Chapter 8: Mass Movements, Wind, and Glaciers
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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. -
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). -
Types of Landslides.Indd
Landslide Types and Processes andslides in the United States occur in all 50 States. The primary regions of landslide occurrence and potential are the coastal and mountainous areas of California, Oregon, Land Washington, the States comprising the intermountain west, and the mountainous and hilly regions of the Eastern United States. Alaska and Hawaii also experience all types of landslides. Landslides in the United States cause approximately $3.5 billion (year 2001 dollars) in dam- age, and kill between 25 and 50 people annually. Casualties in the United States are primar- ily caused by rockfalls, rock slides, and debris flows. Worldwide, landslides occur and cause thousands of casualties and billions in monetary losses annually. The information in this publication provides an introductory primer on understanding basic scientific facts about landslides—the different types of landslides, how they are initiated, and some basic information about how they can begin to be managed as a hazard. TYPES OF LANDSLIDES porate additional variables, such as the rate of movement and the water, air, or ice content of The term “landslide” describes a wide variety the landslide material. of processes that result in the downward and outward movement of slope-forming materials Although landslides are primarily associ- including rock, soil, artificial fill, or a com- ated with mountainous regions, they can bination of these. The materials may move also occur in areas of generally low relief. In by falling, toppling, sliding, spreading, or low-relief areas, landslides occur as cut-and- La Conchita, coastal area of southern Califor- flowing. Figure 1 shows a graphic illustration fill failures (roadway and building excava- nia. -
Geomorphic Processes
CHAPTER GEOMORPHIC PROCESSES fter learning about how the earth was forces continuously elevate or build up parts born, how it evolved its crust and other of the earth’s surface and hence the exogenic Ainner layers, how its crustal plates processes fail to even out the relief variations moved and are moving, and other information of the surface of the earth. So, variations remain on earthquakes, the forms of volcanism and as long as the opposing actions of exogenic and about the rocks and minerals the crust is endogenic forces continue. In general terms, composed of, it is time to know in detail about the endogenic forces are mainly land building the surface of the earth on which we live. Let forces and the exogenic processes are mainly us start with this question. land wearing forces. The surface of the earth is sensitive. Humans depend on it for their Why is the surface of the earth uneven? sustenance and have been using it extensively and intensively. So, it is essential to understand The earth’s crust is dynamic. You are well its nature in order to use it effectively without aware that it has moved and moves vertically disturbing its balance and diminishing its and horizontally. Of course, it moved a bit faster potential for the future. Almost all organisms in the past than the rate at which it is moving contribute to sustain the earth’s environment. now. The differences in the internal forces However, humans have caused extensive operating from within the earth which built up damage to the environment through over use the crust have been responsible for the of resources. -
Chapter 2 the Solid Materials of the Earth's Surface
CHAPTER 2 THE SOLID MATERIALS OF THE EARTH’S SURFACE 1. INTRODUCTION 1.1 To a great extent in this course, we will be dealing with processes that act on the solid materials at and near the Earth’s surface. This chapter might better be called “the ground beneath your feet”. This is the place to deal with the nature of the Earth’s surface materials, which in later sections of the chapter I will be calling regolith, sediment, and soil. 1.2 I purposely did not specify any previous knowledge of geology as a prerequisite for this course, so it is important, here in the first part of this chapter, for me to provide you with some background on Earth materials. 1.3 We will be dealing almost exclusively with the Earth’s continental surfaces. There are profound geological differences between the continents and the ocean basins, in terms of origin, age, history, and composition. Here I’ll present, very briefly, some basic things about geology. (For more depth on such matters you would need to take a course like “The Earth: What It Is, How It Works”, given in the Harvard Extension program in the fall semester of 2005– 2006 and likely to be offered again in the not-too-distant future.) 1.4 In a gross sense, the Earth is a layered body (Figure 2-1). To a first approximation, it consists of concentric shells: the core, the mantle, and the crust. Figure 2-1: Schematic cross section through the Earth. 73 The core: The core consists mostly of iron, alloyed with a small percentage of certain other chemical elements. -
Plate Tectonics and the Cycling of Earth Materials
Plate Tectonics and the cycling of Earth materials Plate tectonics drives the rock cycle: the movement of rocks (and the minerals that comprise them, and the chemical elements that comprise them) from one reservoir to another Arrows are pathways, or fluxes, the I,M.S rocks are processes that “reservoirs” - places move material from one reservoir where material is temporarily stored to another We need to be able to identify these three types of rocks. Why? They convey information about the geologic history of a region. What types of environments are characterized by the processes that produce igneous rocks? What types of environments are preserved by the accumulation of sediment? What types of environments are characterized by the tremendous heat and pressure that produces metamorphic rocks? How the rock cycle integrates into plate tectonics. In order to understand the concept that plate tectonics drives the rock cycle, we need to understand what the theory of plate tectonics says about how the earth works The major plates in today’s Earth (there have been different plates in the Earth’s past!) What is a “plate”? The “plate” of plate tectonics is short for “lithospheric plate” - - the outermost shell of the Earth that behaves as a rigid substance. What does it mean to behave as a rigid substance? The lithosphere is ~150 km thick. It consists of the crust + the uppermost mantle. Below the lithosphere the asthenosphere behaves as a ductile layer: one that flows when stressed It means that when the substance undergoes stress, it breaks (a non-rigid, or ductile, substance flows when stressed; for example, ice flows; what we call a glacier) Since the plates are rigid, brittle 150km thick slabs of the earth, there is a lot of “action”at the edges where they abut other plates We recognize 3 types of plate boundaries, or edges. -
Mass Wasting and Landslides
Mass Wasting and Landslides Mass Wasting 1 Introduction Landslide and other ground failures posting substantial damage and loss of life In U.S., average 25–50 deaths; damage more than $3.5 billion For convenience, definition of landslide includes all forms of mass-wasting movements Landslide and subsidence: naturally occurred and affected by human activities Mass wasting Downslope movement of rock and soil debris under the influence of gravity Transportation of large masses of rock Very important kind of erosion 2 Mass wasting Gravity is the driving force of all mass wasting Effects of gravity on a rock lying on a hillslope 3 Boulder on a hillside Mass Movement Mass movements occur when the force of gravity exceeds the strength of the slope material Such an occurrence can be precipitated by slope-weakening events Earthquakes Floods Volcanic Activity Storms/Torrential rain Overloading the strength of the rock 4 Mass Movement Can be either slow (creep) or fast (landslides, debris flows, etc.) As terrain becomes more mountainous, the hazard increases In developed nations impacts of mass-wasting or landslides can result in millions of dollars of damage with some deaths In less developed nations damage is more extensive because of population density, lack of stringent zoning laws, scarcity of information and inadequate preparedness **We can’t always predict or prevent the occurrence of mass- wasting events, a knowledge of the processes and their relationship to local geology can lead to intelligent planning that will help -
Relative Age-Dating
Relative Age-dating -- Discovery of Important Stratigraphic Principles Roger Steinberg, Assistant Professor of Geology, Del Mar College, Corpus Christi, TX Background Physical Geology and Historical Geology are the two introductory level Geology classes taught at most colleges and universities. Physical Geology is the study of Earth materials (minerals, rocks, sediment and soil) and the processes that affect those materials, including processes associated with oceans and shorelines, rivers, glaciers, groundwater, the wind, downslope movement and tectonic forces. Historical Geology is the study of the Earth through time, emphasizing the origins of and changes in the Earth's surface and subsurface, atmosphere, biosphere, and hydrosphere (water). Historical Geology is, as the name implies, essentially a history class. As in any other history class, we wish to know what happened, and when those particular events occurred. Of equal importance to learning these facts is an understanding of how we know what we claim to know about the history of the Earth. I believe it is critically important to establish that all of our geological knowledge about the Earth and its history has a firm, scientific foundation, and is based on important principles and concepts. In piecing together the history of the Earth, geologists rely on several key principles that allow us to determine the ages of rocks and the timing of significant events. There are two very different approaches to age-dating geological materials and events. Actual age-dating is the determination of the precise, numerical age of rocks and the geologic events that have affected those rocks for a particular area. It is often considered to be synonymous with radiometric age-dating, in which the occurrence and radioactive decay of natural, radioactive isotopes within minerals and rocks can be used as a type of very accurate clock to determine their age, although not all actual age-dating methods are radiometric. -
Structural Geology –Practice Questions and Answers Revised November 2008
Structural Geology –Practice Questions and Answers Revised November 2008 1. Terms used to describe surfaces across which there has been perceptible displacement are many. However, most geologists would prefer one of the falling terms: (a) joints, (b) fractures, (c) cracks, or (d) faults. What term best describes a surface across which there has been perceptible displacement? 2. Force is a term common to physics. Its classical expression is Force = mass * acceleration. However geologists are more concerned with the intensity of force or more succinctly the stress. Stress is defined as ______________________ . 3. Stresses produce strains in Earth materials. What are strains? 4. There are two end-member varieties of faults: dip-slip and strike-slip. The displacement along a strike-slip fault is _________________ to the strike of the fault. 5. The orientation of a plane in space is expressed by its attitude; a term consisting of two components, strike and dip. Define strike. Define dip. 6. Though many beds are upright others are not. For example, an overturned bed is one that has been rotated more than __________ degrees. 7. A dip-slip fault consists of the dipping fault surface and hanging and footwall blocks. The hanging wall block lies ____________ the dipping fault surface. 8. In the following illustration what block is the White Pine located on? What block is the Maple located on? What kind of fault is illustrated? 9. The footwall block lies ___________ a dipping fault surface. 10. What do you call a three dimensional surface separating Earth material of differing aspect? 11. In a dip-slip fault, if the hanging wall block moved up relative to the footwall block, then the fault is classified as a ____________________ . -
Mass Movements General Anatomy
CE/SC 10110-20110: Planet Earth Mass Movements Earth Portrait of a Planet Fifth Edition Chapter 16 Mass movement (or mass wasting) is the downslope motion of rock, regolith (soil, sediment, and debris), snow, and ice. General Anatomy Discrete slump blocks Head scarp Bulging toe Road for scale Disaster in the Andes: Yungay, Peru, 1970 Fractures rock, loosens soil particles. Seismic energy overstresses the system. Yungay, Peru, in the Santa River Valley beneath the heavily glaciated Nevado Huascarán (21,860 feet). May, 1970, earthquake occurred offshore ~100 km away - triggered many small rock falls. An 800-meter-wide block of ice was dislodged and avalanched downhill, scooping out small lakes and breaking off large masses of rock debris. Disaster in the Andes: Yungay, Peru, 1970 More than 50 million cubic meters of muddy debris traveled 3.7 km (12,000 feet) vertically and 14.5 km (9 miles) horizontally in less than 4 minutes! Main mass of material traveled down a steep valley, blocking the Santa River and burying ~18,000 people in Ranrachirca. A small part shot up the valley wall, was momentarily airborne before burying the village of Yungay. Estimated death toll = 17,000. Disaster in the Andes: Yungay, Peru, 1970 Before After Whats Left of Yungay. Common Mass Movements Rockfalls and Slides Slow Fast Debris Flows Slumping Lahars and Mudflows Solifluction and Creep These different kinds of mass movements are arranged from slowest (left) to fastest (right). Types of Mass Movement Different types of mass movement based on 4 factors: 1) Type of material involved (rock, regolith, snow, ice); 2) Velocity of the movement (slow, intermediate, fast); 3) Character of the movement (chaotic cloud, slurry, coherent mass; 4) Environment (subaerial, submarine). -
3.4 Earth Materials Provide Resources for All Living Things, but These Resources Are Limited and Should Be Conserved
3.4 Earth materials provide resources for all living things, but these resources are limited and should be conserved. Enduring Understanding(s) Essential Questions (A) Resources are limited and should be • What earth materials do I use every conserved. day? (B) Scientific inquiry is a thoughtful • What properties of natural resources and coordinated attempt to search make them useful to us? out, describe, explain and predict • What are renewable resources? natural phenomena. • What are non-renewable resources? (C) Scientific literacy includes • How do I/we use natural resources in speaking, listening, presenting, a responsible way? interpreting, reading and writing • How do human actions affect the about science. survival of animals and plants? • How can my family and I conserve earth materials and resources at home? GRADE-LEVEL EXPECTATIONS: 1. Earth materials that occur in nature include rocks, minerals, soils, water and the gases of the atmosphere. Earth materials are natural resources that provide us with things we need to live, including food, clothing, water, air, shelter, land and energy. 2. Some natural resources are useful to people in their raw form (for example, fresh water, soil or air); other natural resources must be modified to meet human needs (for example, petroleum must be extracted from rocks and refined into gasoline, heating oil or plastics; wood from trees must be processed to make paper). 3. The supply of many natural resources such as fossil fuels, metals, fresh water and fertile soil is limited; once they are used up or contaminated they are difficult or impossible to replace. 4. Human actions can affect the survival of plants and animals.