Imagine that you work for an oil company which will be evaluating a proposal for the possible development of an oil reservoir in the Osborn Quadrangle. At the end of this exercise, you will submit a report, which is your recommendation on the economic viability of this prospect. Your report will consist of a completed geologic map, two cross sections (which will be your model of the subsurface geology) calculations, and your recommendation (the calculations and recommendation will be recorded as your answers to the lab questions. There is no need to submit anything else).  

Part 1: Making a geological map (23pts)

On the Osborn Quadrangle map, there are outlined areas which represent the rock outcrops (rock that is exposed at the surface for you investigate); the rest of the area is covered by soil and vegetation. A previous group of geologists has already mapped the position and size of these outcrops, labeled them A-J on the map, and provided rock descriptions (table 1). 

A. The geologists have deemed that rocks with the same lithology are so similar that they belong to the same unit (layer of rock). On the map under key, list the lithologies and draw a square beside each. Assign each lithology a colour by colouring in the square. Then, colour in the outcrops based on your key. (3pts)

The rocks in the outcrops are all layered sedimentary rocks. The group of geologists also measured the orientations of the layers in the outcrops for you and recorded them in table 1. (Strike and dip are always recorded as 000/00. So, a dip of 32° and a strike of 50° is recorded as 050/32.) 

B. Transfer the strike and dip data onto the map. Using a protractor, carefully plot the strike and dip symbols for the outcrops A through J. Remember that the top of the map is north (as it is labelled) and your strike and dip symbols need to be oriented properly. If a symbol does not fit within the outcrop outline, it can be placed beside the outcrop. (10 pts)

C. Now you have the basis for constructing a geologic map. 

The goal here is to draw boundaries between different types of rocks. Because the rocks are only exposed in the outcrops (and covered by soil and trees everywhere else), you have no idea where the actual boundaries between different rock types are. So, you have to use the data you have at the outcrops to make an interpretation. You should consult the stratigraphic column at the end of this handout when you are interpreting where to place the contacts, but keep in mind that the unit thickness will be affected by the deformation; thus the distance between contact lines does not equal unit thickness. Color the belts associated with each rock type with the appropriate colors. 

Try to keep the interpretation as simple as possible.  There is often no single completely correct answer in the interpretation of geological data. Some interpretations, however, are closer to the truth than others, which is why some oil companies are more successful than others. You should end up with 3 belts of 3 different lithologies. Contacts and colouring should be neat and easy to understand. Make sure you add the lithology contact line to the map’s key. (10 pts)

Table 1:

Lithology

and structure of outcrops A to J

Outcrop

Lithology

Lithology description

Strike and dip 

A: Sandstone

Coarse-grained, tan-coloured quartz arenite with planar beds 1-2 cm thick

225/30

B: Lime mudstone

Massive, pale grey lime mudstone (reacts with HCl)

180/40

C: Sandstone

Medium to coarse-grained, tan-coloured quartz arenite with planar beds 1-2 cm thick

135/30

D: Lime mudstone

Massive, white-grey lime mudstone (reacts with HCl)

090/50

E: Sandstone

Medium-grained, tan-coloured quartz arenite with cross-laminations

045/30

F: Lime mudstone

Massive, pale grey lime mudstone with rare fossils (reacts with HCl)

000/40

G: Lime mudstone

Massive, pale grey lime mudstone (reacts with HCl)

270/50

H: Shale

Thinly laminated, black-coloured mudstone with minor pyrite.

horizontal

I: Sandstone

Coarse-grained, yellow to tan coloured quartz arenite with planar beds 1-2 cm thick

315/40

J: Sandstone

Coarse-grained, tan-coloured quartz arenite with planar beds 1-3 cm thick 

270/40

Part 2: Creating a subsurface model (20pts)

We will now use the geologic map and other data from the subsurface to develop a model of the geology that is below the surface. Our model will consist of the two cross sections, X-X’ and Y-Y’ as indicated on the geologic map.  

Before we create the cross sections, we need to examine the stratigraphic column of the Osborn Quadrangle provided at the end of this lab. A stratigraphic column is a list of all the possible geologic formations (mappable units of rock) within an area. In this case, the stratigraphic column shows the layers of rock that exist at and below the ground for a region extending 100s of km around our oil exploration site. The units are in order from the oldest at the bottom to the youngest at the top, thus obeying the principle of superposition. 

A. Construction of the cross sections

Remember that a cross section is a vertical slice through the Earth showing the subsurface geology, much in the same way that you are able to see the layers of onion when you slice one in half. The cross sections are constructed by transferring the known surface data to the subsurface, and then combining this with the additional subsurface data.(16pts)

1. Fold along the bold line of the X-X’ cross section and place it along the line of the X-X’ cross section on the geologic map and plot the location of the lithologic contacts along the top edge of the paper. Extrapolate these contacts to the subsurface by extending them in their dip direction (e.g. Is the contact dipping to the East? West?) at their dip magnitude (e.g. 45°). Use a protractor to extend the contacts below the surface.  

2. Remembering the principles of original horizontality and superposition, add the additional subsurface information that is given in the stratigraphic column. Remember that most of the rocks in the subsurface below the Osborn Quad are not seen at the surface. Use the thicknesses of the units in the stratigraphic column to determine the thicknesses on your cross section. Remember that the units will keep a consistent thickness in the subsurface, even when the units are folded. Neatly colour and label your cross section. Make sure to create a legend with all of the units. 

3. After you have completed cross section X-X’, draw the other cross section Y-Y’.  

FREN 101.01
EXAM II SP

2

021
Prof. Agresta

FREN 101.01 : Beginning French I

Exam II Spring 2021

**PLEASE TYPE YOUR ANSWERS IN RED COLORED FONT**

Nom : ____________________________
Date : _______________

I. Compréhension écrite : (10 points)

1. L’heure : Tell the time for each clock in
FRENCH
.
You will write both the time in the 12-hour and 24-hour clock format. Start your answers with “Il est…” and
write the numbers in letter form.
(5 x 2 pts. = 10 pts.)

Ex. : 12-hour clock (PM) : Il est trois heures de l’après-midi.

24-hour clock: Il est quinze heures.

12-hour clock (AM) : __________________________________

24-hour clock : _______________________________________

12-hour clock (PM) : _____________________________________

__

24-hour clock : _________________________________________

12-hour clock (PM) : ________________________________________

24-hour clock : _____________________________________________

12-hour clock (PM) : _____________________________________

24-hour clock : __________________________________________

12-hour clock (AM) : ____________________________________

24-hour clock : __________________________________________

II. Vocabulaire : (18 points)

1. Un portrait de vous : Complete each sentence with the appropriate adjective describing yourself. Be careful to the agreement in gender/number of the adjective. (6 x 1 pt. = 6 pts.)

1. La couleur de vos (your) cheveux : J’ai les cheveux ____________.

2. La couleur de vos yeux : J’ai les yeux _____________.

3. Donnez (Give) deux exemples de votre personnalité : Je suis __________ et __________.

4. Donnez (Give) deux exemples de votre apparence : Je suis __________ et __________.

2. Les activités : Based on the illustrations, indicate what Mireille likes or does not like to do, by selecting the appropriate verb from column A and the appropriate place/object from column B. One item from each column should be used once. (6 x 2 pts. = 12 pts.)

A B

prendre pour les examens

aller des textos

danser au cinéma

envoyer au tennis

jouer en boîte (de nuit)

préparer un café

Ex. : Caroline aime écouter de la musique.

1. Mireille déteste ___________________________.

2. Elle aime ___________________________ le samedi soir.

3. Comme sport, elle adore____________________.

4. Elle aime__________________________.

5. Elle aime ________________________________.

6. Elle préfère ______________________ avec des camarades.

III. Questions personnelles : (10 points)

Answer the following questions
with complete sentences
in
FRENCH
. (5 x 2 pts. = 10 pts.)

1. Préfères-tu préparer pour les examens ?

___________________________________________________________________.

2. Combien de cours est-ce que tu as ce semestre ?

___________________________________________________________________.

3. Est-ce que tu as un animal domestique (pet) ?

___________________________________________________________________.

4. Qu’est-ce que tu aimes faire ?

___________________________________________________________________.

5. Où habites-tu ?

____________________________________________________________________.

IV. Grammaire : (56 points)

1. Le verbe avoir et la négation : Complete the following dialogue between Virginie and Anne using the appropriate forms of the verb “avoir” and the negation “ne (n’) … pas” only where needed. (6 x 1 pt. = 6 pts.)

Ex. : Elle a des amis.

Virginie :  Anne, tu ___________________ un chien (dog) chez toi (at home) ?

Anne :  Non, nous __________________ de chien chez nous, mais il y a un chat.

Virginie :  Et ton copain Gilles, est-ce qu’il __________________ un chien ?

Anne :  Oui, lui (him) et ses camarades, ils _________________ un gros chien noir.

Virginie :  Moi, je (j’) ______________ de chien parce que (because) je suis allergique (allergic), mais mon mari voudrait (my husband would like) un animal de compagnie.

Anne : Si (If) vous _______________ des poissons (fish), ce n’est pas un problème !

2. Les questions « est-ce que » et « inversion » : Rewrite each sentence that uses « est-ce que » into the « inversion » format. Be careful to the grammatical changes you need to make when formulating questions using inversion where applicable. (6 x 1 pt. = 6 pts.)

Ex. : Qui est-ce que tu aimes comme acteur ? ( Qui aimes-tu comme acteur ?

1. Où est-ce que tu vas (going) en vacances cet été ?
( ________________________________________

2. Pourquoi est-ce que vous êtes heureux aujourd’hui ?
( ________________________________________

3. Comment est-ce qu’elle étudie pour l’examen français ? ( ______________________________________

4. Qu’est-ce que tu cuisines chez toi ?

( ________________________________________

5. Combien de jours est-ce qu’il travaille par semaine (a week)
( _________________________________

6. Quand est-ce que tu dînes avec ta famille ?
( _______________________________________________

3.Les verbes réguliers en -er : Complete each sentence with a verb from the list below. Conjugate the verb in the present tense and make sure you agree the verb with the subject.

(8 x 1 pt. = 8 pts.)

voyager—parler—-regarder—arriver—habiter—étudier—manger—visiter

Ex. :
Nous _________ de la musique.

Nous écoutons de la musique.

1. Il _______________ près (near) de la fac (university).

2. Les étudiants _________________ tous les soirs (every night) pour les cours.

3. Je _____________ souvent (often) en France.

4. Ce soir, nous ______________ chez MacDo (at McDonald’s).

5. Vous ___________ des musées et des galeries d’art.

6. Il ____________ plusieurs langues (several languages).

7. Mon père ____________ un match de sport à la télévision le week-end.

8. Je/J’_____________ à l’université très tôt le matin.

4.Expressions with faire : For each picture identify the activity that the people are doing using the verb faire + activity. Conjugate the verb faire in the present tense (6 x 2 pts. = 12 pts.)

Ex. : Ils font une randonnée.

1._______________________ 2. _________________________

3.______________________ 4. __________________________

5.________________________ 6. _________________________

5. Les mots interrogatifs : Read the passage below about a dinner party, then match each question in the left-hand column with the logical response in the right-hand column.

(8 x 1 pt. = 8 pts.)

Janine invite deux amis très sympas, Léa et Marc, à dîner chez elle ce soir. Elle prépare un très bon repas (meal): une soupe, un filet de saumon et une belle salade. Comme dessert, elle fait un gâteau (cake) parce que c’est l’anniversaire de Marc. Ils passent quatre heures chez Janine, et puis (then) ils rentrent à minuit.

_____
1
. Qui est-ce que Janine invite ? a. C’est l’anniversaire de Marc.

_____
2
. Comment sont les amis de Janine ? b. Quatre heures.

_____
3.
Où est-ce qu’ils dînent ? c. Léa et Marc.

_____
4.
Pour quand est l’invitation ? d. Ce soir.

_____
5
. Qu’est-ce qu’ils mangent ? e. À minuit.

_____
6.
Pourquoi fait-elle un gâteau ? f. Très sympas.

_____
7
. Combien de temps passent-ils g. Chez Janine.

chez elle ?

_____
8.
À quelle heure rentrent-ils ? h. Un très bon repas.

6.La place de l’adjectif : Complete each sentence about Véronique’s workday by placing the adjective in bold and in parentheses either before or after the noun. Make sure you agree the adjective in gender and number with the noun. (8 x 2 pts. = 16 pts.)

Ex. : C’est une ___________histoire________(bon).

C’est une bonne histoire.

1. Véronique habite une ____________ maison ___________ (beau) à Montréal.

2. Pour aller au travail, elle prend (takes) la _______________ ligne___________ (vert) du métro.

3. Elle travaille pour une _____________ banque_______________ (français).

4. Elle rencontre toujours des ______________ clients _______________ (intéressant).

5. Elle préfère déjeuner à midi dans un ______________café _____________ (petit).

6. Aujourd’hui, elle a rendez-vous avec deux ______________ employés_____________ (nouveau) à la banque : Vincent et Richard.

7. Quand elle rentre du travail, elle dit (says) toujours bonsoir à son voisin (neighbor), un ______________ homme_______________ (vieux) de 75 ans.

8. Le soir, elle regarde une _________________ émission (show) __________________ (amusant) à la télévision.

V. Questions culturelles : (6 points)

Answer these cultural questions in ENGLISH. (3 x 2 pts. = 6 pts.)

1. What is the difference with telling time in France versus the United States ?

______________________________________________________________________________

______________________________________________________________________________

2. What is the difference between a regular verb versus an irregular verb in the French language ?

______________________________________________________________________________

3. ______________________________________________________________________________

4. What are the three ways one can ask a question in French ? Which one is the least formal and which is the most formal ?

______________________________________________________________________________
______________________________________________________________________________
2