A Guide to the Application of Lithostratigraphic Terminology in Precambrian Terrains
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Geological Processes and Evolution
GEOLOGICAL PROCESSES AND EVOLUTION J.W. HEAD1, R. GREELEY2, M.P. GOLOMBEK3, W.K. HARTMANN4, E. HAUBER5, R. JAUMANN5, P. MASSON6, G. NEUKUM5, L.E. NYQUIST7 and M.H. CARR8 1Department of Geological Sciences, Brown University, Providence, RI 02912 USA 2Department of Geology, Arizona State University, Tempe, AZ 85287 USA 3Jet Propulsion Laboratory, 4800 Oak Grove Drive, Pasadena, CA 91109 USA 4Planetary Science Institute, Tucson, AZ 85705 USA 5DLR Institute of Space Sensor Technology and Planetary Exploration, Rutherfordstrasse 2, 12484 Berlin-Aldershof, Germany 6University of Paris-Sud, 91405, Orsay Cedex France 7Johnson Space Center, Houston TX 77058 USA 8US Geological Survey, Branch of Astrogeological Studies, 345 Middlefield Road, Menlo Park, CA 94025 USA Received:14 February 2001; accepted:12 March 2001 Abstract. Geological mapping and establishment of stratigraphic relationships provides an overview of geological processes operating on Mars and how they have varied in time and space. Impact craters and basins shaped the crust in earliest history and as their importance declined, evidence of extensive regional volcanism emerged during the Late Noachian. Regional volcanism characterized the Early Hesperian and subsequent to that time, volcanism was largely centered at Tharsis and Elysium, con- tinuing until the recent geological past. The Tharsis region appears to have been largely constructed by the Late Noachian, and represents a series of tectonic and volcanic centers. Globally distributed structural features representing contraction characterize the middle Hesperian. Water-related pro- cesses involve the formation of valley networks in the Late Noachian and into the Hesperian, an ice sheet at the south pole in the middle Hesperian, and outflow channels and possible standing bodies of water in the northern lowlands in the Late Hesperian and into the Amazonian. -
Site Map Overviewnewshistoryorganization
Uploads Site Map Contact From Overview News HistoryOrganization Membership Home Map Project Us The Field Site Map Site Map Overview News . General News . 2014 Annual General Meeting Sunday, 21 September 2014 16:45 Friends of Temagami is happy to announce our Annual General Meeting on Saturday November 8, 2014 at Smoothwater of Temagami. Our guest speaker this year is Preston Ciere - portageur.ca. Preston will be speaking at 7:30 p.m. All are welcome to attend the AGM meeting and to hear Preston speak. Wolf Lake Coalition to press Provincial Candidates and Leaders Wednesday, 28 May 2014 20:12 FOR IMMEDIATE RELEASE May 28, 2014 Wolf Lake Coalition to press provincial candidates’ and leaders’ commitment to protecting world’s largest old-growth red pine forest. North Bay — As the provincial election nears its climax, a coalition of 30 businesses and organizations says the time is now for candidates and party leaders to commit to protecting the world‘s largest remaining stand of old-growth red pine. The Wolf Lake Coalition is using a variety of approaches to seek support from candidates in three ridings and the party leaders for protecting the old-growth forest surrounding Wolf Lake. The forest, located in Greater Sudbury, is part of the Temagami region renowned for its forests, lakes, wildlife and diverse recreational and ecotourism opportunities. Though slated to become part of a network of protected areas, mineral claims and leases have blocked the transfer of the lands into the park system. Unfortunately, the Ministry of Northern Development and Mines has failed to seize past opportunities to let the claims and leases expire, as promised. -
Mineral Mania
The Rock Factory A Pre-Visit Information Guide for Teachers Meets Next Generation Science Standards: 5-PS1-3; MS LS4-1,2; MS ESS1-4; MS-ESS2-1 How does our Earth create so many different types of rocks? Learn about the different processes that form and reform rocks as you identify many types of rocks, minerals and fossils. Students will learn to think like geologists as they move through interactive investigation stations packed with specimens from the Museum’s collections. OBJECTIVES The Rock Cycle: Students will examine the three types of rocks - igneous, metamorphic and sedimentary – and discover the processes that create them. Tracing the connections between shale and slate, limestone and marble, students will discover how the rock cycle changes the very ground beneath our feet! Characteristics of Rocks Students will learn how to observe and identify rocks through their unique characteristics, looking for telling clues such as layering, crystal size, fossils, magnetism, and more. Students will practice their observational skills as they describe the Museum’s unique rock and mineral specimens. Investigation Stations: Students will explore Museum geology specimens up close at investigation stations to answer such questions as: “Why do fossils form only in certain rocks?” “How do rocks form from volcanic eruptions?” “How can I recognize different types of rocks?”. ACTIVITIES Teachers are encouraged to conduct pre-visit and post-visit classroom discussions and activities with their classes to make the most of their experience. Encourage your students to start a classroom rock collection, and create an exhibit with the rocks organized by type – igneous, sedimentary and metamorphic. -
Geologic Boulder Map of Campus Has Been Created As an Educational Educational an As Created Been Has Campus of Map Boulder Geologic The
Adam Larsen, Kevin Ansdell and Tim Prokopiuk Tim and Ansdell Kevin Larsen, Adam What is Geology? Igneous Geo-walk ing of marine creatures when the limestone was deposited. It also contains by edited and Written Geology is the study of the Earth, from the highest mountains to the core of The root of “igneous” is from the Latin word ignis meaning fire. Outlined in red, numerous fossils including gastropods, brachiopods, receptaculita and rugose the planet, and has traditionally been divided into physical geology and his- this path takes you across campus looking at these ancient “fire” rocks, some coral. The best example of these are in the Geology Building where the stone torical geology. Physical geology concentrates on the materials that compose of which may have been formed at great depths in the Earth’s crust. Created was hand-picked for its fossil display. Campus of the Earth and the natural processes that take place within the earth to shape by the cooling of magma or lava, they can widely vary in both grain size and Granite is another common building stone used on campus. When compa- its surface. Historical geology focuses on Earth history from its fiery begin- mineral composition. This walk stops at examples showing this variety to help nies sell granite, they do not use the same classification system as geologists. nings to the present. Geology also explores the interactions between the you understand what the change in circumstances will do to the appearance Granite is sold in many different colours and mineral compositions that a Map Boulder Geologic lithosphere (the solid Earth), the atmosphere, the biosphere (plants, animals of the rock. -
Chapter 1 – Introduction – Review of Rocks and Plate Tectonics Practice Exam and Study Guide
Chapter 1 – Introduction – Review of Rocks and Plate Tectonics Practice Exam and Study Guide To be able to understand the material covered during this course you need to have a basic background in the kinds of rocks making up our planet. This section of the study guide is aimed at helping you gain that background. 1. What are the three major groups of rocks found on planet Earth? Igneous Rocks 2. Which of the following processes is associated with igneous rocks? a. Solid‐state recrystallization b. Weathering and erosion c. Transportation and deposition d. Cooling a silicate liquid to a solid rock e. The accumulation of granitic debris in a moraine 3. If a silicate liquid flows out along the Earth’s surface or seabed, then it is called _______________. 4. If a silicate liquid exists beneath the Earth’s surface or seabed, then it is called _______________. 5. Which of the following terms refer to a body of magma or its solidified equivalent? a. Basalt b. Sandstone c. Gneiss d. Pluton e. Schist 6. If you can see the crystals making up an igneous rock with the naked eye, then the texture is described as a. Pyroclastic b. Phaneritic c. Aphanitic d. Porphyritic e. Aphyric from Perilous Earth: Understanding Processes Behind Natural Disasters, ver. 1.0, June, 2009 by G.H. Girty, Department of Geological Sciences, San Diego State University Page 1 7. In an aphanitic igneous rock can you make out the outlines of individual crystals with the naked eye? Yes or No 8. What type of igneous rock is the most volumetrically important on our planet? Intrusive Igneous Rocks 9. -
Eg, Change Or Extinction of Particular Living Organisms; Field Evidence Or
6.4. Construct explanations from geologic evidence (e.g., change or extinction of particular living organisms; field evidence or representations, including models of geologic cross-sections; sedimentary layering) to identify patterns of Earth’s major historical events (e.g., formation of mountain chains and ocean basins, significant volcanic eruptions, fossilization, folding, faulting, igneous intrusion, erosion). Use the diagram of a geologic cross section below to answer questions #1-2 1. Which rock layer most likely contains the most recently evolved organisms? a. 1 c. 3 b. 2 d. 4 2. Which rock layer represents the oldest rock? a. 1 c. 3 b. 2 d. 4 3. Use the diagram below to answer the question. The diagram shows the fossils in two different sections of rock found on opposite sides of a canyon. Which layer in rock section one is approximately the same age as layer X in rock section 2? a. Layer 1 b. Layer 2 c. Layer 3 d. Layer 4 4. Which statement is true about undisturbed layers of rocks on the side of a mountain? a. The rock layers closest to the ground level have more fossils in them. b. The layers of rock closest to the ground level are older than the layers on top. c. The layers of rocks that are the darkest in color are older than those that are lighter. d. The layers of rocks that are lighter in color are older than those that are darker. 5. The diagram below shows four different rock layers in a hillside. What is the best evidence that one of those rock layers was formed under an ocean. -
Earth Science Power Standards
Macomb Intermediate School District High School Science Power Standards Document Earth Science The Michigan High School Science Content Expectations establish what every student is expected to know and be able to do by the end of high school. They also outline the parameters for receiving high school credit as dictated by state law. To aid teachers and administrators in meeting these expectations the Macomb ISD has undertaken the task of identifying those content expectations which can be considered power standards. The critical characteristics1 for selecting a power standard are: • Endurance – knowledge and skills of value beyond a single test date. • Leverage - knowledge and skills that will be of value in multiple disciplines. • Readiness - knowledge and skills necessary for the next level of learning. The selection of power standards is not intended to relieve teachers of the responsibility for teaching all content expectations. Rather, it gives the school district a common focus and acts as a safety net of standards that all students must learn prior to leaving their current level. The following document utilizes the unit design including the big ideas and real world contexts, as developed in the science companion documents for the Michigan High School Science Content Expectations. 1 Dr. Douglas Reeves, Center for Performance Assessment Unit 1: Organizing Principles of Earth Science Big Idea Processes, events and features on Earth result from energy transfer and movement of matter through interconnected Earth systems. Contextual Understandings Earth science is an umbrella term for the scientific disciplines of geology, meteorology, climatology, hydrology, oceanography, and astronomy. Earth systems science has given an improved, interdisciplinary perspective to researchers in fields concerned with global change, such as climate change and geologic history. -
What Is the Zuni Sandstone Today
What is the ZuniSandstone Today -- 100 Years AfterDutton? A Discussion andReview of JurassicStratigraphy in West-Central New Mexico NEW MEXICO BUREAU OF MINES AND MINERAL RESOURCES OPEN-FILE REPORT 174 by Orin J. Anderson New MexicoBureau of Minesand Mineral Resources 1983 Contents Introduction P. 1 Discussion P. 3 Todilto Limestone - Navajo Sandstone P- 5 San Rafael Group Defined P. 8 Glen CanyonGroup Defined P. 9 MorrisonFormation Subdivided p. 14 Cow SpringsSandstone p. 17 1956 Memorandum from C. H. Dane p. 22 Zuni Sandstone Redefined p. 26 Summary p. 28 ReferencesCited p. 30 Figures Fig. 1 Index map of study area Fig. 2 Stratigraphic nomenclature and correlationchart- 1885 to present Fig. 3 Measured section at type locality of Zuni Sandstone (inside back cover) Fig. 4 Stratigraphiccross-section-Dakota and Zuni sandstones, showing southward thinning of Zuni Sandstone (inside back cover) WHAT IS THE ZUNISANDSTONE TODAY -- 100 YEARS AFTER DUTTON? A DISCUSSION AND REVIEW OF JURASSICSTRATIGRAPHY IN WEST-CENTRAL NEW MEXICO Introduction The massivesequence(s) of light colored, cross bedded sandstonesthat underliethe Dakota Sandstone (Upper Cretaceous) in west-central New Mexico and northeasternArizona were first described and namedby CaptainClarence E. Dutton ofthe U. S. Army Ordinance Corps. His reportentitled "Mount Taylor and the Zuni Plateau"(Dutton, 1885) contains an account of the stratigraphy and structure of those two areas and theimmediately surrounding region(the Zuni Plateau is thepresent day Zuni uplift). In thereport he described a "massive bright redsandstone" that overlies the "basal Triassediments" (the present day ChinleFormation) in theFort Wingate area; this unit henamed "provisionally"the Wingate Sandstone. Overlyingthe Wingate Dutton recognized "a series ofsandstones and sandy shales ..... -
Stage 1А–Аdesired Results
www.nextgenscience.org STAGE 1 – DESIRED RESULTS Unit Title: Earth’s Place in the Universe Grade Level: 6 Length/Timing of Unit: Teacher(s)/Designer(s): Pascack Valley Regional Science Committee Science State standards addressed (verbatim): MSESS11 . Develop and use a model of the Earthsunmoon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. [Clarification Statement: Examples of models can be physical, graphical, or conceptual.] MSESS12. Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. [Clarification Statement: Emphasis for the model is on gravity as the force that holds together the solar system and Milky Way galaxy and controls orbital motions within them. Examples of models can be physical (such as the analogy of distance along a football field or computer visualizations of elliptical orbits) or conceptual (such as mathematical proportions relative to the size of familiar objects such as students’ school or state).] [Assessment Boundary: Assessment does not include Kepler’s Laws of orbital motion or the apparent retrograde motion of the planets as viewed from Earth.] MSESS13. Analyze and interpret data to determine scale properties of objects in the solar system. [Clarification Statement: Emphasis is on the analysis of data from Earthbased instruments, spacebased telescopes, and spacecraft to determine similarities and differences among solar system objects. Examples of scale properties include the sizes of an object’s layers (such as crust and atmosphere), surface features (such as volcanoes), and orbital radius. -
6. Relative and Absolute Dating
6. Relative and Absolute Dating Adapted by Sean W. Lacey & Joyce M. McBeth (2018) University of Saskatchewan from Deline B, Harris R, & Tefend K. (2015) "Laboratory Manual for Introductory Geology". First Edition. Chapter 1 "Relative and Absolute Dating" by Bradley Deline, CC BY-SA 4.0. View Source. 6.1 INTRODUCTION To develop a history of how geologic events have acted on the Earth through time, we need to understand what and when geological processes have occurred through Earth's history. Geologists learn about what processes occur on Earth through studying the rock record and observing geologic processes in modern environments. To understand when these processes have acted during Earth's geologic time, geologists make observations about the relationships of rocks to one another in the rock record, using a process called relative dating. Geologists use this information to construct models for how these relationships developed. For example, if the rock record in an area contains sedimentary rocks that are folded, a model to explain those relationships would start with a region where sediments were deposited, followed by lithification of the sediments to form rock, then the rocks would be subjected to tectonic pressures that folded the rocks. Using relative dating techniques, we know those events occurred in that order, but not when they occurred precisely in time. To add specific dates for the events in the model, geologists can use absolute dating techniques to date the rocks (determine their age). Geologists develop models such as this at locations all across Canada, North America, and around the globe. Each location geologists study may only provide information on Earth history from a short window in time; collectively, however, the information in these models can be used to develop our understanding of processes that have acted on Earth since it first formed. -
Stratigraphy and Sedimentology of a Dry to Wet Eolian Depositional System, Burns Formation, Meridiani Planum, Mars
Earth and Planetary Science Letters 240 (2005) 11–72 www.elsevier.com/locate/epsl Stratigraphy and sedimentology of a dry to wet eolian depositional system, Burns formation, Meridiani Planum, Mars J.P. Grotzinger a,*, R.E. Arvidson b, J.F. Bell III c, W. Calvin d, B.C. Clark e, D.A. Fike a, M. Golombek f, R. Greeley g, A. Haldemann f, K.E. Herkenhoff h, B.L. Jolliff b, A.H. Knoll i, M. Malin j, S.M. McLennan k, T. Parker e, L. Soderblom g, J.N. Sohl-Dickstein b, S.W. Squyres b, N.J. Tosca k, W.A. Watters a a Massachusetts Inst. of Technology, Earth, Atmos. and Planetary Sci., Cambridge, MA 02139, USA b Department Earth and Planetary Sciences, Washington University, St. Louis, MO 63130, USA c Department of Astronomy, Space Sciences Bldg. Cornell University, Ithaca, NY 14853, USA d University of Nevada, Reno, NV 89501, USA e Lockheed Martin Corporation, Littleton, CO 80127, USA f Jet Propulsion Laboratory, California Institute of Technology, Pasadena, CA 91109, USA g Department Geological Sciences, Arizona State University, Box 871404, Tempe, AZ 85287-1404, USA h U.S. Geological Survey, Flagstaff, AZ 86001, USA i Botanical Museum, Harvard University, Cambridge MA 02138, USA j Malin Space Science Systems, Inc., San Diego, CA 92191, USA k Department of Geosciences, State University of New York, Stony Brook, NY 11794-2100, USA Accepted 22 September 2005 Editor: A.N. Halliday Abstract Outcrop exposures of sedimentary rocks at the Opportunity landing site (Meridiani Planum) form a set of genetically related strata defined here informally as the Burns formation. -
Geologic Time Scale Essential Questions: 1
Geologic Time Scale Essential Questions: 1. How does the relative and absolute age of rocks and the fossil record provide evidence to Earth’s geologic history? 2. How is Earth’s geologic history classified? 3. What are some major events in the Earth’s geologic history? Geologic Time Scale Earth Scientists • Geologist – a scientist who studies the Earth’s crust as well as the processes and history that shaped it • Paleontologist – a scientist that studies fossil remains found on the Earth’s surface in order to study primitive life forms such as: plants, animals, fungi, and bacteria Geologic Time Scale Sedimentary Rock Layers Stratigraphy • A branch of geology dealing with the arrangement of sedimentary rock layers or strata • Geologists assume the newest rock layers are on top of the older ones, unless some type of disturbance occurs. • Called the Law of Superposition © KeslerScience.om Geologic Time Scale Sedimentary Rock Layers Relative Age • The strata of sedimentary rocks is important in determining their relative age. • Relative age determines the “relative” order of past events but not the absolute age. • Like saying you’re relatively younger than your grandfather. Quick Action – Geologic Time Scale Sedimentary Rock Layers Determining Relative Age 1. Which is older sandstone or limestone? 2. Which is older mudstone or siltstone? 3. Which is the youngest rock in this strata? 4. Which is the oldest rock in this strata? Geologic Time Scale Sedimentary Rock Layers Relative Age • Strata is sometimes disturbed. • Here we see a fault (E) and an igneous intrusion (D) • See if you can determine the order of the strata in this diagram.