Project Info


Characterizing geochemical signatures of the deep-mantle Dupal anomaly

Richard Palin | rmpalin@mines.edu

During a review of worldwide igneous rock chemistry, Hart (1984) noticed that oceanic basalts with high 207Pb/204Pb and 208Pb/204Pb ratios for a given value of 206Pb/204Pb almost always erupt from mid-ocean ridges and volcanoes situated at about 30° S, indicating the presence of a geochemically unique mantle reservoir at this equivalent deep-Earth latitude. This isotopic signature was termed the Dupal anomaly, although its origin remains incompletely understood. More recently, Goldstein et al. (2008) identified rare basalts from the Arctic ocean (Gakkel Ridge) that exhibit similar isotopic ratios, suggesting that the mechanism behind the Dupal anomaly may be more pervasive that first thought. Despite this work, no systematic investigation has been performed into a major or trace element compositions of Dupal-anomaly basalts, which may provide new insight into the origin of this geological feature. Such a study can be facilitated by the recent advent of Big Data and has the potential to provide new compositional tracers for elucidating the operation of unobservable, deep-Earth processes.

More Information

Goldstein, S.L., Soffer, G., Langmuir, C.H., Lehnert, K.A., Graham, D.W. and Michael, P.J., 2008. Origin of a ‘Southern Hemisphere’ geochemical signature in the Arctic upper mantle. Nature, 453(7191), p.89.
Castillo, P., 1988. The Dupal anomaly as a trace of the upwelling lower mantle. Nature, 336(6200), p.667.
Hart, S.R., 1984. A large-scale isotope anomaly in the Southern Hemisphere mantle. Nature, 309(5971), p.753.

Grand Engineering Challenge: Not applicable

Student Preparation


Qualifications

Experience in managing large datasets
Knowledge of geochemistry.

Time Commitment

20 hours/month

Skills/Techniques Gained

Experience handling and interpreting big datasets
Statistical techniques
Use of Big Data to perform original research

Mentoring Plan

Following an extended introduction on the motivation, aims, and objectives of the project, the student and I will have weekly meetings and progress reports. The student will give monthly progress updates (e.g. PowerPoint presentations) to my research group, and will receive feedback on presentation style and content. Upon completion of the work, I will mentor the student in the process of writing a scientific article to be submitted to a journal for publication.