The Geology of St. Albans, Missouri

The area around the Fulton School has just two types of geology: young, floodplain sediments; and old limestone bedrock.

The geology of St. Albans consists of young floodplain sediments (yellow), and old limestone bedrock (blue). Image adapted from the USGS.
  • Missouri River Flood Plain Sediments:
    • The flat area next to the Missouri River that would get flooded regularly if the rivers weren’t regulated)
    • Holocene (last 10,000 years)
    • Clays and Silts (mud) deposited when the river floods.
  • Bedrock. Mostly limestone:
    • Can be found outcropping on the hills.
    • Mississippian Limestones (USGS ref.) (330-360 million years old.): found on some of the hilltops.
    • Ordovician Dolomites and Limestones (USGS ref.) (435-500 million years old)
The geology of St. Albans consists of young floodplain sediments (yellow), and old limestone bedrock (blue). Image adapted from the USGS.

Geologic History

The continents form

To reconstruct the geologic history, we can start a bit deeper, with the fact that we’re sitting in the middle of a continent, which means that if you drill deep enough you’ll get to some of the original, granitic rocks that formed just after the crust of the Earth cooled — about four and a half billion years ago.

The froth that floats on top of the boiling jam is a bit like the continental crust.

The continental crust is a bit like the froth that forms on moving water (or the top of boiling jam), and just like froth it tends not to want to sink. So there’s some pretty old continental crust beneath the continents.

However, also just like froth on water, the continental crust is pushed around on the surface of the Earth. This is called continental drift (which is part of the theory of plate tectonics). Sometimes, the continental crust can split apart, making space for seas and oceans between the drifting continents, and causing parts of the continent to subside beneath the oceans.

At other times, such as when two continents collide, they can push each other up to mountains out of areas that were once seas.

And that’s how we ended up with limestone rocks in the middle of Missouri.

Forming Limestone Rocks (Ordovician)

Five hundred million years ago (500,000,000 years ago) the continents were in different places, and Missouri was under a shallow part of the Iapetus Ocean.

The location of Missouri 458 million years ago. Image from: "Plate tectonic maps and Continental drift animations by C. R. Scotese, PALEOMAP Project (www.scotese.com)"

Many of the micro-organisms that lived in that ocean made shells out of calcium carbonate.

100 million year old, calcium carbonate shell (from Coon Creek).

When you accumulate billions of these shells over the course of millions of years, and then bury them, compress them, and even heat them up a bit, you’ll end up with a rock made of calcium carbonate. We call that type of rock: limestone.

Limestone outcrop on St. Albans Road (Ordovician).

Emerging from the Oceans: The Formation of Pangea.

The Mississippian limestone rocks formed in the same way, but about 360 million years ago. Why is there a gap between the Ordovician rocks (450 million years ago) and the Mississippian ones? Good question. You should look it up (I haven’t). There may have been rocks formed between the two times but they may have been eroded away.

I can make a good guess as to why there are no limestone rocks younger than about 300 million years old, however. At that time the continents, which had been slowly sidling toward each other, finally collided to form a super-continent called Pangea.

What would become North America (called Laurentia), ran into the combined South America/Africa continent (called Gondwana) pushing up the region, and creating the Ozarks and Appalachian Mountains.

Laurentia collides with Gondwana. Image from "Plate tectonic maps and Continental drift animations by C. R. Scotese, PALEOMAP Project (www.scotese.com)"

And that’s the story the geology can tell.

References

The USGS has good, detailed, interactive maps of the geology of the states in the US.

A nice geologic map of St. Louis County can be found here.

A geologic time scale from the USGS.

The geologic time scale. From the USGS via Wikipedia.

The Physics of Flight: World Bird Sanctuary in St. Louis

Bird of Prey -- at the World Bird Sanctuary.

A discussion of the physics of flight, interspersed with birds of prey swooping just centimeters from the tops of your head, made for a captivating presentation on avian aerodynamics by the people at the World Bird Sanctuary that’s just west of St. Louis.

Lift

The presentation started with the forces involved in flight (thrust, lift, drag and gravity). In particular, they focused on lift, talking about the shape of the wings and how airfoils work: the air moves faster over the top of the wind, reducing the air pressure at the top, generating lift.

The shape of a bird's wing, and its angle to the horizontal, generates lift. Image adapted from Wikipedia User:Kraaiennest.

Then we had a demonstration of wings in flight.

Terror from the air.

We met a kestrel, one of the fastest birds, and one of the few birds of prey that can hover.

Kestrel.

Next was a barn owl. They’re getting pretty rare in the mid-continent because we’re losing all the barns.

Barn owl.

Interestingly, barn owls’ excellent night vision comes from very good optics of their eyes, but does not extend into the infrared wavelenghts.

Barn owl in flight.

Finally, we met a vulture, and learned: why they have no feathers on their heads (internal organs, like hearts and livers, are tasty); about their ability to projectile vomit (for defense); and their use of thermal convection for flying.

The ground warms when it absorbs sunlight (e.g. parking lots in summer) and in turn warm the air near the ground. Hot air rises, creating a convection current, or thermal, that the vultures use to gain height.

The Sanctuary does a great presentation, that really worth the visit.

Gravitational and Electric Fields

Astronaut Don Pettit makes water droplets orbit a knitting needle. Instead of gravity, the attractive force that holds the water droplets in orbit is generated by the static electric charge on the knitting needle and on the water droplet. This works because gravity and electromagnetic forces follow similar rules (inverse square laws).

See more of his space-based experiments on Science off the Sphere on Physics Central.

Legitimacy Must be Earned, For Teachers and Even for Parents

My students always have the right to expect a reasonable answer from me to their questions. Even the hard ones that don’t have to do with the subject at hand: things like, “why do I have to learn this, I’m not going to be an engineer?” It’s part of authoritative (not authoritarian) teaching. Students have a right to wonder why they’re doing what they’re doing. It keeps me on my toes; considering if there’s a good reason for doing what we’re doing. It helps them to see how to make a rational argument — and sets, by implication, a high bar for the quality of their arguments. I also figure that if I’m respectful to them, and share my reasoning, they’re more likely to go with my decisions voluntarily, even if they don’t particularly like them.

And it seems that same approach also applies to parenting. A study (Trinkner et al., 2012) finds that adolescents respect and defer to their parents only to the extent that they see their parents as being fair, considerate and respectful of them. When kids believe that their parents’ decisions are legitimate, they are more likely to obey them. Conversely,

… authoritarian parenting was negatively associated with parental legitimacy.

— (Trinkner et al., 2012): Don’t trust anyone over 30: Parental legitimacy as a mediator between parenting style and changes in delinquent behavior over time, in Journal of Adolescence.

The way to earn legitimacy is by being authoritative not authoritarian (as described by Baumrind’s parenting styles).

… authoritative parents are warm and responsive, providing their children with affection and support in their explorations and pursuit of interests. These parents have high maturity demands (e.g., expectations for achievement) for their children but foster these [through] communication, induction (i.e., explanations of their behavior), and encouragement of independence. For example, when socializing their children (e.g., to do well in school), these parents might provide their children with a rationale for their actions and priorities (e.g., “it will allow you to succeed as an adult.”). Authoritative parents score high on measures of warmth and responsiveness and high on measures of control and maturity demands…

— Spera, 2005, A Review of the Relationship Among Parenting Practices, Parenting Styles, and Adolescent School Achievement in Educational Psychology Review.

It also turns out that authoritarian, “because I told you to” parents were most likely to have delinquent, disobedient kids.

Arresting Joseph Kony and Ending the LRA

Joseph Kony’s Lord’s Resistance Army (LRA) has been a brutally destructive force in central Africa since the 1990’s. In the last few years the Army has been decimated and pushed out of Uganda, but it still exists and is still kidnapping children and destroying families.

My former students, Sutton and Sage, brought to my attention this video from the human rights organization, Invisible Children, that is making a final push against Kony and the LRA:

Phases of the Moon

BadAstronomer has posted an awesome video of the moon going through its phases for an entire year.

(it’s particularly awesome in full screen and HD.)

The video is based off a NASA webpage that will generate a picture of the moon for any hour, of any day, in the year of 2012 (and only if you’re in the northern hemisphere near the equator, but close enough). They have lots more videos and images.

Interestingly, the images are all computer generated — they’re not real photos. They are based on high-resolution images and topography data taken by the Lunar Reconnaissance Orbiter.

Everything You (N)ever Wanted to Know About Parabolas

So that my students could more easily check their answers graphically, I put together a page with a more complete analysis of parabolas (click this link for more details).

[inline]

Analyzing Parabolas


Standard Form Vertex Form

y = a x2 + b x + c

y = a (x – h)2 + k
y =
x2 +
x +

y =
( x –
) 2 +

Intercepts:

Vertex:
Focus:

Directrix:

Axis:


Your browser does not support the canvas element.

Solution by Factoring:

y = x2 x

[script type=”text/javascript”]
var width=500;
var height=500;
var xrange=10;
var yrange=10;

mx = width/(2.0*xrange);
bx = width/2.0;
my = -height/(2.0*yrange);
by = height/2.0;

function draw_9239(ctx, polys) {
t_9239=t_9239+dt_9239;
//ctx.fillText (“t=”+t, xp(5), yp(5));
ctx.clearRect(0,0,width,height);

polys[0].drawAxes(ctx);
ctx.lineWidth=2;
polys[0].draw(ctx);

polys[0].write_eqn2(ctx);

//polys[0].y_intercepts(ctx);
//write intercepts on graph

// SHOW VERTEX
if (show_vertex_ctrl_9239.checked==true) {
polys[0].draw_vertex(ctx);
document.getElementById(‘vertex_pos_9239’).innerHTML = “(“+polys_9239[0].vertex.x.toPrecision(2)+ ” , “+polys_9239[0].vertex.y.toPrecision(2)+ ” )”;
} else { document.getElementById(‘vertex_pos_9239’).innerHTML = “”;}

// SHOW FOCUS
if (show_focus_ctrl_9239.checked==true) {
polys[0].draw_focus(ctx);
document.getElementById(‘focus_pos_9239’).innerHTML = “(“+polys_9239[0].focus.x.toPrecision(2)+ ” , “+polys_9239[0].focus.y.toPrecision(2)+ ” )”;
} else { document.getElementById(‘focus_pos_9239’).innerHTML = “”;}

// SHOW DIRECTRIX
if (show_directrix_ctrl_9239.checked==true) {
polys[0].draw_directrix(ctx);
document.getElementById(‘directrix_pos_9239’).innerHTML = polys[0].directrix.get_eqn2(“y”,”x”,”html”);

polys[0].directrix.write_eqn2(ctx, polys[0].directrix.get_eqn2(“directrix: y”));
} else { document.getElementById(‘directrix_pos_9239’).innerHTML = “”;}

// SHOW AXIS
if (show_axis_ctrl_9239.checked==true) {
polys[0].draw_parabola_axis(ctx);
document.getElementById(‘axis_pos_9239’).innerHTML = “x = “+polys[0].vertex.x.toPrecision(2);
}

//SHOW INTERCEPTS
ctx.textAlign=”center”;
if (show_intercepts_ctrl_9239.checked==true) {
polys[0].x_intercepts(ctx);
ctx.fillText (‘x intercepts: (when y=0)’, xp(6), yp(8));
//ctx.fillText (‘intercepts=’+polys[0].x_intcpts.length, xp(5), yp(-5));
if (polys[0].order == 2) {
if (polys[0].x_intcpts.length > 0) {
line = “0 = “;
for (var i=0; i 0.0) { sign=”-“;} else {sign=”+”;}
line = line + “(x “+sign+” “+ Math.abs(polys[0].x_intcpts[i].toPrecision(2))+ “)”;
}
ctx.fillText (line, xp(6), yp(7));
for (var i=0; i 0) {
for (var i=0; i2 “+polys[0].bsign+” “+Math.abs(polys[0].b.toPrecision(2))+” x “+ polys[0].csign+” “+Math.abs(polys[0].c.toPrecision(2))+”

“;

solution = solution + ‘Factoring:      ‘;

if (polys[0].x_intcpts.length > 0) {
solution = solution + ‘0 = ‘;
for (var i=0; i 0.0) { sign=”-“;} else {sign=”+”;}
solution = solution + “(x “+sign+” “+ Math.abs(polys[0].x_intcpts[i].toPrecision(2))+ “)”;
}
solution = solution + ‘

‘;
solution = solution + ‘Set each factor equal to zero:
     ‘;
for (var i=0; i 0.0) { sign=”-“;} else {sign=”+”;}
solution = solution + “x “+sign+” “+ Math.abs(polys[0].x_intcpts[i].toPrecision(2))+ ” = 0           “;
}
solution = solution + ‘

and solve for x:
     ‘;
for (var i=0; i‘;
}
document.getElementById(‘equation_9239’).innerHTML = solution;
}

else if (polys[0].order == 1) {
solution = solution + ‘
     ‘;
solution = solution + “y = “+” “+Math.abs(polys[0].b.toPrecision(2))+” x “+ polys[0].csign+” “+Math.abs(polys[0].c.toPrecision(2))+”

“;
solution = solution + ‘

Set y=0 and solve for x:
     ‘;
solution = solution + ” 0 = “+” “+Math.abs(polys[0].b.toPrecision(2))+” x “+ polys[0].csign+” “+Math.abs(polys[0].c.toPrecision(2))+”

“;
solution = solution + ‘     ‘;
solution = solution + (-1.0*polys[0].c).toPrecision(2) +” = “+” “+Math.abs(polys[0].b.toPrecision(2))+” x “+”

“;
solution = solution + ‘     ‘;
solution = solution + (-1.0*polys[0].c).toPrecision(2)+”/”+polys[0].b.toPrecision(2)+” = “+” x “+”

“;
solution = solution + ‘     ‘;
solution = solution + “x = “+ (-1.0*polys[0].c/polys[0].b).toPrecision(4)+”

“;

document.getElementById(‘equation_9239’).innerHTML = solution;
}

}

function update_form_9239 () {
a_coeff_9239.value = polys_9239[0].a+””;
b_coeff_9239.value = polys_9239[0].b+””;
c_coeff_9239.value = polys_9239[0].c+””;

av_coeff_9239.value = polys_9239[0].a+””;
hv_coeff_9239.value = polys_9239[0].h+””;
kv_coeff_9239.value = polys_9239[0].k+””;

}

//init_mouse();

var c_9239=document.getElementById(“myCanvas_9239”);
var ctx_9239=c_9239.getContext(“2d”);

var change = 0.0001;

function create_lines_9239 () {
//draw line
//document.write(“hello world! “);
var polys = [];
polys.push(addPoly(1,6, 5));

// polys.push(addPoly(0.25, 1, 0));
// polys[1].color = ‘#8C8’;

return polys;
}

var polys_9239 = create_lines_9239();

var x1=xp(-10);
var y1=yp(1);
var x2=xp(10);
var y2=yp(1);
var dc_9239=0.05;

var t_9239 = 0;
var dt_9239 = 100;
//end_ct = 0;
var st_pt_x_9239 = 2;
var st_pt_y_9239 = 1;
var show_vertex_9239 = 1; //1 to show vertex on startup
var show_focus_9239 = 1; // 1 to show the focus
var show_intercepts_9239 = 1; // 1 to show the intercepts
var show_directrix_9239 = 1; // 1 to show the directrix
var show_axis_9239 = 1; //1 to show the axis of the parabola

var move_dir_9239 = 1.0; // 1 for up

//document.getElementById(‘comment_spot’).innerHTML = polys_9239[0].a+” “+polys_9239[0].b+” “+polys_9239[0].c+” : “+polys_9239[0].h+” “+polys_9239[0].k+” “;

//standard form
var a_coeff_9239 = document.getElementById(“a_coeff_9239”);
var b_coeff_9239 = document.getElementById(“b_coeff_9239”);
var c_coeff_9239 = document.getElementById(“c_coeff_9239”);

//vertex form
var av_coeff_9239 = document.getElementById(“av_coeff_9239”);
var hv_coeff_9239 = document.getElementById(“hv_coeff_9239”);
var kv_coeff_9239 = document.getElementById(“kv_coeff_9239”);

//options
var show_vertex_ctrl_9239 = document.getElementById(“show_vertex_9239”);
if (show_vertex_9239 == 0) {show_vertex_ctrl_9239.checked=false;
} else {show_vertex_ctrl_9239.checked=true;}

var show_focus_ctrl_9239 = document.getElementById(“show_focus_9239”);
if (show_focus_9239 == 0) {show_focus_ctrl_9239.checked=false;
} else {show_focus_ctrl_9239.checked=true;}

var show_intercepts_ctrl_9239 = document.getElementById(“show_intercepts_9239”);
if (show_intercepts_9239 == 0) {show_intercepts_ctrl_9239.checked=false;
} else {show_intercepts_ctrl_9239.checked=true;}

var show_directrix_ctrl_9239 = document.getElementById(“show_directrix_9239”);
if (show_directrix_9239 == 0) {show_directrix_ctrl_9239.checked=false;
} else {show_directrix_ctrl_9239.checked=true;}

var show_axis_ctrl_9239 = document.getElementById(“show_axis_9239”);
if (show_axis_9239 == 0) {show_axis_ctrl_9239.checked=false;
} else {show_axis_ctrl_9239.checked=true;}

update_form_9239();

//document.write(“test= “+c_coeff_9239.value+” “+polys_9239[0].c);
setInterval(“draw_9239(ctx_9239, polys_9239)”, dt_9239);

a_coeff_9239.onchange = function() {
//polys_9239[0].a = parseFloat(this.value);
polys_9239[0].set_a(parseFloat(this.value));
polys_9239[0].update_vertex_form_parabola();
update_form_9239();
}
b_coeff_9239.onchange = function() {
//polys_9239[0].b = parseFloat(this.value);
polys_9239[0].set_b(parseFloat(this.value));
polys_9239[0].update_vertex_form_parabola();
update_form_9239();
}
c_coeff_9239.onchange = function() {
//polys_9239[0].c = parseFloat(this.value);
polys_9239[0].set_c(parseFloat(this.value));
polys_9239[0].update_vertex_form_parabola();
update_form_9239();
}

av_coeff_9239.onchange = function() {
//polys_9239[0].a = parseFloat(this.value);
polys_9239[0].set_a(parseFloat(this.value));
polys_9239[0].update_standard_form_parabola();
update_form_9239();
}

hv_coeff_9239.onchange = function() {
polys_9239[0].h = parseFloat(this.value);
polys_9239[0].update_standard_form_parabola();
polys_9239[0].set_order()
update_form_9239();
}

kv_coeff_9239.onchange = function() {
polys_9239[0].k = parseFloat(this.value);
polys_9239[0].update_standard_form_parabola();
polys_9239[0].set_order()
update_form_9239();
}

//draw_9239();
//document.write(“x”+x2+”x”);
//ctx_9239.fillText (“n=”, xp(5), yp(5));

[/script]

[/inline]

Converting the forms

The key relationships are the ones to convert from the standard form of the parabolic equation:

         y = a x^2 + b x + c (1)

to the vertex form:

         y = a (x - h)^2 + k (2)

If you multiply out the vertex equation form you get:

         y = a x2 – 2ah x + ah2 + k (3)

When you compare this equation to the standard form of the equation (Equation 1), if you look at the coefficients and the constants, you can see that:

To convert from the vertex to the standard form use:

          a = a (4)
          b = -2ah (5)
          c = ah^2 + k (6)

Going the other way,

To convert from the standard to the vertex form of parabolic equations use:

          a = a

(7)
          h = \frac{-b}{2a}

(8)
          k = c - ah^2

(9)

Although it is sometimes convenient to let k not depend on coefficients from its own equation:

          k = c - \frac{b^2}{4a} (10)

The Vertex and the Axis

The nice thing about the vertex form of the equation of the parabola is that if you want the find the coordinates of the vertex of the parabola, they’re right there in the equation.

Specifically, the vertex is located at the point:

          (x_v, y_v) = (h, k) (11)

The axis of the parabola is the vertical line going through the vertex, so:

The equation for the axis of a parabola is:

          x = h (12)

Focus and Directrix

Finally, it’s important to note that the distance (d) from the vertex of the parabola to its focus is given by:

          d = \frac{1}{4a} (13)

Which you can just add d on to the coordinates of the vertex (Equation 11) to get the location of the focus.

          (x_f, y_f) = (x_v, y_v + d)  (14)

The directrix is just the opposite, vertical distance away, so the equation for the directrix is the equation of the horizontal line at:

          y = y_v + d  (15)

References

There are already some excellent parabola references out there including: