Geology Department News

Updated whenever news breaks!

  • June 14, 2005 - We have a supply of geology T-shirts available that can be purchased by mail. The cost is $10 plus $3 postage payable to Carleton College.

    The 2005 shirt has a diagram on the back showing a mountain range being built in southern Minnesota thanks to Iowa being subducted under our southern border. The picture says, "Bring Orogeny Back To Minnesota." The front diagram is a range of mountains that says, "Carleton Geology 2005." It is sage green, and at this time all sizes are available.

    The 2004 shirt is an exciting "OSHA" orange with blue ink, the same as we have been painting our rock hammers. The front patch has a take-off on a hammer and sickle shaped from a hand lens and hammer, and the back design is "Oh I'm sorry... am I intruding?" It is 100% cotton, with S and XL available.

    The 2003 shirt is sold out.

    The 2002 shirt is light blue with black ink, with a picture of a hand pointing to a trilobite and saying in Latin, "This is my favorite animal." All sizes are available.

    Email Tim Vick at tvick (plus or give him a phone call to find out whether your size is in stock.

  • May 23, 2005 - Kip Solomon, associate professor of geology and geophysics at the University of Utah, will give the 2005 Darcy Lecture titled "Inert Gas Traces in Ground Water" at 7 p.m. on Thursday, May 26 at Carleton College's Olin Hall, Room 141. Solomon's presentation will focus on the basic concepts and case studies of using inert gas tracers as they apply to real ground water flow problems. The event is free and open to the public.

    Solomon is the director of the Noble Gas Laboratory at the University of Utah. From 1997 to 2001, Solomon was on the editorial board for "Ground Water," a leading technical publication focused on crucial ground water subjects for ground water hydrogeologists. He was the joint technical program chair for the Geological Society of America's (GSA) annual meeting in 1997. He has been on the National Research Council's Committee on Improving Practices for Regulating and Managing Low-Activity Radioactive Waste and is currently the vice-president elect of the hydrology division of the GSA. He has published articles in the Journal of Hydrology and for Kluwer Academic Press.

    Solomon received his B.S. in geological engineering from the University of Utah, his M.S. in geology from the University of Utah and his Ph.D. in earth sciences from the University of Waterloo in Canada.

    The Henry Darcy Distinguished Lecture Series in Ground Water Science is a national lectureship established in 1986 to promote interest and excellence in ground water science and technology. The National Ground Water Research and Educational Foundation (NGWREF) sponsors the series, annually inviting an outstanding ground water professional to present his or her work to professors and students at colleges across the nation.

    For more information and disability accommodations, please call Carleton's geology department at (507) 646-4407.

  • (Presented by Ed Buchwald on Monday, November 6, 2001, at the annual meeting of the Geological Society of America in Boston. The abstract is published on page A-191 of the program.)

    A number of years ago I had a wonderful opportunity to be part of a study group of the American Association for the Advancement of Science. The group was looking at the role of science education in the liberal arts. Members came from all kinds of colleges and universities and spanned the breadth of science. Included also were philosophers and historians of science and science education specialists. The final product of that study group was a book titled "The Liberal Art of Science." It covered many aspects of science education including issues of administration, financing, diversity, and inclusiveness.

    During the deliberations of the study group a notion was developed that we named "robustly useful ideas." The concept is that if curricular choices are to be made, then we ought to teach the most robustly useful ideas. Of course curricular choices have to be made. Some things seem no longer important. In science the width and depth of our knowledge has grown immensely. How do we decide what it is that we ought to teach? I have been studying paleontology textbooks lately, and in so far as they are a compendium of what might be taught in introductory paleontology, the list of things to learn is immense. It is impossible to cover all that material. A good question is whether we ought to cover all that material. The AAAS study group thought that if we looked at the most useful ideas in science that would help us to figure out what ought to be taught. In geology what we teach should be concepts that are widespread and help us think about nature as well as other things in our lives.