Envisioning the Motion of Objects in Three Dimensions
Envisioning the Motion of Objects in Three Dimensions
Physical oceanographers and marine geochemists envision water moving along the "great ocean conveyor belt" of densitydriven ocean currents (Broecker, 1991). Atmospheric physicists envision a spiraling pattern of air currents in latitudinally bounded bands. Geophysicists envision nssntle rising beneath ridge crests and sinking at subduction zones. Today's students have brightly colored textbook drawings and animated web sites to help them visualize these complex three. dimensional flows. The first thinkers to envision these flows, which cannot be seen literally even in part by human eyes, must have made gigantic leaps of spatial thinking.
For these pioneer thinkers, to what extent did the visualization grow from data and to what extent from understanding of causative processes? The simplistic notion is that one collects a mass of data about the distribution of some property or process, combines the data into a mental picture or computer-aided visualization, and then interprets it. This may understate and underestimate the skill of a spatial thinker. Certainly, the existence and onenta. Lion of trade winds, a fundamental observation, was known from long ago.
Yet the northward oounterflow at high altitude cannot have been documented observationally by those pioneers; they must have inferred it and included it in their mental picture because the picture did not make physical sense without it. Some of the great leaps of visualization of three-dimensional Earth processes have progressed by a hybrid process, in which the visualization is partly shaped by data and observations and partly by intuitive understanding of driving forces. Modem models of oceanic and atmospheric circulation try to formalize this hybrid cognitive process. The models are built around equations that purport to represent physical forces, and then data are used to "train" the models through a process of "data assimilation." Whereas the fluid parts of the Earth system generally respond to imposed forces by moving through space, the solid parts may respond by changing their shape, by deforming, by folding, and by faulting.
After struggling to visualize the internal three-dimensional structure of a rock body, the geologist's next step is often to try to figure out the sequence of folding and faulting events that has seated the observed structures. This task may be attacked either forwards or backwards: back-wards, by "unfolding" the folds and "unfaulting" the faults; or forwards, by applying various combinations of folds and faults to an initially undeformed sequence of rock layers until you find a combination that resembles the observed structure. The forward approach resembles the paper-folding task used by psychologists who study spatial thinking. Learning things is not limited to the scentific area. Instead it also has relations with some other things like speaking a language or using software, including Rosetta Stone Polish and Rosetta Stone Portuguese.
If you have a creative mind, you will make all your own differences in the end! Elements of solid Earth also change their shape through erosion, through the uneven removal of pans of a whole. Thinking about eroded terrains requires the ability to envision negative spaces, the shape and internal structure of the material that is no longer present.
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