Progress
Research |
Academic |
Educational Experience
Plan
Research Objectives | Outlined Plan
Research Summary
After interaction with scientists (primarily Baker and Lavelle)
at the Fall AGU meeting, I returned Winter quarter to the exploration of
near-bottom hydrographic features in the Mixing Zephyr data set.
With reference to the plan formulated in the December
advisorial meeting, I have accomplished some, but not all of my goals.
Dr. Rhines's course offered a (rarely offered) opportunity to investigate the behavior of focussed and diffused flow of buoyant fluid in non- and linearly-stratified environments. While my geophysical fluid dynamics project results were primarily qualitative, the class helped me to understand how classical plume theory and the work of D. A. Trivett might be applied to analysis and interpretation of the Mixing Zephyr measurements.
While I have not yet consulted Dr. Lavelle about numerical modelling of plumes and/or diffuse flow, I have become more familiar with the field data. I continue to assess how to calculate salinity and thermal anomalies that account for variability in source properties (q-ness); I have catalogued the general characteristics of Mixing Zephyr hydrothermal activity (depth distribution of effluent, source depths and characteristics, typical plume rise heights); and I have begun to test the hydrographic utility of potential temperature, salinity, and potential density gradients.
Aiming to constrain the source of anomalous fluid through an assumption of minimal diapycnal mixing subsequent to equilibration in the water column, I have examined the density structure over the Endeavour ridge -- both along- and across-axis. On average (in space and time), the isopycnal surfaces are horizontal planes. After considering the Hydrosweep depths measured for known and suspected buoyancy sources, I am gaining confidence that -- if the assumption of minimal diapycnal mixing is correct -- there are distinct hydrothermal sources in the following areas:
Course | Course Title | Credits | Grade | Grade Points |
---|---|---|---|---|
OCEAN 509
SEMINAR
| 1.0
| X
| 0.00
| |
OCEAN 535
BIO OCEANOGRAPHY
| 5.0
| 4.0
| 20.00
| |
OCEAN 546
OCEAN LITHOSPHER II
| 3.0
| 3.5
| 10.50
| |
OCEAN 549
SMNR GEO/GPHY OCEAN
| 1.0
| CR
| 0.00
| |
OCEAN 569
TPCS PHYSICAL OCEAN
| 3.0
| 3.8
| 11.40
| |
OCEAN 600
INDEPNDNT STDY/RSCH
| 5.0
| X
| 0.00
| |
Graded Credits Attempted |
Grade Points Earned |
Grade Point Average |
Total Credits Earned |
---|---|---|---|
11.0
41.90
| 3.81
| 12.0
| |
Graded Credits Attempted |
Grade Points Earned |
Grade Point Average |
UW Credits Earned |
Transfer Credits Allowed |
Total Credits Earned |
---|---|---|---|---|---|
52.0
177.00
| 3.40
| 102.0
| 0.0
| 102.0
| |
SLN | Course | Credits | Course Title | Meeting Days & Times | Location | Grading Option |
|
---|---|---|---|---|---|---|---|
5381
OCEAN 352 A
| 3.0
| QUANT METHODS II
| | ||||
5391
OCEAN 509 A
| 1.0
| SEMINAR
| | ||||
5399
OCEAN 544 A
| 3.0
| GEOCHEM OCEAN LITHO
| | ||||
5404B
OCEAN 600 A
| 10.0V
| INDEPNDNT STDY/RSCH
| | ||||
Total credits: 17.0
| |
(Back up to...) Progress
My hope is to remain enrolled as a full- or part-time student during
the first year, and then to petition for On-Leave status (outlined on
pg. 13 of the School's Guide for Graduate Students). If necessary, I
will petition for 2 years of On-Leave status.
I realize that significant progress this summer will be crucial to
accomplish this goal. I will be dedicated to the task throughout
the summer, and am eager to work with my advisors to
delineate the central questions and logistical tasks that will underpin
a late-August presentation on "Evidence for diffuse flow at the
Endeavour Segment, and its distribution within a regional
hydrographic context."
My greatest fear is that the Mixing
Zephyr data does not contain sufficient evidence of diffuse flow to
allow meaningful mapping of its distribution. I would greatly appreciate
it if you could bolster my confidence in this regard!
Remaining sensitive
to where there is (most likely) sufficient information available,
I have outlined a logical structure that I believe leads most
efficiently towards a Masters presentation and a subsequent publication.
During my June 5 committee meeting, I would like to focus upon
presenting and refining
this outline, and deriving from it more specific, attainable goals and
corresponding deadlines.
Pedagogical Experience
In collaboration with Christian Parker and Melanie Summit, I visited
the school of one of the REVEL participants, presenting a short
course on hydrothermal vent systems to a group of 6 elementary and
secondary school students over 5 days.
Research |
Academic |
Educational Experience2 Year Plan
I would like to work hard this summer with the goal of receiving
a Masters degree prior to pausing for 2 years in my progression towards
a PhD. My primary motivations are:
Logical Outline