Results 41 - 50 of 409 matches
Roy Plotnick, University of Illinois at Chicago
Dissecting a living clam to see how soft parts and life mode can be reconstructed from the preserved shells. Note: clams are purchased at a local market.
Teaching geologic time and rates of landscape evolution with dice
Kate Ruhl, Massachusetts Institute of Technology
Landscape evolution provides a convenient framework for understanding geologic time and rates because students can observe how processes like erosion and deposition shape their surroundings. In this example, students build 3-D sandbox models based on topographic maps and design and stage a "virtual adventure race." Sandbox landscapes are used to illustrate erosional processes,while local examples are used to discuss landscapes as transient or steady over different time- and length scales. Dice experiments illustrate radioactive decay and the shape of the age equation curve, and 14C dating, geochronology and thermochronology are introduced as "stopwatches" that start when a plant dies, a crystal forms, or a rock nears the surface and cools to a certain temperature. The sandbox model and thermochronometer "stopwatches" are combined to measure erosion rates and rates of landscape change. Ultimately, model rates (cm/hour) calculated from stopwatch times on the order of seconds can be related to geologic rates (km/My) calculated from real million-year-old samples.
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.
South Carolina Studies: Bringing the Geologic Time Scale Down to Earth in the Students' Backyard
John Wagner, Clemson University
Students visit Drayton Hall historic plantation near Charleston, South Carolina and are led on a field trip that starts with a discussion of documented historic changes that have affected the mansion and the surrounding property. The field trip continues with a study of Native American artifacts and ends with analysis of coastal plain deposits exposed along the Ashley River. Students use paleogeographic maps to discuss both historic and prehistoric changes to the landscape. Back in the classroom, students gather data to draw paleogeographic maps of their own school site through geologic time.
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.
Determining Earthquake Recurrence Intervals from Trench Logs
Patricia Cashman, University of Nevada-Reno
Trench logs of the San Andreas Fault at Pallett Creek, CA are the data base for a lab or homework assignment that teaches about relative dating, radiometric dating, fault recurrence intervals and the reasons for uncertainty in predicting geologic phenomena. Students are given a trench log that includes several fault strands and dated stratigraphic horizons. They estimate the times of faulting based on bracketing ages of faulted and unfaulted strata. They compile a table with the faulting events from the trench log and additional events recognized in nearby trenches, then calculate maximum, minimum and average earthquake recurrence intervals for the San Andreas Fault in this area. They conclude by making their own prediction for the timing of the next earthquake.
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Diverse: Field, role play, storytelling, puzzle, cooperative, information systems
Edward Nuhfer, Idaho State University
Multiple activities–see the poster
Implementing A Constructivist Teaching Model For Conceptualizing Geologic Time
The activity fosters middle learning students critical thinking and allows for student generated essential questions to further their understanding of Earth's history and geologic time.