Headwaters hosted an introduction to research camp at the Clair Tappaan Lodge at Donner Summit last week for 18 students. Students thoroughly enjoyed their 3-day, 2-night field camp – as one said, “It’s fun to do science in the fresh air!” Thanks to the Tahoe Mountain Resort Foundation for funding this program and helping us bring these middle school students out to experience scientific research, mentorship, professional caliber scientific exploration, and the wonders of the Sierras.
We hoped to provide an opportunity for students to fully participate in the scientific process. We started camp with an overview of available methods for data collection to help students begin to think about what kinds of research questions can be asked and answered in the environment we are in with the tools we have available. Then we will start designing research questions in groups of about 5 and start thinking about what’s the best way to go about data collection. Some of the questions they came up with were “which species of trees die most commonly and why are there so many dead trees?” and “does soil pH affect how well a tree grows?” which were really insightful and set us up for some fun exploration throughout camp.
We spent most of the second day collecting data in the field, which required getting muddy to collect water samples. Some of the field techniques we practiced were:
assessing plant diversity and percent cover using quadrants
calculating tree density and tree age
soil chemistry
macroinvertebrate sampling to assess stream health
using bug nets to collect bugs in different environments
“I had a lot of fun catching insects and gathering data!” and as another student said “this was a really fun day!”
We dove into data analysis and interpretation of results on the third day. Because students were interpreting their own data, even those who had some trepidation about analysis grew comfortable and confident leading up to their final conclusions. Presentations were great! Everyone was so excited to share what they had found and proud of their accomplishments.
Students were especially grateful to have Bryn Anderson (Headwaters’ program manager), Beth Fitzpatrick (PhD student at University of Wyoming), Cas Carroll (PhD student at UNR), and Chloe Gorman (bachelor’s student at Claremont College) for guiding them through this program.
Our science mentors were very nice and excited to teach us new things. They are passionate about science!
Using the natural world to investigate a research topic in the field of ecology allowed students to really experience the process of science firsthand through a diverse set of research questions and we’re grateful to the Tahoe Mountain Resort Foundation for their funding. Headwaters always strives to make our programs, and by extension hands-on science education, approachable, accessible, and affordable and the Tahoe Mountain Resort Foundation shares these values, committing key support to this program.
Headwater Science Institute’s winter of studying the snowpack in the Sierra Nevada continued last week with the completion of the Tahoe Expedition Academy Snow Science Field Program.
It was two days of fun-filled and informative research, the first day for ninth- and 10th-grade biology students and the second for 11th- and 12th-grade earth science students.
“I never knew what I skied on everyday was so complex,” one student said.
The days were a shortened version of Headwaters’ Research Experience, an immersive, months-long program where students develop a formal research paper, allowing students to see how snow depth and density is measured and what kinds of water-quality metrics can be measured from snow melt.
Like the full Research Experience, these students then completed a mini research project of their own to experience how the scientific process works.
Here are some more quotes from the two field days:
“I loved learning about how snow layers are formed and seeing it in real life.”
“I got to learn about the importance of snow and different factors [that can be measured] in snow. I got to be outside and have a blast.”
“I had a lot of fun and learned about albedo and its impact on rate of snow melt.”
Building a snow cave at the 2022 Bay School Snow Science Camp.
Do roads impact water quality in the snowpack? How does a forest or an open meadow change snowpack depth?
These are just some of the questions students examined at the recently completed Headwaters Science Institute’s Bay School Snow Science Camp in the Sierra Nevada’s Olympic Valley – topped off with a healthy portion of cross country skiing, playing in the snow and even learning how to build an emergency snow shelter.
“I thoroughly enjoyed this trip, from going out into the meadow of snow and taking samples, to cross country skiing,” Bay School camper Coco told Headwaters. “I learned so much over the course of this trip, especially about the chemicals in snow, such as pH and how that affects drinking water and the native biotic species.”
Arie Koshkin, a graduate student studying snow science at University of Nevada Reno, brought her expertise to the camp examining the effects of fire on snow pack. She even brought some cool instruments from her lab for the students to use.
“I really enjoyed being in the snow and learning about its role – from the chemical composition of snow to skiing,” Arie, another camper, said. “I also met a lot of new people and found friends with similar interests in science. This trip was really amazing and I can’t wait to continue exploring science.”
This past week 7th-grade students from the Oakland School of Language, a dual language Spanish English public middle school in Oakland, California, came to the Clair Tappaan Lodge on Donner Summit for a snow science program with Headwaters. This was the first time many of the students had seen snow before and presented a very special opportunity for them to study the source of much of California’s water. One of the unique aspects of this program for Headwaters was that many of the students did not speak English. While some of our instructors could teach in both Spanish and English other instructors communicated to students using teachers as translators.
One of the most powerful moments of this 3-day overnight program came out of students and Headwaters instructors dealing with this language barrier. This was centered around two students, who were creating a project around density and snow water equivalent in the snowpack. While waiting for their teacher to translate between them and their Headwaters instructor they started using Google translate on their computer. The group was then able to communicate directly with their Headwaters instructor and continue analyzing their data and creating their research presentation.
This system of text-based google translation worked quite well allowing their teacher to step back and spend more time with other groups. At the end of the program, these students walked up to their teacher and told him “See look what we did [refering to their presentation] and we did it all without you with an instructor didn’t even speak Spanish.” The teacher later described this event to Headwaters staff as “the best snubbing he has ever received.”
Through their Headwaters program, these students not only completed a rigorous independent research project, but they also proved to their teacher and themselves that they could successfully complete complex tasks with someone who can only speak English. The pride they took in this accomplishment shows in their declaration of independence from their translator. Language barriers are massive and daunting hurdles, but these students were engaged in their research projects and met to this challenge with determination and a problem-solving mindset. While Headwaters programs typically don’t set out to help students break down language barriers, the critical thinking and self-motivation demonstrated here are exactly what we aim to pass on to every student we work with.
This program would not have been made possible without support from many members of the Oakland community, the Sierra Club, and Tahoe Donner XC. Thank you all for making this great educational experience possible.
This past week students from the Park Day School’s 7th grade joined Headwaters on Donner Summit for a snow science program themed around snow as a source of water. A majority of California’s drinking water comes from melted snow which also serves as a ecosystem sustaining water source during the hot and dry summer months.
Students collect samples in the field site on Donner Summit.
Headwaters staff challenged students to create their own original research projects around something that would affect the water they consume in Oakland. The students worked together in teams to create a creative array of different projects around this theme. Below are some highlights from the group work.
A few groups of students noticed on arrival that the snow near the road was noticeably dirtier than the snow elsewhere around the field site and chose to investigate this further. They collected dozens of snow samples from near the road, in clean snow, and many areas in between. Students melted their snow samples and tested them for total dissolved solids (TDS), the concentration of ions like salts in water, as well as the clarity of the snow melt water to quantify how much dirt and organic matter was in the snow.
Students test their findings in their “laboratory” at Clair Tappaan Lodge.
This group hypothesized that they would find a linear decrease in TDS and increase in clarity as they moved away from the road. They found that areas within 8 feet of the road were significantly impacted with much higher TDS and much less clear meltwater while areas further than 8 feet showed very little effect from this human disturbance. The group also found evidence that particulates from the road not only affected snowmelt water quality but also made the snow near the road darker and warmer causing it to melt faster. While the roads studied did not have salts applied to them, these students hypothesized that the increase in TDS came from the mechanical breakdown of asphalt and sand by car tires. However, they also found an unexpected result of this increase. In their sample sites downhill of the road, this team found evidence that pollutants from the road were entering nearby waterways.
In their research presentation, these students discussed how the moderate decreases in water quality they observed on Donner Summit could be magnified further downstream in the reservoirs that hold much of the Bay Areas drinking water. Their project also highlights the importance of wetlands, swales, and catchment ponds which filter sediment and clean water.
Students share their findings through data analysis presented in this graph during their final research presentation.
This project is a great example of what makes Headwaters student programs so special. They start with students’ own observations and challenge them to explore their curiosity more deeply. Lead by their own investigations, students learn about the ecosystems they live in, how they work, and how to protect these important natural resources.
Bryn manages school programs and summer camps for Headwaters. She recently received a Master’s degree in environmental science from the University of Gothenburg in Sweden. Her Master’s research focused on ocean acidification impacts on sea urchin larvae. Bryn grew up in the Tahoe area and is passionate about providing outdoor education to students and allowing them to take advantage of the outdoor space they have access to. In her free time, she enjoys anything outdoors, especially when she gets to spend time in the water.
Megan holds a PhD in zoology from Washington State University and is passionate about science and the environment. Her focus is on teaching more people the process of science and she hopes to bring it to as many students as possible across the US. In her free time, Meg enjoys Nordic skiing, running, and playing with her family in the Sierra.
Beth Fitzpatrick has a background in scientific research, is a Ph.D candidate in ecology, and has experience in planning and providing engaging STEM outreach programing to K-12 students. Beth oversees school programming and summer camps for Headwaters. She has experience teaching in postsecondary education, study design and execution, and grant writing.
Jennifer Cotton manages our Research Experience and Lunch with a Scientist Program. She previously worked as a secondary science content specialist and public high school science educator. She has over a decade of experience in writing standards based curriculum. She has worked with OCEARCH to create a STEM based curriculum and has represented that organization at many outreach events.
Mary Ellen holds a BA in Biology/Environmental Studies from University of California, Santa Cruz. She has worked as an environmental education guide for more than 10 years, balancing that with substitute teaching K-12 in the local school district. For fun she coaches a high school Nordic ski team and tries to get in as much play time outside, skiing, running and biking. She hopes to inspire students to be curious about natural processes in order to foster a deeper appreciation of our environment.
Daniel Dudek
Science Mentor
In the fall of 2016, Dan completed his B.S. in plant physiology at Pennsylvania State University. He is currently completing his M.S. Biology degree at Indiana University of Pennsylvania working under Dr. Josiah Townsend, researching the evolutionary relationships between the herpetofauna, mainly amphibians, of Mesoamerica and assessing levels of biodiversity in this region. Dan intends on continuing his academic interests in the future by pursing a PhD in systematics, ecology, and evolution. He is also focused on developing effective teaching methods of scientific information to all age groups.
Anne Espeset
Grants and Programs
Anne holds a Ph.D. in Ecology, Evolution, and Conservation Biology from the University of Nevada, Reno where she researched the impacts of human-induced changes on sexually selected signals of a butterfly. She has also been a part of several scientific outreach programs, including a community science project (Pieris Project) and the University of Nevada’s Museum of Natural History. Anne is excited to continue sharing the scientific process and research with a diversity of students through the Headwaters Science Institute!
