Structural Geology (GEOL 3300) Syllabus
- Spring 2018
Lecture: T,Th 1 to 2:15 PM in DSC 280
Instructor: Harmon D. Maher Jr.
Email -> firstname.lastname@example.org. Phone 402 554 2662
Office hours - 9 - 10 AM M,W,F &8:45-9:45 AM T,Th; other arrangements are
easily made. I will be using Canvas regularly to record grades, post readings, and to communicate with you. This website will be your primary source of learning materials.
This course is designed for geology and environmental studies
- earth science option majors and minors. This is an upper division
course and students should have had at least three geology courses
as a foundation for this one, including physical geology and mineralogy.
Some knowledge of basic math and physics (e.g. of vectors) is helpful, but the needed background will also be introduced as we work through the material.
The objective is to teach material on structural geology critical
to practicing geologic professionals, including recognition of structural features, and an enhanced understanding of earth
dynamics and mechanics.
This photo is of Midterhuken,
a mountain side in Spitsbergen, Norway. The layers are Permian
and Triassic strata, and they have been deformed during the Tertiary.
Structural geology is in part trying to understand the architecture,
formation history and mechanics of features such as these.
Text: Your primary source of course material will be this website, and so there is not a designated textbook. For those of you who would also like a text I highly recommend Structural Geology by Haakon Fossen, Cambridge Press (there is a second edition, but the first one will do quite fine). A suit of reference books will be available in the class room. You can not take these out of the room. You will be given a
set of key terms and concepts you are responsible for learning
each week, and this should be your focus. Wherever you can collect information from in order to understand and be able to use these terms and concepts will work.
suggestion is to get a big three ring binder to serve as your
notebook. Your notebook should be reference material for the rest of your geologic career. Printing off the lecture notes from the web and then annotating them and adding additional material from the lecture can be a useful strategy. You will be allowed to use your notebook during the quizzes
Grading: This will be on a point system.
- In-class quizzes and exercises (5 to 15 points a piece, spread fairly evenly throughout the semester): 150 points.
- Final: 50 points.This will be comprehensive.
- 200 total points
- the penalty for cheating is course failure.
Grade distribution: >165+=A+; 165-160= A; 160-155=
A-; 155-150=B+; 150-145 = B; 145-140=B-;140-135 = C+: 135-120=C.
You don't want to be any lower than this!
Expected time commitment: regular class attendance, 4 hours per week on average working outside of the class room (reading, studying, any take home questions).
Remember that your lab grade is separate from the lecture grade.
(lecture outlines are available on the web).
- Week 1: Introduction, and tensional brittle structures.
- Week 2: Description and classification of faults and fault
- Week 3: Fault scaling relationships, and fluid flow through
- Week 4: Stresses, stress fields and brittle failure.
- Week 5: Brittle failure and Mohr envelopes, and the energetics
- Week 6: Ductile features and stress-strain material relationships.
- Week 7: Description and mechanics of folds.
- Week 8: Axial planar cleavage and other deformation fabrics.
9: Microstructures, and deformation
at the lattice scale.
- Week 10: Ductile shear zones and crustal strength profiles.
- Week 11: Cryptoexplosive structures, diapirs and intrusive
- Week 12: Neotectonics, burial and compaction structures.
- Week 13: Fold and thrust belts.
- Week 14: Structures of rift zones.
- Week 15: Structures associated with strike-slip zones and
the EPFZ - a major strike-slip fault system in the Appalachians.
- Bonus lectures - if there is time.
As always, do not hesitate to ask questions!
Copyright Harmon D. Maher Jr., This may be
used for non-profit educational purposes as long as proper attribution
is given. Otherwise, please contact me. Thank you.