Results 1 - 10 of 64 matches
Help a geochronologist
Peter Berquist, Thomas Nelson Community College
This activity allows students to better understand radiometric dating and absolute dating techniques by calculating radiometric ages of zircon crystals. Their calculated ages then serve as tools to practice creating graphs, interpret analytic data, and reconstruct geologic events.
Calibrating Radiocarbon Ages
This activity was developed during the Teaching Climate Change from the Geological Record workshop, held in August 2010.Contributed by Eric Grimm, Jared Beeton, and Mark Skidmore. Topic: Calibrating radiocarbon ...
What do Squirrels know about Climate Change?
This activity was developed during the Teaching Climate Change from the Geological Record workshop, held in August 2010.Contributed by: Beth Norman, Allan Ashworth, and Russell W. Graham Topic: Squirrels - Nuts ...
Calibrating the Younger Dryas
Contributed by: Thom Davis, Greg Wiles, Roger Brown, David Bary This activity was developed during the Teaching Climate Change from the Geological Record workshop, held in August 2010.Key words: Radiocarbon ...
Mammoths and Mastodons
This activity was developed during the Teaching Climate Change from the Geological Record workshop, held in August 2010.Contributed by Susan Conrad, Alison Smith, and Stephanie Peek Topic: Mammal biogeography and ...
Climate, Ecoregions, and the Mammals Who Live in Them
This activity was developed during the Teaching Climate Change from the Geological Record workshop, held in August 2010.Contributed by Jonathan Hoffman, Beth Johnson, and Mark Merrit Topic: Studying mammal ...
Modeling U-Series Concordia/Discordia Using STELLA
Kirsten Menking, Vassar College
U-Series dating techniques are widely used to determine the absolute ages of some of Earth's oldest rocks, but the concordia/discordia diagram can be quite difficult for students to grasp. I have produced a STELLA-based lab exercise to develop students' understanding of this important chronologic technique. Students create models of the two isotopic decay systems and run these models to create the concordia diagram. They then carry out experiments in which they "add" or "remove" varying amounts of lead or uranium in simulation of metamorphism. In the course of the lab, students are introduced to the concepts of exponential decay and secular equilibrium as well as modeling concepts such as the creation of if-then statements.
Rates of Change and Deep Time in the Middle Grades Classroom
Fred Siewers, Western Kentucky University
The nature and scientific measurement of geological and cosmological time are among the most misunderstood and difficult to teach concepts in all of K-12 science education. To address this issue, a multi-disciplinary team of geologists, astronomers and education professionals at Western Kentucky University developed a series of professional development workshops for pre- and in-service middle grades teachers. The participants clearly advanced their content understanding of geological and cosmological time and the implementation plans received clearly show a desire to apply many of the activities learned in the workshop.
Learning Landscapes: RIVERS
Christine Massey, University of Vermont and State Agricultural College
Learning Landscapes provides historic "geo-images" of Rivers and Slopes. Students work at their own pace through a series of on-line images with directed questions and expert answers for each image. Images stem in most part from the University of Vermont's Landscape Change Program archive. Preliminarily, we have found that students relate to local images of New England, use the site as a resource, relate image content to course field laboratories, and relate images to their previous knowledge.
How much is a million? How big is a billion?
We constructed a geologic timeline along a 5K road-race route across the MSU campus at a scale of 1 meter = 1 million years, using signage to mark important events in the history of life. In addition to over 1500 race participants, numerous casual observers were exposed to the timeline. This project works well in the classroom at a scale of 1 mm = 1 million years, and as a manageable one-day outdoor sidewalk chalk activity at a scale of 1" = 1 million years. Timelines drawn to scale lead the observer to the inescapable conclusions that "simple" life appeared early in Earth history; that it took the bulk of Earth history to achieve the next, multi-cellular stage of development; and that once the metazoan threshold was crossed, subsequent biological diversification-and the resulting fossil record-followed in rapid succession.