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- General Tips for Getting Started Table of Contents
- Errata
- Before You Teach a Laboratory
- Pedagogical Model
- Lab 1: Thinking Like a Geologist
- Lab 2: Plate Tectonics and the Origin of Magma
- Lab 3: Mineral Properties, Identification, and Uses
- Lab 4: Rock-Forming Processes and the Rock Cycle
- Lab 5: Igneous Rocks and Processes
- Lab 6: Sedimentary Processes, Rocks, and Environments
- Lab 7: Metamorphic Rocks, Processes, and Resources
- Lab 8: Dating of Rocks, Fossils, and Geologic Events
- Lab 9: Topographic Maps and Orthoimages
- Lab 10: Geologic Structures, Maps, and Block Diagrams
- Lab 11: Stream Processes, Landscapes, Mass Wastage, and Flood Hazards
- Lab 12: Groundwater Processes, Resources, and Risks
- Lab 13: Glaciers and the Dynamic Cryosphere
- Lab 14: Dryland Landforms, Hazards, and Risks
- Lab 15: Coastal Processes, Landforms, Hazards, and Risks
- Lab 16: Earthquake Hazards and Human Risks
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GENERAL TIPS FOR GETTING STARTED
Please consider these tips to help you use the Laboratory Manual in Physical Geology— AGI/NAGT (10th^ edition) and this Instructor Manual more effectively.
1. Review the lab manual Instructor Resource Materials that are available to you, and obtain the ones you need. You can find these resources online at www.pearsonhighered.com/irc or you can contact your Pearson-Prentice Hall sales representative at **www.pearsonhighered.com/educator/replocator/
- Review the Pedagogical Model upon which the lab manual is based (page 6).
- Familiarize yourself with the following resource materials that are available to** your students : Pre-lab Videos created by Callan Bentley help students understand how to successfully complete the lab activities by following a clear series of steps. They can be accessed with the QR code on the cover flap of the lab manual or at mygeoscienceplace.com GeoTools are cardboard and transparent rulers, protractors, grain size scales, UTM grids, and more for students to cut out and use as needed. They can be found at the end of the lab manual. A Math Conversion Chart, Introduction to SI Units, pictures of lab equipment, and a map of North America are available in the Preface of the lab manual (pages xi–xiv). TMYNTM, MasteringGeologyTM, and Learning Catalytics TM, if used. QR Codes, which provide students with quick access to web sites they need or may use in addition to resources provided in the lab manual. 4. Consider personalizing your students’ learning experience by using MasteringGeologyTM, Learning CatalyticsTM, or TMYN (The Math You Need, When You Need It) remedial tutorials. MasteringGeology TM^ is an online tutorial and homework program. Pre-lab video quizzes can be assigned as formative assessments for you to analyze with a variety of tools to isolate weaknesses and misconceptions of a student or class. This allows you to build a plan for intervention and make the most of the time that students will have in the laboratory. Learn more at www.MasteringGeology.com Learning Catalytics TM^ is pedagogical approach in which students use any web- enabled device of their choice (smart phone, tablet, laptop, etc.) to engage in formative assessments (that guide learning) and summative assessments (that are used for grading purposes) before, during, or after the laboratory. You can create or select multiple choice questions for students to answer and/or you can create or select open- ended questions that ask for numerical, written, or graphical responses. You can build a seating chart, and then use the chart to see what students or groups of students have answered specific items and how they answered them. You can assign questions for students to answer synchronously during class/lab (one question is answered by each student, but all students address the question at the same time), or in a self-paced
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ERRATA
Lab 2
On page 58, part ―B‖ (Reflect and Discuss) is actually part ―D.‖
On page 68, part A, item 5b, the vector motions should be in mm/yr (not cm/yr).
Lab 5
On page 136, Figure 5.4, Step 3: for the description of pegmatitic texture, change ―1 mm‖ to ―1 cm.‖
On page 144, part A, change ―Minerals Database (pages 000 – 000)‖ to ―Minerals Database (Pages 93–97).‖
On page 152, part C, change ―200 million years ago‖ to ―190 million years ago.‖
Lab 6
On page 185, part B, change ―Photograph A‖ to Photograph B.‖
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BEFORE YOU TEACH A LABORATORY
BEFORE LAB BEGINS
1. Decide what activities your students should complete before and during the lab. Most labs deliberately include more activities than your students could complete in a single lab period, so you can choose the activities that you think will best enable your students to learn what you expect them to learn in the lab time available. 2. Check the list of errata (page 4 in this Instructor Manual) for corrections that must be made in the lab that you plan to use. 3. Assign pre-lab preparations for your students to complete. This may include: a. Complete the first activity of the lab and by the start of the lab. b. Watch the pre-lab video for the lab. c. Take a pre-lab quiz using MasteringGeology TM^ or other quiz of your design. d. Complete assigned readings in the lab manual, class textbook, or other. e. Know what activities must be completed by the end of the lab period. f. Know what materials each student must bring to the start of the lab (as noted in the blue boxes of the lab manual that start of each activity and as noted at the start of each laboratory section of this Instructor Manual). 4. Review and assemble the Instructor Materials that you must provide during the lab period. A list of the Instructor Materials is provided in this instructor manual, at the start of each for each lab section. They are generic lists only and must be modified by you to avoid confusion and know exactly what to assemble for the laboratory. 5. Review each activity and the Answers to Questions (provided in this instructor manual) for each activity/question that you assign to your students. Some questions have more than one right answer depending on how you have presented material for students to read or explore. 6. Analyze pre-lab results, if you are assigned a pre-lab quiz using MasteringGeologyTM^ or a similar program. Use that information to isolate weaknesses and misconceptions of a student or class. Then build a plan for intervention that makes the most of the time that students will have in the laboratory. 7. Develop the scope and sequence of the teaching/learning plan that you plan to follow during the lab period. a. What will you do at the start the lab period? For example, you may: Declare the scope and sequence of what students must do during the lab period, how they are expected to do/record their own work yet work and/or work in collaborative groups, and the safety practices that they must follow. Review pre-lab weaknesses and misconceptions and/or use lab PowerPoint to introduce the lab.
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PEDAGOGICAL MODEL Each lab proceeds from items 1 through 4 and involves resources and assessments.
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LABORATORY ONE
Thinking like a Geologist
BIG IDEAS: Geology is the science of Earth, so geologists are Earth scientists or ―geoscientists.‖ Geologists observe, describe, and model the materials, energies, and processes of change that occur within and among Earth’s spheres over time. They apply their knowledge to understand the present state of Earth, locate and manage resources, identify and mitigate hazards, predict change, and seek ways to sustain the human population.
THINK ABOUT IT (Key Questions): How and why do geologists observe Earth materials at different scales (orders of magnitude)? (Activity 1.1) What materials, energies, and processes of change do geologists study? (Activity 1.2) How and why do geologists make models of Earth? (Activity 1.3) How and why do geologists measure Earth materials and graph relationships among Earth materials and processes of change? (Activity 1.4) How is the distribution of Earth materials related to their density? (Activities 1.4, 1.5)
STUDENT MATERIALS (Remind students to bring items you check below.)
laboratory manual with worksheets linked to the assigned activities laboratory notebook pencil with eraser metric ruler (cut from GeoTools sheet 1 or 2) calculator blue pencil or pen (Activity 1.3 only) drafting compass (Activity 1.3 only) several coins (Activity 1.3 only)
INSTRUCTOR MATERIALS (Check off items you will need to provide.)
ACTIVITY 1.1: Geologic Inquiry none
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students can easily see that the pine blocks float higher than the walnut blocks. This makes it easier for students to conceptualize how isostatic differences between granitic and basaltic blocks may explain Earth’s hypsographic curve.
4. Hydrous minerals of Earth's Mantle. Hydrous minerals include not only the obviously hydrous minerals like gypsum, but also minerals like amphibole and pyroxene that are "nominally hydrous" (actually hydrous even though they are generally regarded as anhydrous). See David R. Bell and George R. Rossman's 1992 paper on this ( Science , v. 255, p. 1391–1397). Shortly after the Science article was published, Science News quoted Bell and Rossman as estimating that the mantle may contain a volume of water equal to 80% of the volume of the world's oceans. Even if this Bell and Rossman estimate of mantle water seems high, one must still account for the hydrous and nominally hydrous minerals in Earth's crust. Therefore, having students assume that the solid Earth may contain water equal to 80% of the volume of the world's oceans may be a conservative estimate. For information on recycling of water into Earth's mantle, refer to: C. Meade and R. Jeanloz. 1991. Deep-focus earthquakes and recycling of water into Earth's mantle. Science 252:68–72.
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LAB 1 ANSWER KEY
ACTIVITY 1.1: Geologic Inquiry
1.1 A. Observation, analysis, and description of the parts of Figure 1.
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ACTIVITY 1.2: Spheres of Matter, Energy, and Change
1.2 A.
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1.2 B. answer sheet
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ACTIVITY 1.3: Modeling Earth Materials and Processes
1.3 A. 1. See the completed basketball model below. Students should realize that it is nearly impossible for them to draw separate lines for hydrosphere and atmosphere (because they are so narrow compared to the diameter of the basketball). The crust will be about the thickness of a pencil/pen line. You could have students use another color of pencil for the crust (i.e., as done in red below).
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1.3 A. 2. The radius of the basketball model is 0.119m (119 mm), but the actual radius of Earth is 6,371,000 m, so the ratio scale of model to actual Earth is 0.119 to 6,371,000. Dividing 6,371,000 by 0.119 reduces the ratio scale to 1: 53,537,815. Thus, the basketball model is 1/53,537,815th of the actual size of Earth.
Fractional scale : 1/53,537,815 Ratio scale : 1:53,537,
1.3 B. MODELING LANDSLIDE HAZARDS
1. If you lift one end of the ruler, then the coin slides towards the opposite end. 2. The coin did not slide off of the ruler at the very second you started to lift one end of the ruler, because there was friction between the coin and the ruler. 3. The coin start sliding when the force of gravity overcame the friction between coin and ruler. 4. REFLECT & DISCUSS: When students describe how they would modify the ruler and coin model, their answers will vary widely. Most will use different solid materials, such as rocks on a piece of marble. Some will introduce water. Some will introduce wind. Some will want to measure values and graph results.
ACTIVITY 1.4: Measuring and Determining Relationships
1.4 A. The mathematical conversions (using the table on laboratory manual page xi) are:
1. 10.0 miles x 1.609 km/mi = 16.09 kilometers (or rounded to 16.1 km ) 2. 1.0 foot x 0.3048 m/ft = 0.3048 meters (or rounded to 0.3 m ) 3. 16 kilometers x 1000 m/km = 16,000 meters 4. 25 meters x 100 cm/m = 2500 centimeters 5. 25.4 mL x 1.000 cm^3 /mL = 25.4 cm^3 6. 1.3 liters x 1000 cm^3 /L = 1300 cm^3
1.4 B. 1. 6,555,000,000 = 6.555 x 10^9 2. 0.000001234 = 1.234 x 10-
1.4 C. Students should be able to use a metric ruler (cut from GeoTools sheet 1 or 2) to draw a line segment like this one that is exactly 1 cm long. 1 cm
1.4D. Students should be able to use a metric ruler to draw a square that is exactly 1 cm long by 1 cm wide. [Note that this is a two-dimensional shape called a square centimeter, or cm^2 .] 1 cm
1 cm
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1.4H. 1. Clay sinks in water because it is more dense than water (it has a density greater than 1 g/cm^3 ).
2. Some students will try to flatten the clay into a sheet that can float on the surface tension of the water. Other students will try to make a boat or a clay sphere. (If students are having great difficulty getting the entire lump of clay to float, then you can ask them to consider how the Navy gets steel to float— i.e., it makes the steel into ship shapes.) 3. When students eventually make a ship shape (or sphere) and get their clay to float, then they should realize that the clay floated because it took on a new shape with a larger volume. This decreased the density of the clay and increased its buoyancy.
1.4I. Reflect and Discuss: The hydrosphere (liquid water) is less dense than the lithosphere, so it sits on top of the lithosphere. The atmosphere is the least dense of them all, so it occurs above them. In summary, the spheres are most dense at Earth's center and less dense with position away from Earth's center. Many students will draw this relationship and label the spheres.
1.4J. RATES:
1. a. 1.6 km x 1,000,000 mm/km = 1,600,000 mm 6 million years = 6,000,000 yr
So: 1,600,000 mm ÷ 6,000,000 yr = 0.2666666 mm/yr = 2.666666 x 10-1^ mm/yr
b. 0.2666666 mm/yr times the age of the student in years = answer
2. 60°C ÷ 3.9 km = 15.38°C/km
1.4K. Single Line Graph
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1. The amount of CO 2 in the atmosphere at Mauna Loa Observatory, Hawaii has increased every decade since 1962. 2. The values for carbon dioxide increase as the years increase, and the line has a positive slope.
1.4L. Bar Graph
1.4 M. Two-line Graph
1. The relationship revealed in this graph is that there is a close correlation between atmospheric carbon dioxide (ppmv) and global temperature. When carbon dioxide levels are, the temperature is high. When carbon dioxide is low, then the temperature is low. Over the past 400,000 yr, both factors have risen and fallen together in cycles lasting about 100,000 yr. Carbon dioxide concentrations did not exceed 300 ppmv in any of those natural cycles or drop below 180 ppmv in any of those natural cycles.
1.4 N. Reflect and Discuss Graph K and M show that since at least 1962, carbon dioxide levels have been higher than at any time in the past 400,000 years and reached a level of 393 ppmv in 2012. Graph L shows that the rate of carbon dioxide increase is also rising. One can expect the level and rate to increase in the future by extrapolating the graphs into the future. Also, based on Graph M, the levels of carbon dioxide in our atmosphere are greater than at any time in the past 400,000 years. Graph M also shows that global temperature and carbon dioxide concentrations rise and fall together, so one can infer that abnormally high global temperatures will accompany the abnormally high carbon dioxide levels of the future.
