The metamorphic rock is older because pieces of it are in the sandstone. The sandstone is older because it is on top. Which of the following map or diagram would best show you the shape of the land surface?
Which type of map or diagram would best indicate elevation of the land surface? What type of figure would you use to portray the relative thicknesses of rock units stacked on top of one another? What does the type of evolutionary diagrams discussed in the textbook show?
If you wanted to determine how deep a rock layer was below a particular point on the surface, what type of figure would be most useful? Which of the following is an example of quantitative data? Augustine volcano represents a dangerous situation B. Which of the following is true about density and weight? If a runner races 50 meters in 5 seconds, how fast is she going? This figure shows the main subdivisions of the geologic timescale. Which of these is the Cenozoic? Which of these is the Mesozoic?
Which of these is the Paleozoic? Which of these is the Precambrian? Paleozoic, Mesozoic, Cenozoic, Precambrian B. Cenozoic, Mesozoic, Paleozoic, Precambrian C. Paleozoic, Precambrian, Mesozoic, Cenozoic D. Precambrian, Cenozoic, Mesozoic, Paleozoic E. Precambrian, Paleozoic, Mesozoic, Cenozoic. Which of the following represents the longest duration of geologic time? Jurassic B.
Precambrian C. Paleozoic D. Mesozoic E. Which of the following parts of geologic time is the shortest? Precambrian B. Paleozoic C. Mesozoic D. If all of geologic time is represented as a single year, and the Jurassic Period is in the middle of the Mesozoic era, what month were dinosaurs most abundant on the planet?
January B. April C. June D. July E. Which of the following is data rather than an interpretation? Recent volcanism at Yellowstone is related to the process that caused the low topography.
There is an area of low topography southwest of Yellowstone National Park. Volcanism in Yellowstone overlies an area of hotter-than-average mantle. The low topography southwest of Yellowstone formed when North America moved over a hot spot. Some trees along Yellowstone Lake were flooded when the land north of the lake rose because of magma at depth. Rising and sinking of the land around Yellowstone is related to underlying magma.
The ages of volcanic centers near Yellowstone indicate that North America is moving southwest over the mantle. All of these are data rather than interpretations. All of these are interpretations rather than data.
A key step in developing a new explanation is: A. What steps are involved in having a hypothesis become an established theory? A United Nations scientific panel votes on whether the hypothesis is accepted. The hypothesis is consistent with new data and investigations used to test its predictions.
The hypothesis makes sense when explained by politicians. Resources for Assessment. The authors generally wrote approximately multiple-choice test questions for each chapter. The questions emphasize geologic concepts, geologic processes, and the process of science. There are no questions that only ask for definitions of geologic terms, but instead students need to understand the terms to answer more complex questions.
Multiple-choice questions are built around figures wherever possible. The Word files are set up with styles so that test questions and distracters automatically but sensibly renumber themselves when rearranged or copied and pasted into a new test file.
To keep a test question and any associated figure joined together, each question is a small separate table that can be easily selected, copied, and pasted into a new file. In addition to multiple-choice questions, the master What-To-Know List contains ready-made constructed response questions to use as essay or concept-sketch questions.
Active Learning. Students do not learn much just by sitting in class listening to teachers, memorizing prepackaged assignments, and spitting out answers. They must talk about what they are learning, write about it, relate it to experiences, apply it to their daily lives. They must make what they learn part of themselves. Chickering and Zelda F.
The presentation of information is de-emphasized, and the focus. There are many ways that instructors use active learning in their classrooms. Some make it the major focus of a class. Other instructors use active learning to support more standard lecturing. Exploring Geology was specifically designed to support a whole range of active learning strategies. Two very affective active learning strategies involve concept sketches and concept maps, described below.
Additionally, the chapter-by-chapter part of the Guide provides many suggestions for ways to introduce active learning to your classroom. Having students construct concept sketches is an excellent way to promote learning.
Concept sketches are particularly appropriate for classes using Exploring Geology because the book is so focused on visuals. They are a kind of active learning exercise that can be done in-class and in groups. A concept sketch is a simplified sketch illustrating the main aspects of a concept or system, annotated with concise but complete labels that 1 identify the features, 2 depict the processes that are occurring, and 3 characterize the relationships between features and processes.
It is not simply a sketch labeled with only the names of features. A concept sketch of a mid-ocean ridge is shown here. Example Concept Sketch Concept sketches can be constructed by the instructor or by students, and each approach has some. An instructor can generate a concept sketch to guide students toward the key aspects of a subject and show how the aspects are related.
When students construct concept sketches, it forces them to put things in context and to understand the relationships between the various features shown. Concept sketches also make good fodder for quizzes and exams — they clearly reveal what students know and do not know, and they are quick to grade. Concept Maps. They are excellent tools that provide instructors with guidance as they prepare to teach class.
That is why we have provided many of them in the chapter-by-chapter part of this Guide. If you wish to modify the maps we provide, we have provided them in PDF and EPS format — so they can be opened and edited using Adobe Illustrator, Corel Draw, or any other graphics program.
They are also provided in PowerPoint files on ExploringGeology. The concept maps provided in the chapter-by-chapter part of this Guide are intended to help you as you organize your class and lectures. Most important: having students construct concept maps is an excellent way to promote learning.
The process of creating the maps forces students to identify the most important aspects of a topic while synthesizing and integrating information and ideas. A concept map involving wind erosion and deposition is shown here Concept Map Concept Map If you do this, they will just memorize what you give them, and the learning opportunity is gone.
Instead, give them a list of concepts and have them make their own maps. Active learning involving concept sketches, concept maps, or other activities in the classroom promotes deeper learning, but consumes time. This means you may not be able to lecture on everything you want students to learn.
They help students learn on their own by specifically identifying things from each chapter that students are responsible for knowing — even if the subject is never brought up in class. It also means that instructors can expect students to learn content beyond what time allows them to include in lectures, even with a full-speed lecturing approach. An instructor using this approach must include some test questions about subjects that were identified on the What-To-Know List but not lectured on, or else students quickly figure out they only need to study lecture notes.
Research conducted by the authors and others demonstrate that most students can learn on their own using Exploring Geology, even for material that is never covered in lecture. Chapter Overviews The following pages summarize the material presented in each chapter in a few sentences, list the main topics covered, and summarize the main goals of the chapter. Then we list learning objectives derived from the Before-You-Leave-This-Page list on each two-page spread, present concept maps and give suggestions for ways to approach teaching the material.
We also recommend possible in-class activities, and provide other information. Note that some of the concept maps are difficult to read at the scale presented. These can be downloaded as separate images at the ExploringGeology. This site also has 1 a separate PDF document with large versions of all the maps, and 2 a PowerPoint file that has one concept map per slide or that split more complex maps into two slides.
There are other links in the following pages, too. All will open in a new window, which you only need to close to get back to where you started. This chapter is designed to be an engaging introduction to geology. It introduces students to a number of different topics, all meant to convey the idea that geology is important and exciting.
It covers fundamental topics, like the rock cycle and origins of rocks, to provide a foundation for subsequent chapters. Additionally, the chapter should help students understand that geology is a dynamic science that involves connections and interactions with other sciences such as biology.
The main topics covered are: 1. Geology as a Science 2. The Practical Aspects of Geology 3. The main concepts in this chapter are shown in Concept Map 1. The map appears as a spider diagram because the ideas are, in some cases, not directly linked to one another. Concept Map 1. As is the case for most content in the textbook, most spreads in the chapter will stand on their own if an instructor chooses not to cover that material during lecture.
It will get students to begin to understand how geology affects their lives. As described in the Notes field in the PowerPoint file, ask students to think about how the geology in the scene is influencing the lives of the horses and cows.
Rushmore as well as the Homestake Mine and Harney Peak. It is also worth showing pictures of the. There is so much in the Black Hills — students should be impressed by the diverse and spectacular geology. George has grown in population faster than just about anywhere else in the country during recent years.
You can use this as an opportunity to discuss how humans interact with geology, such as viewing the area in Google Earth to discuss the changes and the challenges of a rapidly growing population in a desert. George layer in your Temporary Places panel in Google Earth. This chapter is an introduction to geological investigations and to the scientific method.
It introduces students to the nature of observations, data and data collecting, predictions and hypotheses, and scientific theories. Although there are many different kinds of geological investigations, many of the spreads are focused on interpreting geological landscapes — in large part because landscapes are emphasized in many subsequent chapters. The main topics covered and relevant spreads are: 1. Geological Landscapes The concepts shown in Concept Map 2.
Thus, one excellent way to approach these concepts is by example. The book does this by using photographs of landscapes from the arid western United States. But, we recommend that you substitute your own examples — use the local geology where you are, if possible and. The main points to make are that 1 good scientists take care to make careful observations, 2 there are many kinds of geologic data, and 3 geologic data can be gathered and depicted in many ways.
Concept Map 2. The right-hand side expands a bit more on the nature of geological studies, and of observations, data, and evidence. Perhaps the best way to present these ideas is by example.
For example, you can describe how the meteorite impact hypothesis for the extinction of dinosaurs is now on its way to becoming or maybe it is there?
Working with nearby students, they should discuss the differences between observations and interpretations, and between the qualitative and quantitative data they could collect at the site. So, as you give your examples, ask students some pointed questions. And you can ask them if it is really possible to absolutely prove such things. It also is a good warm-up for the Investigation 2.
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