Plume du jour

A nice example of plumose structure, enhanced by a pronounced joint set which cross-cuts the be-plumed surface. Hammer for scale. White Mountain front, California, September 2009.
Labels: california, joints, structure

Labels: california, joints, structure




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Labels: california, conferences, meetings, structure



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Labels: california, faults, structure, volcano

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This is a classic angular unconformity. It even graced the cover of the (excellent) GSA publication Excursions in Geology and History: Field Trips in the Middle Atlantic States (Frank Pazzaglia, editor; cover photo by Marli Miller). Why should we care? Because like the "original" angular unconformity at Siccar Point in Scotland (described by James Hutton), this outcrop represents a lot of geologic time. First, during the Ordovician period, the Austin Glen formation had to be deposited as layers of clastic sediment in an ocean basin. Then, during the late Ordovician Taconian Orogeny, those layers had to be deformed: folded and buckled so they stood up on end, and then eroded down to their nubs. Then, on that newly-formed erosional surface, a fresh layer of sediment had to be laid down, in this case, the Rondout Formation was deposited as a layer of carbonate mud during the late Silurian period. Then, that too was deformed, during the Devonian period's Acadian Orogeny. Finally, the whole package had to be uplifted to the surface and exposed (in this case, when a highway roadcut was completed). That's a lot of time!Labels: devonian, maps, mountains, new york, ordovician, silurian, structure, travel, unconformities


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Various plate reconstructions show either Amazonia or the Congo craton offboard of Virginia at the time Rodinia broke apart and the Iapetus Ocean began seafloor spreading. I've illustrated it here as the Congo, but that might be wrong.
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Differences:










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Labels: metamorphism, msse, piedmont, quartz, structure


Voll, G. , "New Work on Petrofabrics," Liverpool Manchester Geol. J. Vol. 2, 1960, pp. 503-567.
Last Friday was the first day of Structural Geology at George Mason University. Though I'm a full-timer at NOVA, GMU talked me into teaching Structure this semester, too. I've done this once before -- my first job out of graduate school, in fact. Then (in 2005), it was very stressful for me, and I'm not sure that I did a very good job. Now, though, I'm much more confident as an instructor, and I feel like I've got a better grasp of some of the essential ideas and techniques: both structural and pedagogical.
For the first day of class, I took a page from Kim of All My Faults Are Stress Related, who recently described a simple but effective "first day of structure" exercise in a post. Inspired by this idea of nurturing structural curiosity right from the start, I gathered up a collection of 36 samples of deformed rocks (plus a few non-deformed ones as "decoys") and laid them out on tables in our classroom:
Most of them were samples from my personal collection, which resides in my office at NOVA, but there were NOVA teaching lab samples too, and I added a few more interesting ones I found at Mason, like this ptygmatic fold in a granite dike:
The instructions to the students were twofold: First, visit each sample and describe it as fully as possible, noting in particular its "structural significance" (which I declined to define more explicitly). Then, once everyone had done that, get together as a whole class and organize these samples into groups based on common features. How many groups? Which features? They had to decide.
I took as my mantra a quote my friend Bridget (a writing instructor at NOVA) found:
"Teaching should be as experimental as writing." -Donald Murray
So I was conducting an educational experiment...
Starting the class in this way felt unfamiliar to me -- everyone "knows" that the first thing you're supposed to do is distribute the syllabus and spell out the gameplan for the semester. Or perhaps start with an introductory lecture. So it was kind of eerie and uncomfortable for me to sit still and quiet off on the side while a roomful of eager students (that I had only just met) went to work.
I sat back and made observations. One student was miming squeezing and stretching rocks with his hands -- "replaying" the stresses that he interpreted must have acted on the rocks to leave behind such structures. (Kim has another post up, just today, about the role of gesturing while teaching and learning geology.) I was pleased when (umprompted by me) they started using supplies like hand lenses, rulers, percentage charts, and hydrochloric acid to quantify the samples' characteristics.
Another student picked up a metaconglomerate with stretched pebbles whose boundaries were somewhat indistinct. His pen moved over the surface of the sample, visually tracing out the place where one stretched pebble stopped, and the next began.
Later, a student set aside a chunk of slate with plumose structure on its surface. With raised eyebrows, he said, "I can't say much about that!" A few minutes later, the sound of stippling resounded in the room as one student sketched a grainy sample.
Periods of quiet work were interrupted periodically with joking commentary. The students in this class (mostly guys) appear to have really bonded with one another during previous geology classes. They are all seniors, with the exception of one geography graduate student. It's good to see that they are comfortable with one another.
During the groupwork portion of the exercise, when the students were organizing the samples into clusters based on shared characteristics, I continued my silent observations. "Let's organize them by stress direction," one student said. "But not fault direction?" asked another. "How about directionality, regardless of what it's direction of," came the reply.
They ended up choosing these titles for their groups: "Slickensides," "Bends and folds," "Smashed together," "Tension," and "Undeformed." It was cool to watch this process play out. I had put out one sample of tension gashes in a limestone (extensional fractures infilled with calcite). The sample was one of the few that I had labelled. That went into the "Tension" group, of course. But what about that other sample with the quartz veins? Was that the same kind of thing? It's a different mineral...
The most classic exchange went like this:
Student 1: "I'm confused."
Student 2: "It [the organizational system] made sense at first."
Student 1: "...Like a lot of organizational systems in geology!"
(laughter)
Finally, once consensus has been achieved, we all walked around to the various piles of rock and I talked in a general sense about the structural importance of each one. The students appeared to be pretty engaged with this discussion: after all, they had invested some serious time in trying to figure these samples out; now they wanted to know what they really meant. My discourse on the samples stretched to about an hour. All told, the whole lab, grouping, and ensuing discussion lasted about three and a half hours. I felt really good about the exercise as a way of generating structural thinking during our first few moments (and hours) of class. I preferred this way of starting class to the traditional approach.
Satisfied that we were off to a good start, I passed out the syllabus.
Labels: igneous, metamorphism, sediment, structure, teaching










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Up at the top, we can see some fault scarps that have developed as the massive tongue of basalt pulled downward.Labels: analogies, basalt, hawaii, landslide, mass wasting, plate tectonics, structure, travel






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Labels: california, field trips, glacial landforms, granite, igneous, metamorphism, structure, travel

Even the relative moderate stress of leaning on the seat cushion was sufficient to bend this cassette tape, provided it had attained the right temperature (which it's easy to do in the Virginia summer time in a closed automobile).
Anyone else have examples of everyday examples of ductile flow?

















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Labels: concretions, joints, structure


























Labels: basalt, plate tectonics, primary structures, sediment, structure
In fact, rumor has it that the name "Massanutten" is a native American term for "basket." This describes the overall shape of the mountain/valley quite well. It probably won't surprise you to learn that this valley-in-a-mountain-in-a-valley pattern is due to differential weathering of folded sedimentary layers. In fact, the entire Great Valley is one big downturned fold, a syncline. Actually, it's not a perfectly smooth fold -- there are some wrinkles and minor folds within the overall down-turned structure, so we call it a synclinorium. The oldest rocks are therefore at the eastern and western edges of the Great Valley, and the youngest rocks are at the center of the Massanutten Synclinorium, up in the Fort Valley. It turns out that some of these rock layers are easily eroded, and some are tough. Of particular note is the Massanutten Sandstone, a quartz-rich, well-indurated rock that is responsible for the ridges of Massanutten Mountain. It weathers away more slowly than the shales and carbonates (limestones) above and below it. Here's a cross-section view to show how the subterranean structure influences the surface topography:

Fichter, Lynn S., and Diecchio, Richard J., 1986, "The Taconic sequence in the northern Shenandoah Valley, Virginia." In: Geological Society of American Centennial Field Guide - Southeastern Section, p.73-78.
** Note I don't say "Taconic." The Taconic Mountains are a modern topographic feature in New York. They exhibit Taconian rocks well, and the orogeny is named for them, but the Ordovician Taconian Mountains would have been much bigger and more areally extensive.
Labels: fossils, primary structures, sediment, stratigraphy, structure, teaching, valley and ridge












Labels: canada, montana, msse, primary structures, proterozoic, structure
Labels: appalachians, dc, field trips, nova, piedmont, sediment, structure, teaching

Victoria takes the strike of the metagraywacke's foliation:
Here's a Z-fold in the foliation -- more of a kink "knot" than a kink band. The kinematic sense of motion in this photo is top-to-the-right (right-lateral):
Here, Jason and Spencer measure the orientation of a kink band:
A nice little outcrop of crenulation cleavage, showing porphyroblasts of chlorite (green/blue) and garnet (red/brown). The pencil is parallel to crenulation "wrinkles".
Next time, we'll take a look at the projects that Spencer and Jason are working on.
Labels: field trips, geology, nova, sediment, structure, teaching


















Labels: fossils, geology, glacial landforms, montana, msse, structure



This is a closer look at the limb of the biggest anticline, dipping down into the Whaleback's open pit. Note that it appears to have a bad case of acne. Other observers have likened it to appearing as if it were "shot full of cannon balls." Note the person (lower left) walking along the Whaleback's fold axis, for scale.
Labels: appalachians, concretions, pennsylvania, structure
Geological travels in Northern Ireland, Part VI:
The overall loss of volume of the (hot versus cold) rock can be estimated with a photograph like this. Divvie the photo into equal units of area, and then count up how many are solid rock and how many are empty air. About 1% shrinkage is seen here -- more than in other places I've seen columnar jointing.
The end result of these physical and chemical weathering processes is to break down the rock, from the outside in. Rotten rock sloughs off in sheets, exposing fresh rock from the interior for weathering to attack. This produces an overall "onion skin" effect. An original polygonal chunk of rock become spheroidal over time, as weathering reduces it in size and volume. Pound coin for scale. Labels: antrim coast, basalt, geology, giants causeway, northern ireland, structure, weathering
Geological travels in Northern Ireland, part IV:
The Causeway is made of thousands of columns of basalt. Oriented a few degrees shy of vertical, these columns formed when an ancient lava flow cooled down and contracted. Cracks developed on the top of the flow (the coolest part) and propagated downward, dividing the rock into these uniformly-shaped chunks.
Viewed from above, each column's shape becomes apparent: they are polygonal: mostly 6-sided, but there are also 5-sided, 7-sided, 8-sided, and 9-sided columns. There is a one-pound coin placed on the middle column in this photo to provide a sense of scale.
Casey sits in a natural "throne" made by the columns as they have been weathered by the pounding waves. You can see here that they are not quite vertical on the west side of the Causeway -- but instead are plunging steeply to the west.
On the east side of the Causeway, a tall outcrop of columns shows them plunging steeply in the opposite direction -- to the east. In between the two sides (down the middle) of the Causeway, the columns are approximately vertical. Note also the ~horizontal joints which divided each column into a series of cake-like stacks. You can tell that these joints came later, because they do not continue uniformly across columns (look at the lack of alignment at the bottom of these columns, for instance).
The overall sequence in the events of the formation of the Causeway would look something like this diagram, shown in cross-sectional view.
Tourists clustered on the tip of the Causeway.Labels: antrim coast, basalt, geology, giants causeway, northern ireland, structure