The Power of Observation: Discovering Scientific Processes Through Detailed Analysis of Still-Life Images. John B. Reid Hampshire College

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The Power of ObservationDiscovering Scientific
Processes Through Detailed Analysis of Still-Life
Images.John B. ReidHampshire College

• Presented by James I. Sammons

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The Sierra
Narration So who is this guy who presumes to
speak for John Reid? My name is Jim Sammons
(right) and Im a writer and amateur geologist.
Dan Murray (middle) first introduced me to John
in the Sierra thirteen years ago. Over the
years, John and I had many conversations about
how best to stimulate a durable interest in
geology and science in general. We talked about
Johns techniques and how they would be useful to
other instructors and this in part led to Johns
paper, summarized here. As Johns health began
to fail, I became Johns editor and completed the
paper.
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Many processes are very slow
?
1919 2002 Future
A single image is like a frame in this slow movie
and contains clues to both beginning and end.
Narration The key to using single images as an
investigation is to realize that geologic
processes move at a very slow pace. So slow,
that to see the subject in the field or in an
image is no different than to observe for a much
longer time. John compared these images to a
single frame in a movie and challenged his
students to recreate the earlier frames and
project the future frames by teasing out and
interpreting the clues within the image.
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How do you interpret an image?

• Page 1You must first gather objective
  observations that everyone can agree upon.
• Page 2Then you can use these observations to
  form one or more hypotheses.

Narration The idea that observation is best
separated from interpretation is not unique to
John, but as well see, Johns exemplary skill
lay in the manner in which he managed his
classes. To maintain the necessary separation
with minimum intrusion, John used the metaphor of
the field notebook. Observations were recorded
on Page 1 and only when these observations were
rich with detail, would Page 2 be addressed.
Students were invited to gently remind each other
if the discussion should slip into Page 2
interpretation prematurely.
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Good Page 1 observations

• Complete. Enough time has been invested to
  thoroughly describe the image.
• Detailed. Each observation is clearly and
  completely described.
• Factual. Individual observers agree that each
  element has been described objectively.

Narration Good Page 1 observations must be
complete, detailed, and factual. Here again John
had a useful technique that achieved this end
with minimum intrusion. He would ask his
students to imagine that they were talking to a
friend on the telephone. While intelligent, this
friend has no geology background. The object is
to convey to the telephone friend a richly
detailed picture of the image. John used images
as commonplace as a burned candle to introduce
the technique.
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Over the years, I have been amazed by the number
of times that a students description of some
still-life view has revealed features that never
before struck me.
Narration John was deeply impressed by the truth
of this statement. And it was this truth that
informed and reinforced his collegial teaching
style.
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What might Page 1 include?
Narration Lets try the Page 1 technique with
this image. Would someone like to start? Just
speak out in a clear voice. (Dialog included
depressed and cracked asphalt.) Perhaps you
noticed that as you offered your observations, I
demonstrated Johns use of simple statements and
non-verbal communication to acknowledge and
encourage your efforts. John had a signature way
of acknowledging a point with a simple yes, drawn
out, and with a note of wonder?yaaas... Who here
recognizes the John Reid yes? (Many hands)
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How do you form Page 2 hypotheses?

• This is one of those tasks that improves with
  practice. Here are some guidelines
• Lead the Page 2 discussion with about six
  questions that guide students.
• Allow these questions and their answers to be
  flexible.
• Exploit image patterns or pattern disruptions.

Narration As the discussion unfolds, carefully
follow the direction of thought and listen to the
pacing of dialog. Ideally, you want to encourage
responses, avoid a thought vacuum or a clearly
wrong turn, and remain as unobtrusive as
possible.
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Managing Page 1 - Page 2 discussions

• You must honestly believe that all students have
  the potential to contribute something of value to
  the discussion.
• You must make every effort to engender a
  collegial atmosphere that encourages each student
  to participate.

Narration John was without peer in this
environment and his secret was simple?as
instructional leader, you must make every effort
by example and if needed, by gentle guidance, to
engender a collegial atmosphere that encourages
every student to participate. This may sound
like a request to remake yourself into someone
new?its not! Many disparate personalities have
proven to be successful with this style of class
management, from kindly grandfather types, to
gruff, stern-faced puritan elders. Students are
exquisitely attuned to you, if youre able to
accept these concepts theyll respond. A good
mindset is to look forward to the discussion, not
the image that youve seen many times.
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Connections
Narration What geologic features are evident in
the construction site puddle? The strand lines
are from central Massachusetts Quabbin
reservoir.
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Why are these intrusions parallel?
Narration This is an example of a question that
might arise during a Page 1 discussion. John
would call these compelling intermediate
questions the stuff of Page 1-and-a-half. These
intermediate questions would then be the starting
point for further investigation.
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Answering questions by Experimentation
Narration These boxes were constructed and filled
with dirt. Then force was applied in opposite
directions.
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Answering questions by Experimentation
Narration This experiment allowed students to
understand the formation of these veins and
determine the direction of movement.
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Page 1- Page 2 can be used with many subjects
Narration John delighted in demonstrating how
Page 1 Page 2 can be used with many subjects,
including graphs. Interpretation of this graph
reveals the inequality of successive tides
semidiurnal inequality.
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The Beach at Sandy Hook
Narration Images can come from many sources.
Here Homers painting might be the basis for a
discussion of glacial deposits.
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I have found these discovery conversations to be
invariably enjoyable they erase barriers and the
sense of hierarchyinstead they create a sense
of collegiality and common purpose.
Narration Thanks John. For a PDF copy of the
paper The Power of Observation, email me at
jimsa_at_ cox.net