Continental Scale Landscape Analysis: Introduction: Landforms occur in patterns across the surface of the globe, and these landform complexes often define geographic or landscape regions. One way of looking at landforms is through elevation changes. A contour map is a useful two-dimensional representation of the surface and the most common way we have of symbolizing the relief of the surface. However, a type of map called a “shaded relief” map provides a more intuitive grasp of elevation. Another way to understand landform regions or landscapes is to use a map that displays information about the geology. In the study of landforms, an understanding to the subsurface geology is critical. Understanding a geologic map requires a rough understanding of geologic time. A geologic map has the following properties: It recognizes similarities and differences among materials that make up the Earth's crust and classifies them by type of rock or surficial deposit; It places Earth materials into a specific environment or origin- for example, a volcano, river deposit, windblown dune, limestone reef, alteration at depth by heat or pressure; It identifies rock formations of distinctive materials and ages that are the three-dimensional building blocks of the Earth's crust; it further shows the relative position of one formation to another at the Earth's surface; It arranges rock formations of different ages into a time sequence from which the geologic history of the planet can be deciphered. For this lab we will address the following questions: Can we use a map of elevation (and rock age) to identify large-scale patterns in the landscape? What are the physiographic characteristics of North America? Data and Methods: You will need to: Download the maps Thelin and Pike Relief Map http://pubs.usgs.gov/imap/i2206/King and Beikman 1974 Geologic Map http://pubs.usgs.gov/imap/i2720/You can also play around with the dynamic digital version http://mrdata.usgs.gov/geology/kb.htmlExamine the maps in detail. Download and READ the materials that accompany the maps Thelin and Pike Relief Map http://pubs.usgs.gov/imap/i2206/i2206_pamphlet.pdf King and Beikman 1974 Relief Map http://pubs.usgs.gov/imap/i2720/i2720_pamphlet.pdf Finally (only after steps 1-3 are complete) Answer the questions. You will need to print an outline map to answer some of the questions. I have attached an outline map with this assignment. You may digitally edit the map instead of printing/scanning if you wish. The shaded digital relief map by Thelin and Pike is a classic map displaying a wide variety of landforms. Thelin and Pike’s map uses digital elevation models to calculate the shadows that would fall across the landscape. It is interesting to note that research has shown that the human mind can most readily grasp the structure of the landscape when the digital sun is place in the Northwestern sky (a condition that cannot ever happen in most of North America!). The 1974 Geologic Map of the US by King and Beikman has been merged with the Elevation data in the Thelin and Pike map to form the geologic map we are using for this lab. Along with the maps, descriptive documents are provided. These documents are extremely useful and several of the questions require you to read these documents. Analysis: Consider the following questions and answer them in your write up for this lab. You will need to use the maps AND the documentation to answer some of these questions (starting with question 3). You may use additional resources as necessary (e.g., for number 13 it might be helpful to google E-W trending mountain ranges). Locate a geologic time scale and insert it into your lab report with a brief description. In terms of relative time, put these following geologic timeframes in order and indicate an approximate age for each (note: Some of these will overlap based on how they are classified): Holocene, Mississippian, Tertiary, Paleozoic, Pleistocene, Pennsylvanian, Mesozoic, Devonian, Triassic, Cambrian, Jurassic, CretaceousWhere in your timeline is the K-T (or K-Pg) boundary? What happened here? (search the web if necessary).Examine the overall map, characterize the large-scale patterns. East/West? North/South.For example, what trends do you see in the ‘relief’ of the map as you move across the country?In general, where are the oldest rocks found?Using the pamphlet, read the information on pages 5-15. On your outline map, identify areas described by numbers 7, 9, 12, 13, 16, 19, 22, 34, 35, 41, and 46? How are folded ranges created?Locate the Michigan Basin and the Nashville Dome, do the ages of the rocks have the same pattern in each feature (older-younger or younger to older?)What is the geologic origin of Florida?Explain how beach gravel deposits can be found in Lauderdale, Colbert, and Franklin County, Alabama.From what period do the granite core of the black hills originate? How old are these rocks?What are the “staked plains” and how did they get their name?What is the cause of the “Basin and Range” province?Most of the Mountain ranges trend N-S. Identify on your map the mountain ranges that trend E-W.The Mississippi embayment is an area of flat land and very young sediments that show where the Gulf of Mexico filled in much of the lower Mississippi valley. On your map sketch and label the Mississippi embayment. Crowley’s Ridge appears right through the heart of the Mississippi Embayment, label this feature and suggest how it might have been formed?Glaciers covered much of North America as recently as 11,000 years ago. Can you identify landforms that are associated with the presence or melting of glacial ice? Identify on your map the extent of the most recent continental glaciation. Locate the coastal barrier islands, what is the difference between east and west coasts? (Mexico is not an ocean!)Sutter Buttes is plainly visible as a small but obvious ‘bump’ in the central valley of California. What sort of event would produce an isolated and singular ‘bump’ like this? Conclusions: Attach your completed map to your write up and make sure you have labeled features on the map that help answer the questions.

Earthquakes and Volcanoes as evidence of plate tectonicsIntroduction:Strong supporting evidence for plate tectonics can be found in the patterns formed by mapping earthquake activity across the globe. In this exercise you will be asked use Google Earth to explore patterns in the occurrence of earthquakes and Volcanoes. You will create maps showing the occurrence and depth/magnitude of each event. You will also manually create a plot showing the patterns of earthquake depth across different types of plate boundariesData and Methods:There a number of sites which provide records of global earthquake events such as the one listed below.http://www.ncedc.org/anss/catalog-search.html (Links to an external site.)Links to an external site.To address the following questions, read some of the specifics of the data set and data catalog http://www.ncedc.org/anss/anss-caveats.html (Links to an external site.)Links to an external site.Why do the number of earthquakes appear to increase over time?What was a significant driving factor for the development of global seismic recording stations?Why do the records show significant increases in seismic activity between the years 1965 and 1975?Describe the relationship between magnitude and frequency for earthquakes.YOU SHOULD DOWNLOAD THE .KMZ FILES AND RUN THEM FROM YOUR LOCAL COMPUTER... YOU MAY NEED TO INSTALL GOOGLE EARTH (free) IF IT IS NOT ALREADY INSTALLED.Analysis:Mapping the data - Data for this exercise are for the entire Earth and include earthquake depth and magnitude that occurred over a 25-year period, and volcanoes. They have been downloaded from the website listed above and converted to a Google Earth .kmz file. You will be using Google Earth to visualize and analyze the patterns in earthquake and volcanoes around the planet. Include screen captures from Google Earth to support your analysis (you don’t have to include one for every question, but a few to illustrate your analysis).How do observed patterns in your mapped earthquake and volcano locations support plate tectonic theory? (hint: compare locations to the ‘ring of fire’ and plate boundaries, specifically subduction zones)How is frequency of earthquakes and magnitude related?Using the earthquake depth file, create a cross section of earthquake locations/depths across a subduction zone boundary (I suggest using an area around the Andes of Western S. America or Aleutian Trench). You will first draw an imaginary line that crosses the subduction boundary which will form the ‘X’axis of your cross section. Next, identify the depth for the points that are along or near your imaginary line and plot those depths on the ‘Y’ axis. I have included a fantastic illustration below of a professional cross section (and some graphic artistry). After you have completed the cross section, explain this pattern you see. How do the patterns in depth of earthquake events at this location provide support for plate tectonic theory?Create a cross section of earthquake depth across a transform boundary (Southern California). How is the pattern of depth of earthquake events different here? Explain this difference. Discuss how these patterns also provide support to plate tectonic theory?Display the volcano Google Earth file along with the earthquake data. Identify places of high correlation and low correlation (You will need a blank world map to include with the report – you can find one for free online).What explains the areas of low correlation (hint: look up features and characteristics of different plate boundaries)?Explain the term ‘ring of fire’; identify this global feature on your map.

Introduction: This lab focuses on stream features and on the use of a stream reach inventory to evaluate the potential for a stream channel for biologic activity and the long term stability of the channel. You will be using an inventory tool created by Pfankuch 1975. The manual and score sheet are available on the course website.From the manual… “the purpose…is to provide information about the capacity of streams to adjust and recover from potential changes in flow and/or increases in sediment production.”You should have no trouble locating a stream that can be evaluated using the tool. A reach can be defined as a segment of a stream with inherent similarity that can be easily identified and described.Two papers describing the use this tool are also attached with the other documentation. Reading these papers will give you additional insight to the use and application of this sort of inventory.Data and Methods:The scoring rubric created by The USDA Forest Service Northern Region (http://www.biol.canterbury.ac.nz/ferg/pdfs/Pfankuc... (Links to an external site.). This is a classic tool that has been used in a variety of regions.This is a very robust tool, and can be used by individuals with very little training to create accurate quantitative evaluations of streams.Analysis:Remember your write up should be structured in the same format of this assignment. The Introduction section should describe the purpose of the lab. The Data and Methods section should briefly describe the tool used. The Analysis section should include your map, photos, and a discussion of the scores and an analysis of the overall scores.Where is your stream? Please include a map. Photograph your stream and include this with your lab write up. What is the score for each stream reach you evaluated? Does this score ‘make sense’?What item/category provided the ‘lowest’ (worst) score for your streams?Would it be possible to mitigate this factor and improve the overall quality of the stream reach? Describe your mitigation strategy.If you were responsible for managing these streams, what actions would you propose to improve the overall rating of the individual reaches? What would have more impact, to raise all the streams in your management area to “good” or focus on a very limited number of stream reaches and raise them to ‘excellent’ status?What evidence can you see of changes in the stream channels?It is not necessary to include your score sheets with your lab. A map, photos, scores and write-up will be sufficient.From the instruction booklet:...Management ImplicationsAfter beating the brush, getting your feet wet, and fighting insects, you have established a series of channel ratings. You may now ask “What do these numbers mean and how are they used in making management decisions?.... The numbers and adjective ratings mean what they say. A stream channel reach with a ‘poor’ rating will require more judicious management of the tributary watersheds than one rated ‘excellent’....One of the uses of this rating system is to assess conditions and define impacts along short stretches of stream. Channel conditions can be evaluated in terms of stream stability and potential for damaging water quality at culvert or bridge sites, campgrounds or administrative facilities, or sites where livestock or wildlife concentrate near or across the water course’ . Prudent managers will seek trend data by periodic reappraisal of channel conditions and respond to adverse changes before impacts to the water resource become unacceptable and unalterable.