Lab Final Study Guide

.pdf

School

Texas Christian University *

*We aren’t endorsed by this school

Course

10113

Subject

Geology

Date

Jan 9, 2024

Type

pdf

Pages

Uploaded by ProfessorAlligator1231

Map of plates and point to area and ask if we expect old/new crust Igneous rocks lab → know diagram Part III Plate Tectonics Lab - Learning Goals 1. Describe how the distribution of volcanoes and earthquakes varies in relation to platetrytttt top boundaries. yr a. Divergent - shallow earthquakes, some volcanoes b. Convergent - earthquakes at many depths, lots of volcanoes c. Transform - shallow earthquakes, no volcanoes, produces fault lines 2. Describe the relationship between the age, topography, and bathymetry of the ocean floor relative to plate boundaries a. Divergent - plates move apart at mid ocean ridges where new seafloor forms, youngest crust i. Plates move away from each other allowing new lithosphere to form from rising magma b. Convergent - found at deep oceanic trenches on the seafloor, and mountains, not a lot of new crust f Where plates move towards each other. One plate either sinks beneath the other along a subduction zone or plates collide because neither can be subducted c. Transform - stay along the coast d. The youngest crust is at the ridge and as you move away from the ridge it gets older 3. Predict how plate configurations change over time a. Change the landscape in dramatic ways causing EQ’s, volcanic eruptions, and formation of mountains/trenches/ridges Geologic Time Lab - Learning Goals 1. Elaborate on the scale and order of major geologic events across all of Earth’s history. a. Recognize that the earth is 4.6 billion yrs old and most geologic events that occur occur within the last 500 million years 2. Create your own metaphor for geologic time that shows the relative order and time of key events in Earth’s history. a. Most events have occurred within last 500 mil years bc cambrian explosion 3. Determine the relationship between the radioactive decay (half-life, parent isotopes, and daughter isotopes) and the numerical ages of rocks a. The relative proportion/ratio of parent isotopes and daughter datoms can be used to determine how many half-lives have passed since the formation of the mineral b. Know difference b/w parent and daughter isotope

c. Process of a parent changing into a daughter = radioactive decay d. Half life = amount of time it takes half/50% of our parents to become daughters e. May give you amount of parent and daughters and ask how many half lifes that we have gone through i. If we have 250 parents and 750 daughters how many half lives do we have 1. Start with parent → 1,000 total parent isotopes after one half life we have 500 parents and 500 daughters, 2nd half life → daughters = 750 and parents = 250, so answer = 2 half lives ii. 1 half life is 200 million years, how many years old is the rock 1. Multiply the amount of half lives by the time of one half life to get the numerical age iii. After 3 half lives, what % of parent isotopes should I have? 1. So start w/ 100% and divide by 2 three times a. 50, 25, 12.5 Minerals Lab - Learning Goals 1. Describe how to classify common rock forming minerals using their principal physical properties. These include hardness, cleavage, color, streak, luster, crystal form, reaction to acid, and taste. a. Hardness - minerals can be ranked by their relative hardness based on their ability to scratch one another (Mohs Hardness Scale) i. Hardness > 5.5 1. If mark remains on piece of glass ii. Hardness b/w 3 and 5.5 1. If mineral scratches the penny iii. Hardness < 2.5 1. If mark remains on mineral when you scratch w/ fingernail iv. Hardness b/w 2 and 3.5 1. If NO mark remains on mineral when you scratch w/ fingernail b. Cleavage & Fracture i. Cleavage: predictable pattern, keeps shape when broken (ex: quartz) ii. Fracture: unpredictable pattern, losses shape when broken (ex: halite) c. Color i. Minerals come in a variety of colors ii. Dark-colored minerals: black, dark brown, dark green iii. Light-colored minerals: white, grey, translucent iv. Some minerals can be found in a wide range of colors (ex: quartz) d. Streak

i. The mark formed when a mineral is scratched across an unglazed piece of porcelain e. Luster i. How light is reflected from a mineral 1. Non-metallic - may be either bright and shiny, or dull and rusty 2. Metallic - transparent and translucent materials, may look glassy, pearl, or earthy f. Crystal Form g. Reaction to acid i. ONLY calcite will react with acid h. Taste i. Halite (salt) has a salty taste 2. Use the physical properties of minerals to identify the sample listed below: a. Hematite - ONLY mineral that produces a dark red streak, dull/earthy (non-metallic) b. Muscovite c. Biotite d. Olivine - ONLY green mineral e. Gypsum f. Galena - has a grey streak, metallic, cubic crystal form g. Garnet h. Orthoclase i. Plagioclase j. Pyroxene k. Halite - Salty taste, cubic crystal form l. Magnetite - only one that is magnetic, grey streak m. Quartz - comes in virtually every color, vitreous (non-metallic) n. Calcite - ONLY mineral that reacts w/ acid, rhombohedral ● Metallic or non metallic ○ If non metallic → vitreous or dull/earthy Igneous and Metamorphic Rocks Lab - Learning Goals 1. Use the physical properties of identify the following igneous and metamorphic rocks: a. Pegmatite - b. Marble - non foliated c. Schist - foliated d. Phyllite - foliated e. Quartzite - non foliated f. Serpentine - non foliated g. Slate - foliated h. Gneiss - foliated i. Granite -

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help