What are the source(s) of water for the area? Is the use sustainable? Are there issues with water scarcity? Are the water sources used the best option in your opinion? Why or why not? What are other potential options besides the primary sources?

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Geology Question

Writing Assignment Instructions

The objective of these assignments is for you to explore how geological factors impact society and how we in turn affect the environment around us.  You will be investigating the environmental geology of Los Angeles, and will be writing a complete report, split into three separate assignments.  In the first paper, you will describe the geological setting of Los Angeles. In the second paper, you will discuss natural hazards that have affected the area or that could potentially impact the area in the future.  In the last paper, you will assess the use (and/or abuse) of resources (water, mineral, energy).

Paper 1 Instructions

Minimum Length: 400 words (about ½ -3/4 page)

Briefly introduce the city and describe the geologic setting of the area.  You should write it in standard essay format, but the questions below should guide the content of the paper:

  1. Where in the world is Los Angeles? Any particularly interesting facts/features in a geological/geographical sense – not sports/nightlife/tourism/etc.
  2. What is the tectonic setting? What plate is it on? What are the two closest plate boundaries?
  3. What is the topography in the area? (Is it flat, mountainous, hilly, etc.)
  4. What waterbodies are in the area? (e.g. oceans, rivers, lakes)
  5. What is the geologic setting of the area? How did the area form (it’s actually very complicated –keep it simple and don’t get hung up on the details)? What kind of rocks are around (don’t need to be too specific, but at least narrow down to sedimentary, igneous, metamorphic and how they formed in a general sense)?

 

Paper 2 Instructions

Minimum Length: 800 words (~2.5pg)

The objective of this paper is to conduct a risk assessment of geologic hazards that may pose a risk to Los Angeles. Include the following 3 sections (use the bold section headings below):

  1. Geologic Hazards in Los Angeles. What types of geological hazards is the city most at risk of? For all of the hazards we have discussed (volcanic eruptions, earthquakes, tsunamis, landslides, floods, coastal erosion, and coastal storms), provide a brief discussion of whether they are a concern in LA and why/why not.
    1. Indicate which hazards pose the greatest threat.
    2. If any hazards are not a problem, indicate why not.
    3. Note: DO NOT INCLUDE Fires/wildfires, tornadoes, wind, or resource-related issues (the last of these will go in Part 3).

 

  1. Historic Disasters. Have there been significant geological disasters in the area in the past (historic or pre-historic)?
    1. Describe at least three major past geologic disasters. Include at a minimum:
      1. the geology associated with the disaster (e.g. what kind of volcano, what kind of eruption, what kind of fault, what kind of flooding, etc.)
      2. the impact on people/society (deaths, damage, etc.).

 

  1. What is being done to manage the hazards in Los Angeles? What else could be done (if anything)?

 

Paper 3 Instructions

Minimum Length: 700 words (~2pgs). 

The third paper addresses the use, potential use, and/or abuse of resources in the area.  The sections for this paper:

  1. What are the source(s) of water for the area? Is the use sustainable? Are there issues with water scarcity?  Are the water sources used the best option in your opinion? Why or why not? What are other potential options besides the primary sources?

 

  1. Are there water quality issues (or were there in the past)? (This is for any of the water sources). If so, what are the contaminants, why are they present, and what are the human/environmental risks associated with them.

 

  1. Where does LA get its energy? Why? What are the pros/cons of these sources? Thinking long-term, can you recommend changes to the energy resources plan? (If you have trouble finding LA-specific information, you can discuss California as a whole).

 

  1. Are there major sources of mineral resources in the region? Describe what they are, how are they obtained, and what impacts does obtaining them have on human and environmental health.

 

  1. Are there energy resources in the SoCal region? If so, what are they, why are they there, how are they obtained, and what impacts does obtaining them have on human and environmental health?

Why does the annual temperature range increase as the latitude increases?What is the average annual temperature range at Reykjavik? Yakutsk?

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Geology Questions

5. Why does the annual temperature range increase as the latitude increases?

6. Although this situation is not always true, the three climographs show decreasing precipitation with latitude. Why is there potential for greater precipitation at lower latitudes? Land heats and cools more rapidly than water. Therefore. seasonal temperature variation is moderated at locations influenced by large water bodies. In these marine climates summers generally do not get excessively hot. and winters do not get excessively cold. By contrast, areas farther away from large water bodies experience greater seasonal temperature variation. Extremes are greater in these continental climates. Compare the marine climate Of Revkjavik with the continental climate of Yakutsk.

7. What is the average annual temperature range at Reykjavik? Yakutsk?

8. Name two other places that would have different temperature patterns because of their contrasting proximity to the ocean. (Choose places with similar latitudes.)

Choose one nation-state anywhere in the world, even one that we didn’t go over in class. Any country will do, but you can’t use the U.S. Create a brochure to inform people about the country you choose.

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PowerPoint presentation on Yemen

Choose one nation-state anywhere in the world, even one that we didn’t go over in class.  Any country will do, but you can’t use the U.S.  Create a brochure to inform people about the country you choose. This should be 10-12 slides of a PowerPoint.

Using web pages at the University of California’s Museum of Paleontology ( http://www.ucmp.berkeley.edu/paleo/fossilsarchive/molecu.htmlLinks to an external site. ), take a look at the description of molecular fossils. After reviewing what this web page has to offer, use the resources there to answer briefly these questions. What are the four main organic compounds that form molecular fossils? What conditions are necessary for the formation and preservation of molecular fossils? What can we learn from molecular fossils?

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Geology Question

Create a Word document that includes any TWO of the following.

Directions

  1. Include the entire question as part of your answer.
    1. Copy and paste(in BOLD), the instructions/questions as a whole (do not separate in smaller sections)  that correspond to the part you are answering.
    2. Do this for each part in the assignment.
  2. Include your name and “Assignment 1” at the beginning of your Word document.
    (e.g. JohnSmithAssigment1)
  3. Cite all sources of information, including the textbook, using MLA formatting (http://owl.english.purdue.edu/owl/resource/747/13/(Links to an external site.)Links to an external site.). You must include a Works Cited section as well as in-text citations of sources used. Assignments with more than 20% direct quotations from other  sources will not receive any credit.

Assignment Parts- Choose Two (2)

Part 1

On Earth, plate tectonics has been a dynamic process for hundreds of millions of years.  Take a look at the “plate tectonics movie” on the University of California, Berkeley, Museum of Paleontology web page ( http://www.ucmp.berkeley.edu/geology/tectonics.htmlLinks to an external site. ). Do this by clicking on “animated GIFs” for the last 750 million years.  Play the movie.  As time passes, the continents seem to move around.  Why is this so?  What is “pushing” the continents around and why?  Why do the continents appear to move around over time?

Part 2

Observe the differences between a normal and a reverse fault and the differences and similarities (if any) between a strike-slip and an oblique slip fault.  Record your observations on how these pairs of faults are different and how they are similar.  What kind of forces – compression or extension would be involved in forming these faults.  (Observe the video and see for yourself.)

Part 3

Using web pages at the University of California’s Museum of Paleontology ( http://www.ucmp.berkeley.edu/paleo/fossilsarchive/molecu.htmlLinks to an external site. ), take a look at the description of molecular fossils.  After reviewing what this web page has to offer, use the resources there to answer briefly these questions.  What are the four main organic compounds that form molecular fossils?  What conditions are necessary for the formation and preservation of molecular fossils?  What can we learn from molecular fossils?

Remember to properly cite your sources of information*

Every source used (including the textbook) must be properly cited using MLA formatting (http://owl.english.purdue.edu/owl/resource/747/13/ (Links to an external site.)Links to an external site.). You must include a Works Cited section as well as in-text citations of sources used. Assignments with more than 20% direct quotations from other  sources will not receive any credit.

 

 

Prepare a “tri-folded travel brochure or tour guide” for the Frio Texas river. Pretend that you are trying to encourage people to go visit your river.

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DISCUSSION ESSAY

Prepare a “tri-folded travel brochure or tour guide” for the Frio Texas river. Pretend that you are trying to encourage people to go visit your river.

Why have few dinosaur fossils been discovered in California?

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GEOG 101: Geology

Why have few dinosaur fossils been discovered in California?

Discuss a case study on: Urban soil geochemistry of an intensively developing Siberian city: A case study of Tyumen, Russia.

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Geochemistry 1

Discuss a case study on: Urban soil geochemistry of an intensively developing Siberian city: A case study of Tyumen, Russia.

What interpretive programs (tours, school programs, exhibits, etc.) do they do? Is the site owned publicly (like by a city government or park service) or privately? Who owns it?

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Parks and Preservation: Oceania

Search online for a preservation area, historic place, or national park in the region of Oceania. These could be historic public buildings, national parks, wildlife preserves, museums, monuments, memorials, tourist destinations, etc. Use the park/museum/reserve’s OFFICIAL website (not a trip advisor page or something) to answer the questions below. Try to find one with a lot of information to make it easier to get the necessary details. This doesn’t have to be super structured, the objective is to get you exploring a little bit and zoom in on a place in Oceania. Give us a bit of a tour! Have fun with it!

Include at least one photo of the place and a map that shows its location in your post. (How to embed image tutorial)

1. Significance of the park/site (Why is it important?)

2. The site location (Where is it? What is the physical landscape like? Is it rural or urban?)

3. Who or what is the site’s central goal or topic? (What histories do they tell? What is the site dedicated to protecting? Why is it important?)

4. What interpretive programs (tours, school programs, exhibits, etc.) do they do?

5. Is the site owned publicly (like by a city government or park service) or privately? Who owns it?

6. Fun thing (Do they have a nifty virtual exhibit? Neat project they’re doing? A cool event?)

7. Would you want to visit? Why?

When you respond to two (2) of your classmates, find ones that cover a different place from the site you chose! Share with them something about the site you researched, something you learned from their post, and/or some connection between the two!

Which of the following three elements: Mg, Al, or K is most compatible (easily incorporated into a crystalline structure)? Which of these three elements is most incompatible (not easily incorporated)? How do you know?

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Fractional Crystallization of Magma

Objective

In this exercise, you will gain an understanding of magmatic differentiation by fractional crystallization using a model magma chamber. The activity was adapted from materials developed by Dr. Karl Wirth at Macalester College (http://www.macalester.edu/geology/wirth/CourseMaterials.html)

Introduction

In lecture you learned about the importance of fractionation in generating the diversity of observed igneous rock compositions (e.g., basalt, andesite, dacite, rhyolite). Magmatic differentiation is the process by which diverse rock types are generated from a single magma. There are many ways to accomplish differentiation, but one of the most common is by fractional crystallization, a two-stage process that involves: (1) the formation of crystals from a melt, and (2) mechanical separation of crystals and melt.

 

In 1844, Charles Darwin described lava flows from the Galápagos Islands in which the lowest flows contained greater proportions of feldspar crystals. These observations led Darwin to propose that density differences between crystals and melt would result in mechanical separation of these two phases and the formation of different magma types. This process, known today as gravity settling, was the focus of detailed experimental studies during by 1950s by N.L. Bowen (as in Bowen’s Reaction Series). Today, several additional mechanisms of crystal-melt fractionation are also recognized, including flow segregation and filter pressing.

 

Instructions

Materials & Supplies

1 bag of “magma”

White board

Markers

 

Directions

  1. Construct the magma chamber.

 

  1. In this exercise, each major cation in the magma (e.g., Si, Mg, Al) is represented by a different colored wooden bead. To simplify the activity, we assume that the magma chamber contains enough oxygen anions to form all of the minerals that crystallize; so, we will make all calculations in cation atomic percent (rather than oxide weight percent, which is commonly reported for rocks). We also assume that there is no solid solution in minerals crystallizing from the magma, and that there are no volatiles in the magma.

 

  1. Before you begin, complete Table 1 (Mineral Compositions) by filling in each mineral formula and determining the proportions of cations in each mineral that will crystallize from the magma.

 

  1. Check that your bag of “magma” has the correct number of cations (beads) for each color (for example, 184 green beads for Si, 71 yellow beads for Al, etc.). NOTE that each bag of beads has a different color scheme – be sure to check the note inside of the bag to identify your color scheme. The starting number of beads for each cation is listed in Table 2 ( Cations Remaining in Liquid).

 

  1. Mix the beads together and place them in a magma chamber that you draw on one half of the white board. This represents the “liquid” end of your magma chamber.

 

  1. Note the general proportions of the different colors in the magma chamber.

 

  1. Begin fractional crystallization.

 

  1. On the other half of the white board, draw 10 horizontal lines and label these with line “1” at the bottom and line “10” at the top. Each line represents one crystallization step in the table below.

 

  1. Starting with Step 1, remove the appropriate number of beads from the “liquid” magma during each crystallization step in the table, below. As minerals crystallize, move them to the labeled layers on the “solid” region of the magma chamber.

 

Mineral Crystallization Step
  1 2 3 4 5 6 7 8 9 10
Forsterite 2 3 4 3 2          
Fayalite     1 2 2 1        
Diopside       1 1 4 2 2 1 1
Anorthite   1 2 3 3 4 3 3 1 1
Albite           1 3 6 5 7
Orthoclase                 2 2
Quartz                 1 4

 

  1. After each crystallization step, record the number of cations remaining in the liquid for each element (the number of each color of bead left in the “liquid”) in Table 2.

 

  1. For each crystallization step, calculate the relative proportions of each element remaining in the magma as a percentage of the total number of elements remaining after that crystallization step [for example, if you remove 10 atoms of Mg and 5 atoms of Si in Step 1, %Mg = (30)/(355)]. Record this information in Table 3 (Magma Composition). You will need to perform these calculations in a spreadsheet and submit it with this homework.

 

  1. Also calculate the proportion of magma remaining (f) in each crystallization step by dividing the number of cations (beads) remaining in the liquid by the original total number of cations in the liquid [for example, if you remove 10 atoms of Mg and 5 atoms of Si in Step 1, f = (355/370)]. Record this information in Table 3 (or include this in a spreadsheet).

 

  1. Use the results of the fractional crystallization exercise to answer the questions, below.

 

 

Problems in Fractional Crystallization

  1. Use your lab materials to look up the formula for each mineral that will crystallize from the magma. Record formulas in the first row of the table, and identify each mineral group in the second row. Remember, no solid solution – so write pure endmember formulas. Second, record the number of cations per formula. Last, record the bead color for each cation.

 

Table 1. Mineral Compositions

  Bead Color Forsterite Fayalite Diopside Anorthite Albite Orthoclase Quartz
Formula

 

 —–              
Mineral Group —–          
Si

 

                
Al

 

                
Fe

 

                
Mg

 

                
Ca

 

                
Na

 

                
K

 

                

 

  1. Use the table on page 2 to determine what minerals are removed in each crystallization step. Record the cations remaining in the magma for each step in this table.

 

Table 2. No. Cations Remaining in Liquid

Cation Start No. Crystallization Step
    1 2 3 4 5 6 7 8 9 10
Si

 

 184                    
Al

 

 71                    
Fe

 

 12                    
Mg

 

 40                    
Ca

 

 33                    
Na

 

 23                    
K

 

 7                    
Total

 

 370                    

 

  1. Convert the number of cations in each step to proportions by dividing each cation by the total number of cations in that step (see pg. 2 for an example). DO THIS IN A SPREADSHEET and submit the spreadsheet along with your homework. Set up your spreadsheet like the table below (DO NOT write answers in this table).

 

Table 3. Magma Composition

Cation Start % Crystallization Step
    1 2 3 4 5 6 7 8 9 10
Si 49.73                    
Al 19.19                    
Fe 3.24                    
Mg 10.81                    
Ca 8.92                    
Na 6.22                    
K 1.89                    
Total 100.00                    
Liquid Frac (f) 1.00                    

 

  1. Compare the types of minerals removed at the beginning of crystallization with those removed in the middle and end of crystallization (i.e., mafic versus felsic minerals). Does this exercise largely follow Bowen’s reaction series? Why or why not?

 

 

  1. Look back at the table under Procedure 2a- this table shows what minerals are removed from the magma during each crystallization step (1 to 10). Determine an appropriate simple intrusive igneous rock name (using Lab #5) for the assemblage of crystallized minerals at the 2nd, 7th, and 10th crystallization steps. The 4th step has been done as an example.

 

olivine (forsterite & fayalite), clinopyroxene (diopside), plagioclase feldspar (anorthite)

Step                             Minerals Removed                                        Rock Name

4 (example)                                                                                    Olivine gabbro                               

2                  _____________________________                                                             

7                  _____________________________                                                             

10                _____________________________                                                             

 

  1. Use the data from Table 3 to graph the following (using a spreadsheet program like Google Sheets or Excel). As a general rule, create graphs that occupy at least half of a sheet of paper. Make sure your axes are labeled and put a title on each graph. Turn in your graphs and answer the next questions based on these graphs.

 

  1. On one graph, plot the liquid fraction remaining (f) on the y-axis, versus crystallization step (1 through 10) on the x-axis.

 

  1. On a new graph, plot the % of each element below on the y-axis, versus crystallization step (1 through 10) on the x-axis. Use a different color for each element:

%Si

%Mg

%Al

%K

 

  1. Describe the general trends you observe in each graph during crystallization (for example, increasing rapidly, decreasing slowly, remaining steady then increasing rapidly, etc.)

 

Liquid fraction remaining:

 

%Si:

 

%Mg:

 

%Al:

 

%K:

 

 

 

  1. Which of the following three elements: Mg, Al, or K is most compatible (easily incorporated into a crystalline structure)? Which of these three elements is most incompatible (not easily incorporated)? How do you know?

 

  1. Explain how the percentage of silica in magma increases during crystallization despite the fact that silicate minerals are being removed throughout the crystallization process.

 

 

  1. Magmas are classified by their silica content according to the following:
Wt% SiO2 Magma name
45-52 Basalt
52-57 Basaltic andesite
57-63 Andesite
63-70 Dacite
>70 Rhyolite

 

Using the above classification scheme, classify the magma by %Si at the following steps. The magma composition in Step 4 has been done as an example.

 

Step         %Si (Table 3)              Magma Name

4 (example)         53.3                 Basaltic andesite

Start         __________                                                               

2               __________                                                               

7               __________                                                               

10             __________                                                               

 

  1. Which aspects of this model magma chamber are realistic? Which are not?  (Hint: think about the simplifications and assumptions in the model).  Suggest at least three ways to make the model more realistic.

 

Is there a tsunami or volcanic hazard at your location? If so, describe the hazard and the hazard plan that is in place. If not, what is the nearest volcano to your location?

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Environmental Geology: Summative Project

The purpose of this project is for you to apply what you have learned in this class.  You will be researching a location and determining the interaction of humans and the environment.  You may choose the location where you intend to live in the future (your dream location or somewhere you hope to visit) or where you currently live.  Sign up for your location on D2L. This is NOT a group project and must be completed individually to show how much you have learned this semester in Environmental Geology.

Location: Describe your location.  Use latitude and longitude, along with the city and state.  It is best to pick a house or at least a neighborhood in a city to be able to answer some of the questions, like the flood and mass wasting questions.

Rocks: What type of bedrock is under your location?  Is that a good rock for houses?

Plate Tectonics and Earthquakes: What is the nearest plate boundary and what type (convergent, divergent, or transform) is it?   Are earthquakes common at your location?  What size are they and how frequently are they?  Does your community have a hazard plan in place to deal with Earthquakes?

Tsunami and Volcano: Is there a tsunami or volcanic hazard at your location?  If so, describe the hazard and the hazard plan that is in place.  If not, what is the nearest volcano to your location?

Floods: Is your location on a flood plain?  Check https://msc.fema.gov/portal/ website to find out.  If so, how is it protected from flooding?  If not, what is the nearest stream and what is your location’s elevation above the nearest stream?

Mass wasting: What is the slope of the land at your location?  Is there any evidence on your location or neighboring properties of a past mass wasting event?  What types of mass wasting are likely?

Shorelines: Is there a shoreline at your location?  If so, what has been done to protect it from erosion?  Is there a chance of damage from hurricanes?  What will happen if sea level rises?  If not, what is the nearest shoreline?

Groundwater: What are the sources of groundwater pollution near your location?  Is there any evidence of current pollution at your location?  You should check Leaking UST websites for any published data.

Soil: Identify the type of soil (classification) present at your location.  Is it best used for residential uses or is there a better use for it?  Be sure to check the soil survey at the USDA to answer this question.

Water: Describe your source of water, how it is delivered to your location, and how it is processes so it is made clean enough to drink.

Electricity: Describe where your electricity comes from by finding your utility’s environmental disclosure statement.  Be sure to indicate the type of fuel that is used to produce it and the pollution that is caused by its use.  Find out where the waste from the fuel is stored or released into the environment.

Sewage: Describe the process that your sewage goes through before it is released to the environment.  Be sure to indicate where this occurs, including where the water is released to the environment.

Landfills: Where does your trash go?  What protections are used at the facility to protect the groundwater and air from pollution? What is the actual location of the landfill or incinerator?

Superfund: Where is the closest Superfund site and what is its status?

Other issues: Are there any other environmental issues that we have studied this semester that would make living in this location difficult?

 

Format: Use an outline format and include your references. Use correct, consistent citation. If you cite a website, be sure to indicate the date you access the website. Do NOT use Wikipedia as a final source, drill deeper and verify that your sources are reliable. If you are unsure as to how to make a works cited page, go to the library’s website for help. Points will be awarded only with accurate sources.