Del Mar College
Materials Contributed through SERC-hosted Projects
How Many Is A Million? part of Cutting Edge:Rates and Time:Visualizations with Teaching Notes
Roger Steinberg, Department of Natural Sciences, Del Mar College Description To help students visualize the immensity of geologic time, or even the immensity of just one million years, I have created a very large ...
Relative Age-dating -- Discovery of Important Stratigraphic Principles part of Cutting Edge:Introductory Courses:Activities
Students don't have to be passively taught the important principles geologists use to do relative age-dating of rocks and geologic events. By careful analysis and critical thinking about photos and illustrations of rock outcrops, they can discover these principles themselves, and present their discoveries to the class!
Geologic Maps and Geologic Structures: A Texas Example part of Cutting Edge:Introductory Courses:Activities
Students work with geologic maps of Texas, learning details of Texas geology, and reinforce knowledge and use of geologic structures, stratigraphic sections, and geologic cross sections.
The Use of Natural Crystals in the Study of Crystallography part of Cutting Edge:Mineralogy:Activities
I use single, euhedral, natural crystals of minerals extensively when teaching basic concepts of crystallogtaphy. In my Mineralogy course, I use single, well-formed crystals in all aspects of basic crystallography inlcuding measurement of interfacial angles, determination of symmetry elements, recognition of crystal system and class, determination of forms, stereographic projections and stereograms, recognition of common twins and pseudomorphs, and even SHAPE plots - these are just some of the possibilities.
Historical Geology (Earth History 1404) part of Cutting Edge:Introductory Courses:Courses
Introduction to geologic time; relative and actual age-dating methods; stratigraphic principles; origin of the Universe, Solar System, atmosphere, oceans, life; plate tectonics; changes on the Earth's surface and development of organisms through geologic time.
A Moveable Museum part of SAGE 2YC:Workforce, Transfer, and Careers:Preparing Students in Two-year Colleges for Careers:Essays
Del Mar College (DMC) is a two-year college in Corpus Christi, Texas. We have a lot of the pieces in place needed to create a strong program in support and preparation of students for transfer to four-year colleges, the geotechnical workforce, or geoscience careers - but we could use some new strategies for putting the pieces together.
Teaching about Time and other Big Numbers part of Workshop 2012:Essays
Roger Steinberg, Department of Natural Sciences, Del Mar College I use several strategies to address the challenge of teaching about timeconceptual, visual, and quantitativebut first, some background. After ...
Other Contributions (2)
Using Student-Created Metaphors to Assess Comprehension of Geologic Time part of Cutting Edge:Rates and Time:Assessments
At Del Mar College, we are now officially assessing the comprehension of the immensity of geologic time by our Historical Geology students. This is one of six Geology Program student learning outcomes that we assess via WEAVEonline. To demonstrate their comprehension of the immensity of geologic time, students create and discuss, in a written report, their own metaphor for geologic time. The objectives of this student learning outcome are the following: Students will develop a metaphor for geologic time. Students will calculate the ratio or percentage, relative to the age of the Earth, of the age of 17 important events in geologic history that are given with the instructions for the project. Students will compose a written description or narrative of their metaphor, explaining why they chose it, and quantitatively compare the list of important events in geologic history to their metaphor. Finally, students will evaluate the effectiveness of their metaphor in comprehending geologic time. I've given this assignment to students off and on for a number of years, sometimes making it a requirement, sometimes keeping it optional, with varying levels of student participation and success. This year, we are making it part of our course assessment. (The idea of using student created metaphors to assist in comprehension of geologic time is borrowed from a paper by Scott David Ritger and Robert Hays Cummins that appeared in the Journal of Geological Education, v.39, p.9-11, 1991.)
Visualizing the Precambrian part of Cutting Edge:Rates and Time:Visualizations with Teaching Notes
× Figure 1: Variable Time Geologic Time Scale × Figure 2: Constant Time Geologic Time Scale × Figure 3: Extended Time Scale Poster Roger Steinberg, Department of Natural Sciences, Del Mar College ...