Winter 2011
Lectures: TR 10:10-11:55
Lab: T 1:00-5:00, Mudd 73
Here is a pdf of the syllabus.
Introduction
Structural geology involves the study rock deformation at scales ranging from the collision of continents all the way down to the movement of individual atoms within crystals. The organization of this course is designed to give you a tour of deformation within the earth. We'll start near the surface, where brittle deformation (like faults and fractures) is common. As the semester progresses, we will work our way deeper into the earth and study how the character of deformation moves from brittle toward more ductile processes (like folding and flow).
Learning goals
Much of your success in this course will be measured on your ability to think like a scientist rather than your ability to recall facts (although a moderate amount of recollection of structures and terms is necessary, too). Upon your successful completion of this course, you will have learned a great deal.
You will be able to separate observation from interpretation, and understand and articulate why this distinction is important.
You will have a firm grasp of the strengths and limitations of the fundamental principles of structural geology, including strain, stress, and rheology.
You will be able correlate regional structural patterns with the tectonic environments in which they form, with a particularly detailed understanding of the San Andreas fault system.
You will understand how large-scale deformation is manifested at a range of smaller scales and, understand how to (carefully) make structural predictions at one scale based on observations at another scale.
You will develop your critical thinking skills, your ability to write and speak effectively, and your three-dimensional thinking skills. These skills will beneficial to you in the future regardless of your vocation.
Text
Fossen, H., 2010, Structural Geology: Cambridge: Cambridge University Press, 463 pp.
Grading
This is the breakdown for grading. For more information about each category, continue reading below this list.
40% - Exam (probably just one near the end of term)
10% - Homework
10% - Field trip
10% - Laboratory exercises
30% - SAF project (10% each for discussions, oral presentation, and final paper)
Exams
There will be one mid-term for this class as a take-home probably around Week 8.
Homework
There will be a weekly homework exercise involving a sketch and your observations and interpretations of a geologic structure. These will be due each Thursday - take the time to make a careful sketch and think about what it might be showing you Ð these will hone your structural geology detective skills. I may also occasionally assign short homework exercises based on the reading or course material. These are not designed to be stressful exercises, but just to ensure that you keep up with the work and have ample opportunities to practice using important concepts.
Field trip
There is one required field project for this course to the Salton Trough, California over mid-term break. We will leave on Friday February 4th and will return on Tuesday February 8th. There will be an assignment related to this field experience.
Labs
Not only do labs make up a significant portion of your grade, they also represent one of the best ways for you to practice and really understand ideas and concepts discussed in class. Please be neat and turn in work on time - laboratory exercises are due at the start of lab the following week.
San Andreas fault system Project
We will be focusing on understanding the evolution and deformation associated with the San Andreas fault system in California throughout this course. This project is an ideal way for you to apply all your new structural geology knowledge to understanding many aspects of a particular geologic problem. This project has three components described briefly below:
Discussions: Throughout the term, there will be three in-class discussions of primary literature related to the San Andreas fault system. For each discussion, you will be expected to read one paper. There will be an associated written assignment related to each discussion.
Oral presentation: Each student will be required to present one paper from a list of papers that I'll supply. These should be 12-minute long, GSA-style powerpoint presentations.
Written paper: A 5-page paper is due at the end of the term. Rough drafts and peer-review of the rough drafts are required as part of the writing process.