Undergraduate Geology Research Articles

The geometry of slip surfaces beneath landslides: predictions from surface measurements: Discussion

The problem discussed by Carter and Bentley, that of constructing the surface of rupture of a landslide using ground station movements, is becoming important as more landslides are monitored using total station electronic distance-measuring equipment that routinely gives ground motion vectors (McRae 1982). After some motion, the scarp of a landslide has developed sufficiently to become readily identifiable and, often, shows striations allowing the slip vector on the scarp to be simply determined. The toe of the surface of rupture is overlain by the displaced mass and its position cannot be easily found. So, rather than knowing the position of the scarp and toe of the surface of rupture and the ground motion vectors at points between them (as Carter and Bentley's solution required), we generally know the ground motion at the scarp and have some difficulty estimating the position of the toe. This is the situation illustrated in Carter and Bentley's Fig. 2. The construction of the surface of rupture under this second set of circumstances is analogous to the construction of bedding surfaces along a section line given the orientation of the bedding at various outcrops. The graphical methods used for this by structural geologists were first suggested by Hewett (1920) and worked out in detail by Busk (1929). Ragan (1973, chapt. 8) described them for the undergraduate geology student. They are illustrated here using Carter and Bentley's Fig. 1. As in the Carter and Bentley method, normals are first drawn to the slip vectors and these intersect at centres of curvature, Oi. An arc of the surface of rupture can then be drawn centred at 01, the intersection of the normal, N1, to the scarp slip vector and the normal to the next ground vector downhill. The arc passes through the scarp slip vector to intersect the projection of N2 at VZ (Fig. 1). The surface of rupture can then be extended by an arc centred at 02, the intersection of N2 and N3, from V2 to intersect Nj at V3. Similarly, the surface is extended from V3 using an arc centred at O3 and so on.

A Computer-Assisted Petroleum Exploration and Development Exercise for Undergraduate Geology Students

A simulated petroleum exploration and development exercise is a practical way to familiarize students with the varied aspects of the petroleum industry. I have developed an exercise based on the geology of the Powder River Basin in northeastern Wyoming. Two formations, the Cretaceous Muddy and the Pennsylvania-Permian Minnelusa, are oil producers. The class is divided into groups of two or three students each who lease land, drill exploration wells, and develop maps of petroleum prospects. The exercise is based not only on geologic interpretation, but also on the finances of the petroleum industry. Each student group is given an initial fixed sum of money. From this, monthly expenses, lease fees, drilling expenses, and well completion costs are subtracted. The daily value of producing wells is calculated on a fixed number of barrels of oil per foot of pay zone times the current value of oil per barrel. At the conclusion of the exercise the geology of the area is discussed with the class. Student grades ar...

Igneous Rocks

“Igneous Rocks was written for undergraduate geology majors who have had a year of college‐level chemistry and a course in mineralogy … and for beginning graduate students. Geologists working in industry, government, or academia should find this text useful as a guide to the technical literature up to 1981 and as an overview of topics with which they have not worked but which may have unanticipated pertinence to their own projects.” So starts the preface to this textbook.As one who works part time in research on igneous rocks, especially as they relate to mineral deposits, I have been looking for such a book with this avowed purpose in a field that has a choking richness of evolving terminology and a bewildering volume of interdisciplinary literature. In addition to the standard topics of igneous petrology, the book contains a chapter on the role of igneous activity in the genesis of mineral deposits, its value to geothermal energy, and the potential of igneous rocks as an environment for nuclear waste disposal. These topics are presented rather apologetically in the preface, but the author is to be applauded for including this chapter. The apology shows just how new these interests are to petrology. Recognition is finally coming that, for example, mineral deposits are not “sports of nature,” a view held even by many economic geologists as recently as the early 1960's; instead they are perfectly ordinary geochemical features formed by perfectly ordinary geologic processes. In fact, the mineral deposits and their attendant alteration zones probably have as much to tell us about igneous rocks as the igneous rocks have to tell us about mineral deposits.

Catalog of Computer Programs Used in Undergraduate Geology Education

Catalog of Computer Programs Used in Undergraduate Geology Education

Igneous and Metamorphic Petrology

So many new and exciting topics in petrology have appeared over the last several years that it has become difficult to find a text that deals adequately with fundamentals as well as current topics; the present book may be one of the better texts in its field today because it achieves this combination with clarity and appropriate emphasis. The book provides a comprehensive coverage of descriptive, theoretical, and experimental topics. The relationship between the origin and evolution of igneous and metamorphic rocks and the associated physical and tectonic processes is the unifying theme of the text.The book is intended as a text for undergraduate geology majors with a background in physical and historical geology and mineralogy. It is divided into four main categories: magmatic rock bodies, magmatic systems, metamorphic bodies and systems, and the early history of the earth and other planetary bodies. The organization of the first three of these sections is intended to be flexible in scope, emphasis, and variety of subject matter. Each chapter is outlined, prefaced with an overview of the section, and summarized in outline form. Key terms appear in bold type, and study questions are provided in interpretive chapters. Breadth and clarity of subject matter is emphasized, and good use is made of figures, tables, and photographs of rocks in the field, in hand specimen, and in thin section. The appendix contains a summary of some petrographic techniques, a review of the physical and optical properties of some rock‐forming minerals, and representative chemical analyses of some major rock types.

An entire undergraduate geology curriculum based on educational objectives

The entire undergraduate geology curriculum at Olivet Nazarene College has been modified to the concept of meeting explicit educational goals and objectives. The system clarifies the student's responsibility in a course, permits rapid restudy, aids evaluation by faculty and outside organizations and allows for easy reorganization of courses. A disadvantage of the method is an unavoidably high initial investment of faculty time. Some critics feel that students and faculty may be stifled in their interest and enthusiasm. This criticism may be overcome by creative teaching methods. The system is recommended as an effective approach to teaching.

An Inexpensive Faraday Balance for Continuously Observing Mineral Synthesis

A simple, inexpensive means for conducting low temperature mineral syntheses on a real time basis is described. The simplicity of the apparatus makes it suitable for an undergraduate geology laboratory.

Field Observations and Interpretations Given New Emphasis

As the quantity of available knowledge has expanded, the teaching of processes has become as important in undergraduate geology education as the teaching of facts. Reasons for modifying field trips to conform to this shift in focus are presented with a “schedule” of field observations to be used at outcrops.

The Use of Field Trip Courses to Strengthen Undergraduate Geology Programs

Weber State College is ranked fourth in student population among the institutions of higher education in the State of Utah and is in a subsidiary position in regard to funding. Therefore, its Geology Department cannot compete by using a curriculum based upon expensive laboratory equipment. To remedy this situation, an approach stressing the acquisiton of basic geological knowledge in natural, outdoor surroundings was adopted by using field trip courses. Field trips have been a part of the geology program at Weber State College for many years. However, course credit has been given only since 1970 for field excursions. When registering for a field trip, students sign up for either Elementary Field Geology or Advanced Field Geology depending upon background and whether they are majors or non-majors. Trips are either backpacking or car and bus excursions and are selected on the basis of variety and clarity of geological principles displayed. Field trip courses are excellent recruiters for departmental majors ...

The Computer! A Supplementary Teaching Device for Undergraduate Geology Classes

The Computer! A Supplementary Teaching Device for Undergraduate Geology Classes

The Use of On-Line Computing in Teaching Geology and Geophysics

On-line, conversational computing has been used in our undergraduate geology and geological geophysics degree courses and found to be a powerful teaching tool. Students are able to interact with the computer through an on-line terminal. Programs can be written, run and corrected immediately by the student, thus giving strong reinforcement of their learning processes. Using the computer, real sets of data can be studied and processed, rather than the small, artificial sets necessary with a desk calculator. In the geology course the on-line terminals have been used in a “Quantitative Methods” course. Here BASIC programming and an introduction to statistics is taught. Terminals have been employed to work examples and to give insight into the use of statistical tools. In the geological geophysics degree course on-line computing is used in a number of ways. An example is given where the transcendental equation for the Love wave phase velocity dispersion curve is solved, for a simple model. Consideration of suc...

Model for a Humanistically-Oriented Undergraduate Geology Department: A Learning Community

Model for a Humanistically-Oriented Undergraduate Geology Department: A Learning Community

A Computer Course for Undergraduate Geology Majors

A Computer Course for Undergraduate Geology Majors

Economic Aspects of Exploration and Development of Mineral Resources--Viewpoint of the Educator

Earth scientists and mineral engineers involved in mineral exploration and development recognize that their accomplishments are limited by economics, yet, many undergraduate geology majors receive little formal education in or mineral economics. This stems, in part, from the fact that the geologist's economics is not that of the traditional course. Basically, the geologist uses economic in making exploration and development decisions. The geologist's first need for economic data comes when the company is faced with setting guidelines for exploration. Next, the field geologist appraises the economic attractiveness of a discovery or an anomaly in light of the economic and geologic guidelines. Finally, the geologist-executive decides whether or not the discovery warrants further financial involvement of his company. The young geologist headed for a career in exploration could use a practical course in the utilization of economic information in planning exploration and evaluating mineral discoveries. Traditional courses in and finance would be of value at a later date as part of graduate or continuing education programs for the emerging executive. The geologists' professional societies can contribute also through inclusion in their technical program of papers dealing with modern applications of to exploration and evaluation plus some concern for the broader economic aspects of national mineral policy.

The Creative Curriculum

In a properly designed undergraduate geology curriculum, the student learns to function as a creative scientist. This student-oriented approach recognizes that the student will need to continue his education beyond college or graduate school, and so it is dominated by the learning process rather than by content. Instead of learning facts, classifications, skills and concepts as ends in themselves, the student learns those tools necessary to define and solve selected problems. Independent research, leading to a research project in the senior year, is essential for each student. A necessary and desirable feature is that the creative curriculum encourages the teacher to remain competent in his field.

A Plea for Changes in Undergraduate Structural Geology Courses

A Plea for Changes in Undergraduate Structural Geology Courses

THE NAGT-USGS COOPERATIVE PROJECT a new focus on education in field geology

For the past three years, the National Association of Geology Teachers and the U.S. Geological Survey have been developing a joint program aimed at providing a valuable experience in field geology for outstanding undergraduate geology majors. In 1968, approximately 20 Juniors and Seniors screened by NAGT from nominations by 23 summer field camps will work with selected Survey geologists on projects in the area of their principal geologic interest. Evaluation of the program thus far indicates that this combination of participation in a varied field program at a superior summer field camp followed by working with an experienced field geologist interested in teaching his art is an unusually effective way of increasing a student's understanding of geology in its field setting.

Educational Programs of American Geological Institute: ABSTRACT

The American Geological Institute sponsors more than a dozen educational programs which are aimed at everyone from grade-school children to professional geologists. Among these are the Encylopaedia Britannica Film project, a program which is developing an extensive set of films and film strips on aspects of geology and the other earth sciences; the Geology and Earth Science Sourcebook, designed as an aid to teachers on earth science; the Earth Science Curriculum Project for secondary school students, A.G.I.'s most extensive educational project; the Visiting Geological Scientist Program which has sent between 45 and 65 visitors to an average of 100 college departments every year since 1959; the International Field Institute which provides opportunities for college geology eachers to visit foreign areas of classic or unusual interest under the guidance of distinguished geologists; 3-day short courses held just before national meetings of the G.S.A. and designed to update professional geologists in some specific area of competence; and the Council on Education in the Geological Sciences whose purpose is to help improve geological education in American colleges and universities through publications, materials development, and by other means. In addition to these major projects, A.G.I. publishes two career books--one for high school and one for college students; answers more than 3,000 letters a year on careers; provides a job-placement service for those seeking jobs of a temporary nature; and is putting out a basic bibliography of books, maps, and references essential for an undergraduate geology library. End_of_Article - Last_Page 482------------

Do Undergraduate Geology Departments Have a Future?

Do Undergraduate Geology Departments Have a Future?

Academic Trends and Engineering Geology

Engineering geology is distinguished by being chiefly confined to the physical aspects of geoscience, i.e., to physico-geology. The other branches of applied geology—petroleum, mining, and ground-water—are concerned dominantly with the mineral aspects of geoscience and with the demand for specific resources. Tomorrow's undergraduate geology curricula will consist largely of preparation in the basic sciences, humanities, and engineering science, with a few strong geological courses. The continued upgrading of preparatory training necessitates that geological courses become more rigorous and provides for an interdisciplinary approach to the study of processes and physical environments. Graduate-level training in the geosciences for future engineering geologists is taken for granted. The forthcoming sophisticated applications of physico-geology are fascinating. Tomorrow's practitioner must possess a well-rounded training in geoscience, plus certain other attributes, to serve these expanding challenges.