GEOLOGY 1001/1101 - Splino , 2006 First Quiz Study Guide: Tuesday, Feb. 7

Format: primarily multiple-guess with some h rt answer possible

Part 1

INTRODUCTION, NAT RAL PHILOSOPHY, EARTH'S STRUCTURE & SETTING READING: ED. 3 (green book): Chapter I. p. 3-14 ED. 4 (purple book): Chapter I. p. 2-18

FROM TEXT: • Know the difference between eVict· and hypothesis, between hypothesis and theory. In the example of the dino aUf

xlinction, what idea has been put forth to--,xplain the demise oC V ideJl. Is I idea a h oth'i· 0 a thear .}

• What hypothesis has b en propo ed \0 explain the origin of the moon? What aspects of the moon' C mposilion seem to support thi h P the i '?

• Know the three primary ways in which thermal energy is transferred through the Earth. Be able to explain the ../ difference between them. and give e:<.amples of ea.:h. Which methods are more effective in rock?

FROM LECTURE and TEXT: • Know the differences between ata trophism and the older idea of niformitarianism versus modern Actualism

(modern Uniformitarianism)? Given a line of reasoning, be able to explain which philo ophy it illustrates. • Be able to explain how Erostathene ' measured the Earth's circumference. & the implications of his as umptions. • Know how the Earth's interior can be subdi tded into lay rs on the ba is of both composition and physical tale. How

do the physical stale and compositional layers relate t ont; another'! What is the evidence for this intern I layering? Be able to explain the p 'ifi contribution of gravity measurements meteorite and earthquake I ur understanding of the Earth'!> interior.

• How and why do the M n. Mars and Venus differ from the Earth in terms f plate te'toni s and climate?

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ONTI ENTAL DRIFT / PL TE TECTONICS READING: ED,3 (green book: Chapter I. p. 18-35. hap. I L. p. 357-3 l..Chap 12. p. 371-376. 396--iQO

Re t f chapter 1_ is a more detailed treatment of material in Chapter 1. ~lQd can be _ nned. ED. 4 (purple book): Chapter I. p. 21-36, hap. II, p. 372-381, Chap. 12, p. 384- 6, 98-407

est of chapter, 12 & L an: more detailed tr atments )f mat rial in Chapter I, and can be s 'unned.

NOTE: QUIZ MA Y NOT COVER ALL OF THE MATERIAL BELOW! QUIZ WILL ONLY COVER MATERIAL BELOW THAT WAS DISC SSED THROUGH J,\:\, 3J, THE REST WILL BE ON THE NEXT QUIZ.

ROM TEXT: What is th pr bubl origin of the Earth',' magn~tic Ii ld? Why 0 ome planets lack magnetic fields'?

FROM LECTURE and TEXT: fl

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tspot and llSSllciatcd scars,

eClOnic Theory and the different types of plate tectoniC boundaries. Know the

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GEOLOGY 100111101 - Spring. '2006

Second Quiz Study Guide: Tuesday, Feb. 21 Fonnat: primarily multiple-guess with some short answer

ROCK DEFORMATION - FA ULTS & FOLDS EARTHQUAKES & SOCIETY READING: 3'd Edition (Green Text) Chapter 9. p. 273-276, 281-289

Chapter 10, p. 303-307 and 309-336 Chapter 11, p. 341-343,346-353

READING: 4 th Edition (Purple Text) Chapter 9, p. 290-294, 301-308 Chapter 10, p. 314-318,320-349 Chapter 11, p. 354, 357-359, 362-366

NOTE: QUIZ WILL ONLY COVER MATERIAL DISCUSSED THROUGH ). EB, 14. THE REST MAY ROLL OVER TO THE NEXT QUIZ.

FROM COURSE WEB SITE: • Be able to interpret Rev. Davy's observations of the 1755 Lisbon earthquake in terms of our modern

knowledge of earthquake events.

FROM LECTURE, VIDEO and TEXT: • Know the difference between stress and strain, and between elastic, plastic and brittle behavior. How does

ea h type of deformation relate to the formation of folds, faults and earthquakes? What factors influence a rock's reaction to stress?

• Given an image of a fault, be able to identify the falilt type (right-lateral and left-lateral strike-slip faults ­normal and reverse dip-slip faults). Know which type of stress caused the fault (tension, compression or shear) and the probable plate tectonic setting in which the faulting developed - assuming that this is the dominant fault type in an area.

• Know the difference between the three main types of seismic waves. nderstand how and why the behavior of seismic body waves (both P- and S-waves) changes going through different materials within the Earth. Given a de cription of a real. or a hypothetical, boundary within the Earth, be able to predict the behavior of P wave and S waves as they cross this boundary.

• Be familiar with the nature and distribution of earthquakes at different plate tectonic boundaries - including the types of stress and faults involved. as well as the relati ve maximum strength of earthquakes expected in a given setting. Given an illustration or description of earthquake distribution. be able to identify its probable plate tectonic setting. Also able to explain by sketch and/or \vords why earthquakes in subduction z nes form from different stresses and where within the subducting plate each stress dominates.

• KnO'\ how the relative strength of earthquakes varies. as measured by the Richter scale.

• Be familiar with the different impacts of earthquakes (ground motion, fires, seiches. tsunamis and liqu faction). KnO'.\' how difkrcnt factors. such as timing, building design, and saturated soil can affect th~

'ev 'rity of earthquak' damage.

• Realiz' lhat the information from the video 'Earthquakes the Terrifying Truth' and question. from the sludy "uid' for lhe video ar~ fair game for the quiz!

GEOLOGY 1001/1101- SPRING, 2006

Third Quiz Study Guide: Tuesday, ~larch 7 Format: primarily multiple-guess with some short answer

EARTH MATERIALS READING: 3'J Edition (Green Text) Chapter 2, read p. 39-45, scan 56-61 and box at top of pages 62-62 ) 4th Edition (Purple Text) Chapter 2, read p. 38-45, scan 55-59 and box at top of pages 64-65

VOLCANOES & SOCIETY READING: 3rtJ Edition (Green Text) Chapter 3, scan p. 71-77, read p. 78-81, Chapter 4, complete chapter! 4th Edition (Purple Text) Chapter 3, scan p. 70-72, 79-85, read p. 73-75 Chapter 4, complete!

NOTE: QUIZ WILL ONL" CO ER ~IATERIALDISC SED THR GH FEB. 28, THE REST MAY ROLL OVER TO THE NEXT QUIZ.

FROM TEXT: • / Know how 'minerals' differ from rocks, and which elements are most common in the Earth's crust. ! Be familiar with how igneous rocks are classified and the more common igneous rock types 'ust

know the main names, ou do not have to know their mineral make-up). • How did the generation of magma on the moon differ from processes currently active on Earth? • Be familiar with the background and details of the Krakatau, Tambora, Loihi, Vesuvius and Iceland

eruptions mentioned in the text.

FROM LECTURE & VIDEO (as well as text): • Know the difference between covalent and ionic chemical bonds and why that difference is

important in such geological processes as weathering, erosion, and the generation of magma. • Know how silicate tetrahedral can link together (a process known as polymerization) and how this

process can affect magma's characteristics and consequently a volcano's behavior. Do not confuse polymerization with polymorphism, be able to explain the difference between the two terms.

• Know how volcanism is related to plate tectonics. Given a description of an eruption, be able to identify its probable plate tectonic setting and composition.

• Know how magmas are generated at each type (Jf plate tcctonic boundary, and which magmas tend to dominate which plate boundary types. Why do these differences occur?

• Understand how partial melting and mixing can produce rocks and magmas that differ in composition from their original source material. As an example of this, why would basalts in ocean and continental settings vary? Why would magmas at oceanic and continental hotspots dif er.

• Know the key factors that influence magma viscosity and how viscosity affects the type of volcanic eruption and its resulting volcanic deposits. As part of this, know why granites are more common than rhyolites; why lahars are more characteristic of andesitic volcanoes, etc.

• If covered. be "'lIDiJi' r with the Mount St. Helens Martinique (Mount Pelee) and Hawaiian case studies of human/volcano interaction.

• Be familiar with some of volcanism s short-term and long-term effects on Earth systems and human society.

• Realize that questions from the study guide for the 'In the Path of a Killer Volcano' are fair game for the quiz!

·1

2nd Mid Review W95 Page 1 of2

GEOLOGY 100111101 - SPRING, 2006

Fourth Quiz Study Guide: Tuesday, April 4

Format: primarily multiple-guess with some short answer questions

RELATIVE & ABSOLUTE TIME 3rd Edition (Green Text) Chapter 8, p. 233-239,242-246, 248-255, and 258-268 4th Edition (Purple Text) Chapter 8. p. 230-237,240-242,244-253,256-259, and 262-263

NOTE: QUIZ WILL ONLY COVER l\'fATERI/IL DISCUSSED THROl GH ,"vIAR. 28, THE REST MAY ROLL OJ 'ER TO THE NEST QUIZ.

FROM TEXT:

• Know the order and rough dates for the eras of the geologic column, as well as the evidence for the Earth being 4.6 billion years old.

FROM LECTURE (and text):

• Know the basic differences between relative dating/time and absolute dating/time. Historically, jwhy did geologists spend much more time only working with relative time rather than absolute time?

• Given a figure, be able to work out the relative order of events using the principles of superposition, horizontality, crosscutting relationships, and inclusions. On a given figure, be able to recognize which surfaces must represent unconformities.

• Be familiar with how key beds and fossil succession are used in relative datinK What are the greatest prob ems Wit USing OSSI Sllc.cess\.o t~ . e relative a es i the rock record?

• Be familiar with early methods used to quantify the Earth's age and be able to explain w y these methods were inaccurate.

• You should be able to solve simple half-life problems to either determine how much parent isotope is left after a given amount of time, or to determine how old a sample is, given how much parent isotope is left in the sample.

• Be familiar with the general ideas of Uranium-Lead, Potassium-Argon, Rubidium-Strontium and Carbon-14 dating. The range over which they operate and what materials they work on. For Potassium-Argon and Carbon-14 dates, know which geologic events are being dated by each method, which factors can 'reset' or alter measured dates, and which other methods you could use to check the radiometric dates measured by either method.

• If covered in lecture, be familiar with the general ideas of dendrochronology and paleomagnetic dating methods. For dendrochronology, know the method's limitations, where it works best, and why there is no global master tree ring pattern. For paleomagnetic dating, know what provides the method's master pattern of magnetic reversals, and why heat can alter apparent paleomagnetic dates.

• Given an example of a radiometric dating problem, be able to interpret what the measured dates actually mean in terms of what event is being dated, or how the date can be used to interpret the past. Given a described situation, be able to explain which materials and methods you could use to arrive at a date that is relevant to the problem you are investigating.

• Given a figure of rocks units and supporting age information, you should be able to work out the sequence of events and figure out to what level you can accurately narrow the time frame for a

httn://tllk o-eollmn.enll/c011r.<;e<;/1 001 /1 001 kirkhv/rev4html 4/4/2006

GEO 1101 Earth and Its Environments - Web Extra Credit

Extra Credit Assignment At this time the University of Minnesota is evaluating the effectiveness of a new online tool that we hope to use to as ess what students like you learn from ge logy courses. In order for us to understand how well this kind of testing works, we are askin you to complete a short online quiz about either rivers or waterfalls. Taking the quiz will rcquir approximately 30 minutes of your time (or less).

C mpleting the quiz will give you a 10j( bonus on your overall course grade. Your respon es to the quiz will not be graded though. In fact, your course instructor will not

n ee your individual respon 'e , only a list of names provided by the evaluation staff. ou will be given full credit for any conscientious effort.

Directions 1. Go to the w bsite at http://burnout.geo.umn.edu/EnvImg/ and follow the

directions you are given there. 2. As a first time user you will have to register on the site according to the

instructions. There are a number of required fields to fill out and the system will unfortunately bounce you back if you leave one empty.

3. As you fill out the registration information, the site asks for your major 0r minor. If you have not yet chosen a major, just enter "undecided" into the text box requesting that information. Proceed according to the directions given on the it .

4. You wi II also be asked for your lecture and lab numbers'" 'e are the numbers that identify the sections in which you are enrolled. Use 001 f r your lecture number. Leave the la section blank if you do not kno i

5. Do not enter a password even ifthere is a box that requests one. Sorry, this i a work in progress and not all the kinks are out of it. If at any time the sy tern asks for an account just use your email address as the account identifier.

6. After registering, continue as instructed on the website. 7. You should complete quiz Waterfall #1 if you have this sheet of paper. Ls

the scroll bar at the side of the box Rivers #1 to highlight the Waterfall Quiz. Then dick on the 'Take this Quiz' button.

Please complete the quiz you were assigned before midnight May 7, 2007

Since I do not completely trust the site's records, send me (Kent) an email to let me know that you completed the assignment. My email is: kirkby@umn.edu

If you have any questions on the site or exercise you may contact Fred Finley at 612 - 625-2074 or at finle001@umn.edu.

Thank you in advance for your help.

Fred Finley - Department 0f Curriculum and Instruction and Kent Kirkby - Department of Geology and Geophysics)

GEOLOGY 100111\01 - SPRING, 2006

Seventh Quiz Study Guide: Tuesday, lVIay 9, 6:30 p.nl. Format: primarily multiple-guess with some Sh0l1 answer questions

RIVERS & HUMAN SOCIETY 3,e, Edition (Green Text) Chapter 14, p. 452 - 460 4 th Edition (Purple Text) Chapter 15. p. 485 - 493

FROM LECTURE (and text): • Why does channelization of rivers help to reduce flooding? What problems can be associated with

chann lization?

• Be able to explain some of the things we covered on local river systems, such as the origin of the lower river flats on the West Bank that once housed a c mmunity known as Bohemian Fl:1ts. How the Army Corps of Engineers originally attempted to exploit natural river processes to improve navigation on the Mississippi River. etc.

• Be able to explain the impacts (both good and bad) of floods on human society. Be prepared to explain the possible effects of human 'management' of river systems, such as levees, dams, using the Nile and Mississippi rivers as examples. For the later, in parti ular know how the present coastline is a product of several delta lobes. \vhat has prevented the river from switching its course to the present Atchafalaya valley. and how all of the river management proce ses played a role in Katrina's devastation.

GLACIAL SYSTEMS & AGES 3'd Edition (Green Text) Chapter 16. p. 509-543 4tl1 Edition (Purple Text) Chapter 17, p. 538-572

FROM LECTURE: • Know how glacial erosion, transp0l1ation and deposition compares to erosion, transportation and

deposition by wind or water, and why the differences occur. • Be able to explain how different line f evidence point to the existence of past continental ice sheets.

• Be able to explain how glacial cycle have impacted the evolution and migration of flora & fauna. How can glaciations affect the biosphere in areas that are not glaciated?

• How can deep-sea cores be used to study the record of past glaciations on land (at least 3 ways)? Why do the terrestrial and marine records of past glacial cycles differ? Which one is more complete?

• Understand how glacial ages apparently linked to plate tectonics, orbital variations and the climate system? \Vhat effect does each of these factors have on the formation of continental ice sheets'?

• How could variations in the North Atlantic current possibly affect global climate?

CLIMATE CHANGE 3'd Edition (Green Text) Chapter 16. p. 543-547 4th Edition (Purple Text) Chapter 17. p. 572-576

LECTURE NOTES & PART 3 of the CLIMATE CHANGE SUPPLEMENT as option (see web site)

• Understand the differences between ozone depletion and the green house effect. Be familiar with how each process works and how human activity can affect them. Which gases are involved in each proce,s and what are their sources'? Do NOT confu the two processes! They are some of the most important geological processes our society may have to cope with in the coming decades.

• Be familiar with some of the general ties between human history and climate change. How did human activities contribute to some of these events?

• Be able to explain how human actions and resource use led to the decline of the Easter Island civilization.

GEOLOGY 1001/1 JOJ - SPRING, 2006

Final Quiz Study Guide: Tuesday, l\tlay 9, 6:30 p.nl. Format: some multiple-guess with more short answer.

FINAL IS COMPREHENSIVE! ONLY WORTH 20 PO TS, but can't be dropped! Will NOT use the same qu~stions, but will focus on the same main topics as the weekly quizzes.

There were 3 main subdivisions of course (not weighed equally)

1) Plate Tectonics / Structure of Earth - focusing on the relationships of plate tectonics to earthquakes, faults and volcanoes; and how seismic waVe behavior is used to interpret the Earth's interior.

• Plate tectonics and Earth's intanal structure

• Plate tectonics and magmas/volcano types • Plate tectonics and different stresses/folds/fault t 'pes • Plate tectonics and earthquake patterns • Given a description of a plate boundary'S deformation, volcanism or seismic pattern, be able to identify

\vhat type of plate boundary it is.

• Know how seismic waves change as they pass through each of the Earth's internal layers and why.

2) Geological Time (least weight)

• Determining the relative sequence of a series of geological units • Understand how the C-14 and K-Ar dating methods work and what the resulting dates mean.

3) Surface Processes & Climate Change - focusing on how these geological processes impact human society and how human society affects ge logical systems or may be related to climate change.

This last subdivision can be broken down further. For most of these subtopics there have only been two main things we focused on, so the final quiz will concentrate on the following:

Ocean Systems • Be able to predict the response of coastal systems to a gi ven change.

• Understand how and why shallow and deep ocean circulation occur and affect earth systems. River Systems

• Be able to predict a river system's respons to a given change. • nderstand the potential consequences of human management of rivers systems as with the Nile

. d Mississippi case studies. Claci' ges'

Know hO\v glacial processes are similar to or different from river processes.

e able to explain the evidence for, and consequences of, the recent ice advances and retreats. e Change Be able to explain the ideas behind ozone depletion and greenhouse warming (don't confuse the two!).

• l nderstand some of the main ties between human history and climate/environment change.