruments and write up a final report. The student’s field notebooks and their attitude in the field will also be graded. We anticipate that the total cost of the Hawaiian field trip will end up being ca. $2500-$3000 per student. The $2500-$3000 cost does not include the tuition for the course. Field Skills Activities

Earth & Planetary Sciences Rationale:

Big Island, Hawai’i, represents the ideal environment for undergraduate Earth Science field teaching and the development of interdisciplinary field skills. As an active volcanic area, it provides an opportunity for students to study volcanic landscapes and processes, an opportunity unavailable in Alberta. As an island, the opportunities for studying coastal systems are multifarious, again something not available within Alberta. Furthermore, though Alberta is rich in both modern and ancient glacial landforms, the summit of Mauna Kea is an easily accessible, formerly glaciated, landscape whose study provides great insight into not just glacial processes alone, but the effects of tropical climate change and the interaction between ice and volcanism. Given the varying ages of lava surfaces and the dramatic differences in climate, due to elevation changes and rainfall variation as a consequence of the Trade Winds, the Big Island also offers a huge opportunity to study soils and soil-forming processes. Such pedagogical variety within such a small area is again characteristic of Hawai’i and is not seen to such an extent in Alberta. Most significantly, however, the varied terrain and geological processes, evident on Big Island, provide a huge opportunity for an integrated and interdisciplinary exploration of the Physical Sciences within an exciting and, for Edmontonians, an exotic setting. The synergy between Chemistry, Physics, and Earth & Planetary Science becomes particularly apparent here, thanks to the dramatic geologic setting that the Hawaiian Islands offer – far more so than the prairies of western Canada.

The teaching of Earth & Planetary Science field skills, as part of the proposed PHSC 200 course, can be divided into four major thematic groupings focused around a systems-based approach to Earth Science. These reflect processes, landforms, geologic materials, and environmental and human interactions.

The thematic topics are: Volcanic Systems; Coastal Systems; Glacial Systems; Soil Systems

None of these topics are mutually exclusive since different elements of the Hawaiian environment have significant influence over others. As such, field teaching will reflect this. Furthermore, Earth & Planetary topics cannot be considered to exist independently of Physics or Chemistry, there being considerable overlap and synergies between all three disciplines in all areas of study and instruction. Additionally, whilst instruction will focus on the particular geological and geomorphological aspects unique to Hawai’i, the field skills learnt by students, such as mapping, surveying, sampling, and descriptive and interpretive skills will be directly applicable to any geological field work, whether itbe Hawai’i, Houston, Havana, or High Level.

It should be noted that no discussion is given here to the “planetary” aspects of Earth & Planetary Science. It is envisaged that the observation of solar system bodies would fall under the astronomy remit of Physics. The numerous observatories on both Mauna Kea and Mauna Loa represent excellent opportunities for such studies.

Learning outcomes:

Upon completion of this course, the student will be able to  demonstrate a knowledge of Earth Science field work planning and logistical management .

 use remotely sensed data such as satellite imagery, air photographs, and topographic maps to develop field sampling strategies and targeted field exploration approaches prior to work in- field.

 use a range of different approaches (including topographic maps, magnetic compasses, geographical positioning systems) to accurately locate themselves, as well as field and sampling sites

 choose appropriate in-field mapping, survey, and descriptive methodologies for a variety of geologic and geomorphic settings, and demonstrate an ability to produce meaningful and useful data from such activities.

 choose appropriate in-field sampling strategies for a variety of geologic, sedimentological, and geomorphic settings, including the meaningful collection, labelling and archiving of such samples.

 demonstrate an understanding of, and the ability to perform, a range of post-fieldwork laboratory analyses on recovered samples including, but not limited to, mineralogical and geochemical analysis, the analyses of spatial data, geomorphic mapping, and numerical and statistical analyses.

 demonstrate an ability to take meaningful field notes in a clear and structured manner that other researchers can use.

 analyze multiple sets of data from a range of different sources in an integrated and interdisciplinary fashion in order to develop a detailed and sophisticated understanding of Earth processes.

 develop appropriate and meaningful hypotheses from field data.

 prepare a field report detailing the aims and objectives of the work undertaken, methodologies and data, interpretations and conclusion.

General description of course content:

 Field research, expedition planning and preparedness.

 Sampling strategies and approaches.

 Remote sensing and mapping of volcanic, coastal, and glaciated landscapes, and island biomes.

 Introduction to the basics of fundamental field skills including (but not limited to) mapping, strike and dip measurement, field note taking, and spatial positioning.  Field mapping, description, measurement, and sampling of: active and dormant volcanic landscapes and materials; formerly glaciated and glacio-volcanic landscapes and materials; costal landscapes and materials including the measurement of active coastal processes and dynamics; soils and their relationship to parent material, climate, and vegetation.

 Laboratory analysis of: soil chemistry and structure from recovered field samples; igneous mineralogy and petrology from recovered field samples.

 Laboratory analysis of.

 Post-field spatial data analysis from site surveys and mapping exercises using topographic maps, air photographs and satellite images.

 Preparation of a field report based on a compilation of field data, laboratory analyses, interpretations and conclusions.

Details of Thematic Activities:

Volcanic Systems:

Focusing on several possible field areas (Mauna Kea summit, Mauna Kea – Mauna Loa saddle lava flows, Kilauea Crater zone and Hawai’i Volcanoes National Park, Puna and Pahoa area lava flows, Ocean View – Manuak State Park lava flows), this theme aims to teach students basic geologic mapping, sampling, and description skills in a fresh and actively volcanic landscape. Pre-field activities will include air photo and satellite data mapping. In-field activities will include mapping of volcanic features and rock types, description of volcanic rock types, and sampling of materials of later laboratory analyses. Finally, post-field skills will include mineralogical and petrographic analysis (including thin sectioning, mineral identification, petrographic microscopy), and possible geochemical analysis using nuclear magnetic resonance spectrometry and gas chromatography mass spectrometry. The theme further gives students a hands-on appreciation of volcanic processes, materials, and landscapes.

Pre-field Volcanic Systems activities will include:

 mapping of volcanic features using existing topographic and geological maps, coupled with air photographs and satellite imagery.

 lectures on volcanic processes, materials, and landforms with emphasis on mafic hostspot volcanism.

 lectures on geological field technique, sampling, field safety etc.

In-field Volcanic Systems activities will include:

 mapping of an active (or recently active) volcanic landscape (see sites mentioned above), including description of eruptive and flow features, variations in mineralogy and rock type.

 examination of lithological characteristics such as texture and mineralogy.  sampling of different volcanic materials from within mapped area, but also from further sites around the island demonstrating materials produced at different stages in the island’s evolution (e.g. ‘A‘ā, Pāhoehoe, Ankaramite, Tholeiite, Basanite, Hawaiite, Hyaloclastite etc.).

 comparison of different eruptive styles of volcanoes of different ages (thus distance from mantle plume) on the Big Island.

 a visit to Hawai’i Volcano Observatory (HVO), Kilauea.

 field lectures and field teaching by volcanologist from either HVO or U Hawai’i – Hilo.

In-field Volcanic Systems activities will include:

 analyses of recovered volcanic materials including thin section petrographic microscopy, mineral identification, NMR and GC-MS geochemistry.

 examination of changes in magma chemistry during evolution of the island.

Coastal Systems:

This thematic unit is centred around (at least) two different beach locations on Big Island. Locations may include Kealakekua Bay (W coast), Kapa’a Beach (NW coast), Pololū Valley (N coast), Waipi’o Valley (N. coast), Hilo Bay (E coast), Kaimu Beach (SE coast), Road-to-the-Sea Beach (SW coast). It aims to compare at least two contrasting coastal environments characterized by differing wave climates, bedrock geology, bathymetry, and coastal geomorphology to demonstrate the importance they play in controlling the physical processes operating on those coasts. Students will be exposed to topographic survey techniques as well as techniques for measuring wave properties (sea conditions permitting). Students will also gain experience in in-field sedimentological grainsize and roundness analyses.

Pre-field Coastal Systems activities will include:

 lectures on coastal processes, Hawaiian geology, and Hawaiian coastal geomorphology.

 An introduction to basic survey methodologies including practical use of levelling equipment.

In-field Coastal Systems activities will include:

 measurement of wave amplitude, frequency, wavelength, breaker style by students in surf zone (dependent upon safe sea conditions).

 levelling survey of shore profile using survey level and stadia rod technique to look at variations in beach slope.

 the systematic analyses of grainsize (either in-field or post-field by basic dry sieving) and roundness (by visual comparison with established roundness scales) of beach materials along surveyed transect.  the measurement of backing cliff slope and elevation by either direct levelling survey of from topographic map analysis.

 the sampling of local bedrock types for comparison with lithology of beach materials.

Post-field Coastal Systems activities will include:

 the processing of sediment samples for grain size data.

 the mineralogical/lithological characterization of beach sediment for comparison with local bedrock samples.

 the graphing of beach profile and grain size data.

 the numerical manipulation of wave data, including the statistical comparison of wave, beach profile, and sedimentological data to identify interrelationships between physical processes and sediment/bedrock properties.

Glacial Systems:

Focusing on the summit area of the dormant Mauna Kea volcano, this theme seeks to expose students to basic geomorphic, glaciological mapping methodologies, including pre-, in-, and post-field. In-field field skills include mapping and altimetry, sediment description and logging, and clast form and fabric analysis. Post-field analyses explore the climatological conclusions that can be drawn from such geomorphological investigations.

Post-field Glacial Systems activities will include:

 the mapping of Late Pleistocene glacial features on the summit of Mauna Kea using stereo aerial photography and satellite imagery; the aim being 1) to delineate the extent of the most recent glaciation; 2) to derive an interim geomorphic map of the summit area (including lateral and end moraines, glacial trim lines, meltwater channels, glacially sculpted bedrock, glacial sediment distribution, glacially modified volcanic features); 3) to identify potential locations for detailed in-field mapping and on-ground investigation

In-field Glacial Systems activities will include:

 the geomorphic mapping of glacial and glacio-volcanic landforms and sediments in the Mauna Kea summit area using the interim geomorphic map as a guide.

 the measurement of striations as indicators of ice flow direction, altimetry of trim lines, measurement of size, position, and cross-cutting relationships of moraines and meltwater channels.

 stratigraphic investigations of interbedded glacial and volcanic sequences exposed in the sides of Pohakuloa Gulch (south flank of Mauna Kea) including clast form and fabric measurement.

Post-field Glacial Systems activities will include:  detailed geomorphic mapping based on combined air photo and field observations.

 reconstruction of Last Glacial Maximum ice thickness and elevation from mapped dated.

 reconstruction of historic equilibrium line altitude (ELA; approximately equals snow line) based on geomorphology indicating ice limits.

 the calculation of temperature conditions required for establishment of Mauna Kea glaciation using environmental lapse rate relationships compared to modern climate conditions.

Soil Systems:

This theme seeks to expose students to the various techniques used in the field description and analysis of soils, comparison of soil types, as well as the acquisition and use of metrological data, remote sensing techniques, and climatological analysis essential for linking soils, vegetation, and climate. Furthermore, it seeks to explore the controls that parent material age and type, precipitation patterns, and vegetation cover exert on soil formation, both on Hawai’i, and globally. Work will be based on several sites around the Big Island to reflect soils developed on different aged basaltic lava surfaces, at different elevations, under differing vegetation covers, and under different precipitation regimes (controlled by exposure to easterly Trade Winds). Sites are to be determined, dependent on access. For the success of this component, we must test at least two distinct sites, sites where the soils are opposites, say, in terms of rainfall; this will enable students to achieve the objectives of this component: (a) learn how to describe and test the soils and (b) make comparisons between soil types.

Pre-field Soil Systems activities will include:

 the mapping of vegetation cover patterns on the Big Island using remotely sensed data or previously published material.

 the analysis of publically available NOAA climatological data for the Big Island to derive maps of rainfall and temperature.

 the examination of geological maps detailing known and estimated ages of historic and prehistoric lava flows.

 lectures on the basic concepts of soil formation, classification, and field investigation.

 the formation of hypotheses on the relationships between soil type and environmental and geological controlling factors.

In-field Soil Systems activities will include:

 the installation of several automatic recording weather stations under different possible climatic/environmental/geological regimes – to be operated for duration of field course.

 the excavation of multiple soil profiles from within the proposed regimes.  the description, sampling, and in-field analyses of soils from excavated soil profiles – including texture (feel method), and structure including identification of soil horizons

Post-field Soil Systems (UH-Hilo) activities will depend on import permits for soils. Significant analysis can be carried out using a soils field kit and access to UH –Hilo campus laboratory space. These measurements will be greatly facilitated with the availability of a centrifuge to hasten drainage and a hydrometer for evaluation of soil texture. Activities will include:

 analysis of soil samples including pH, salinity, elemental composition (calcium carbonates, sulphur, magnesium), cation exchange capacity, organic matter, carbon to nitrogen ratios, lithic clast type, grain size etc.

Post-field Soil Systems (MacEwan) activities will include:

 the production of soil maps for the Big Island (using previously published material where necessary).

 the numerical and statistical work-up of meteorological data from the field course.

 the comparison of soil maps with bedrock, vegetation, and climatological maps.

 the formulation of conclusion regarding the main controlling factors on soil development and type on the Big Island. Physics and Astronomy

Rationale University physics experiments are traditionally relegated to bench experiments in well equipped laboratories rather than being conducted in field courses. However, physics is the study of nature and a Physical Sciences field skills course can provide opportunities for students to examine physical phenomena within an exciting natural setting rather than a sterile laboratory. The physics portion of this course is designed to emphasize how we can discover aspects of physics of the Earth, our Solar System, and the stars beyond by using simple physical principles and tools. Hawaii offers a comfortable environment to study the night sky, compared to Canada where winter nights are long, cold and often cloudy, and summer nights are short and often cloudy. Hence, astronomy provides an excellent nocturnal companion to the diurnal activities proposed by Earth and Planetary Science and Chemistry. The early sunsets and clear skies provide an excellent opportunity for students to learn the basics of naked eye astronomy, telescopes, astronomical measurements and navigation. Although astronomy is a natural fit for this course, so are a few other physics projects such as measuring and modelling tidal motion, construction of a physical pendulum to measure the variations in the acceleration of gravity, and determining the radius of the Earth, and measurement of light pollution.

Learning Outcomes At the close of this course the students will

 Know how to use simple star charts and a sextant to locate common constellations and stars, determine the local sidereal time, and to determine the latitude and longitude of any location on Earth.

 Understand the distinction between diurnal and annual motion of stars, planets, Moon and Sun.

 Know how to count and record meteors and track man made satellites.

 Be able to measure the radius of Earth using simple observations of the stars or the Sun.

 Be able to measure sky brightness and light pollution and understand how it affects their ability to make astronomical observations and how it can limit their appreciation of the night sky.

 Be able to set up and use a small telescope and make astronomical observations and measurements.

 Be able to use a telescope to examine geological features of the Moon.

 Be able to measure solar rotation rate by tracking the movement of sunspots.

 Understand that tidal motion is due to the combined gravitational pull of the Moon and Sun, and that tides roughly follows simple harmonic motion.

 Be able to measure the acceleration due to gravity to sufficiently high precision to recognize its variation with latitude, altitude and geological formations.  Measure muon flux at two altitudes to demonstrate time dilation as predicted by the special theory of relativity. Course Content  Introduction to the celestial sphere and navigation  Fundamentals of telescopes, telescopic observations and measurements  Study of wave and tidal motion  Measurements of gravity and gravitational variations  Time dilation and relativistic muon decay

Description of Project Activities Here we describe in greater detail the projects and activities that will address the learning objectives above. Keep in mind that several of these activities and observations are limited by weather and the particular placement of the various solar system objects. Therefore, it may not be possible to complete all activities listed.

The celestial sphere and navigation

Learning the fundamentals of navigation requires students to be able to read star charts, become familiar with the night sky, and understand the motions of and on the celestial sphere. To become an effective navigator, students must learn to recognize the basic constellations and bright stars visible from Edmonton and Hawaii, and to relate these patterns to similar patterns on a simple star chart. They must also learn how to build and use a simple sextant to measure angles on the celestial sphere. They must learn how to measure the passage of time as measured by the diurnal (east to west) motion of stars, the monthly progression, west to east, of the Moon against the background, and the annual motion of the Sun within the constellations. This will enable the students to examine the night sky to determine the time of year, the time of night (day), their latitude and longitude.

As part of this segment, students can study the daily motion of the Sun by constructing a simple sundial, which can be used to determine noon, the maximum altitude of the Sun, as well as sunrise and sunset points. Of course, values obtained can be checked with readily available GPS systems.

Teaching students how to measure latitude will enable them to measure the radius of the Earth. For example, any north-south baseline of sufficient length to allow for distinct measurements of latitude will establish the Earth surface distance and the angle it subtends at the Earth’s centre. Simple trigonometry will then establish the Earth’s radius, and consequently its circumference.

Motions of the night sky can include counting stars to (a) estimate light pollution or visibility levels, or just to estimate the number of stars visible to the naked eye; (b) observe the annual motion of planets, such as Mars or Venus, in order to understand basic orbital mechanics; and (c) observe meteors and distinguishing them from man-made satellites and aircraft Basically, meteors and fire balls are space material falling to Earth, and the study of these objects help us understand comets and asteroids, and the solar system as a whole. Performing a meteor count will enable students to distinguish between sporadic meteors, meteor showers, and fire balls. Telescopes

Finding our place within the universe is a fundamental aspect of science and should be part of any degree in the Physical Sciences. Because of persistent clear skies in Hawaii, as opposed to Edmonton, a study of the night sky is a natural fit with this field course. It would be unfortunate if students were not also given the opportunity to spend a few evenings looking through a telescope to examine enhanced views of the Moon, planets, and the fundamental constituents of our universe: stars, star clusters, nebulae and galaxies.

As part of this aspect of the field course, students could examine the lunar geology (cratering, Maria, highlands, rills and ridges) and compare their observations to the much richer and detailed geology found on Earth. Earth surface has undergone significant modifications due to tectonic action and corrosion by wind and water, whereas the lunar surface has not. In comparison, it is a pristine surface dating back to the early solar system. Part of their lunar observations could be crater counts in various areas of the Moon to show how the relative age of a surface can be determined, or to study cratering rates during the early history of our solar system. By measuring the length of shadows, they can measure the height of the lunar mountains and depths of craters, and compare these features with terrestrial mountains and craters.

Using MacEwan's solar telescope, students can examine the Sun during the daytime to measure solar rotation rates, development and counting of sunspots, observing solar prominences and eruptions to directly observe the origins of space weather.

In addition to the above, there are a variety of other simple astronomical activities in which the students can engage during this field course. To help facilitate these activities, the University of Hawaii has an astronomy workshop for visiting student groups, such as ours. Initial contacts indicate that their outreach programs, observatory and telescopes can be made available to our students.

Study of Tides

The action of tides has had, and still has, a significant influence on the Earth. The formation and motion of tides lies entirely within the realm of the gravitational interactions between the Earth, Moon, and Sun. Hawaii will offer students an opportunity to study the motion of the tides through a significant portion of a lunar cycle. Amongst other things, students can record the hourly motion of the tide over one 12 hour cycle, the time and amplitude of maximum or minimum tide, the occurrence of maximum tide with respect to the location of the Moon and Sun in the sky. Once students return to Edmonton, they can attempt try to model the tides using the differential gravitational forces exerted on Earth by the Moon and the Sun. For example, to first approximation, the students might hypothesize that the hourly motion of the tides should follow simple harmonic motion with a period of 12 hours, peaking when the Moon crosses the local meridian. Acceleration due to gravity

Without gravity the solar system, stars and galaxies would never have been formed. The universe would simply be a uniform, diffuse haze of mostly hydrogen and helium. Gravity is what binds us to the Earth, and what holds the Earth in orbit around the Sun. The strength of the gravitational field strength, g on Earth’s surface is about 9.8 m/s2; however, it varies with latitude, altitude, geological formations, as well as the proximity of the Moon. Hawaii will offer the students to measure the value of g under variations in latitude, altitude, and geologic formations. Measuring the local gravitational field of the Earth is typically done with a gravimeter, which, unfortunately, are very expensive (of the order of $80,000). On the other hand, the simplest way to measure gravity is with a simple pendulum. For this field course, we propose to construct and test a sensitive compound pendulum which can measure g up to 5 digit precision. Several designs are available that suit our purpose. If the construction is a Foucault Pendulum, then the rotation of the Earth can also be demonstrated.

Relativistic Muon Experiment

The muon is an elementary particle and one of the fundamental constituents of matter. While it is very similar to electron, its mass is 200 times more than mass of an electron (~ 100 MeV). Due to their huge mass muons are unstable and decay into an electron and two neutrinos through the weak interaction:

− − µ → e + ν¯e + νµ.

As a result, measuring the lifetime of muon particles is one of the classic experiments to study the weak interaction in particle physics. The decay time for muons follows the standard exponential decay law,

N(t) = N0 exp (−t/τµ) where N(t) is the number of muons measured after a time t, τµ is the mean muon lifetime and N0 is a calibration parameter. The mean lifetime of muon has been measured through radioactive materials in a laboratory and reported as 2.19703 ± 0.00004 µs (or equivalently half-life of 1.52865 s).

A natural source of muons, however, is cosmic rays. In the upper atmosphere primary cosmic rays collide and interact with atomic nitrogen or oxygen nuclei and produce showers of particles including muons. Muons, however, do not interact with matter and so they can travel a long distance and reach the surface of the Earth. Many of these particles, though travelling with approximately 98% speed of the light, are very short lived and do not expect to reach sea level.

The measured flux of muons at the Earth's surface, however, shows many more are detected than would be expected (based on their short lifetime). To explain this dilemma, relativistic calculations have to be considered because muons travel at a relativistic speed. This is a good example of the application of relativistic time dilation/ length contraction concepts that students learned in physics courses. For this purpose, flux of muons has to be measured at two different elevations with a difference of 3-4 kilometres, one at sea level and one at top of a mountain and compared with theoretical calculations (classical and relativistic). The island of Hawaii is a great place for this experiment, since it includes Mauna Kea Mountain with 4205 meters elevation and beach at the sea level. Also, the McEwan’s physics laboratory is equipped with a portable muon detector that can be used for this field course. Chemistry The chemistry component of the Physical Sciences field skills course will involve air and water sampling in selected sites on the Big Island of Hawaii. The air samples will be evaluated for greenhouse gases, volatile organic compounds and reactive hydrocarbons (especially carbonyls compounds) in the atmosphere. The water samples will be evaluated for heavy metals and selected anthropogenic organic pollutants especially hormones. In addition, the water samples would also be analyzed for fluoride content, pH and conductivity.

Project goals

 Evaluate the air quality in an exotic, isolated environment.  Compare the air and water quality in less industrialized environment with that in a more industrialized setting, Edmonton.

 Detect and quantify the air pollutants in selected sites in Hawaii including: CO2, SO2, NOx, volatile organic compounds and carbonyl compounds in air  Detect and quantify the water pollutants in selected surface water sites: explore the differences between untreated well water, treated city water from reservoirs or desalination plants, with a focus on pollutants such as: Heavy metals (specifically Fe, Pb, Cd, Cr, Hg and As); which will be analyzed by ICP-OES. A profile of Volatile organics and reactive carbonyl compounds will also be screened by GC-MS.  Analysis of volcanically-influenced springs and non-volcanically influenced streams for fluoride, conductivity, and pH.

Learning outcomes:

 Students will appreciate methods of distribution of pollutants in the atmosphere with an appreciation of chemical equilibrium effects at play.  Students will learn appropriate field sampling methods for water and air samples.  Students will demonstrate appreciation of sample preparation and instrumental analytical methods appropriate for analysis of field samples.  Students will demonstrate appreciation of appropriate sample storage approaches to maintain sample authenticity.  Students will appreciate analytical methods for in field analysis such as fluoride analysis by ion selective electrodes, conductivity and pH electrodes.

Sampling of Air and analysis of pollutants:

 Sampling can be achieved by the use of 1L SilcoCan canisters from Restek Inc. However, these canisters are expensive and are only necessary if samples are transported back to MacEwan for analysis. If can be carried out at UH –Hilo, then a simple air pump can be used to sample the air into commercial, non- reactive Teflon or Tedlar bags; these bags have a usage window of 48 hours.  Sampling will be done in a variety of different sites, including the Hilo area, and upwind and downwind locations relative to Kilauea, which is an active volcano. Each site will be sampled several times.

Analysis of Air pollutants:

 Laboratory analysis can be performed using SPME fibers, but would benefit from the availability of GC-MS or FT-IR spectrometer. The air sample from the sampling containers will be injected into the GC-MS (gas chromatograph-mass spectrometer) and the greenhouse gases and other volatile compounds identified by using the NIST library mass spectra data base.  Collaboration with UH –Hilo need to be investigated. Sampling of Water and Analysis of Water pollutants

 Selected surface water sites will be sampled using 1L BD plastic sample containers. Several (say 5) surface water sites need to be identified for analysis, with each site being sampled several times. A few sites will be selected to collect tap water into the 1L BD plastic containers.

Analysis of water pollutants

 Students will do analysis on the site of sampling for contaminants such as fluoride, carbonates, hypochlorite using ion selective electrodes. The pH and conductivity of the water can also be determined on site.  The water samples can be analyzed by ICP-OES (Inductively coupled plasma atomic emission spectroscopy) to determine the heavy metals present.  By using solid phase extraction cartridges, the organic compounds will be extracted and analyzed by GC- MS  Collaboration with UH –Hilo need to be investigated.