Lab Final Study Guide
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School
Texas Christian University *
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Course
10113
Subject
Geology
Date
Jan 9, 2024
Type
Pages
8
Uploaded by ProfessorAlligator1231
Map of plates and point to area and ask if we expect old/new crust
Igneous rocks lab → know diagram Part III
Plate Tectonics Lab - Learning Goals
1.
Describe how the distribution of volcanoes and earthquakes varies in relation to
platetrytttt top boundaries. yr
a.
Divergent - shallow earthquakes, some volcanoes
b.
Convergent - earthquakes at many depths, lots of volcanoes
c.
Transform - shallow earthquakes, no volcanoes, produces fault lines
2.
Describe the relationship between the age, topography, and bathymetry of the ocean
floor relative to plate boundaries
a.
Divergent - plates move apart at mid ocean ridges where new seafloor forms,
youngest crust
i.
Plates move away from each other allowing new lithosphere to form from
rising magma
b.
Convergent - found at deep oceanic trenches on the seafloor, and mountains, not a
lot of new crust f
Where plates move towards each other. One plate either sinks
beneath the other along a subduction zone or plates collide because neither can be
subducted
c.
Transform - stay along the coast
d.
The youngest crust is at the ridge and as you move away from the ridge it gets
older
3.
Predict how plate configurations change over time
a.
Change the landscape in dramatic ways causing EQ’s, volcanic eruptions, and
formation of mountains/trenches/ridges
Geologic Time Lab - Learning Goals
1.
Elaborate on the scale and order of major geologic events across all of Earth’s
history.
a.
Recognize that the earth is 4.6 billion yrs old and most geologic events that occur
occur within the last 500 million years
2.
Create your own metaphor for geologic time that shows the relative order and time
of key events in Earth’s history.
a.
Most events have occurred within last 500 mil years bc cambrian explosion
3.
Determine the relationship between the radioactive decay (half-life, parent isotopes,
and daughter isotopes) and the numerical ages of rocks
a.
The relative proportion/ratio of parent isotopes and daughter datoms can be used
to determine how many half-lives have passed since the formation of the mineral
b.
Know difference b/w parent and daughter isotope
c.
Process of a parent changing into a daughter = radioactive decay
d.
Half life = amount of time it takes half/50% of our parents to become daughters
e.
May give you amount of parent and daughters and ask how many half lifes that
we have gone through
i.
If we have 250 parents and 750 daughters how many half lives do we have
1.
Start with parent → 1,000 total parent isotopes after one half life
we have 500 parents and 500 daughters, 2nd half life → daughters
= 750 and parents = 250, so answer = 2 half lives
ii.
1 half life is 200 million years, how many years old is the rock
1.
Multiply the amount of half lives by the time of one half life to get
the numerical age
iii.
After 3 half lives, what % of parent isotopes should I have?
1.
So start w/ 100% and divide by 2 three times
a.
50, 25, 12.5
Minerals Lab - Learning Goals
1.
Describe how to classify common rock forming minerals using their principal
physical properties. These include hardness, cleavage, color, streak, luster, crystal
form, reaction to acid, and taste.
a.
Hardness
- minerals can be ranked by their relative hardness based on their
ability to scratch one another (Mohs Hardness Scale)
i.
Hardness > 5.5
1.
If mark remains on piece of glass
ii.
Hardness b/w 3 and 5.5
1.
If mineral scratches the penny
iii.
Hardness < 2.5
1.
If mark remains on mineral when you scratch w/ fingernail
iv.
Hardness b/w 2 and 3.5
1.
If NO mark remains on mineral when you scratch w/ fingernail
b.
Cleavage & Fracture
i.
Cleavage: predictable pattern, keeps shape when broken (ex: quartz)
ii.
Fracture: unpredictable pattern, losses shape when broken (ex: halite)
c.
Color
i.
Minerals come in a variety of colors
ii.
Dark-colored minerals: black, dark brown, dark green
iii.
Light-colored minerals: white, grey, translucent
iv.
Some minerals can be found in a wide range of colors (ex: quartz)
d.
Streak
i.
The mark formed when a mineral is scratched across an unglazed piece of
porcelain
e.
Luster
i.
How light is reflected from a mineral
1.
Non-metallic - may be either bright and shiny, or dull and rusty
2.
Metallic - transparent and translucent materials, may look glassy,
pearl, or earthy
f.
Crystal Form
g.
Reaction to acid
i.
ONLY calcite will react with acid
h.
Taste
i.
Halite (salt) has a salty taste
2.
Use the physical properties of minerals to identify the sample listed below:
a.
Hematite
- ONLY mineral that produces a dark red streak, dull/earthy
(non-metallic)
b.
Muscovite
c.
Biotite
d.
Olivine
- ONLY green mineral
e.
Gypsum
f.
Galena
- has a grey streak, metallic, cubic crystal form
g.
Garnet
h.
Orthoclase
i.
Plagioclase
j.
Pyroxene
k.
Halite
- Salty taste, cubic crystal form
l.
Magnetite
- only one that is magnetic, grey streak
m.
Quartz
- comes in virtually every color, vitreous (non-metallic)
n.
Calcite
- ONLY mineral that reacts w/ acid, rhombohedral
●
Metallic or non metallic
○
If non metallic → vitreous or dull/earthy
Igneous and Metamorphic Rocks Lab - Learning Goals
1.
Use the physical properties of identify the following
igneous
and
metamorphic
rocks:
a.
Pegmatite
-
b.
Marble
- non foliated
c.
Schist
- foliated
d.
Phyllite
- foliated
e.
Quartzite
- non foliated
f.
Serpentine
- non foliated
g.
Slate
- foliated
h.
Gneiss
- foliated
i.
Granite
-
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j.
Diorite
-
k.
Gabbro
-
l.
Basalt
-
m.
Peridotite
-
n.
Porphyritic basalt
-
o.
Obsidian
-
no crystals form bc lava cools so quickly
p.
Pumice
-
q.
Scoria
-
r.
Porphyritic andesite
-
2.
Distinguish between extrusive and intrusive igneous rocks also foliated and non
foliated metamorphic rocks.
a.
Igneous Rocks
i.
Extrusive/volcanic - rocks formed from lava (magma that breaks through
the crust and reaches the surface is called lava)
ii.
Intrusive/plutonic - rocks formed from magma that does not reach the
surface and cools and crystallizes within the earth
b.
Metamorphic
i.
Foliated - when you see the lines
ii.
Non Foliated -
3.
Describe how cooling rate and chemistry interact to produce common types of
igneous rocks.
a.
Magma that solidifies within the earth (
Intrusive
) cool slowly → resulting rocks
have relatively fewer crystals that are large and widely spaced out
i.
Usually visible to the naked eye
b.
Magma that reaches the earth’s surface (
Extrusive
) cool quickly → resulting
rocks have many crystals that are relatively smaller and closely spaced
i.
Usually not visible to naked eye
ii.
More holes
Sedimentary Rocks Lab - Learning Goals
1.
Use the physical properties of clastic and chemical rocks to identify the following list
of sedimentary rocks
a.
Fossiliferous limestone
b.
Limestone - common fine-grained evaporite
c.
Travertine
d.
Chalk
e.
Conglomerate
f.
Sandstone
g.
Siltstone
h.
Shale
i.
Rock Salt
j.
Chert
k.
Coal
2.
I can define the term siliciclastic.
a.
Made mostly of silica arrived material
3.
I can describe the following characteristics of siliciclastic sedimentary rocks:
sorting, grain size, and shape.
a.
Texture refers to the following characteristics of the grains in the rock
i.
1)
Size:
clastic sedimentary rocks are defined by the grain size in the rock
(ranges from tiny clay particles to large gravel and pebble sized grains
ii.
2)
Shape:
clastic sedimentary rocks are defined by the general shape of
the grains in the rock. Shapes can range from angular (sharper, pointed
edges) to well-rounded, circular grains
iii.
3)
Sorting:
clastic sedimentary rocks are defined by the sorting of grains
in the rock ranging from poorly sorted (lots of different size, no real
pattern) to well sorted (lots of the same grain size)
*look at picture at the top of page 4 on lab for reference*
4.
I can distinguish between biochemical and chemical sedimentary rocks.
a.
Biochemical
i.
Formed from a biochemical process or have fossils embedded in them
ii.
To classify a biochemical rock → need to be able to tell the different b/w
chemical rock w/ a fossil and w/o a fossil.
1.
These fossils are often shells of ocean organisms
2.
Other biochemical rocks are made from plant matter, such as coal.
B/c the main constituent of the rock is organic matter, we classify
this as biochemical
b.
Chemical
i.
Made of minerals/grains that were created by chemical processes
ii.
Defined by the chemical process that formed the rock
iii.
Chemical process include:
1.
Precipitate
- forms from precipitation of seawater (ex: limestone
from calcite)
2.
Evaporite
- forms from evaporation (ex: gypsum; salt from halite)
5.
I can use the principles of relative dating to determine the order in which geologic
rock units formed.
a.
Principle of original horizontality
- sedimentary rocks are originally deposited
in horizontal sheets and any change in that relationship occurred after deposition
b.
Principle of superposition
- rock layers increase with age as you go deeper in a
stratigraphic sequence. Essentially older things at the bottom, younger things
toward the top
c.
Principle of lateral continuity
- sedimentary rock sequences extend laterally in
all directions
d.
Principle of cross-cutting relationships
- if one rock type crosses another, then it
must be younger than the host
i.
Host → always older than the cross cutting feature
1.
If a section is crossing over another, the host will be the section
that is getting crossed over
e.
Principle of inclusions
- inclusions in geology can be other rocks or individual
minerals/ It a rock or mineral (host) contains another rock or mineral then the
inclusion must be younger than the host
f.
Unconformities
Volcanoes Lab - Learning Goals
1.
Describe common types of volcanoes using satellite imagery.
a.
2.
Use your data and observations of satellite data to relate volcano type, tectonic
setting, volcanic hazards, and magma chemistry.
a.
3.
Elaborate on the concept of an “active” volcano.
a.
4.
Determine volcanoes with the greatest risk to people and property using eruption
history and population data.
a.
Earthquake Lab - Learning Goals
1.
Explain how geoscientists determine the cumulative amount of slip on faults.
a.
2.
Assess the impact of seismic waves on different types of earth materials using an
analog model.
a.
Need to know which material = most hazardous
b.
Most = saturated, least compact
3.
Plan an experiment that uses a physical model to investigate alternative hypotheses
for earthquake generation
a.
If we want to investigate hypotheses for earthquake we need to determine how to
investigate time and slip in our model
Geology of Texas Lab - Learning Goals
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1.
Describe how the topography and geology changes across Texas.
a.
Elevation changes as you move westward
b.
The elevation increases as you move towards el paso amd as you move further
from the ocean
2.
Describe the geology and topography of the major physiographic provinces of Texas.
a.
High Plains
i.
topographically uplifted area in NW texas and the panhandle
ii.
Mesa-like region
iii.
High abundance of high-quality oil deposits
iv.
Holds older rocks from the permian period
v.
Chemical sedimentary rocks
vi.
Halite, gypsum, potash
b.
Basin and Range
i.
Big bend national park and big bend state park
ii.
Big bend geology is the most complicated in the state
iii.
Many faults, localized uplifts and folding, and volcanism
iv.
Cretaceous and tertiary age strata
v.
Has the highest point in texas, guadalupe peak
vi.
Permian age limestone strata
-
Ancient reef deposits
c.
North Central Plains
i.
Paleozoic rock layers
ii.
Rock layers dip towards the west
iii.
Used to have huge river deltas
-
Meaning that under the carbonate rocks of central texas you
can find older siliciclastic sedimentary rocks like
sandstones, shales, and conglomerates
d.
Grand Prairie
i.
Looks like a large flat plain
ii.
Streams have cut down and exposed rock that used to cover the bottom of
a sea
iii.
Mostly limestones and lime-rich clays called marl
iv.
Fossils called ammonites, shark teeth, etc
v.
the texas state fossil was found there (long neck dinosaur)
e.
Edwards Plateau
i.
Uplifted region in south central texas
ii.
Cretaceous carbonates and sedimentary rocks
iii.
Deep canyons and bluffs
iv.
Natural springs
v.
Green fluorite
vi.
Turritella fossils “spiral cones”
vii.
Limestone with holes containing quartz geodes
f.
Central Texas Uplift
i.
Aka Llano uplift
ii.
Smaller than other provinces
iii.
Metamorphic paleozoic strata
iv.
Has the oldest rocks in texas
v.
Granites and schists
vi.
Meta Igneous and meta sedimentary rocks
vii.
Home of the “enchanted rock”
g.
Gulf Coastal Plains
i.
Have cretaceous, jurassic, and triassic rocks
ii.
Limestones, sandstones, and shales
iii.
Balcones escarpment
iv.
Ouachita mountain range
3.
Identify rocks, minerals, and fossils that can be found within the state of Texas.
-
Potassium salts/potash
-
Limestone
-
Shale
-
Sandstone
-
Schist
-
Crustaceans
-
Dinosaurs
-
Basalt
-
Granite
-
quartz
Define superposition
-
The principle of superposition in the concept that as you go deeper into the earth, the
layers of rock increase in age. Oldest at the bottom and youngest at the top
The Crank
-
Stress coming from plate boundary