Construct a report based on the data you have available and present valid and defensible interpretations regarding the petrogenesis of the dyke swarm.

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It is your job to construct a report based on the data you have available and present valid and defensible interpretations regarding the petrogenesis of the dyke swarm.

You should structure your writing as a report (i.e., with subheadings) and not as an essay. The use of figures and cited literature material is highly recommended. The report should be a maximum of 1100 words (not including references and figure captions).
the report should cover (but is not necessarily limited to):
• The effect metamorphism/alteration might have had on the geochemistry of the dykes.
• The classification of the dykes.
• The crystallisation history of the dykes.
• The mantle source region of the parent magma.
• The potential tectonic setting of the dykes.

Describe the pattern of the river at the scale at which Google Earth has taken you to this location (‘eye altitude’ ~ 9 km). Explain your reasoning [30% of the answer].

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Q1.A) Provide a detailed rock description of the sedimentary rock in the image at https://viewer.gigamacro.com/view/4UJwYoflnfm1FiB7?x1=38772.00&y1=-17150.00&res1=58.53&rot1=0.00 and make some basic interpretations about its depositional environment. You may draw annotated diagrams to support your answer.
Insert answer here:

SECTION 2: Geomorphology [10% of the lab test]
Q2) Using Google Earth Pro, go to location A: 31° 2’29.31″N 51°12’45.56″E (simply copy the coordinates as they are written here and Google Earth will take you to this location); you will be taken to a segment of a river in the Zagros Mountains.
a) Describe the pattern of the river at the scale at which Google Earth has taken you to this location (‘eye altitude’ ~ 9 km). Explain your reasoning [30% of the answer].

Insert answer here:

b) Zoom out and reach an eye altitude of ~35 km; what is the drainage net at this scale? What is the direction of the axial planes of the folds that make the Zagros Mountains? Explain your reasoning [70% of the answer].

Insert answer here:

SECTION 3: Igneous [25% of lab test]
Q3.A) Complete the igneous rock thin section description including an annotated sketch of the section [60% of the Igneous section]. Images of the thin-section can be found on Moodle, in the lab test section of the course page.

What other members of the Family or Genus are known(ie: what is it closely related to)? Are any of its relatives still alive today?

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PLEASE RESEARCH ABOUT THE QUETZALCOATLUS

Write a cohesive essay(1000 words; roughly 3 pages), with intro and conclusion, incorporating the following:

•What Class and Order do this organism belong to? What features define those ranks? (ex: Canis dirusis in Class Mammalia, a group which includes all animals with hair, mammary glands, etc.) Remember to use the proper formatting of a scientific name. Review your notes or Lecture Notes 12. Find that italics button!

•What other members of the Family or Genus are known(ie: what is it closely related to)? Are any of its relatives still alive today?

•Describe them briefly, especially any distinct anatomical features (size, quadrupedal posture, etc.).

•What was their life like? What did they eat? What were their weapons or defenses? What interesting behaviors did they have (herd activity, vocalization, etc.)?Where did they live?

•What survives of these organisms in the fossil record? Are there full skeletons? Are they only known from a selection of teeth or bones? Where have their fossils been found?

•When did the organism arise, and when did it go extinct? Why did it go extinct?

•Are there any interesting stories associated with the organism’s discovery?

SOURCES:

Use at least three sources, at least one of which must be a published scientific journal article(ie: not a webpage or newspaper).

Online articles are okay for the rest of your sources, but encyclopedia or “fact-sheet “type webpages(e.g. Enchanted Learning, Wikipedia).A reliable, professional article will generally have an author listed.

NO DIRECT QUOTES

What is a “desert”?  How is it defined, technically?

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Topic 1 Glaciers & Deserts

SHOWME Tutorials:

http://www.showme.com/sh/?h=vjWQDb6

http://www.showme.com/sh/?h=NNGw4n2

Review Questions

  1. What is a “desert”?  How is it defined, technically?
  2. Where on the planet (under what 4 conditions) in general may deserts occur?
  3. Why is chemical weathering less in deserts than in humid climates?
  4. What is the primary erosional force in deserts?
  5. What are the two ways in which wind can transport sediment – name & describe?
  6. What is cross-bedding and how does it form?
  7. What four factors affect the size and shape of sand dunes?  How?
  8. What is the relationship between plateaus, mesas, buttes and spires/monuments?
  9. How do glaciers form?
  10. What two factors affect whether a glacier advances, is stationary, or retreats?
  11. How does “glaciation” move sediment?
  12. What features differentiate a glaciated mountain valley vs. one that is not glaciated?
  13. What is stratified glacial drift and how is it different from glacial till?
  14. Do we currently live in an “ice age”?  Explain.

Topic 2 Oceans

Ocean Ecology and Conservation :  https://www.theguardian.com/personal-investments/ng-interactive/2018/mar/27/documentarian-fabien-cousteau-is-pointing-the-way-to-healthier-oceans?CMP=Share_AndroidApp_Gmail

http://www.showme.com/sh/?h=7nGIjoW

http://www.showme.com/sh/?h=S1JvsWW

http://www.showme.com/sh/?h=gelXdGS

http://www.showme.com/sh/?h=0spAlwO

Oceans Review Questions

  1. What is a submarine canyon and how is it initially formed, and maintained?
  2. What are the 3 major types of currents present in the ocean?  (Please identify them and describe how they work.)

 

Describe the geological makeup of the site (be detailed, not just sand but describe all the features and makeup of the sand).

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Geology in the News – find articles of events in the news that demonstrate geology in action. Write a review of the article. The review should include:

1. The name of the article
2. Who wrote the article
3. Where the article was printed
4. A review of the article that summarizes what the article was about.
Discuss the following:

1. Choose a geological site (beach, mountains, desert, or river) to research.
2. Describe the geological makeup of the site (be detailed, not just sand but describe all the features and makeup of the sand).
3. Analyze the feature to suggest what factors affected the feature (such as erosion) and caused it to change over time.

write-up based on a article story related to Geology.

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 A ~600 word write-up based on a article story related to Geology. Date of article release should be from Sept 1 2020 to now (no old news).

At the top of your entry, include full citation information of article item included at the top of your submission. Please be sure you are correctly citing your article source.

In what way did the spatial patterns of food insecurity change in your state through time?

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1
GEOGRAPHY AT THE UNIVERSITY OF MISSISSIPPI (GEOG 101/ANTH 104)
EXERCISE 2—GEOGRAPHIC INFORMATION SYSTEMS
Using a geographic information system (GIS) is one of the best ways to appreciate how the
development of information technology has revolutionized our ability to understand and
visualize spatial relationships and to use this knowledge to tackle fundamental problems. GIS are
awesome tools of geographic enquiry and exploration and they often provide the information and
context to understand and address our most pressing concerns.
Please use the resources in the Topic 2 folder on Blackboard to learn more about GIS, their
purpose and their structure and organization. Understand how GIS provide ways of organizing
information and examining relationships so that you can appreciate cause and effect relationships
and go from information to knowledge.
As with all projects that rely on web-based resources, the links provided below may sometimes
not work or may not take you directly to the specified resource because of recent changes made
to the site. If the link does not work, copy and paste it into your browser and try again, or try a
different browser. Chrome often works better than Safari, especially if the page has animations
or other dynamic capabilities (as do most online GIS). If the link takes you to an organization’s
homepage instead of the specified resource, then look around on the page for a link to what you
want. It has probably been moved. If all else fails, do a web search for the resource using the
most helpful words or phrases. You may find that the resources has been moved to a different
site. Rarely do the resources that we use disappear completely, so one or more of these strategies
should help you. Also, web resources are updated and redesigned so that specific issues or data
sets that I ask you to examine may not be available or may have been changed. During the
semester, this does not happen very often but it is possible. This is not a problem. Use what is
available on the page to explore the larger problem or set of issues that the exercise addresses.
INSTRUCTIONS
There are two parts to this exercise (both parts are required). In the first part, you have the
opportunity to engage with the prevalence of hunger in the United States by exploring spatial
patterns and relationships that reflect and often reinforce them. You may be startled by the
results. In the second part, you choose to use GIS to learn about other another issue in the US or
across the globe.
Part 1—Hunger in the United States
Did you know that 1 in 8 Americans and 1 in 6 American children goes hungry
(https://www.dosomething.org/us/facts/11-facts-about-hunger-us)? We are the largest economy
on earth with the third largest population and a highly productive and diligent workforce, but we
have one of the most unequal wealth distributions and highest rate of poverty in the rich
“developed” world and we fail to care for our less fortunate
(https://www.worldhunger.org/hunger-in-america-united-states-hunger-poverty-facts-2018).
Every American should be aware of this problem but our mainstream media often ignore it in
order to project misunderstandings of American exceptionalism and global power.
© Matthew Leigh Murray
2
Now, use a GIS to explore food insecurity and its connection to many other issues in the United
States. Go to the “Map the Meal Gap” online GIS (http://map.feedingamerica.org). If the hotlink
does not work properly, copy the site address into your browser. If the map location has been
moved, look for a link to it on the main page. This map is hosted by “Feeding America,” an
organization that calls attention to hunger and related socio-economic disparities in the US. On
your screen, you see a map of the US showing data about food insecurity.
• Play with the different view options on the map and learn how to change the scale of the
map and the kinds of information displayed. You can also choose between different years
of data. Explore the various links on the main page as well as at the Hunger Research tab
at the bottom of the page.
• As you mouse over the US map, you will see a pop-up window with a wealth of
information about food insecurity for each state.
• Choose one state to explore in more detail and click on it. The map will change to a more
detailed scale of your chosen state, showing the individual counties. You can now
explore the differences between the counties in your chosen state, as you did for the
entire US.
In Part 1 of your exercise report, please respond to the following questions:
1. What is “food insecurity?”
2. What did you observe about the general spatial patterns of food insecurity in the United
States on the main map? Do particular parts of the United States have more food
insecurity than other part? What do you think about this?
3. What state did you choose to examine? Why did you choose this state?
4. What patterns did you detect in the “overall” and “child” food insecurity rates in the
state? Are there differences and/or similarities?
5. In what way did the spatial patterns of food insecurity change in your state through time?
What might these changes suggest in terms of food insecurity in your state? What do you
think about this?
Part 2—ESRI “Story Maps”
The American mapping technology giant, ESRI (Environmental Systems Research Institute) in
Redlands, CA, maintains a fascinating and dynamic site that hosts dozens of interactive online
GIS called “story maps” because of the way that each GIS helps us to understand geographic
relationships and to appreciate the importance of these relationships in our lives.
Go to the ESRI Story Maps site:
https://www.esri.com/en-us/arcgis/products/arcgis-storymaps/stories) and choose at least one
“story map” to explore. Look around the site for links to more maps and map themes.
In Part 2 of your report, respond to the following prompts about your chosen story map:
1. What is the name of the map and who made it? What is the purpose of the map (that is,
what is the “story”)? Why did you choose it?
2. What kinds of information are combined in the GIS to tell this story?
3. What did you learn from this GIS and what do you think about that information?

Describe the relationship between the types of volcanoes and different plate boundaries. What are the mechanisms that cause this distribution?

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Answer the following questions:

  1. Describe the relationship between the types of volcanoes and different plate boundaries. What are the mechanisms that cause this distribution?
  1. Distinguish between magma and lava. Explain how the location of an eruption can determine the specific composition of magma and rocks produced as the lava cools.
  1. Describe the two major methods used by geologists to measure the strength of earthquakes. How is the epicenter of an earthquake identified? By what method was the strength of the New Madrid earthquake determined? What are the factors that influence the human toll of earthquakes?
  1. Popular literature has long depended on stories of how animals and insects can predict earthquakes. What are the actual precursors of earthquakes, and what methods have human beings developed to predict their occurrences?
  1. What is the primary cause of tsunamis? Describe the physical characteristics of a tsunami from its inception to its dissolution. What precautions have been developed since the recent tsunamis in Indonesia and Japan to try to minimize the destruction of future occurrences?

Your response to each of the questions should be at least 250 words (approximately 1 page) with a 12-point font. A grading rubric for each of the written assignments can be found in the Evaluation Rubrics folder.

Write two paragraphs that summarize the differences between Relative Dating and Numerical Age Dating and what time means in each context.

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How is time determined in Geology? Write two paragraphs that summarize the differences between Relative Dating and Numerical Age Dating and what time means in each context. The summary should include an explanation of the methods used and the results achieved with each method.