GEOL 111 Lab Report on Recognizing Folds and Faults
Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
GEOL 111 Lab Report on Recognizing Folds and Faults
Classifying and Recognizing Folds and Faults in Structural Geology
- INTRODUCTION AND OBJECTIVE
The study of how geologic rock units are first structured and then distorted is known as structural geology. Awareness of geologic structures requires an understanding of changing spatial relations between geologic units, as well as the stress and strain that occurs during deformation processes. This lab’s goal is to understand and apply structural geology ideas to reading and interpreting geologic structures such as inclined beds, folds, and faults. The vocabulary and concepts of geologic structures will be given and examined, as well as the application of structural geology to mountain-building events and the methodologies used to analyze geologic structures. The three forms of graphic representations of geologic structures will also be highlighted and discussed: 1) geologic maps, 2) geologic cross-sections, and 3) block diagrams.
The goal of this lab is to learn how to use structural geology principles to interpret surface and subsurface structural and geologic relationships, stress and strain regimes, and solve structural problems in geographic areas with a rock record of igneous, metamorphic, and sedimentary events, folding and faulting, and surface erosion
MEASUREMENT OF ROCK UNIT ATTITUDE II.
The spatial orientation of flat rock structures is known as attitude. To confine the orientation of a rock unit or surface in three-dimensional space, two characteristics of attitude are required: There are two types of strikes: strike and dip. The compass bearing of a line created by the intersection of a horizontal plane and the layered rock feature’s (inclined) plane is known as a strike. A strike might take the form of a quadrant or an azimuth bearing. The angle formed by the horizontal plane and the planar rock unit or feature is known as a dip. The dip is always perpendicular to the strike and always down the inclined plane. On geologic maps, strike and dip are represented by a “T-like” symbol, with the long part representing the strike and the short segment representing the dip. The dip angle is represented by a number nestled to the short segment. Geologists use a compass (strike) and an inclinometer to determine attitude (dip).
- Symbols on Geologic Maps
On geology maps, geologic symbols are used to identify one or more properties of the rock formation at the location where they (the symbols) are displayed on the map. The information pages on Canvas have some regularly used map icons (you will refer to these symbols for interpreting and making geologic maps, cross-sections, and block diagrams). 1) attitude (e.g., bedding or foliation strike and dip), 2) formation contacts, 3) fault lines (rock type, location, and planar orientation), 4) fold axes (type, location, and limb orientations), and 5) rock formation information are all represented by symbols on the map (type, name, and age). When working on geology maps and diagrams, you’ll need to be able to recognize and interpret these symbols.
- Geologic Structures of Major Types
Formations are mappable rock units. Outcrops are places on the earth’s surface where rock formations are revealed. The spatial orientation of undisturbed rock formations such as sedimentary beds and lava flows is typically horizontal and planar. Shifting tectonic plates, on the other hand, create a variety of stresses in the crust that cause crustal deformation over time, including uplift, tilting, erosion, faulting, and folding of formations. The structural properties of faults and folds exposed at the earth’s surface in outcrops can be documented, mapped, identified, categorized, and evaluated. Examine the primary structural characteristics listed and detailed in the Canvas information pages. Part II will provide you the opportunity to examine these structures. The web address http://reynolds.asu.edu/blocks/menulist.htm provides a three-dimensional depiction of folds and faults. You will be able to interact with the fold and fault blocks on this website.
- Vocabulary of Structure – Define the structural terminology listed below.
Outcropping –
Creating –
Strike – This is a strike.
dipping –
Getting in Touch –
Anticlines are a type of slope.
Synclines are a type of line that connects two points.
Plunge (Fold) –
a footwall is a barrier between two points.
a wall that hangs –
Typical Fault –
Fault in the other direction –
The Thrust Fault is a type of fault that occurs when an object is pushed
Fault of Strike-Slip –
Slickensides are a type of slickensides.
III. MAPS AND DIAGRAMS OF 3D GEOLOGIC BLOCK
The Earth’s crustal rock structures, which comprise 1) formations, 2) unconformities, 3) faults, 4) folds, and 5) topography, are represented in three-dimensional geologic block diagrams, which are scaled-down, abstract, simplistic representations or models. Block diagrams combine a geologic map (horizontal map-view) and geologic cross-sections into a three-dimensional representation (vertical side-views). Visualizing the 2-D representations as a 3-D structure is a key to successfully completing the block diagrams.
RUBRIC
QUALITY OF RESPONSE |
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POOR / UNSATISFACTORY |
SATISFACTORY |
GOOD |
EXCELLENT |
Content (worth a maximum of 50% of the total points) |
Zero points: Student failed to submit the final paper. |
20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. |
30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of Sources (worth a maximum of 20% of the total points). |
Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. |
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
Zero points: Student failed to submit the final paper. |
5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors |
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. |
Structure of the Paper (worth 10% of total points) |
Zero points: Student failed to submit the final paper. |
3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. |
5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
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