Atlanta is often called the “city in a forest” because of its lush canopy of trees, uncommon for a major city. In the heart of that forest sits Georgia Tech’s 400-acre campus. And within campus lies a variety of wildlife that has made Georgia Tech its home.

“I don’t think most people are aware of wildlife on campus,” said Emily Weigel, senior academic professional in the School of Biological Sciences. “They might see a feral cat here or there, but they don’t really think about all the other animals that live on campus. Georgia Tech is the animals’ home base, and they probably don’t know anything other than they were born in this area. They don’t know they’re in the middle of a city.”

Included in the biodiversity surveys of the area are squirrels, possums, raccoons, rats, and birds. Several months ago a couple of coyotes were spotted, but they were just passing through campus. At least two foxes live in the glade, a densely forested area behind the president’s residence on the north side of campus.

Ben Seleb, a Ph.D. student in quantitative biosciences, is developing an open source camera for studying the foxes and other wildlife. He and his colleagues at Tech4Wildife, a course and campus organization devoted to the conservation of wildlife, have been monitoring the foxes.

“We had some suspicions that foxes were in the glade,” Seleb said. “It’s a very secluded area with dense vegetation, so it’s a great spot for campus wildlife to hide during the day and then come out at night.”

To confirm their suspicions, they set up cameras inside the glade and left them for a couple of weeks. When they reviewed the images, they had captured two foxes on camera at the same time.

“We know there could be more, but we’ve only seen two foxes at one time. They’re difficult to tell apart, but we’re working on identifying individuals,” he said. “There are a number of other animals on campus, and the glade is where many of them live. We have seen raccoons, possums, and a couple of feral cats that travel in and out of the glade.”

The glade connects to Tech’s new EcoCommons, a lush 8-acre woodland area near the center of campus, providing a pathway for wildlife to travel into campus at night, while still giving them the cover of vegetation. Georgia Tech generally offers a handful of classes related to wildlife or ecology, but the amount of wildlife on campus is creating new research opportunities.

“I’m happy to see programs giving students opportunities that they may not have been aware of,” Seleb said.

For his latest research on motor skills, visual learning, and their effects on human physiology, School of Biological Sciences associate professor Lewis Wheaton and his team went all the way back to the Paleolithic Era to study a very retro skill: stone toolmaking.

“One of the cool things about this particular study,” Wheaton says, “is this opportunity to look at a completely novel motor task, something most people have no idea how to do, and that’s making a stone tool.”

The new research, published today in Communications Biology, attempts to fill in the gaps when it comes to the science of how we learn complex motor skills — and what may be required to relearn them. 

Wheaton says there are studies researching the behavioral changes that are involved with learning complex skills. But research is still thin on how people adapt their visuomotor skills (how vision and movements combine) to carry out a complex task. Wheaton’s current study sought to quantify and evaluate the changes and relationship in action perception processes – how we understand actions, then select, organize, and interpret what needs to be done for a particular task. 

“The overall motivation was to determine if we could see any kind of emerging relationship between the perceptual system and the motor system, as somebody is really trying to learn to do this skill,” Wheaton says. Those are important processes to understand, he adds, not just for how people attain complex motor skills learning, but what would be needed for motor relearning, as in a rehabilitation setting.

Wheaton conducted the research with graduate students Kristel Yu Tiamco Bayani and Nikhilesh Natraj, plus three researchers from Emory University’s Department of Anthropology.

Tracking the eyes to learn about learning 

The test subjects in the study watched videos of paleolithic stone toolmaking for more than 90 hours of training. The subjects’ visual gaze patterns and motor performance were checked at three different training time points: the first time they watched the video, at 50 hours of training, and at approximately 90 hours. Everybody was able to make a stone tool (with varying degrees of success) at 90 hours, but some picked up the skills at 50 hours.

Wheaton says there was a lot of information to pay attention to in the videos. “There’s a lot of physics in (making stone tools). You’re hitting a rock which is made up of all different kinds of material. There could be a fissure or fault lines, and if you hit it the wrong way it could crumble. When you’re doing it at first, you don’t know that.”

As the video training went on, the participants started to pick up cues about how to strike the rock, along with other aspects of toolmaking. “At first you’re watching from curiosity, then you’re watching with intent.”

That was the exciting part for Wheaton and his team: Being able to see the different phases of learning during the training — which they actually could see by monitoring gaze tracking, or where the subjects’ eyes landed on the video screen as they watched (see photo.)

“Part of the study was to understand the variability where they are visually focused as they get better at the task,” he says.

That’s how Wheaton’s team found there are certain parts of the skills learning that connect better to gaze, but others that connect better to the physical act of making a stone tool. “As you’re going through time, your motor abilities are changing, and at some point that allows you to watch somebody else perform the same task differently, suggesting you’re able to follow the action better, and pull more information from the video in a much clearer way.”

The study not only found a connection between gaze and motor skills learning, but that the connection evolved as the learning went on. The next step in this research, Wheaton says, should include brain imaging “heat maps” to determine where learning takes place with this process. 

That could also help Wheaton’s team apply these lessons for rehabilitation purposes.

“That’s the link between that and some of the other work we’ve done in a rehab context,” he says. “If you’re watching somebody perform a task, if you’re undergoing rehab, there are different ways you’re watching the task. You’re not always watching it the same way. Maybe it depends on how good you are, or how you’re impaired, but all those variables play a role into what you’re visually pulling out” of the rehab training.

DOI: doi.org/10.1038/s42003-021-02768-w

Tara Holdampf is the new College of Sciences satellite counselor, and will provide consultation services and support for students from an office at the Molecular Science and Engineering Building (MoSE). 

“I'm excited to join the incredibly welcoming and talented group at the College of Sciences at Georgia Tech as a satellite counselor,” Holdampf says, “to continue the process of breaking down barriers between students and mental health services.”

Satellite counselor locations improve accessibility for students by providing counseling in places where students spend most of their time. Placing a counselor in an academic department helps to destigmatize mental health and may serve those who might hesitate to go to the Georgia Tech Counseling Center. A primary goal is to reach students who might not have otherwise sought out services. 

Holdampf will provide a wide variety of services such as individual counseling, group counseling, psycho-educational workshops, and walk-in hours for brief consultations (available to students, or faculty/staff who need to consult about a student). 

Holdampf issues a reminder that “as stress levels increase, and the fall semester continues, please know that GT CARE and GTCC are here to offer confidential support and services to students in need of mental healthcare.”

Currently enrolled interested students can reach out to GT CARE at (404) 894-3498 to schedule an initial assessment, and to be connected to health and wellness services. Current clients can continue to reach their GTCC counselor via email.

Holdampf will be offering consultation hours during which students, faculty, and staff can meet to learn more about mental health resources on campus, and/or to discuss a specific non-emergency student concern. These consults typically last 15 minutes. Those interested can email Holdampf at tara.holdampf@studentlife.gatech.edu to request a meeting. Holdampf will respond with a date/time and link/location for the consultation.

Find Tara's consultation hours and more resources here.

Students in need of mental health support after hours can call the GTCC main number at 404-894-2575, and follow the prompts to speak with an after-hours counselor.  Please visit the GTCC website for upcoming workshops, Let’s Talk sessions, and online offerings.

Holdampf, who has practiced in a higher education setting for seven years, has an M.S. in Clinical Mental Health Counseling and is a Licensed Professional Counselor in Georgia. Holdampf is also a Certified Clinical Trauma Professional and serves on the council of the Georgia College Counseling Association.

The cycle of rising temperatures leads to increases in precipitation as well as droughts.  But what impact will these weather extremes, especially heavier precipitation, have on the earth’s most effective water cleansers – wetland sediments?  

That question is driving a new $1 million, three-year grant awarded to a Georgia Institute of Technology interdisciplinary research team of geochemistry, biology and applied mechanics experts.

The award is part of the Department of Energy’s $7.7 million funding of 11 studies to improve the understanding of Earth system predictability and the Department’s Energy Exascale Earth System Model, a state-of the-science climate model. The researchers intend to develop a new scalable model that can analyze and ultimately predict where and when sediment disruptions are most likely to occur. 

Wetlands – Where Water and Land Meet

Found at the boundary between land and water, wetlands function as natural sponges that trap, cleanse, and slowly release surface water – they also serve as a natural climate change buffer, since they act as carbon “sinks,” storing vast amounts of carbon and methane in the ground. Swamps, marshes, and bogs are all examples of wetlands. What isn’t known is if wetlands that become damaged or degraded from excess water will still absorb carbon at the same level.  

By better understanding how wetlands work, Georgia Tech hopes to shed light on how wetlands will function with more frequent and more intense rainstorms.   

“A lot of work has been done in polar regions where there has been melting because of global warming, which has been shown to release a lot of methane. That’s the main motivation behind the work we’re going to do,” said the project’s principal investigator, Martial Taillefert, a geochemist and professor in the School of Earth and Atmospheric Sciences. 

As water levels rise, below ground oxygen is consumed very quickly, he explained. Then microbial processes take over, leading to methane forming as well as carbon dioxide, that can escape to the atmosphere.

In this project Taillefert will characterize the physical and chemical processes taking place in a wetland, mainly using electrochemical sensors deployed at different locations in the wetland. Taillefert will be able to follow the chemical response to microbial processes and study how perturbations of the water cycle affect the release of greenhouse gases. This data will then be used to fine tune the models that will predict greenhouse gas emissions.

Micro to Macro Scale
Initial studies will involve samples on the scale of a few grains of soil, but the researchers hope to eventually run simulations on the scale of a riverbed or watershed (where surface water drains into a common stream channel or other body of water).

“The goal is twofold – first, to satisfy our scientific curiosity and understand how those microbial processes can actually change the level of oxygen and trigger greenhouse gas emissions, and second, to develop a model that can predict what processes will be in the next cycle to better prepare and perhaps reduce carbon emissions in some cases,” said project collaborator Chloé Arson, associate professor of Geosystems Engineering in the School of Civil and Environmental Engineering. 

While Taillefert focuses on the chemistry component and Arson on the mathematical modeling, collaborator Thomas DiChristina serves as the microbe expert.

“My lab looks at what kind of hidden microbial processes are going on that we can't detect with the sensors because the methane is getting recycled so fast in the ground,” said DiChristina, professor in the School of Biological Sciences. 

DiChristina will be looking at multiple gene expressions without having to grow the bacteria in a laboratory. 

“Genomics allows you to deduce expression of metabolic potential. For example, which gene is producing methane, and which gene is inhibiting methane production,” he said.

Since methane won’t release into the atmosphere unless a certain condition occurs, the model will enable researchers to predict under what conditions methane would pour out of the sediments versus being retained and recycled, DiChristina explained.

The calculations that predict how much methane and carbon dioxide go into the atmosphere depend on an accurate description of what's happening in the subsurface -- in the sediment and in groundwater, Taillefert added. 

“We cannot yet quantify that really well. We think using our approach will enable us to get more data and a better understanding of how the process works and translate that knowledge into the models,” he said.

Taillefert and DiChristina have been working on improving Georgia Tech’s models for predicting these processes for over three decades.  With this latest award, they hope to better understand and model the processes of oxidation and reduction that change the microstructure of sediments during cycles of flood.

New Research Thrust – AI and Machine Learning  

Arson is most interested in predicting the changes in the size, shape, and arrangement of the grains of soil to understand how the porous space between the grains is affected by bio-chemical reactions. 

“Understanding the evolution of the porous space will help predict transport properties within the sediments, and the expected emissions of greenhouse gases,” said Arson. 

An expert in applied mechanics, she will use AI to build a model that can single out dominant reactions within the soil microstructure and disregard those that have minimal impact. Such insight will help simplify the model and allow it to more quickly correlate certain criteria that leads to spikes in greenhouse gases. 

“If you have a predictive model that actually attempts to explain the processes, as well as predicting them, then you have a more versatile approach that can be transferred to many other sites or environments,” she said. “I also could envision using this model and the machine learning algorithm to map locations where you expect higher emissions, and identify sites as risky, moderately risky or safe.”

Georgia Tech is partnering with two Department of Energy (DOE) national laboratories: Savannah River National Laboratory (SRNL) in Aiken, SC, and Argonne National Laboratory in Chicago, IL.

“Georgia Tech has a unique capability here that we don't have, and that capability is this combination of using state-of-the-art genomics capabilities, along with state-of-the-art electrochemistry, two attributes that Georgia Tech is internationally known for,” said Daniel Kaplan, senior research fellow with SRNL, which will serve as the study site.

Kaplan noted that Georgia Tech’s research fits perfectly with the DOE’s goal to better understand how wetlands function, enabling scientists to better understand their role in controlling water quality.

“Wetlands do a great job of cleaning out all the impurities and getting rid of a lot of the contaminants to clean the water up as it moves through a watershed,” said Kaplan. 

Atomic-scale Analysis  

Argonne National Laboratory plans to take Georgia Tech’s sediment samples and examine them at the atomic scale of individual atoms and electrons using the Advanced Photon Source (APS), a football-field-sized synchrotron that produces x-rays 10 billion times clearer than what is produced at a doctor’s office.

“The fundamental reactions that are controlling the quality of the water happen at the microorganism or nano scale,” said Kenneth Kemner, senior physicist and group leader of the Molecular Environmental Science Group at the Argonne National Lab. “By bringing all the different ways of looking at wetlands together, we'll actually have a much deeper understanding of how they function.”

From one of several x-ray ports operated 24x7, the APS can capture images of single microorganisms about 100 times smaller than the diameter of the human hair. In fact, when the APS first came online, it successfully analyzed hair strands of Ludwig van Beethoven, with the analysis deducing that the great German composer suffered from lead poisoning.

Kemner acknowledged that Georgia Tech brings unique capabilities to the wetlands research effort. He explained that answering the hard questions such as those posed by climate change will require this transdisciplinary and integrated problem-solving approach. 

Additional unfunded collaborators for this study include Christa Pennacchio, PMO Lead with the Joint Genome Institute (JGI) at the Lawrence Berkeley National Laboratory (JGI), and Stephen Callister, scientist with the Environmental Molecular Sciences Laboratory (EMSL), a U.S. DOE national scientific user facility managed by Pacific Northwest National Laboratory.