Joints are very important to problems in applied geology (fluid flow, slope stability), but three-dimensional exposures of simple joint sets are not readily accessible from my campus. I developed this exercise based on the experiments of Miller (2001) to give students hands-on practice describing and interpreting joints. For the exercise, I prepare a cornstarch-water mixture a few days in advance and pour it into plastic petri dishes. I add a "flaw" to each dish (typically a small pebble). As the cornstarch dries, vertical joints develop. In class, each group of 3-4 students is provided a petri dish of desiccated cornstarch. Students are asked to draw a map of the joints, paying particular attention to intersection angles. (The joints curve to intersect at 90 degrees.) They determine relative ages of the joints using abutting relationships. (Typically 3-6 generations of joints.) Students next dissect the sample and describe the surface textures of the larger joints and the location of the flaw. The cornstarch produces beautiful plumose structure (hackles). Students then interpret the joint propagation direction from the surface textures, and note the origin of the joint. (Typically, a first- or second-generation joint initiates at the flaw.) Students discuss the role of flaws in the initiation of joints in their groups.


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    oai:nsdl.org:2200/20111120212504932T,NSDL_SetSpec_380601,Undergraduate (Upper Division),Undergraduate (Lower Division),Microstructures,Deformation Mechanisms,Higher Education,Vocational/Professional Development Education,Fabrics,NSDL



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