Earth and Environment Made Problems Such As Oil Spills, Ecosystem Degradation and Soil Erosion

Total Page:16

File Type:pdf, Size:1020Kb

Earth and Environment Made Problems Such As Oil Spills, Ecosystem Degradation and Soil Erosion Undergraduate Catalog 2017-2018 College of Arts Sciences and Education 133 Earth and Environment made problems such as oil spills, ecosystem degradation and soil erosion. The Department of Earth and René Price, Professor and Chairperson Environment has well-equipped facilities that allow Patricia Houle, Senior Instructor and Associate Chair students to understand the Earth and its environments and Elizabeth Anderson, Assistant Professor, Director, to prepare for professions with environmental, geoscientific and natural resource orientations. International Research Programs, School of Environment, Arts and Society (SEAS) Geoscience Programs William Anderson, Professor and Associate Dean, College of Arts, Sciences and Education The Department offers a Bachelor of Sciences degree Mahadev Bhat, Professor program in Geosciences with a choice of majors in the David Bray, Professor Geological Sciences or Atmospheric Sciences. These Robert Burgman, Assistant Professor majors have been designed to prepare students to gain Laurel Collins, Professor professional credentials such as the State of Florida Maria Donoso, Director, Global Water for Sustainability Professional Geologist certification or the American (GLOWS) Meteorological Society certification. A broader based, Grenville Draper, Professor interdisciplinary Bachelor of Arts program in Earth Stephen Haggerty, Distinguished Research Associate Sciences is also offered, including a major in Earth Joel Heinen, Professor Science Education which leads to teacher certification in Rosemary Hickey-Vargas, Professor, Graduate Program Florida. Also available are Minors in Geology and Director Meteorology. A grade of “C” or better is required for all Krishnaswamy Jayachandran, Professor and Graduate required courses in the major and/or minor. Director for PSM in Environmental Policy and Management Bachelor of Science in Geosciences Haiyan Jiang, Associate Professor Amir A. Khoddamzadeh, Instructor Degree Program Hours: 120 Stephen P. Leatherman, Professor Lower Division Preparation Hong Liu, Associate Professor Jose Longoria, Professor Common Prerequisite Courses and Andrew Macfarlane, Associate Professor Equivalencies Florentin Maurrasse, Professor FIU Course(s) Equivalent Course(s) Assefa Melesse, Professor GLY 1010, GLY 1010L or GLYX010C or Pallab Mozumder, Associate Professor GLY 3039, GLY 3039L GLYX010/X010L John Parker, Emeritus Professor CHM 1045, CHM 1045L CHMX045/X045L or Thomas Pliske, Emeritus Lecturer CHMX040 and CHMX041 or Gary Rand, Professor CHMX045C Rodolfo Rego, Digital Instructor CHM 1046, CHM 1046L CHMX046/X046L or Associate Professor Jennifer Rehage, CHMX046C James Riach, Senior Lecturer and Undergraduate MAC 2311 MACX311 or MTHX281 Program Director PHY 2048, PHY 2049 or PHYX048C¹ and PHYX049C Edward Robinson, Distinguished Research Associate PHY 2053, PHY 2054, or PHYX048/X048L and Associate Professor Michael Ross, PHY2048L, PHY 2049L PHYX049/X049L or Leonard Scinto, Associate Professor PHYX053C and Kateel Shetty, Research Scientist PHYX054C and Neptune Srimal, University Lecturer XXXXXXX² Michael Sukop, Professor ¹The choice of Physics sequence depends on the area of Dean Whitman, Professor Geology specialization. Hugh Willoughby, Distinguished Research Professor ²Historical Geology STRONGLY recommended. Keqi Zhang, Professor and Director of Laboratory for Coastal Research, International Hurricane Research Courses which form part of the statewide articulation Center between the State University System and the Florida Ping Zhu, Associate Professor College System will fulfill the Lower Division Common Prerequisites. Knowledge of the Earth and its environments is essential For generic course substitutions/equivalencies for for successful stewardship of our home planet. The Common Program Prerequisites offered at community mission of FIU’s Department of Earth and Environment is colleges, state colleges, or state universities, visit: to be at the forefront of research and education on the https://www.flvc.org, Search Program Listing by dynamic interaction of Earth’s systems, the environment, Alphabetic Order. and related societal issues. Programs in the department address understanding and stewardship of the natural Lower Division Common Prerequisites Earth. In addition, the department fosters understanding of ESC 1000 Introduction to Earth Sciences 3 the planet’s bounty, such as water, mineral, energy and ESC 1000L Introduction to Earth Sciences Lab 1 agricultural resources. A third area of emphasis is or environmental problems, both natural events such as GLY 1010 Physical Geology* & 3 earthquakes, volcanic eruptions and floods, and human- GLY 1010L Physical Geology Lab 1 134 College of Arts Sciences and Education Undergraduate Catalog 2017-2018 or GLY 4511 Stratigraphy 3 GLY 3039 Environmental Geology & 3 GLY 4511L Stratigraphy Lab 1 GLY 3039L Environmental Geology Lab 1 GLY 4400 Structural Geology 3 and GLY 4400L Structural Geology Lab 1 CHM 1045 General Chemistry I & 3 List 2: Geo-elective Courses CHM 1045L General Chemistry I Lab 1 EVR 4592 Soils and Ecosystems 3 CHM 1046 General Chemistry II & 3 GIS 3043 Introduction to GIS 3 CHM 1046L General Chemistry II Lab 1 GLY 3034 Natural Disasters 3 MAC 2311 Calculus I 4 GLY 3759 Visualizing Our World With GIS 3 and GLY 3760C Geological Map Analysis 3 PHY 2048 Physics with Calculus I ** 4 GLY 3782 Geology Field Excursion* 3 or GLY 4450 Environmental and Exploration PHY 2053 Physics without Calculus I** 4 Geophysics 3 GLY 4603 Paleobiology 3 and GLY 4660 Paleoecology 3 PHY 2049 Physics with Calculus II** 4 GLY 4730 Marine Geology 3 or GLY 4734 Changing Coastlines – GL 3 PHY 2054 Physics Without Calculus II** 4 GLY 4791 Field Geology and Geologic Mapping* 3 and GLY 4812 Introduction to Ore Deposits 3 PHY 2048L General Physics Lab I 1 GLY 4881 Coastal Hazards – GL 3 PHY 2049L General Physics Lab II 1 ISC 4940 Undergraduate Research Internship in Earth and Environment 0-6 *GLY 1010: Physical Geology is strongly recommended GLY 4947 Internship in Geoscience 0-6 for the Geological Sciences Major GLY 4970 Geology Honors Thesis 3 **Physics with Calculus is strongly recommended for the GLY 4989L Geology Honors Research 1-3 Atmospheric Sciences major MET 4300 Severe Weather 3 Courses required for the degree: MET 4400 Meteorological Instrumentation & MAC 2312 Calculus II 4 Observations 3 MET 4532 Hurricanes 3 Additional Required Lower Division Courses MET 3103 Planetary Climate Change 3 ISC 1056 First Year Seminar in Earth and MET 4750 Techniques for Earth System Modeling 3 Environment 1 Any course from List 1 of the Atmosphere Sciences Major For the Geological Sciences Major Only or other courses approved by the Program Director may BSC 2011 General Biology II & 3 also be used for Geo-electives. BSC 2011L General Biology II Lab 1 or *Field experience course GLY 1101 The History of Life & 3 GLY 1101L The History of Life Laboratory 1 Atmospheric Sciences Major (25 credits) For the Atmospheric Sciences Major Only 1. Complete all courses (with labs as necessary) from MAC 2313 Multivariable Calculus 4 List 1 (16 credits) MAP 2302 Differential Equations 3 2. Choose an additional 9 credits or more from List 2. Upper Division Requirements List 1: Major-specific Courses MET 3102 Physical Climatology 3 Geosciences Essentials (13 credits) MET 4420 Physical Meteorology 3 GLY 3112 Earth Through Time* 3 MET 3502 Synoptic Meteorology 3 GLY 4822 Introduction to Hydrogeology 3 MET 3502L Synoptic Meteorology Lab 1 MET 3003 General Meteorology 3 MET 4301 Dynamic Meteorology I 3 OCP 3002 Physical Oceanography 3 MET 4302 Dynamic Meteorology II 3 GLY 4937/ Senior Seminar 1 MET 4937 List 2: Geo-elective Courses [*Students may substitute Historical Geology from another GIS 3043 Introduction to GIS 3 institution.] GLY 3034 Natural Disasters 3 GLY 3759 Visualizing Our World With GIS 3 Geological Sciences Major (25 credits) GLY 3760C Geological Map Analysis 3 1. Complete all courses (with labs as necessary) from GLY 3782 Geology Field Excursion 3 List 1 (16 credits) GLY 4450 Environmental and Exploration 2. Choose an additional 9 credits or more from List 2, at Geophysics 3 least three of which must be field experience. GLY 4603 Paleobiology 3 GLY 4730 Marine Geology 3 List 1: Major-specific Courses GLY 4734 Changing Coastlines – GL 3 GLY 3202 Earth Materials 3 GLY 4791 Field Geology and Geologic Mapping 3 GLY 3202L Earth Materials Lab 1 GLY 4812 Introduction to Ore Deposits 3 GLY 4300 Petrology 3 GLY 4881 Coastal Hazards – GL 3 GLY 4300L Petrology Lab 1 Undergraduate Catalog 2017-2018 College of Arts Sciences and Education 135 MET 4300 Severe Weather 3 Bachelor of Arts in Earth Sciences MET 4400 Meteorological Instrumentation & Degree Program Hours: 120 Observations 3 MET 4410 Remote Sensing: Radar and Satellite This program is for the student who requires a broad Meteorology 3 background in Earth Sciences for a career in science MET 4532 Hurricanes 3 education or public or private administration dealing with MET 4750 Techniques for Earth System Modeling 3 Earth and environmental science issues. ISC 4940 Undergraduate Research Internship on Earth and Environment 0-6 Common Prerequisite Courses and Equivalencies MET 4912L Meteorology Honors Research 1-3 MET 4941 Internship in Meteorology 0-3 Courses which form part of the statewide articulation MET 4970 Meteorology Honors Thesis 1-6 between the State University System and the Florida Any course from List 1 of the Geological Sciences Major College System will fulfill the Lower Division Common or other courses
Recommended publications
  • 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.
    [Show full text]
  • 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.
    [Show full text]
  • Earth Science SCIH 041 055 Credits: 0.5 Units / 5 Hours / NCAA
    UNIVERSITY OF NEBRASKA HIGH SCHOOL Earth Science SCIH 041 055 Credits: 0.5 units / 5 hours / NCAA Course Description Have you ever wondered where marble comes from? or how deep the ocean is? or why it rains more in areas near the Equator than in other places? In this course students will study a variety of topics designed to give them a better understanding of the planet on which we live. They will study the composition of Earth including minerals and different rock types, weathering and erosion processes, mass movements, and surface and groundwater. They will also explore Earth's atmosphere and oceans, including storms, climate and ocean movements, plate tectonics, volcanism, earthquakes, mountain building, and geologic time. This course concludes with an in-depth look at the connections between our Earth's vast resources and the human population's dependence and impact on them. Graded Assessments: 5 Unit Evaluations; 2 Projects; 2 Proctored Progress Tests, 5 Teacher Connect Activities Course Objectives When you have completed the materials in this course, you should be able to: 1. Describe how Earth materials move through geochemical cycles (carbon, nitrogen, oxygen) resulting in chemical and physical changes in matter. 2. Understand the relationships among Earth’s structure, systems, and processes. 3. Describe how heat convection in the mantle propels the plates comprising Earth’s surface across the face of the globe (plate tectonics). 4. Evaluate the impact of human activity and natural causes on Earth’s resources (groundwater, rivers, land, fossil fuels). 5. Describe the relationships among the sources of energy and their effects on Earth’s systems.
    [Show full text]
  • New Research Opportunities in the Earth Sciences
    New Research Opportunities in the Earth Sciences A national strategy to sustain basic research and training across all areas of the Earth sciences would help inform the response to many of the major challenges that will face the planet in coming years. Issues including fossil fuel and water resources, earthquake and tsunami hazards, and profound environmental changes due to shifts in the climate system could all be informed by new research in the Earth sciences. The National Science Foundation’s Division of Earth Sciences, as the only federal agency that maintains significant funding of both exploratory and problem-driven research in the Earth sciences, is central to these efforts, and coordinated research priorities are needed to fully capitalize on the contributions that the Earth sciences can make. ith Earth’s planet. However, it’s population important to note that this Wexpected to collaborative work builds reach 7 billion by the end on basic research in of 2011, and about 9.2 specific disciplines. Core billion by 2050, demand Earth science research for resources such as food, carried out by individual fuel, and water is investigators, or small increasing rapidly. At the groups of scientists, same time, humans are remains the most creative changing the landscape and effective way to and the temperature of the enhance the knowledge atmosphere is increasing. base upon which integra- Expanding basic research tive efforts can build. in the Earth sciences—the study of Earth’s solid Key Research surface, crust, mantle and Opportunities core, and the interactions Figure 1. Combining LiDAR data with geological Conceptual advances in observations helps determine how erosional processes between Earth and the basic Earth science theory respond to rock uplift at Dragon’s Back pressure ridge and technological improve- atmosphere, hydrosphere, along the San Andreas Fault.
    [Show full text]
  • Chapter 11: Atmosphere
    The Atmosphere and the Oceans ff the Na Pali coast in Hawaii, clouds stretch toward O the horizon. In this unit, you’ll learn how the atmo- sphere and the oceans interact to produce clouds and crashing waves. You’ll come away from your studies with a deeper understanding of the common characteristics shared by Earth’s oceans and its atmosphere. Unit Contents 11 Atmosphere14 Climate 12 Meteorology15 Physical Oceanography 13 The Nature 16 The Marine Environment of Storms Go to the National Geographic Expedition on page 880 to learn more about topics that are con- nected to this unit. 268 Kauai, Hawaii 269 1111 AAtmospheretmosphere What You’ll Learn • The composition, struc- ture, and properties that make up Earth’s atmos- phere. • How solar energy, which fuels weather and climate, is distrib- uted throughout the atmosphere. • How water continually moves between Earth’s surface and the atmo- sphere in the water cycle. Why It’s Important Understanding Earth’s atmosphere and its interactions with solar energy is the key to understanding weather and climate, which con- trol so many different aspects of our lives. To find out more about the atmosphere, visit the Earth Science Web Site at earthgeu.com 270 DDiscoveryiscovery LLabab Dew Formation Dew forms when moist air near 4. Repeat the experiment outside. the ground cools and the water vapor Record the temperature of the in the air changes into water droplets. water and the air outside. In this activity, you will model the Observe In your science journal, formation of dew. describe what happened to the out- 1.
    [Show full text]
  • Vplanet: the Virtual Planet Simulator
    VPLanet: The Virtual Planet Simulator Rory Barnes1,2, Rodrigo Luger2,3, Russell Deitrick2,4, Peter Driscoll2,5, David Fleming1,2, Hayden Smotherman1,2, Thomas R. Quinn1,2, Diego McDonald1,2, Caitlyn Wilhelm1,2, Benjamin Guyer1,2, Victoria S. Meadows1,2, Patrick Barth6, Rodolfo Garcia1,2, Shawn D. Domagal-Goldman2,7, John Armstrong2,8, Pramod Gupta1,2, and The NASA Virtual Planetary Laboratory 1Astronomy Dept., U. of Washington, Box 351580, Seattle, WA 98195 2NASA Virtual Planetary Laboratory 3Center for Computational Astrophysics, 6th Floor, 162 5th Ave, New York, NY 10010 4Astronomisches Institut, University of Bern, Sidlerstrasse 5, 3012 Bern, Switzerland 5Department of Terrestrial Magnetism, Carnegie Institute for Science, 5241 Broad Branch Road, NW, Washington, DC 20015 6Max Planck Institute for Astronomy, Heidelberg, Germany 7NASA Goddard Space Flight Center, Mail Code 699, Greenbelt, MD, 20771 8Department of Physics, Weber State University, 1415 Edvaldson Drive, Dept. 2508, Ogden, UT 84408-2508 Overview. VPLanet is software to simulate the • BINARY: Orbital evolution of a circumbinary planet evolution of an arbitrary planetary system for billions of from Leung & Lee (2013). years. Since planetary systems evolve due to a myriad • GalHabit: Evolution of wide binaries due to the of processes, VPLanet unites theories developed in galactic tide and passing stars (Heisler & Tremaine Earth science, stellar astrophysics, planetary science, 1986; Rickman et al. 2008; Kaib et al. 2013). and galactic astronomy. VPLanet can simulate a generic • SpiNBody: N-body integrator. planetary system, but is optimized for those with • DistOrb: 2nd and 4th order secular models of orbital potentially habitable worlds. VPLanet is open source evolution (Murray & Dermott 1999).
    [Show full text]
  • Earth Science Standards of Learning for Virginia Public Schools – January 2010
    Earth Science Standards of Learning for Virginia Public Schools – January 2010 Introduction The Science Standards of Learning for Virginia Public Schools identify academic content for essential components of the science curriculum at different grade levels. Standards are identified for kindergarten through grade five, for middle school, and for a core set of high school courses — Earth Science, Biology, Chemistry, and Physics. Throughout a student’s science schooling from kindergarten through grade six, content strands, or topics are included. The Standards of Learning in each strand progress in complexity as they are studied at various grade levels in grades K-6, and are represented indirectly throughout the high school courses. These strands are Scientific Investigation, Reasoning, and Logic; Force, Motion, and Energy; Matter; Life Processes; Living Systems; Interrelationships in Earth/Space Systems; Earth Patterns, Cycles, and Change; and Earth Resources. Five key components of the science standards that are critical to implementation and necessary for student success in achieving science literacy are 1) Goals; 2) K-12 Safety; 3) Instructional Technology; 4) Investigate and Understand; and 5) Application. It is imperative to science instruction that the local curriculum consider and address how these components are incorporated in the design of the kindergarten through high school science program. Goals The purposes of scientific investigation and discovery are to satisfy humankind’s quest for knowledge and understanding and to preserve and enhance the quality of the human experience. Therefore, as a result of science instruction, students will be able to achieve the following objectives: 1. Develop and use an experimental design in scientific inquiry.
    [Show full text]
  • A Contribution to the Geologic History of the Floridian Plateau
    Jy ur.H A(Lic, n *^^. tJMr^./*>- . r A CONTRIBUTION TO THE GEOLOGIC HISTORY OF THE FLORIDIAN PLATEAU. BY THOMAS WAYLAND VAUGHAN, Geologist in Charge of Coastal Plain Investigation, U. S. Geological Survey, Custodian of Madreporaria, U. S. National IMuseum. 15 plates, 6 text figures. Extracted from Publication No. 133 of the Carnegie Institution of Washington, pages 99-185. 1910. v{cff« dl^^^^^^ .oV A CONTRIBUTION TO THE_^EOLOGIC HISTORY/ OF THE/PLORIDIANy PLATEAU. By THOMAS WAYLAND YAUGHAn/ Geologist in Charge of Coastal Plain Investigation, U. S. Ge6logical Survey, Custodian of Madreporaria, U. S. National Museum. 15 plates, 6 text figures. 99 CONTENTS. Introduction 105 Topography of the Floridian Plateau 107 Relation of the loo-fathom curve to the present land surface and to greater depths 107 The lo-fathom curve 108 The reefs -. 109 The Hawk Channel no The keys no Bays and sounds behind the keys in Relief of the mainland 112 Marine bottom deposits forming in the bays and sounds behind the keys 1 14 Biscayne Bay 116 Between Old Rhodes Bank and Carysfort Light 117 Card Sound 117 Barnes Sound 117 Blackwater Sound 117 Hoodoo Sound 117 Florida Bay 117 Gun and Cat Keys, Bahamas 119 Summary of data on the material of the deposits 119 Report on examination of material from the sea-bottom between Miami and Key West, by George Charlton Matson 120 Sources of material 126 Silica 126 Geologic distribution of siliceous sand in Florida 127 Calcium carbonate 129 Calcium carbonate of inorganic origin 130 Pleistocene limestone of southern Florida 130 Topography of southern Florida 131 Vegetation of southern Florida 131 Drainage and rainfall of southern Florida 132 Chemical denudation 133 Precipitation of chemically dissolved calcium carbonate.
    [Show full text]
  • Origin and Evolution of Earth Research Questions for a Changing Planet
    Origin and Evolution of Earth Research Questions for a Changing Planet Questions about the origins and nature of Earth have long preoccupied human thought and the scientific endeavor. Deciphering the planet’s history and processes could improve the abil- ity to predict catastrophes like earthquakes and volcanoes, to manage Earth’s resources, and to anticipate changes in climate and geologic processes. This report captures, in a series of questions, the essential scientific challenges that constitute the frontier of Earth science at the start of the 21st century. arth is an active place. Earthquakes rip along plate boundaries, volcanoes spew fountains of Emolten lava, and mountain ranges and seabed are constantly created and destroyed. Earth scientists have long been concerned with deciphering the history—and predicting the future—of this active planet. Over the past four decades, Earth scientists have made great strides in understanding Earth’s workings. Scientists have ever-improving tools to understand how Earth’s internal processes shape the planet’s surface, how life can be sustained over billions of years, and how geological, biological, atmospheric, and oceanic NASA/NDGC processes interact to produce climate—and climatic change. At the request of the U.S. Department of Energy, Na- tional Aeronautics and Space Administration, National Science Foundation, and U.S. Geological Survey, the National Research Council assembled a committee to propose and explore grand ques- tions in Earth science. This report, which is the result of the committee’s deliberations and input solicited from the Earth science community, describes ten “big picture” Earth science issues being pursued today.
    [Show full text]
  • Geology and Hydrology of Karst in West-Central and North-Central Florida Lee J
    Western Kentucky University TopSCHOLAR® Geography/Geology Faculty Publications Geography & Geology August 2008 Geology and Hydrology of Karst in West-Central and North-Central Florida Lee J. Florea Western Kentucky University, [email protected] Follow this and additional works at: http://digitalcommons.wku.edu/geog_fac_pub Part of the Climate Commons, Environmental Monitoring Commons, Fresh Water Studies Commons, Geology Commons, Geophysics and Seismology Commons, and the Natural Resources and Conservation Commons Recommended Repository Citation Florea, Lee J.. (2008). Geology and Hydrology of Karst in West-Central and North-Central Florida. Caves and Karst of Florida, 225-239. Available at: http://digitalcommons.wku.edu/geog_fac_pub/17 This Contribution to Book is brought to you for free and open access by TopSCHOLAR®. It has been accepted for inclusion in Geography/Geology Faculty Publications by an authorized administrator of TopSCHOLAR®. For more information, please contact [email protected]. Part III - Science in Florida Caves CAVES AND KARST OF FLORIDA 2008 NSS CONVENTION GUIDEBOOK 223 SPELEOTHEMS! The blast shattered the top of a subaqueous cavern! Stalactites varying from the diameter of a finger to over four feet were thrown out…The dipper of the dredge, terminating a boom nearly thirty feet long, was let down into the cavern and swung around in all directions without encountering any obstructions. Here in the wet Everglades is a subaqueous cave. Yet the sections of stalactites indicate great length and they could only have been formed in a cavern in which the floor, or at least the upper portion of the cavern, was elevated above the water table. From - Historic Trails by Land and Water, by John Small.
    [Show full text]
  • Geology of Florida Local Abundance of Quartz Sand
    28390_00_cover.qxd 1/16/09 4:03 PM Page 1 Summary of Content The geologic past of Florida is mostly out of sight with its maximum elevation at only ~105 m (in the panhandle) and much of south Florida is virtually flat. The surface of Florida is dominated by subtle shorelines from previous sea-level high-stands, karst-generated lakes, and small river drainage basins What we see are modern geologic (and biologic) environments, some that are world famous such as the Everglades, the coral reefs, and the beaches. But, where did all of this come from? Does Florida have a geologic history other than the usual mantra about having been “derived from the sea”? If so, what events of the geologic past converged to produce the Florida we see today? Toanswer these questions, this module has two objectives: (1) to provide a rapid transit through geologic time to describe the key events of Florida’s past emphasizing processes, and (2) to present the high-profile modern geologic features in Florida that have made the State a world-class destination for visitors. About the Author Albert C. Hine is the Associate Dean and Professor in the College of Marine Science at the University of South Florida. He earned his A.B. from Dartmouth College; M.S. from the University of Massachusetts, Amherst; and Ph.D. from the University of South Carolina, Columbia—all in the geological sciences. Dr. Hine is a broadly-trained geological oceanographer who has addressed sedimentary geology and stratigraphy problems from the estuarine system out to the base of slope.
    [Show full text]
  • Plate Tectonics
    Plate tectonics tive motion determines the type of boundary; convergent, divergent, or transform. Earthquakes, volcanic activity, mountain-building, and oceanic trench formation occur along these plate boundaries. The lateral relative move- ment of the plates typically varies from zero to 100 mm annually.[2] Tectonic plates are composed of oceanic lithosphere and thicker continental lithosphere, each topped by its own kind of crust. Along convergent boundaries, subduction carries plates into the mantle; the material lost is roughly balanced by the formation of new (oceanic) crust along divergent margins by seafloor spreading. In this way, the total surface of the globe remains the same. This predic- The tectonic plates of the world were mapped in the second half of the 20th century. tion of plate tectonics is also referred to as the conveyor belt principle. Earlier theories (that still have some sup- porters) propose gradual shrinking (contraction) or grad- ual expansion of the globe.[3] Tectonic plates are able to move because the Earth’s lithosphere has greater strength than the underlying asthenosphere. Lateral density variations in the mantle result in convection. Plate movement is thought to be driven by a combination of the motion of the seafloor away from the spreading ridge (due to variations in topog- raphy and density of the crust, which result in differences in gravitational forces) and drag, with downward suction, at the subduction zones. Another explanation lies in the different forces generated by the rotation of the globe and the tidal forces of the Sun and Moon. The relative im- portance of each of these factors and their relationship to each other is unclear, and still the subject of much debate.
    [Show full text]