Chapter 2 Geology and Pedology
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Formación De Neologismos En Ciencia Del Suelo
Formación de neologismos en Ciencia del Suelo Formation of Soil Science neologisms Formação de neologismos em Ciência do Solo AUTORES Received: 01.06.2012 Revised: 19.06.2012 Accepted: 20.06.2012 @ 1 Porta J. [email protected]. cat RESUMEN 2 Desde el Congreso de Roma de 1924, en el que la comunidad cientí!ca decidió utilizar la expresión Villanueva D. Soil Science en lugar de Pedology o Edaphology, no se ha llegado a establecer criterios para la formación en español de neologismos referentes! "# al estudio del suelo."$%#& En inglés, los nuevos términos se forman dando prioridad a la raíz griega ! " frente a la raíz # . Este criterio, que se ha consolidado !!"#" con el uso, no tiene en cuenta que en griego el término se"$%#& re!ere al suelo sobre el que se anda y @ Corresponding no al suelo en el que crecen las plantas, expresado por el término # . En el presente trabajo, desde Author una perspectiva etimológica, semántica y de pragmática lingüística, se proponen criterios para la 1 Sociedad Española formación de neologismos en español o al establecer equivalencias en español de voces introducidas de la Ciencia del en inglés. El análisis se basa en voces de autoridad; en elementos etimológicos; en aspectos de am- Suelo. Universitat de Lleida. Rovira Roure bigüedad fonética y ortográ!ca; en la revisión de equivalencias entre términos similares en español, 191, 25198 Lleida, inglés y francés; en el ámbito universitario; en la denominación de las sociedades y revistas cientí!cas; España. y en aspectos de buen gusto idiomático en determinados ámbitos geográ!cos del español. -
Nichols Arboretum: Soil Types
Nichols Arboretum: Soil Types Not Present in Arboretum Boyer Sandy Loam 0-6% Slopes Fox Sandy Loam 6-12% Slopes Miami Loam 2-6% Slopes Miami Loam 6-12% Slopes Miami Loam 12-18% Slopes Miami Loam 18-25% Slopes Miami Loam 25-35% Slopes Sloan Silt Loam, Wet Water Wasepi Sandy Loam 0-4% Slopes Mary Hejna : September 2012 0 0.125 0.25 Miles Data from NRCS Soil Survey t Soil Series Descriptions BOYER SERIES The Boyer series consists of very deep, well drained soils formed in USE AND VEGETATION sandy and loamy drift underlain by sand or gravelly sand outwash at Soils are cultivated in most areas. Principal crops are corn, small depths of 51 to 102 cm (20 to 40 inches). grain, soybeans, field beans, and alfalfa hay. A few areas remain in GEOGRAPHIC SETTING permanent pasture or forest. The dominant forest trees are oaks, hickories, and maples. Boyer soils are on outwash plains, valley trains, kames, beach ridges, river terraces, lake terraces, deltas, and moraines of Wisconsinan age. TYPICAL PEDON The slope gradients are dominantly 0 to 12 percent, but range from 0 Boyer loamy sand, on a 4 percent slope in a cultivated field. (Colors to 50 percent. Boyer soils formed in sandy and loamy drift underlain are for moist soil unless otherwise stated.) by sand or gravelly sand outwash at depths of 51 to 102 cm (20 to 40 inches). Quartz is the dominant mineral in the 3C horizon, which Ap--0 to 18 cm (7 inches); dark grayish brown (10YR 4/2) loamy contains, in addition, varying amounts of material from igneous and sand, light brownish gray (10YR 6/2) dry; weak fine granular metamorphic rocks, limestone, and dolomite. -
Introduction to Geological Process in Illinois Glacial
INTRODUCTION TO GEOLOGICAL PROCESS IN ILLINOIS GLACIAL PROCESSES AND LANDSCAPES GLACIERS A glacier is a flowing mass of ice. This simple definition covers many possibilities. Glaciers are large, but they can range in size from continent covering (like that occupying Antarctica) to barely covering the head of a mountain valley (like those found in the Grand Tetons and Glacier National Park). No glaciers are found in Illinois; however, they had a profound effect shaping our landscape. More on glaciers: http://www.physicalgeography.net/fundamentals/10ad.html Formation and Movement of Glacial Ice When placed under the appropriate conditions of pressure and temperature, ice will flow. In a glacier, this occurs when the ice is at least 20-50 meters (60 to 150 feet) thick. The buildup results from the accumulation of snow over the course of many years and requires that at least some of each winter’s snowfall does not melt over the following summer. The portion of the glacier where there is a net accumulation of ice and snow from year to year is called the zone of accumulation. The normal rate of glacial movement is a few feet per day, although some glaciers can surge at tens of feet per day. The ice moves by flowing and basal slip. Flow occurs through “plastic deformation” in which the solid ice deforms without melting or breaking. Plastic deformation is much like the slow flow of Silly Putty and can only occur when the ice is under pressure from above. The accumulation of meltwater underneath the glacier can act as a lubricant which allows the ice to slide on its base. -
Indiana Glaciers.PM6
How the Ice Age Shaped Indiana Jerry Wilson Published by Wilstar Media, www.wilstar.com Indianapolis, Indiana 1 Previiously published as The Topography of Indiana: Ice Age Legacy, © 1988 by Jerry Wilson. Second Edition Copyright © 2008 by Jerry Wilson ALL RIGHTS RESERVED 2 For Aaron and Shana and In Memory of Donna 3 Introduction During the time that I have been a science teacher I have tried to enlist in my students the desire to understand and the ability to reason. Logical reasoning is the surest way to overcome the unknown. The best aid to reasoning effectively is having the knowledge and an understanding of the things that have previ- ously been determined or discovered by others. Having an understanding of the reasons things are the way they are and how they got that way can help an individual to utilize his or her resources more effectively. I want my students to realize that changes that have taken place on the earth in the past have had an effect on them. Why are some towns in Indiana subject to flooding, whereas others are not? Why are cemeteries built on old beach fronts in Northwest Indiana? Why would it be easier to dig a basement in Valparaiso than in Bloomington? These things are a direct result of the glaciers that advanced southward over Indiana during the last Ice Age. The history of the land upon which we live is fascinating. Why are there large granite boulders nested in some of the fields of northern Indiana since Indiana has no granite bedrock? They are known as glacial erratics, or dropstones, and were formed in Canada or the upper Midwest hundreds of millions of years ago. -
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. -
Pedology a Vanishing Skill in Australia?
Sojka, R.E. & Upchurch, D.R. 1999. Reservations regarding the soil quality concept. Soil Science Society of America Journal 63 Pedology 24 1039-1054. Tasmanian Government. 2009. State Policy on the Protection of A Vanishing Skill In Agricultural Land. Tasmanian Government, Tasmania, Australia. ustralia? Thackway, R. 2018. Australian Land Use Policy and Planning: The A Challenges. In: Land Use in Australia Past, Present and Future. R Thackway ed. ANU. Prepared for Soil Science Australia by: Tille, P., Stuart-Street, A. & Van Gool, D. 2013. Identification of high quality agricultural land in the Mid West region: stage Andrew Biggs, Greg Holz, David McKenzie, 1 – Geraldton Planning Region. Second edition. Resource Richard Doyle, Stephen Cattle. Management Technical Report 386. Western Australian Agriculture Authority. van Diepen, C.A., Van Keulen, H., Wolf, J and Berkhout, J.A.A. As described by LR Basher (1997) and others before him, 1991. Land evaluation: from intuition to quantification. Advances pedology is “… the branch of soil science that integrates in Soil Science 15, 140-204. and quantifies the distribution, formation, morphology Van Gool, D Tille PJ and Moore GA 2005. Land evaluation and classification of soils as natural landscape bodies.” standards for land resource mapping: assessing land qualities and Soil survey (mapping the distribution of soils) is the determining land capability in south-western Australia. Dept Agriculture and Food, Western Australia, Perth. Report 298, 137p natural extension of pedology. In 1997, LR Basher wrote a seminal paper on the state of pedology at the Van Gool, D., Maschmedt, D.J. & McKenzie, N.J. 2008. time in Australia and New Zealand. -
Quarrernary GEOLOGY of MINNESOTA and PARTS of ADJACENT STATES
UNITED STATES DEPARTMENT OF THE INTERIOR Ray Lyman ,Wilbur, Secretary GEOLOGICAL SURVEY W. C. Mendenhall, Director P~ofessional Paper 161 . QUArrERNARY GEOLOGY OF MINNESOTA AND PARTS OF ADJACENT STATES BY FRANK LEVERETT WITH CONTRIBUTIONS BY FREDERICK w. SARDE;30N Investigations made in cooperation with the MINNESOTA GEOLOGICAL SURVEY UNITED STATES GOVERNMENT PRINTING OFFICE WASHINGTON: 1932 ·For sale by the Superintendent of Documents, Washington, D. C. CONTENTS Page Page Abstract ________________________________________ _ 1 Wisconsin red drift-Continued. Introduction _____________________________________ _ 1 Weak moraines, etc.-Continued. Scope of field work ____________________________ _ 1 Beroun moraine _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 47 Earlier reports ________________________________ _ .2 Location__________ _ __ ____ _ _ __ ___ ______ 47 Glacial gathering grounds and ice lobes _________ _ 3 Topography___________________________ 47 Outline of the Pleistocene series of glacial deposits_ 3 Constitution of the drift in relation to rock The oldest or Nebraskan drift ______________ _ 5 outcrops____________________________ 48 Aftonian soil and Nebraskan gumbotiL ______ _ 5 Striae _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 48 Kansan drift _____________________________ _ 5 Ground moraine inside of Beroun moraine_ 48 Yarmouth beds and Kansan gumbotiL ______ _ 5 Mille Lacs morainic system_____________________ 48 Pre-Illinoian loess (Loveland loess) __________ _ 6 Location__________________________________ -
Trip F the PINNACLE HILLS and the MENDON KAME AREA: CONTRASTING MORAINAL DEPOSITS by Robert A
F-1 Trip F THE PINNACLE HILLS AND THE MENDON KAME AREA: CONTRASTING MORAINAL DEPOSITS by Robert A. Sanders Department of Geosciences Monroe Community College INTRODUCTION The Pinnacle Hills, fortunately, were voluminously described with many excellent photographs by Fairchild, (1923). In 1973 the Range still stands as a conspicuous east-west ridge extending from the town of Brighton, at about Hillside Avenue, four miles to the Genesee River at the University of Rochester campus, referred to as Oak Hill. But, for over thirty years the Range was butchered for sand and gravel, which was both a crime and blessing from the geological point of view (plates I-VI). First, it destroyed the original land form shapes which were subsequently covered with man-made structures drawing the shade on its original beauty. Secondly, it allowed study of its structure by a man with a brilliantly analytical mind, Herman L. Fair child. It is an excellent example of morainal deposition at an ice front in a state of dynamic equilibrium, except for minor fluctuations. The Mendon Kame area on the other hand, represents the result of a block of stagnant ice, probably detached and draped over drumlins and drumloidal hills, melting away with tunnels, crevasses, and per foration deposits spilling or squirting their included debris over a more or less square area leaving topographically high kames and esker F-2 segments with many kettles and a large central area of impounded drainage. There appears to be several wave-cut levels at around the + 700 1 Lake Dana level, (Fairchild, 1923). The author in no way pretends to be a Pleistocene expert, but an attempt is made to give a few possible interpretations of the many diverse forms found in the Mendon Kames area. -
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). -
Soil Survey of Walworth County, Wisconsin
Issued February 1971 . SOIL SURVEY . .W alworthCounty I Wisconsin UNITED STATES DEPARTMENT OF AGRICULTURE Soil Conservation Service In cooperation with -- .. UNIVERSITY OF WISCONSIN Wisconsin Geological and Natural History Survey Soils Department, and Wisconsin Agricultural Experiment Station Major fieldwork for this soil survey was done in the period 1959-64. Soil names and descriptions were approved in 1966. Unless otherwise indicated, statements in this publication refer- to conditions in the county in 1966. This survey was made cooperatively by the Soil Conservation Service and the Wisconsin Geological and Natural History Survey, Soils Department, and the Wisconsin Agricultural Experiment Station, University of Wisconsin. It is part of the technical assistance furnished to the Walworth County Soil and Water Conservation District. The fieldwork that is the basis for this soil survey was partly financed. by the Southeastern Wisconsin Regional Planning Commission; by a joint planning grant from the State Highway Commission of Wisconsin; by the U.S. Department of Commerce, Bureau of Public Roads; and by the Department of Housing and Urban Development under the provisions of the Federal Aid to Highways legislation and section 701 of the Housing Act of 1954, as amended. Either enlarged or reduced copies of the soil map in this publication can be made by commercial photographers, or they can be purchased on individual order from the Cartographic Division, Soil Conservation Service, U.S. Department of Agriculture, Washington, D.C. 20250. HOW TO USE THIS SOIL SURVEY HIS SOIL SURVEY contains informa- an oved.ay over the soil map an? ?olo!,ed to Ttion that can be applied in managing farms sh?w ?(:nls that have ,bhe sal!le hm~tatIOn or . -
4. Results & Analysis
T h e M i d d l e s e x N a t u r a l H e r i t a g e S t u d y on the nature of the soil overlaying the relatively 4. Results & Analysis impermeable clay layer. In general, flat homogeneous areas have experienced the greatest loss of woodlands due to their high agricultural value. This chapter provides a general summary of County trends Kame Moraines, Peat and Muck, Beveled Till Plains and based on the MNHS and LSWS field surveys and on spatial Beaches or Shore Cliffs are uncommon physiographic types analysis of the woodland patches in Middlesex County. in Middlesex, yet a relatively large proportion of these areas are covered in woodlands (Table 4). Peat and Muck soils, which occur on valley bottoms, are too saturated to farm unless drained and are generally used for cash crops. 4.1 WOODLAND PHYSIOGRAPHY Remnant wetlands tend to be irregularly shaped and account for a high proportion of the area in these bottom lands. Table 4 is a comparison between the area of physiographic Woodlands in riparian landscapes tend to be long and types in Middlesex County and the area covered by continuous, but irregularly shaped. The strong relief of woodlands for each physiographic type. Although Kame Moraines, Shore Cliffs and Beveled Till Plains are Undrumlinized Till Plains, Till Moraines and Clay Plains not easy to farm and therefore more of these areas are are common physiographic types in Middlesex County wooded. Sandy soils found in Sand Plains, Spillways and (Table 4), only a relatively small proportion of these areas Kame Moraines are dominated by relatively large forest are covered in woodlands.