Learning Assessment #3 - Igneous & Sedimentary Rocks
Skills and concepts that students must have mastered
a) igneous processes (melting, crystallization etc.)
b) igneous rock types and chemistries (intrusive vs. extrusive, felsic vs. mafic, specific rock names)
c) volcanic processes (types of eruptions and lava flows, types of volcanoes)
d) sedimentary processes (weathering/erosion, transport, deposition, lithification)
e) sedimentary rock types (clastics vs. carbonates, specific rock names)
Students must also be comfortable with the basics of plate tectonics (i.e. a subduction zone setting), as covered in Learning Assessment #1.
How the activity is situated in the course
Content/concepts goals for this activity
Higher order thinking skills goals for this activity
Analysis of data (e.g. Given a detailed geologic map of a volcano, what information can you derive about the volcanic activity over a range of time periods?)
Synthesis of ideas (e.g. How do igneous and sedimentary processes fit into a large-scale tectonic setting?)
Other skills goals for this activity
Description of the activity/assignment
Part 1 of this activity is on igneous rocks and processes. Students are provided with a cross-section and asked to describe the igneous processes that are occuring at 4 different locations marked on the cross-section. They must also describe the name, type (intrusive vs. extrusive) and chemistry (felsic vs. mafic) of igneous rock that would be forming at each location. A detailed geologic map is also provided.
Part 2 of the activity is on sedimentary rocks and processes. Students must indicate on the same cross-section where each of the 3 major sedimentary processes is predominant (weathering/erosion, transport, deposition/lithification). For bonus marks, in the areas of deposition/lithification, students can indicate the type of sedimentary rock that would form (sandstone, shale or limestone).
Part 3 of the activity asks students to interpret the geologic history of the Diasen Volcano, based the provided detailed geologic map (from Tamura et al. (2003); used with permission from the publisher). Students must describe the volcanic activity that would have been occurring and sketch a small schematic cross-section for four specified time periods.
Determining whether students have met the goals
Learning assessments are returned to students during a review period where the instructor devotes a class to going over the activity and explaining common errors. Learning assessments are graded using a checklist-style rubric which is a more detailed version of checklist provided to students with the assignment. Using the graded checklist as a guide, students complete a feedback activity during the review period, which gives them an opportunity to reflect on their understanding of the concepts covered in the learning assessment. The feedback activities are submitted, allowing the instructor to determine whether students have met the goals of the activity.
Because Learning Assessment #3 is divided over two class periods, it has two separate feedback activities that were also completed over two class periods.
Teaching materials and tips
Activity Description/Assignment: Learning Assessment #3 - Student Handout (Acrobat (PDF) 498kB Aug15 12)
- Instructor's Notes:
Solution Set: Learning Assessment #3 - Answer Key (Acrobat (PDF) 1.5MB Aug15 12)
- Geologic Map of the Daisen Volcano (from Tamura et al., 2003) (Acrobat (PDF) 344kB Aug15 12)
- Learning Assessment #3 - Grading Checklist (Acrobat (PDF) 197kB Aug15 12)
- Learning Assessment #3 - Feedback Activity (Acrobat (PDF) 170kB Aug15 12)