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ESCI 121
Hemzacek
Spring 2017
REVIEW LIST FOR FINAL EXAM - FINAL VERSION
Current/ Recent Material:
NOTE: Lab on CO2 will not be on exam, except for the “how we do science” aspects:
- what are some considerations in working with a data set, with respect to drawing conclusions?
- how can we/ do we use information from the past to relate to the future, and use information from
the present to relate to our understanding of the past?
clarifications, etc. in red; struck through = not on test.
Streams, Glaciers; Weather and Climate:
- be able to interpret stream drainage patterns in terms of likely topography and geology influences
e.g., radial vs. dendritic
- what is a drainage basin? what is a divide?
- how does velocity relate to the work done by a stream (erosion, transportation, deposition), and
what key factor(s) influence velocity (and therefore erosion, size of sediment, etc.)
- what factors affect the shape of a stream channel - straight vs. meandering
what differences would you expect (besides channel shape!) in these two streams?
- be able to describe expected effects of choosing a meandering stream as a boundary (e.g., between
states or countries)
- what changes are expected, from the headwaters to the mouth of a stream system?
tributaries
gradient
meandering
erosion
deposition
sediment
What kind of sediment do we expect to find in different parts of a stream system?
- how are glaciers different from streams in their process the type of "work" done?
be able to describe key evidence that “a glacier was here”:
till
unsorted sediment
U-shaped valley
how are valley glaciers different from ice sheets? Which type was once here, in Chicago?
Use map features (e,g., stream drainage patterns, or other map symbols/ labels) to determine
general topographic characteristics of an area, such as determining high vs. low areas.
e.g., Recognize how drainage patterns of streams are related to differences in topography:
radial (Mt. Rainier) vs. dendritic (“tree-like”) vs. right-angle tributaries (Grand Canyon);
What are some ways to tell, from examining a stream on any map, which way a stream is flowing?
how to tell where a stream starts?
how to use shape of contacts, in an area with flat/horizontal sedimentary layers
What is an intermittent stream (as seen in Grand Canyon); why is it “intermittent”?
Be able to describe and/or recognize geologic evidence for climate change: e.g., evidence of past
glaciation; evidence for sea level changes; evidence for warmer vs. colder climates in the past
What is the difference between weather and climate?
Be able to describe general types of factors that are responsible for climate change
Geology, Maps, and interpretation of Earth Processes
Given a representation of a geologic map, you should be able to:
- identify relative age of rock formations that are represented by outcrops on the map
- distinguish units that are rock formations from those that are sediment deposits
- recognize the following outcrop patterns and/or stream patterns on geologic maps,
interpret the type(s) of rocks and geologic structures/ other geologic relationships in the area,
and tell what type(s) of geologic processes are responsible:
"blobs"
"maple leaf"
“stripes” / “swirls”
note that these descriptions for patterns are not the “geologic interpretations”!
interpretations include: what type(s) of rock are present; what geologic structures/features
For each of the outcrop patterns listed above, you should be able to connect relative age of
rock units to the outcrop pattern, describe the effects of erosion or other processes on the
pattern, and describe topographic characteristics of the area (i.e., identify locations of highest
vs. lowest elevations relative to pattern)
Identify the presence of the following in cross-section and in map view:
folds;
plunging / tipped folds: what causes folding, and why would a fold be “tipped”?
faults
flat/ horizontal sedimentary layers
By examining outcrop patterns on a geologic map, and correlating map information to the map
legend, you should be able to identify geologic processes that have affected an area, including:
• what is the relative age of rock formations present (oldest vs. youngest?)
• what type(s) of rocks are present, and what types of environments do they represent
(ocean? beach? volcano? converging continents? other?)
• recognize an area representing igneous activity: extrusive vs. intrusive rocks
• recognize an area of flat/ horizontal sedimentary layers exposed by stream erosion
• when horizontal sedimentary rock layers are present, be able to use shape of geologic
contacts (in the absence of contour lines) to determine direction of stream flow
• recognize an area of folded sedimentary / metamorphic layers
• You should be able to recognize common rock names, and to be able to associate the
names with the correct rock type represented (sedimentary; igneous–intrusive / extrusive;
metamorphic):
granite
basalt
andesite
pumice
sandstone siltstone
shale
limestone gneiss
schist
slate
marble
quartzite
note that ‘meta-(anything)’ is metamorphic; the ‘anything’ refers to the protolith!
Be able to apply concepts related to determining relative age of different geologic events, either in
cross-section or in map view.
What topographic characteristics are expected in an area of folds/tipped folds (e.g., Pennsylvania)?
How does examination of folds, and of topography, reveal not only the type of stress, but also the
direction of applied stress?
Applying these concepts, what do we know about the geologic history of the eastern US?
How does this knowledge apply to the understanding of plate tectonics and the movement
of plates throughout geologic time?
“Big Picture” concepts throughout the course
Be able to discuss how a scientific method is applied to the study of the earth
Be able to discuss the earth as a system: what does this mean? what are the “sub-system” parts?
Be able to describe contributions from two energy sources for our dynamic earth:
which earth processes (e.g., climate, water cycle, weathering; plate tectonics) are driven by
internal vs. external energy?
Be able to name and describe the layers of the earth with respect to physical behavior and with
respect to chemical composition
crust
mantle
core
continental crust
oceanic crust
lithosphere
asthenosphere
lower mantle
outer core
inner core
Be able to name the three types of plate boundaries, describe the relative motion and features
associated with each, and recognize examples of each, geographically and by features present:
mid-ocean ridge
subduction
trench
mountain-building
earthquake depth of focus
fault
Given some key characteristics of an area (including type of volcanic activity; earthquake depth), you
should be able to identify the type of geotectonic setting represented.
Name and describe the three main types of rocks; describe the process(es) by which each type is
formed, the relationship of processes to types of geologic environments in which rocks are formed;
and general characteristics of different rocks as a result of the processes and environments in which
they are formed:
igneous (intrusive vs. extrusive)
sedimentary (clastic vs. chemical)
metamorphic
(foliated vs. non-foliated)
Be able to describe and/or diagram the relationship of the different rock types to one another and to
earth processes - that is, how one rock can be transformed into a new rock, perhaps of a different
type; the cycling of solid earth materials (...yes, that would be the "rock cycle").
Identify the influence of plate tectonics in these processes: e.g., uplift, deep burial, and the role of
isostasy (and the nature of the asthenosphere) in these vertical movements
(that is, be able to explain the influence of rock deformational behavior and density on earth’s
isostatic adjustments; which earth layers are involved in these vertical isostatic adjustments?)
key terms:
weathering
transportation
deposition
fossils
depositional environment
magma/ lava
crystallization
extrusive; intrusive
confining pressure
directional pressure
recrystallization and/or physical deformation
contact metamorphism
regional metamorphism
–> all rocks are classified on the basis of composition & texture: What does this mean? examples?
Be able to explain why different areas of the world have volcanoes of different eruptive styles
Be able to discuss (in general terms) why volcanoes exist only in certain places
Be able to describe the characteristics of a mineral, according to its definition:
natural, inorganic, crystalline, solid; definite chemical composition
–> How is this different from a rock?
According to geologic evidence, the earth is 4.6 billion years old; comment on how this affects our
(human) perspective of earth events (e.g., time frame for volcanic eruptions)
More on the “big picture” – you should be able to discuss:
– why do continents and mid-ocean ridges (notably in the Atlantic Ocean) have the shapes that
we see?
how are these shapes related to the history of plate tectonic activity?
How is this related to the distribution of the 4 fossils that we explored early in the semester?
– In what geotectonic environment(s) is new crust created? Where is crust “destroyed” /recycled?
In what geotectonic environment can we see that a new ocean basin will be formed?
– how does comparing rocks and structures on opposite sides of an ocean, reveal history of plate
movements?
(e.g., Appalachians to mountains in North Africa)
How is this related to the shapes (continents, mid-ocean ridges) mentioned above?
– give examples of geologic/ geotectonic environments in which: each of the three main types of
rocks are expected to be found; folding and faulting occur; and mountains are created
– the Appalachian Mountains are a series of ridges & valleys that trend NE-SW: what does this tell
about geologic processes and stresses, regarding their formation?
– You should be able to examine images of earth features and to reasonably begin to answer the
questions of “Why is this here?” / “Why does it look this way?”
->Consider earth processes that create/ build up features, and processes that can modify /
reshape features. You might not necessarily get the “right” answer, but should be able to give a
good, educated guess (and a reason for that guess)!
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See related homework assignment, due on 3 May; be sure to follow directions!