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Sand Dunes

Computer animations and paper models

By

Tau Rho Alpha*, John P. Galloway*, and Scott W. Starratt* 

Open-file Report 98-131-A

-

This report is preliminary and has not been reviewed for conformity 

with U.S. Geological Survey editorial standards. Any use of trade,

firm, or product names is for descriptive purposes only 

and does not imply endorsement by the U.S. Government.

Although this program has been used by the U.S. Geological Survey, 

no warranty, expressed or implied, is made by the USGS 

as to the accuracy and functioning of the program 

and related program material, nor shall the fact of 

distribution constitute any such warranty, 

and no responsibility is assumed by the 

USGS in connection therewith.

* U.S. Geological Survey 

Menlo Park, CA 94025

Comments encouraged

tralpha @ omega? .wr.usgs .gov

jgallway@mojave.wr.usgs.gov

sstarratt@ISDMNL.wr.usgs.gov
(gobackward) <j (goforward)

Description of Report

This report illustrates, through computer animations and paper models, why 

sand dunes can develop different forms. By studying the animations and the 

paper models, students will better understand the evolution of sand dunes,

Included in the paper and diskette versions of this report are templates for 

making a paper models, instructions for there assembly, and a discussion of 

development of different forms of sand dunes. In addition, the diskette version 

includes animations of how different sand dunes develop.

Many people provided help and encouragement in the development of this 

HyperCard stack, particularly David M. Rubin, Maura Hogan and Sue 

Priest.

This report was enhanced by reviews from Peter Stauffer and Warren 

Yeend.

Table of Contents for paper version of this report. 

Title page page 1 

Description of report page 2 

Teachers guide page 4 

Paper models of sand dunes 

and a sand dune crossection model page 16

0*0
(go backhand) <~j L^ (go forward)

Description of Report

Requirements for using the diskette version are: Apple Computer, Inc., 

HyperCard 2.2 software and an Apple Macintosh computer with 

an internal disk drive. If you are using System 7 or above, we 

recommend having at least 8 MB of physical RAM with 4.5MB of 

memory available for HyperCard.

The animation is accompanied by sound. If no sound is heard, change 

the memory of HyperCard to 4500K and ensure that the control panel 

"Sound," which is in the "Control Panels" folder under the "Apple" 

menu, has the volume set to at least 2. To change the memory available to 

HyperCard, quit this stack. Highlight the HyperCard program icon and 

choose "Get Info" from the File Menu. Change the "memory 

requirements" to 4500K and start this stack again.

To see the entire page (card size: MacPaint), select "Scroll" from the 

"Go" menu and move the hand pointer in the scroll window. If you are 

experiencing trouble with user-level buttons, select "message" from the 

"Go" menu. Type "magic" in the message box and press return. Three 

more user-level buttons should appear.

The date of this Open File Report is March 30, 1998, OF 98-131-A, 

paper copy, 64 p.; OF 98-131-B, 3.5-in. Macintosh 1.4-MB high-density 

diskette.

This stack (report) can be down loaded from self-extracting archives, 

that are on the U.S. Geological Survey's Learning Web site. 

The URL address is: < http://www.usgs.gov/education/animations/ >

To order this report, contact:

USGS ESIC Open-File Report Section or call (303) 202-4200. 

Box 25286, MS 517 

Denver Federal Center 

Denver, CO 80225-0046
[ Back to table of contents ] ^ 127025

Teachers Guide: 

Page 1 of 19

General Introduction to Dunes:

Many areas of the world have specific landforms that result from processes 

associated with wind. Wind-related processes and deposits are also termed eolian 

processes or deposits (aeolian from the Latin word Aeolus, meaning god of the 

winds).

A principle eolian depositional landform is a sand dune. Sand dunes can 

develop in any environment in which loose particles of sand are exposed to wind 

action and are free to migrate and accumulate. Most people think mat dunes only 

form in desert or coastal environments. But dunes can be found in any 

environment where there is a steady wind regime, a dry (less than 10 inches of 

rainfall annually) environment, and a supply of loose surface material which is 

small enough to be transported by the wind. In general sand dunes are not found 

wet inviroments as wet sand grains adhere (stick) to each other and are not easily 

moved by wind.Thus a dry/cold windy climate (such as desert or polar 

environments) favors the formation of dunes. Wind can also move snow. Deposits 

of wind-driven sand and snow are called niveo-eolian deposits. These deposits 

occur on an annual basis in cold-climate environments and consist of layers of 

consolidated snow, which is often recrystallized into small pellets intermingled with 

layers of sand.

A typical sand dune is created by the transport of sediment (small loose rock 

particles) by the wind and involves the interaction of the wind and the ground 

surface. Sand is defined as particles with a size between 2 mm to 0.0625 mm 

(2 mm equals 0.078 inches). Wind moves sand near the surface, usually within 1 

meter of the ground, and carries it only a short distance. Very small particles are 

transported in suspension by the wind and stay in the air for a relatively long 

distance. Silt-clay size sediments, particles less than 0.0625 mm, are usually 

deposited downwind and are called loess. These small sized particles play a minor 

role in the development of dunes. Dunes begin to form when winds carrying 

sediment encounter an obstacle that slows the wind. The reduced wind velocity 

causes the coarsest (largest) fraction of the sediment to fall back to the ground. 

This build- up of sand creates a larger obstacle that constitutes a wind break, 

causing more deposition.

( Back to table of contents ] 4
Teachers Guide: 

Page 2 of 19

o

If the wind is not strong enough particles of sand may be pushed or rolled 

along the surface. This process is known as surface creep. Wind speed needs to 

be greater than 10 miles per hour (16 km) to put sand grains into motion. Sand 

is transported up the stoss side (upwind side) [see" typical dune" illustration 

below] of the dune in a series of short-distance jumps called saltation. The sand 

grains are transported a short distance by the wind then fall back to the ground 

surface hitting other sand grains in the process causing the sand grains to become 

airborne. This process of saltation continues as long as the wind is blowing. 

Upon reaching the top of the dune the sand then rolls down the slipface or the lee 

ward side of the dune. This continuous process of wind erosion from a source 

area, the transport of the sand up the stoss side and the deposition of sand on the 

slip face results in a net downwind migration of the dune. Thus sand dunes grow 

by several processes: 1) saltation and/or wind ripples on stoss slopes, 2) 

trapping of sand in the slipface, and 3) overtaking of one dune by another.

Stoss side 

(upwind side) ^<^S?3^^ Slipface Wind

Dune «_ «. i . ... ...» Migration . ^. *»* _ _ "V"_ 

Typical Sand Dune

A typical dune is 3 to 100 meters high and asymmetricl. The slip face is 

usually twice as steep as the windward face (stoss slope) of the dune forms an 

angle relative to a horizontal ground surface, usually around 33 degrees. This is 

called the angle of repose. The stoss slope is usually 10 degrees from a 

horizontal ground surface. Sand grains deposited on the slipface of dunes form 

avalanche-like deposits which look like overlapping tongues which become 

thinner towards the top of the dune. The avalanching of the sand is a result of the 

pversteepened slipface which is beyond the angle of repose in dry sand.

Wind

Stoss side

Movement of Sand grains sc>-£ """'

Saltation
Teachers Guide: S"1 

Page 3 of 19

DUNE CLASSIFICATION

Sand dunes may be classified in various ways based on: 1) size and shape of the 

dune(s), 2) the environment in which they are occur, coastal, desert, or polar, 3) 

their growth stages, and degree of internal complexity, and 4) the wind direction 

responsible for there formation.

A simple geomorphological classification groups dunes on the basis of their 

shape, number of slip faces, and the wind directions that forms them and results in 

six major groups; 1) Transverse, 2 ) Oblique, 3) Longitudinal, 4) Barchan, 5) 

Star, and 6) Parabolic.

Model 1 - Transverse dunes

Transverse dunes occur where there is a plentiful supply of sand. In plan 

view, transverse dunes form straight to very gently curving ridges. The dunes 

are aligned perpendicular to the prevailing wind. The winds that form transverse 

dunes come from two directions, usually 75 to 90 degrees to the dune axis. There 

is a close relationship between the dune height, width and spacing of transverse 

dunes. Sediments of transverse dunes are dominated by grainfall and grainflow 

cross-strata deposited on the lee face and preserved as the dune migrates 

downwind. Wind ripple laminae form a thin set of strata that parallel the 

slope of the stoss slope and dune crest. Transverse dunes represent approximately 

40 percent of the dunes found in the sand seas world wide.

Model 2 - Oblique dunes

Oblique dunes are similar to transverse dunes in that they form straight to 

very gently curving ridges. The winds that form oblique dunes come from two 

directions usually 15 to 75 degrees to the dune axis. One of the wind directions is 

usually dominante (indicated by the larger arrow on the paper model) which 

results in a sand transport vector perpendicular to the axis of the dune. An 

excellent review of storm-controlled oblique dunes of the Oregon Coast is 

presented by Hunter and others, 1983.
Teachers Guide: 

Page 4 of 19

Model 3 - Longitudinal dunes

Longitudinal dunes are formed in areas of limited sediment supply but with 

strong winds. The long dune crests are elongated parallel to the direction of wind 

flow. The winds that form longitudinal dunes comes from two slightly different 

directions usually 0 to 15 degrees to the dune axis. Longitudinal dunes called seif 

dunes (Arabic for 'sword') are usually less than 4 m high but can extend 

downwind for several kilometers. In large deserts they can reach a height of a 

100 m and extend for 120 km.

Model 4 - Barchan dunes

In the absence of vegetation, small individual crescent shaped dunes called 

barchan dunes are the dominant dune type. The wind regime is characterized by 

a narrow range of wind directions (15 degrees or less). Barchans occur as 

isolated dunes in areas of limited sand availability. This is demonstrated by their 

ability to migrate long distances with only minor changes in form. Barchans are 

characterized by a crescent shape in plan view with a concave slip face and 

'horns' extending downwind. Most barchans range in height between 3 and 10 m. 

The stoss slope of barchans is convex in profile, with slope angles of 2-10 

degrees. Dune height is typically 1/1 Oth of the dune width. As the sand supply 

increases barchans can coalesce laterally to form transverse dunes. The sediments 

of barchans like transverse dunes are dominated by grainfall and grainflow 

cross-strata deposited on the slip face and preserved as the dune migrates 

downwind. Wind ripple laminae form a thin set of strata that parallel the slope of 

the stoss slope and dune crest. Barchans comprise only a small percent of global 

sand sea deposits.
Teachers Guide: NT' Sr 

Page 5 of 19

Model 5 - Star dunes

Star dunes are characterized by Iheir large size, pyramidal morphology and 

radiating sinuous arms. The basal parts of star dunes consist of a broad, gently 

sloping (5-10 degrees) plinth or apron. They are the largest dunes in many sand 

seas and may reach heights of more than 300 m. They contain a greater volume 

of sand than any other dune type and occur in areas which represent depositional 

centers. Approximately 8.5 percent of all dune types are star type. Star dunes are 

associated with wind regimes that are multidirectional, or complex, especially in 

the months in which sand transport occurs. Star dunes are characterized by a 

pyramidal shape, with three or four arms radiating from a central peak and 

multiple avalanche faces. Each arm has a sharp sinuous crest, with avalanche 

faces which alternate in aspect as wind directions change seasonally. The arms 

may not all be equally developed and many star dunes have dominant or primary 

arms on a preferred orientation. The upper parts of many star dunes are very 

steep with slopes at angles of 15-30 degrees. Avalanche face orientation changes 

seasonally. Many of the claims for the 'world's highest dunes' are related to star 

dunes.

Model 6 Parabolic dunes

Parabolic dunes are common in many coastal and semi-aird environments. 

Parabolic dunes are characterized by a U-shape with trailing partly vegetated 

parallel arms, and an unvegetated active 'nose' or dune front that advances by 

avalanching. The conditions under which parabolic dunes form are not well 

known. They seem to be associated with the presence of a moderately developed 

vegetation cover, and with a unidirectional wind regime. The wind forms a blow 

out and the sand is carried up the stoss slope. A parabolic dune resembles a 

barchan dune but its 'horns' point the opposite direction upwind. The ends of 

the dune may be anchored by vegetation.
Teachers Guide: Sr' 

Page 6 of 19

The majority of large dunes are found in sand seas. Sand seas are large 

regional scale bodies of eolian sand which contain large amounts of sand with 

significant amounts of interdune sediments. Sand seas have formed principally in 

two areas: 1) Sahara, Arabian Peninsula, Australia, and South Africa. 2) in the 

enclosed basins of central Asia. Other smaller sand seas are found in North 

America. Sand Seas exhibit many different dune types. The following table 

illustrates the size of dunes found in the larger sand seas. Sand seas can cover a 

large area, the Rub Al Khali desert (called the Empty Quarter) covers 560,000 

square km, this is an area larger than the state of California.

Mean values

Location Spacing (m) Width (m) Height (m)

United Arab Emirates 590 440

Algodones, Calif. 1070 880 50-80

Thar Desert, India 1440 1300

Simpson, Australia 648 290 11

Namib, Africa 1724 650 34

Grand Erg Oriental, Africa 2070 950 117

SW Kalahari, Africa 435 220 9

Table modified from Lancaster, 1995

The following references will help you gain a better understanding of dune 

processes in different environments. An excellent review of desert dunes is 

presented by Lancaster (1995) in Geomorphology of Desert dunes, and McKee 

(1979) A Study of Global Sand Seas. Nordstrom and others (1990) gives an 

excellent description of coastal dunes: form and process. Dune development in 

cold-climate environments is discussed by Runz and Allard (1994) and a 

bibliography of periglacial sand dunes and sand sheets is presented by Niessen and 

others (1984). An excellent source for the physics of dune movement can be found 

in Bagnold (1937, 1941 and Lancaster (1995).
Teachers Guide: 

Page 7 of 19

"Booming Dunes" a natural phenomenon

The Kelso Dunes located in San Bernardino County, California contain a very rare 

phenomenon found in the U. S. ~ booming sand (Yeend and others, 1984). The 

sound-producing sand is commonly termed "desert thunder," "booming sands," or 

"roaring sands." The sound appears to be the result of the shearing of the grains during 

avalanching. Deserts in the Middle East, the Sahara, Southern Africa, Chile, and Baja 

California, possess booming sand. In the Continental U.S. the only other booming dune 

besides the Kelso Dunes are found in Sand Mountain, Nevada (Lindsay and others, 

1976).

ANCIENT EOLIAN DEPOSITS

Sand dunes are among the best known ancient deposits because of their 

spectacular crossbeds. Today, we can watch sand dunes being formed, we can 

watch them migrate with the wind, and, with a shovel and a little effort, we 

can even look at the internal structure of a dune. When we look at a 

sequence of rocks, how can we tell that we are looking at sand dunes and not 

a series of rocks that were originally deposited as sediments in the ocean.

We begin with one of the basic principles of geology, uniformitarianism. 

Simply stated, the principle of uniformitarianism allows us to use 

observations of features forming today to help us determine how rocks were 

formed in the past. We might also say that "the present is the key to the past." 

Using this principle, we can apply our knowledge of how and where sand dunes 

are being formed today in a search for the deserts of the past. There are 

several characteristics we can use to help in our identification of fossil 

sand dunes:

Geologic and Climatic Setting: Due to global atmospheric circulation 

patterns, most (although not all) deserts are located in inland basins between 

10° and 30° latitude, or in some cases, they can be located in moisture-starved 

regions on the leeward side of mountain ranges. Desert sands are often 

found interfingering with other desert deposits such as alluvial fans and 

playa lakes. Depending on geologic controls such as basin size and sand 

supply, desert deposits can occupy a small basin or a vast, open region. 

The dune "seas" found in the Paleozoic and Mesozoic rocks of the 

southwestern United States (Arizona, Colorado, New Mexico, Utah) cover 

many square miles.
Teachers Guide: NT* 

Page 8 of 19

Stratigraphic Sequence: When-you look a fossil dunes, the one feature 

that jumps out at you is the enormous size of the crossbeds. When you watch 

a sand dune forming, it is easy to see how the crossbeds form, but when you 

look at ancient sand dunes you have to visualize the ripples of sand moving up 

the stress slope of the dune and cascading down the slipface. The crossbeds 

are separated from each other by bounding surfaces. Geologists have 

identified three different kinds of bounding surfaces which they use to 

determine the size of the dune, the direction that the dune was moving, and 

what the local sand and water supplies were like.

Sedimentology: The sand grains are well sorted (all of the grains are 

about the same size) and well rounded (most are almost spherical). Most of 

the grains are made of quartz. The surfaces of the grains are frosted and 

pitted from the constant collisions between grains as they are moved by the 

wind. Ancient sand dune deposits in some places are pink, orange, or 

reddish due to a thin coat of iron oxide (rust) on their surfaces.

Fossils: Because of the nature of deserts, body fossils (skeletons) are 

rarely found in sand dune deposits. Those rare fossils (including dinosaurs) 

from desert deposits are often spectacular. We more commonly find trace 

fossils including trails of footprints, root casts, and the burrows of insects. It 

is not possible to use fossil evidence to help identify some of the oldest sand 

dunes because they were formed at a time before terrestrial plants and animals 

existed.

Some of the oldest desert deposits in the world are more than a billion 

years old. The most extensive deposits were formed during the late 

Paleozoic and the Mesozoic. The size and distribution of these ancient 

deserts was very different from the deserts of today. These differences 

help to tell us what the climate of the Earth was like in the distant past.
Teachers Guide: S-" ^^ 

Page 9 of 19

THE DESERT SOUTHWEST:

ONCE A DESERT, (ALMOST) ALWAYS A DESERT

Choose just about any highway route between San Francisco or Los 

Angeles and Denver and you will pass through at least one of the desert regions 

of the United States. If you pick the right route, you will even see sand 

dunes. As you pass through these modern deserts (being careful to avoid the 

occasional jackrabbit), you are also passing over the remnants of a much 

larger and older desert. If you have ever looked at pictures of Zion 

National Park or Glen Canyon Dam, you have seen the rocks of this ancient 

desert.

During the Jurassic (the middle part of the Age of Dinosaurs, when 

Apatosaurus and Allosaurus ruled the American West), a great sea of sand 

dunes stretched from eastern California near Las Vegas, Nevada northeastward 

through Utah into Wyoming. This desert once extended more than 1000 

kilometers from north to south and 400 kilometers from east to west. In some 

places the paleo-sand dunes are more than 900 meters thick. This desert was so 

big that the rocks that remain today have been given different names in 

different regions. Outside of Las Vegas it is called the Aztec Sandstone; 

throughout much or Utah, as well as northern Arizona and western Colorado it 

is known as the Navajo Sandstone; near its northern limits in Wyoming and 

northern Utah this golden sandstone is called the Nugget Sandstone.

The sediment that comprises the Navajo Sandstone is well-rounded, well 

sorted frosted quartz. The average size of a sand grain is 0.2 millimeter. 

During the Jurassic, this sand formed dunes with individual crossbeds as 

long as 15 meters. These crossbeds typically range from 5 to 10 meters 

thick and dip at about 20°. Some crossbeds have dips that are even greater. 

Fossils are rare in these deposits. There are a few examples of pterosaur 

and dinosaur tracks. Bipedal dinosaur skeletons are even rarer. In the 

wetter interdune areas, freshwater crustaceans have been preserved.
Teachers Guide: 

Page 10 of 19

o

The evidence that supports the theory that the spectacular crossbeds of 

the Navajo Sandstone were formed in an eolian environment is presented 

below.

1) The immense thickness of individual crossbedded units (some more 

than 30 meters thick) as well as the overall size of the paleodesert (from 

California to Wyoming)

2) The high angle at which the crossbeds dip (some greater than 20°).

3) The rapid change in the direction of sand movement is similar to 

what is observed in desert regions today.

4) Mudcracks in the interdune deposits that indicates exposure to air for 

some period of time.

5) The most significant evidence is the presence of the fossils and tracks 

of freshwater invertebrates and dinosaurs and their relatives in these deposits.

When taken together all of these lines of evidence indicate that the 

Navajo Sandstone and it equivalent stratigraphic units, the Nugget Sandstone 

and Aztec Sandstone were all part of a sea of sand dunes that covered much of 

the western United States during the Age of the Dinosaurs.
Teachers Guide: NT" 

Page 11 of 19

WHAT'S IN IT FOR ME?

Dunes and sand sheets develop under a range of climatic and environmental 

conditions. Sand dunes occur along sandy ocean beaches, lake shores, in arid and 

polar deserts and in semi-arid continental regions. Dunes play an important role in 

many ecosystems and are very important indicators of environmental change. 

Many areas of the world are now experiencing land degradation (desertification) 

where the area becomes drier. More than 100 nations are at risk. Moving dunes 

may engulf agricultural areas, settlements and transportation corridors, decreasing 

arable land for grazing and agriculture and disrupting transportation. Coastal 

dunes are important for coastal stability. A climatic or human disturbance to the 

supply of sand blown from adjacent beaches may alter beach processes and cause 

coastal erosion. Thus the formation of new dunes or the reactivating of old dunes 

due to climatic changes and/or humane disturbances may threaten the world's 

coastlines and reduce or change agricultural land into marginal cropland or useless 

deserts.

WHERE TO SEE MODERN AND ANCIENT EOLIAN DEPOSITS

Modern Eolian Deposits

Algodones dune field^ CA

Coral Sand Dunes State Park, UT

Death Valley National Park, CA

Indiana Dunes National Seashore, IN

Kelso Dunes, CA

Kobuk Dunes, AK

Sand Mountain, Highway 50, east of Fallon, NV

Oregon Dunes National Seashore, OR

White Sands National Mounument, NM

Ancient Eolian Deposits

Arches National Park, UT 

Canyonlands National Park, UT 

Grand Canyon National Park, AZ 

Valley of Fire State Park, NV 

Zion National Park, UT
Teachers Guide: NT* 

Page 12 of 19

QUESTIONS

Where are sand dunes found near your house or city?

Where are sand dunes found in your state?

What kind of sand (mineral) makes up these sand dunes?

How strong does the wind (windspeed) need to be in order to move sand?

When sand is transported by wind what is this geologic process called?

What is the upwind side of a sand dune called?

What is the downwind side of a sand dune called?

What is the angle of repose for dry sand? Is this angle the same for wet sand?

Why is it hard to climb (walk) up a slip face?

Why are fossils rarely found in sand dunes deposits?
Teachers Guide: M-* 

Page 13 of 19

Glossary

Angle of repose: The maximum angle of slope at which a material such as 

sand remains stable. Some times called critical slope.

Bedding planes: Planes which visibily separate individual layers of rock 

or sediments.

Cross-beds: Inclined and often lenticular, beds between the main bedding 

planes. The arrangement of laminations of strata to the planes of 

stratification.

Desert: An area of low rainfall, less than 10 inches a year.

Eolian: The erosive action of the wind, and the deposits which are due to 

the transporting action of the wind.

Eolian processes: Erosion and deposition of sediments do to wind action.

Mesozoic Era: The middle time interval (Era) between the Paleozoic and 

Cenozoic Eras. The Mesozoic lasted from 245 to 65 million years ago 

and is commonly referred to as the "Age of Dinosaurs."

Paleozoic Era: The interval of geologic time that lasted from about 570 

million years ago to about 245 million years ago. Literally means 

"ancient life."

Wind ripple: Wave like forms on a sand surface, an inch or so in height, 

lying at right angles to the wind.

Wind ripple laminae: A layer in a sedimentary rock less than 1cm. in 

thickness that is separable from other lavers above and below.
Teachers Guide: o

Page 14 of 19

REFERENCES

Bagnold, R. A. 1937, The transport of sand by wind, Geographical Journal, 

v. 89, p. 409-438

Bagnold, R.A. 1941, The physics of blow sand and desert dunes: Chapman and 

Hall, London, 265 p.

Hunter, Ralph E., Richmond, Bruce M. and Alpha, Tau Rho, 1983, 

Storm-controlled oblique dunes of the Oregon coast: Geological Society of 

America Bulletin, v.94 p. 1450-1465.

Lancaster, Nicholas, 1995, Geomorphology of desert dunes: Routledge, New 

York, 290 p.

Lindsay, J. F. and others, 1976, Sound-producing dune and beach sands: 

Geological Society of America Bulletin, v. 87, p. 463-473.

McKee, E.D., editor, 1979, A study of global sand seas: U.S. Geological Survey 

Professional Paper 1052, 429 p.

Niessen, A.C.H.M., Koster, E.A. and Galloway, J.P., 1984, Periglacial sand dunes 

and eolian sand sheets an annotated bibliography: U.S. Geological Survey 

Open-File Report 84-167, 61 p.

Nordstrom, K.F., Psuty, N. and Carter, B., 1990. Coastal dunes: form and 

process: Chichester, John Wiley and Sons.

Runz, M. and Allard, M., 1994, Coastal dune development in cold-climate 

environments: Physical Geography, v. 15, no. 4, p. 372-380.

Yeend, Warren, and others, 1984, Mineral Resources and Mineral Resource 

Potential of the Kelso Dunes, Wilderness Study Area (CDCA-250) San Bernardino 

County, California: U. S. Geological Survey Open-File Feport 84-647.
Teachers Guide: N-" 

Page 15 of 19

Fundamental Concepts

"SCIENTIFIC LITERACY FOR ALL STUDENTS is a National goal. The 

National Science Education Standards are a contribution toward achieving 

that goal." (Draft, November 1994, National Science Education Standards, 

prepared by the National Research Council, National Academy of Science)

After building this model and reading the text all students should have 

developed a basic understanding of the following fundamental concepts of Earth 

and Space Science as recommended in the National Science Education Standards. 

Some of these concepts for grades 5-8 and 9-12 are:

Grades 5 - 8

+ The Earth processes we see at work today are similar to those that operated in 

the past.

+ Animals have adapted to unique environments. 

Grades 9-12

+ Creativity, imagination, and a good knowledge base are all required in the 

work of science and engineering.

+Human activities can enhance the potential for hazards. Students should 

understand the risks associated with natural and man-made hazards.

+ Humans use many natural systems as resources. Changing the natural system 

can affect the quality of resources humans use, i.e. drinking, water pollution.

+ Each element moves among reservoirs in the solid Earth. Understanding 

chemical reactions and geochemical cycles is important for maintaining the 

health of natural envirnments.
Teachers Guide:

Page 16 of 19 Additional Models and Animations

Alpha, Tau Rho, 1989, How to construct two paper 

models showing the effects of glacial ice on a 

mountain valley: U. S. Geological Survey Open-File 

Report 89-190 A&B (Available as a 

3.5-in. MACINTOSH disk or a 30-p. report)

Alpha, Tau Rho, Lahr, John C., and Wagner, Linda F., 1989, 

How to construct a paper model showing the motion that 

occurred on the San Andreas fault during the Loma Prieta, 

California, earthquake of October 17, 1989: U. S. 

Geological Survey Open-File Report 89-640A&B 

(Available as a 3.5-in. MACINTOSH disk or a 10-p. report)

Alpha, Tau Rho, and Lahr, John C., 1990, How to construct 

seven paper models that describe faulting of the Earth: 

U. S. Geological Survey Open-File Report 90-257 A&B 

(Available as a 3.5-in. MACINTOSH disk or a 40-p. 

report)

Alpha, Tau Rho, 1991, How to construct four paper models 

that describe island coral reefs: U. S. Geological Survey 

Open-File Report 91-131 A&B (Available as a 3.5-in. 

MACINTOSH disk or a 19-p. report)

19 C>
Teachers Guide: >«-'

Page 17 of 19 Additional Models and Animations

Alpha, Tau Rho , and Gordon, Leslie C., 1991, Make your own paper 

model of a volcano: U.S. Geological Survey Open-File Report 

91-115A&B (Available as a 3.5. MACINTOSH disk or a 

4-p. report)

Alpha, Tau Rho, Page, Robert A., and Gordon, Leslie C., 1992, 

Earthquake effects, a computer animation and paper 

model: U. S. Geological Survey Open-File Report 

92-200A&B (Available as a 3.5-in. 

MACINTOSH disk or a 22-p. report)

Alpha, Tau Rho 1993, Landslide Effects, A computer animation and 

paper model: U. S. Geological Survey Open-File Report 93-278A&B 

(Available as a 3.5- in. MACINTOSH disk or a 20-p. report)

Alpha, Tau Rho, Starratt, Scott W. and Chang, Cecily C., 1993, 

Make your own Earth and tectonic globes: U. S. Geological 

Survey Open-File Report 93-380A&B (Available as a 3.5- 

in. MACINTOSH disk or a 14-p. report)

Alpha, Tau Rho, and Stein, Ross S., 1994, Make your own paper 

model of the Northridge, California, earthquake, January 

17, 1994: U. S. Geological Survey Open-File Report 

94-143 4-p.
Teachers Guide: NT"

Page 18 of 19 Additional Models and Animations

Alpha, Tau Rho, and Stein, Ross S., 1994, The Northridge, 

California, Earthquake of January 17, 1994: A computer 

animation and paper model: U. S. Geological Survey Open-File 

Report 94-214A&B. (Available as a 3.5-in. MACINTOSH disk or 

a 30-p. report).

Alpha, Tau Rho, Starratt, Scott W., Hendley, James W., II, 1994, 

Make your own paper fossils, a computer animation and paper 

models: U.S. Geological Survey Open-File Report 94-667A&B. 

(Available on 3.5 MACINTOSH disk or a 42 p. report)

Alpha, Tau Rho, Galloway, John P., Bonito, Mark V., 1995, 

Sea-Floor Spreading, a computer animation and paper model: 

U.S. Geological Survey Open-File Report 95-573A&B. 

(Available on 3.5 MACINTOSH disk or a 35 p. report)

Alpha, Tau Rho, and Reimnitz, Erk, 1995, 

Arctic Delta Processes, a computer animation and paper models: 

U.S. Geological Survey Open-File Report 95-843A&B. 

(Available on 3,5 MACINTOSH disk or a 27 p. report)
_ _ . _ x __ f Back to table of contents } Teachers Guide: N-1 v '

Page 19 of 19 Additional Models and Animations

Alpha, Tau Rho, and Galloway, John P., 1996,

Ocean Trenches, a computer animation and paper model: 

U.S. Geological Survey Open-File Report 96-76A&B. 

(Available on 3.5 MACINTOSH disk or a 41 p. report)

Alpha, Tau Rho, Stout, Dorothy L.and Starratt, Scott W., 1997, 

Crinoids, a computer animation and paper model: 

U.S. Geological Survey Open-File Report 97-91A&B. 

(Available on 3.5 MACINTOSH disk or a 57 p. report)

Alpha, Tau Rho, Galloway, John P., and Starratt, Scott W., 1997, 

Chicxulub impact event, computer animations and paper models: 

U.S. Geological Survey Open-File Report 97-442A&B. 

(Available on 3.5 MACINTOSH disk or a 35 p. report)

Alpha, Tau Rho, Galloway, John P., and Tinsley, John C, III, 1997, 

Karst Topography, computer animations and paper model: 

U.S. Geological Survey Open-File Report 97-536-A&B. 

(Available on 3.5 MACINTOSH disk or a 36 p. report)

These stacks ( reports ) can be down loaded from self-extracting archives, 

that are on the U.S. Geological Survey's Learning Web site. 

The address is: < http://www.usgs.gov/education/animations/ >

To order these stacks and/or paper reports, contact:

USGS Open-File Report Section 

Box 25286, MS 517 

Denver Federal Center 

Denver, CO 80225-0046

call (303)- 202-4200. 

FAX, (303)-202-4695

22 [ Back to table of contents )
Glue ( Back to models )

Print This Card

Pattern of dune 

migration. Model 

Sheet one of two.

on the reverse side of this.

ll 

W'""xi

Interior 

of dune

Fold tabs 

forward

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Sand Dunes

Computer animations and paper models

by 

Tau Rho Alpha, John P. Galloway and Scott W. Starratt

U. S. Geological Survey 

Open-file Report 98 -131 - A-B
o

Cut out model and base.

Strip_____

Model of dune migration

Base for model

25
o

Fold model and base.

Strip_____

Model of dune migration

\ 

Fold tabs forvard. Fold

Fold^/V^Fold

Base for model 

Fold

T 

Fold

Fold tabs forward.

26
o

Glue parts of model.

Strip

27
o

Attach parts of model.

Strip

28
o

Glue and attach parts of model

Strip

Glue other side 

of T shape.

Base for model

r-*1

tfv\

: fc <\I

29
o

Glue and attach parts of model. Strip J 

Attach "T" shape 

to other side 

of strip.

Attach sides to model.

30
o

Curl strip

Strip

The more the strip is curled 

or rolled the better the 

sand dune migration 

model works.

31
Curl strip and glue.

The more the strip is curled 

or rolled the better the 

sand dune migration 

model works.

32
Attach strip to model.

33
o

Glue and attach parts of model.

34
Attach parts of model. 

Let glue dry 

five or more 

minutes.

35
The sand dune migration 

model should now 

look and w 

like this.

36
( Back to models j H\ 

Model of transverse dunes Print This Card

Prevailing wind :$^-J» .d o^_^3i

37
Cut out model.

o

38
Fold model.

39
( Back to models^)

Finished transverse dune model should look like this

40
( Back to models j H\ 

Model of oblique dune. Print This Card

\

41
Cut out model.

o

42
Fold model.

43
( Back to models J 

Finished oblique dune model should look like this

44
( Back to models ) H\

Model of star dune.

Glue-^

Print This Card

Glue

Glue Glue
0

Cut out arms of star dune.

46
O

Fold arms of star dune.

47
o o

Glue model
( Back to models"")

Finished star dune model should look like this.

49
C Back to models J 

Model of longitudinal dune. Print This Card
Cut out model
0

Fold model. Glue Glue model. tabs

52
( Back to models"^)

Finished longitudinal dune model should look like this

53
Back to models J 

Model of barchan dune. Print This Card

54
o o

Cut out model

55
Fold model.

o o

56
Glue model.

o

<-Glue

57
( Back to models"")

Finished barchan dune model should look like this

58
Back to models ) 

Model of parabolic dune Print This
Cut out model

o

60
0

Fold model.

61
Glue model.

o

62
( Back to models"^)

Finished parabolic dune model should look like this

63
[ Back to table of contents ] [ Quit )

Print This Card

pure jCe/&o[rer) "Eqdjy

S9UHQ pUEg 

Sand Dunes

Sand Dunes

By

Tau Rho Alpha, John P.Gallovay 

and Scott W. Starratt

U.S. Geological Survey 

Open-File Report 98-131 -B Cover for disk

64