Mount Parnitha

GG 1000 Mt PARNITHA FIELDTRIP REPORT (FTR) INSTRUCTIONS

This is a brief memo of presentation hints / instructions to build the FTR. It can be used in conjunction to the handout of field instructions.

GENERAL
Follow the typical lab assessment structure (The report layout .doc file is available)
Brief the materials and methods used for data collection, for every other activity
Focus on the interpretation of the results from the data provided and present them in a clear way
Support your decision with the use of proper photo offered (as a background) and also point your interest on the picture
All photos should be processed and labeled, so the reader should easily specify and understand the item presented
Cite properly all the supporting material and sources used following the standard APA form

INTRO
A brief back round info of Parnitha’s, using the source :
Morphology, (describe main features)
Geology, describe the main geology of the region (point it on a geologic map)
Hydrology, describe the main surface waterways
Climate, describe Parnitha weather
Land use (use a chart of protected park and comment on the zones we have visit)

ACTIVITY 1. ROCK IDENTIFICATION
Task: Study the structure of the fresh cut rock sample collected
Insert a clear close up picture of the sample (provided)
Comment on the characteristics of the surrounding area around the sample (use picture)
A sort description of the physical characteristics recognized on your rock sample: Color / texture / grain size / homogeneous / crystals / bedding, etc.
Describe the rock category of your sample, point the site location on the geological map (available on the Bb) or other web sources

ACTIVITY 2: TOPSOIL INTERPRETATION
Task: Study the different soil components

Brief the geomorphology and the main soil characteristics of the forest area
Use the close up picture provided as back round to point the three different constituents: Organic Material / Mineral Particles / Detritus Organisms
(see the soil figure provided)
Comment on the characteristics and the abundance of different soil grains size recognized on the picture
Classify your soil sample (sand% silt%, clay %) using the data of the sample analysis provided in the lab. Use the soil texture trigonal diagram (provided) to define the soil name / type of your sample set (ie. loam)

ACTIVITY 3: DIFFERENTIAL EROSION IN RELATION PLANT COVERAGE
Task: Study the contribution of soil erosion in landform morphology

Briefly describe the physical and topographical characteristics of the area using the provided pictures (morphology, soil type, inclination, grain size, top soil composition and plant population
Use the panoramic photo [A4 in Landscape format] with the transect measuring tape line at the background as a location reference, to interpret the soil type
Insert a coded index or boxed comment with a brief description of the physical characteristics for the sequence of the changes in topsoil type, grain size, composition, and plant cover, as recorded along the transect line
Relate the plant types/size with the top soil types and erosion
Comment on the different erosion parameters and the resulted soil types for this particular site

ACTIVITY 4: SOIL TAXONOMY
Task: Exercise Soil profile

Use one of the background photos offered with the soil cross cut, in order to define the different soil horizons.
Draw line that separate the deferent horizons
Use textbook figure (provided in Bb soil figures .ppt) to identify and name the O, A, B, etc. top horizons, which are characterized by different characteristics in color, composition and texture. Draw a clear line to separate on ogf the other
Provide a brief description of soil characteristics for each one of the soil horizons observed in your picture (ch.17)
Comment on the results of the sample analysis data provided on texture (% sand silt, clay). Insert these data in the soil texture diagram to define the soil type of your sample (ie. clay loam)

ACTIVITY 5: POSITIONING
Task: To get familiar with field position finding techniques

Print the Parnitha chart for positioning provided
With the use of a protractor insert the angle compass/mobile azimuth degree readings provided for both of the sites
1st site the black solid gamma shape rectangular of Mt Parnes Hotel building, 2nd site the black solid rectangular of Petra mountain top, highest point)
To draw the azimuth angle, (1) center the protractor center on the top of each point. (2) Orientate the protractors 0 zero bottom line towards North (3) insert the angle / azimuth number on the protractors angle reading scale and then make a small dot on this reading. (4) Remove the protractor and then draw the line wich links the dot with the center of our reference point (5) do it once more for your 2nd point
Plot the cross point of two lines.
Plot on the chart the GPS readings given from your mobile (Lat Long)
Compare the position from the compass readings with these of GPS
Compare also the altitude of this region (read the contour lines from this map)

ACTIVITY 6: GEOLOGICAL PROFILES ON LIMESTONE CROSS CUT
Task: To recognize faults and understand the stress system on a rocky environment
Use a background photo of the limestone cross cut provided
Brief the morphological characteristics of limestone geologic formation, inclination, strike and dip, (See Text book Appendix C fig. C4-C5)
Draw on the picture the two main faults line recognize by using the appropriate geologic symbol and color for faults
Saw / Point erosion and places of high landslide risk.
Comment on the stress forces and the block movement of this rock formation
SIMILARITY INDEX
The e-Field Trip although provides the same data set, was not a common lab group work, as there were no common field data collection, acquisition or lab processing activities. However the Lab group may collaborate to discuss the tasks. Therefore FT Report Assessment is a personal project presentation on the evaluated data provided. It’s submitted individually in Bb Turnitin by every other student. So your originality on the data interpretation and the discussion part is fully appreciated.