Day 6, May 31 Trip to Sorenson, Deaf Center, and Homeward Bound

Today’s summary was contributed by Sabra Carlin, a student from the Minnesota Academy for the Deaf. Photographs were contributed by student Simon Abayev, from the Model Secondary School for the Deaf.

We left Price, Utah to drive to Salt Lake City to visit the office of Sorenson Video Relay Service. Mr. James Sorenson, the owner of the company welcomed our group, and gave a short introduction about the company and the services they offer. They provide a video relay service through which a deaf or hard of hearing person can make a phone call to a hearing person. A videophone appliance sits on top of the screen pointed towards the signer whose message is then voice interpreted for the hearing person over a broadband connection. The company started in 2003. There are about 60 to 70 VRS video booths in public places. To hook up to the VRS system from home, you need a high speed line, 384 upload.

After their presentation, they asked for questions. One person asked how Sorenson gets their money. The owner replied that: “The ADA (Americans with Disabilities Act and the FCC (Federal Communications Commission) fund it. Sorenson provides the video camera equipment to deaf and hard of hearing people for free. One student asked how Sorenson knows that a person really is deaf, and he replied that they just have to take a risk and trust people. The Sorenson company is also working on a voice carry over system. This system means a deaf person can talk to the interpreter and the interpreter voices the response to the hearing caller.

Sorenson set up a VRS call from the group to the National Science Foundation (NSF) for three of our students, Colin Whited, from the Indiana School for the Deaf, Angelica Lopez, from University High School in Irvine, California, and Victoria Flis from the Model Secondary School for the Deaf to call NSF and thank them for supporting the trip, and to share some experiences about what we did, and what we learned.

Following the visit to Sorenson, we had lunch at the Deaf Center in Utah (Division of Services to the Deaf and Hard of Hearing, a state-funded center). After lunch we played basketball, volleyball and talked with our friends for the last day until it was time to go to the airport.


James Sorenson (center) chats with the group about his company.


Students Angelica Lopez, seated on left, Victoria Flis, seated on right, placed a VRS call to National Science Foundation to thank them for supporting the trip and to share what they had learned.


Our last lunch together at the Utah Deaf Center

Day 5, May 30 Presentations and Final Dinner

Today's summary is contributed by Maria Solovey from Model Secondary School for the Deaf and photographs were contributed by Thomas Solowynski, a student at University High School, Irvine, CA, and Teresa Huckleberry, teacher at Indiana School for the Deaf, and Mike George, teacher at Minnesota State Academy for the Deaf.

In the morning students, staff, and geologists went to the CEU Dinosaur Museum. The museum displays dinosaur bones, rocks, pottery, baskets, and more things that were found in Utah from ancient times to the pioneer days. The students enjoyed looking around the museum.

After the museum trip, the teachers and geologists told the students how to prepare for their presentations. The students were divided into five groups with four students and one geologist in each group. Each group had a different question to respond to that related to faults. Topics the students reported on were: how the actual faults were different from the sandbox faults: how geologists collect data on faults and how they use it; the difference between large and small faults; and how the faults related to earthquakes.

In the afternoon Pat Jepson from the University of Connecticut conducted two focus groups related to research she is conducting. Pat wanted the students to talk with her about how the sandbox and videoconferencing done in their classrooms prepared them for the trip. She asked them questions about who the students consider a role model, and about has the trip changed the students' feelings about science. Many of the students expressed positive feelings about the topics.

For our final night together the students, staff and geologists went to dinner at a Mexican American restaurant. The dinner was very nice. Everyone enjoyed chatting about how much fun the trip was and how we all will miss each other.

After the dinner the students gave their Power Point presentations. Many students learned additional information from watching the other students' presentations. Some people asked questions following each presentation. All the students answered the questions very well.

After the presentations, the staff decided who had the best response to the bonus question that every group was supposed to answer. The question was where the best place to find oil in Moab. The group had the topic about the difference between large and small faults won the bonus question and received hats with the Faults in the Field logo. The staff announced how proud they were of the students and thanked the geologists, the interpreters, and other people who helped with this trip. The geologists received signed and framed pictures of all the students at Delicate Arch in Moab and everyone else got a color print of the picture. We all especially thanked Dr. Cooke for making this experience possible for all the students.



Mitch standing in front of a dinosaur skeleton unearthed in Utah at the Cleveland-Lloyd Dinosaur Quarry.


The Dinosaur Museum had many skeletons from the local area.


Scott's group tackled their geological question with enthusiasm.


Scotty's group investigates the meaning of the symbols on a geological map.


Michele's group will explain the difference between young and old faults.


John's group works diligently to prepare their presentation.


This group compared the sandbox experiments they did back at their schools with the real faults we saw in the field, with expertise contributed by Mario.




We all enjoyed a Mexican-American dinner.


Angelica and Hippolito present to the audience of students, staff, and geologists.


Students learned from each other during the group presentations.


Geologists present the group who best answered the bonus question with Faults in the Field Expedition hats.

Day 4, May 29 In search of the Moab Fault

Today’s summary is contributed by Victoria Flis and coedited by Mary D'Angelo, Model Secondary School for the Deaf students. Photographs are contributed by Angelica Lopez from University High School in California and teacher Theresa Huckleberry from the Indiana School for the Deaf.


I am in Utah; it’s like I am on other planet. I’ve never seen anything like that. It is so beautiful here.

We were studying about many faults in the area where the huge faults are and what kind of rocks that we can identify. I learned a lot today. I now understand much better about how the earth changes geologically.

We went to along the Moab Fault which is 60 million years old. We saw two different faults and compared them, both were normal faults related to extension in the area.

The first stop had faults with a small amount of separation. This fault was neat because it was so clearly exposed and lacked a damage zone. We used compasses to measure faults dip amount and direction. John, Scotty, Michele, Scott, and Mario the geologists, explained about how the faults occurred and how they changed in appearance over time.

The second fault was more complicated. It was a huge fault. It’s hard to identify because it had so many cracks and rocks were in a mess. John explained how to identify the complicated faults and told what kind the rocks we were seeing—sandstone and shale. We discussed the different formations, Entrada, Navajo and Wingate, and their ages. We tried to identify whether the fault was the result of extension or compression. And teacher Del Wynne explained one of the methods used to identify age. The method is called carbon-14 (C-14) dating, or radioactive dating. It involves measuring levels of C-14 isotope deposits found in the rock. The less C-14, the older the rock is.

We ate lunch with a fabulous view of the Moab valley half way up a steep mountain side. Lunch was sandwiches, chips, salad and fruit laid out on the coolers about 2 feet from the edge! After lunch the students were challenged to find the fault in the area. At last the geologists explained that the fault was right beneath us and the only way to detect it was to match up the layers of rock and see that some were missing. John Solum explained this complicated situation and we copied a diagram Scott drew to help us understand the details. It was a beautiful view but also a very hot place without any shade.

At the end of the day we went to Green River to see a formation of rocks that had a layer of calcite that had crumbled and left deposits of the stone on the ground. The bright white stone had colorful lines running threw it. We were able to bring some samples to bring home.

I love it here and learned a lot about identifying faults and many things. I am glad to be here and be part of it.


This wall displays a series of normal faults produced by forces pulling this part of the region apart.


Students practice observing and sketching in their field notebooks.


One of the measurements students made on the faults was to determine the dip and dip direction, using Silva Ranger compasses.


Students observe the faults at close range and discuss their formation with the geologists.


Students and geologists hiked to the top of a bluff where they could get a clear view of a larger fault and compared it to the smaller ones seen earlier.


Dr. Michele Cooke explains the names and ages of the various rock layers as students try to figure out exactly where the Moab fault lies.


Omar from University High School sketches and makes notes about the large Moab fault in his field notebook.


Scotty and Scott, graduate students in geology, are adept at dealing with all weather conditions encountered in the desert!


Scenery along the Moab fault


Students found that water bottles were essential equipment for field work in the desert. The bottles were donated to the students by the Laurent Clerc National Deaf Education Center.


More scenery along the Moab fault near where we lunched.


Students found layers in rock formations to be key in locating and studying faults.


John Solum describes how a geyser was created when oil drillers accidentally broke into a deposit of carbon dioxide saturated water. The geyser tends to erupt two times daily, but we saw no activity.


Students had a great time collecting colorful calcite rocks to take home with them.


Our three fearless geologists pointed out this beautiful fault which closely resembled the faults students produced in their sandbox experiment in the classroom.

Day 3, May 28, Arches National Park

Today's summary is contributed by Suzette Evringham, a student at the Model Secondary School for the Deaf. Photographs were taken by student Gama Ruiz from University High School in California, and Teacher Teresa Huckleberry from Indiana School for the Deaf.

Our first stop was a Highway 70 Overlook with a view of the San Rafael Swell, the Book Cliffs, and the Moab Valley where we viewed three different geologic settings. We split into three different groups. Each group observed one of the settings and each person recorded their observations in his or her field notebooks drawings and notes on what each one saw. We later shared our observations with the whole group. Dr. John Solum reviewed the students' observations and explained how each of the areas was formed. The Moab Valley was formed through movement of salt. The San Rafael Swell was formed through tectonic compression and caused by plate collisions. The Book Cliffs represent rocks that have not been deformed since they were deposited.

Our second stop was Arches National Park. We saw lots of "red mountains" made from sandstone and shale. We parked and hiked up a mountain to an overlook of the famous "Delicate Arch" that is a popular symbol for Utah and is on the state license plates. We had lunch at the overlook and took group photos.

After lunch we went back to the Visitor Center where each one of us got a lifetime Golden Access Passport to use for free admission to any national park. We then had a free afternoon to go shopping in the town of Moab, or go hiking in Arches National Park, or to join John Solum to help him collect rock samples for his research project.

We are spending the night at a hotel in Moab. We had a pizza party and swam in the pool.


Our first stop this morning was at an overlook on Highway 70. The geologists asked each group to draw what they saw in one direction. Then we talked about what geological settings we were seeing.


Dr. John Solum explains about how the mountains in the distance were formed.


Dr. Michele Cooke explains how water has eroded the landscape in view to the North.


Geologist Scott Marshall models how subteranean rock supports upper rock layers.


Colin (Indiana School for the Deaf) sketches mountains to the east.


We saw so many beautiful rock formations today. The weathered branches of a Utah Juniper Tree frame the foreground.


The horizontal layers were laid down by a vast inland sea that existed over a 100 million years ago. Most of the rock is eroded and gone - a large block like this is a tiny part of the rock that used to cover the land for miles.


We learned how both wind and water have eroded the rock, creating the beautiful arches found around Moab.

Suzette, Chad and Seth climbed up for an even better view.


Lunch tasted great, especially in the shade of red sandstone of the Entrada formation.

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Dr. Mario Del Castello, a geologist from Italy is one of our leaders. Valentina Galasso, also from Italy is helping with logistics like making sure we have lunches on field trips.


We all took pictures on the overlook at Delicate Arch. This is the MSSD Utah Team!


The Faults in the Field Expedition to Utah TEAM!

Day 2, May 27 San Rafael Swell

The following summary of Day 2 was contributed by Seth Gore from the Model Secondary School for the Deaf:

Under the hot, blazing sun, the geologists, students, and teachers found themselves having fun. We analyzed and learned some new things.

In the morning, we had four white vans to take us to the Cleveland Lloyd Dinosaur Quarry [part of the Big Hole in San Rafael where small faults have formed along the flank of one of the most impressive folds in the western U.S.]. The Quarry is about an hour away from Price where we are staying. We arrived and found ourselves ready for some exciting expeditions climbing up into the surrounding rock formations and cliffs.

We divided into two groups each lead by a geologist and walked to the dinosaur quarry where we were full of shock and amazement--our eyes were simply not ready to believe that over twelve thousand dinosaur bones from the Jurassic period were uncovered around this place. Next we toured the visitor center where there were all kinds of displays inside including dinosaur fossils, eggs, claws--you name it! We had a guide who gave us his hypothesis of why so many bones were in this area, actually he finally said the real reason is still a mystery.

Afterwards we had several opportunities to hike the trails up the mountain and there were no easy trails to climb. The quarry guide told us the purple layers of stone from the Morrison formation in the mountains were where the dinosaur bones were found. We actually saw some dinosaur bones on one of our climbs.

The geologists then taught us how to use a Silva compass to discover the dips of a fault (it's angles) and how to find the dip direction [north, south, etc.] of the fault. Next to the Visitor Center there was a huge standing rock which was one half of a fault face showing one side. We sketched and determined the dip and directions of the fault face.

After the compass measurements, we tucked into lunch ravenously. Next we worked with the geologists on how to read a geological map and to find out our location on the map using map coordinates and comparing it to finding our location using a Garvin global positioning system (GPS) device. We headed back up the mountain in several groups to different locations to see if we could figure out and map a particular geological contact (boundary between two layers of rock).

Our next stop was a short trip in the van to another site to find fossils in a dried out river gorge to look for rocks with fossil plants and small creatures. We found some fossils in dried mud rocks (shale) and most of the fossils we found were leaves. After the sun started to go down we went back to our dorms and ate dinner. Overall, it was a great time for all of us and being as it was only the second day, we will definitely have a great weekend.


View Cleveland-Lloyd Dinosaur Quarry showing sedimentary bedding in the rocks at the San Rafael Swell.


Dr. Michele Cooke shows students how to measure the dip (angle) of a fault with one of the Silva Ranger compasses donated by the Honors Program at the Model Secondary School for the Deaf.


Close up of the contour map the students used in a mapping activity where they learned how geologists create colored representations of rock formations.


Dr. Cooke shows students how identify and color the contours on the geological map.


Students observed a fault face at close range and then sketched in their field notebooks.


Outside the Cleveland-Lloyd Dinosaur Quarry a Utah "Blow" snake made a surprise appearance, much to the students' delight.

Day 1 - May 26th

Greetings from Utah! We are staying at the College of Eastern Utah. We experienced Internet connection problems and are sending this post by an old fashioned telephone call to the Clerc Center office.

Two students reported and photographed Day 1 events.

Summary is from Indiana School for the Deaf student, Colin Whited

Utah, a state in which time just stopped. As you gaze at the beautiful breathtaking landscapes. How did these landscapes appear? That’s what all of the deaf students from various high schools across America are here for—to study the geological process that occurs over Utah.

The program, headed by geologist Dr. Jim Evans, from the University of Utah Department of Geology, combines with Dr. Michele Cooke’s high school outreach program that includes student from five different schools: Indiana School for the Deaf, Minnesota State Academy for the Deaf, Model Secondary School for the Deaf, North Carolina School for the Deaf, and University High School Deaf and Hard of Hearing Program in California.

There are 20 students, 7 teachers, and 5 geologists participating in the program.
The purpose of the program is to help students expand their knowledge of geological processes, especially fault movement.

On the first day, students and their teachers arrived in Salt Lake City and met with 4 other geologists. Dr. Evans gave an introductory speech and explained what we would be doing over the course of the week.

First we went to visit the Wasatch Fault, which rises above the back of Salt Lake City.
This fault uplifted the Wasatch Range and formed an amazing backdrop for 3 of Utah’s largest cities. Dr. Evans gave a brief explanation of the fault and explained how it worked.

Afterwards, Dr. Cooke had us stop for a brief visit at the Thistle landslide. This is a special landscape because it was formed by a groundwater buildup from heavy rains in the fall of 1983. Within a few weeks from the buildup, the landslide dammed the Spanish Fort River, briefly destroying the local U.S. highway #6. As a result, the buildup caused over $400 million in damage, but left a spectacular view.

Then, we drove to our dorm at the College of Eastern Utah in Price, Utah and ate dinner in the college cafeteria. We were divided into rooms and chose our roommate. After setting in, Dr. Cooke had a brief meeting, passed out our cool trip tee shirts, and gave us an update on the plan for tomorrow. When we have the Internet connection is up, we will send photos Carl Borsotti from the Model Secondary School for the Deaf.

Here are some photos taken by Carl of our first day in Utah.

Dr. Jim Evans on right points out faults in the Wasatch Mountains viewed from Salt Lake City.


Dr. Evans describes the itinerary for the week to the students
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View of the snow capped Wasatch Mountains


Students picturing themselves in Utah.


Students stopped to observe giant folds near Thistle, Utah.


We arrived at the College of Eastern Utah just in time for dinner, and found this wonderful welcome sign.