GEOL 1208.1 learning journals

Description

Learning Journal•Make an entry after each class. Notebook or computer.•Think about what you have learned. What does it mean to you? Do not write a chronology of the class. •As you reflect you will begin to see how you are learning and how you connect your learnings to your life to make sense to you.Writing Learning Journal Entries :1.Purpose (#1): help you think more deeply about –qWhat you are learning, qWhat it means to you, and How it connects with your thoughts, life experiences, and/or the media2.Purpose (#2): reflect and connect.3.Purpose (#3): practice an ‘art-form’ that will add greater depth and enjoyment to your learning. 4.Purpose (#4): give powerful intellectual tools with critical thinking for success.Basic Requirements for a Good Mark •Have enough entries.2 to 5 are too few.Have more than 6. •Length: 100 words to 1000. Your choice, depending on your interest. •Use the pronoun “I” so I know you are ‘speaking.’ Think about what you are learning and what it means to you•You may begin with what happened in class.Move onward in your writing to reflect on what this meant for you. •One entry per class. Date each entry. •Low marks (<12/20) for simply listing what happened in class.Examples of Poor and good writingWe began the class with Dr. Howard telling us about the class.He then had trouble with the computer system.He asked us a question about cosmic dust.After that he talked about the models he brought to class.We listened to him tell us about nucleus and electrons and some of the forces. …….. Class started with a problem of the computer working; Dr. Howard reflected that sometimes looking at the problem overall will offer a solution.I have begun to do this and it is surprising how many problems I can solve with this idea.Then he asked if we thought we were stardust.What a question! I talked with my group and we began to get an answer.We think we are stardust because we all came from the primal explosion. I had never considered this question.So I am thinking, what else haven’t I asked myself?........... Final word on journals•Journals are fun to write. •They may have short entries but > 6 entries. •Date each entry. •They help you learn. ••Use reflection.•Talk about how you connect your learnings to your life! •Suggest ways you might apply your knowledge.

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CREATING GOOD
LEARNING JOURNALS
A HELPFUL GUIDE
Matter, Minerals & Rocks
2 THOUGHTS ON THE COURSE
 This course is more than
remembering and understanding.
Quizzes are here.
 A lot has to do with applying,
analyzing, evaluating and even creating.
Journals and tests are here.
 This is Bloom’s [revised] Taxonomy.
Matter, Minerals & Rocks
3 LEARNING JOURNAL
• Make an entry after each class. Notebook or computer.
• Think about what you have learned. What does it mean to you? Do not write a
chronology of the class.
• As you reflect you will begin to see how you are learning and how you connect your
learnings to your life to make sense to you.
Matter, Minerals & Rocks
4 WRITING LEARNING JOURNAL ENTRIES
1. Purpose (#1): help you think more
deeply about –
❑ What you are learning,
❑ What it means to you, and
❑ How it connects with your
thoughts, life experiences, and/or
the media.
2. Purpose (#2): reflect and connect.
3. Purpose (#3): practice an ‘art-form’
that will add greater depth and
enjoyment to your learning.
4. Purpose (#4): give powerful
intellectual tools with critical
thinking for success.
BASIC REQUIREMENTS FOR A GOOD MARK
• Have enough entries. 2 to 5 are too
few. Have more than 6.
• Length: 100 words to 1000.Your
choice, depending on your interest.
• Use the pronoun “I” so I know you
are ‘speaking.’
• Think about what you are learning
and what it means to you.
• You may begin with what happened in
class. Move onward in your writing
to reflect on what this meant for you.
• One entry per class. Date each entry.
• Low marks ( 6 entries.
• Talk about how you
connect your learnings to
your life!
• Date each entry.
• They help you learn.
• Suggest ways you might
apply your knowledge.
Welcome to GEOL 1208.1
Environmental Geology
1
Getting Started in the Course
GEOL 1208.1 Environmental Geology
Class 01-2, 4 Sept 2019
Dr. Howard Donohoe
Getting Started – Today’s Work
1.
2.
3.
4.
5.
Introductions.
Syllabus – Read it!
Conduct of a class and the course.
Working in Groups.
Frequency, time, space and rate in geology.
3
Introductions
◼
◼
◼
◼
◼
Who am I?
What’s my name? Dr. Donohoe , Dr. Howard, Howard,
Professor Donohoe, or Professor Howard.
Introduce yourself to your neighbour.
Find someone you do not know (across the room) and
introduce yourselves: Name, Faculty, Country of Birth,
Favourite vegetable.
Be ready to introduce your fellow student to the class.
4
Missing a Deadline or Test or Quiz
◼
◼
◼
◼
Read the syllabus.
If you know in advance, send me an
e-mail or talk to me in class.
Complete the Extenuating
Circumstances form. And sign it.
Your signature is my assurance that
you are using honesty and integrity.
5
Grades
◼
◼
◼
The usual: tests, quizzes, final exam, participation in
groups.
The unusual: learning journal, group presentation and
assignments.
Voluntary: field trip.
6
Grades – Evaluation Agreement – 100% of Grade
Assessment Tool
Choice
Default
1. Short Quizzes (4 out of 5)
2. Short Tests (2)
10% to 20%
10% to 20%
(15%)
(15%)
3. Group Work & Projects
4. Course Learning Journals (2)
10% to 15%
10% to 15%
(15%)
(15%)
5. Individual Assignments (1)
10% to 15%
6. Voluntary Field trip:Voluntary! 10% to 15%
(15%)
(0%)
7. Participation in Groups
8. Final Exam
(10%)
(15%)
10%
15% to 30%
7
Conduct of the Class and Course
Usual Class Organization
◼ Usually 20 to 50 minutes of a
presentation by me or a group.
◼ Group work:
◼
◼
◼
◼
◼
◼
Discussions,
Pseudo-debates,
Address real-life situations,
Presentation (formal and informal),
Carousel activity.
Sometimes guest speakers.
The Course
◼ Four general areas of
discussion.
◼ First several weeks are
background.
◼ Jot down notes and
reminders to yourself.
◼ PowerPoints available and
so are learning outcomes.
8
Course Content
◼
Part 1: Foundations.
◼
◼
◼
Quartz crystals
◼
Part 2: Earth Processes
and Hazards.
◼
◼
◼
Sink hole in limestone
Basic concepts.
Minerals & rocks.
Ecology & geology.
◼
◼
Lithosphere processes.
Rivers & floods.
Slope processes.
Coastal processes.
Extraterrestrial impacts.
9
Course Content
◼
Part 3: Resources and
Pollution.
◼
◼
Halite – chemical building block
◼
Water from an artesian well
Water, soil, minerals
and energy.
Pollution.
Part 4: Society,
Perspective and
Environmental
Management.
◼
◼
Climate change.
Geology and society.
10
Textbook
◼
◼
◼
I suggest that you invest
in a text book. Several
options at the book store.
Keller, Introduction to
Environmental Geology,
5th edition.
Two copies of Keller and
two copies of another text
are reserved in the library.
11
Working in Groups
◼
◼
◼
◼
◼
◼
◼
Be part of your group.
Face each other.
Encourage each other to speak. Develop trust.
By kind and respectful.
Support your group.
Each group presents a topic. Grade is group presentation
mark (average of three marks) plus peer review.
If you don’t contribute at all, you may fail the group
work.
12
Looking at Assessment Tools

This course is more than
remembering and
understanding. Quizzes
are here.

A lot has to do with
applying, analyzing,
evaluating and even
creating. Journals and
tests are here.

This is Bloom’s [revised]
Taxonomy of Learning.
13
Philosophy of Approach on Tests, Exams
◼
◼
◼
I am making use of the revised Bloom’s Taxonomy for
Learning.
Quizzes and some classroom activities are in the
categories of remembering and understanding.
Tests and exams as well as journals are in the
intellectually challenging categories of applying,
analyzing, and evaluating.
14
My Approach to Education
higher order
of thinking
15
Defining environmental geology and
understanding some basic parameters.
16
Defining Environmental Geology
◼
◼
Think about this course –
Environmental Geology.
Answer these two
questions:
1.
2.
What is environmental
geology?
How does it affect you?
Columbia River basaltic lava flows (OregonWashington boundary). They produce spectacular
scenery and important geohazards.
17
Frequency, Time, Space and Rate in Geology
◼
◼
◼
◼
◼
◼
Frequency – how many times an event happens in a
period of time.
Time – relative time and absolute time.
Time – linear and circular.
Deep time/shallow time.
Space – various areas and distances around us.
Rate – how fast something happens.
18
Today’s Review
◼
◼
◼
◼
The syllabus is your guide to what is happening in the
course.
Course pedagogy is based on Bloom’s revised taxonomy
of learning.
Develop “deep learning” by thinking abut what you are
learning ad connecting it to ‘things’ that you know and
your life.
Frequency, time, space and rate are super important in
geology.
19
THE FOURTH DIMENSION – TIME
GEOL 1208.1 ENVIRONMENTAL GEOLOGY
CLASS 02-2, 11 SEPT 2019
DR. HOWARD DONOHOE
TODAY
1. Reflection.
2. Learning journals.
3. The last dimension – time.
TIME AND CONCEPTS
2
REFLECTION
• Knowledge is not wisdom.
• Wisdom uses knowledge in
the context of reflection
and connection.
From Speed Bump
TIME AND CONCEPTS
3
TIME, SPACE AND CONCEPTS — OBJECTIVES
• To provide an understanding of how geologists look at the
world.
• To talk about geological time.
• To explain the method of building geological information.
TIME AND CONCEPTS
4
TIME, SPACE & CONCEPTS – LEARNING OUTCOMES
By the end of Part 1 of the course, you should be able
to do the following:
1. Describe how time, space and rate are used in
environmental geology.
2. Demonstrate how geologists build a ‘geological
story’ using observations, the scientific method,
laws of geology and relative and absolute time.
TIME AND CONCEPTS
5
TIME IN CYCLES AND SYSTEMS
• Time is an arrow.
• Time is a circle/cycle.
• Events or processes happen at a certain rate or varying rates:
• erosion of sandstone: 1 mm per year,
• movement of a basalt lava flow: 1 to 20 km/hr, or
• two to five eruptions per 1000 years.
• The Earth System has both linear and cyclic components.
TIME AND CONCEPTS
6
BUILDING A STORY [ABOUT GEOLOGICAL TIME]
• Understanding the earth did not come quickly.
• Building the story and understanding the earth and its
processes has been ‘hit and miss.’
• By the late 1700s, geological thought had begun to
challenge accepted views of time and process.
TIME AND CONCEPTS
7
COMPETING IDEAS – LATE1700
James Hutton, farmer, doctor,
philosopher; changed the idea of
time. “…no beginning, no end…”
TIME AND CONCEPTS
Archbishop James Usher. Scholarly
research of the Old Testament. Earth is
6000 years old (22 Oct 4004 BCE).
8
BUILDING A SCIENTIFIC STORY
• James Hutton, MD found an
occurrence of rock layers that
shocked his concept of time and
process.
• Siccar Point, NE of Edinburgh,
Scotland provided a dramatic
statement of scientific inference.
TIME AND CONCEPTS
9
HOW DID HUTTON CONJURE “DEEP TIME?”
• Looked at soil lost from his field.
• Measured amount and rate.
• Looked at cliffs along coast.
• Thought about how much time was
involved.
TIME AND CONCEPTS
10
RELATIVE TIME
Younger rocks
Older rocks
Hutton Unconformity
Siccar Point, Scotland
TIME AND CONCEPTS
11
GEOLOGICAL TIME
1. Relative time.
2. Absolute time.
3. Time is measured in years. Note the ‘shorthand’ below.
Ga for billions of years
Ma for millions of years
Ka for thousands of years
TIME AND CONCEPTS
12
BUILDING A STORY
• Built on relative and absolute time and ‘laws of geology.’
C
• Law of original horizontality.
B
A
• Law of superposition. (A, B, C)
D
• Law of cross-cutting relations. (D cuts A, B and C)
• And later….Law of faunal succession.
• Uniformitarianism. Processes that we observe now have been
at work billions of years. “The present is the key to the past.”
TIME AND CONCEPTS
13
~554 Ma rock.
~1 Ga rock.
TIME AND CONCEPTS
The Grand Canyon. Spaniards knew of it
but their thinking was restricted.
14
GEOLOGICAL TIME
• Earth history long: 4.56 Ga.
• Humanoid history: 4 Ma,
rather insignificant.
Geological
time: 4.56 Ga
Goal line –
evolution of humans
TIME AND CONCEPTS
• Less than 0.1% of all
geological time.
• Homo sapiens about 0.001%.
15
RELATIVE TIME
• Counting 29 years of rings
shows age but no relation to
year.
• When did tree growth start and
finish?
• If the application of biosolids
began in 1990, when did the
tree start and when did it die?
TIME AND CONCEPTS
16
ABSOLUTE TIME
• Geologists can compute a time of an event (± some
degree of error).
• Radioactivity shows us the age of rocks. Radioactive
elements decay to a new element at a specific rate.
• Time is not “floating” without reference to something; time
is defined in a certain number of years.
TIME AND CONCEPTS
17
ABSOLUTE TIME – EXAMPLE FROM NS
• Actual time is based on
radioactive elements that
change to new elements over
time by loss of particles.
• Granite in southern Nova
Scotia has an absolute age
of 370 Ma from U/Pb,
Ar/Ar, Pb/Pb and Rb/Sr.
TIME AND CONCEPTS
18
WRITING STYLES: Description Versus Reflection
• Writing for better marks.
• Knowing the difference between writing styles.
• Using descriptive and reflective writing, as necessary.
• Knowing the difference can be very helpful—higher
marks!
TIME AND CONCEPTS
19
KELLER’S FUNDAMENTAL CONCEPTS
Human population growth
Sustainability
Hazardous earth processes
Earth as a system
Scientific knowledge & values
REVIEW
• Time is an arrow; time is a circle.
• Past events are sorted out to build a geological story from
oldest to youngest.
• ‘Laws’ of geology, scientific method, good observations
and relative and absolute geological time help to create a
scientific story.
TIME AND CONCEPTS
21
Understanding Keller’s
Fundamental Principles
Environmental Geology, GEOL 1208.1
Class 03-1, 16 Sept 2019
Dr. Howard Donohoe
Purpose
To examine how an author uses a
concept as a learning tool.
To show how these concepts are
integrated into learning.
Keller ‘s Principles Are His
Philosophical Guides
o Fundamental
principles.
o Consider
environmental
geology with
them.
4th Edition
5th Edition
Keller’s Fundamental Concepts
Human population growth
Sustainability
Hazardous earth processes
Earth as a system
Scientific knowledge & values
Generates discussion and deeper level of
thinking.
Encourages deeper learning.
Fundamental
Principles
Offers a connection between the abstract
and reality.
Helps considerations the future.
Ties basic perceptions to the reality of unity
of processes, governments, and needs.
Learning Outcomes
By the end of Part 1, Foundations,
students should be able to:
1. List Keller’s five fundamental concepts.
2. Link a concept to a topic, such as
flooding or soil as a resource.
3. Illustrate how your understanding of a
geological process or event is
expanded by the use of the
fundamental concepts.
Today – a Carousel Activity
In your groups.
Start at an assigned station.
Move to the next station after 2 minutes.
Write thoughts on paper. Little or no time
for discussion. Write everything.
All members should contribute.
GEOL 1208.1 Environmental Geology
Class 03-2, 18 Sept 2019
Dr. Howard Donohoe
Nova Scotia salt from Pugwash. Salt is
an essential chemical feedstock.
Today
1.
2.
Reflection.
Matter, Molecules and Minerals.
Matter, Minerals & Rocks
2
Reflection
“You are stardust, you are
golden
And we’ve got to get
ourselves back to the
garden”
Composed by Joni Mitchell
and made famous by
Crosby, Stills, Nash and
Young.
Matter, Minerals & Rocks
3
Reflection
◼
◼
◼
Why are we stardust? What is stardust?
Turn to your neighbour and talk about this.
Be ready to volunteer your thoughts.
Matter, Minerals & Rocks
4
Thoughts on the Course
◼
◼
Science seeks the truth or as much of the
truth as we can determine.
What’s important in the quest?
◼
◼
◼
◼
◼
Attitude;
Skills;
Science, Technology, Society & the
Environment (STSE);
Knowledge; and
Reflection and connection.
Matter, Minerals & Rocks
5
Today
1.
2.
Reflection.
Matter, Molecules and Bonds.
Objectives – Matter, Minerals, and Rocks
◼
◼
◼
To describe the states of matter, bonding that
keeps matter together and the nature of
compounds and mixtures.
To demonstrate the skills needed to test minerals.
To develop an understanding of minerals and rocks
and their application to environmental geology.
Matter, Minerals & Rocks
7
Learning Outcomes – Matter, Minerals & Rocks
By the end of Part 1 Foundations, students will be able
to:
1.
2.
Distinguish between and define mixture, compound,
atom, molecule, types of bonds, mineral and rock.
Explain the connection between bonds, molecules,
minerals, rocks and environmental geology.
Matter, Minerals & Rocks
8
What’s the Matter
Miss Lucy had some matter. She didn’t
know its state. She only had three
choices, so she tried to get it straight.
She thought it could be liquid, quite
possibly a gas. And if it wasn’t a
solid, well call me sassafras.
Scieszka and Lane, 2004, Science Verse
Matter, Minerals & Rocks
9
Matter




Halite – NaCl Bonding of
atoms of Na and Cl

Matter is composed of atoms.
Two or more atoms bonded
together form a compound.
Molecules are building blocks of
matter.
Ions are negatively or positively
charged atoms of a substance.
Mixture is an integration of
atoms without reaction.
Matter, Minerals & Rocks
10
Matter – An atom
◼
◼
◼
◼
Number of protons
equals electrons.
All matter (elements, ions,
compounds) consists of material with
a nucleus and a cloud of electrons.
Nucleus has neutrons (no charge)
and protons (positive charge).
Electrons are negatively charged.
Isotope is same element but with
more neutrons: 16O and 18O.
Matter, Minerals & Rocks
11
Matter and Form
◼
◼
◼
◼
◼
Halite – NaCl.
Ions of Na (sodium) in pink (+1
charge).
Ions of Cl (chlorine) in white (-1
charge).
Note the structure – cubic shape.
Charges (+ & -) must balance:
Na+1, Cl-1.
Matter, Minerals & Rocks
12
Bonds
◼
Bonds do two things:
1.
2.
achieve chemical stability and
achieve electrical neutrality.
Matter, Minerals & Rocks
13
Bonding – Example of Ionic Bonding
This is a stable
arrangement.
Matter, Minerals & Rocks
14
Bonds – Example of Covalent Bonds
Bonding
in
diamond
Matter, Minerals & Rocks
15
Bonds –
carbon
polymorphs
and different
types of bonds
van der Waals bonds
graphite
diamond
Matter, Minerals & Rocks
covalent
bonds
16
Minerals and Bonds
◼
◼
◼
Most
ofcrystals
the rocks on earth are
Quartz
silicates.
These form more than 90% of
minerals on earth.
Silica and oxygen form a
tetrahedra (four sides), which
is the basic building block of
silicate minerals.
Matter, Minerals & Rocks
17
Connection – Bonds, Minerals, Rocks
◼
◼
‘Strong’ bonds make
‘strong’ minerals and
‘strong’ rocks.
‘Strong’ minerals.
◼
◼
This Photo by Unknown Author is licensed under CC BY-SA
◼
Quartz.
Feldspar.
Mountains and hills
are connected to
bonds.
Matter, Minerals & Rocks
18
Abundance of Elements
◼
◼
◼
◼
Matter, Minerals & Rocks
Crustal
abundance.
Where is Cu,
Ag, Pt, Au or
Nd?
Why so much
Si and O?
What is
process to
concentrate?
19
Abundance of Elements
◼
◼
Matter, Minerals & Rocks
Whole earth
abundance.
Why so
much iron
(Fe)?
20
GEOL 1208.1 Environmental Geology
Class 03-2, 18 Sept 2019
Dr. Howard Donohoe
Nova Scotia salt from Pugwash. Salt is
an essential chemical feedstock.
Today
1.
2.
Reflection.
Matter, Molecules and Minerals.
Matter, Minerals & Rocks
2
Reflection
“You are stardust, you are
golden
And we’ve got to get
ourselves back to the
garden”
Composed by Joni Mitchell
and made famous by
Crosby, Stills, Nash and
Young.
Matter, Minerals & Rocks
3
Reflection
◼
◼
◼
Why are we stardust? What is stardust?
Turn to your neighbour and talk about this.
Be ready to volunteer your thoughts.
Matter, Minerals & Rocks
4
Thoughts on the Course
◼
◼
Science seeks the truth or as much of the
truth as we can determine.
What’s important in the quest?
◼
◼
◼
◼
◼
Attitude;
Skills;
Science, Technology, Society & the
Environment (STSE);
Knowledge; and
Reflection and connection.
Matter, Minerals & Rocks
5
Today
1.
2.
Reflection.
Matter, Molecules and Bonds.
Objectives – Matter, Minerals, and Rocks
◼
◼
◼
To describe the states of matter, bonding that
keeps matter together and the nature of
compounds and mixtures.
To demonstrate the skills needed to test minerals.
To develop an understanding of minerals and rocks
and their application to environmental geology.
Matter, Minerals & Rocks
7
Learning Outcomes – Matter, Minerals & Rocks
By the end of Part 1 Foundations, students will be able
to:
1.
2.
Distinguish between and define mixture, compound,
atom, molecule, types of bonds, mineral and rock.
Explain the connection between bonds, molecules,
minerals, rocks and environmental geology.
Matter, Minerals & Rocks
8
What’s the Matter
Miss Lucy had some matter. She didn’t
know its state. She only had three
choices, so she tried to get it straight.
She thought it could be liquid, quite
possibly a gas. And if it wasn’t a
solid, well call me sassafras.
Scieszka and Lane, 2004, Science Verse
Matter, Minerals & Rocks
9
Matter




Halite – NaCl Bonding of
atoms of Na and Cl

Matter is composed of atoms.
Two or more atoms bonded
together form a compound.
Molecules are building blocks of
matter.
Ions are negatively or positively
charged atoms of a substance.
Mixture is an integration of
atoms without reaction.
Matter, Minerals & Rocks
10
Matter – An atom
◼
◼
◼
◼
Number of protons
equals electrons.
All matter (elements, ions,
compounds) consists of material with
a nucleus and a cloud of electrons.
Nucleus has neutrons (no charge)
and protons (positive charge).
Electrons are negatively charged.
Isotope is same element but with
more neutrons: 16O and 18O.
Matter, Minerals & Rocks
11
Matter and Form
◼
◼
◼
◼
◼
Halite – NaCl.
Ions of Na (sodium) in pink (+1
charge).
Ions of Cl (chlorine) in white (-1
charge).
Note the structure – cubic shape.
Charges (+ & -) must balance:
Na+1, Cl-1.
Matter, Minerals & Rocks
12
Bonds
◼
Bonds do two things:
1.
2.
achieve chemical stability and
achieve electrical neutrality.
Matter, Minerals & Rocks
13
Bonding – Example of Ionic Bonding
This is a stable
arrangement.
Matter, Minerals & Rocks
14
Bonds – Example of Covalent Bonds
Bonding
in
diamond
Matter, Minerals & Rocks
15
Bonds –
carbon
polymorphs
and different
types of bonds
van der Waals bonds
graphite
diamond
Matter, Minerals & Rocks
covalent
bonds
16
Minerals and Bonds
◼
◼
◼
Most
ofcrystals
the rocks on earth are
Quartz
silicates.
These form more than 90% of
minerals on earth.
Silica and oxygen form a
tetrahedra (four sides), which
is the basic building block of
silicate minerals.
Matter, Minerals & Rocks
17
Connection – Bonds, Minerals, Rocks
◼
◼
‘Strong’ bonds make
‘strong’ minerals and
‘strong’ rocks.
‘Strong’ minerals.
◼
◼
This Photo by Unknown Author is licensed under CC BY-SA
◼
Quartz.
Feldspar.
Mountains and hills
are connected to
bonds.
Matter, Minerals & Rocks
18
Abundance of Elements
◼
◼
◼
◼
Matter, Minerals & Rocks
Crustal
abundance.
Where is Cu,
Ag, Pt, Au or
Nd?
Why so much
Si and O?
What is
process to
concentrate?
19
Abundance of Elements
◼
◼
Matter, Minerals & Rocks
Whole earth
abundance.
Why so
much iron
(Fe)?
20
Natural Resources
PROSPECTING
in
NOVA SCOTIA
Geology
Fundamentals
Geology Fundamentals
Natural Resources
Purpose
Geology Fundamentals will help prospectors
learn about …
• The properties of minerals and how to test
them,
• The origin of igneous, sedimentary, and
metamorphic rocks,
• The earth processes that connect minerals,
rocks and economically valuable minerals.
Purpose
Learning Outcomes
(for GEOL 1208.1)
By the end of Part 1 students should be able to:
1. Define mineral and rock and the three types
of rocks.
2. Describe how simple tests can distinguish
various minerals.
For Environmental Geology
• Minerals form rocks. Hardness of minerals
depends on bonds.
• Rocks are hard, soft or in-between.
• Hardness, or resistance to weathering
(weakening and destruction), vital to risk
management.
• Hardness and cohesiveness are attributes of
rocks that affect geological processes.
Natural Resources
Outline
1. Introduction.
2. Minerals.
a. Properties.
b. Testing.
3. Rocks.
a. Types.
b. Origins.
4. Connection –minerals, rocks and ores.
Outline
Natural Resources
Introduction
•
•
•
•
•
Minerals are naturally occurring.
Simple tests identify them.
Minerals form rocks.
Rocks can be distinguished by texture.
Minerals and rocks are important links mineral
deposits.
Introduction
Natural Resources
Definition of a Mineral
• Naturally occurring.
• Inorganic.
• Definite chemical
composition.
• Ordered atomic
arrangement
• Examples of minerals:
elemental gold, barite,
quartz, chalcopyrite.
Minerals – definition
Yellow gold in Nova Scotia quartz from
Tangier gold district. DNR photo.
Natural Resources
Testing Minerals
• Minerals have properties that make them
identifiable.
• More than 2000 minerals exist but the
prospector only needs to know a couple of
dozen.
• Here’s how you use physical properties to
identify minerals…
Minerals – testing
Natural Resources
Physical Properties
•
•
•
•
•
•
Hardness.
Colour.
Lustre.
Reaction with acid.
Magnetism.
Streak.
Soft, orange gypsum in rocks at Clarke head,
Parrsboro, NS. Donohoe photo.
Minerals – physical properties
Natural Resources
Hardness
• Harness depends on its
internal structure.
• Moh’s hardness scale
rates minerals from 1
(talc) to 10 (diamond).
• Common things have
useful hardnesses.
Minerals – hardness
1. Fingernail – about 2 to
2.5.
2. Penny – about 3.
3. Knife blade or nail –
about 5.
4. Raw tile – about 6.
5. Quartz crystal or
window glass – 7.
Natural Resources
Determining Hardness
Milky quartz – Donohoe photo.
Talc – Donohoe photo.
Fingernail scratches talc.
Hardness : < 2 (actually 1). Minerals – hardness Knife blade does not scratch; quartz scratches knife easily; quartz >> 5 (actually 7).
Natural Resources
Colour of Minerals
• Five common rock
forming minerals.
Biotite (black mica)
Muscovite (white
mica)
Hornblende
Potassium feldspar
Quartz
Donohoe photo.
Minerals – colour
Natural Resources
Using Lustre – the way light is reflected
Non-metallic
Lustre
Metallic
Lustre
Bornite
Quartz
Garnet
Pyrite
Donohoe photo
Minerals – lustre
Natural Resources
Reaction with Acid
Calcite reacting with acid (fizzing).
Donohoe photo.
Minerals – acid
• Calcite reacts readily with
weak acid.
• Use 5 to 10% solution
hydrochloric acid (HCl).
• Dolomite reacts slowly on
crushed grains.
• Limestone, composed of
calcite, reacts readily.
• Dolostone, composed of
dolomite, reacts slowly.
Natural Resources
Magnetism in Minerals
Magnetite showing magnetic
properties. Donohoe photo.
Minerals – magnetic properties
• Some minerals are
magnetic.
• Use a simple magnet.
• Magnetite is the most
common mineral.
• Consider other
magnetic minerals:
pyrrhotite and specular
hematite.
Natural Resources
Streak – the colour of ground mineral
Hematite (upper left) produces a
red-brown streak. So does specular
hematite with a metallic lustre
(lower right). Donohoe photo.
Minerals – streak
• Streak is important.
• Use a unglazed porcelain
‘streak plate.’
• Push slowly and with
pressure – the resulting
colour of the fine particles
is the streak.
• Streak colour identifies
many minerals.
Natural Resources
Review of Minerals
• Minerals have properties which identify them:
❖ hardness, colour, lustre, reaction with acid,
magnetism.
• Minerals may be elements or may be compounds
of silicates, sulphides or other componenets.
• Minerals form rocks – rocks are an ‘collection’ of
minerals formed by various processes.
Gold from Mt. Uniacke, NS. DNR photo.
Minerals – review
Natural Resources
Rocks
• Rocks are a collection of minerals.
• Different groups of rocks have textures that
point toward their origin.
• Rocks tell the story of the earth.
• Mineral deposits are hosted by rocks.
• Different groups of rocks by origin: igneous,
sedimentary and metamorphic.
Rocks
Natural Resources
Types of Rocks
• Igneous – cool slowly from
magma deep in the earth or
Garnet Gneiss, metamorphic.
crystallize quickly on the
Granite, igneous.
surface from lava.
• Sedimentary – accumulate
on the surface of the earth.
• Metamorphic – alteration of
any pre-existing buried rock
by heat and pressure.
Sandstone, sedimentary.
Donohoe photo.
Rocks – types
Natural Resources
Igneous Rocks
• Crystallizing molten rock
(magma) forms igneous rocks
with interlocking crystals.
• Slow cooling forms large
crystals typically found in
granite, an intrusive rock.
• Rapid cooling small crystals
found in volcanic rocks.
• Intrusive rocks form deep in
the earth; volcanic rocks form
on the surface.
Rocks – igneous
Granite at White Point,
NS. Donohoe photo.
Dark coloured volcanic rock,
basalt, on top of red sandstone,
Five Islands, NS. Donohoe photo.
Natural Resources
Sedimentary Rocks
• Sedimentary rocks form on
the surface of the earth.
• Layers of sand, mud and silt
accumulate in layers and are
harden into rock.
• Some rocks form by
chemical precipitation of
limestone, salt, and gypsum
Sandstone and shale layers, Victoria
Park, Truro. Donohoe photo.
Gypsum in Windsor area.
Donohoe photo.
Rocks – sedimentary
Natural Resources
Metamorphic Rocks
• Any pre-existing rock
can be changed by heat
and pressure.
• Minerals are commonly
elongate forming a
foliation.
• Common names are:
granite gneiss, biotite
schist, amphibolite, and
slate.
Rocks – metamorphic
Slate near Hammonds Plains, NS.
Donohoe photo.
Sailor Brook Gneiss, northern CBI,
oldest rock in NS at 1 billion years.
Donohoe photo.
Natural Resources
Connecting Minerals, Rocks and Ores
• Rocks of various types host deposits of
minerals such as copper, gold, barite and salt.
• Any concentration of minerals that can be
mined and sold for a profit are economic
minerals or ore.
• The concentrations of economic minerals
depend on specific processes that involve the
formation of rocks.
Minerals, Rocks and Ores
Natural Resources
Connecting Minerals, Rocks and Ores
• Geological processes
create concentrations of
economic minerals.
• Prospectors and
geologists search for
these deposits using
rocks as a guide.
• Some minerals and
rocks are pathfinders to
mineral deposits.
Minerals, Rocks and Ores
Various zeolites, Annapolis Valley, NS.
Donohoe photo.
Zeolites are valuable and
extremely useful in processing
and clean-ups.
Foundations
The Interior of the Earth,
Mantle Processes
and Surface Plates
Dr. Howard Donohoe
GEOL 1208.1
Class 04-2, 25 Sept 2019
Mt. Fuji, Japan; a stratovolcano related to plate tectonics
through subduction and partial melting of a plate.
Today
1.
2.
3.
Reflection.
Structure of the earth.
Plate tectonics.
The Andes Mountains, South America. These and
most mountains were formed by plate collisions.
Class 04-2 Interior & Plates
2
Reflection
Class 04-2 Interior & Plates
3
Internal Structure of the Earth
and Plate tectonics
Objectives
◼ To name and describe the parts of the earth.
◼ To link deep earth processes to earth processes on
the surface.
◼ To provide a history of geological thought on plate
tectonics.
Class 04-2 Interior & Plates
4
Internal Structure of the Earth
and Plate tectonics – Learning Outcomes
By the end of Part 1, students will be able to:
1.
2.
Define and explain the terms core, mantle, crust,
convection, and plates; divergent, convergent, and
transform boundaries; p-waves and s-waves; isostasy
and sea-floor spreading.
Interpret surface environmental geological processes
in terms of interior earth processes and plate tectonic
processes.
Class 04-2 Interior & Plates
5
Your Knowledge
◼
What do you know about the interior of the earth? About
plate tectonics?
Think about your answer to these two questions.
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Turn to your neighbour and discuss these two questions.
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Class 04-2 Interior & Plates
6
How we know.
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In a sphere of
uniform composition,
all waves travel
directly through, such
as the moon.
Two types of body
waves in solids:
P-waves (primary),
S-waves (secondary).
All waves travel
though the sphere.
Homogeneous Earth
Class 04-2 Interior & Plates
7
Waves through the Earth
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Early on (1900s) seismologists recognized two types of
seismic waves: Primary waves and secondary waves.
The main push for understanding the interior of the earth
came from the study of earthquakes.
P-waves travel through all substances but slower in liquid.
S-waves do not travel in liquids.
Class 04-2 Interior & Plates
8
Parts of the Earth
NOT
Class 04-2 Interior & Plates
9
How we know…
◼
•
P-waves and Swaves behave
differently
depending on the
state of matter
(liquid of solid).
S-waves do not
propagate through
liquid.
Class 04-2 Interior & Plates
10
How we know…
◼
◼
Software and
new arrays of
seismographs
allow seismic
tomography
(ultra-sound of
the earth).
CMB sharp:
change of state
and phase.
Moho
MgSiO3
Perovskite
Sharp boundary,
Relief of ≤ 10 km
Fe, S, Ni
(liquid)
P waves help define the boundary.
Class 04-2 Interior & Plates
11
The Moving Earth
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◼
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Red is warm, moving toward
surface.
Purple is cool and sinking to
boundary with core.
Warmer, less dense, P-waves
travel slower.
Cooler, more dense, P-waves
travel faster.
Class 04-2 Interior & Plates
12
Stopping Point #1
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Sample#6 granite.
Sample #7 basalt.
Mantle is gabbro and
peridotite.
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Granite #6
Crust
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Basalt #7
Gabbro #9
Sample #9 is gabbro.
Sample #10 peridotite.
Rocks become denser deeper
into the mantle.
Class 04-2 Interior & Plates
Peridotite #10
13
Earliest
Ideas
◼
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Maps in 1858 by geographer Antonio SniderPellegrini.
South American and African continents may once
have fit together, then later separated.
Class 04-2 Interior & Plates
14
Contribution of Wegener, early 1900s
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Alfred Wegener, meteorologist.
Believed that continents were different
than ocean floor rocks.
Searched for and found evidence for
‘continental drift.’
Amplified Snider-Pellegrini’s ideas and
those of other geologists.
Could not explain how continents moved.
Not appreciated for his scientific
contribution.
Class 04-2 Interior & Plates
15
◼
Stopping Point #2
◼ Granite – #6
Two types of crust on the
crust of the earth:
◼
Continental crust.
‘granite-like’ rock
◼ Not very dense
◼ Has buoyancy
◼
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Ocean floor crust.
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Basalt – #7
Basalt rock
◼ Very dense
◼
Class 04-2 Interior & Plates
16
The importance of the
earth’s interior to surface processes
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Forces and motions in the earth’s
interior affect the surface.
Movement of continents known
for some time.
Formation of mountains.
Earthquakes and volcanoes.
Climate related to mountains.
From near the turn of the century
(1900) Pangea’s existence was first
suspected and then confirmed.
Class 04-2 Interior & Plates
17
Evidence that Linked Continents
Wegener suggested
all continents were
together in a
supercontinent called
Pangea.
Class 04-2 Interior & Plates
18
Stopping Point #3
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Surface rocks – on top of the
crust.
Sedimentary and volcanic
rocks.
Rocks deposited on surface—
weathering, erosion and
chemical precipitation.
Rocks extruded onto the
surface—rhyolite and basalt.
Sandstone #11
Gypsum #15
Basalt #7
Class 04-2 Interior & Plates
Rhyolite #8
19
Harry Hess
◼
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Harry Hess in ca 1960
proposed a unified idea.
Considered convection
in the upper mantle.
Ocean floor material
was created and then
destroyed.
Boundaries: Transform
Divergent
Convergent
Class 04-2 Interior & Plates
20
Movement of Plates
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Huge up-wellings of hot
material produce convection.
Near surface movements push
plates – ocean floor and
continents.
Deep seated processes affect
the surface of the earth (plate
movements, faults and
earthquakes, volcanoes, slope
failure).
Class 04-2 Interior & Plates
21
Magnetic Signature
Periodic
reversal of
magnetic
poles.
N becomes
S and S, N.
Class 04-2 Interior & Plates
22
Why Wegener was right!
◼
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Iron minerals in rock are small-scale
compasses.
◼
What is the evidence
to show that Wegener
and Hess were right?
Changes in the earth’s
magnetic polarity is
the answer.
Periodically ‘N’
becomes ‘S’ and vice
versa.
Class 04-2 Interior & Plates
23
Sea Floor Spreading and Magnetism –
Evidence for Plate Tectonics
◼
◼
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Concept by Matthew and
Vine in the mid-1960s.
◼
Upwelling of magma at
spreading centre such as
ocean ridges or rifts.
Periodic reversal of
earth’s magnetic field.
Unique striped pattern
on the ocean floor.
Symmetrical about
ridges.
Class 04-2 Interior & Plates
24
Driving Force – Sea Floor Spreading
•Upwelling of magma
at ocean ridges; basalt.
•Crust spreads at these
spreading centres.
•Youngest rock at the
spreading centre.
• Oldest rock further
away.
Class 04-2 Interior & Plates
25
Stop a Moment
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What are two concepts or facts you have learned?
Why are they important to you?
Share them with your group. And then write them on the
Group Reporting Form.
Class 04-2 Interior & Plates
26
Plates of the Earth
Class 04-2 Interior & Plates
27
Types of Plate Boundaries
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Divergent – spreading centres.
Convergent – leading to collisions between plates.
Transform – transform faults (named by Tuzo Wilson, a
Canadian)
Class 04-2 Interior & Plates
28
Types of Boundaries
5
1
3
2
4
How many plates?
Class 04-2 Interior & Plates
29
Types of Convergent Boundaries
Stopping Point #4
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Continent to ocean plate.
Ocean plate to ocean plate.
Continent to continent.
Metamorphic rocks: Gneiss #18, Schist #17,
slate #16, marble #19. Collisions!
Class 04-2 Interior & Plates
30
Present Day Plate Boundaries
Class 04-2 Interior & Plates
31
Present Day Plate Movements
Class 04-2 Interior & Plates
32
Isostasy
Rock masses have
buoyancy.
Mountains
continue to rise as
they are eroded
away because of
isostasy.
Class 04-2 Interior & Plates
33
Time and Space
Class 04-2 Interior & Plates
34
Review
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Apparent movement of continents suspected before
the 1860s.
Alfred Wegener made a public pronouncement. He
was not believed.
Early research work on seismic waves showed that
the earth was layered.
No mechanism until Hess suggested convection.
Magnetic patterns in ocean basalt proved
continental drift (known as plate tectonics).
“The Earth moves under my feet…” – Carly Simon.
Now we understand volcanoes, earthquakes, faults,
granite, and the building of mountains. Subsurface
mechanisms produce surface processes & hazards.
Class 04-2 Interior & Plates
35
Mountains – the result of plate tectonics
Photo by Larry Nicoll
Class 04-2 Interior & Plates
36
Geology and Ecology
GEOL 1208.1 Environmental Geology
Class 05-1, 30 Sept 2019
Dr. Howard Donohoe
The ecology of the Bay of Fundy shoreline at Alma, NB is defined by
the rocks and the past tectonic events. This is part of a failed rift.
Geology, Landforms & Ecology
1
Today
1.
2.
Ecology and geology.
Group work.
Geology, Landforms & Ecology
2
Objectives – Geology and Ecology
◼
◼
◼
To link geology and ecology.
To understand the relationship between geology,
biodiversity and ecosystems.
To understand the domination of ecosystems by humans.
Geology, Landforms & Ecology
3
Learning Outcomes – Geology & and Ecology
By the end of Part 1, you should be able to…
1.
2.
3.
Define ecology and relationship to geology.
Describe how geology and geological processes
influences an ecosystem.
Analyze how humans affect ecosystems and how we
can reduce those affects.
Geology, Landforms & Ecology
4
Revisiting Fundamental Concepts
1.
2.
3.
4.
5.
Human population growth.
Sustainability.
Earth as a system.
Hazardous earth processes, risk assessment and
perception.
Scientific knowledge and values.
Geology, Landforms & Ecology
5
Ecology & Geology Linkage
Ecology
◼ Study of relationships between living things and their
environments; the study of control factors over the
distribution, abundance, and health conditions of
living things
Environmental Geology
◼ Study of geological processes and their effects on
environment
The linkage
◼ complex linkages, varies at different scales
Geology, Landforms & Ecology
6
Ecosystem
◼
Components:
(1) Biotic
(2) Abiotic
An ecological
community and its
surrounding
environment in which
the flows of energy and
cycles of chemicals
support the living
community
Geology, Landforms & Ecology
7
Types of Ecosystem
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Natural indigenous: ecosystem as the result
of completely natural evolutional processes,
rarely exist
Human modified: the one modified by
human use and interest, almost all the
major ecosystems
Human constructed: man-made ecosystem
for many different purposes at many sites,
such as ponds, canals, wastewater
treatment pools
Geology, Landforms & Ecology
8
Natural Service Functions of Ecosystems
◼
◼
The processes responsible for producing
clean water, air, and living matter.
Direct functions:
➢
➢
➢
◼
Cycle of chemical elements, e.g., CO2, O2
Flow of energy & nutrients
Removal of pollutants
‘Buffering’ functions: providing protections
from natural hazards, e.g., wetlands against
coastal flooding and erosion.
Geology, Landforms & Ecology
9
Geology & Biodiversity
◼
Geology affects the overall environmental conditions of
an ecosystem:
◼
◼
◼
Changes in topography, e.g., mountain building & slope
movement.
Plate tectonics and ecosystem barrier, e.g., North America &
Europe tree diversity vs. mountain range distribution.
Changes in climate: ice age, glaciation, and global warming.
Geology, Landforms & Ecology
10
Recent Mountain Systems
40 to 20 Ma
180 to 65 Ma
30 to 5 Ma
How do mountain systems affect ‘ecology?’
Geology, Landforms & Ecology
11
Today
1.
2.
Ecology and geology.
Group work.
Geology, Landforms & Ecology
12
Group Work
◼
◼
◼
◼
Discuss in groups how ecology and geology are
interconnected.
Think about examples in the book (Chapter 4) or your
own observations: (1) natural environments, (2) human
modified environments, and (3) human constructed
environments.
Be prepared to describe your group’s thoughts to the
class.
Hand in the Group Reporting Form.
Geology, Landforms & Ecology
13
The Scientific Method and
“How Science Works”
Dr. Howard Donohoe
GEOL 1208.1 Environment Geology
Class 05-1, 30 Sept 2019
Scientists and mineral exploration companies have common
ground: They use the scientific method.
Scientific Method
1
Today’s Talk
◼
◼
◼
Based on work by students in GEOL 1208.2 in January
2012.
Essential that you understand the methods of science.
Appreciate the fact that science is a human endeavour
troubled with all of the usual problems of human
imperfections, biases and frailty.
Scientific Method
2
Preparation for a Discussion on
Scientific Method
◼
When I say, please move into your
groups.
◼
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Discuss the nature of bias in its many forms.
Discuss the affect of political bias.
How does this impact on Keller’s fifth
fundamental concept: Scientific knowledge
and values?
Complete the Group Reporting Form.
Be prepared to speak to the class.
Scientific Method
3
Thoughtfulness on Bias
◼
◼
What biases do scientists bring to their
discussions? Think about this question.
Here are some biases:
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Educational.
Cultural.
Political
Gender.
Religious.
Ideological.
Material background – wealth vs. poverty.
Scientific Method
4
Learning Outcomes – Scientific Method
By the end of Part 1, you should be able to…
1.
2.
3.
Define the differences between data, observations,
conclusions, hypotheses, and laws.
Apply your knowledge of the scientific method to
understanding how geoscientists ‘build a scientific story.’
Interpret the importance of Keller’s fifth fundamental
concept with your knowledge of the scientific method.
Scientific Method
5
How Science Works
◼
◼
Science: pursuing knowledge through systematic
observations and/or measurements; finding
“truth.”
Core logic of science: testing with evidence – it is
not based on a belief system such as religion or
ideology!”
Scientific Method
6
How Science Works
◼
◼
The Scientific Method is the basis of all scientific
experiments, model development and scientific logic.
Scientists try to keep bias and opinions out of
experiments and observations.
Scientific Method
7
The Scientific Method
◼
Simplest form: asking a
question and finding the
answer through
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Non-biased and good
observations (data),
Logical work,
Testing,
Reproducible results, and
Peer review.
Six general steps.
Scientific Method
8
Another Flow Scheme for Scientific Method
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More complex flow of
thought.
Shows how the
feedback loop works.
Honesty and integrity
are important when
working with the
method.
Scientific Method
9
Using the Scientific Method
◼
Two methods to construct a hypothesis:
Construct hypothesis [called a ‘model’] and
collect data to test it.
Hypothesis Collect data
Test Truth(?)
1.
Collect data, analyze and construct
hypothesis; use this as a ‘model’ and
continue to test.
Collect data
Hypothesis
Test
Truth(?)
2.
Scientific Method
10
Hypothesis
◼
◼
◼
Scientific Method requires that one can
test a claim or hypothesis.
All hypotheses must be tested. The test
must demonstrate reproducibility of
results.
Experimenters may test and reject several
hypotheses.
Scientific Method
11
History of the Scientific Method
◼
◼
◼
The Greeks were the first to experiment
with a systematic method.
Greeks believed in measurement and
reasoning.
Aristotle was the first to talk about the
importance of good observations and
experiments.
Scientific Method
12
History of the Scientific Method
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◼
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Aristotle’s Method
1. Study what others
have written about the
subject.
2. Look for the general
consensus about the
subject.
3. Perform a systematic
study of everything
related to the topic.
Scientific Method
13
Internal Checks of the Scientific Method
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Scientists want to ensure they have accurate
measurements.
Peer review: getting others to examine
data/results – both informally and formally.
Peer review of formal papers in journals.
Obligated to prove conclusions with data –
evidence based.
Reproducibility!
Scientific Method
14
Observations vs. Conclusions
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Observation – An inference or judgment that is acquired
from or based on observing.
Conclusion – A judgment or decision reached after
deliberation based on observations (data).
Scientists do not mix conclusions and observations.
Scientific Method
15
Multiple Working Hypotheses
◼
◼
◼
Complex geological problems can lead to multiple
working hypotheses.
Thomas Crowder Chamberlain (1890) defined the
term.
There may be no single hypothesis that can
explain an entire problem [at first].
Scientific Method
16
Historical Information – Thomas C. Chamberlain
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b.1843, d. 1928.
Graduated Beloit college;
founded the Wisconsin Geol
Survey; Prof at Beloit College.
Later President of Univ. of
Wisconsin.
Founder & Head, Geol. Dept.
Univ. of Chicago.
His names for glacial periods still
used.
◼
Geological Thinking Toward a Conclusion
Assimilate huge amounts of spacial
information about
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Outcrop locations and topography,
Types of rocks and their minerals,
Evidence of previous geological events,
Geometry of the rocks,
Displacement by faults,
Mineral and energy resources, and
Potential for natural hazards.
All of this and more forms a geological story.
Cape Breton Highlands north of Cheticamp.
Method of Multiple Working Hypotheses
◼
◼
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Sometimes we use multiple
hypotheses.
Run each hypothesis as if
connected but distant and
distinct to others.
No single hypothesis may
explain all.
New data may “rule-out” a
hypothesis.
1.
2.
3.
Work on Critical Thinking
When considering a claim [hypothesis] we have several
choices.
1. Accept the claim.
2. Reject the claim.
3. Suspend judgement until there is more evidence.
Assistance from my friend and colleague Shelagh Crooks,
Prof of Philosophy, SMU.
On Being Creative
My acquaintance, artist Joy Laking, had this to say about
the creative process…
“Sometimes I feel that the mental tenacity required to paint or be
creative is the biggest requirement to be an artist. Being creative
is never easy.”
Scientists are creative! They work to understand. If they
are ‘lucky’ they create simple, elegant solutions to
problems.
Scientific Method
21
Geological Thinking Applied to Geohazards
Steps for success in creating a geological (scientific) story.
1.
2.
3.
4.
5.
6.
7.
Use the scientific method;
Make ‘good’ observations and work at data gathering;
Use the ‘Laws of Geology;’
Understand relative and absolute time;
Look at the rocks and/or map the area; and
Research the past: scientific and historical records.
Peer review.
Scientific Method
22
Risk Assessment and
Management
GEOL 1208.1 Environmental Geology
Class 05-2, 12 Feb 2019
Dr. Howard Donohoe
Hoodoo Mountain, BC. Extinct (??) volcano.
Will it erupt again? What is the risk?
Purpose of Discussing Risk
◼
◼
To define risk assessment as part of a
geological investigation and risk
management as part of a political process.
To discuss the procedures used in risk
assessment.
Learning Outcomes
By the end of the class or before Midterm
Test #2, students should be able to…
1. Define risk assessment, risk
management, likelihood, and
consequences.
2. Apply the “risk reporting matrix” to a
situation and determine the potential risk.
3. Interpret ‘scale’ as a factor in risk
assessment.
Recall Keller’s Fundamental Concepts
All of these concepts impact and are
impacted by risk Assessment.
1. Human population.
2. Sustainability.
3. Earth as a system.
4. Hazardous earth processes.
5. Scientific values and work.
Risk – The Scale of Risk
◼
◼
◼
◼
What is risk?
Why is it important
in environmental
geology?
Are all risks the
same?
Which ones need
more careful
assessment?
Is this a risk?
The scale plays a significant
role in risk assessment. Is the
gravel flow a risk?
Evaluating Risk
Risk Assessment
1. Understanding scale (frequency,
time, space, rate).
2. Possible consequences.
3. Likelihood of happening.
Evaluating
Risk
Risk
◼
Risk Assessment
◼
◼
◼
Likelihood.
Consequences.
Risk Management
◼
◼
◼
◼
Risk assessment.
Communicating.
Mitigating.
Reducing.
Risk Assessment Process
1.
2.
History of past
events:
◼ Historical
research with
records.
◼ Field research
mapping rocks.
Understand scale
(frequency, time,
space, and rate).
3.
4.
Create a ‘geological
story.’
◼ Relative and
absolute time.
◼ Laws of geology.
◼ Scientific method.
◼ Good observations.
Involve Keller’s
concepts in
assessment.
Larger Picture – Risk Management
Risk Management
◼
◼
◼
◼
◼
◼
Hazardous earth processes – belief that
science can assist in evaluating.
Past events must be assessed and
frequency established.
Keller’s fundamental concepts.
Thoughtful evaluation based on likelihood
and consequences.
Communication and Education.
Mitigation.
Difference between Risk Assessment
and Risk Management
◼
Risk Assessment:
◼
Scientific evaluation. Follows the procedures
shown in a previous slide: “Doing Risk
Assessment.”
◼
◼
Scientific endeavour to determine likelihood
and consequences.
Risk Management:
◼
Involves the political and scientific realms.

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