Geology Class Notes

Discussion Post Q1. Telescopes have exploded our understanding of the universe. Bigger than ever and working in giant networks, across the globe and in space, teu are unlocking secrets that astonish and amaze us. While at the dawn of the 20 th century, the Milky Way galaxy was the entire known universe, today we live in the golden age of cosmic discovery. We have discovered billions of galaxies containing hundreds of billions of stars and planets in each, we now know the universe is expanding, etc. The question you will answer is this: do you think scientists will be able to discover other living things outside of our planet? Do you personally believe there may be life outside of our planet? Explain why or why not? Your explanation should be based on scientific evidence. In addition to information you get from the documentary and other resources of your own, you may as well want to refer to this site: https://exoplanets.nasa.gov/search-for-life/big-questions/ Given not only that the Milky Way is so massive in size that it would take something traveling at the speed of light 100,000 years to travel from edge to edge, but also that we have only seen five percent of the universe (as detailed in the documentary), i believe that scientists finding extraterrestrial life not only a possibility, but an absolute certainty. Personally, I find that that the fundamental question at the core of the search for extra- terrestrial life isn’t whether any extra-terrestrial life exists, but rather if any extra-terrestrial life can exist which I think the current race to terraform and colonize mars proves absolutely can exist. Q2. What direct evidence was discovered that was presented in the video that proves a hot beginning for the universe (big bang)? Give examples/evidence from the video. The first tangible evidence of the heat birth of the universe was found in 1964 by a pair of scientists using the giant antenna of a radio telescope to measure the heat of microwaves and radiowaves found in outer space. Scientists of the day knew some heat would be found radiating from stars in our solar system but expected the outskirts of space to be cold but were surprised to find that the microwave and radiowave measurements indicated the opposite was true, indicating that the afterglow of the big bang was still being felt in the universe – as detailed by the discovery made by Penzias and Wilson which was detailed in the Nova documentary.

Assignment Week 2 Questions the Eurasian tectonic plate and the North American tectonic plate Q1. The scene of the above documentary video is located at which plate boundary type: Convergent, Divergent, or Transform plate Boundary? Choose one and explain your answer in 2-5 Sentences. The scene above takes place on top of a divergent plate boundary. It takes place on top of a divergent plate boundary because it features the spreading of land and the manifestation of volcanism. Q2. The Scene of the documentary is located at what kind of plate boundary? Convergent, Divergent, Or Transform Plate Boundary? The scene of the documentary is located over a transform plate boundary. It is a transform plate boundary because it is the location at which the pacific and north American tectonic plates slide past each other, horizontally, which can manifest itself in things like the deformation of land. 3. Name the pair of tectonic plates that interact and cause volcanic activity in each of the following locations: 1. Hawaii a. The pacific plate b. Hawaiian emperor chain 2. Washington State a. The Juan de Fuca oceanic plate b. The North American Plate 3. Indonesia a. Sunda Plate b. India plate. 4. Iceland a. The Eurasian tectonic plate

Notes Minerals “a mineral is an element or chemical compound that is normally crystalline and that has been formed as a result of geological processes. “ 1. Naturally occurring 2. Inorganic 3. Solid at room temperature 4. Regular crystal structure 5. Defined chemical compositions a. *NOTABLE EXCEPTIONS INCLUDE i. Water ii. Mercury iii. Calcite – widely found and geologically important Substances that do not fit mineral definition = mineraloids. Rocks Substance that contains one or more minerals or mineraloids, three types composed of minerals: 1. Igneous – Rocks crystallizing from molten material 2. Sedimentary – rocks composed of products of mechanical weathering (sand, gravel, etc.) and chemical weathering (things precipitated from solution) 3. Metamorphic – rocks produced by alteration of other rocks by heat and pressure. Atoms Consists of subatomic particles – protons. Neutrons, electrons. Model: Central Nucleus composed of protons (positive charge), neutrons (no charge). Negatively charged electron clouds surround nucleus. Mass centralized in the nucleus. Matter Composed of elements which are atoms that have a specific number of protons in the nucleus 1. Atomic Number – Number of protons in nucleus Periodic Table Elements arranged by atomic number Categorized by: 1. Chemical symbol a. Abbreviation for element 2. Name 3. Atomic number a. Number of protons in the nucleus 4. Atomic mass

Week 4

Chapter 4 Discussion Post Q1. Based on the reading in section 4.5.1: Distribution and Tectonics, why do we have frequent volcanic activity along the west coast of North America compared to the interiors and east coast of the continent? Explain. The Western United States has a higher frequency of volcanic activity because it lies adjacent to The Pacific/North American convergent plate boundary where subduction of the Pacific plate beneath the North American plate triggering flux melting which result in eruptions overhead, conditions which do not exist in both the Central and Eastern North American Continent. Q2. The famous Devils Tower in Wyoming, is a type of igneous feature called columnar jointin g. Information about the Devils Tower can be found in section 4.5.2 Volcano Features and Types. In no more than 3 sentences, explain how this feature forms. The columnar jointing formation that makes up the Devils Tower in Wyoming is the result of an intrusive igneous rock formation – that is, magma cooled slowly beneath the earths surface, becoming compact as it cools. During that process, cracks begin to form throughout the structure, all evenly spaced which eventually break through and give way to the geometric columnar formation we recognize in the Devils Tower. Q3. Section 4.5.3 Volcanic Hazards and Monitoring, presents various volcanic hazards such as gases, volcanic ash, lava, pyroclastic flow, tsunami, tephra, laar, etc. I. According to the data given in section 4.5.3 Volcanic Hazards and Monitoring, which two volcanic hazards killed the most people? Name the two volcanic hazards and give the number of casualties in each case. The deadliest volcanic hazard is pyroclastic flows, followed by Tsunami’s triggered by volcanic landslide material reaching the ocean. 47 people have been killed by pyroclastic flows at Mount Ontake in Japan, 41 at Mount Unzen in Japan, and 28,000 at Mount Pelee on the Caribbean Island Martinique; Tsunami’s linked to volcanic activity have killed 15,000 people at Mount Unzen, and 36,000 at Mount Krakatau. II. Recall the two volcanic hazards that killed the most people in Q3(i) above. Do you think there is any chance of such volcanic hazards ever happening in Callifornia, USA?

Sedimentary Rock Alternative Assignment Q1. Why are sedimentary rocks more likely to contain fossils than igneous rocks? Explain your answer. Fossils are more likely to be found in sedimentary rocks because sedimentary rocks are often compromised of layers deposited over time which is not only useful in determining the age of a fossil due to the differences in the layers accumulated over time, but also provides what could almost be considered a protective casing for the fossil specimen by encasing it at it’s core. Q3. Examine the sketches of sediment particles. Which particle, A, B, or C has traveled farthest from it’s source? Explain your reasoning. The particle that has traveled the furthest from it’s point of origin is particle C which is made evident by not only it’s near perfect spherical shape but also by it’s general degree of smoothness, both of which are traits that increase the longer and further a sediment particle is being transported via general erosion and impact abrasions. Q4. Photos of three rock outcrops are shown on the next page. One of them is a typical sedimentary rock. I. Which one do you think is it, A, B, or C? Why? II. Explain why you ruled out the other two. Figure A is a typical sedimentary rock which is evident due to the visible cross bedding in it’s structure. Cross bedding results from several different layers being stacked one above the other. The deformations causing the verticality in figure b require specific conditions to occur and the ripples in figure c

 Can affect chemical equilibrium of minerals in a rock  Pressure affecting metamorphic rocks: o Confining pressure o Directed stress Stress— Term indicating a force  Indicates a type of force acting on a rock Strain— Result of stress  Includes metamorphic changes within minerals  Describes the resultant processes caused by stress and includes metamorphic changes in the minerals Confining/Lithostatic Pressure— Pressure exerted from rocks above  Balanced from below and sides o Equal pressure on all sides  Exerted on rocks under the surface  Responsible for causing chemical reactions to occur like heat o Reactions cause new minerals to form  Measured in bars o Ranges from 1 bar at sea level to around 10,000 bars at the base of the crust Directed/Differential/Tectonic Stress— Unequal balance of forces on a rock in one or more directions.  Generated by the movement of lithospheric plates  Occurs at much lower pressures Does not generate chemical reactions changing mineral composition/atomic structure  Modifies parent rock at mechanical level, changing: o Arrangement o Size o And/or shape of the mineral crystlas  Create identifying textures o Crystals are rotated, changing orientation in space o Crystals can be fractured, reducing grain size o Crystals can grow much larger as atoms migrate o Crystal shape can be deformed Above changes occur via recrystallization o Recrystallization  Increases grain size  Rearranges mineral crystals w/o fracturing the rock structure, deforming rock like silly putty Chemically Reactive Fluids— Fluids expelled by crystalizing magma and created in metamorphic reactions

 Made mostly of o Water  Actively participates in chemical reactions  Allows extra mobility of the components in hydrothermal alteration o Carbon Dioxide  Also some  Potassium  Sodium  Iron  Magnesium  Calcium  Aluminum  React and change minerals in protolith, changing it’s chemical equilibrium and mineral composition  May incorporate substances contributed by fluids to create new minerals Fluid Specific Metamorphism is called hydrothermal metamorphism/alteration Fluids-activated metamorphism/alteration—  Frequently involved in creating economically important mineral deposits located next to igneous intrusions of magma bodies  Hydrothermal alteration of mafic rock such as olive/basalt o Create rock serpentinite o Member of the serpentine mineral subgroup[  Occurs at mid-ocean spreading centers o Where newly formed oceanic crust interacts with seawater  Some alterations remove elements from the parent rock rather than deposit them o Happens when seawater circulates down through fractures in the fresh, hot basalt, reacting with and removing mineral ions from it o Dissolved minerals are usually ions that do not fit snugly in the silicate crystal structure Metamorphic Grade— Refers to range of metamorphic change a rock undergoes  Progressing from low to high o Low grade metamorphism begin at pressures/temperatures just above sedimentary rock conditions The sequence slate→phyllite→schist→gneiss illustrates an increasing metamorphic grade  Index minerals (Chlorite, muscovite, biotite, garnet, staurolite represent respective low to high grade rock) o that form at certain temps/press help idenfity metamorphic grade o provide important clues to rocks  sedimentary protolith  metamorphic conditions o

Discussion Post – Metamorphic Rocks Q1. Textural change is one of the main characteristics resulting during metamorphism. From the two figures shown below, which one represents metamorphic texture? Why. Figure B represents metamorphic texture which is made evident by the light and dark particles which are seemingly linear and run parallel to each other, a lineated metamorphic texture. Q2. Metamorphism is known to produce new minerals in addition to new textures and structures. As a result, metamorphic rocks contain minerals that are only found in them, but not in sedimentary or igneous rocks. Name five minerals that form only under metamorphic conditions. Chlorite, sillimanite, Biotite, Garnet, Staurolite Q3. Do you think a metamorphic rock is stronger or weaker than its parent rock? Use sandstone (parent rock) and marble (metamorphic rock) to elaborate your answer. Generally speaking metamorphic rock is stronger than it’s parent rock. Take for instance the case of sandstone and marble:  Sandstone is sedimentary in composition and formed through the compression of sand beneath additional layers of sand.  Marble is a solid metamorphic rock tightly packed together at the molecular level So, while the sediment compromising sandstone is loosely held together through compression and would immediately fall apart at the occurance of impact, marble is made up of a tightly packed molecular structure due to the sedimentary particles of the parent rock being compressed, fused, and crystalized as a result of the extreme heat and volcanic activity of the metamorphic process. Q4. Analyze the metamorphic rock sample in the accompanying figure using the chart titled ‘Metamorphic Rock Identification’ in your eTextbook and answer the following questions. I) Is this rock foliated or nonfoliated? foliated. II) Based on the textual features of this rock, what is the name of the rock? Slate.

III) What was the most likely parent? Shale. Q5. Consider the three classes of rocks, namely igneous, sedimentary, metamorphic. What physical features would you expect to find ONLY in one class of rock but not in the other two. A physical feature could be a structure, texture, or any distinctive attribute or aspect that you see or feel by touching the rock. Remember, it is not about how the rock is formed, but what looks it has or other visible features it possesses. Your task is to write:  Two features that you would expect to find only in igneous rocks but not in metamorphic or sedimentary rocks,  Two features that you would expect to find in sedimentary rocks but not in metamorphic or igneous rocks, and  Two features that you would expect to find only in metamorphic rocks but not in metamorphic or sedimentary rocks. Class of rock Feature on found in this class of rock, but not the other two. Igneous 1) vesicle, 2) grainular Sedimentary 1) clastic 2) spherical Metamorphic 1)Foliation 2) cleavage

Week 7

Notes Relative dating Founded by James Hutton ; UNIFORMITARIANISM  Process of determining if one rock or geologic event supercedes another Stratigraphy Study of layered sedimentary rocks Principle of Superposition: The layers on the bottom are the oldest and the layers above them are younger. Principle of Original Horizontality: Layers of rocks deposited from above are originally laid down horizontally. Principle of Lateral Continuity: Within the depositional basin, strata are continuous in all directions until they thin out at the edge of that basin. Strata that are cut by a canyon later remain continuous on either side of the canyon. Principle of Cross-Cutting Relationships : Deformation events like folds, faults, and igneous intrusions that cut across rocks are younger than the rocks they cut across. Principle of Inclusions : When one rock formation contains pieces or inclusions of another rock, the included rock is older than the host rock. Principle of Fossil Succession : Evolution has produced a succession of unique fossils that correlate to the units of the geologic time scale. Unconformity—  Represents a period during which deposition did not occur or erosion removed rock that had been deposited  Appear in cross sections and stratigraphic columns as wavy lines between formations.

Assignment Use the accompanying video in conjunction with concepts given in chapters 5 and 7 to answer the questions below: Questions: Q1. The Colorado River has been eroding the region since the last 5.5 million years. This prolonged erosion has created 1 mile deep canyon. The question you will answer is this: What is the rate of erosion of the Grand Canyon by the Colorado River? Give your answers in ft/year. Q2. Geologist Dave tells Dr. Michio Kaku: "As you walk down this trail .... for every step you take, you go about 20,000 years into the past". Explain what the geologist means by this statement. Dave the Geologist Is contextualizing the sheer immensity of time it’s taken for erosion to expose the sedimentary strata visible in the grand canyon by referencing the principle of superposition which states each layer of sedimentary strata is younger than the one beneath it. Q3. Based on the geologic explanations presented in the video, how would you explain to someone who insists that the age of the Earth is about 6,000? Explain your answer by giving at least two supporting evidence in the video. First, I would point out the differing layers/sequencing evident in the sedimentary strata of the grand canyon and explain to them that the amount of time it took to create those layers spans over the course of several millions of years – and I’d provide Dave the Geologist’s explanation of how long it took to create the red layer of slit stone as evidence. Then I’d explain the rate at which the Colorado river is eroding the grand canyon and contextualize that in terms of how much of it has already been eroded --- and i’d utilize Dave the Geologists explanation that there are 800 cubic miles of missing rock as evidence.

Week 8

Notes

Discussion Post Q1. Classify the rock group to which the formations belong to. Your answer must be based on rock structures or features that you see on the rocks. You must describe or explain which rock structures or features that you see in the video helped you determine the rock group. The rocks featured in the video belong to the sedimentary rock group which was made evident in the various ages and (horizontal) layers that can be seen in the video as well as the deep canyon-like chasms between the cliffs which make erosion over time evident. Q2. Having determined the rock group in (1) above, name the rock type(s) present in the area? Justify your answer by giving examples of structures or features you see in the rocks. The rock that is most present in the area is sandstone and i determined this by the colors and shades of the various horizontal layers which are readily visible in the sides of the rocks, such as the off red, brown, and yellow hues. Q3. Observe the natural landscape in the video. Name and describe the landscape you see in the video and name the geologic process that created this landscape (the landscape, not the rocks). Explain your answer. The video features high cliffs and canyon-like dips similar to those in the grand canyon which was created vis-a-vis the geological stratification obvious from it's many layers through weathering, particularly by erosion (whether by wind, water, etc). The geological stratification can be identified through the various horizontal layers of sandstone visible in the visible in the video. The weathering and erosion can be recognized by the amount of missing rock which make up the various canyons and craters in the video.

Week 9

Notes

Discussion Post Q1. For the Nepal earthquake, describe in 2 to 5 sentences, two scenarios where people acted correctly (based on earthquake procedures recommended by scientists as in Ready.Gov). Write each scenario in a separate paragraph. For each scenario, write the time stamp when the action happened in the video. [10 points] The first scenario in which people acted appropriately during the earthquake in Nepal can be seen at approximately around the 1:13 minutes mark; as seismic waves rock the building with incredible force, a group of individuals in what seems to be an office setting begin to rush toward the exit but stop themselves and instead return to their workstations and shelter themselves beneath their desks, holding onto them in case of movement. The second scenario in which individuals acted appropriately during the earthquake in Nepal begins around the 2:57 minutes mark – in the back right corner, on the margins of the frame, an individual can be seen waiting to evacuate his work station until after the shaking had ceased. Q2. In the clip for the California earthquake, the lady in the video asks a couple of questions on what do we do? , for which she doesn’t have any good answers. Based on what you read on Ready.Gov, what would be your advice to the questions she asks at the 0:41 minutes mark when she said, “Do we get out?”; at the 1:31 minutes mark she says, “Do you stay in a car during an earthquake?”, and then at approximately 1:59 minutes mark she says, “Do I drive?” In a paragraph (approx. 3-6 sentences) write what you would have told her to do for each of her questions. [10 points] I’d answer her first question by advising her not to step out of her car as her vehicle would be sheltering her from any potential hazards outside. I’d answer her remaining two questions by advising her not to drive during an earthquake but instead to pull over to the side of the road as safely and quickly as possible and setting her parking break and instruct her not to proceed driving until after all seismic motion had ceased, but to so with a high degree of caution in the event of debris or shifting pavement obscured the road. Q3. Having watched the two videos and noted many people in those videos were confused or didn’t know what to do, do you think they had the necessary knowledge or awareness about what to do/not do during and after the earthquakes? If you were the governor of California or Nepal, what would you implement to make sure that people are minimally affected by earthquakes? Give your opinion on the best course of action to make people safer. [5 points]

While the response of the individuals in the second video clearly stemmed from a fundamental ignorance of earthquake preparedness and awareness, and though many mistakes were made evident in the first video, it is difficult for me to gauge where those mistakes stemmed from a lack of awareness and how much of it was the result of being caught off guard – kind of like when someone practices extensively for something only to freeze at the moment of truth (think: nervous public speaker, for instance) but given how common seismic activity is in the region, I’d hope it’d be the latter. If I were the governor of California or Nepal I would institute a multifaceted two step solution to not only create widespread awareness of earthquake preparation and readiness, but also install disaster/destruction mitigation protocols through the establishment of and investment in the seismic retrofitting of all buildings and structures unfit to stand a powerful earthquake, and use the revenue generated through the newly created jobs to fund widespread community outreach/training and education programs aimed at spreading earthquake readiness and awareness.

Week 11

Notes Hydrosphere— Earths water  Shapes planet via mineral depositing  Aids lithification  Rock alteration post lithification 

Discussion Post – Water Answer the following questions: Q1. In which of the below pictures of a rock has the sediment been carried the shortest distance, A or B? (HINT: recall the relationship between grain size and distance of transport along a river (stream) – how is the grain of sediments impacted when they are transported in a stream for a short distance versus longer distances] The sediment featured in picture b has been carried the shortest distance and I have arrived at this conclusion given the larger general size of the sediments seen as well as the retention of sharp, angular corners/edges within those sediments (both of which are characteristics that would’ve become decreased/reduced had they become eroded during travel over large distances). Q2. If you collect a jar of water from a stream, which part of its load will settle to the bottom of the jar? Which portion of stream’s load would probably not be present in your sample? Explain {HINT: recall the definitions of these load types: bed load, suspended load, and dissolved load] Not visible in the jar of water would be the bedload as it is comprised of the larger and denser particles in a stream and would require collection of the stream water at great depths; the sedimentary particles present in the suspended load would then begin to settle at the bottom of the jar as their weight would drag them down over time. Q3. Which of the three main classes of rocks (sedimentary, igneous, or metamorphic) is commonly a good aquifer? Why? {HINT: recall the characteristics of a good aquifer: it must be porous and permeable! So which of the three main classes of rocks possess these qualities?} Sedimentary rocks are generally considered to be good aquifers because unlike metamorphic and igneous rocks (which are generally formed under extreme amounts of pressure/compaction and feature interlocking crystalline structures – both of which negatively impact their overall porosity and in turn it’s quality and ability to be an effective aquifers), a well sorted sediment compromised of particles varying in size, with smaller particles filling the negative space between larger ones, allow for the porosity necessary to move water (with)in and (through)out the rock structure.

Q4. If you find sink holes in an area not underlain by limestone, what other possible rock could have formed the sink holes? Explain. {HINT: recall why sinkholes form in limestone areas; then find other sedimentary rocks which have chemical characteristics similar to limetone} Though sinkholes are generally thought to occur in areas underlain by limestone, sinkholes may also occur in areas not underlain by limestone but instead by other rocks such as dolomite such as during instances in which dolomite rocks become hollowed out or develop negative spaces/cavities within themselves large enough to trigger it’s surface weight to collapse in on itself almost like a deflated soccer ball or when there has been an interjection of aggressive aqueous forces which exacerbate the dissolution of the rock from beneath. Q5. Watch the following two videos to answer the questions that follow: This is the question you will have to answer: Fresh water for drinking and other domestic and industrial uses is becoming one of the major sources of conflict between countries. How can we handle this issue so that water becomes a source of cooperation? Explain in no more than a paragraph (5-10 sentences). At the heart of water conflicts currently being waged between (inter)national governments, nation-states, corporate entities lies the existence of rampant water inequality (the effects of which are only being exacerbated by the multitude of environmental crises currently playing our all across the world) brought on by an onslaught of unsustainable economic expansion and capitalist accumulation which trigger and perpetually fuel divisiveness, competition, and hostility over natural resources. In order to curtail these conflicts and usher in equitable and cooperative water distribution, patented, lawful ownership over water must be universally stripped and water should instead be treated as equal access infrastructure. Additionally, greater restrictions should be placed on the overconsumption of water in larger more industrialized societies to offset the scarcity of water in rural/developing countries through either strict adherence to water rationing measures or through investments Im the water infrastructure of other countries using the profits generated from that water overconsumption itself.

Week 13

Notes

Discussions

Discussion Post – US Mineral Resources Q1. The flow chart on page 4 highlights the role of nonfuel minerals in the U.S. economy. In 5-10 senences, summarize the salient features of this flow chart. (2 points). The amount of domestic mineral raw materials secured through mining feeds directly into the U.S. Economy’s Gross Domestic Product at $3,130 billion. The amount of imported rocessed minerals and metals are higher than the amount of old scrap for those same minerals produced domestically. Q2. Using the figure on page 8, titled “Major import sources of nonfuel mineral commodities for which the united states was greater than 50% net import reliant in 2019”, answer the following questions: i. name the two countries from which the USA imported the greatest number of nonfuel mineral commodities in 2019 a. Canada and China ii. name the African countries which the USA was greater than 50% net import reliant in 2019 a. Morocco, Guinea, Gabon, Congo (Kinshasha), Rwanda, Mozambique, South Africa, Botswana iii. according to the figure, how many nonfuel mineral commodities did Mexico export to the usa in 2019 a. 7 to 12. iv. among other countries, Iceland, Greenland, and Madagascar are colored white (blank) in the figure. Does this mean the USA does not import nonfuel mineral commodities from these countries? a. Yes, as denoted by the number 0 in the number of commodities scale located at the bottom left of the diagram. Q3. Based on table 3.—Value of nonfuel mineral production in the united states and principal nonfuel minerals produced in 2019. i. Name all the states that produced gold. a. Utah, South Carolina, South Dakota, Nevada, Colorado, California, Alaska ii. Name the states that are ranked among the top five producers of commodities a. California (5), Nevada (1). Q4. Based on the 2019 U.S. Net import Reliance, given on page 7, list all commodities the USA imported 100% from other countries. Name the commodities not the countries from where the commodities were imported. Arsenic, Asbestos, Cesium, Fluorspar, Gallium, Graphite (natural), indium, Manganese, Mica (Sheet – Natural), Nepheline Syenite, Niobium (columbium), Rare Earths (compounds and metal), Rubidium, Scandium, Strontium, Tantalum, yttrium.

Q5. Refer to your answer in Q4 above, what comes to mind when you see the USA is 100% reliant on other nations for so many crucial commodities? Is it dangerous? Is it okay because this interdependence on natural resources makes adversaries to cooperate with one another? Does the USA need to do something about it? Etc. etc. Answer in no more than one paragraph. You may use the Presidential Document as reference for your answers. Addressing both the precarity and necessity of this nations dependence on foreign, international actors in order to fulfill it’s demand of key minerals Is difficult. First, if we are to accept President Trumps claim that foreign actors (such as China) have used economic practices and policies which are less than on the level which have forced the hands of other international actors to largely depend on their output, then we have to assume the private sector in the united states has also had a hand in this. Sanctions and embargos placed on other countries by the United States prove that often times foreign economic competitors are reacting to western economic aggression and policy rather than enacting novel policy on their own. I also find it ironic that President Trump cites the production of smart phones and other essential technology as warrants for domesticating production of natural resources and crucial commodities here at home when most production of these items was willingly exported oversees in order to secure higher corporate profits. With that said, I am of the mind that it would ultimately be net-positive for continued reliance on foreign nations to supply such elements/commodities as it would force continued cooperation on behalf of the united states with other nations.