000 | 03026nam a2200361 a 4500 | ||
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001 | ebr10535790 | ||
003 | CaPaEBR | ||
006 | m u | ||
007 | cr cn||||||||| | ||
008 | 110725s2012 enka sb 001 0 eng d | ||
010 | _z 2011030685 | ||
020 | _z9781107012004 (hardback) | ||
020 | _z9781107401389 (pbk.) | ||
020 | _z9781139207379 (e-book) | ||
040 |
_aCaPaEBR _cCaPaEBR |
||
035 | _a(OCoLC)776202553 | ||
050 | 1 | 4 |
_aQE601.3.M38 _bA45 2012eb |
082 | 0 | 4 |
_a551.801/5181 _223 |
100 | 1 | _aAllmendinger, Richard Waldron. | |
245 | 1 | 0 |
_aStructural geology algorithms _h[electronic resource] : _bvectors and tensors / _cRichard W. Allmendinger, Nestor Cardozo, Donald M. Fisher. |
260 |
_aCambridge [England] : _bCambridge University Press, _c2012. |
||
300 |
_axi, 290 p. : _bill. |
||
504 | _aIncludes bibliographical references and index. | ||
505 | 8 | _aMachine generated contents note: Preface; 1. Problem solving in structural geology; 2. Coordinate systems, scalars and vectors; 3. Transformations of coordinate axes and vectors; 4. Matrix operations and indicial notation; 5. Tensors; 6. Stress; 7. Introduction to deformation; 8. Infinitesimal strain; 9. Finite strain; 10. Progressive strain histories and kinematics; 11. Velocity description of deformation; 12. Error analysis; References; Index. | |
520 |
_a"Structural Geology has been taught, largely unchanged, for the last 50 years or more. The lecture part of most courses introduces students to concepts such as stress and strain, as well as more descriptive material like fault and fold terminology. The lab part of the course usually focuses on practical problem solving, mostly traditional me-thods for describing quantitatively the geometry of structures. While the lecture may introduce advanced concepts such as tensors, the lab commonly trains the student to use a combination of graphical methods like orthographic or spherical projection, as well as a variety of plane trigonometry solutions to various problems. This leads to a disconnect between lecture concepts that require a very precise understanding of coor-dinate systems (e.g., tensors) and lab methods that appear to have no common spatial or mathematical foundation. Students have no chance to understand that, for example, seemingly unconnected constructions like down-plunge projections and Mohr circles share a common mathematical heritage: they are both graphical representations of coordinate transformations"-- _cProvided by publisher. |
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533 |
_aElectronic reproduction. _bPalo Alto, Calif. : _cebrary, _d2011. _nAvailable via World Wide Web. _nAccess may be limited to ebrary affiliated libraries. |
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650 | 0 |
_aGeology, Structural _xMathematics. |
|
650 | 0 |
_aRock deformation _xMathematical models. |
|
655 | 7 |
_aElectronic books. _2local |
|
700 | 1 | _aCardozo, Nestor. | |
700 | 1 | _aFisher, Donald M. | |
710 | 2 | _aebrary, Inc. | |
856 | 4 | 0 |
_uhttp://site.ebrary.com/lib/daystar/Doc?id=10535790 _zAn electronic book accessible through the World Wide Web; click to view |
999 |
_c196797 _d196797 |