Author name: Vincent J. van Hinsberg

Tourmaline as a Petrologic Forensic Mineral: A Unique Recorder of Its Geologic Past

Tourmaline is nature’s perfect forensic mineral. From a single grain, the full geological past of its host rock can be reconstructed, including the pressure–temperature path it has taken through the Earth and the changing fluid compositions it has encountered. Tourmaline is able to provide this record owing to its compositional and textural sensitivity to the environment in which it grows, and is able to preserve this record because element diffusion in its structure is negligible. Furthermore, tourmaline has an exceptionally broad stability range, allowing it to record conditions in igneous, sedimentary, metamorphic, and hydrothermal settings. As our mineralogical and geochemical tools advance, we are able to interrogate tourmaline’s memory with increasing precision, making tourmaline a truly powerful indicator of conditions in the Earth.

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Tourmaline: A Geologic DVD

Tourmaline is an eye-catching mineral, but even more importantly, it has played a significant role in the evolution of scientific thought and, more recently, has been recognized as a medium for recording geologic information, not unlike a DVD. With its plethora of chemical constituents, its wide range of stability from conditions near the Earth’s surface to the pressures and temperatures of the upper mantle, and its extremely low rates of volume diffusion, tourmaline can acquire a chemical signature from the rock in which it develops and can retain that signature through geologic time. As a source as well as a sink for boron, tourmaline is nature’s boron recorder. Tourmaline can be used as a geothermometer, provenance indicator, fluid-composition recorder, and geochronometer. Although long prized as a gemstone, tourmaline is clearly more than meets the eye.

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Visual Communication: Do You See What I See?

Visual displays of data, images of subatomic to planetary-scale features, and animations of geological processes are widely used to enrich our disciplines. However, their communicative power may be dramatically different to a student and to an expert because of the need for prior knowledge and inference when interpreting visuals. To “see” equivalent visual information, the non-expert must learn the visual language of the expert. Teaching visual literacy is important to instruction at all levels and is as fundamental to a discipline as its vocabulary. The underlying foundations of visual literacy and the recognition of what one “sees” and interprets in a visual depiction are critical for enhancing student learning and for effective communication in our visually rich discipline.

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