FOSS Soils, Rocks, and Landforms Module Glossary NGSS Edition © 2019
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Lecture 13: Earth Materials
Earth Materials Lecture 13 Earth Materials GNH7/GG09/GEOL4002 EARTHQUAKE SEISMOLOGY AND EARTHQUAKE HAZARD Hooke’s law of elasticity Force Extension = E × Area Length Hooke’s law σn = E εn where E is material constant, the Young’s Modulus Units are force/area – N/m2 or Pa Robert Hooke (1635-1703) was a virtuoso scientist contributing to geology, σ = C ε palaeontology, biology as well as mechanics ij ijkl kl ß Constitutive equations These are relationships between forces and deformation in a continuum, which define the material behaviour. GNH7/GG09/GEOL4002 EARTHQUAKE SEISMOLOGY AND EARTHQUAKE HAZARD Shear modulus and bulk modulus Young’s or stiffness modulus: σ n = Eε n Shear or rigidity modulus: σ S = Gε S = µε s Bulk modulus (1/compressibility): Mt Shasta andesite − P = Kεv Can write the bulk modulus in terms of the Lamé parameters λ, µ: K = λ + 2µ/3 and write Hooke’s law as: σ = (λ +2µ) ε GNH7/GG09/GEOL4002 EARTHQUAKE SEISMOLOGY AND EARTHQUAKE HAZARD Young’s Modulus or stiffness modulus Young’s Modulus or stiffness modulus: σ n = Eε n Interatomic force Interatomic distance GNH7/GG09/GEOL4002 EARTHQUAKE SEISMOLOGY AND EARTHQUAKE HAZARD Shear Modulus or rigidity modulus Shear modulus or stiffness modulus: σ s = Gε s Interatomic force Interatomic distance GNH7/GG09/GEOL4002 EARTHQUAKE SEISMOLOGY AND EARTHQUAKE HAZARD Hooke’s Law σij and εkl are second-rank tensors so Cijkl is a fourth-rank tensor. For a general, anisotropic material there are 21 independent elastic moduli. In the isotropic case this tensor reduces to just two independent elastic constants, λ and µ. -
Earth Materials Summary
GRADES 3–4 OVERVIEW EARTH MATERIALS GOALS The Earth Materials Module consists of four sequential investigations dealing with observable characteristics of solid materials from the earth—rocks and minerals. The focus is on taking materials apart to ○○○○○ find what they are made of and putting materials together to better ○○○○○○○○○○○ understand their properties. The module introduces fundamental OVERVIEW CONTENTS concepts in earth science and takes advantage of the students’ Goals 1 intrinsic interest in the subject matter and in the physical world FOSS and National Science around them. Education Standards 2 FOSS EXPECTS STUDENTS TO Science Background 3 • Develop an interest in earth materials. Working in Collaborative • Gain experiences with rocks and minerals. Groups 8 • Understand the process of taking apart and putting together Encouraging Discourse 9 to find out about materials. Guiding FOSS Investigations 10 • Use measuring tools to gather data about rocks. Assessing Progress 11 • Collect and organize data about rocks. Integrating the Curriculum 12 • Observe, describe, and record properties of minerals. FOSS for All Students 13 •Organize minerals on the basis of the property of hardness. The FOSS Teacher Guide • Investigate the effect of vinegar (acid) on a specific mineral, Organization 14 calcite. The FOSS Investigation Folio • Use evaporation to investigate rock composition. Organization 15 • Learn that rocks are composed of minerals and that minerals Scheduling the Earth cannot be physically separated into other materials. Materials Module 16 • Compare their activities to the work of a geologist. Safety in the Classroom 17 • Acquire vocabulary used in earth science. Earth Materials Module • Exercise language and math skills in the context of science. -
Earth Materials
Grade 4 Science, Quarter 1, Unit 1 Earth Materials Overview Number of instructional days: 10 (1 day = 45 minutes) Content to be learned Science processes to be integrated • Identify the four basic materials of the earth • Use physical properties to describe, compare, (water, soil, rocks, air). and sort objects. • Describe, compare, and sort rocks, soils, and • Make, record, and analyze observations and minerals by similar and different physical data. properties. • Cite evidence to support classification of • Record and analyze observations/data about objects. physical properties. • Identify and determine the uses of materials • Cite evidence to support why rocks, soils, or based on their physical properties. minerals are or are not classified together. • Support explanations using observations and • Determine and support explanations of the uses data. of earth materials. Essential questions • In what ways can we identify, describe, sort, • How can we use earth materials? and classify earth materials? Bristol-Warren, Little Compton, Portsmouth, Tiverton Public Schools, C-1 in collaboration with the Charles A. Dana Center at the University of Texas at Austin Grade 4 Science, Quarter 1, Unit 1 Earth Materials (10 days) Written Curriculum Grade-Span Expectations ESS1 - The earth and earth materials as we know them today have developed over long periods of time, through continual change processes. ESS1 (K-4) INQ –1 Given certain earth materials (soils, rocks or minerals) use physical properties to sort, classify, and describe them. ESS1 (3-4) –1 Students demonstrate an understanding of earth materials by … 1d identifying the four basic materials of the earth (water, soil, rocks, air). 1a describing, comparing, and sorting rocks, soils, and minerals by similar or different physical properties (e.g., size, shape, color, texture, smell, weight, temperature, hardness, composition). -
The Autogenic Landform Change in a Fluvial-Aeolian Interacting Field
Fifth Intl Planetary Dunes Workshop 2017 (LPI Contrib. No. 1961) 3001.pdf IN DYNAMIC EQUILIBRIUM: THE AUTOGENIC LANDFORM CHANGE IN A FLUVIAL-AEOLIAN INTERACTING FIELD. B. Liu 1 and T. Coulthard 2, 1 College of the Environment and Ecology, Xiamen Univer- sity, Xiamen, Xiang’an South Road, 361102 China, [email protected], 2 School of Environmental Sciences, University of Hull, Cottingham Road, HU6 7SR United Kingdom, [email protected]. Aeolian and fluvial systems are usually studied in- doubtedly due to the influence of climatic change, tec- dependently which leaves many questions unresolved tonics or even human activities. Nevertheless, this as- in terms of how they interact. When sand dunes and sumption could has prevented researchers from consid- rivers coincide with each other, the interaction of sedi- ering that large scale of landform instability may be ment transport fluxes between the two systems may inherent and driven by internal forces in the system in lead to change in either or both systems therefore can dynamic equilibrium. Hence, a sudden landscape significantly change surface morphology. An inventory change may be inherent in the normal development of a is presented from 230 globally distributed study sites fluvial-aeolian interacting field and that a change in an from locations where fluvial and aeolian systems inter- external variable is not always required for a signifi- act with each other. At each location key attributes, cant geomorphic event to occur but depends on the wind/river direction, net sand transport direction, dune system intrinsic geomorphic threshold. If this geo- morphology, river channel pattern were identified and morphic threshold condition can be identified, not only relationships between each factors were analyzed. -
Part 629 – Glossary of Landform and Geologic Terms
Title 430 – National Soil Survey Handbook Part 629 – Glossary of Landform and Geologic Terms Subpart A – General Information 629.0 Definition and Purpose This glossary provides the NCSS soil survey program, soil scientists, and natural resource specialists with landform, geologic, and related terms and their definitions to— (1) Improve soil landscape description with a standard, single source landform and geologic glossary. (2) Enhance geomorphic content and clarity of soil map unit descriptions by use of accurate, defined terms. (3) Establish consistent geomorphic term usage in soil science and the National Cooperative Soil Survey (NCSS). (4) Provide standard geomorphic definitions for databases and soil survey technical publications. (5) Train soil scientists and related professionals in soils as landscape and geomorphic entities. 629.1 Responsibilities This glossary serves as the official NCSS reference for landform, geologic, and related terms. The staff of the National Soil Survey Center, located in Lincoln, NE, is responsible for maintaining and updating this glossary. Soil Science Division staff and NCSS participants are encouraged to propose additions and changes to the glossary for use in pedon descriptions, soil map unit descriptions, and soil survey publications. The Glossary of Geology (GG, 2005) serves as a major source for many glossary terms. The American Geologic Institute (AGI) granted the USDA Natural Resources Conservation Service (formerly the Soil Conservation Service) permission (in letters dated September 11, 1985, and September 22, 1993) to use existing definitions. Sources of, and modifications to, original definitions are explained immediately below. 629.2 Definitions A. Reference Codes Sources from which definitions were taken, whole or in part, are identified by a code (e.g., GG) following each definition. -
Landform Geography (4 Credit Hours) Course Description: Hydrolo
GEOGRAPHY 201 LANDFORM GEOGRAPHY BULLETIN INFORMATION GEOG 201 - Landform Geography (4 credit hours) Course Description: Hydrology, soil science, and interpretation of physical features formed by water, wind, and ice, with emphasis on environmental change Note: Three hours of lecture and one two-hour laboratory per week. Instructor Contact Information: SAMPLE COURSE OVERVIEW This course is an introduction to landforms; that is, the physical features on the Earth's surface such as valleys, hill-slopes, beaches, sand dunes, and stream channels. Students will learn, from the study of landforms, of past environmental conditions, how they have changed, and the processes involved, including human actions and natural agents. Students also will learn about soils, hydrology, and processes of landform creation by water, wind, ice, and gravity. ITEMIZED LEARNING OUTCOMES Upon successful completion of Geography 201 students will be able to: 1. Explain scientific methods and terminology including hypothesis formulation and testing, experimental design, the method of multiple working hypotheses, and opposite concepts such as inductive vs. deductive reasoning and empirical vs. theoretical methods. 2. Interpret topographic maps and geospatial data such as remote sensing and Geographic Information Systems (GIS). 3. Collect and analyze laboratory and field measurement data to describe Earth materials, soil properties, sediment grain-size distributions, and landform features. 4. Evaluate the merits of various theories of landscape change, such as catastrophism, uniformitarianism, and neo-catastrophism, and to explain how landforms are created and change over various time scales. 5. Comprehend the environmental history of Earth’s surface from the recent geologic past to present with an emphasis on Quaternary processes and changes (the Quaternary is the current geological period that began ~2 million years ago), and interactions between climate, humans, and environmental response during and after the Neolithic period of human culture. -
Geomorphic Processes
CHAPTER GEOMORPHIC PROCESSES fter learning about how the earth was forces continuously elevate or build up parts born, how it evolved its crust and other of the earth’s surface and hence the exogenic Ainner layers, how its crustal plates processes fail to even out the relief variations moved and are moving, and other information of the surface of the earth. So, variations remain on earthquakes, the forms of volcanism and as long as the opposing actions of exogenic and about the rocks and minerals the crust is endogenic forces continue. In general terms, composed of, it is time to know in detail about the endogenic forces are mainly land building the surface of the earth on which we live. Let forces and the exogenic processes are mainly us start with this question. land wearing forces. The surface of the earth is sensitive. Humans depend on it for their Why is the surface of the earth uneven? sustenance and have been using it extensively and intensively. So, it is essential to understand The earth’s crust is dynamic. You are well its nature in order to use it effectively without aware that it has moved and moves vertically disturbing its balance and diminishing its and horizontally. Of course, it moved a bit faster potential for the future. Almost all organisms in the past than the rate at which it is moving contribute to sustain the earth’s environment. now. The differences in the internal forces However, humans have caused extensive operating from within the earth which built up damage to the environment through over use the crust have been responsible for the of resources. -
Chapter 2 the Solid Materials of the Earth's Surface
CHAPTER 2 THE SOLID MATERIALS OF THE EARTH’S SURFACE 1. INTRODUCTION 1.1 To a great extent in this course, we will be dealing with processes that act on the solid materials at and near the Earth’s surface. This chapter might better be called “the ground beneath your feet”. This is the place to deal with the nature of the Earth’s surface materials, which in later sections of the chapter I will be calling regolith, sediment, and soil. 1.2 I purposely did not specify any previous knowledge of geology as a prerequisite for this course, so it is important, here in the first part of this chapter, for me to provide you with some background on Earth materials. 1.3 We will be dealing almost exclusively with the Earth’s continental surfaces. There are profound geological differences between the continents and the ocean basins, in terms of origin, age, history, and composition. Here I’ll present, very briefly, some basic things about geology. (For more depth on such matters you would need to take a course like “The Earth: What It Is, How It Works”, given in the Harvard Extension program in the fall semester of 2005– 2006 and likely to be offered again in the not-too-distant future.) 1.4 In a gross sense, the Earth is a layered body (Figure 2-1). To a first approximation, it consists of concentric shells: the core, the mantle, and the crust. Figure 2-1: Schematic cross section through the Earth. 73 The core: The core consists mostly of iron, alloyed with a small percentage of certain other chemical elements. -
Glacial Processes and Landforms-Transport and Deposition
Glacial Processes and Landforms—Transport and Deposition☆ John Menziesa and Martin Rossb, aDepartment of Earth Sciences, Brock University, St. Catharines, ON, Canada; bDepartment of Earth and Environmental Sciences, University of Waterloo, Waterloo, ON, Canada © 2020 Elsevier Inc. All rights reserved. 1 Introduction 2 2 Towards deposition—Sediment transport 4 3 Sediment deposition 5 3.1 Landforms/bedforms directly attributable to active/passive ice activity 6 3.1.1 Drumlins 6 3.1.2 Flutes moraines and mega scale glacial lineations (MSGLs) 8 3.1.3 Ribbed (Rogen) moraines 10 3.1.4 Marginal moraines 11 3.2 Landforms/bedforms indirectly attributable to active/passive ice activity 12 3.2.1 Esker systems and meltwater corridors 12 3.2.2 Kames and kame terraces 15 3.2.3 Outwash fans and deltas 15 3.2.4 Till deltas/tongues and grounding lines 15 Future perspectives 16 References 16 Glossary De Geer moraine Named after Swedish geologist G.J. De Geer (1858–1943), these moraines are low amplitude ridges that developed subaqueously by a combination of sediment deposition and squeezing and pushing of sediment along the grounding-line of a water-terminating ice margin. They typically occur as a series of closely-spaced ridges presumably recording annual retreat-push cycles under limited sediment supply. Equifinality A term used to convey the fact that many landforms or bedforms, although of different origins and with differing sediment contents, may end up looking remarkably similar in the final form. Equilibrium line It is the altitude on an ice mass that marks the point below which all previous year’s snow has melted. -
Landforms and Their Evolution
CHAPTER LANDFORMS AND THEIR EVOLUTION fter weathering processes have had a part of the earth’s surface from one landform their actions on the earth materials into another or transformation of individual Amaking up the surface of the earth, the landforms after they are once formed. That geomorphic agents like running water, ground means, each and every landform has a history water, wind, glaciers, waves perform erosion. of development and changes through time. A It is already known to you that erosion causes landmass passes through stages of development changes on the surface of the earth. Deposition somewhat comparable to the stages of life — follows erosion and because of deposition too, youth, mature and old age. changes occur on the surface of the earth. As this chapter deals with landforms and What are the two important aspects of their evolution ‘first’ start with the question, the evolution of landforms? what is a landform? In simple words, small to medium tracts or parcels of the earth’s surface are called landforms. RUNNING WATER In humid regions, which receive heavy rainfall If landform is a small to medium sized running water is considered the most important part of the surface of the earth, what is a of the geomorphic agents in bringing about landscape? the degradation of the land surface. There are two components of running water. One is Several related landforms together make overland flow on general land surface as a up landscapes, (large tracts of earth’s surface). sheet. Another is linear flow as streams and Each landform has its own physical shape, size, materials and is a result of the action of rivers in valleys. -
Hogback Is Ridge Formed by Near- Vertical, Resistant Sedimentary Rock
Chapter 16 Landscape Evolution: Geomorphology Topography is a Balance Between Erosion and Tectonic Uplift 1 Topography is a Balance Between Erosion and Tectonic Uplift 2 Relief • The relief in an area is the maximum difference between the highest and lowest elevation. – We have about 7000 feet of relief between Boulder and the Continental divide. Relief 3 Mountains and Valleys • A mountain is a large mass of rock that projects above surrounding terrain. • A mountain range is a continuous area of high elevation and high relief. • A valley is an area of low relief typically formed by and drained by a single stream. • A basin is a large low-lying area of low relief. In arid areas basins commonly have closed topography (no river outlet to the sea). Mountains • Typically occur in ranges. • Glaciated forms –Horn –Arête • Desert Mountains – Vertical Cliffs – Alluvial Fans 4 Mountain Landforms: Horn Deserts: Vertical Cliffs and Alluvial Fans 5 Valleys and Basins • River Valleys – U-shape (Glacial) – V-shape (Active Water erosion) – Flat-floored (depositional flood plain) • Tectonic (Fault) Valleys (Basins) – Tectonic origin – San Luis Valley – Jackson Hole – Great Basin U-shaped Valley: Glacial Erosion 6 V-shaped Valley: Active water erosion Flat-floored Valley: Depositional Flood Plain 7 Desert and Semi-arid Landforms • A plateau is a broad area of uplift with relatively little internal relief. • A mesa is a small (<10 km2)plateau bounded by cliffs, commonly in an area of flat-lying sedimentary rocks. • A butte is a small (<1000m2) hill bounded by cliffs Plateau, Mesa, Butte 8 Colorado National Monument Canyonlands 9 Desert and Semi-arid Landforms • A cuesta is an asymmetric ridge in dipping sedimentary rocks as the Flatirons. -
Plate Tectonics and the Cycling of Earth Materials
Plate Tectonics and the cycling of Earth materials Plate tectonics drives the rock cycle: the movement of rocks (and the minerals that comprise them, and the chemical elements that comprise them) from one reservoir to another Arrows are pathways, or fluxes, the I,M.S rocks are processes that “reservoirs” - places move material from one reservoir where material is temporarily stored to another We need to be able to identify these three types of rocks. Why? They convey information about the geologic history of a region. What types of environments are characterized by the processes that produce igneous rocks? What types of environments are preserved by the accumulation of sediment? What types of environments are characterized by the tremendous heat and pressure that produces metamorphic rocks? How the rock cycle integrates into plate tectonics. In order to understand the concept that plate tectonics drives the rock cycle, we need to understand what the theory of plate tectonics says about how the earth works The major plates in today’s Earth (there have been different plates in the Earth’s past!) What is a “plate”? The “plate” of plate tectonics is short for “lithospheric plate” - - the outermost shell of the Earth that behaves as a rigid substance. What does it mean to behave as a rigid substance? The lithosphere is ~150 km thick. It consists of the crust + the uppermost mantle. Below the lithosphere the asthenosphere behaves as a ductile layer: one that flows when stressed It means that when the substance undergoes stress, it breaks (a non-rigid, or ductile, substance flows when stressed; for example, ice flows; what we call a glacier) Since the plates are rigid, brittle 150km thick slabs of the earth, there is a lot of “action”at the edges where they abut other plates We recognize 3 types of plate boundaries, or edges.