Description
Using the Key and the Rock Images Guide, identify the 21 rocks. On the Word file provided, list the identified rocks by number, and briefly explain how you identified each.
Unformatted Attachment Preview
1. Igneous
Grain visibility
Texture/composition
Name
Properties
Quartz Present
Granite
Large grained; peachy-‐pink grains of orthoclase
and the transparent grains of quartz
Quartz Absent
Diorite
Similar to granite, but not orthoclase or quartz
Glassy
Obsidian
Scoria
Pumice
Black; glassy texture
Dark in color; porous
Light in color; porous
Fine grains
Basalt
Rhyolite
Dark gray-‐black; only very small crystals visible
Peachy-‐pink; only very small crystals visible
Grain size
Grain type
Grains are not Shells
Name
Breccia
Conglomerate
Fossiliferous Limestone
Coquina
Properties
Large angular grains
Large rounded grains
Fossils imbedded in considerable matrix
Fossils imbedded in very little matrix
Sandstone
Oolitic Limestone
Does not react to acid
Reacts to acid
Shale
Chert
Petrified Wood
Thinly bedded
Very smooth and angular
Characteristics of wood preserved
Grains are Obvious
Vesicular (porous)
Grains aren't Obvious
2. Sedimentary
Grain visibility
Grains are Large
Grains are Shells
Grains are Visible
Grains are Not Large
Grains are not Visible
3. Metamorphic
Grain visibility
Banding
Banding Present
Name
Gneiss
Marble
Properties
Grains align in bands
Granular; will effervesce in acid
Banding Absent
Phyllite
Garnet schist
Fine, but visible grains
Large, 12-‐sided garnets imbedded in matrix
Slate
Dark colored; flat on top and bottom
Grains are Visible
Grains are not Visible
1
3: side view
2
3: top view
5
4
6: top view
6: side view
7: two varia5ons
8
9
11
10
12
13
14-‐side view
14-‐top view
16
15
17
18
18
19
20
21
21
Identify the following rocks using the Key provided. Place the names with the
appropriate number.
Basalt, Breccia, Chert, Conglomerate, Coquina, Diorite, Fossiliferous Limestone, Garnet
schist, Gneiss, Granite, Marble, Obsidian, Oolitic Limestone, Petrified Wood, Phyllite,
Pumice, Rhyolite, Sandstone, Scoria, Shale, Slate
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
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GEOL 1305 University of Houston Victoria Geology questions
Calculate the Rate of Seafloor Spreading from the Age of the SeafloorTECTONIC PLATES ON EARTH move relative to one another ...
GEOL 1305 University of Houston Victoria Geology questions
Calculate the Rate of Seafloor Spreading from the Age of the SeafloorTECTONIC PLATES ON EARTH move relative to one another, diverging along mid-ocean ridges, converging along subduction zones, and sliding past one another on transform faults. Relative movement of the plates causes most earthquakes and volcanic eruptions and explains the present distribution of continents. A key aspect of plate tectonics involves seafloor spreading, where two plates move apart relative to one another, generating new oceanic crust in the process.Figure 1 shows the age of seafloor as determined by the measuring of the magnetism and assigning ages by comparing the magnetic patterns to the geomagnetic timescale. Agesare also determined by collecting and dating samples of rocks and sediment from the seafloor. The youngest seafloor is colored orange, intermediate ages are yellow and green, and the oldest is blue and purple. No seafloor is older than 200 m.y. old because older seafloor has been subducted into the mantle at some point in the past.Mid-ocean ridges are represented by the dark lines within the most recently formed seafloor (shown in orange). Note how the color patterns representing the age of seafloor are symmetrical with respect to most mid-ocean ridges, such as those in the Atlantic Ocean. The age patterns are locally truncated in the Pacific Ocean where subduction has consumed the eastern part of so e plates. Examine the patterns in each ocean. Analysis and communication 1. Can you tell which ridge segments are spreading more rapidly than others? (Write a complete answer by using subjects, verbs and appropriate explanation)We can determine the rate of seafloor spreading if we know the width of oceanic crust that has been generated in a specific length of time. Width divided by time is the rate of spreading:Spreading Rate = Width of Oceanic Crust / Time During Which That Crust FormedFor example, if a width of a belt of oceanic crust is 80 km, and it took 10 m.y. to form that crust, the equation is:Spreading Rate = 80km wide/10m.y. duration = 80 km/m.y.For seafloor spreading, we generally refer to rates in centimeters per year, so we need to convert our units from kilometers (km) to centimeters (cm) and from million years (m.y) to years (y). To convert km to cm:1 km = 1km · 1,000 m/1km · 100cm/m = 100,000cmso we multiply km by 100,000 (1 x 105) to get centimeters. To convert millions of years into years, we multiply our value for m.y. by a million (1,000,000 or 1 x 106). The spreading rate equation becomes: Spreading Rate (cm/yr) = [width (km) · 100,000 cm/km]/[Duration (m.y.) · 1,000,000 (yr/m.y.)]When you cancel out the zeros (100,000 over 1,000,000) there is one zero left over in the denominator, so to get from km/m.y. to cm/yr, we simply have to divide by 10. Thus, the total process is:1 - measure the width in kilometers;2 - note how long it took that oceanic crust to be formed (the duration);3 - divide the width by the duration;4 - divide by 10 to get cm/yr.For our example the result is 8 cm/yr, a typical rate.Spreading Rate = 80km wide/10m.y. duration = (80 km/m.y.)/10 = 8.0 cm/yrRepresentation and manipulationOn the map in Figure 1 there are thick lines across mid-ocean ridges in the Atlantic Ocean (A-D) and Pacific Ocean (E and F).Table 1 lists widths represented by each line and the duration over which the oceanic crust within that width was formed. Calculate the spreading rate in cm/yr for each line, show your calculations and write your answers in the table.Table 1. Spreading rates of the oceanic floorLine Width(km) Duration(m.y) Spreading Rate (cm/yr)A 1050 55 B 5850 180 C 4530 120 D 6130 135 E 3350 20 F 5420 100 2. My calculations:Analysis, assumptions and communication3. Which part of the Atlantic Ocean opened first and is that segment’s spreading rate faster slower or the same as those for the other three lines across the Atlantic? When writing your answer use appropriate grammar and use the data in the table to support your statements. 4. How do the two spreading rates for lines C and D compare? Can you explain the difference in rates and why the age widths (and ocean) widen to the south? When writing your answer use appropriate grammar and use the data in the table to support your statements. 5. How do the spreading rates in the Atlantic Ocean compare with those in the Pacific Ocean? When writing your answer use appropriate grammar and use the data in the table to support your statements. 6. The correctness of this exercise relies on a series of assumptions. Order them by the most (1) to the least (5) important:[_] The endpoint of every line in Figure 1 at some time in the past were in the same location[_] The spreading rate that we compute is an average between burst of higher activity and dormant phases[_] The same geologic processes as today occurred millions of years ago[_] Dating method of the ocean seafloor are reliable [_] The location of plate boundaries is accurate Interpretation, analysis and communication - Look carefully at the location and distribution of colors along the line F- Look carefully at the location and distribution of colors along the line COne line is in the northern part of the Pacific Ocean and the other line is in the Atlantic.7. Use two concept sketches to show the geometry of plate boundaries along line F and line C. Can you identify the spreading centers, the location of a subduction zone and passive margins? Remember to include labels and short sentences explaining the key geologic processes.[Take pictures of your sketches and insert them on this document. Add pages as needed, make sure all the labels and sentences are clearly readable. If you prefer you can draw on a printed version of this file.]Concept sketch 1 – Plate boundaries along line F Concept sketch 2 – Plate boundaries along line C
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Geography Lab --Scientific Method Assignment
To Turn In:Three observations, three questions, three hypothesis', and three tests. These should be several paragraphs long each.Objective: The point of this lab is to explore and research real world ways scientists test questions. You will design research questions and hypotheses based on observations of the real world, and try to design ways to test your hypothesis. You will need to research REAL METHODS scientists use for your tests. You will need to cite your sources. YOU WILL NOT COMPLETE THE TESTS, you will just design them, so don't worry about money, time or equipment in your designs!The Scientific MethodThe goal of science is to understand the world, and explain what we observe. Scientists try to explain the world using the scientific method. The scientific method is simply a way to understand what we see by:1) Making observations2) Trying to understand observations3) Generating a hypothesis, or educated guess as to why what we observe is happening4) Testing your hypothesis through measurements, experiments, modeling, and data collection5) Synthesizing the data you have collected, and interpreting your results6) Revising your hypothesis, and testing againThe key here is that the scientific method is based on evidence that can be measured and recorded. In geography, most of our hypotheses can’t be tested in a lab, but instead have to be tested in the field, out in the real world, where measurements are taken, and data is collectedProcedure:This lab is a very simple way to get into the scientific mindset. You are going to make three observations about the real world, and come up with three questions about those observations for testing. You will not actually be doing the testing,but you will need to design a test for each of your questions. For these tests, I expect you to do some research of REAL methods scientists would use to gather data, and make tests. You WILL NOT include any conclusions, since you will not actually be doing your test. Please make sure to cite your sources.Step 1: Go outsideLook around at the world around you, and try to think of questions about how the natural world works. Step 2: Make three observations, and come up with a question about each observation.Write down three observations of what you see outside, and create three questions that try to understand how something about your observation works. Since this is a physical geography class, please make your observations and questions about the natural environment.Step 3: Come up with a hypothesis for each of your questions.What do you think the answer to your questions may be? Write your educated guesses. Please note, you are not supposed to have the answer for this lab. You are supposed to come up with a hypothesis that you could then test (or gather data about). Write each hypothesis below the question it is trying to answer.Step 4: Plan a test for each hypothesisFor this step, I expect you to do some research. How would you test, measure, and gather data to try and figure out if your hypothesis is correct or not? Please use the vast resources of the internet to help you figure out real ways that scientists gather the type of data you will need to answer your question. You do not need to do this test, so don’t worry about cost, time or equipment. For full credit, you must include full citations of the resources you use. You will not be coming up with any conclusions since you are not performing the test, just designing the test.For example:You notice the flow of water in a creek near your house is pretty slow (observation). You wonder, will the flow change with the seasons? (question) You suspect that the creek will flow faster in the winter (hypothesis). Look online to find out how people test the flow of water, and find this excellent resource by the USGS: http://ga.water.usgs.gov/edu/measureflow.html. You use this information to create a test (test).NOTE: Do not just look up the answer on the internet. You test also should notbe to look up information on the internet. The test should be a way to collect NEW data (such at the water flow in the example above). Step 5: Do this Three timesYou will need to do this three times. Make sure to include as much discussion as possible (more than in the example above) to get full points. Attached is the grading rubric for this assignment.
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GEOL 1305 University of Houston Victoria Geology questions
Calculate the Rate of Seafloor Spreading from the Age of the SeafloorTECTONIC PLATES ON EARTH move relative to one another ...
GEOL 1305 University of Houston Victoria Geology questions
Calculate the Rate of Seafloor Spreading from the Age of the SeafloorTECTONIC PLATES ON EARTH move relative to one another, diverging along mid-ocean ridges, converging along subduction zones, and sliding past one another on transform faults. Relative movement of the plates causes most earthquakes and volcanic eruptions and explains the present distribution of continents. A key aspect of plate tectonics involves seafloor spreading, where two plates move apart relative to one another, generating new oceanic crust in the process.Figure 1 shows the age of seafloor as determined by the measuring of the magnetism and assigning ages by comparing the magnetic patterns to the geomagnetic timescale. Agesare also determined by collecting and dating samples of rocks and sediment from the seafloor. The youngest seafloor is colored orange, intermediate ages are yellow and green, and the oldest is blue and purple. No seafloor is older than 200 m.y. old because older seafloor has been subducted into the mantle at some point in the past.Mid-ocean ridges are represented by the dark lines within the most recently formed seafloor (shown in orange). Note how the color patterns representing the age of seafloor are symmetrical with respect to most mid-ocean ridges, such as those in the Atlantic Ocean. The age patterns are locally truncated in the Pacific Ocean where subduction has consumed the eastern part of so e plates. Examine the patterns in each ocean. Analysis and communication 1. Can you tell which ridge segments are spreading more rapidly than others? (Write a complete answer by using subjects, verbs and appropriate explanation)We can determine the rate of seafloor spreading if we know the width of oceanic crust that has been generated in a specific length of time. Width divided by time is the rate of spreading:Spreading Rate = Width of Oceanic Crust / Time During Which That Crust FormedFor example, if a width of a belt of oceanic crust is 80 km, and it took 10 m.y. to form that crust, the equation is:Spreading Rate = 80km wide/10m.y. duration = 80 km/m.y.For seafloor spreading, we generally refer to rates in centimeters per year, so we need to convert our units from kilometers (km) to centimeters (cm) and from million years (m.y) to years (y). To convert km to cm:1 km = 1km · 1,000 m/1km · 100cm/m = 100,000cmso we multiply km by 100,000 (1 x 105) to get centimeters. To convert millions of years into years, we multiply our value for m.y. by a million (1,000,000 or 1 x 106). The spreading rate equation becomes: Spreading Rate (cm/yr) = [width (km) · 100,000 cm/km]/[Duration (m.y.) · 1,000,000 (yr/m.y.)]When you cancel out the zeros (100,000 over 1,000,000) there is one zero left over in the denominator, so to get from km/m.y. to cm/yr, we simply have to divide by 10. Thus, the total process is:1 - measure the width in kilometers;2 - note how long it took that oceanic crust to be formed (the duration);3 - divide the width by the duration;4 - divide by 10 to get cm/yr.For our example the result is 8 cm/yr, a typical rate.Spreading Rate = 80km wide/10m.y. duration = (80 km/m.y.)/10 = 8.0 cm/yrRepresentation and manipulationOn the map in Figure 1 there are thick lines across mid-ocean ridges in the Atlantic Ocean (A-D) and Pacific Ocean (E and F).Table 1 lists widths represented by each line and the duration over which the oceanic crust within that width was formed. Calculate the spreading rate in cm/yr for each line, show your calculations and write your answers in the table.Table 1. Spreading rates of the oceanic floorLine Width(km) Duration(m.y) Spreading Rate (cm/yr)A 1050 55 B 5850 180 C 4530 120 D 6130 135 E 3350 20 F 5420 100 2. My calculations:Analysis, assumptions and communication3. Which part of the Atlantic Ocean opened first and is that segment’s spreading rate faster slower or the same as those for the other three lines across the Atlantic? When writing your answer use appropriate grammar and use the data in the table to support your statements. 4. How do the two spreading rates for lines C and D compare? Can you explain the difference in rates and why the age widths (and ocean) widen to the south? When writing your answer use appropriate grammar and use the data in the table to support your statements. 5. How do the spreading rates in the Atlantic Ocean compare with those in the Pacific Ocean? 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Can you identify the spreading centers, the location of a subduction zone and passive margins? Remember to include labels and short sentences explaining the key geologic processes.[Take pictures of your sketches and insert them on this document. Add pages as needed, make sure all the labels and sentences are clearly readable. If you prefer you can draw on a printed version of this file.]Concept sketch 1 – Plate boundaries along line F Concept sketch 2 – Plate boundaries along line C
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Geography Lab --Scientific Method Assignment
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I have two labs that go together it's like a 2 step process there is a action one file and action 2 file this is a virtual ...
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