This document provides an overview of geology, meteorology, and astronomy. It discusses the definition of geology, minerals, rocks, rock formations, and the three main rock types - igneous, sedimentary, and metamorphic. Minerals are defined as naturally occurring, inorganic solids with an ordered structure and exact chemical composition. Rocks form from minerals and undergo the rock cycle. The document also covers earthquakes, volcanoes, the composition and structure of the Earth, continental drift theory, plate tectonics, and geological timescales. Key concepts explained include Moh's hardness scale, the rock cycle, igneous rock classification, sedimentary rock formation processes, and Steno's laws of superposition, original
Over the last decade, demand for spring management has increased as traditional spring sources have started drying up or becoming contaminated. In response, communities, NGOs and state agencies began dedicated spring protection programmes. In the Himalayas, the State of Sikkim and organizations such as Central Himalayan Action and Research Group (CHIRAG) and People Science Institute (PSI) started identifying and protecting spring recharge areas around 2007. The difference between these programmes and many other previous efforts is that they went beyond supply-side improvements to focus on the use of hydrogeology to map springsheds for targeted interventions.
The Advanced Centre for Water Resources Development and Management (ACWADAM), a research and capacity-building organization comprised of hydrogeologists and other experts began lending their expertise and building capacity of stakeholders. ACWADAM provides technical support, training and materials in hydrogeology to all network partners as well as others in India and the region. Similar programmes began independently in most of the mountain regions of India. Arghyam, a funding organization that was supporting many of these programmes, noticed that these disparate initiatives shared commonalities despite geographic diversity. They thus organized and funded a meeting of these various organizations in June 2014, and the Springs Initiative was born.
The springs initiative aims to tackle the current water crisis and to ensure safe and sustainable access to water for all, by promoting responsible and appropriate management of aquifers, springsheds, and watersheds and conserving ecosystems in partnership with communities, governments and other stakeholders.
This presentation has been developed as a part of the springs initiative to promote an understanding of springs and their role in mountainous areas.
A presentation I did for my son's 2nd grade class in very basic geological terms and concepts. I brought in numerous fossils I have collected over the years for a visual and interactive teaching aids. I concluded the talk with a mock science experiment displaying the chemical reaction of a volcano erupting.
Over the last decade, demand for spring management has increased as traditional spring sources have started drying up or becoming contaminated. In response, communities, NGOs and state agencies began dedicated spring protection programmes. In the Himalayas, the State of Sikkim and organizations such as Central Himalayan Action and Research Group (CHIRAG) and People Science Institute (PSI) started identifying and protecting spring recharge areas around 2007. The difference between these programmes and many other previous efforts is that they went beyond supply-side improvements to focus on the use of hydrogeology to map springsheds for targeted interventions.
The Advanced Centre for Water Resources Development and Management (ACWADAM), a research and capacity-building organization comprised of hydrogeologists and other experts began lending their expertise and building capacity of stakeholders. ACWADAM provides technical support, training and materials in hydrogeology to all network partners as well as others in India and the region. Similar programmes began independently in most of the mountain regions of India. Arghyam, a funding organization that was supporting many of these programmes, noticed that these disparate initiatives shared commonalities despite geographic diversity. They thus organized and funded a meeting of these various organizations in June 2014, and the Springs Initiative was born.
The springs initiative aims to tackle the current water crisis and to ensure safe and sustainable access to water for all, by promoting responsible and appropriate management of aquifers, springsheds, and watersheds and conserving ecosystems in partnership with communities, governments and other stakeholders.
This presentation has been developed as a part of the springs initiative to promote an understanding of springs and their role in mountainous areas.
A presentation I did for my son's 2nd grade class in very basic geological terms and concepts. I brought in numerous fossils I have collected over the years for a visual and interactive teaching aids. I concluded the talk with a mock science experiment displaying the chemical reaction of a volcano erupting.
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Mineralogy: Physical properties of mineral, Classification of minerals, Petrology: Definition, rock cycle, Igneous rocks: origin, textures and structures, classification, concordant and dis-concordant intrusions, civil engineering significance, Secondary rocks: formation, classification, residual deposits: soil, laterite and bauxite and their importance, Sedimentary deposits: formation, textures, classification and structures, civil engineering significance, chemical and organic deposits, Metamorphic rocks: agents and types of metamorphism, stress and anti-stress minerals, structures, products of metamorphism.
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http://sandymillin.wordpress.com/iateflwebinar2024
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Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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4. MINERALS
• N – aturally occuring
• O – rdered Structure
• I – norganic
• S – olid
• E – xact Chemical Composition
• They are the building blocks of rocks
6. PROPERTIES OF A MINERAL
• HARDNESS – Refers to which materials a mineral can
scratch, (Moh’s Hardness Scale**)
• COLOR – A property referring to the light which is
reflected by the mineral to the human eye
• STREAK – (Streak Plate**), refers to the color of the
mineral in its powder form. Note a minerals color may
differ from its streak
• CLEAVAGE – Refers to the number of cleaves or breaks
a mineral has. Aids in identification of minerals ordered
structured as related to how it is broken into pieces.
8. ROCKS
• Formed due to the presence of one or more minerals
• The rock cycle – refers to the processes that a rock has
undergone to obtain its present state
• Has 3 major classification; IGNEOUS, SEDIMENTARY,
METAMORPHIC
10. IGNEOUS ROCKS
• IGNIS – Fire/Flame
• Developed inside the Earth (Intrusive) or cooled on the
Earth’s surface (Extrusive)
• Higher time of cooling = Larger crystals
• Less time of cooling = Smooth, glassy features
16. • These SEDIMENTARY PROCESSES give us an idea of
what type of environment the aggregate debris of these
rocks has and its mode of transport
• Classified as; CLASTIC (cemented rock with clasts or
pebble like mixed rocks), BIOCHEMICAL and
CHEMICAL SEDIMENTARY ROCKS.
18. METAMORPHIC ROCKS
• RESULT of the WEATHERING (either due to heat,
pressure of both) or sedimentary or igneous rock(s).
• FOLIATED OR NONFOLIATED
• FOLIATION refers to the layers/bands found on rocks
19. EARTHQUAKES
• Caused by rapid vibrations of the Earth releasing energy
coming from the focus, associated with fractures called
faults.
• Epicenter – Above the focus, on the “ground” where
vegetation is found.
20. EARTHQUAKE WAVES
• Surface Waves: Travels along the outer layer of the
Earth
• Body Waves: Travels through Earth’s interior
• P waves: PUSH-PULL waves, fastest among waves. Can travel
on all medium
• S waves: SHAKE waves, cannot travel on liquids
21. MEASURING THE “STRENGTH” OF AN
EARTHQUAKE
• INTENSITY: compares strength relative to effect, ie.
Swinging or lampshades, waking of asleep persons, etc.
• MOMENT MAGNITUDE: compares strength using
energy release by the earthquake as measured by a
seismograph
22. VOLCANISM
• VULCAN – Roman God of Fire
• Refers to any geological structure that has a
crater(mouth) that emits and/or contains magma(molten
rock) beneath the surface of the Earth.
• Basic classification includes: SHIELD(wide),
CINDER(cone like) and COMPOSITE(steep)
25. COMPOSITION OF THE EARTH
• CRUST: thinnest layer of the Earth
• MANTLE: thickest layer of the Earth.
• OUTER CORE: liquid(higher temp, lower pressure)
• INNER CORE: solid(high temp, high pressure)
• DISCONTINUITIES
- Mohorovicic: “Moho”, Crust-Mantle
- Gutenberg: Mantle - Outer Core
- Lehmann: Outer Core –Inner Core
26. CHANGES IN THE EARTH’S SURFACE
1. Continental Drift Theorem: proposed by Alfred
Wedgener
• Pangea: Large land mass, evidences are as follows
• Puzzle like arrangement of Brazil and Africa
• Fossil Evidences
• Rock Structures
• Ancient Climate
27. CHANGES IN THE EARTH’S SURFACE
2. Plate Tectonics Theory
- Argued that the Continental Drift Theory
- Separates Crust into Plate Boundaries
TYPES OF PLATE BOUNDARIES
• Convergent: Plates move toward each other
• Divergent: Plates move away from each other
• Transform: Plates slide past from each other
28. GEOLOGIC TIME
• Nicolas Steno: pioneered the study of geological
structures and relate them with computations regarding
dates and other time related features.
• STENO’S LAWS:
• Law of Superposition: The fossil on top is younger than the
bottom
• Principle of Original Horizontality: Layers are deposited
horizontally
• Principle of Cross Cutting: When a fault cuts through other rocks,
the fault is younger than these rocks.
31. 1. A mineral is defined as NOISE, give at least 2 def’ns.
2. A rock is composed of several minerals that undergo the process of
_________
3. An igneous rock that develop inside the Earth is called _____ and
develops ______ crystals, while that develop outside/surface of the Earth
is called the ________ and develops ________ crystals.
4. A sedimentary rock relates its origin through ________
5. The release of energy due to vibration of the Earth is the ______
6. The source of 5, is the _____ and its reflection on the vegetation is the
_________
7. The ______ measures relative effect on persons due to 5, and ______
measures energy due to 5 using a __________
8. The father of Historical Geology is _______, he formulated the ______.
Explain at least 2 of these 3 laws.