Geology 111 – Discovering Planet Earth
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GE OS 1234-101 Historical Geology Lecture Syllabus Instructor
G E OS 1234-101 Historical Geology Lecture Syllabus Instructor: Dr. Jesse Carlucci ([email protected]), (940) 397-4448 Class: MWF, 10am -10:50am, BO 100 Office hours: Bolin Hall 131, MWF, 11am ± 2pm, Tuesday, noon - 2pm. You can arrange to meet with me at any time, by appointment. Textbook: Earth System History by Steven M. Stanley, 3rd edition. I will occasionally post articles and other readings on blackboard. I will also upload Power Point presentations to blackboard before each class, if possible. Course Objectives: Historical Geology provides the student with a comprehensive survey of the history of life, and major events in the physical development of Earth. Most importantly, this class addresses how processes like plate tectonics and climate interact with life, forming an integrated system. The first half of the class focuses on concepts, and the second on a chronologic overview of major biological and physical events in different geologic periods. L E C T UR E SC H E DU L E Aug 27-31: Overview of course; what is science? The Earth as a planet Stanley (pg. 244-247) Sep 5-7: Earth materials, rocks and minerals Stanley (pg. 13-17; 25-34) Sep 10-14: Rocks & minerals continued; plate tectonics. Stanley (pg. 3-12; 35-46; 128-141; 175-186) Sep 17-21: Geological time and dating of the rock record; chemical systems, the climate system through time. Quiz 1 (Sep 19; 5%). Stanley (pg. 187-194; 196-207; 215-223; 232-238) Sep 24-28: Sedimentary environments and life; paleoecology. Stanley (pg. 76-80; 84-96; 99-123) Oct 1-5: Biological evolution and the fossil record. -
Callisto: a Guide to the Origin of the Jupiter System
A PAPER SUBMITTED TO THE DECADAL SURVEY ON PLANETARY SCIENCE AND ASTROBIOLOGY Callisto: A Guide to the Origin of the Jupiter System David E Smith 617-803-3377 Department of Earth, Atmospheric and PLanetary Sciences Massachusetts Institute of Technology, Cambridge MA 02139 [email protected] Co-authors: Francis Nimmo, UCSC, [email protected] Krishan Khurana, UCLA, [email protected] Catherine L. Johnson, PSI, [email protected] Mark Wieczorek, OCA, Fr, [email protected] Maria T. Zuber, MIT, [email protected] Carol Paty, University of Oregon, [email protected] Antonio Genova, Univ Rome, It, [email protected] Erwan Mazarico, NASA GSFC, [email protected] Louise Prockter, LPI, [email protected] Gregory A. Neumann, NASA GSFC Emeritus, [email protected] John E. Connerney, Adnet Systems Inc., [email protected] Edward B. Bierhaus, LMCO, [email protected] Sander J. Goossens, UMBC, [email protected] MichaeL K. Barker, NASA GSFC, [email protected] Peter B. James, Baylor, [email protected] James Head, Brown, [email protected] Jason Soderblom, MIT, [email protected] July 14, 2020 Introduction Among the GaLiLean moons of Jupiter, it is outermost CaLListo that appears to most fulLy preserve the record of its ancient past. With a surface aLmost devoid of signs of internaL geologic activity, and hints from spacecraft data that its interior has an ocean whiLe being only partiaLLy differentiated, CaLListo is the most paradoxicaL of the giant rock-ice worlds. How can a body with such a primordiaL surface harbor an ocean? If the interior was warm enough to form an ocean, how could a mixed rock and ice interior remain stable? What do the striking differences between geologicaLLy unmodified CaLListo and its sibling moon Ganymede teLL us about the formation of the GaLiLean moons and the primordiaL conditions at the time of the formation of CaLListo and the accretion of giant planet systems? The answers can be provided by a CaLListo orbitaL mission. -
GEOLOGY What Can I Do with This Major?
GEOLOGY What can I do with this major? AREAS EMPLOYERS STRATEGIES Some employment areas follow. Many geolo- gists specialize at the graduate level. ENERGY (Oil, Coal, Gas, Other Energy Sources) Stratigraphy Petroleum industry including oil and gas explora- Geologists working in the area of energy use vari- Sedimentology tion, production, storage and waste disposal ous methods to determine where energy sources are Structural Geology facilities accumulated. They may pursue work tasks including Geophysics Coal industry including mining exploration, grade exploration, well site operations and mudlogging. Geochemistry assessment and waste disposal Seek knowledge in engineering to aid communication, Economic Geology Federal government agencies: as geologists often work closely with engineers. Geomorphology National Labs Coursework in geophysics is also advantageous Paleontology Department of Energy for this field. Fossil Energy Bureau of Land Management Gain experience with computer modeling and Global Hydrogeology Geologic Survey Positioning System (GPS). Both are used to State government locate deposits. Consulting firms Many geologists in this area of expertise work with oil Well services and drilling companies and gas and may work in the geographic areas Oil field machinery and supply companies where deposits are found including offshore sites and in overseas oil-producing countries. This industry is subject to fluctuations, so be prepared to work on a contract basis. Develop excellent writing skills to publish reports and to solicit grants from government, industry and private foundations. Obtain leadership experience through campus organi- zations and work experiences for project man- agement positions. (Geology, Page 2) AREAS EMPLOYERS STRATEGIES ENVIRONMENTAL GEOLOGY Sedimentology Federal government agencies: Geologists in this category may focus on studying, Hydrogeology National Labs protecting and reclaiming the environment. -
Dwarf Planet Ceres
Dwarf Planet Ceres drishtiias.com/printpdf/dwarf-planet-ceres Why in News As per the data collected by NASA’s Dawn spacecraft, dwarf planet Ceres reportedly has salty water underground. Dawn (2007-18) was a mission to the two most massive bodies in the main asteroid belt - Vesta and Ceres. Key Points 1/3 Latest Findings: The scientists have given Ceres the status of an “ocean world” as it has a big reservoir of salty water underneath its frigid surface. This has led to an increased interest of scientists that the dwarf planet was maybe habitable or has the potential to be. Ocean Worlds is a term for ‘Water in the Solar System and Beyond’. The salty water originated in a brine reservoir spread hundreds of miles and about 40 km beneath the surface of the Ceres. Further, there is an evidence that Ceres remains geologically active with cryovolcanism - volcanoes oozing icy material. Instead of molten rock, cryovolcanoes or salty-mud volcanoes release frigid, salty water sometimes mixed with mud. Subsurface Oceans on other Celestial Bodies: Jupiter’s moon Europa, Saturn’s moon Enceladus, Neptune’s moon Triton, and the dwarf planet Pluto. This provides scientists a means to understand the history of the solar system. Ceres: It is the largest object in the asteroid belt between Mars and Jupiter. It was the first member of the asteroid belt to be discovered when Giuseppe Piazzi spotted it in 1801. It is the only dwarf planet located in the inner solar system (includes planets Mercury, Venus, Earth and Mars). Scientists classified it as a dwarf planet in 2006. -
Weathering, Erosion, and Susceptibility to Weathering Henri Robert George Kenneth Hack
Weathering, erosion, and susceptibility to weathering Henri Robert George Kenneth Hack To cite this version: Henri Robert George Kenneth Hack. Weathering, erosion, and susceptibility to weathering. Kanji, Milton; He, Manchao; Ribeira e Sousa, Luis. Soft Rock Mechanics and Engineering, Springer Inter- national Publishing, pp.291-333, 2020, 9783030294779. 10.1007/978-3-030-29477-9. hal-03096505 HAL Id: hal-03096505 https://hal.archives-ouvertes.fr/hal-03096505 Submitted on 5 Jan 2021 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. Published in: Hack, H.R.G.K., 2020. Weathering, erosion and susceptibility to weathering. 1 In: Kanji, M., He, M., Ribeira E Sousa, L. (Eds), Soft Rock Mechanics and Engineering, 1 ed, Ch. 11. Springer Nature Switzerland AG, Cham, Switzerland. ISBN: 9783030294779. DOI: 10.1007/978303029477-9_11. pp. 291-333. Weathering, erosion, and susceptibility to weathering H. Robert G.K. Hack Engineering Geology, ESA, Faculty of Geo-Information Science and Earth Observation (ITC), University of Twente Enschede, The Netherlands e-mail: [email protected] phone: +31624505442 Abstract: Soft grounds are often the result of weathering. Weathering is the chemical and physical change in time of ground under influence of atmosphere, hydrosphere, cryosphere, biosphere, and nuclear radiation (temperature, rain, circulating groundwater, vegetation, etc.). -
Geologic Timeline
SCIENCE IN THE PARK: GEOLOGY GEOLOGIC TIME SCALE ANALOGY PURPOSE: To show students the order of events and time periods in geologic time and the order of events and ages of the physiographic provinces in Virginia. BACKGROUND: Exact dates for events change as scientists explore geologic time. Dates vary from resource to resource and may not be the same as the dates that appear in your text book. Analogies for geologic time: a 24 hour clock or a yearly calendar. Have students or groups of students come up with their own original analogy. Before you assign this activity, you may want to try it, depending on the age of the student, level of the class, or time constraints, you may want to leave out the events that have a date of less than 1 million years. ! Review conversions in the metric system before you begin this activity ! References L.S. Fichter, 1991 (1997) http://csmres.jmu.edu/geollab/vageol/vahist/images/Vahistry.PDF http://pubs.usgs.gov/gip/geotime/age.html Wicander, Reed. Historical Geology. Fourth Edition. Toronto, Ontario: Brooks/Cole, 2004. Print. VIRGINIA STANDARDS OF LEARNING ES.10 The student will investigate and understand that many aspects of the history and evolution of the Earth can be inferred by studying rocks and fossils. Key concepts include: relative and absolute dating; rocks and fossils from many different geologic periods and epochs are found in Virginia. Developed by C.P. Anderson Page 1 SCIENCE IN THE PARK: GEOLOGY Building a Geologic Time Scale Time: Materials Meter stick, 5 cm adding machine tape, pencil, colored pencils Procedure 1. -
THE PENNY MOON and QUARTER EARTH School Adapted from a Physics Forum Activity At
~ LPI EDUCATION/PUBLIC OUTREACH SCIENCE ACTIVITIES ~ Ages: 5th grade – high THE PENNY MOON AND QUARTER EARTH school Adapted from a Physics Forum activity at: http://www.phvsicsforums.com/ Duration: 10 minutes OVERVIEW — The students will use a penny and a quarter to model the Moon’s rotation on its axis and Materials: revolution around the Earth, and demonstrate that the Moon keeps the same face toward One penny and one the Earth. quarter per pair of students OBJECTIVE — Overhead projector, or The students will: elmo, or video Demonstrate the motion of the Moon’s rotation and revolution. projector Compare what we would see of the Moon if it did not rotate to what we see when its period of rotation is the same as its orbital period. Projected image of student overhead BEFORE YOU START: Do not introduce this topic along with the reason for lunar phases; students may become confused and assume that the Moon’s rotation is related to its phases. Prepare to show the student overhead projected for the class to see. ACTIVITY — 1. Ask your students to describe which parts of the Moon they see. Does the Moon turn? Can we see its far side? Allow time for your students to discuss this and share their opinions. 2. Hand out the pennies and quarters so that each pair of students has both. Tell the students that they will be creating a model of the Earth and Moon. Which object is Earth? [the quarter] Which one is the Moon? [the penny] 3. Turn on the projected student overhead. -
Download Student Activities Objects from the Area Around Its Orbit, Called Its Orbital Zone; at Amnh.Org/Worlds-Beyond-Earth-Educators
INSIDE Essential Questions Synopsis Missions Come Prepared Checklist Correlation to Standards Connections to Other Halls Glossary ONLINE Student Activities Additional Resources amnh.org/worlds-beyond-earth-educators EssentialEssential Questions Questions What is the solar system? In the 20th century, humans began leaving Earth. NASA’s Our solar system consists of our star—the Sun—and all the Apollo space program was the first to land humans on billions of objects that orbit it. These objects, which are bound another world, carrying 12 human astronauts to the Moon’s to the Sun by gravity, include the eight planets—Mercury, surface. Since then we’ve sent our proxies—robots—on Venus, Earth, Mars, Jupiter, Saturn, Uranus, and Neptune; missions near and far across our solar system. Flyby several dwarf planets, including Ceres and Pluto; hundreds missions allow limited glimpses; orbiters survey surfaces; of moons orbiting the planets and other bodies, including landers get a close-up understanding of their landing Jupiter’s four major moons and Saturn’s seven, and, of course, location; and rovers, like human explorers, set off across the Earth’s own moon, the Moon; thousands of comets; millions surface to see what they can find and analyze. of asteroids; and billions of icy objects beyond Neptune. The solar system is shaped like a gigantic disk with the Sun at The results of these explorations are often surprising. With its center. Everywhere we look throughout the universe we the Moon as our only reference, we expected other worlds see similar disk-shaped systems bound together by gravity. to be cold, dry, dead places, but exploration has revealed Examples include faraway galaxies, planetary systems astonishing variety in our solar system. -
Hypothesis Paper Many Chemistries Could Be Used to Build Living
ASTROBIOLOGY Volume 4, Number 2, 2004 © Mary Ann Liebert, Inc. Hypothesis Paper Many Chemistries Could Be Used to Build Living Systems WILLIAM BAINS ABSTRACT It has been widely suggested that life based around carbon, hydrogen, oxygen, and nitrogen is the only plausible biochemistry, and specifically that terrestrial biochemistry of nucleic acids, proteins, and sugars is likely to be “universal.” This is not an inevitable conclusion from our knowledge of chemistry. I argue that it is the nature of the liquid in which life evolves that defines the most appropriate chemistry. Fluids other than water could be abun- dant on a cosmic scale and could therefore be an environment in which non-terrestrial bio- chemistry could evolve. The chemical nature of these liquids could lead to quite different biochemistries, a hypothesis discussed in the context of the proposed “ammonochemistry” of the internal oceans of the Galilean satellites and a more speculative “silicon biochemistry” in liquid nitrogen. These different chemistries satisfy the thermodynamic drive for life through different mechanisms, and so will have different chemical signatures than terrestrial biochemistry. Key Words: Carbon, hydrogen, oxygen, and nitrogen life—Planetary liquid— Silicon. Astrobiology 4, xxx–xxx. INTRODUCTION ISCUSSIONS of nonterrestrial life generally as- Dsume that the biochemistry of life will be similar to that which we see on Earth. Almost all There is a famous book published about writers assume that carbon is the central element 1912 by Lawrence J. Henderson . in which in any plausible biochemistry, and that its com- Henderson concludes that life necessarily bination with hydrogen, nitrogen, and oxygen is must be based on carbon and water, and the core of any living system. -
Moon-Earth-Sun: the Oldest Three-Body Problem
Moon-Earth-Sun: The oldest three-body problem Martin C. Gutzwiller IBM Research Center, Yorktown Heights, New York 10598 The daily motion of the Moon through the sky has many unusual features that a careful observer can discover without the help of instruments. The three different frequencies for the three degrees of freedom have been known very accurately for 3000 years, and the geometric explanation of the Greek astronomers was basically correct. Whereas Kepler’s laws are sufficient for describing the motion of the planets around the Sun, even the most obvious facts about the lunar motion cannot be understood without the gravitational attraction of both the Earth and the Sun. Newton discussed this problem at great length, and with mixed success; it was the only testing ground for his Universal Gravitation. This background for today’s many-body theory is discussed in some detail because all the guiding principles for our understanding can be traced to the earliest developments of astronomy. They are the oldest results of scientific inquiry, and they were the first ones to be confirmed by the great physicist-mathematicians of the 18th century. By a variety of methods, Laplace was able to claim complete agreement of celestial mechanics with the astronomical observations. Lagrange initiated a new trend wherein the mathematical problems of mechanics could all be solved by the same uniform process; canonical transformations eventually won the field. They were used for the first time on a large scale by Delaunay to find the ultimate solution of the lunar problem by perturbing the solution of the two-body Earth-Moon problem. -
GEOLOGY THEME STUDY Page 1
NATIONAL HISTORIC LANDMARKS Dr. Harry A. Butowsky GEOLOGY THEME STUDY Page 1 Geology National Historic Landmark Theme Study (Draft 1990) Introduction by Dr. Harry A. Butowsky Historian, History Division National Park Service, Washington, DC The Geology National Historic Landmark Theme Study represents the second phase of the National Park Service's thematic study of the history of American science. Phase one of this study, Astronomy and Astrophysics: A National Historic Landmark Theme Study was completed in l989. Subsequent phases of the science theme study will include the disciplines of biology, chemistry, mathematics, physics and other related sciences. The Science Theme Study is being completed by the National Historic Landmarks Survey of the National Park Service in compliance with the requirements of the Historic Sites Act of l935. The Historic Sites Act established "a national policy to preserve for public use historic sites, buildings and objects of national significance for the inspiration and benefit of the American people." Under the terms of the Act, the service is required to survey, study, protect, preserve, maintain, or operate nationally significant historic buildings, sites & objects. The National Historic Landmarks Survey of the National Park Service is charged with the responsibility of identifying America's nationally significant historic property. The survey meets this obligation through a comprehensive process involving thematic study of the facets of American History. In recent years, the survey has completed National Historic Landmark theme studies on topics as diverse as the American space program, World War II in the Pacific, the US Constitution, recreation in the United States and architecture in the National Parks. -
Environmental Geology Chapter 2 -‐ Plate Tectonics and Earth's Internal
Environmental Geology Chapter 2 - Plate Tectonics and Earth’s Internal Structure • Earth’s internal structure - Earth’s layers are defined in two ways. 1. Layers defined By composition and density o Crust-Less dense rocks, similar to granite o Mantle-More dense rocks, similar to peridotite o Core-Very dense-mostly iron & nickel 2. Layers defined By physical properties (solid or liquid / weak or strong) o Lithosphere – (solid crust & upper rigid mantle) o Asthenosphere – “gooey”&hot - upper mantle o Mesosphere-solid & hotter-flows slowly over millions of years o Outer Core – a hot liquid-circulating o Inner Core – a solid-hottest of all-under great pressure • There are 2 types of crust ü Continental – typically thicker and less dense (aBout 2.8 g/cm3) ü Oceanic – typically thinner and denser (aBout 2.9 g/cm3) The Moho is a discontinuity that separates lighter crustal rocks from denser mantle below • How do we know the Earth is layered? That knowledge comes primarily through the study of seismology: Study of earthquakes and seismic waves. We look at the paths and speeds of seismic waves. Earth’s interior boundaries are defined by sudden changes in the speed of seismic waves. And, certain types of waves will not go through liquids (e.g. outer core). • The face of Earth - What we see (Observations) Earth’s surface consists of continents and oceans, including mountain belts and “stable” interiors of continents. Beneath the ocean, there are continental shelfs & slopes, deep sea basins, seamounts, deep trenches and high mountain ridges. We also know that Earth is dynamic and earthquakes and volcanoes are concentrated in certain zones.