Identifying Facies in a Transgressive Sequence from the Mid-Atlantic Coast
This activity was selected for the On the Cutting Edge Reviewed Teaching Collection
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- Scientific Accuracy
- Alignment of Learning Goals, Activities, and Assessments
- Pedagogic Effectiveness
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This page first made public: Jun 27, 2006
Skills and concepts that students must have mastered
How the activity is situated in the course
Content/concepts goals for this activity
Discussed in lecture prior to the exercise:
Factors affecting relative sea level
eustatic sea level, sediment supply, tectonic movement
the result: transgression, stillstand, or regression
prograding and retrograding units
General concept of depositional environments and lithofacies
Walther's Law and relation between lateral and vertical facies changes
General process of barrier-island transgression
Concepts incorporated into the exercise:
Primary facies associated with a barrier island and shoreface
characteristic geometries and bedding of facies
vertical and lateral facies relations
Components of a seismic sequence
shoreface ravinement—process and result
Accommodation space and preservation potential
Higher order thinking skills goals for this activity
Interpreting deposition and erosion from a seismic profile
Visualization of a reconstructed map view of a barrier-island depositional system Visualization of 3-D structure of a sedimentary sequence from 2-D profiles
Visualization of 3 dimensions plus time, as the transgression proceeds
Iterative interpretation, and evaluating multiple working hypotheses
Other skills goals for this activity
Working in groups.
My Stratigraphy course is a University Writing Across the Curriculum course, so students will be required to write a brief report with description and interpretation of the seismic sections that they work on.
Description of the activity/assignment
Determining whether students have met the goals
If the product of a task is worth 20 points, 10 pts are given for meeting the minimum (generally following directions and creating a product), 5 more pts assigned for thoroughness and accuracy of interpretation, and a final 5 pts for quality of work.
Points may be deducted for a task that is turned in late or sloppily thrown together, for formatting errors such as no labels, or for an unclear or disorganized written explanation.
The instructor will review the students' work at regular intervals as tasks are completed, and lead a discussion by the class of the results to that point. The later tasks require reasonably correct interpretations for the initial tasks. In cases that a group is substantially off track, the instructor may redirect the line of thinking/interpretation.
Download teaching materials and tips
- Activity Description/Assignment (Microsoft Word 40kB Jun23 06)
- Instructors Notes (Microsoft Word 31kB Jun23 06)
- Trackline map for seismic profile AI-04.01 (Acrobat (PDF) 857kB Jun23 06)
- Seismic and side-scan sonar profiles AI-04.01 (Acrobat (PDF) 1.5MB Jun23 06)
- Interpreted seismic section AI-04.01 (Acrobat (PDF) 296kB Jun23 06)
- Seismic and side-scan sonar profiles AI-04.05 (Acrobat (PDF) 1.8MB Jun23 06)
- Interpreted seismic section AI-04.05 (Acrobat (PDF) 653kB Jun23 06)