Projects

Projects I am or have been involved with

Geology of Bitou, Lailai and Beiguan, Taiwan

Bitou – this small fishing village is about 70km north of Yilan City. Right next to it is the Bitou Geopark. Here you can take a clifftop walk above steep sandstone cliffs, or descend to the shore platform to see some strange mushroom like features at close quarters Here the shore platform is festooned with these strange mushroom shaped concretions. They really are unusual, and make this a famous geological location in Taiwan. As you can see it is also a popular spot for fishing. Due to storms and occasional freak waves there are many accidents all along this coast where people get swept into the sea. Our next stop was the well known shore platform at Lailai. Here the gently dipping sedimentary beds have been folded and faulted. with hard layers of sandstone being less easily eroded (and therefore sticking out more) than the more easily etched out softer mudstones. The shore platform is impressive, with the tilted sedimentary rocks folded into gentle curves, and a lot of faults cutting through the layers. It was a perfect area to use my drone to get these aerial images. A short distance away there is a dyke (an igneous intrusion that originally pushed into the sedimentary rocks as hot magma)  that can be soon cutting through the sedimentary layers of the shore platform. It stands out because it is made of harder rock than the surrounding sediments, and is therefore more resistant to being eroded. Here you can see the dyke is offset – sometimes by faults but also simply by the magma pushing up through slightly different pathways in the original country rock. You can see here how the dyke has baked the adjacent mudstone – giving it a darker colour for about 40cm  to either side of the once hot dyke. A closer view of the dyke standing up like a man-made wall on the shore platform. The baked sediments right next to it have also been hardened by the heating process, so they have also resisted erosion more than the softer surrounding rocks. This video shows a bit more detail of the rocks of Lailai ,which I think is an ideal place to run a geological field trip: Finally on our way back to Dongshan, we stopped in the small Beiguan Tidal Park where you can see these rocks with impressive joints forming a diamond checkerboard pattern. In the background is Turtle Island, another well known local feature.

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Geology on the Yilan Coast, Taiwan

To find worthwhile locations that offer great learning opportunities in geology, you have to spend time exploring outcrops, trying to make sense of the geological features that are exposed and then think of ways that students can explore and make sense of them out of their own activity. This inquiry learning process can work well via guided questions that encourage careful exploration and observation and then the unfolding of ideas and understanding. however it doesn’t usually just happen by magic – it takes some working out to frame interesting learning activities at a given unique location. With a small group of teachers from CiXin School, we explored several locations along the coast north and south of Yilan. Heading South we went to a coastal fishing settlement called Feniaolin. Here there were some amphibolites (metamorphic rocks) that are part of a long outcrop extending further south. These are amongst the oldest rocks in Taiwan and have been exhumed from many kilometres deep in the earth’s crust. Just past the fishing wharf there is an area of sea stacks – classic coastal erosion features: We continued further south to the Nanao Valley where there is a mixture of rocks on the river bed including many huge boulders. Some of the boulders were granites (that were once molten magma deep in the earth). They had lumps of schist included in them – fragments of the crustal rocks (xenoliths) that must have been incorporated into the molten magma before it crystallised. – given them a very striking apprearence. All in all there is plenty here to discover – rocks and minerals that have been metamorphosed by intense pressure and heat a long way down in the earth’s crust. Here is a video I made about our trip:

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In the Snowy Mountains Forest, Taiwan

The teachers of CuXin school in Yilan, Taiwan have been interested to find a location for a week-long wilderness camp for the year 9 class. We wanted to design a camp where students will have to rely on good survival skills and self management. We also want them to be able to learn the lore of the forest, such as how to identify and use the plants, now to build shelters, how to track animals, and how to understand the processes at work in a forest ecosystem. We set off on a 3 day trek into the Snowy Mountain Range, guided by two hunters of the local aboriginal Taiha tribe. After about 7 hours walk we arrived at a very simple tarp shelter which was  to be our base for the three days. The shelter was very simple. It kept us dry during some big rain showers and from it we went on several walks to explore the forest. During our walks we learnt about useful trees and medicinal plants, animal behaviours, fishing and hunting methods, and about the history of the aboriginal tribes through the years of the Japanese occupation of Taiwan. The tribe used to be head hunters and we were given vivid descriptions of how the heads of the enemy dead were collected and displayed. Achung taught us to recognise several animal prints including wild pigs, goats, barking deer, a type of wild cat and the crab-eating mongoose. He was able to estimate the size and weight of each of the animals and give a precise day and time for when the prints were made. It was a unique experience to wander through the dense temperate forest, realising that there was so much going on if only you have the eyes and awareness to see it. Epiphytic ferns decorated many of the trees. These colourful fungi are some of the decomposers that form a vital role in the life cycle of the forest, turning dead material back into fertile soil. I made this video that gives some more impressions of our experience on this trip:

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Jinguashi – Gold and Copper mining in Taiwan

During my stay in Taiwan I have been invited by the teachers to visit several areas that they consider to have educational potential for school camps. Iron and Copper minerals have stained the famous “Golden Waterfall” The first area was on the NE coast around Keelung Mountain which is an old dacite volcano. This area is rich in minerals including copper and gold. Gold was first discovered here by some chinese workers who were washing their food bowls in a local stream. They happened to be experienced gold panners, having moved to Taiwan from California where they had been part of the famous 19th century gold rush some years earlier. Part of the Jinguashi Mine complex, now abandoned. We spent a couple of days exploring the area, including several the rock outcrops, a museum, and the Jinguashi mining buildings. Memorial, Jinguashi Mine There is a memorial at the site of the prison camp where prisoners of World War 2 were held by the Japanese and made to work in the gold mine in slave conditions. Gold miner at Jinguashi, Taiwan This local old timer has a huge collection of minerals and a practical knowledge of the geology of the area as well as methods for mining gold and other precious metals (see video below). Keelung Mountain We decided that the area had great potential for a camp for the year 11 students, with lots of opportunity to explore chemistry, mineralogy and mining methods along with the social, environmental, economic and historical aspects of how resources are used in an area.

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A nature connection curriculum in Taiwan

Fresh water in Transylvania / J.Thomson In my view there are compelling reasons to increase the amount and quality of outdoor education in schools. We have an unprecedented environmental crisis that is accelerating the decline of ecosystems worldwide on the one hand, and a crisis of mental health, disconnection and loss of hope in many young people on the other. The Covid-19 Virus and its social, economic and political consequences is making our interdependence clear on so many levels, and challenging us to adapt in new ways to limit the spread of the pandemic whilst also maintaining positive relationships and attitudes. Atlas Moth in Thailand / J.Thomson It has been demonstrated that nature connectedness improves mental health and wellbeing and also increases the likelihood that the individual will make positive interventions that conserve nature. In other words, it benefits both the natural world and human wellbeing. Nature connectedness doesn’t just mean being surrounded by greenery, exercising in nature or going for holidays in beauty spots. It is an active engagement with nature through attention of the senses, connecting emotionally, seeing beauty and harmony, finding meaning in the natural world, and feeling compassion for all living things. (check out this article for more in-depth on the subject) I am in the Yilan Province of Taiwan, working with CiXin Waldorf School in Dongshan to enhance their outdoor education curriculum right through from Years 1 to 13, but focusing on the high school.   The goal is to use outdoor education to let the students grow in their self confidence, their physical and mental resilience, their agility to learn new things, their understanding of their place in the world and their nature connection. In this way we can hope that the students will move on into their lives with a sense of meaning, purpose and empowerment to participate in the world with confidence, offering unique strengths and value. My time with the school involves working with the teachers and administrators to develop a heightened vision for the outdoor programme, review the present offerings and explore opportunities to enhance or add to the various outdoor activities that are already in place. As part of this process I have been invited by the teachers to explore the region of the NE of Taiwan to help find opportunities for creating new outdoor learning experiences for the various classes. This video gives an idea of the forests that are not far from the school. We visited them one day to assess their potential for outdoor activities:

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Developing a nature and outdoor education programme in Taiwan

Stone circle art at Nanao River, NE Taiwan

I have been asked to work with a group of teachers and school administrators in Cu Xin school, Dongshan Township, Yilan, Taiwan, to help them develop and refine their nature and outdoor education programme in the high school. I will be there for the month of February 2020 and this will be the first visit, with possibly more to follow. The rationale for this initiative is that outdoor education can be designed to offer several benefits, including physical fitness, psychological challenge and resilience, aesthetic appreciation and scientific learning. One thing that interests me in particular is the relationship between being in or near to green spaces and natural environments; specific nature connectedness activities; psychological well-being and environmental action taking. These are topics that I will elaborate on at a later date. For now let me leave this video with you that is the way I see things in this space of education and nature:

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Natural Hazards Science for East Coast Schools

Natural Hazards Activities for Schools This article is about a science education project that I was involved in that was supported by MBIE’s Unlocking Curious Minds fund in 2018. It involved four three-day natural hazards science camps for intermediate level students in New Zealand’s rural Tairawhiti (Gisborne – East Cape) region. A total of 109 year 7 and 8 students and 16 teachers, from 19 schools were represented. The science camps were based at four different locations (Gisborne, Te Karaka, Tolaga Bay and Ruatoria / Te Araroa) with the activities and field trips tailored to suit each area. The events included lots of field trips and hands-on problem solving tasks. Here for the record is a summary of some of the activities and also a few of the places we visited: Introductory activities included observation and thinking exercises around the theme of science and natural hazards. These included demonstrations such as: earthquake P (longitudinal) and S (transverse) waves using slinky springs. A TC1 seismometer was used to demonstrate how ground shaking (created by participants jumping on the floor) can be captured as a wave trace on a projector screen, giving a record of the magnitude (energy) and duration of the vibrations. The TC1 can be used by schools and individuals who wish to detect earthquakes and interact with other enthusiasts online as part of the Ru programme in New Zealand Rock deformation: Alternating layers of flour and sand in a transparent container show how rocks can be faulted and folded by compression of the earth’s crust. For information about this demonstration have a look this earthlearningidea.com page. For a bit of a hands-on problem solving challenge, participants were invited to create some model structures to protect an area fromcoastal erosion. The models were set up in shallow storage containers. Once the ‘seawalls’ were built, the area behind them was backfilled with sand, the containers tilted at a shallow angle, and water added to within about 15cm of the ‘sea wall’. Here is one example: Testing involved using a plastic lid to push the water in waves up against the seawall, first gently, then with increasing energy. Different designs could then be compared and strengths and weaknesses discussed.   Following this exercise we travelled to Wainui Beach, Gisborne where there has been a variety of attempts to protect the foredunes which have properties built on them. Interestingly, many of the methods that had been used were similar to those that the students thought of with their model making. Here you can see the remains of a concrete wall that has been undermined by wave erosion    Another similar model making exercise, this time including a slope of cardboard at one end, was to design rockfall barriers.  These were also tested to destruction using varying quantities and sizes of rocks rolled down the slope. We were also able to do another activity associated with flooding which has been a big issue this year in the Gisborne area.The photo shows the sediment covering some of the farmland near Te Karaka following the floods. For this activity, participants had to design a stop-bank, and test how long it could retain water, by recording any pooling of water on the ‘dry’ side , every 30 seconds. If you are an educator wanting information sheets to run these activities they can be found on the GNS Science website learning pages here. Here are some of the field locations that we visited, and what we investigated at them: At Pouawa Beach, north of Gisborne, we made careful drawings of some deposits that are thought to have been laid down by a tsunami. Shells in these layers have been radiocarbon dated at about 2000 years old. The layers include gravel and shells that would have been transported from the sea floor. Using a  drone we could get a good view the top of a marine terrace (the flat surface upper left of pic) at the north end of the beach. The terrace was formed at sea level as a wave-cut platform during the last interglacial (about 80 thousand years ago), and has been uplifted since its formation by tectonic activity. There is a wide shore platform which you can see just covered by water in the photo. Another great example is nearby at Tatapouri –  for more information check out the GeoTrip here – these surfaces will also be uplifted eventually to form another step in the landscape. These marine terraces show that earthquakes and tsunamis have a long history on the East Coast! At the north end of the beach. we passed a landslide that had occurred during the very wet weather in June 2018. From the ground we could see the toe of the slip which included tree trunks, boulders and lots of muddy sediment. With our drone, we were able to get a much more complete view of the slip, including the source area, which was not visible from where we were standing. This shows clearly the value of drone technology as a tool to extend our view of this active landscape: Next stop Tolaga Bay, where the beach has been covered by logs, brought down from the forestry plantations by the recent heavy rainfall. The logs caused a lot of damage to properties, bridges and land as they travelled down the flooded rivers. Here we spent some time analysing the types of logs scattered on the beach, by counting the different species (pine, poplar, willow or other) within 10m square quadrats. The results showed that by far the majority came from pine forestry. We were able to visit a forestry area inland of Tolaga Bay, which showed that following harvesting of the pine trees, there is a period of time where the land is vulnerable to erosion before the next generation forest grows large enough to stabilise the soil. Following clear-felling, the slash (abandoned logs and branches) can get washed into rivers during heavy rainfall. Further North still we did a day trip

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Volcano City

Mangere Mountain, L. Homer / GNS Science Volcanic cones, explosion craters and lava flows form much of Auckland’s natural topography. All of these, apart from one (Rangitoto Island) are from vents that erupted once only (monogenetic), with eruptions lasting a few weeks or months and then ceasing completely.  There are many accessible and beautiful locations that can be visited to uncover the geological history of the area. Auckland volcanoes, GNS Science Although there are about 50 volcanoes within a 20km radius of the city, there is a similar eruption process that generated them, with three main possible styles of eruption. Knowing the difference between these eruption styles allows you to interpret the different features and rock types of each of the volcanoes that you might wish to explore. The magma that erupts in the Auckland Volcanic Field (AVF) is generated in a ‘hotspot’ about 80 to 100 kilometres below the surface. It is a very fluid type of basalt that is known to rise quickly to the surface (at up to 5km / hour) from the magma source. Tuff outcrop at North Head, J..Thomson / GNS Science Once at the surface, the style of eruption depends largely on the amount of groundwater or sea water present. If there is a lot of water near the vent, its interaction with the hot magma (1000 plus deg C) causes it to instantly vaporise.  This, along with the expansion of gases within the lava itself, creates extremely violent eruptions that fragment the lava into small particles and blasts them upwards and sideways from a wide, flat explosion crater. This becomes surrounded by a ring of ash. Such deposits are known as tuff (pronounced ‘toof’ as in ‘woof’). You can see outcrops of this in Auckland, for example around the shoreline at North Head. Each individual layer represents an explosion from the vent. Surtsey eruption, courtesy NOAA This type of eruption is known as a phreatomagmatic or wet eruption, and a classic example occurred off the coast of Iceland from 1963-67 when the island of Surtsey was born. Mount Eden Crater, J.Thomson / GNS Science Scoria outcrop, Mount Wellington, J.Thomson / GNS If the magma reaches the surface where there is little interaction with water there is a different type of eruption. This includes eruptions in areas of dry land, as well as those that start off as wet eruptions, but where the water supply near the vent gets used up before the supply of erupting magma runs out. The magma then erupts in a fountain of lava, driven up by gases within it that are expanding as the pressure is reduced.The lava fountains might be several hundreds of metres high, with blobs of lava partially solidifying in mid-flight, and landing as scoria in a ring around the vent. This is a bit like the froth coming out of a soda bottle once the lid has been removed.  The scoria pieces and lava bombs are relatively sticky and can build the steep sided cones that are very recognisable in the Auckland landscape. The reddish colour comes from the oxidation of iron in the magma as it cools during its flight through the air. Lava bomb approx 1/2 m in length, Mangere Mountain  If you look at the rock that makes up these cones, you will see that it is made of bombs and fragments that may be partially glued together or more or less loose and rubbly. Takapuna lava flow, J.Thomson / GNS Science If one of these eruptions gets to the stage where the gas has mostly been expelled, then there is less energy available and the fire-fountaining stage ends. Should the eruption continue (which is not always the case) then the third eruption style starts to dominate. Lava pours out of the vent and pushes through the sides of the scoria cone to spread out around the volcano. Because it is such a fluid type of lava, a  variety of flow structures are preserved when it finally solidifies. Lava tree mould with bark impression, J.Thomson / GNS A great example of such a lava flow can be found along Takapuna Beach. About 200,000 years ago lava poured out of the nearby Pupuki crater and flowed through a forest. The tree trunks and branches were surrounded by the lava which cooled around them. The trees then burnt, leaving tree shaped holes within the lava. Takapuna Fossil Forest and Rangitoto, J.Thomson / GNS For more information about where to go in Auckland to see some of these geological localities, have a look at our new online map of geological locations atwww.geotrips.org.nz Could a volcanic eruption occur in Auckland in the future? What are the probabilities in the short to medium term and what would the impacts be? The short answer to the first question is ‘Yes,  definitely!’ There is no reason to think that eruptions won’t occur again. In order to answer the last two questions (‘When?’ and ‘What?’) it is important to get as clear a picture as possible of the history of past events, their timing, duration and magnitude, and their geographic relationship to the housing and infrastructure in the wider Auckland area. Auckland Museum Volcanic Eruption Auckland City and Mount Victoria, J.Thomson / GNS These questions are the focus of a long term scientific programme called DEVORA (Determining  Volcanic Risk in Auckland). DEVORA is led by GNS Science and the University of Auckland, and is core-funded by the EQC and Auckland Council. The first part of this programme has been to further our knowledge of the eruption history of the Auckland Volcanic Field volcanoes. What this work has shown is that there is no simple pattern that we can project to help easily forecast the likelihood of eruptions in the future. The timeline of eruptions shows them to be clustered, with large gaps between phases of relatively high activity.  Graham Leonard, photo by Brad Scott / GNS Graham Leonard of GNS Science is a co-leader of the project. He comments

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Tracking Dinosaurs in NW Nelson

Greg Browne. Image Julian Thomson @ GNS Science In New Zealand there is only one area (with six individual locations not far from each other) in which dinosaur footprints have been identified. This is in NW Nelson in the South Island. They were discovered and researched by Greg Browne, a sedimentologist at GNS Science who has spent many years doing geological fieldwork in the area. The first announcement of their discovery was in 2009 as shown in this video. Dinosaur footprints near Rovereto, Italy. Image J Thomson When compared to the easily recognisable dinosaur trails that are found in other parts of the world, the structures that have been classified as footprints in New Zealand are not initially obvious.  The photo shows an example from near Rovereto in northern Italy where each footprint is about 30 cm across. Image Julian Thomson @ GNS Science In comparison, the New Zealand examples are irregular in shape and position. It took a lot of research and a process of elimination to be certain that these structures are indeed trace fossils of dinosaurs, rather than originating from another biological or mechanical cause..  In order to be able to point at a dinosaur origin for these impressions, there are several factors that have to be considered. As a starting point we can look at horses on a modern beach: Image: Van der Lingen, G.J. & Andrews, P.B This photo was taken by researchers who investigated horse hoof marks that were imprinted on a beach sand in New Zealand (from van der Lingen, G.J. & Andrews, P.B. 1979, Journal of Sedimentary Petrology). They carefully cut a vertical slice through the imprint to study the details of how the horizontal layers of sand were deformed by the weight of the passing animal. The hand lens shows the scale: Base image: Van der Lingen, G.J. & Andrews, P.B There are essentially three ways in which the original sediment has been affected:(A) – Jumbled particles and blocks of sand have  fallen into the depression made by the footprint.(B) The footprint has a clear vertical margin on either side(C) The sediment underlying the footprint has been compressed downwards.   It is most likely that these horse footprints were soon eroded after their formation in the late seventies, due to tides, storms, wind or even the action of shore creatures such as crabs, worms or shellfish. On the other hand, there is a small possibility that they were  preserved quickly beneath a new layer of sand and are still intact beneath this protective covering. Base image: Van der Lingen, G.J. & Andrews, P.B Over geological time, sediments such as these can become buried deeply, compressed into solid rock and later revealed by uplift and erosion at the modern land surface. In the case of the horse footprint, its appearence on the surface (in 2 dimensions)  would then depend on the amount and angle of erosion. For example, if it is were eroded near to the top of the footprint (the level of line 1 in the photo) it would appear relatively large compared to if the erosion had removed most of the material, and only the lower part of the footprint were showing (line 2). Similarly if a vertical section of the footprint were to  be exposed, its size and appearance would differ depending on whether the section that was revealed represented the centre of the footprint (3) or its edge (4). Image Greg Browne @ GNS Science Here is an example of one of the footprints that Greg identified in the Upper Cretaceous rocks of Nelson. It shows similar features in cross section to the horse footprint (at approximately the same scale)- the infilling (A), the distinct margin (B) and the compressed underlying layers (C). Image Greg Browne @ GNS Science Here is another example of a vertical slice through a footprint, with the dotted line highlighting the distinct margin of the structure: Julian Thomson @ GNS Science This photo shows a footprint eroded horizontally. The heel has cut a sharp edge into the sediment at the back end of the feature (lower left), while the front has been compressed into ridges as the foot tipped forwards during locomotion (near finger).   Having confirmed these features as footprints being preserved in sediment from an intertidal environment, the question then arises as to whether animals other than dinosaurs could have made them. Having tackled this question over many years, Greg Browne worked through the following possible examples and discounted them for the reasons given:  Fish feeding or resting traces: depth of penetration and lack of deformed strata below. Amphibian foot prints: unlikely to have an amphibian large enough. Bird foot prints: bird would have to be large and heavy. Mammals: the only pre-Pleistocene mammals known from New Zealand are Early Miocene mouse-like fossils. Evidence throughout the world indicates that Cretaceous mammals were small, and did not develop into large animals until after the end of the Cretaceous extinction event and the demise of the dinosaurs. Reptile foot prints: dinosaurs: only dinosaurs would be of sufficient size and weight to have generated these deformed point source compression structures. Recently, with funding from the Unlocking Curious Minds Fund of the Ministry for Business, Innovation and Employment (MBIE), a team from GNS Science were assisted by teachers and students of Collingwood Area School, to clean up a large rock slab in the search for more dinosaur footprints. With a lot of hard work, involving cleaning mudoff the rocks with buckets of water, brooms and shovels, some hitherto unseen dinosaur footprints were revealed for the first time since the Cretaceous Period, about 70 million years ago. Here are some quotes from our assistants:“It was a wonderful once-in-a-lifetime opportunity to work with a team of scientists and look at a real dinosaur footprints.” “It was an honor and very humbling knowing that we were the first people to see these footprints in 70,000,000 years.” “It was an incredible opportunity. We were able to work alongside

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Beneath New Zealand 1 Documentary

Making Movies is an Auckland based film company that creates adventure and nature documentaries. I was asked to help with the script editing and presentation on a movie about the mountains of New Zealand. This involved spending time with the film team in the Southern Alps, amongst some of the most spectacular landscapes in New Zealand. We spent several days in the Aoraki Mount Cook massif. In this photo we are arriving on the Grand Plateau. The environment required full mountaineering security due to the massive drop offs and crevasse hazard The light changed constantly to pick out the landscape features in a way that I found continually fascinating to watch. We also spent some time on the Tasman Glacier and in some of the surrounding peaks: Team photo on the Tasman Saddle, with Aoraki Mount Cook in the distance Click here to see the trailer of the doco Beneath New Zealand on the Making Movies website https://www.makingmovies.co.nz/portfolio/beneath-new-zealand/

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