In this trip we had three principle investigators (Chuanlun Zhang, Christopher Romanek, and Gary Mills, SREL), two Ph.D. candidates: Morris Jones (Georgia Tech) and Zhiyong Huang (UGA), three high school teachers (Sandra Bailey, Sharon Brooks, and Charlotte Smith, Lakeside High School), and three high school students (Hayley McLeod-South Carolina Governor's School for Science and Mathematics, Adam Socki-Clear Lake High School, and Joy Zhang-Lakeside High School). Our collaborators Rick Socki (NASA, Houston) and Brian Hedlund (UNLV) also joined us in the field. PI Dr. Juergen Wiegel had other commitments and could not attend.
The trip went extremely well and we accomplished all of our goals. We were particularly happy about the participation from the teachers and students. They not only worked hard but also kept asking challenging and stimulating questions. They were also motivated to enhance their careers and professions. For example, Mrs. Bailey is a chemistry and biology teacher. In the field she observed that certain flowers and plants only grew near a hot spring. This excited her and she hopes to pursue a Ph.D. to study these flowers and plants. Mrs. Smith is a biology teacher and loves doing science. She plans to bring her experience into the class room to stimulate students’ interest in life in extreme environments. Mrs. Brooks recorded her experiences in her diary, which everyone found fun to read.
The three high school students also performed well in the field. In addition, each of them carried on a project after the field trip. Hayley McLeod worked with Chris Romanek at SREL to verify field tests using the Hach kits and to determine which analyses may be affected by temperature. Joy Zhang worked with Zhiyong Huang at SREL to learn extraction of DNA and PCR amplification of Archaea. Adam Socki compiled extensive data he collected from the field to determine physical parameters of the hot spring creek (width, length, depth), which may control variations in temperature and pH along the creek.
The following describes the experiences of each participant. They were asked
to answer these questions:
• What did you do in the field?
• What did you learn from the trip?
• What is the most exciting thing in the field?
• What do you recommend to make our next trip more successful?
Geomicrobiologist, SREL
What I did
I was responsible for the overall plan and its successful execution in
the field. Specifically, it was my responsibility to decide how each
spring would be sampled. After a hot spring was surveyed for chemistry,
I collected the mats or sediments for DNA and lipid analyses back at
the home laboratory.
What I learned
Planning was everything. Safety should be a top priority. Coordination
and communication were important for team work.
What is most exciting
Getting everybody else excited was most exciting to me.
Recommendations
Taking everybody else’s recommendations seriously and planning for
a more successful trip next year.
Microbiologist, UNLV
General description of my duties and what I learned
During the May 2005 trip to Great Basin hot springs I was part of a team
of people measuring some of the chemistry of the springs in the field.
My role primarily involved measurement of redox-active nitrogen species:
the potential electron acceptors nitrate and nitrite and the potential
electron donor ammonia. These measurements were made using Hach kits
and a portable spectrophotometer. The kits were relatively straight forward.
The major question with these kits is how temperature and competing chemistries
affect the colorimetric assays. I am glad to know that Hayley is looking
into the temperature issue. That said there were no obvious problems
with the kits I was using. In the past I have used Chemet kits in Great
Basin hot springs and had a lot of trouble with competing chemistries.
For example, while measuring ammonia in certain hot springs, the assay
produces a black color with visible crystals; the color of interest
I backed up these measurements with measurements of the same chemical species using aquarium kits. These kits also included measurements of hardness, alkalinity, and pH. Although we would probably all agree that data collected using the aquarium kits are not publishable, they were useful in several ways and I would recommend continuing to use them. The best use of the aquarium kits is to use them before using the Hach kits, to determine whether dilutions are necessary. The pH measurements on the aquarium test strips were consistently very different than those measured with the pH meter.
I also measured oxygen concentrations in the spring using Accuvac vials that measured up to 0.8 ppm. There are a few important tricks with the oxygen measurements. It is critical to perturb the sample as little as possible as to introduce little or no oxygen. Furthermore, once the ampule is broken it is best to cover the broken stem of the ampule with a gloved hand to prevent oxygen diffusion into the ampule. Thus, I have learned that the best way to do this is to break the ampule underwater in the hot spring (very carefully!) using insulated rubber gloves, cover the broken stem with the glove, and read the vial as quickly as possible. Next time make sure to bring some high range accuvac ampules.
The
best aspect of the trip
The most impressive aspect of the sampling trip was the coordination of the
group. Clearly a lot of planning went into the trip. It was remarkable that
so much serious science could be done in coordination with a high school group.
This is a testament to the planning and also to the personalities involved.
The combination of scientific expertise involved was very strong!
Tips
for improvement
I have a couple of recommendations for the next trip. In an ideal world it
would be best if the Hach kits were a little better organized. We could assemble
a Ziploc freezer bag that would contain two assay bottles of the appropriate
size, a laminated set of instructions for performing the assay, a Sharpie marker,
and anything else required for the assay. Another recommendation is to make
sure that we have dry ice for the trip. The grocery store in Fernley seems
like a good choice for dry ice for the next trip. We should buy at least one
block of dry ice per sampling day. Overall: great trip!
Organic Biogeochemist, SREL
Stable Isotope Biogeochemist, SREL
Stable Isotope Geochemist, NASA, Houston, TX
I sampled solid carbonates from edges of both active and fossil hot springs (where available), for O-18, C-13; water from active springs for O-18, D, and C-13; gas bubbles for CH4 and CO2 (where available).
What did I learn on the '05 sampling trip?
Among other things, the active biochemical "facies" present
in the hot creek, especially the 73oC boundary between photosynthetic
and
chemosynthetic processes.
What was the most exciting thing I experienced on the '05 sampling trip?
The lava tubes.
Have an optional "rotating passenger" policy. This way each driver has the chance to interface with other researchers while driving. A pre-trip presentation might be helpful.
Microbial Ecologist and Ph.D. Candidate, SREL-UGA
During the whole trip, I supervised the teachers and high-school students on chemical measurements, including ferrous and ferric iron, sulfate, nitrate, silica, and other chemical parameters. Although they had never used a Hach kit before, they did their best and did well on all measurements.
The most exciting thing for me was Rick’s Hot Creek (RHC), which was very close to Gerlach Town. The creek was short and narrow, only 185 meters long. The temperature of this creek changed from 96oC at the source of the creek to 42oC at the end. Rick’s Hot Creek would be a good site for us to understand how temperature would affect microbial community structure, especially the crenarchaeotal community and diversity. According to the Crenarchaeota data, we may answer two questions. (1) Do the low-temperature Crenarchaeota exist at high temperature? (2) Do the hyperthermophilic Crenarchaeota survive the low temperature? Much more information of Crenarchaeota will come out of the molecular DNA and lipid experiments when we go back to SREL.
Since hundreds of terrestrial hot springs exist in Nevada, the field trip may increase our understanding of formation and evolution of the springs. During the sampling trip, I collected several mat-samples for DNA analyses and Crenarchaeota enrichment. I also learned the “facies" present in the hot creek, especially the 73oC boundary between photosynthetic and chemosynthetic processes.
The most exciting thing I experienced during the 2005 sampling trip was RHC, which I hope will be the source for many publications.
Organic geochemist, SREL
Collected water and mat samples for analysis back in the lab.
What did I learn on the '05 sampling trip?
The importance of sample preservation and well as collection. We had three
sample mishaps that could have been real problems. One batch of samples
were contaminated with HgCl (we had to resample those), some of the enrichment
bottles were placed in the dry ice cooler, and one sample cooler was
place in the -20 freezer back at the lab. No matter how well the samples
were collected, if you slip-up you can lose them in a blink of an eye.
What was the most exciting thing I experienced on the '05 sampling trip?
Just being with a quality group of scientists, excited about what they
were dong is a blast. And just how hot these hot springs really are!
I like the idea of rotating car passengers. Also boots for everyone.
High School Teacher
I was responsible for the following tests:
(a) Nitrate (NO3-) using a Hach kit
(b) Nitrite (NO2-) using a Hach kit
(c) Ammonium (NH4+) using a Hach kit
(d) Dissolved Oxygen (DOX) using a Hach kit
(e) Aquarium Test Kit for NO3-, NO2-, hardness, alkalinity, pH
(f) Aquarium test kit for ammonium
What I learned
I learned a lot of information on a variety of subjects: the geology of Nevada,
especially the area we were working, and how to perform the many different
chemical tests on the hot spring water biology of a hot spring.
What
I liked the most
• The people were so nice and down to earth. They were very helpful and
took time to answer any questions that I asked.
• I enjoyed the chemistry in the field--I enjoy field research.
• New places to visit.
Recommendations
• Share the itinerary and contact information with those going on the trip
who do not work at SREL.
• Set up kits before getting into the field—have a bag for each test
or person.
• When we meet for our data exchange each night, someone should discuss
the findings and their implications. It would really help us understand more
of what is going on.
• Talked w/ Chris about other recommendations.
• Before the trip, let us know what we will be doing in the field (specifically)
so we can study and be better prepared.
High School Teacher
I tested the total iron and ferrous iron in the water sample using a spectrometer. For the total iron, I used 10 ml for control and 10 ml for sample. I added a pillow of reacting agent to the sample and waited a 3-minute reaction time and read the control and sample. The ferrous test used 25 ml for control and sample. Same reaction time, then read in Spec.
What I learned
• People from many backgrounds and expertise can come together and work
successfully as a team for a common good. (I wish this could be a lesson the
whole world
could learn).
• Science can be found everywhere....from the highest mountains to the
tiniest microbes.
• It doesn't take a rocket scientist to perform water analysis. Even a
Special Education teacher can do it, with a patient instructor of course.
• I had
never even heard of Archaea and Crenarchaeotes and now I know that they
are not bacteria and that they could be a key as to how life began on this
planet and other planets as well.
• Hot springs are fascinating places. They are mysterious and hold many
secrets. They can also be very dangerous.
• I felt very privileged to go places and see things and learn about things
that most people don't get a chance to.
• Scientific field study is a fun and exciting adventure. Seeing something
and experiencing it adds a whole new level of understanding.
• Some concepts of this project are still overwhelming to me, but it was
exciting and rewarding to learn and participate.
What
I liked best
Learning and working with such great people. Everyone was super.
Suggestions
• walkie-talkies
• more vials for testing
• couple of pairs of good hot gloves
• complete first aid kit
• complete contact information for everyone before trip
• fix-a-flat tire repair kit
• small portable tables
• extra bug spray
High School Teacher
• Sulfide test–sulfide comes from 2 sources: vents and H2S production by bacteria
• Sulfate test–ppt test can originate from oxidation of H2S; both can be utilized as energy sources maybe
What I learned
• Of course--hot springs geology and chemistry
• How
to sample
• Applications
of results to diversity of organisms, nutritional needs (after more testing)
• By observing--natural flora of desert ecosystem/rock identification
What I liked most
• The
people! Very knowledgeable, friendly, fun, eager to share information,
enthusiastic
• The location-beautiful area
• The
opportunity to “do science” in the field and observe the hot springs
and apply what we learned “on site” and in evening and car ride
discussions
• Everything was a possibility – i.e. trip to lava beds, watermelon
Recommendations
for next year
• Give each participant an itinerary before the trip/also phone numbers/contact
information
• For teachers--background information
• Make up kits before hand
• Walkie talkies
• Chris has a list of things to bring (i.e. bug spray, first aid kit)
• AT BEGINNING--have a gathering where everyone introduces themselves/their
education, their area of research, etc.
Senior high school Student, South Carolina Governor's School for Science and Mathematics, Hartsville, SC
Using 3 different types of probes throughout the process, I measured ORP of water and sediment, pH of water and sediment, temperature of water and sediment, alkalinity of the water, and the silica content of the water. I also helped Morris collect his water samples. I learned that ORP means oxygen reducing potential, that that measurement can be positive or negative, and how that measurement relates to the atmosphere. I learned how to measure pH with something other than litmus paper, and I can finally keep straight which end of the scale is acidic vs. basic. I learned how to use basically all of the field equipment, too. I didn’t take Chem. II this year, so the whole week was kind of a crash course in chemistry terms and ideas as well. The most exciting
Senior High School Student, Lakeside High School, Augusta, GA
My tasks during the Nevada trip included measuring the pH in the springs, analyzing the silica content, and recording data for CZ.
What I learned
This trip gave me insight on the techniques of field research and lab work.
Specifically, I learned how to use the instruments to measure pH and
silica, and I was able to distinguish some patterns with the pH and silica
measurements. Higher temperature springs usually have lower pHs while
lower temperatures springs generally have higher pHs. The pH from spring
to spring can vary greatly even within a close distance. The silica content
for most of the springs was relatively high, with the exception of the
Eagleville spring which had a much lower silica content than the others.
Determining the silica content is
important since it is an indicator for the type of rocks (?). In addition, I learned a little about the buffering capacity of bicarbonate, the mechanisms for anaerobic respiration, and the types of organisms living in the springs.
Most
exciting thing
I enjoyed the scenery a lot, and the people were awesome. Everyone on the trip
was very enjoyable. George was cool. The food was great!
Recommendations
• Keeping everybody informed on the schedule beforehand.
• More test vials.
• Giving the students a job from the beginning--telling me what I’ll
be doing!!
• Telling us why we’re doing all this--the outcome.
Senior Student, Clear Lake High School, Houston, TX
I was an assistant to the scientists working to test the many hot springs, mainly by using the long temperature probe to quickly test the temperature in the springs.
What did I learn on the '05 sampling trip?
The bacteria mats that covered the entire spring. That bacteria would grow
in the springs and create those mats. This was also the most interesting
to me.
What was the most exciting thing I experienced on the '05 sampling trip?
Going to the ancient lava beds and seeing the Indian cave paintings and
staying at Bruno's
What recommendations can I suggest to improve the next sampling trip?
Not getting caught up sampling only one certain hot spring.
And more outside trips like the one to the Lava Beds.
