Download Geology Course Guide 2015/16 Liberty High School Instructor: Mr

 Geology Course Guide 2015/16 Liberty High School Instructor: Mr. Capra GEOLOGY ‐ SEMESTER 1 UNIT 1 ‐ INTRO TO GEOLOGY Objectives: Students will… 
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Distinguish between physical and historical geology. Summarize views on prevailing ideas of Earth’s formation. Discuss the nature of scientific inquiry /method. List and describe the 4 major spheres of Earth. Outline stages of the solar system formation. Describe Earth’s internal structure. Targets: By the end of this unit I should be able to… 
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Define physical and historical geology and give career examples of each. Distinguish between the theories of catastrophism and uniformitarianism, and state why they are accepted or rejected by the scientific community. Describe the principals of original horizontality, superposition, cross‐cutting relationships, and index fossils in relation to relative dating. Rationalize the scope of geologic time as a whole, and in context of relative dating and numerical dating. Demonstrate the scientific method / experimental design protocols of problem solving, and relate them to plate tectonics. Define and correlate the geosphere, atmosphere, biosphere, and hydrosphere both as individual entities and as a system. Define and distinguish between major parts of the nebular hypothesis, and the formation of our solar system within it. Define and distinguish between the chemical (property) layers of Earth (crust, mantle, core) and the physical (property) layers of Earth (lithosphere, asthenosphere, mesosphere, outer core, inner core). Describe and draw the rock cycle. Define, describe, and contrast the oceanic crust’s properties and the continental crust’s properties. Standards Addressed: 
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SS.3, GLE.1, EO.a,b,c, DOK 1‐3 SS.3, GLE.2, EO.a, DOK 1‐2 SS.3, GLE.3, EO.a,b,c,d, DOK 1‐3 SS.3, GLE.6, EO.a, DOK 1‐3 UNIT 2 ‐ PLATE TECTONICS Objectives: Students will… 
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Discuss the view that most geologists had prior to the 1960s regarding the geographic positions of the ocean basins and continents. Explain the evidence Wegener presented to support his hypothesis of continental drift, and the two main objections to his hypothesis. Explain the importance of the lithosphere and asthenosphere to the plate tectonics theory. Compare and contrast the movement of the three types of plate boundaries. Describe the process at mid ocean ridges that results in new oceanic lithosphere. Explain why some plates are getting larger and some are getting smaller. Describe methods used by modern day geologists to determine plate movement. Targets: By the end of this unit I should be able to… 
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Discuss the impact of geophysicists and geochemists on providing proof for continental drift. Describe evidence (fossil, rock, and climate) that supports continental drift. Describe continental drift and its relation to the theory of plate tectonics. Discuss the two main objections to the first continental drift hypothesis (tides and gravity, sturdy continents break though thin ocean crust). Describe how WWII technology helped the field of geology (oceanic mapping). Define the currently accepted theory of plate tectonics including information about the lithosphere and asthenosphere. Describe the relative geographic locations and relative movements of the three types of plate boundaries (convergent, divergent, transform). Correlate divergent boundaries with continental rifting and seafloor spreading. Correlate the relative outcomes of continental‐continental, continental‐oceanic, and oceanic‐
oceanic convergent boundaries. Describe how plates and plate boundaries change over time. Describe how recent evidence has supported the theory of plate tectonics (ocean and continent drilling, mantle plumes and hot spots, paleomagnetism, GPS). Describe the two main models of convection (whole‐mantle, layer). Standard Addressed: 
SS.3, GLE.3, EO.a,b,c,d, DOK 1‐3 UNIT 3 ‐ MINERALS Objectives: Students will… 
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List the main characteristics that a material must possess to be considered a mineral. Compare and contrast the three primary particles contained in atoms. Distinguish among ionic bonds, covalent bonds, and metallic bonds. List and describe the properties that are used in mineral identification. Explain how minerals are classified and name the most abundant mineral group in the earth’s crust. Compare and contrast ferromagnesian and non‐ferromagnesian silicates. Discuss Earth’s mineral resources in terms of renewability / mineral and ore deposits. Targets: By the end of this unit I should be able to… 
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List and identify the 5 characteristics that a substance needs to have in order to be classified as a mineral. List, define, and draw the three subatomic particles in their respective locations in an atom. Decipher an element’s block in the periodic table and use the information in problem solving. Describe the differences between atoms and molecules. Apply the octet rule when discussing atomic bonding. Contrast and draw examples of ionic, covalent, and metallic bonds. Understand the concept of density and apply it to problems. Compare and contrast the physical and chemical properties of ferromagnesian and non‐
ferromagnesian silicates and list examples of each. Classify minerals into their respective groups (silicates, carbonates, halides, oxides, sulfides, sulfates, natives) by inspecting chemical formulas. Correlate industrial minerals and metals with their respective products humans use on a daily basis. Distinguish between industrial mineral deposits and metallic ore deposits. Distinguish between renewable and nonrenewable resources. Successfully apply the mineral identification (luster, cleavage, fracture, hardness, streak, crystal structure, tenacity) practices to lab samples. Successfully identify a variety of mineral samples in a lab setting. Standard Addressed: 
SS.1, GLE.4, EO.c, DOK 1‐3 UNIT 4 ‐ IGNEOUS ROCK AND INTRUSIVE ACTIVITY Objectives: Students will… 
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List and describe the three major components of magma. Compare and contrast the four basic igneous compositions; granitic (felsic), andesitic (intermediate), basaltic (mafic), and ultramafic. Identify and describe the six major igneous textures. Distinguish among the common igneous rocks based on texture and mineral composition. Compare and contrast intrusive and extrusive structures. Describe how economic deposits of gold, silver, and other metals form. Understand Bowen’s Reaction Series and apply it to identified rock samples. Targets: By the end of this unit I should be able to… 
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Distinguish between magma and lava. List and describe the major constituents (melt, crystals, volatiles) of a magma chamber. Describe the characteristics of mafic (basaltic), intermediate (andesitic) and felsic (granitic) compositions. Understand the correlation between silica content and composition. Identify the major textures of igneous rock (glassy, aphanitic, phaneritic, porphyritic, vesicular, pyroclastic). Summarize the common igneous processes that form magma from solid rock such as decompression melting, and partial melting, and the roles of depth, heat, and pressure. Use Bowen’s Reaction Series to organize rocks in order of melting point. Explain the formation processes and constituent variables of basaltic, andesitic, and granitic magmas. Label a geologic cross section and/or photograph with intrusive igneous features such as sills, dikes, batholiths, stocks, and laccoliths. Understand and describe hydrothermal vein deposits and disseminated deposits of ore metals. Identify common igneous rock samples in a lab setting. Standard Addressed: 
SS.3, GLE.6, EO.a,c, DOK 1‐3 UNIT 5 ‐ VOLCANOES AND VOLCANIC HAZARDS Objectives: Students will… 
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Distinguish between formation, distribution, and characteristics of the three types of volcanoes Distinguish between the three types of materials expelled in a volcanic eruption Explain why some volcanic eruptions are quiet and some are explosive Discuss the major geologic hazards associated with volcanoes List and describe volcanic landforms other than volcanic cones Relate the distribution of volcanic activity to plate tectonics Targets: By the end of this unit I should be able to… 
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Identify the factors affecting magma viscosity (temperature, composition, volatiles). Identify the physical and chemical characteristics of mafic and felsic magma. Describe the eruption type (quiescent or explosive) typically associated with mafic and felsic magmas. Describe the difference between pahoehoe and a’a lava flows. Identify the major gases released in a volcanic eruption (H2O, CO2, SO2). Identify pyroclastic materials (tephra), by grain size (ash, lapilli/cinder, bombs, blocks), texture (vesicular/non‐vesicular) and the extrusive rock it creates (welded tuff, scoria, pumice). Distinguish between stratovolcano /composite cone, cinder cone, and shield volcanoes by shape, lava/rock characteristics, eruption type, and anatomical features. Draw and label all three types volcano and their pertinent anatomy. Realize, identify, and describe several volcanic hazards such as pyroclastic flow / nuee ardente, lahar, earthquake, tsunami, ash, and gases. Describe a volcanic eruption’s possible effect on weather patterns. Distinguish between caldera and crater. Identify and define other volcanic features such as necks/plugs, pipes, lava domes, fissures, flood basalts/basalt plateaus. Describe plate tectonics’ role in volcanic formation and activity (convergent boundary – subduction zone / divergent boundary – sea floor spreading / hot spot ‐ intraplate) Standards Addressed: 
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SS.3, GLE.6, EO.a,c, DOK 1‐3
SS.3, GLE.7, EO.a,b,c, DOK 1‐3
UNIT 6 ‐ WEATHERING AND SOILS Objectives: Students will… 
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Define weathering and distinguish between the two main types Summarize the importance of water and carbonic acid in the weathering process Summarize the factors that influence the type and rate of weathering Define “soil” and explain why it is described as an interface List and describe the five controls of soil formation Sketch, label, and describe the soil profile Explain the need for classifying soils Discuss the detrimental impact of human activities on soil Relate weathering to the formation of certain ore deposits Targets: By the end of this unit I should be able to… 
Differentiate between mechanical and chemical weathering and the processes that cause each. Mechanical Weathering 
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Identify the forces involved in frost wedging and frost heaves. Understand the destructive nature of salt crystal growth on geologic features near ocean environments. Differentiate between sheeting, unloading, and exfoliation domes. Identify biological components of mechanical weathering. Chemical Weathering 
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Demonstrate the process of carbonic acid formation in nature. Explain how carbonic acid dissolves limestone and other carbonate minerals. Understand the chemistry and individual rock characteristics involved in chemical weathering. Explain the process of spheroidal weathering. Discuss the effect climate has on weathering and soils. Soil 
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Explain why soil is referred to as an interface. Differentiate between humus and regolith. List and discuss the controls of soil formation (time, climate parent material, plants and animals, topography) Sketch and label the complete idealized soil profile (O,A,E,B,C, bedrock). Describe each horizon of the idealized soil profile. Briefly explain soil taxonomy. Discuss the natural and anthropogenic causes for soil erosion (drought, wind, rain, clear cutting, mining, construction, removal of anchoring vegetation). Standards Addressed: 
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SS.3, GLE.6, EO.a,c, DOK 1‐3
SS.1, GLE.4, EO.c, DOK 1‐3 GEOLOGY ‐ SEMESTER 2 UNIT 7 ‐ SEDIMENTARY ROCKS Objectives: Students will… 
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Discuss the importance of sedimentary rocks to the study of geology and to the general public. Summarize and distinguish between the three categories of sedimentary rocks. Discuss the primary basis for distinguishing among detrital rocks and describe how the origin and history might be determined. Explain the process involved in the formation of chemical sedimentary rocks. Outline the successive stages in the formation of coal. Describe the processes involved in converting sediments to sedimentary rock. Summarize the criteria used to classify sedimentary rocks. Distinguish among the three broad categories of sedimentary environments and provide examples. List sedimentary structures and describe how they are useful to geologists. Distinguish among the two broad groups of nonmetallic mineral resources. Relate weathering and the mining/burning of coal to the carbon cycle. Targets: By the end of this unit I should be able to… 
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Distinguish between the three main classes of sedimentary rock (detrital, chemical, organic). Identify the source of erosion/deposition (wind, water, glacier, etc) Explain the processes of turning sediment to stone (lithification). Decode the geologic history of a sedimentary environment using the information presented in class. Distinguish between clastic and non‐clastic rock textures. Identify common sedimentary structures such as strata, bedding planes, graded beds, cross beds, ripple marks, and mud cracks. Identify and explain the different types of fossils and fossilization. Identify common sedimentary rock samples in a lab setting. Detrital Sediment 
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Identify the different clast sizes associated with sediment (clay, silt, sand, pebble, cobble, boulder). Identify the detrital sedimentary rocks associated with clast sizes (shale, mudstone, siltstone, sandstone, arkose, conglomerate, breccia) Visually distinguish between well sorted and poorly sorted sediment, and sedimentary rock. Chemical 
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Distinguish between organic and inorganic chemical sedimentary rocks and the processes that differentiate between the formation of organic and inorganic chemical sedimentary rocks. Identify common organic chemical sedimentary rocks (limestone, chalk, coquina) Identify common inorganic chemical sedimentary rocks (travertine, oolitic limestone, dolostone, chert, industrial evaporates) Explain the process of coal formation (peat > lignite > bituminous coal > anthracite). Discuss the economic importance of coal as a fossil fuel in the world. Discuss the process of surface and underground coal mining from operation to reclamation. Standards Addressed: 
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SS.3, GLE.5, EO.a,b,c,d DOK 1‐3
SS.3, GLE.6, EO.a,c, DOK 1‐3
UNIT 8 ‐ METAMORPHISM AND METAMORPHIC ROCK Objectives: Students will… 
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Compare and contrast the environments that produce metamorphic, sedimentary, and igneous rocks. List and distinguish among the four agents that drive metamorphism. Explain how foliated and non‐foliated textures develop. List and describe the most common metamorphic rocks. List and describe the most common types of metamorphism. Explain how index minerals are used to establish the metamorphic grade of a rock body. Targets: By the end of this unit I should be able to… 
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Discuss the relation between parent rocks (igneous and sedimentary) and the metamorphosed version. Ex. Sandstone  quartzite, granite  gneiss, limestone  marble. Distinguish the metamorphic grade (low, medium, high, extreme) by observing the extent of metamorphic context clues, including index minerals, within a rock sample. Explain the difference between recrystallization and high grade metamorphism. Recognize and correlate the agents of metamorphism (heat, confining pressure, compressional and differential stress, ion migration by chemically active fluids). Describe and recognize foliation vs. non‐foliation in metamorphic rock samples. Recognize other metamorphic texture descriptors such as schistosity, and porphyroblastic. Recognize and discuss the common metamorphic environments (contact, regional, hydrothermal, fault zone, impact). Discuss the economic importance of metamorphic ore deposits, and the industrial and environmental practices of hard rock mining. Identify common metamorphic rock samples in a lab setting. Standards Addressed: 
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SS.3, GLE.3, EO.a,b,c,d, DOK 1‐3
SS.3, GLE.6, EO.a,c, DOK 1‐3
UNIT 9 ‐ EARTHQUAKES AND EARTH’S INTERIOR Objectives: Students will… 
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Sketch and describe the mechanism that generates most earthquakes. Compare and contrast the types of seismic waves. Explain the function of a seismograph and how it is used to locate the epicenter of an earthquake. Distinguish between intensity scales and magnitude scales. List and describe geologic hazards associated with earthquakes. Locate Earth’s major earthquake belts. Compare and contrast the goals of short term and long term predictions. Explain how seismic waves are used to explore the earth’s interior. Targets: By the end of this unit I should be able to… 
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Discuss the correlation between plate tectonics, fault stress, and the resulting slippage that causes seismic tremors. Differentiate and explain the difference between the epicenter and focus of an earthquake. Differentiate and explain the difference between body (P, S), and surface (L) seismic waves. Compare the relative differences (speed, motion) between seismic wave types. Explain how wave motion affects speed and distance of seismic waves. Describe the relevance of foreshocks and aftershocks in context of stress and elastic rebound. Draw and describe the fault types and motions that commonly cause seismic events (strike‐slip faults, transform boundary, fault creep, thrust faults, megathrust faults). Explain the difference between a seismograph and a seismogram. Draw and interpret and seismogram recording of the 3 seismic wave types. Triangulate the epicenter of an earthquake using seismogram information and NEIC data. Distinguish and explain the difference between intensity (shaking at specific location) and magnitude (energy release data from seismic records). Explain the common uses for intensity scales (Modified Mercalli) and magnitude scales (Richter) Quantify the energy released in an exponential magnitude scale such as the Richter scale. Explain how the Moment Magnitude scale is calculated and discuss its usefulness to large earthquake data collection. Describe the cause of additional hazards associated with seismic activity (tsunami, fire, landslide, liquefaction). Discuss the limits and usefulness of earthquake prediction. Discuss the correlation of undeveloped/developing/developed countries with amount of seismic damage from similar sized events (building codes, construction quality, infrastructure, emergency preparedness). Discuss the “shadow zone” made by seismic waves and its relation to our inferred knowledge of Earth’s compositional layers. Standards Addressed: 
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SS.3, GLE.3, EO.a,b,c,d DOK 1‐3
SS.3, GLE.6, EO.a,c, DOK 1‐3
SS.3, GLE.7, EO.a,b,c, DOK 1‐3
UNIT 10 ‐ CRUSTAL DEFORMATION AND MOUNTAIN BUILDING (CH 11) Objectives: Students will… 
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Describe the three types of differential stress. List and describe the three types of deformation. Differentiate stress from strain. List and describe the five types of folds. Sketch and describe the relative motion of rock bodies located on opposite sides of the four major types of faults. Explain the principle of isostasy. Differentiate between the different types of mountain ranges and their formation. Targets: By the end of this unit I should be able to… 
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Explain the phrase “Earth is a dynamic planet” in detail. Differentiate between and explain the three types of stress (compressional, tensional, shear) and how they affect plate boundaries and their associated geographical features. Differentiate between and describe the three types of deformation (elastic, ductile, brittle) and how they affect geologic features of the planet. Explain the factors that affect rock strength and resistance to deformation (temperature, confining pressure, rock type). Compare and contrast the physical characteristics and the forces that form anticlines, synclines, and monoclines. Compare and contrast the physical characteristics and the forces that form domes and basins. Differentiate between and describe the types of dip‐slip faults (normal, reverse, thrust) and strike‐slip faults. Differentiate and identify faults vs. joints. Define specifically applicable terms such as hanging wall, foot wall, scarp, fault block. Distinguish between the subduction orogenesis and collisional orogenisisand give specific mountain ranges as examples. Describe the emplacement process of geologic features such as accretionary wedges, batholiths, and forearc basins. Describe the principal of isostasy and how it relates to the elevation of mountains and topography. Standard Addressed: 
SS.3, GLE.3, EO.a,b,c,d, DOK 1‐3
UNIT 11 ‐ MASS WASTING (CH 12) Objectives: Students will… 
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Discuss situations in which mass‐wasting processes can cause natural disasters.
Discuss the role of mass wasting in the development of landforms.
Summarize the factors that control and trigger mass wasting events.
Distinguish between slump, slide, and flow.
Review the general characteristics of processes which lead to slow or fast mass wasting events, including permafrost and karst.
Targets: By the end of this unit I should be able to… 
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Recognize and describe the topographic areas that can be susceptible to natural disasters via mass wasting (especially using local examples; fire, steep slopes, frost wedging, etc). Describe how mass wasting events sculpt the earth’s surface over time which creates the topography we see today. Identify and describe the factors leading to a mass wasting event (water, slope angle, angle of repose, vegetation removal, seismic events, long term weathering) Classify mass wasting processes based on type of material (rock, debris, mud, earth), rate of movement (fast, slow), and type of motion involved. (avalanche, slide, slump, flow, creep). Recognize and describe the formation factors in permafrost related mass wasting (solifluction), and areas of high water table (karst, sinkholes). Standards Addressed: 
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SS.3, GLE.6, EO.a,b,c,d DOK 1‐3
SS.3, GLE.7, EO.a,b,c, DOK 1‐3
UNIT 12 ‐ GEOLOGIC TIME (CH 18) Objectives: Students will… 
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Distinguish between numerical and relative dating Define “fossil” and discuss the conditions that favor the preservation of living organisms Explain how reliable numerical dates are determined for layers of sedimentary rock Summarize radiocarbon and radiometric dating. Distinguish among the four basic time units that make up the geologic time scale and explain why the scale is considered to be a “dynamic” tool Targets: By the end of this unit I should be able to… 
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Distinguish between and describe the processes used to make both relatively dated and numerically dated geologic time scales. Apply the principles of superposition, cross cutting relationships, lateral continuity, inclusions, and original horizontality to a geologic cross section in order to put geologic events in the correct sequence. List and describe the various types of fossilization and subsequent fossils. Explain the concept of correlation of same aged rock dispersed over distance. Describe the similarities and differences between unconformities, disconformities, and nonconformities. Distinguish between and explain fossilization types and conditions, and their relative fossils (mineralization, molds and casts, cabonization, impression, amber, trace). Explain the principle of faunal succession and how it correlates to the principle of fossil succession. Explain the three types of radioactive decay (alpha, beta, e‐ capture) and explain how isotopes are used to determine numerical dates (uranium‐238, uranium‐235, potassium‐40, carbon‐14, etc). Solve half‐life problems when given the appropriate ratio of parent to daughter product. Distinguish between eons, eras, periods, and epochs, and describe the major events that separate them. Realize the vastness of Precambrian time in relation to the Phanerozoic eon. Construct a proportionately accurate geologic time scale labeled with major events and species. Standards Addressed: 
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SS.3, GLE.3, EO.a,b,c,d, DOK 1‐3
SS.3, GLE.4, EO.a,b,c,d,e, DOK 1‐3
SS.3, GLE.6, EO.a,c, DOK 1‐3