Origin and Evolution of Earth Research Questions for a Changing Planet
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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. -
The Evolution of a Heterogeneous Martian Mantle: Clues from K, P, Ti, Cr, and Ni Variations in Gusev Basalts and Shergottite Meteorites
Earth and Planetary Science Letters 296 (2010) 67–77 Contents lists available at ScienceDirect Earth and Planetary Science Letters journal homepage: www.elsevier.com/locate/epsl The evolution of a heterogeneous Martian mantle: Clues from K, P, Ti, Cr, and Ni variations in Gusev basalts and shergottite meteorites Mariek E. Schmidt a,⁎, Timothy J. McCoy b a Dept. of Earth Sciences, Brock University, St. Catharines, ON, Canada L2S 3A1 b Dept. of Mineral Sciences, National Museum of Natural History, Smithsonian Institution, Washington, DC 20560-0119, USA article info abstract Article history: Martian basalts represent samples of the interior of the planet, and their composition reflects their source at Received 10 December 2009 the time of extraction as well as later igneous processes that affected them. To better understand the Received in revised form 16 April 2010 composition and evolution of Mars, we compare whole rock compositions of basaltic shergottitic meteorites Accepted 21 April 2010 and basaltic lavas examined by the Spirit Mars Exploration Rover in Gusev Crater. Concentrations range from Available online 2 June 2010 K-poor (as low as 0.02 wt.% K2O) in the shergottites to K-rich (up to 1.2 wt.% K2O) in basalts from the Editor: R.W. Carlson Columbia Hills (CH) of Gusev Crater; the Adirondack basalts from the Gusev Plains have more intermediate concentrations of K2O (0.16 wt.% to below detection limit). The compositional dataset for the Gusev basalts is Keywords: more limited than for the shergottites, but it includes the minor elements K, P, Ti, Cr, and Ni, whose behavior Mars igneous processes during mantle melting varies from very incompatible (prefers melt) to very compatible (remains in the shergottites residuum). -
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. -
The History of Planet Earth
SECOND EDITION Earth’s Evolving The History of Systems Planet Earth Ronald Martin, Ph.D. University of Delaware Newark, Delaware © Jones & Bartlett Learning, LLC, an Ascend Learning Company. NOT FOR SALE OR DISTRIBUTION 9781284457162_FMxx_00i_xxii.indd 1 07/11/16 1:46 pm World Headquarters Jones & Bartlett Learning 5 Wall Street Burlington, MA 01803 978-443-5000 [email protected] www.jblearning.com Jones & Bartlett Learning books and products are available through most bookstores and online booksellers. To contact Jones & Bartlett Learning directly, call 800-832-0034, fax 978-443-8000, or visit our website, www.jblearning.com. Substantial discounts on bulk quantities of Jones & Bartlett Learning publications are available to corporations, professional associations, and other qualified organizations. For details and specific discount information, contact the special sales department at Jones & Bartlett Learning via the above contact information or send an email to [email protected]. Copyright © 2018 by Jones & Bartlett Learning, LLC, an Ascend Learning Company All rights reserved. No part of the material protected by this copyright may be reproduced or utilized in any form, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without written permission from the copyright owner. The content, statements, views, and opinions herein are the sole expression of the respective authors and not that of Jones & Bartlett Learning, LLC. Reference herein to any specific commercial product, process, or service by trade name, trademark, manufacturer, or otherwise does not constitute or imply its endorsement or recommendation by Jones & Bartlett Learning, LLC, and such reference shall not be used for advertis- ing or product endorsement purposes. -
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. -
Nature Based Solutions FEMA
PROMOTING NATURE-BASED HAZARD MITIGATION THROUGH FEMA MITIGATION GRANTS ABBREVIATIONS ADCIRC – Advanced Circulation Model HGM Approach – Hydrogeomorphic Approach BCA – Benefit-Cost Analysis HMA – Hazard Mitigation Assistance BCR – Benefit-Cost Ratio HMGP – Hazard Mitigation Grant Program BRIC – Building Resilient Infrastructure and MSCP – Multiple Species Conservation Program Communities NBS – Nature-Based Solution C&CB – Capability- and Capacity-Building NFIP – National Flood Insurance Program CDBG-DR – Community Development Block Grant- Disaster Recovery NFWF – National Fish and Wildlife Foundation CDBG-MIT – Community Development Block NOAA – National Oceanic and Atmospheric Grant-Mitigation Administration D.C. – District of Columbia NOFO – Notice of Funding Opportunity DEM – Department of Emergency Management NPV – Net Present Value DOI – Department of the Interior SCC – State Coastal Conservancy EDYS – Ecological Dynamics Simulation SDG&E – San Diego Gas & Electric EMA – Emergency Management Agency SFHA – Special Flood Hazard Area EPA SWMM – Environmental Protection Agency SHMO – State Hazard Mitigation Officer Storm Water Management Model SLAMM – Sea Level Affecting Marshes Model FEMA – Federal Emergency Management Agency SRH-2D – Sedimentation and River Hydraulics – FIRM – Flood Insurance Rate Map Two-Dimension FMA – Flood Mitigation Assistance STWAVE – Steady-State Spectral Wave Model FMAG – Fire Management Assistance Grant TNC – The Nature Conservancy HAZUS – Hazards US USACE – U.S. Army Corps of Engineers HEC-HMS – Hydrologic -
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. -
Amplify Science Earth's Changing Climate
Lawrence Hall of Science has new instructional materials that address the Next Generation Science Standards! Check out these Middle School Units… As just one example, compare Middle School units from three different Hall programs. See for yourself how each program goes about addressing the Middle School NGSS Standards related to Human Impacts and Climate Change, and choose the approach that best meets the needs of your school district. MS NGSS Performance Expectations: Human Impacts and Climate Change • MS-ESS3-2. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects. • MS-ESS3-3. Apply scientific principles to design a method for monitoring and minimizing a human impact on the Environment. • MS-ESS3-4. Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems. • MS-ESS3-5. Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century. Sample Units from Three Different Hall Programs • Amplify Science—Earth’s Changing Climate: Vanishing Ice Earth’s Changing Climate Engineering Internship • FOSS—Weather and Water • Ocean Sciences Sequence—The Ocean-Atmosphere Connection and Climate Change ©The Regents of the University of California ©The Regents of the University of California Description of two Middle School units from Amplify Science Earth’s Changing Climate: Vanishing Ice and Earth’s Changing Climate Engineering Internship Grade 6-8 Units — requiring at least 19 and 10 45-minute class sessions respectively (two of 27 Middle School Amplify Science units) The Problem: Why is the ice on Earth’s surface melting? Students’ Role: In the role of student climatologists, students investigate what is causing ice on Earth’s surface to melt in order to help the fictional World Climate Institute educate the public about the processes involved. -
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.). -
Thermal and Crustal Evolution of Mars Steven A
JOURNAL OF GEOPHYSICAL RESEARCH, VOL. 107, NO. E7, 10.1029/2001JE001801, 2002 Thermal and crustal evolution of Mars Steven A. Hauck II1 and Roger J. Phillips McDonnell Center for the Space Sciences and Department of Earth and Planetary Sciences, Washington University, Saint Louis, Missouri, USA Received 11 October 2001; revised 4 February 2002; accepted 11 February 2002; published 16 July 2002. [1] We present a coupled thermal-magmatic model for the evolution of Mars’ mantle and crust that may be consistent with estimates of the average crustal thickness and crustal growth rate. By coupling a simple parameterized model of mantle convection to a batch- melting model for peridotite, we can investigate potential conditions and evolutionary paths of the crust and mantle in a coupled thermal-magmatic system. On the basis of recent geophysical and geochemical studies, we constrain our models to have average crustal thicknesses between 50 and 100 km that were mostly formed by 4 Ga. Our nominal model is an attempt to satisfy these constraints with a relatively simple set of conditions. Key elements of this model are the inclusion of the energetics of melting, a wet (weak) mantle rheology, self-consistent fractionation of heat-producing elements to the crust, and a near- chondritic abundance of those elements. The latent heat of melting mantle material is a small (percent level) contributor to the total planetary energy budget over 4.5 Gyr but is crucial for constraining the thermal and magmatic history of Mars. Our nominal model predicts an average crustal thickness of 62 km that was 73% emplaced by 4 Ga. -
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. -
Planets of the Solar System
Chapter Planets of the 27 Solar System Chapter OutlineOutline 1 ● Formation of the Solar System The Nebular Hypothesis Formation of the Planets Formation of Solid Earth Formation of Earth’s Atmosphere Formation of Earth’s Oceans 2 ● Models of the Solar System Early Models Kepler’s Laws Newton’s Explanation of Kepler’s Laws 3 ● The Inner Planets Mercury Venus Earth Mars 4 ● The Outer Planets Gas Giants Jupiter Saturn Uranus Neptune Objects Beyond Neptune Why It Matters Exoplanets UnderstandingU d t di theth formationf ti and the characteristics of our solar system and its planets can help scientists plan missions to study planets and solar systems around other stars in the universe. 746 Chapter 27 hhq10sena_psscho.inddq10sena_psscho.indd 774646 PDF 88/15/08/15/08 88:43:46:43:46 AAMM Inquiry Lab Planetary Distances 20 min Turn to Appendix E and find the table entitled Question to Get You Started “Solar System Data.” Use the data from the How would the distance of a planet from the sun “semimajor axis” row of planetary distances to affect the time it takes for the planet to complete devise an appropriate scale to model the distances one orbit? between planets. Then find an indoor or outdoor space that will accommodate the farthest distance. Mark some index cards with the name of each planet, use a measuring tape to measure the distances according to your scale, and place each index card at its correct location. 747 hhq10sena_psscho.inddq10sena_psscho.indd 774747 22/26/09/26/09 111:42:301:42:30 AAMM These reading tools will help you learn the material in this chapter.