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Instructor’s Manual to
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Physical Geology, 15/e by Plummer/McGeary/Carlson/Hamme rsley
Overview
Geology uses the scientific method to explain natural aspects of the Earth - for example, how
mountains form or why oil resources are concentrated in some rocks and not in others. This
chapter briefly explains how and why Earth's surfaces, and its interior, are constantly changing.
It relates this constant change to the major geological topics of interaction of the atmosphere,
water and rock, the modern theory of plate tectonics, and geologic time. These concepts form a
framework for the rest of the book. Understanding the "big picture" presented here will aid you
in comprehending the chapters that follow.
Learning Objectives
1. Geology is the scientific study of the Earth. Physical geology is that division of geology
concerned with Earth materials, changes in the surface and interior of the Earth, and the dynamic
forces that cause those changes.
2. Geology is important because it a) supplies us with things we need, b) understanding how the
Earth operates allows us to better protect and preserve the environment, c) allows us to avoid
geologic hazards like earthquakes, tsunamis, volcanic eruptions and floods, and d) understanding
our surroundings.
3. To understand geology we must understand how the solid Earth interacts with water, air and
living organisms. We must also comprehend the effects of releasing huge amounts of the Earth’s
energy. It is useful to think of the Earth as being part of a system. The Earth system is
composed of the atmosphere, hydrosphere, biosphere and geosphere. All four subsystems
continuously interact to shape the planet and its surface.
4. The Earth can be viewed as a giant machine driven by two heat engines, an internal engine that
releases heat from the hot interior of the Earth thru volcanoes and moving plates, and an external
heat engine driven by solar energy that evaporates sea water creating rain and snow, producing
glaciers and eroding away rocks, carving mountains as it drains away thru streams and
transporting loose sediment to form new rock materials.
5. The Earth's interior has been subdivided into three concentric zones based on chemical
composition: crust (continental crust; the solid ocean floor is sometimes called oceanic crust),
mantle (thickest zone), and core (predominantly iron).
6. Another way that the Earth’s interior is subdivided is based on its geophysical properties,
primarily, whether the layers are solid, liquid, or somewhere in between. The lithosphere is the
solid crust and upper mantle that is broken into pieces, called tectonic plates. Tectonic forces
caused by the motion of tectonic plates result in vertical and horizontal deformation of the
earth’s interior. Beneath the lithosphere is the soft, partially solid "lubricating" layer called the
asthenosphere upon which the plates move. Below the asthenosphere is more solid mantle and
finally the core. The core is composed of the liquid outer core and the solid inner core.
7. Plate tectonics is a theory that views the Earth's lithosphere as broken into plates that are in
motion over partially molten asthenosphere. At mid-oceanic-ridges, tectonic plates are diverging
as magma rises from the asthenosphere, pushes the ridge crests apart, and solidifies in the
fissures created. Ridges spread at a rate of 1-18 centimeters per year and are responsible for the
opening of ocean basins. Transform boundaries occur where plates slide past each other, such as
the San Andreas fault. Converging boundaries reflect either subduction, where oceanic plates
descend into the mantle, or collision, where two continents collide.
8. Rocks are formed as a result of tectonic activity. When molten rock, magma, at the high
internal temperatures found inside the Earth are pushed closer to the surface by tectonic forces,
they will begin to crystallize out of the magma and form igneous rocks. Metamorphic rocks
may be formed from high-temperature and pressure at subduction zones, if melting does not
occur. Additionally, rocks that initially formed at depth under high temperatures and pressures
become unstable as they are pushed toward the surface. Surface processes cause these rocks to
break down into pieces, called sediment. The sediment is, typically, transported by streams and
will eventually be deposited and become sedimentary rock as compaction occurs and/or cement
forms in the empty spaces between the sedimentary grains.
9. The scientific method provides an objective way to analyze how the earth behaves and is
useful for the scientific study of geological phenomena. It involves a process, beginning with an
inquiring mind asking a difficult question, followed by the collection of data related to the
question. Collection of the data also involves observations and much thought, eventually
resulting in an idea or hypotheses of how things work and an associated set of predictions that
would result if the hypotheses were true. When the predictions are tested, they will either
support the hypotheses and lead to its acceptance as a theory or raise more questions resulting in
the idea being discarded or rethought (see Box 1.4). Continental drift is an example of a
hypothesis. Plate tectonics is an example of a theory.
10. Geology involves enormous amounts of time, vastly greater than human lifetimes. The Earth
is about 4.6 billion years old. Most geological processes are slow and take place over many
millions of years. Fast, to a geologist, is an event or process completed in a million years or less.
Complex life forms have existed on the Earth for at least the past 545 million years. Humans
have only been on Earth for about 3 million years; modern humans (homo sapiens) evolved in
Africa about 200,000 years ago.
Short Discussion/Essay
Longer Discussion/Essay
1. Explain the concept of external and internal heat engines driving Earth processes.
2. Describe the theory of plate tectonics, how it works and how it can be used to explain where
earthquakes and volcanic eruptions occur.
3. Describe the scientific method and how it is used by geologists.
4. How did plate tectonics move from hypothesis to theory?
5. Why is the lithosphere constantly changing through geologic time?
6. What challenges face geologists interested in mitigating the effects of geologic hazards like
tsunamis and volcanic eruptions?
7. What are the positive and negative aspects of producing oil in Prudhoe Bay?
Selected Readings
Most of the material in this chapter is covered in detail in later chapters; appropriate references
are given in the summaries of those chapters. The references listed below are appropriate to this
chapter specifically.
Durbin, J.M., 2002, The benefits of combining computer technology and traditional teaching
methods in large enrollment geoscience classes, Journal of Geoscience Education (50): 56-63.
Gregor, C.B., R.M. Garrels, F.T. Mackenzie and J.B. Maynard, eds., 1988. Chemical cycles in
the ev olution of the Earth. Somerset, NJ: John Wiley and Sons.
Harris, S.L. 1990. Agents of chaos: earthquak es, v olcanoes, and other natural disasters.
Missoula, MT: Mountain Press Publishing Company.
Kobluk, D.R. 1993. "Enhancing contact with students in high enrollment Geology courses with
electronic bulletin boards," Journal of Geological Education 41 (1): 32-34.
McPhee, J. 1981. Basin and Range. New York: Farrar, Straus and Giroux. McPhee presents a
vivid (and accurate) picture of how a geologist works and portrays some of the most interesting
geologic characteristics of the United States. Other McPhee books are listed at the end of
chapters 9 and 20 of the textbook.
Rhodes, F.H.T. and R.O., Stone, eds., 1981. Language of the Earth. New York: Pergamon Press
(paperback). An anthology of writings bearing on geology. Some of the chapter headings are:
"Geology and Poetry;" "Humor in Geology;" "Geology and the Arts;" "Geopolitics." Authors
include Mark Twain, Herbert Hoover, Ernest Hemingway and Charles Darwin.
Schrum, S. A., 1991. To Interpret the Earth: Ten Ways To Be Wrong. New York: Cambridge
University Press.
Sullivan, M. A., and Y. Dilek, 1997. "Enhancing Scientific Literacy Through the Use of
Information Technology in Introductory Geoscience Classes," Journal of Geological Education
45 (4): 308-313.
CHAPTER 2 - ATOMS, ELEMENTS, AND MINERALS
Overview
This chapter is the first of six related to Earth materials. The following chapters are mostly about
rocks. Nearly all rocks are made of minerals. Therefore, to be ready to learn about rocks, you
must first understand what minerals are as well as the characteristics of some of the most
common minerals.
In this chapter, students are introduced to some basic principles of chemistry. This is intended as
a refresher for students familiar with chemistry and an introduction for students who have not
encountered this material in previous schooling. This will help students understand material
covered in the chapters on rocks, weathering, and the composition of Earth's crust and its
interior.
Every mineral is composed of specific chemical elements, the atoms of which are in a
remarkably orderly arrangement. A mineral's chemistry and the architecture of its internal
structure determine the physical properties used to distinguish it from other minerals. This
chapter covers material important for readily determining physical properties and use them to
identify common minerals. (Appendix A of the text is a further guide to identifying minerals).
Learning Objectives
1. Minerals are naturally-occurring, inorganic (not made from organic material), crystalline
(orderly three-dimensional-arrangement of atoms) solids with a specific chemical composition.
Chemical formulas can tell you which elements are in a mineral in and in what proportions.
2. Rocks are naturally formed aggregates of minerals or mineral- like substances. Most rocks are
composed of grains or crystals of one or more minerals. A few rocks, like coal and obsidian, are
exception to the rule that rocks are made from minerals. Coal is made from organic material, and
obsidian is made from noncrystalline volcanic glass
3. Most rocks are composed of minerals. Minerals are composed of elements. Elements are
substances that cannot be broken down by ordinary chemical methods. Atoms are the smallest
particles of elements. They are constructed of protons, neutrons (forming the nucleus) and
electrons. Atomic mass number, atomic number and atomic weight control the “character" of an
element, particularly its isotopes. Electrons spin around the nucleus, spending most of their time
at an energy level. Energy levels are filled from the inner, lowest energy level to the outer level.
The most stable configuration of an atom is to have the outermost level full of electrons.
4. Most elements do not have a stable, full outer energy level in their atoms and exist as ions.
These elements will typically bond with other elements to attain a stable configuration.
Chemical activity is related to ions and their bonding. Atoms can obtain a full outer energy level
by either exchanging electrons (ionic bonding) or sharing electrons (covalent and metallic
bonding). Ionic bonding is the most common. Some minerals exhibit more than one type of
bond. Covalently bonded sheet silicates have weak electrostatic bonds between the sheets,
allowing the sheet silicates to have a pronounced one directional cleavage. Micas and graphite
exhibit this characteristic.
5. Ions may be positive (cations) or negative (anions). Like charges repel each other and
opposite charges attract one another to form bonds. This characteristic results in ions of different
sizes being packed together to form a repeating crystalline structure. Specific chemical
composition in minerals reflects the orderly internal arrangement of atoms. Of particular
importance are the crystal structures that result from the two most common elements in the
Earth’s crust, silicon and oxygen, which together are termed silica. Oxygen accounts for half the
weight of the crust. Silicon is the second most abundant element in the crust and the silicate
minerals are the most common minerals in the crust.
7. A small number of rock-forming minerals comprise most of the crust. Five silicate mineral
groups (feldspar, quartz, pyroxene, amphibole, and mica) account for greater than 90% of the
Earth's crust. Feldspars are the most common crustal mineral, while olivine is the most abundant
mineral in the Earth as a whole. Nonsilicates include carbonates, sulfates, sulfides and oxides
that are classified by their negative ion, as well as native elements that are composed of a single
element. Native elements include ore minerals of commercial value such as gold, silver and
diamonds.
8. Some minerals show variation in their composition or structure. Olivine (MgFe)2 SiO4 is a
mineral that allows iron (Fe) and magnesium (Mg) to substitute for one another in the crystalline
structure. Both ions have the same charge (+2) and are close in size. Olivine forms a solid
solution series ranging in composition from Fe2 SiO4 to Mg2 SiO4 and all proportions in between.
Some minerals show compositional zoning with one cation dominating in the center of the
crystal and another on the outer rim. There are also some minerals, called polymorphs that have
exactly the same chemical composition but different crystalline structures. Calcite/aragonite and
diamond/graphite are two pairs of minerals that are polymorphs. In many cases polymorphs
form under different pressure conditions which alters the bonding and, thus, the crystalline
structure.
9. Physical properties are used to identify minerals. These include color, streak, luster, hardness,
external crystal form, cleavage, fracture, specific gravity, special properties (smell, taste,
striations, magnetism), and other properties (double refraction, effects of polarized light, x-ray
defraction). Chemical tests can also be used to identify minerals.
10. Minerals form under a wide variety of conditions. Some form on the Earth’s surface, others
deep inside the Earth. Some even form in the atmosphere. Silicate minerals primarily crystallize
out of molten rock called magma. Carbonates precipitate out of cave and spring waters or,
evaporites, like salt, precipitate out of the ocean or lakes that are evaporating.
Short Discussion/Essay
Longer Discussion/Essay
1. Why are oxygen and silicon the most common elements in the Earth's crust?
2. Why are silicates the most common minerals in the Earth's crust?
3. If all minerals are crystalline, why don't they always form crystals?
4. How does silicate structure control the physical properties of silicate minerals, particularly
cleavage?
5. Why is limestone a rock, not a mineral, even though it has the same chemical composition as
calcite?
6. How do ions bond together to form crystalline structures?
7. What mineral properties are affected by the strength of the bond between the atoms and
elements?
Selected Readings
Mineralogy is a basic subdiscipline of geology and there are many textbooks that deal with this
subject. Some articles of interest:
Mueche, G.K. and Moller, P. 1988. "The not-so-rare earths," Scientific American 258:72-77
Check out this website for more examples of mineral properties and for practice tests:
Chapter 1
10.A, 11.G, 12.D, 13.C, 14.D, 15.D, 16.C, 17.D, 18.C, 19.A 20.C
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alcancem. Tratase hūa Historia de hum Ermitão, et hum
Salteador de caminhos» (Está en Braga, n. 151).
Cont. II. «Que as filhas devem tomar o conselho da sua boa may,
e fazer seus mandamentos. Trata de hūa que o não fez, e a
morte desastrada que ouve» (Braga, n. 152).
Cont. III. «Que as donzellas, obedientes, devotas e virtuosas, que
por guardar sua honra se aventurão a perigo da vida, chamando
por Deos, elle les acode. Trata de hūa donzella tal que he digno
de ser lido» (Braga, n. 153).
Cont. IV. «Que diz que as zombarias são perjudiciaes, e que he
bom não usar delles, concluesse autorizado con hum dito grave».
Es meramente un dicho sentencioso de un caballero de la Corte
de D. Juan III: «Senhor, não zombo, porque o zombar tem
resposta».
Cont. V. «Trata do que aconteceo en hūa barca zombando, e hūa
resposta sotil».
Son zumbas y motejos entre un corcobado y un narigudo, que
acabaron mal.
Cont. VI. «Que en toda parceria se deve tratar verdade, porque o
engano ha se de descobrir, e deixa envergonhado seu mestre.
Trata de dous rendeiros».
Historia insulsa que tiende á recomendar la buena fe en los
contratos.
Cont. VII. «Que aos Principes convem olhar por seus vassalos,
para lhe fazer merce. E os despachadores sempre devem folgar
disso, e não impedir o bõ despacho das partes. Trata hum dito
gravissimo de hum Rey que Deos tem».
Un Rey justiciero da á un mancebo de Tras os Montes el cargo
de contador del almojarifazgo que tenía su padre, y haciéndole
alguna observación su veedor de Hacienda sobre la inutilidad del
cargo, le replica: «Se nos não havemos mister o contador, o
mancebo ha mister o officio».
Cont. VIII. «Que os Prelados socorram com suas esmolas a seus
subditos, e os officiaes de sua casa lhe ajudem. Trata de hum
Arcebispo e seu veador».
El Arzobispo de Toledo de quien se trata es D. Alonso Carrillo, y
el cuento procede de la Floresta Española, como decimos en el
texto: «Vos faço saber que estes que me servem ham de ficar em
casa, porque eu os ey mister, e estes que me não servem,
tambem ficarão, porque elles me ham mister a mi».
Cont. IX. «Que ha hum genero de odios tam endurecido que
parece enxerido pello demonio. Trata de dous vezinhos
envejosos hum do outro» (Braga, II, 154).
Cont. X. «Que nos mostra como os pobres com pouca cousa se
alegram. E he hum dito que disse hum homen pobre a seus
filhos» (Braga, II).
Cont. XI. «Do que acontece a quem quebranta os mandamentos
de seu pay, e o proveyto que vem de dar esmolla, e o dano que
socede aos ingratos. Trata de hum velho e seu filho» (Braga, II,
157, con el título de O segredo revelado).
Cont. XII. «Que offerecendosemos gostos ou perda, o sentimento
ou nojo seja conforme a causa, concluindo con elle. Trata hum
dito de hum Rey que mandou quebrar hūa baixella».
Cont. XIII. «Que os que buscam a Deos sempre o achão. Trata
de hum hermitan, e hum pobre lavrador que quis antes un real
bem ganhado que cento mal ganhados» (Braga, n. 156).
Cont. XIV. «Que todo tabellião e pessoa que da sua fe em juizo,
deve attentar bem como a da. Trata hūa experiencia que fez hum
senhor para hum officio de Tabellião» (Braga, n. 158).
Cont. XV. «Que os pobres não desesperem nas demandas que
lhe armão tyrannos. Trata de dous irmãos que competiam em
demanda hum com outro, e outras pessoas» (Braga, 159).
Cont. XVI. «Que as molheres honradas e virtuosas devem ser
calladas. Trata de hūa que fallou sem tempo e da reposta que lhe
derão.
Anécdota insignificante, fundado en el dicho de una mujer de
Llerena.
Cont. XVII. «Como castiga Deos accusadores, e liura os
innocentes. Trata de hum Comendador que foy com falsidade
accusado diante del Rey» (Braga, n. 160, con el título de Don
Simão).
Cont. XVIII. «De quam bom he tomar conselho com sabedores e
usar delle. Trata de hum mancebo que tomou tres conselhos, e o
sucesso» (Braga, n. 161).
Cont. XIX. «Que he hūa carta do Autor a hūa senhora, com que
acaba a primeira parte destas historias e contos de proveito e
exemplo. E logo começa segunda, em que estão muitas historias
notaveis, graciosas, e de muito gosto, como se vera nella».
Parte 2.ª.
Cont. I. «Que trata quanto val a boa sogra, e como por industria
de hūa sogra esteve a nora bem casada com o filho que a
aborrecia» (Braga, n. 162).
Cont. II. «Que diz que honrar os Sanctos e suas Reliquias, e
fazerlhe grandes festas he muito bem, e Deos e os Sanctos o
pagão. Trata de hum filho de hum mercador, que con ajuda de
Deos e dos Sanctos veo a ser Rey de Inglaterra».
Cont. III. «Que diz nos conformemos com a vontade do Senhor.
Trata de hum Medico que dizia: Tudo o que Deos fez he por
melhor» (Braga, n. 163).
Cont. IV. «Que diz que ninguem arme laço que não caya nelle.
Trata de hum que armou hūa trampa para tomar a outro, e cahio
elle mesmo nella».
Cont. V. «Que diz que a boa mulher he joya que não tem preço, e
he mellior para o homen que toda a fazenda e saber do mundo
como se prova claro ser assi no discorso do conto».
Es un largo ejemplo moral.
Cont. VI. «Que nāo confie ninguem em si que sera bom, porque
ja o tem promettido: mas andemos sobre aviso fugindo das
tentações. Trata hum dito de hum arraez muito confiado».
Cont. VII. «Que nāo desesperemos nos trabalhos, e confiemos
em Deos que nos proverá, como fez a huma Rainha virtuosa con
duas irmãas que o nāo erão, do que se trata no conto seguinte»
(Braga, n. 164).
Cont. VIII. «Que o poderoso nāo seja tyranno, porque querendo
tudo, nāo alcança o honesto e perde o que tem. Como se ve em
hūa sentença sotil em caso semelhante» (Braga, n. 165).
Cont. IX. «Que diz que conformes com a vontade de Deos nosso
Senhor lhe demos louvores e graças por tudo o que faz. Trata de
hum dito do Marquez de Pliego, em tempo del Rey Don Fernando
Quinto de Castella».
Terceira parte.
Cont. I. «Que todos sejamos sojeitos a razam, e por alteza de
estado nāo ensoberbeçamos, nem por baixeza desesperamos.
Trata de hū Principe, que por soberbo hum seu vassallo pos as
mãos nelle, e o sucesso do caso he notavel» (Braga, n. 166).
Cont. II. «Que quem faz algum bem a outro, nāo lho deve lançar
em rosto, e que sempre se deve agradecer a quem nos da
materia de bem obrar».
Trátase de una carestía de Córdoba. Este cuento, ó más bien
dicho sentencioso y grave contra los que echan en cara los
beneficios recibidos, parece de origen castellano.
Cont. III. «Que diz quanto val o juizo de hum homen sabio, e
como por hum Rey tomar con elle, o tirou de huma duvida en que
estava com hum seu barbeiro» (Braga, n. 168).
El Rey invita á su barbero á que le pida cualquier merced,
prometiendo concedérsela. El barbero le pide la mano de la
princesa su hija. Sorprendido el rey de tal petición, consulta con
un sabio, el cual le aconseja que mande abrir la tierra en el sitio
donde había estado el barbero, porque sin duda habría puesto
los pies sobre un gran tesoro, que le daba humos para aspirar
tan alto. El tesoro aparece en efecto, y el rey lo reparte entre el
barbero y el letrado que dió tan buen consejo. Ignoro el origen de
este absurdo cuento.
Cont. IV. «Trata como dous mancebos se quiseran em estremo
grao, e como hum delles por guardar amizade se vio em grandes
necessidades, e como foy guardado do outro amigo».
Cont. V. «Que inda que nos vejamos em grandes estados nāo
nos ensoberbeçamos, antes tenhamos os olhos onde nacemos
para merecer despois a vir a ser grandes senhores, como
aconteceo a esta Marqueza de que he o conto seguinte». (Braga,
n. 107, con el título de Constancia de Griselia).
Cont. VI. «Em que mostra de quanto preço he a virtude nas
molheres, especialmente nas donzelas, e como hūa pobre
lavradora por estimar sua honra em muyto, veo a ser grande
senhora».
Cont. VII. «Neste conto atraz tratei hūa grandeza de animo que
por comprir justiça usou Alexandro de Medices Duque de
Florença com hūa pobre Donzela, e porque este he de outra
nobreza sua que usou com hūa pobre viuva, a qual he o
seguinte» (Braga, n. 169, O achado da bolsa).
Cont. VIII. «Em que se conta que estando hūa Raynha muyto
perseguida e sercada em seu Reyno, foy liurada por hum
cavaleyro de quem ella era en estremo enemiga, e ao fim veio a
casar com elle».
Cont. IX. «Que mostra de quanta perfeição he o amor nos bōs
casados, e como hum homen nobre se pos em perigo da morte
por conservar a hōra de sua molher, e por a liurar das miserias
em que vivia, e como lhe pagou com o mesmo amor».
Cont. X. «Em o qual se trata de hum Portuguez chegar a cidade
de Florença, e o que passou com o Duque senhor della, com hūa
peça que lhe den a fazer, o qual he exemplo muy importante para
officiaes».]
[199] Página 11 de la edición de Francisco Asensio.
[200] Vid. E. Cosquin, La Légende du Page de Sainte Elisabeth
de Portugal et le conte indien des «Bons Conseils», en la Revue
de Questions Historiques, enero de 1903.
[201] Á las comparaciones hechas por el primero en sus notas á
los Awarische Texte de A. Schiefner (n. 12) hay que añadir la
monografía del segundo sobre Quatro Novelline popolari livornesi
(Spoleto, 1880). Una nota de Teófilo Braga, que excuso repetir (II,
192-195), resume estas indagaciones. Pero para estudiarlas á
fondo, habrá que recurrir siempre a los fundamentales trabajos
de Köhler (Kleinere Schriften zur Märchenforschung von Köhler
Herausgegeben von Iohannes Bolte, Weimar, 1898, pp. 118, 143,
565 y ss.).
[202] Basque Legends: collected, chiefly in the Labourd, by Rev.
Wentworth Webster... Londres, 1879, pág. 176.
[203] Recuérdese lo que hemos dicho en la página LVII, nota 2.ª.
[204] Part. 1.ª, nov. XIV. «Alessandro duca di Firenze fa che
Pietro sposa una mugnaja che aveva rapita, e le fa far molto ricca
dote».
En el cuento siguiente de Trancoso (VII de la 3.ª Parte) hay
alguna reminiscencia (pero sólo al principio) de la novela XV,
parte 2.ª, de Bandello («Bell' atto di giustizia fatto da Alessandro
Medici, duca di Firenze contra un suo favorito cortegiano»),
[205] En las notas de Valentin Schmidt á su traducción alemana
de algunas novelas de Straparola puede verse, una indicación de
ellas.
Märchen-Saal. Sammlung alter Märchen mit Anmerkungen;
herausgegeben von Dr. Friedr. Wilh-Val. Schmidt. Erster Band.
Die Märchen des Straparola, Berlín, 1817.
Pero es mucho más completo el trabajo de G. Rua, Intorno alle
«Piacevoli dello Straparola (Giornale Storico della letteratura
italiana, vol. XV y XVI, 1890).
[206] Cap. 124. «Quod mulieribus non est credendum, neque
archana committendum, quoniam tempore iracundiae celare non
possunt». Ed. Oesterley, p. 473. Trae copiosa lista de paradigmas
en la página 732.
[207] «Pisti è dannato per micidiale, e gli è levato tutto l' hauere, e
son promessi premii a chi l' uccide, o vivo il dà nelle mani della
giustitia; Egli si fà offerire a' Signori, e libera la familia da disagio,
e se da pericolo. (Novella 5, prima deca de Gli Hecatommithi).
[208] «Caritea ama Pompeo, Diego innamorato della giouane, l'
uccide; Ella promette di darsi per moglie a chi le da il capo di
Diego. Le moue guerra il Re di Portogallo. Diego la difende, e fa
prigione il Re, poscia si pone in podestà della Donna, e ella lo
pliglia per marito» (Novella 1ª seconda deca).
[209]