1 Understanding Science
By the end of this chapter, students should be able to:
- Contrast versus observations, and versus observations.
- Identify a based on its lack of falsifiability.
- Contrast the methods used by Aristotle and Galileo to describe the natural environment.
- Explain the and apply it to a problem or question.
- Describe the foundations of modern geology, such as the .
- Contrast with .
- Explain why studying geology is important.
- Identify how Earth materials are transformed by processes.
- Describe the steps involved in a reputable scientific study.
- Explain rhetorical arguments used by science deniers.
1.1 What is Science?
Scientists seek to understand the fundamental principles that explain natural patterns and processes. Science is more than just a body of knowledge, science provides a means to evaluate and create new knowledge without bias. Scientists use evidence over evidence, to reach sound and logical conclusions.
An is without personal bias and the same by all individuals. Humans are biased by nature, so they cannot be completely ; the goal is to be as unbiased as possible. A is based on a person’s feelings and beliefs and is unique to that individual.
Another way scientists avoid bias is by using over measurements whenever possible. A measurement is expressed with a specific numerical value. observations are general or relative descriptions. For example, describing a rock as red or heavy is a . Determining a rock’s color by measuring wavelengths of reflected light or its density by measuring the proportions of minerals it contains is . Numerical values are more precise than general descriptions, and they can be analyzed using statistical calculations. This is why measurements are much more useful to scientists than observations.
Establishing truth in science is difficult because all scientific claims are , which means any initial may be tested and proven false. Only after exhaustively eliminating false results, competing ideas, and possible variations does a become regarded as a reliable scientific . This meticulous scrutiny reveals weaknesses or flaws in a and is the strength that supports all scientific ideas and procedures. In fact, proving current ideas are wrong has been the behind many scientific careers.
Falsifiability separates science from . Scientists are wary of explanations of natural phenomena that discourage or avoid falsifiability. An explanation that cannot be tested or does not meet scientific standards is not considered science, but . is a collection of ideas that may appear scientific but does not use the . Astrology is an example of . It is a belief system that attributes the movement of celestial bodies to influencing human behavior. Astrologers rely on celestial observations, but their conclusions are not based on experimental evidence and their statements are not . This is not to be confused with astronomy which is the scientific study of celestial bodies and the cosmos.
Science is also a social process. Scientists share their ideas with peers at conferences, seeking guidance and feedback. Research papers and data submitted for publication are rigorously reviewed by qualified peers, scientists who are experts in the same field. The scientific review process aims to weed out misinformation, invalid research results, and wild speculation. Thus, it is slow, cautious, and conservative. Scientists tend to wait until a is supported by overwhelming amount of evidence from many independent researchers before accepting it as scientific .
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1.2 The Scientific Method
Modern science is based on the , a procedure that follows these steps:
- Formulate a question or observe a problem
- Apply experimentation and
- Analyze collected data and Interpret results
- Devise an evidence-based
- Submit findings to and/or publication
This has a long history in human thought but was first fully formed by Ibn al-Haytham over 1,000 years ago. At the forefront of the are conclusions based on evidence, not opinion or hearsay.
Step One: Observation, Problem, or Research Question
The procedure begins with identifying a problem or research question, such as a geological phenomenon that is not well explained in the scientific community’s collective knowledge. This step usually involves reviewing the scientific literature to understand previous studies that may be related to the question.
Step Two: Hypothesis
Once the problem or question is well defined, the scientist proposes a possible answer, a , before conducting an or field work. This must be specific, , and should be based on other scientific work. Geologists often develop multiple working because they usually cannot impose strict experimental controls or have limited opportunities to visit a field location.
Step Three: Experiment and Hypothesis Revision
The next step is developing an that either supports or refutes the . Many people mistakenly think experiments are only done in a lab; however, an can consist of observing natural processes in the field. Regardless of what form an takes, it always includes the systematic gathering of data. This data is interpreted to determine whether it contradicts or supports the , which may be revised and tested again. When a holds up under experimentation, it is ready to be shared with other experts in the field.
Step Four: Peer Review, Publication, and Replication
Scientists share the results of their research by publishing articles in scientific journals, such as Science and Nature. Reputable journals and publishing houses will not publish an experimental study until they have determined its methods are scientifically rigorous and the conclusions are supported by evidence. Before an article is published, it undergoes a rigorous by scientific experts who scrutinize the methods, results, and discussion. Once an article is published, other scientists may attempt to replicate the results. This replication is necessary to confirm the reliability of the study’s reported results. A that seemed compelling in one study might be proven false in studies conducted by other scientists. New technology can be applied to published studies, which can aid in confirming or rejecting once-accepted ideas and/or .
Step Five: Theory Development
In casual conversation, the word theory implies guesswork or speculation. In the language of science, an explanation or conclusion made in a carries much more weight because it is supported by experimental verification and widely accepted by the scientific community. After a has been repeatedly tested for falsifiability through documented and independent studies, it eventually becomes accepted as a scientific .
While a provides a tentative explanation before an , a is the best explanation after being confirmed by multiple independent experiments. Confirmation of a may take years, or even longer. For example, the continental drift hypothesis first proposed by Alfred Wegener in 1912 was initially dismissed. After decades of additional evidence collection by other scientists using more advanced technology, Wegener’s was accepted and revised as the theory of .
The theory of evolution by natural selection is another example. Originating from the work of Charles Darwin in the mid-19th century, the theory of evolution has withstood generations of scientific testing for falsifiability. While it has been updated and revised to accommodate knowledge gained by using modern technologies, the theory of evolution continues to be supported by the latest evidence.
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1.3 Early Scientific Thought
Western scientific thought began in the ancient city of Athens, Greece. Athens was governed as a democracy, which encouraged individuals to think independently, at a time when most civilizations were ruled by monarchies or military conquerors. Foremost among the early philosopher/scientists to use empirical thinking was Aristotle, born in 384 BCE. Empiricism emphasizes the value of evidence gained from experimentation and . Aristotle studied under Plato and tutored Alexander the Great. Alexander would later conquer the Persian Empire, and in the process spread Greek culture as far east as India.
Aristotle applied an empirical method of analysis called , which applies known principles of thought to establish new ideas or predict new outcomes. starts with generalized principles and logically extends them to new ideas or specific conclusions. If the initial principle is valid, then it is highly likely the conclusion is also valid. An example of is if A=B, and B=C, then A=C. Another example is if all birds have feathers, and a sparrow is a bird, then a sparrow must also have feathers. The problem with is if the initial principle is flawed, the conclusion will inherit that flaw. Here is an example of a flawed initial principle leading to the wrong conclusion; if all animals that fly are birds, and bats also fly, then bats must also be birds.
This type of empirical thinking contrasts with , which begins from new observations and attempts to discern underlying generalized principles. A conclusion made through comes from analyzing measurable evidence, rather making a logical connection. For example, to determine whether bats are birds a scientist might list various characteristics observed in birds–the presence of feathers, a toothless beak, hollow bones, lack of forelegs, and externally laid eggs. Next, the scientist would check whether bats share the same characteristics, and if they do not, draw the conclusion that bats are not birds.
Both types of reasoning are important in science because they emphasize the two most important aspects of science: and inference. Scientists test existing principles to see if they accurately infer or predict their observations. They also analyze new observations to determine if the inferred underlying principles still support them.
Greek culture was spread by Alexander and then absorbed by the Romans, who help further extend Greek knowledge into Europe through their vast infrastructure of roads, bridges, and aqueducts. After the fall of the Roman Empire in 476 CE, scientific progress in Europe stalled. Scientific thinkers of medieval time had such high regard for Aristotle’s wisdom and knowledge they faithfully followed his logical approach to understanding nature for centuries. By contrast, science in the Middle East flourished and grew between 800 and 1450 CE, along with culture and the arts.
Near the end of the medieval , empirical experimentation became more common in Europe. During the Renaissance, which lasted from the 14th through 17th centuries, artistic and scientific thought experienced a great awakening. European scholars began to criticize the traditional Aristotelian approach and by the end of the Renaissance , empiricism was poised to become a key component of the scientific revolution that would arise in the 17th century.
An early example of how Renaissance scientists began to apply a modern empirical approach is their study of the solar system. In the second century, the Greek astronomer Claudius Ptolemy observed the Sun, Moon, and stars moving across the sky. Applying Aristotelian logic to his astronomical calculations, he deductively reasoned all celestial bodies orbited around the Earth, which was located at the center of the universe. Ptolemy was a highly regarded mathematician, and his mathematical calculations were widely accepted by the scientific community. The view of the cosmos with Earth at its center is called the geocentric model. This geocentric model persisted until the Renaissance , when some revolutionary thinkers challenged the centuries-old .
By contrast, early Renaissance scholars such as astronomer Nicolaus Copernicus (1473-1543) proposed an alternative explanation for the perceived movement of the Sun, Moon, and stars. Sometime between 1507 and 1515, he provided credible mathematical proof for a radically new model of the cosmos, one in which the Earth and other planets orbited around a centrally located Sun. After the invention of the telescope in 1608, scientists used their enhanced astronomical observations to support this heliocentric, Sun-centered, model.
Two scientists, Johannes Kepler and Galileo Galilei, are credited with jump-starting the scientific revolution. They accomplished this by building on Copernicus work and challenging long-established ideas about nature and science.
Johannes Kepler (1571-1630) was a German mathematician and astronomer who expanded on the heliocentric model—improving Copernicus’ original calculations and describing planetary motion as elliptical paths. Galileo Galilei (1564 – 1642) was an Italian astronomer who used the newly developed telescope to observe the four largest moons of Jupiter. This was the first piece of direct evidence to contradict the geocentric model, since moons orbiting Jupiter could not also be orbiting Earth.
Galileo strongly supported the heliocentric model and attacked the geocentric model, arguing for a more scientific approach to determine the credibility of an idea. Because of this he found himself at odds with prevailing scientific views and the Catholic Church. In 1633 he was found guilty of heresy and placed under house arrest, where he would remain until his death in 1642.
Galileo is regarded as the first modern scientist because he conducted experiments that would prove or disprove ideas and based his conclusions on mathematical analysis of quantifiable evidence—a radical departure from the deductive thinking of Greek philosophers such as Aristotle. His methods marked the beginning of a major shift in how scientists studied the natural world, with an increasing number of them relying on evidence and experimentation to form their . It was during this revolutionary time that geologists such as James Hutton and Nicolas Steno also made great advances in their scientific fields of study.
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1.4 Foundations of Modern Geology
As part of the scientific revolution in Europe, modern geologic principles developed in the 17th and 18th centuries. One major contributor was Nicolaus Steno (1638-1686), a Danish priest who studied anatomy and geology. Steno was the first to propose the Earth’s surface could change over time. He suggested sedimentary rocks, such as and , originally formed in horizontal layers with the oldest on the bottom and progressively younger layers on top.
In the 18th century, Scottish naturalist James Hutton (1726–1797) studied and coastlines and compared the sediments they left behind to exposed rock strata. He hypothesized the ancient rocks must have been formed by processes like those producing the features in the oceans and . Hutton also proposed the Earth was much older than previously thought. Modern geologic processes operate slowly. Hutton realized if these processes formed rocks, then the Earth must be very old, possibly hundreds of millions of years old.
Hutton’s idea is called the and states that natural processes operate the same now as in the past, i.e. the laws of nature are uniform across space and time. Geologist often state “the present is the key to the past,” meaning they can understand ancient rocks by studying modern geologic processes.
Prior to the acceptance of , scientists such as German geologist Abraham Gottlob Werner (1750-1817) and French anatomist Georges Cuvier (1769-1832) thought rocks and landforms were formed by great catastrophic events. Cuvier championed this view, known as , and stated, “The thread of operation is broken; nature has changed course, and none of the agents she employs today would have been sufficient to produce her former works.” He meant processes that operate today did not operate in the past. Known as the father of paleontology, Cuvier made significant contributions to the study of ancient life and taught at Paris’s Museum of Natural History. Based on his study of large , he was the first to suggest species could go . However, he thought new species were introduced by special creation after catastrophic floods.
Hutton’s ideas about and Earth’s age were not well received by the scientific community of his time. His ideas were falling into obscurity when Charles Lyell, a British lawyer and geologist (1797-1875), wrote the Principles of Geology in the early 1830s and later, Elements of Geology. Lyell’s books promoted Hutton’s , his studies of rocks and the processes that formed them, and the idea that Earth was possibly over 300 million years old. Lyell and his three-volume Principles of Geology had a lasting influence on the geologic community and public at large, who eventually accepted and millionfold age for the Earth. The became so widely accepted, that geologists regarded catastrophic change as heresy. This made it harder for ideas like the sudden demise of the dinosaurs by asteroid impact to gain traction.
A contemporary of Lyell, Charles Darwin (1809-1882) took Principles of Geology on his five-year trip on the HMS Beagle. Darwin used and deep geologic time to develop his initial ideas about evolution. Lyell was one of the first to publish a reference to Darwin’s idea of evolution.
The next big advancement, and perhaps the largest in the history of geology, is the of and continental drift. Dogmatic acceptance of inhibited the progress of this idea, mainly because of the permanency placed on the continents and their positions. Ironically, slow and steady movement of plates would fit well into a uniformitarianism model. However, much time passed and a great deal of scientific resistance had to be overcome before the idea took hold. This happened for several reasons. Firstly, the movement was so slow it was overlooked. Secondly, the best evidence was hidden under the ocean. Finally, the accepted theories were anchored by a large amount of inertia. Instead of being bias free, scientists resisted and ridiculed the emerging idea of . This example of dogmatic thinking is still to this day a tarnish on the geoscience community.
is most commonly attributed to Alfred Wegener, the first scientist to compile a large data set supporting the idea of continents shifting places over time. He was mostly ignored and ridiculed for his ideas, but later workers like Marie Tharp, Bruce Heezen, Harry Hess, Laurence Morley, Frederick Vine, Drummond Matthews, Kiyoo Wadati, Hugo Benioff, Robert Coats, and J. Tuzo Wilson benefited from advances in sub-sea technologies. They discovered, described, and analyzed new features like the , alignment of earthquakes, and . Gradually these scientists introduced a paradigm shift that revolutionized geology into the science we know today.
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1.5 The Study of Geology
Geologists apply the to learn about Earth’s materials and processes. Geology plays an important role in society; its principles are essential to locating, extracting, and managing ; evaluating environmental impacts of using or extracting these resources; as well as understanding and mitigating the effects of natural hazards.
Geology often applies information from physics and chemistry to the natural world, like understanding the physical forces in a or the chemical interaction between water and rocks. The term comes from the Greek word geo, meaning Earth, and logos, meaning to think or reckon with.
1.5.1 Why Study Geology?
Geology plays a key role in how we use —any naturally occurring material that can be extracted from the Earth for economic gain. Our developed modern society, like all societies before it, is dependent on geologic resources. Geologists are involved in extracting , such as and ; metals such as copper, aluminum, and iron; and water resources in and underground inside and rocks. They can help conserve our planet’s finite supply of resources, like , which are fixed in quantity and depleted by consumption. Geologists can also help manage resources that can be replaced or regenerated, such as solar or wind energy, and timber.
Resource extraction and usage impacts our environment, which can negatively affect human health. For example, burning releases chemicals into the air that are unhealthy for humans, especially children. activities can release toxic heavy metals, such as lead and mercury, into the and waterways. Our choices will have an effect on Earth’s environment for the foreseeable future. Understanding the remaining quantity, extractability, and renewability of geologic resources will help us better sustainably manage those resources.
Geologists also study natural hazards created by geologic processes. Natural hazards are phenomena that are potentially dangerous to human life or property. No place on Earth is completely free of natural hazards, so one of the best ways people can protect themselves is by understanding geology. Geology can teach people about the natural hazards in an area and how to prepare for them. Geologic hazards include , earthquakes, , floods, eruptions, and sea-level rise.
Finally, geology is where other scientific disciplines intersect in the concept known as . In science, a is a group of interactive objects and processes. views the entire planet as a combination of systems that interact with each other via complex relationships. This geology textbook provides an introduction to science in general and will often reference other scientific disciplines.
includes five basic systems (or spheres), the (the solid body of the Earth), the (the gas envelope surrounding the Earth), the (water in all its forms at and near the surface of the Earth), the (frozen water part of Earth), and the (life on Earth in all its forms and interactions, including humankind).
Rather than viewing geology as an isolated , earth system scientists study how geologic processes shape not only the world, but all the spheres it contains. They study how these multidisciplinary spheres relate, interact, and change in response to natural cycles and human-driven forces. They use elements from physics, chemistry, biology, meteorology, environmental science, zoology, hydrology, and many other sciences.
1.5.2 Rock Cycle
The most fundamental view of Earth materials is the , which describes the major materials that comprise the Earth, the processes that form them, and how they relate to each other. It usually begins with hot molten liquid rock called or . forms under the Earth’s surface in the or . is molten rock that erupts onto the Earth’s surface. When or cools, it solidifies by a process called in which grow within the or . The rocks resulting rocks are rocks. Ignis is Latin for fire.
rocks, as well as other types of rocks, on Earth’s surface are exposed to and , which produces . is the physical and chemical breakdown of rocks into smaller fragments. is the removal of those fragments from their original location. The broken-down and transported fragments or grains are considered , such as gravel, sand, silt, and clay. These may be transported by and , ocean currents, , and wind.
come to rest in a process known as . As the deposited accumulate—often under water, such as in a shallow environment—the older get buried by the new deposits. The deposits are compacted by the weight of the overlying and individual grains are cemented together by in . These processes of and are called . Lithified are considered a , such as and . Other sedimentary rocks are made by direct chemical of rather than eroded , and are known as rocks.
Pre-existing rocks may be transformed into a ; meta- means change and -morphos means form or shape. When rocks are subjected to extreme increases in or pressure, the crystals are enlarged or altered into entirely new with similar chemical make up. High temperatures and pressures occur in rocks buried deep within the Earth’s or that come into contact with hot or . If the and pressure conditions melt the rocks to create and , the begins anew with the creation of new rocks.
1.5.3 Plate Tectonics and Layers of Earth
The theory of is the fundamental unifying principle of geology and the . describes how Earth’s layers move relative to each other, focusing on the or lithospheric of the outer layer. float, collide, slide past each other, and split apart on an underlying mobile layer called the . Major landforms are created at the boundaries, and rocks within the move through the . is discussed in more detail in chapter 2.
Earth’s three main geological layers can be categorized by chemical or the chemical makeup: , , and . The is the outermost layer and of mostly silicon, oxygen, aluminum, iron, and magnesium. There are two types, and . is about 50 km (30 mi) thick, of low-density and sedimentary rocks, is approximately 10 km (6 mi) thick and made of high-density -type rocks. makes up most of the , covering about 70% of the planet. are made of and a portion the upper , forming a rigid physical layer called the .
The , the largest chemical layer by volume, lies below the and extends down to about 2,900 km (1,800 mi) below the Earth’s surface. The mostly solid is made of , a high-density of silica, iron, and magnesium. The upper part of mantel is very hot and flexible, which allows the overlying to float and move about on it. Under the is the Earth’s , which is 3,500 km (2,200 mi) thick and made of iron and nickel. The consists of two parts, a liquid and solid . Rotations within the solid and liquid generate Earth’s magnetic field (see figure 1.27).
1.5.4 Geologic Time and Deep Time
“The result, therefore, of our present enquiry is, that we find no vestige of a beginning; no prospect of an end.” (James Hutton, 1788)
One of the early pioneers of geology, James Hutton, wrote this about the age of the Earth after many years of geological study. Although he wasn’t exactly correct—there is a beginning and will be an end to planet Earth—Hutton was expressing the difficulty humans have in perceiving the vastness of geological time. Hutton did not assign an age to the Earth, although he was the first to suggest the planet was very old.
Today we know Earth is approximately 4.54 ± 0.05 billion years old. This age was first calculated by Caltech professor Clair Patterson in 1956, who measured the half-lives of lead to radiometrically date a recovered in Arizona. Studying geologic time, also known as deep time, can help us overcome a perspective of Earth that is limited to our short lifetimes. Compared to the geologic scale, the human lifespan is very short, and we struggle to comprehend the depth of geologic time and slowness of geologic processes. For example, the study of earthquakes only goes back about 100 years; however, there is geologic evidence of large earthquakes occurring thousands of years ago. And scientific evidence indicates earthquakes will continue for many centuries into the future.
are the largest divisions of time, and from oldest to youngest are named , , , and . The three oldest are sometimes collectively referred to as time.
Life first appeared more than 3,800 million of years ago (Ma). From 3,500 Ma to 542 Ma, or 88% of geologic time, the predominant life forms were single-celled organisms such as bacteria. More complex organisms appeared only more recently, during the current Eon, which includes the last 542 million years or 12% of geologic time.
The name comes from phaneros, which means visible, and zoic, meaning life. This marks the proliferation of multicellular animals with hard body parts, such as shells, which are preserved in the geological record as . Land-dwelling animals have existed for 360 million years, or 8% of geologic time. The demise of the dinosaurs and subsequent rise of mammals occurred around 65 Ma, or 1.5% of geologic time. Our human ancestors belonging to the genus Homo have existed since approximately 2.2 Ma—0.05% of geological time or just 1/2,000th the total age of Earth.
The Eon is divided into three : , , and . means ancient life, and organisms of this era included invertebrate animals, fish, amphibians, and reptiles. The (middle life) is popularly known as the Age of Reptiles and is characterized by the abundance of dinosaurs, many of which evolved into birds. The of the dinosaurs and other apex predator reptiles marked the end of the and beginning of the . means new life and is also called the Age of Mammals, during which mammals evolved to become the predominant land-dwelling animals. of early humans, or hominids, appear in the rock record only during the last few million years of the . The geologic time scale, geologic time, and geologic history are discussed in more detail in chapter 7 and chapter 8.
1.5.5 The Geologist’s Tools
In its simplest form, a geologist’s tool may be a rock hammer used for sampling a fresh surface of a rock. A basic tool set for fieldwork might also include:
- Magnifying lens for looking at mineralogical details
- Compass for measuring the orientation of geologic features
- Map for documenting the local distribution of rocks and
- Magnet for identifying magnetic like magnetite
- Dilute of hydrochloric acid to identify -containing like or .
In the laboratory, geologists use optical microscopes to closely examine rocks and for mineral and . Laser and mass spectrometers precisely measure the chemical and geological age of . record and locate earthquake activity, or when used in conjunction with ground penetrating radar, locate objects buried beneath the surface of the earth. Scientists apply computer simulations to turn their collected data into testable, theoretical models. Hydrogeologists drill wells to sample and analyze underground water quality and availability. Geochemists use scanning electron microscopes to analyze at the atomic level, via x-rays. Other geologists use gas chromatography to analyze liquids and gases trapped in ice or rocks.
Technology provides new tools for scientific , which leads to new evidence that helps scientists revise and even refute old ideas. Because the ultimate technology will never be discovered, the ultimate will never be made. And this is the beauty of science—it is ever-advancing and always discovering something new.
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1.6 Science Denial and Evaluating Sources
Video 1.1: Science in America.
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Introductory science courses usually deal with accepted scientific and do not include opposing ideas, even though these alternate ideas may be credible. This makes it easier for students to understand the complex material. Advanced students will encounter more controversies as they continue to study their discipline.
Some groups of people argue that some established scientific theories are wrong, not based on their scientific merit but rather on the ideology of the group. This section focuses on how to identify evidence based information and differentiate it from .
1.6.1 Science Denial
happens when people argue that established scientific theories are wrong, not based on scientific merit but rather on ideology—such as for social, political, or economic reasons. Organizations and people use as a rhetorical argument against issues or ideas they oppose. Three examples of versus science are: 1) teaching evolution in public schools, 2) linking tobacco smoke to cancer, and 3) linking human activity to climate change. Among these, denial of climate change is strongly connected with geology. A denier specifically denies or doubts the conclusions of geologists and climate scientists.
generally uses three false arguments. The first argument tries to undermine the credibility of the scientific conclusion by claiming the research methods are flawed or the is not universally accepted—the science is unsettled. The notion that scientific ideas are not absolute creates doubt for non-scientists; however, a lack of universal truths should not be confused with scientific uncertainty. Because science is based on falsfiabiity, scientists avoid claiming universal truths and use language that conveys uncertainty. This allows scientific ideas to change and evolve as more evidence is uncovered.
The second argument claims the researchers are not and motivated by an ideology or economic agenda. This is an ad hominem argument in which a person’s character is attacked instead of the merit of their argument. They claim results have been manipulated so researchers can justify asking for more funding. They claim that because the researchers are funded by a federal grant, they are using their results to lobby for expanded government regulation.
The third argument is to demand a balanced view, equal time in media coverage and educational curricula, to engender the false illusion of two equally valid arguments. Science deniers frequently demand equal coverage of their proposals, even when there is little scientific evidence supporting their ideology. For example, science deniers might demand religious explanations be taught as an alternative to the well-established of evolution. Or that all possible causes of change be discussed as equally probable, regardless of the body of evidence. Conclusions derived using the should not be confused with those based on ideologies.
Furthermore, conclusions about nature derived from ideologies have no place in science research and education. For example, it would be inappropriate to teach the flat Earth model in a modern geology course because this idea has been disproved by the . The formation of new conclusions based on the scientific method is the only way to change scientific conclusions. The fact that scientists avoid universal truths and change their ideas as more evidence is uncovered shouldn’t be seen as meaning that the science is unsettled. Unfortunately, widespread scientific illiteracy allows these arguments to be used to suppress scientific knowledge and spread misinformation.
In a classic case of , beginning in the 1960s and for the next three decades, the tobacco industry and their scientists used rhetorical arguments to deny a connection between tobacco usage and cancer. Once it became clear scientific studies overwhelmingly found that using tobacco dramatically increased a person’s likelihood of getting cancer, their next strategy was to create a sense of doubt about on the science. The tobacco industry suggested the results were not yet fully understood and more study was needed. They used this doubt to lobby for delaying legislative action that would warn consumers of the potential health hazards. This same tactic is currently being employed by those who deny the significance of human involvement in change.
1.6.2 Evaluating Sources of Information
In the age of the internet, information is plentiful. Geologists, scientists, or anyone exploring scientific inquiry must discern valid sources of information from and misinformation. This evaluation is especially important in scientific research because scientific knowledge is respected for its reliability. Textbooks such as this one can aid this complex and crucial task. At its roots, quality information comes from the , beginning with the empirical thinking of Aristotle. The application of the helps produce unbiased results. A valid inference or interpretation is based on evidence or data. Credible data and inferences are clearly labeled, separated, and differentiated. Anyone looking over the data can understand how the author’s conclusion was derived or come to an alternative conclusion. Scientific procedures are clearly defined so the investigation can be replicated to confirm the original results or expanded further to produce new results. These measures make a scientific inquiry valid and its use as a source reputable. Of course, substandard work occasionally slips through and retractions are published from time to time. An infamous article linking the MMR vaccine to autism appeared in the highly reputable journal Lancet in 1998. Journalists discovered the author had multiple conflicts of interest and fabricated data, and the article was retracted in 2010.
In addition to methodology, data, and results, the authors of a study should be investigated. When looking into any research, the author(s) should be investigated. An author’s credibility is based on multiple factors, such as having a degree in a relevant topic or being funded from an unbiased source.
The same rigor should be applied to evaluating the publisher, ensuring the results reported come from an unbiased process. The publisher should be easy to discover. Good publishers will show the latest papers in the journal and make their contact information and identification clear. Reputable journals show their style. Some journal are predatory, where they use unexplained and unnecessary fees to submit and access journals. Reputable journals have recognizable editorial boards. Often, a reliable journal will associate with a trade, association, or recognized open source initiative.
One of the hallmarks of scientific research is . Research should be transparent to . This allows the scientific community to reproduce experimental results, correct and retract errors, and validate theories. This allows reproduction of experimental results, corrections of errors, and proper justification of the research to experts.
Citation is not only imperative to avoid plagiarism, but also allows readers to investigate an author’s line of thought and conclusions. When reading scientific works, it is important to confirm the citations are from reputable scientific research. Most often, scientific citations are used to reference paraphrasing rather than quotes. The number of times a work is cited is said to measure of the influence an investigation has within the scientific community, although this technique is inherently biased.
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Science is a process, with no beginning and no end. Science is never finished because a full truth can never be known. However, science and the are the best way to understand the universe we live in. Scientists draw conclusions based on evidence; they consolidate these conclusions into unifying models. Geologists likewise understand studying the Earth is an ongoing process, beginning with James Hutton who declared the Earth has “…no vestige of a beginning, no prospect of an end.” Geologists explore the 4.5 billion-year history of Earth, its resources, and its many hazards. From a larger viewpoint, geology can teach people how to develop credible conclusions, as well as identify and stop misinformation.
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- Adams, F.D., 1954, The birth and development of the geological sciences.
- Alfe, D., Gillan, M.J., and Price, G.D., 2002, Composition and temperature of the Earth’s core constrained by combining ab initio calculations and seismic data: Earth Planet. Sci. Lett., v. 195, no. 1, p. 91–98.
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Figure 1.1: This is Grand Canyon of the Yellowstone in Yellowstone National Park. Grastel. 2021. CC BY-SA 4.0. https://commons.wikimedia.org/wiki/File:Grand_Canyon_of_yellowstone.jpg
Figure 1.2: Canyons like this, carved in the deposit left by the May 18th, 1980 eruption of Mt. St. Helens is sometimes used by purveyors of pseudoscience as evidence for the Earth being very young. Richard Droker. 2011. CC BY-NC-ND 2.0. https://flic.kr/p/2cNFV8D
Figure 1.3: Geologists share information by publishing, attending conferences, and even going on field trips, such as this trip to the Lake Owyhee Volcanic Field in Oregon by the Bureau of Land Management in 2019. Bureau of Land Management Oregon and Washington. 2019. CC BY 2.0. https://flic.kr/p/RCtkjX
Figure 1.4: Diagram of the cyclical nature of the scientific method. ArchonMagnus. 2015. CC BY-SA 4.0. https://commons.wikimedia.org/wiki/File:The_Scientific_Method_as_an_Ongoing_Process.svg
Figure 1.5: A famous hypothesis: Leland Stanford wanted to know if a horse lifted all 4 legs off the ground during a gallop, since the legs are too fast for the human eye to perceive it. Eadweard Muybridge. 1878. Public domain. https://commons.wikimedia.org/wiki/File:Eadweard_Muybridge-Sallie_Gardner_1878.jpg
Figure 1.6: An experiment at the University of Queensland has been going since 1927. John Mainstone; adapted by Amada44. 2012. CC BY-SA 3.0. https://commons.wikimedia.org/wiki/File:University_of_Queensland_Pitch_drop_experiment-white_bg.jpg
Figure 1.7: Wegener later in his life, ca. 1924-1930. Author unknown. ca.1924-1930. Public domain. https://commons.wikimedia.org/wiki/File:Alfred_Wegener_ca.1924-30.jpg
Figure 1.8: Fresco by Raphael of Plato (left) and Aristotle (right). Raphael. 1509. Public domain. https://commons.wikimedia.org/wiki/File:Sanzio_01_Plato_Aristotle.jpg
Figure 1.9: Drawing of Avicenna (Ibn Sina). Unknown author. Unknown date. Public domain. https://commons.wikimedia.org/wiki/File:Avicenna-miniatur.jpg
Figure 1.10: Geocentric drawing by Bartolomeu Velho in 1568. Bartolomeu Velho. Original work, 1568. Photo taken in 2008. Public domain. https://en.wikipedia.org/wiki/File:Bartolomeu_Velho_1568.jpg
Figure 1.11: Galileo’s first mention of moons of Jupiter. Galileo Galilei. 1610. Public domain. https://commons.wikimedia.org/wiki/File:Sidereus_Nuncius_Medicean_Stars.jpg
Figure 1.12: Copernicus’ heliocentric model. Copernicus; adapted by Professor marginalia. 1543; 2010. Public domain. https://commons.wikimedia.org/wiki/File:Copernican_heliocentrism_diagram-2.jpg
Figure 1.13: Illustration by Steno showing a comparison between fossil and modern shark teeth. Steensen, Niels. 1669 AD. Public domain. https://commons.wikimedia.org/wiki/File:Steensen_-_Elementorum_myologiae_specimen,_1669_-_4715289.tif
Figure 1.14: Cuvier’s comparison of modern elephant and mammoth jaw bones. Georges Cuvier. 1796. Public domain. https://commons.wikimedia.org/wiki/File:Cuvier_elephant_jaw.jpg
Figure 1.15: Inside cover of Lyell’s Elements of Geology. Charles Lyell. 1857. Public domain. https://commons.wikimedia.org/wiki/File:Lyell_Principles_frontispiece.jpg
Figure 1.16: J. Tuzo Wilson. Stephen Morris. 1992. CC BY-SA 3.0. https://commons.wikimedia.org/wiki/File:John_Tuzo_Wilson_in_1992.jpg
Figure 1.17: Girls into Geoscience inaugural Irish Fieldtrip. Aileen Doran. 2019. CC BY 4.0. https://commons.wikimedia.org/wiki/File:Exceptional_folds_during_the_Girls_into_Geoscience_inaugural_Irish_Fieldtrip.jpg
Figure 1.18: Hoover Dam provides hydroelectric energy and stores water for southern Nevada. Ubergirl. 2012. CC BY-SA 3.0. https://commons.wikimedia.org/wiki/File:Hoover_Dam,_Colorado_River.JPG
Figure 1.19: Coal power plant in Helper, Utah. David Jolley. 2007. CC BY-SA 3.0. https://commons.wikimedia.org/wiki/File:Castle_Gate_Power_Plant,_Utah_2007.jpg
Figure 1.20: Buildings toppled from liquefaction during a 7.5 magnitude earthquake in Japan. Ungtss. 1964. Public domain. https://commons.wikimedia.org/wiki/File:Liquefaction_at_Niigata.JPG
Figure 1.21: Oregon’s Crater Lake was formed about 7700 years ago after the eruption of Mount Mazama. Zainubrazvi. 2006. CC BY-SA 3.0. https://en.wikipedia.org/wiki/File:Crater_lake_oregon.jpg
Figure 1.22: Rock cycle showing the five materials (such as igneous rocks and sediment) and the processes by which one changes into another (such as weathering). Kindred Grey. 2022. CC BY 4.0.
Figure 1.23: Mississippian raindrop impressions over wave ripples from Nova Scotia. Rygel, M.C.. 2006. CC BY-SA 3.0. https://commons.wikimedia.org/wiki/File:Raindrop_impressions_mcr1.jpg
Figure 1.24: Metamorphic rock in Georgian Bay, Ontario. P199. 2013. CC BY-SA 4.0. https://commons.wikimedia.org/wiki/File:Metamorphic_rock_Georgian_Bay.jpg
Figure 1.25: Map of the major plates and their motions along boundaries. Scott Nash via USGS. 1996. Public domain. https://commons.wikimedia.org/wiki/File:Plates_tect2_en.svg
Figure 1.26: The global map of the depth of the moho. AllenMcC. 2013. CC BY-SA 3.0. https://commons.wikimedia.org/wiki/File:Mohomap.png
Figure 1.27: The layers of the Earth. Drlauraguertin. 2015. CC BY-SA 3.0. https://wiki.seg.org/wiki/File:Earthlayers.png#file
Figure 1.28: Geologic time on Earth, represented circularly, to show the individual time divisions and important events. Woudloper; adapted by Hardwigg. 2010. Public domain. https://commons.wikimedia.org/wiki/File:Geologic_Clock_with_events_and_periods.svg
Figure 1.29: Geologic time scale showing time period names and ages. USGS. 2009. Public domain. https://commons.wikimedia.org/wiki/File:Geologic_time_scale.jpg
Figure 1.30: Iconic Archaeopteryx lithographica fossil from Germany. H. Raab. 2009. CC BY-SA 3.0. https://commons.wikimedia.org/wiki/File:Archaeopteryx_lithographica_(Berlin_specimen).jpg
Figure 1.31: Anti-evolution league at the infamous Tennessee v. Scopes trial. Mike Licht. 1925. CC BY 2.0. https://commons.wikimedia.org/wiki/File:Anti-EvolutionLeague.jpg
Figure 1.32: 2017 March for Science in Washington, DC. Becker1999. 2017. CC BY 2.0. https://commons.wikimedia.org/wiki/File:March_for_Science,_Washington,_DC_(34168985286).jpg
Figure 1.33: Three false rhetorical arguments of science denial. Kindred Grey. 2022. CC BY 4.0. Includes columns by Med MB from Noun Project (Noun Project license).
Figure 1.34: The lag time between cancer after smoking, plus the ethics of running human trials, delayed the government in taking action against tobacco. Sakurambo. 2007. Public domain. https://commons.wikimedia.org/wiki/File:Cancer_smoking_lung_cancer_correlation_from_NIH.svg
Figure 1.35: This graph shows earthquake data. USGS. 2019. Public domain. https://en.wikipedia.org/wiki/File:Cumulative_induced_seismicity.png
Figure 1.36: Logo for The Geological Society of America, one of the leading geoscience organizations. GSA. Retrieved 2022. https://www.geosociety.org/GSA/About/Who_We_Are/Society_Documents/GSA/About/logo_usage.aspx
An observation that is completely free of bias, i.e. anyone and everyone would make the same observation.
An observation which is influenced by the observer's personal bias.
An observation which is based on numerical data. These observations are preferred because they can be used in calculations.
An observation which is based on non-numerical data. While these types of observations are not preferred, they can still be useful.
A method of investigation that claims to be scientific, but does not hold up to full scientific scrutiny. Examples include astrology, paranormal studies, young-Earth creationism, and cryptozoology (i.e. the study of creatures like Bigfoot and the Loch Ness Monster).
The idea in science that phenomena and ideas need to be scrutinized using hypothesizing, experimentation, and analysis. This can eventually result in a consensus or scientific theory.
Idea championed by James Hutton that the present is the key to the past, meaning the physical laws and processes that existed and operated in the past still exist and operate today.
The idea that large, damaging events are the cause of most geologic events.
The concept that any rock type (igneous, sedimentary, and metamorphic) can change into another rock type under the right conditions over geologic time.
The act of gathering new information from the senses or from a scientific instrument.
The idea that any claim in science can be proved wrong with proper evidence.
A proposed explanation for an observation that can be tested.
An accepted scientific idea that explains a process using the best available information.
Component of the gravitational force which pushes material downslope.
A process where experts in a field review and comment on a newly-introduced work, typically a part of publication.
A test of an idea in which new information can be gathered to either accept or reject a hypothesis.
The theory that the outer layer of the Earth (the lithosphere) is broken in several plates, and these plates move relative to one another, causing the major topographic features of Earth (e.g. mountains, oceans) and most earthquakes and volcanoes.
Taking known truths in order to develop new truths.
Establishing evidence (including new observations) to infer a possible truth.
A unit of the geologic time scale; smaller than an era, larger than an epoch. We are currently in the Quaternary period.
to move in a circular or curving course or orbit. Not to be confused with rotate, when something spins on an axis
Proposed explanations for an observation that can be tested.
A rock primarily made of sand.
A very fine-grained rock with very thin layering (fissile).
Channels of water that flow downhill due to gravity.
Relating to sediment, pieces of rock that have been weathered.
A channelled body of water.
An animal that possesses a spinal column or backbone.
Any evidence of ancient life.
When a species no longer exists.
A divergent boundary within an oceanic plate, where new lithosphere and crust is created as the two plates spread apart. Mid-ocean ridge and spreading center are synonyms.
Symmetric (about the ridge) patterns of magnetism created by ocean floor rocks recording changes in Earth's magnetic field.
Items that are found within Earth that are valuable and limited. Examples include coal, water, and gold.
General term for sudden material falling (sliding) down a slope due to gravity.
Energy resources (typically hydrocarbons) derived from ancient chemical energy preserved in the geologic record. Includes coal, oil, and natural gas.
Former swamp-derived (plant) material that is part of the rock record.
A liquid fossil fuel derived from shallow marine rocks (also known as crude oil).
Rocks which allow petroleum resources to collect or move.
A type of non-eroded sediment mixed with organic matter, used by plants. Many essential elements for life, like nitrogen, are delivered to organisms via the soil.
A resource that is not able to be replaced on human time scales.
A resource which is replaced on human time scales.
Place where material is extracted from the Earth for human use.
A series of waves produced from a sudden movement of the floor of a ocean basin (or large lake), caused by events such as earthquakes, volcanic eruptions, landslides, and bolide impacts.
Place where lava is erupted at the surface.
The study of the interaction of the spheres within the system that is the Earth, mainly the study of the hydrosphere, atmosphere, geosphere (lithosphere), and biosphere.
An interconnected set of parts that combine and make up a whole.
The solid, rocky parts of the Earth, including the crust, mantle, and core. Also referred to as the lithosphere.
The gases that are part of the Earth, which are mainly nitrogen and oxygen.
The water part of the Earth, as a solid, liquid, or gas.
The part of the hydrosphere (water) that is frozen, found mainly at the poles.
The living things that inhabit the Earth.
Liquid rock within the Earth.
Liquid rock on the surface of the Earth.
The outermost chemical layer of the Earth, defined by its low density and higher concentrations of lighter elements. The crust has two types: continental, which is the thick, more ductile, and lowest density, and oceanic, which is higher density, more brittle, and thinner.
Middle chemical layer of the Earth, made of mainly iron and magnesium silicates. It is generally denser than the crust (except for older oceanic crust) and less dense than the core.
The process of liquid rock solidifying into solid rock. Because liquid rock is made of many components, the process is complex as different components solidify at different temperatures.
A natural substance that is typically solid, has a crystalline structure, and is typically formed by inorganic processes. Minerals are the building blocks of most rocks.
Relating to molten rock.
Breaking down rocks into small pieces by chemical or mechanical means.
The transport and movement of weathered sediments.
Pieces of rock that have been weathered and possibly eroded.
A body of ice that moves downhill under its own mass.
Sediment gathering together and collecting, typically in a topographic low point.
Places that are under ocean water at all times.
Water that is below the surface.
Sediment being squeezed together into a coherent mass.
Sediment being "glued" together via mineralization, typically calcite and quartz from groundwater fluids.
The process of turning sediment into sedimentary rock, including deposition, compaction, and cementation.
Rocks that are formed by sedimentary processes, including sediments lithifying and precipitation from solution.
The act of a solid coming out of solution, typically resulting from a drop in temperature or a decrease of the dissolving material.
Sedimentary rocks that are precipitated, from solution.
Rocks formed via heat and/or pressure which change the minerals within the rock.
The measure of the vibrational (kinetic) energy of a substance.
A natural substance that is typically solid, has a crystalline structure, and is typically formed by inorganic processes. Minerals are the building blocks of most rocks.
A solid part of the lithosphere which moves as a unit, i.e. the entire plate generally moves the same direction at the same speed.
A ductile physical layer of the Earth, below the lithosphere. Movement within the asthenosphere is the main driver of plate motion, as the overriding lithosphere is pushed by this.
The mineral makeup of a rock, i.e. which minerals are found within a rock.
The innermost chemical layer of the Earth, made chiefly of iron and nickel. It has both liquid and solid components.
The layers of igneous, sedimentary, and metamorphic rocks that form the continents. Continental crust is much thicker than oceanic crust. Continental crust is defined as having higher concentrations of very light elements like K, Na, and Ca, and is the lowest density rocky layer of Earth. Its average composition is similar to granite.
The thin, outer layer of the Earth which makes up the rocky bottom of the ocean basins. Oceanic crust is much thinner (but denser) than continental crust. Oceanic crust is made of rocks similar to basalt and as it cools, becomes more dense.
General name of a mafic rock that is extrusive. Generally has a black groundmass color.
Relatively flat ocean floor, which accumulates very fine grained detrital and chemical sediments.
Relating to the movement of plates of lithosphere.
The outermost physical layer of the Earth, made of the entire crust and upper mantle. It is brittle and broken into a series of plates, and these plates move in various ways (relative to one another), causing the features of the theory of plate tectonics.
An intrusive ultramafic rock, which is the main component of the mantle. The minerals in peridotite are typically olivine with some pyroxene.
The outer physical layer of the core, which is liquid. Movement within the outer core is believed to be responsible for Earth's magnetic field and flips of the magnetic field.
The innermost physical layer of the Earth, which is solid.
Minerals with a luster similar to metal and contain metals, including valuable elements like lead, zinc, copper, tin, etc.
An atom that has different number of neutrons but the same number of protons. While most properties are based on the number of protons in an element, isotopes can have subtle changes between them, including temperature fractionation and radioactivity.
A stoney and/or metallic object from our solar system which was never incorporated into a planet and has fallen onto Earth. Meteorite is used for the rock on Earth, meteoroid for the object in space, and meteor as the object travels in Earth's atmosphere.
The largest span of time recognized by geologists, larger than an era. We are currently in the Phanerozoic eon. Rocks of a specific eon are called eonotherms.
Eon that represents the time from Earth's formation to 4 billion years ago. Noted for high levels of volcanism, impacts, and very low preservation.
Eon defined as the time between 4 billion years ago to 2.5 billion years ago. Most of the oldest rocks on Earth, including large portions of the continents, formed at this time.
Meaning "earlier life," the third eon of Earth's history, starting at 2.5 billion years ago and ending at 541 million years ago. Marked by increasing atmospheric oxygen and the supercontinent Rodinia.
Meaning "visible life," the most recent eon in Earth's history, starting at 541 million years ago and extending through the present. Known for the diversification and evolution of life, along with the formation of Pangea.
A term for the collective time before the Phanerozoic (pre-541 million years ago), including the Hadean, Archean, and Proterozoic. Known for a lack of easy-to-find fossils.
The second largest span of time recognized by geologists; smaller than an eon, larger than a period. We are currently in the Cenozoic era.
Meaning "ancient life," the era that started 541 million years ago and ending 252 million years ago. Vertebrates (including fish, amphibians, and reptiles) and arthropods (including insects) evolved and diversified throughout the Paleozoic. Pangea formed toward the end of the Paleozoic.
Meaning "middle life," it is the middle era of the Phanerozoic, starting at 252 million years ago and ending 66 million years ago. Known as the Age of Reptiles.
The last (and current) era of the Phanerozoic eon, starting 66 million years ago and spanning through the present.
A pronounced increase in the extinction rate, typically caused by significant environmental change. There have been 5 mass extinctions in geologic history, and a sixth that has been suggested to be currently occurring.
The act of taking a solid and dissolving it into a liquid. This commonly occurs with salts and other minerals in water.
Mineral group in which the carbonate ion, CO3-2, is the building block. This can also refer to the rocks that are made from these minerals, namely limestone and dolomite (dolostone).
CaCO3. Pure form is clear, but can take on many different colors with impurities. It is soft, fizzes in acid, and has three cleavages that are not at 90°.
A chemical or biochemical rock made of mainly calcite.
The average diameter of a grain of sediment, ranging from small, also known as fine-grained (e.g. clay, silt) to large, also known as coarse-grained (e.g. boulder).
Instrument used to measure seismic energy.
Deposition and erosion tied to glacier movement.
The act of purposely ignoring or dissenting from science for political or cultural gains.
Long term averages and variations within the conditions of the atmosphere.
The idea in science that phenomena and ideas need to be scrutinized using hypothesizing, experimentation, and analysis. This can eventually result in a consensus or scientific theory.