gel 111 intro ppt

Welcome to Geology 111

● Why are we here?● A few ground rules…● Resources for success in Geology 111 ●Stuff about me ● Course exams & grading.● Overarching goals for this course● Prelude: What is Geology?

Today: Course Overview

Top Five Reasons: ●You absolutely LOVE geology

●You need a science credit to graduate & think geology is easier than physics &/or need it NOW to graduate (I feel your pain)

●Just curious, it seemed like it might be cool

●You have absolutely no idea●You may actually need this stuff for your job/career??W

HY Y

OU A

RE H

ERE?

● Read the textbook

- Assigned chapters, see Blackboard for weekly assignments

● Attend lectures

- Hear topical overviews & ask questions

- Do in-class assignments and complete all labs and HW

- Exams - will be given after each

● In-class exercises and homework assignments

- Exercises each class.

- Lab reports - typed using Google Docs

GROU

ND R

ULES

While in lecture, please DO NOT:

➢ Forget to turn off cell phones

➢ Talk and have conversations

➢ Sleep uncontrollably, endangering yourself and others

➢ Break JCC rules/laws (e.g. Don’t cheat, smoke, chew tobacco, etc.)

Required by all students:GR

OUND

RUL

ES

Required by all students:While in the lecture, please DO:

➢ Ask questions when anything is not clear

➢ Engage in the discussions

➢ Fully participate in class exercises

➢Geology is great! Have fun with it!

GROU

ND R

ULES

Class Expectations • No cell phones, ipods,

or other electronic communication devices during the instructional class period.

• To save everyone the embarrassment of getting called out……turn your phone OFF – do NOT leave it on vibrate……!

• We will take a 10 minute break ½ way through the class - if I forget…..please scream, yell and/or do cartwheels.

• Don’t be late to class or from breaks – please…..

Resources for Success:• YOU and YOUR attitude!

•Blackboard, textbook…...and the Syllabus!• Teacher – Ms. Lori Zimmerman

–Stuff about me….

MINDSHIFT

Exam

inat

ions

There will be 8 examinations given during the semester. The final exam is given on exam day for the day class and on the final class night for the night class. These examinations will cover all material presented (reading assignments, lecture material, films, etc.). The format may include multiple choice, fill in the blank, matching, short answer, short essay, identification and construction of pertinent diagrams, and identification of various geological sample material/specimens. THERE WILL BE NO MAKEUP EXAMS. A score of 0 will be assigned for missed exams and are averaged in with other grades. The final exam is mandatory. Missing the final exam will result in a failing grade (F) for the course.

GradingThere will be 8 tests during the semester. Lab grades will be averaged as one test grade. This will result in 9 grades to be averaged for your final grade. Attendance and class participation will be used to influence your final grade. There will be NO extra credit assignments.

Grading Scale: A (90-100)B (80-89)C (70-79)D (60-69)F (below 60)

I will make every effort to return tests within two class meetings and written assignments within two weeks.

It’s Up to You…..I don’t “GIVE” grades….you EARN

them

• Pay attention• Be engaged• Be Responsible• Complete ALL

work

GOALSMine - Get you to think about Earth in a new and responsible way.

Knowledge of Earth and the processes that shape it will hopefully make you better stewards of the resources we take for granted.

GoalsYours??Pass - barelyPass - YESPass - with flying colorsHave fun and learn some cool stuff

GOAL

S FO

R GE

L 11

1● JCC Course catalog says:

●This course introduces landforms and basic geological processes. Topics include rocks, minerals, volcanoes, fluvial processes, geological history, plate tectonics, glaciers, and coastal dynamics. Upon completion, students should be able to describe basic geological processes that shape the earth. This course has been approved to satisfy the Comprehensive Articulation Agreement general education co-requirement in natural sciences/mathematics.

● To develop critical thinking skills & a basic understanding of how the science works

● Become familiar with some of the observational methods, reasoning processes and analytical tools used by geologists to understand the Earth and its history● Learn the basic scientific concepts and principles- essentially the current paradigm for how the Earth and its systems interact to produce what we see.

● But also, we have these goals:GO

ALS

FOR

GEL1

11

You will be learning a new language!

❖Geology is a broad, interdisciplinary science with a rich vocabulary. The terminology we will use throughout this course will require that you learn a new language.

❖We will all work together to find ways to become familiar with this vocabulary and the ideas it is designed to convey. But more is needed than simply memorizing terms. You also need to develop an understanding of the conceptual framework that the terminology is a part of, and how the words and concepts relate to each other.

GOAL

S FO

R GE

L111

● Enrich your understanding of the planet we depend upon for our survival.

● Broaden your perspective of the relationship between humans & their environment.

● Become as more responsible citizen and make smart investments in your future, and the future of your children.

● Maybe you will decide to become one of the true, the proud and the brave and go on to major in geology!

Application of this new knowledge:GO

ALS

FOR

GEL1

11

Lecture style designed to address the fact that different people learn differently:● Seeing/visual learning

● Reading the written word

● Hearing about it

● Engaging through personal inquiry and discovery

● Connecting what we learn in the classroom to what is out there!

GOAL

S FO

R GE

L111

What methods will we need to succeed in geology?● An innate curiosity and willingness to ask questions

● Good observational skills to recognize basic patterns and spatial relationships

● A systematic approach to documenting, analyzing, and predicting observations

● An ability to visualize in 3-dimensional space, while integrating the 4th dimension, time.

● Willingness to learn and apply basic scientific principles from other sciences (physics, chemistry, math)

GEOL

OGY

111

TOOL

S

Time…

Geology deals with complex historical systems that have evolved and changed over time.

Time is thus a fundamental variable in geology.

Coupled processes, operating over time produce all that we see.

Nature of scientific inquiryBasic Concepts:● Scientific method●Observation● Hypothesis● Test● Scientific “certainty”● Paradigms and the nature of scientific revolutions● Theory

Chapter 1

Nature of scientific inquiry

Science is based on:

assumption that the natural world behaves in a consistent & predictable mannerGoals of science:

understand underlying patterns in nature (from careful observations/measurements) form hypotheses that lead to predictions

Nature of scientific inquiry

Scientific method

gathering information through careful observation to formulate hypotheses and theories

note: involves insight and creativity to break freefrom conditioned accepted views

Nature of scientific inquiry

Four basic steps:

1) collect the facts (observation/measurement)

2) develop hypothesis (one or more)

3) test hypothesis

4) accept/modify/reject

Nature of scientific inquiry

Theory

- well-tested/widely accepted hypothesis that“acceptably” predicts observed facts.

- also: explains additional observations not used

originally to form theory - predictive power

- still testable and subject to disproof!

A Prelude:

And just what is Geology?

01.08.a1

Earth’s Place in the Solar System

Mercury

SunVenus

EarthandMoon

Mars

Asteroids

Jupiter

Saturn

Uranus

Neptune

Other objects

Orbit of planets: nearly circular

Size and proximity of objects are not to scale!

Prelude: Earth Systems

● Atmosphere - Air

● Hydrosphere - Water

● Cryosphere – Ice

● Lithosphere - Solid Earth

● Biosphere

01.00.a1

The Nature of Geology

Observe this view of North America and the surrounding ocean floor. What features do you notice?

01.01.c1

What Controls the Distribution of Resources?

Observe the locations of iron mines (blue) versus copper mines (orange)

Iron mines in very old rocks: record change in Earth’s early atmosphere

Copper mines much younger: related to mountain building in West

01.02.b1

Observe this scene and note any questions you have about what is here and possible events in the past and in the future

Upper brown cliff

Blocks perched on cliff

Cliff exposing tan, brown, and yellowish layers

01.02.c

Evidence of Past Global Climate Change

Note how the extent of glaciers and ice sheets has changed since 28,000 years ago. What are some possible factors that could have caused this change?

28,000 Years Ago Present

Atmosphere

● Protection from Sun’s heat & UV rays

● Weather: due to exchange of energy • between Earth’s surface & atmosph.• between atmosph. & outer space

● Strongly interacts w/ surface

Blanket of gases surrounding the Earth

Hydrosphere

● Oceans (most prominent)● 71% of surface of Earth● 97% of all water is located in the oceans

● Streams, lakes, glaciers, underground water (3% of all water available)

● Atmosphere

Water portion of Earth

Cryosphere

● Glaciers

● Permafrost and ground ice

● Polar ice caps

● Frozen polar seas

Icy portion of Earth’s crust

Biosphere

● Earth’s surface and subsurface to depths of a few kilometers

● Life occupies an extreme range of environments

● Life strongly interacts with the atmosphere, the hydrosphere and the solid earth (these interactions are called ecology!)

Earth’s Ecosystems

01.03.a

What Is Inside Earth?

Thickest layer: mantle

Upper layer is crust (two types): continental oceanic

Deepest layer: iron-nickel core (molten outer core; solid inner core)

Draw and label a sketch showing the crust, mantle, and core

01.03.b1

Some Layers Are Stronger than OthersOceanic crust

Continental crust

Uppermost mantle

Lithosphere (stronger)

Asthenosphere (weaker)

Asthenosphere: hot and weak; mostly solid

Draw and label a sketch showing the lithosphere and the asthenosphere

01.03.t1

Observe the relationship between the height of each block and its thickness relative to other blocks

Dense materials (like a more dense wood) are lower

Thick blocks higher than thin blocks

Relationship between crustal thickness and elevation: isostasy

Why Are Some Regions HigherIn Elevation than Others?

Copyright © McGraw-Hill Education.  All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education

INVESTIGATING GEOLOGIC QUESTIONS

CHAPTER 2

Created by: L.Zimmerman

Testing your powers of observation:

1. Use only your sense of sight to make observations to determine:

A. Which of the two center circles is largest or smallest.

Created by: L.Zimmerman

Do you see a young woman or an old woman?

Do you see the liar in this picture?

Created by: L.Zimmerman

http

://w

ww

.mon

mou

th.c

om/~

cath

ygrim

/mys

tery

.htm • You will be showed a picture

• You have one (1) minute to look at the picture.

• Do this without talking to others.

• List at least four (4) observations!

M. d’Alessio, 2004

Mur

der M

yste

ry

Gra

nd C

anyo

n, A

rizon

a, C

opyr

ight

Lar

ry F

ello

ws

http

://w

ww

.ear

thsc

ienc

ewor

ld.o

rg/im

ageb

ank/

sear

ch/re

sults

.htm

l?Im

ageI

D=h

mw

nq6

Originally Horizontal

OLDER

YOUNGERTiming

Layers on top of layers

Watching Layers Form

Larry Ridenhour, BLM/Jennifer Loomis, TERChttp://www.classzone.com/books/earth_science/terc/content/investigations/es2903/es2903page03.cfm

es2903_p03_deposition.swf

Tilted Layers

USGS/Jennifer Loomis, TERCTilted limestone beds in the Mojave Desert, Californiahttp://www.classzone.com/books/earth_science/terc/content/investigations/es2903/es2903page04.cfm.

Watching Layers Tilt

Unco

nfor

mity

Unconformity

Olympic Coast, Washington: 4th Beach near KalalochCopyright Patti Bleifusshttp://patti.tensegrity.net/album/hoh/images/unconformity.jpg

FoldFold

Marin Headlands, California -- Image from Roland Bürgmannhttp://www.seismo.berkeley.edu/~burgmann/EPS116/labs/marin2004/Fold%20-%20John%20R%202.JPG

USGS/Tom Grace, TERCFolded layers in the Sangre de Cristo Range of Colorado.http://www.classzone.com/books/earth_science/terc/content/investigations/es2903/es2903page05.cfm?chapter_no=investigation

Watching Layers Fold

Cross Cutting

Grand Canyon, Arizona -- Copyright Ramón Arrowsmith http://activetectonics.la.asu.edu/ramon/Images/Grand_Canyon/36grandcanyon.tif.jpg

Cross Cutting

MOST RECENT

Wind and Process

Death Valley, CACopyright Marli MillerAGI Image Bank photo ha45z2 Zion, Utah

Copyright Marli MillerAGI Image Bank photo ha45jb

http://www.msnucleus.org/membership/html/jh/earth/sedimentary/lesson5/sedimentary5d.html

PROCESS

ANCIENTPRESENT

“The present is the key to the past.”

James HuttonFamous Geologist

(lived 1726-1797)http://www.physicalgeography.net/fundamentals/10c.html

Created by: L.Zimmerman

Our powers of observation are limited by our senses.

Instruments – can be used to improve or extend our powers of observation. These devices have been invented by people to extend the human senses beyond their normal limits, and thus enable us to make observations that would otherwise be impossible or highly inaccurate.

Created by: L.Zimmerman

Inference An interpretation or a

conclusion (educated guess) based on observations.

They may or may not be true.

M. d’Alessio, 2004

Murder Mystery

02.01.a1

Observe this landscape, noting different types of features (e.g., fractures) and examples of each type of feature

Hill has different parts

Various colors Ledges that reflect layers

Some color looks to be a stain on outside of rock

Fractures

Loose pieces versus solid bedrock

Loose pieces cover reddish rocks in slope

Rounded versus angular corners

02.01.a2

Layers

Fractures

Loose pieces covering slope

Observe this version, where similar features are colored alike

Colors show main rock units

02.01.b1

• Sketch and label the main features on this photograph• Using your powers of observation to describe what you

see• Can you make any inferences??

Examine how this sketch portrays the previous photograph

Does the sketch change the way you look at the photograph? 02.01.b2

02.02.b

Interpreting Evolution of LandscapesObserve these three different models, which show how a landscape changes over time

Mesa Butte Knobs

02.02.c1

Determining Sequences of Events:Position of Layers

Lower layers deposited first

Principle: the youngest layer is on top

Upper layers deposited later

Oldest rock is on the bottom

Mapping

Created by L. Zimmerman

Introduction to Maps

S Maps are an extremely useful tool for many science and non-science disciplines.

S They provide “pictures” of areas/regions/land surfaces!

Types of Maps

Topographic map with elevation contours

Shaded-relief map02.03.a

Types of Maps

Geologic map (types and ages of rocks and features)

Satellite image02.03.a

Review (or new?) Coordinates

Latitude (parallels)

S Describe positions North and South of the equator. Parallels run east to west around the world.

S Parallels are measure in degrees from 0 to 90. Those that are above the equator are labeled North; those below are labeled South.

S Each degree of latitude consists of 60 equal parts called minutes. o Each minute is divided into 60 seconds

S Example: 38o 53’ 51”

Longitude (meridians)

S Describes positions East and West of the Prime Meridian. Meridians run north and south around the world.

S The 0o meridian is called the Prime Meridian and runs directly through Greenwich, England.

S Locations east of Prime Meridian have longitudes between 0 and 180o E. Locations west of the Prime Meridian have longitudes between 0 and 180o W.

S Longitude can also be broken down into minutes and seconds.

Created by L. Zimmerman

Smaller units of Latitude/Longitude

•The Latitude/Longitude grid system can be broken into smaller units of measure called “arc degrees” – there are 60 minutes of arc degrees between 2 lines of latitude/longitude. •This system makes it possible to measure positions more accurately!

Created by L. Zimmerman

North Carolina (and ALL states) is divided into QUADRANTS which are 30’ x 30’

Created by L. Zimmerman

30’ x 30’ are further subdivided into 15 minute and 7.5 minute quadsEACH new quadrangle providing more and more detail with each subdivision

Created by L. Zimmerman

Reading a Map

Legend - list of symbols and their meaningsScale – indicates the relationship (a ratio) between

the distances on the map and the actual distance

02.04.a1

Referring to Differences in TopographyExamine this figure and the different ways you could convey differences in topography from one place to another

Relief: elevation difference between two places

Elevation: height above sea level

Steepness of slope

Features of Topographic Maps

Elevation – height above sea levelSea level – point between the highest and lowest tide

levels (elevation at sea level = 0)Contour lines – used to show elevation and connect all

points on the map with equal elevationContour interval – difference in elevation between one

contour line and the nextRelief – difference in elevation between the highest and

lowest pointsIndex contour – every 5th line is BOLD and its

elevation is labeled

Created by L. Zimmerman

Contour Lines: Connect all points on a map that have the same elevation above sea level.

Topographic Maps

S There are many symbols used on the map. These are explained in the legend.

Topographic Maps

Contour lines spaced close together indicate a steep slope.

Contour lines spaced far apart indicate a gentle slope.

Contour lines that form a closed loop indicate a hill.V-shaped contour lines indicate a valley and the “V”

will point upstream. (Rivers flow DOWNHILL)

Created by L. Zimmerman