Davies Geology Lab Activities Teachers Guide
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Geology Online Lab Activities Teachers Guide
An Open Educational Resource for Community College Students and Instructors
By Dr. Rondi Davies licensed under CC BY-NC-S
A 4.0 Image of Manhattan schist, Central Park, New York by G. Scott Segler, CC-BY-SA-4.0
How do scientists study Earth? Teachers Guide Geology Online Lab Activities for Community College Students © 2022 by Rondi Davies is licensed under CC BY-NC-SA 4.0. 1
1.
How do scientists study Earth? Teacher’s Guide Observing and interpreting phenomena are the foundation of the endeavor of science. Purpose The main goal of this lab is to become familiar with the idea that geology is something tangible and that it affects the world around you. You should be inspired to ask questions about how geologic processes shaped the world and make observations to answer those questions. You will explore the concept that geology is a historical science; that scientific endeavor, like geology, is based on incomplete evidence; and that scientific endeavor is uncertain because it is a human activity and thus filled with biases. Learning objectives After doing this lab you will be able to: 1.
Discuss how geology is a lot like detective work. 2.
Explain the difference between observation and interpretation. 3.
Explain how an interpretation in geology (and crime) requires ordering a sequence of events. 4.
Explain how science explanations are less certain when they are based on indirect information. 5.
Discuss how in science there is not an exact answer, rather a best answer. Phenomenon Observing and interpreting phenomena are the foundation of the endeavor of science.
5E Activity
Materials Engage Part I. Murder or suicide? 1.
As a class, read through introduction. 2.
View image of crime scene. Ask students to determine if the scene is depicting a murder or a suicide. 3.
Ask students to share their ideas explaining why they came to their conclusion. Lab packet Explore Part I. Murder or suicide? 1.
Students observe an image of men looking in a window and make observations and interpretations to highlight how each are different. 2.
Students are asked to notice any biases they have when interpreting the scene. Explain Part II. Observation and Interpretation of geological features 1.
Students observe four landforms showing geologic features and make observations and interpretations of them. 2.
The instructor goes over each feature to make sure students are on the right track. (See slides.) Slides
How do scientists study Earth? Teachers Guide Geology Online Lab Activities for Community College Students © 2022 by Rondi Davies is licensed under CC BY-NC-SA 4.0. 2
Elaborate Part III. Venmo activity 1.
Students work in groups (or breakout rooms) to observe and interpret the Venmo 1 document. 2.
Students then work on Venmo 2 followed by Venmo 3. After viewing each file they make an interpretation based on the available facts. Evaluate Part IV. How are geology and detective work alike? 1.
In a discussion setting with (a) instructor providing question prompts or (b) working in groups of 2, students evaluate how the Venmo activity is like conducting science. Exercise Adaptations Part III. Venmo activity are adapted from Randak (2021) first retrieved from Understanding Science. Sources The Checks Lab. Getting started: Sample starting activities. (n.d.) Understanding Science. University of California Museum of Paleontology. 3 January 2021 from https://undsci.berkeley.edu/teaching/912_activities.php
. The Checks Lab. (n.d.). Adapted by Steve Randak; version by Judy Loundagin, ENSI website. 3 January 2021 from https://evolution.berkeley.edu/evolibrary/teach/ensi/ensi_checks_lab.html. Image Sources Figure 1. Is this murder or suicide picture puzzle. Puzzles. (1970, January 1). Retrieved January 6, 2022, from https://www.puzzles-world.com/2017/11/is-this-murder-or-suicide-picture-puzzle.html Figure 2. Meeks, R. (2005, December 31). File:peeping toms (106437231).JPG. Wikimedia Commons. Retrieved January 31, 2022, from https://commons.wikimedia.org/w/index.php?curid=35916619 Figure 3. Image 1. “
Newport Whitepit Lane pot hole.JPG
” by “
Editor5807
” is licensed under CC BY 3.0 Figure 3. Image 2. Credit author (R. Davies) Figure 3. Image 3. NASA.gov Figure 3. Image 4. Wally Gobetz, NJ - Pyramid Mountain Natural Historic Area: Minnen Trail - Tripod Rock by Wally Gobetz is licensed under CC BY-NC-ND 2.0
.
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Mineral resources and how we use them – Teachers Guide Geology Online Lab Activities for Community College Students © 2022 by Rondi Davies is licensed under CC BY-NC-SA 4.0. 3
2.
Mineral resources and how we use them Teacher’s Guide What’s inside my cellphone? Purpose The purpose of this lab is to explore what a mineral is, how the properties and abundance of these natural resources are harnessed for uses in our everyday lives, and how they are a finite resource having formed in the Earth over long periods of time. Learning Objectives After doing this lab students will be able to: 1.
Define minerals and mineral resources. 2.
Give examples of mineral resources and products that contain them. 3.
List the eight most abundant elements in Earth's crust and how these elements occur in common minerals. 4.
Summarize the properties that make minerals useful. 5.
Explain why minerals are a finite resource. Phenomenon What’s inside my cell phone? 5E Activity Materials Engage Part I. Earth materials in your life 1.
Students notice objects created by minerals and nonminerals surrounding them. Explore Part II. Earth materials and everyday life 1.
Students match minerals listed in Table 2 to a product listed in Table 3. Students research a website and find three ore minerals or rocks that are mined in New York State and list their uses and properties that make them useful. Mineral worksheet handout: https://www.dec.ny.gov/d
ocs/materials_minerals_pd
f/minfactsht.pdf Explain Part III. Earth materials and everyday life | What’s inside my cellphone? 1.
Students watch a video and use the infographics related to elements in a smartphone to answer questions 1-3 about REEs and their uses in phones. 2.
Students read a USGS information sheet about REEs and answer questions 4-9. Video: What’s in your Smartphone? https://www.youtube.com
/watch?v=66SGcBAs04w
&feature=youtu.be Factsheet: https://pubs.usgs.gov/fs/
2014/3078/pdf/fs2014-
3078.pdf
Mineral resources and how we use them – Teachers Guide Geology Online Lab Activities for Community College Students © 2022 by Rondi Davies is licensed under CC BY-NC-SA 4.0. 4
Elaborate Part IV. How long does it take mineral resources to form? 1.
Students view a graphic relating geological time to mineral formation and answer questions about how long it took mineral resources to form. Evaluate Part V. Questions 1.
Students answer multiple-choice questions to assess their learning of the lab material. Exercise Sources The text and activities for Part I. Earth materials in your life and Part II. Earth materials and everyday life are adapted from Bhattacharyya, P. and Branlund, J. Minerals and Products
. Part III. Earth materials and everyday life | What’s inside my cellphone? and Part IV. How long does it take mineral resources to form? are adapted from materials created by Heather Sloan, Lehman College, CUNY. Sources Bhattacharyya, P., & Branlund, J. Activity 1.1. Minerals and Products
, InTeGrate. Retrieved September 4, 2020 from https://serc.carleton.edu/integrate/teaching_materials/mineral_resources/activity1-1.html
. Compound Interest, The Chemical Elements of a Smart Phone, Retrieved September 4, 2020 from https://www.compoundchem.com/2014/02/19/the-chemical-elements-of-a-smartphone/ Mark Hobbs at CNET, The Periodic Table of iPhones infographic. Retrieved September 4, 2020 from https://www.scientificamerican.com/article/digging-for-rare-earths-the-mines-w-2012-09/ Image sources Figure 1. Open source Figure 3, 4, 5, 7 are by J. Branlund. From Bhattacharyya, P., & Branlund, J. Activity 1.1. Minerals and Products
, InTeGrate. Retrieved September 4, 2020 from https://serc.carleton.edu/integrate/teaching_materials/mineral_resources/activity1-1.html Figures 2 & 8 are modified from Bhattacharyya, P., & Branlund, J. Activity 1.1. Minerals and Products
, InTeGrate. Retrieved September 4, 2020 from https://serc.carleton.edu/integrate/teaching_materials/mineral_resources/activity1-1.html Figure 6. By Ankur Agrawal - Own work, CC BY-SA 3.0, https://commons.wikimedia.org/w/index.php?curid=21087786 Figure 10. Mark Hobbs at CNET, The Periodic Table of iPhones infographic. Retrieved September 4, 2020 from https://www.scientificamerican.com/article/digging-for-rare-earths-the-mines-w-2012-09/ Figure 11. Heather Sloan, Lehman College, CUNY.
What are the different types of plate boundaries? Teachers Guide
Geology Online Lab Activities for Community College Students © 2022 by Rondi Davies is licensed under CC BY-NC-SA 4.0. 5
3. What are the different types of plate boundaries? Teachers Guide How was Marie Tharp instrumental in the discovery of plate tectonics?
Purpose The purpose of this lab is to discover the types of plate boundaries through observing, describing, and classifying data. Learning Objectives After doing this lab you will be able to: 1.
Observe patterns that occur at Earth’s tectonic plate boundaries. 2.
Draw the features that form at plate boundaries. 3.
Explain how earth scientists classify plate boundaries. 4.
Explain how plate boundaries are where the Earth is dynamic; this is where most earthquakes and volcanoes occur. Phenomena How was Marie Tharp instrumental in the discovery of plate tectonics? 5E Activity Materials Engage Part I. How did Marie Tharp help discover plate tectonics? 1.
Students are briefly introduced to Marie Tharp and look at her world sea floor map. They ask questions to elicit prior knowledge. 2.
Students look at plate boundary map and answer a question. Short lecture about Marie Tharp: 1. Instruction sheet 2. Two plate boundary maps each (see back of lab) Explore Part II. Explore the evidence that led to the theory of Plate Tectonics Map Activity 1.
Students are introduced to four data maps: earthquakes, volcanic features, sea floor ages, topography. 2.
Students look at each map and answer questions about identifying plate boundaries. 3.
Students use map data to try create a plate boundary classification scheme based on patterns in the data. They mark the first plate boundary map using their classification scheme. 1. Colored pencils 2. Four specialty maps Explain Part III. Explore the evidence that led to the theory of Plate Tectonics Map Activity 1.
Selected students present plate boundary maps to the class. 2.
The instructor provides a short power point presentation on the three types of plate boundaries. Or instructors can refer students to the text in the lab packet. 3.
Students mark the second plate boundary with the three types of plate boundaries based on new information.
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What are the different types of plate boundaries? Teachers Guide
Geology Online Lab Activities for Community College Students © 2022 by Rondi Davies is licensed under CC BY-NC-SA 4.0. 6
4.
Students upload the two plate boundary maps in Blackboard to be reviewed by the instructor Elaborate Part III. Draw Plate Boundaries 1.
Students draw and label the three plate boundaries based on information in the text packet. 2.
Elaborate Part III. Draw Plate Boundaries 1.
Students use Google Earth or Google maps to explore plate boundaries with guiding questions. Google Earth or Google maps Evaluate Part VI Questions 1.
Students answer multiple choice questions to assess their learning of the lab material. Exercise sources Part II is adapted from Discovering Plate Boundaries by Dale Sawyer. Much of the explanation text in Part III. Explore the evidence that led to the theory of Plate Tectonics Map Activity is modified from This Dynamic Earth [USGS]. Part IV. Plate Boundaries using Google Earth is adapted from Goodel 2013. Sources This Dynamic Earth [USGS]. (5 May 1999). Retrieved January 7, 2022, from https://pubs.usgs.gov/gip/dynamic/dynamic.html#anchor19309449 Sawyer, D. (16 May 2002). Discovering Plate Boundaries. Retrieved January 7, 2022, from https://plateboundary.rice.edu/intro.html Goodell, L. (2013, February). Using google earth to explore plate tectonics. Examples. Retrieved January 7, 2022, from https://serc.carleton.edu/sp/library/google_earth/examples/49004.html Image sources Figure 1. "World Ocean Floor Panorama", Authors Marie Tharp and Bruce C. Heezen, 1977. Copyright by Marie Tharp 1977/2003. Reproduced by permission of Marie Tharp Maps, LLC , 8 Edward Street, Sparkill, New York 10976.
How do we classify igneous rocks and where do they form? Geology Online Lab Activities for Community College Students © 2022 by Rondi Davies is licensed under CC BY-NC-SA 4.0. 7
4. How do we classify igneous rocks and where do they form? Teachers Guide How are the crystalline rocks of the palisades and bear den different? Purpose In the following exercises you will become familiar with the compositions and cooling histories of igneous rocks. You will learn how to identify common igneous rocks based on color and texture, determine the mineral make up of common igneous rocks, and determine the relationships between igneous rock compositions and tectonic setting. Learning objectives After doing this lab you will be able to: 1.
Explain how igneous rocks form underground and above ground. 2.
Explain how to determine the cooling history of igneous rocks based on rock texture. 3.
Explain how to determine the composition of igneous rocks based on rock color. 4.
Explain how igneous rocks of the same composition but different cooling histories have different textures but the same distribution of minerals. 5.
Explain the relationship between igneous rock composition and tectonic setting. 5E Approach - Notes about Activities for Instructors Phenomena How are the crystalline rocks of the palisades and bear den different? 5E Activity Materials Engage Prior knowledge: This should make connections between past and present learning experiences and expose prior conceptions and organize thinking toward learning outcomes of current activities. Part I. How are the crystalline rocks of the palisades and bear den different? Using the image prompts elicit students prior knowledge about: •
In what kinds of environments do igneous rocks form? •
In what ways are some igneous rocks different from others? •
In the table ask students to list some ways to divide their rocks into groups or categories. Images of phenomena Explore Part II. Introduction to igneous rocks
Instructor presents igneous rock classification based on texture and color. Student group rocks by texture and color. Whole group introductory activity led by instructor. 10 igneous rocks or rock images Suggested rocks for lab: granite, rhyolite, diorite, andesite, gabbro, basalt, peridotite, pumice, scoria, obsidian
How do we classify igneous rocks and where do they form? Geology Online Lab Activities for Community College Students © 2022 by Rondi Davies is licensed under CC BY-NC-SA 4.0. 8
Explain Part III. Igneous Rock Identification Students use lab packet tables to Identify the names of igneous rocks. Small group activity with two to four students Elaborate 1 Part IV. Igneous Rocks Mineral Abundances Small group activity with two to four students Elaborate 2 Part V. Igneous Rocks and Tectonic Environments Students use the information provided in the lab packet to determine the tectonic location of igneous rocks based on composition. Google maps Evaluation Part VI. Questions Individual or small group activity Image sources Figure 1a. By Beyond My Ken - Own work, CC BY-SA 4.0, https://commons.wikimedia.org/w/index.php?curid=29893514 Figure 1b. Harvey Barrinson, Bronx Zoo_2015 05 24_0141, CC BY-NC-SA 2.0 https://www.flickr.com/photos/hbarrison/18251704089/in/photostream/ Figure 3. This Dynamic Earth [USGS]. (5 May 1999). Retrieved January 7, 2022, from https://pubs.usgs.gov/gip/dynamic/dynamic.html#anchor19309449 Rock 1. By James St. John - Basalt 1, CC BY 2.0, https://commons.wikimedia.org/w/index.php?curid=82968844 Rock 2. By Amcyrus2012 - Own work, CC BY 4.0, https://commons.wikimedia.org/w/index.php?curid=37728077 Rock 3. By Amcyrus2012 - Own work, CC BY-SA 4.0, https://commons.wikimedia.org/w/index.php?curid=37728387 Rock 4. By B. Domangue - Own work, CC BY-SA 4.0, https://commons.wikimedia.org/w/index.php?curid=100110630 Rock 5. By Michael C. Rygel - Own work, CC BY-SA 3.0, https://commons.wikimedia.org/w/index.php?curid=31130099 Rock 6. By Amcyrus2012 - Own work, CC BY 4.0, https://commons.wikimedia.org/w/index.php?curid=37728123 Rock 7. By Benjamint444 - Own work, CC BY-SA 3.0, https://commons.wikimedia.org/w/index.php?curid=5712319 Rock 8. By Woudloper - Own work, Public Domain, https://commons.wikimedia.org/w/index.php?curid=3166598 Rock 9. By Ji-ElleIt feels nice and warmIt feels like a ________ - Own work, CC BY-SA 3.0, https://commons.wikimedia.org/w/index.php?curid=15527635 Rock 10. By James St. John (jsj1771) (
https://www.flickr.com/people/jsjgeology/
) - https://www.flickr.com/photos/jsjgeology/25453674624
/, CC BY 2.0, https://commons.wikimedia.org/w/index.php?curid=80508558
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What do sedimentary rocks tell us about the past? Teachers Guide
Geology Online Lab Activities for Community College Students © 2022 by Rondi Davies is licensed under CC BY-NC-SA 4.0. 9
5. What do sedimentary rocks tell us about the past? Teachers Guide What were the conditions like when the sedimentary rocks of the Feltville formation were deposited?
Purpose In the following exercises you will learn how to identify and classify common sedimentary rocks based on their textures and properties, determine the depositional histories of common sedimentary rocks, and determine the relationships between sedimentary rock types and past environments. Learning Objectives After doing this lab you will be able to: 1.
Classify sedimentary rocks based on their characteristics (grain size, grain shape, grain sorting and composition) and determine their depositional environments. 2.
Explain the different environments in which sedimentary rocks form. Phenomena What were the conditions like when the sedimentary rocks of the Feltville formation were deposited? 5E Activity Materials Engage Part I. Introduction to sedimentary rocks Using the image prompt of sedimentary rocks and fossils from the Newark Basin, elicit students prior knowledge about: 3.
In what kinds of environments do sedimentary rocks form? 10 sedimentary rocks or rock images Explore Part II. Identifying sedimentary rocks 1.
In the table ask students to list some ways to divide their rocks into groups or categories. 2.
Students are asked to group their 10 sedimentary rocks based on whether they have clasts or not. Suggested rocks for lab: breccia, conglomerate, sandstone, siltstone, shale, limestone, chalk, coquina, rock gypsum, rock salt, chert, coal. Explain Part II. Identifying sedimentary rocks 1.
Students use the diagnostic chart to identify their list of sedimentary rocks. 2.
Students identify the depositional environment in which each rock formed. Small group activity with two to four students
What do sedimentary rocks tell us about the past? Teachers Guide
Geology Online Lab Activities for Community College Students © 2022 by Rondi Davies is licensed under CC BY-NC-SA 4.0. 10
3.
Instructor reviews student findings in a whole group activity. Elaborate Part III. Interpreting sedimentary rock environments 1.
Students investigate the depositional environments and fossils of the Feltville formation in New Jersey. 2.
Students sketch the environment at the time the rocks formed. Websites: Feltville Formation https://mrdata.usgs
.gov/geology/state/
sgmc-
unit.php?unit=NJJf
%3B2 https://en.wikipedia.
org/wiki/Feltville_Fo
rmation Evaluate Part IV. Questions 2.
Students answer multiple choice questions to assess their learning of the lab material. Image Sources: Figure 1a. By Lithium6ion - Own work, Public Domain, https://commons.wikimedia.org/w/index.php?curid=17865989 Figure 1b. A common fish species (Semionotus sp.) of the Feltville formation, Newark Basin from Olsen, P. E. (1988). Paleoecology and paleoenvironments of the continental early mesozoic newark supergroup of eastern north america: In Manspeizer, W. (ed.), Triassic-Jurassic Rifting and the Opening of the Atlantic Ocean, Elsevier, Amsterdam, pp. 185-230. Figure 3. Preuss, P. (2003, April 4). How did the oil get into the rock? how can the oil get out? Retrieved January 7, 2022, from https://www2.lbl.gov/Science-Articles/Archive/ESD-oil-in-the-rock.html Figure 5 McNeill, L.C., Dugan, B., Petronotis, K.E., and the Expedition 362 Scientist (2017, October 6). Expedition 362 methods. IODP Publications, Volume 362 expedition reports, Expedition 362 methods. Retrieved January 7, 2022, from http://publications.iodp.org/proceedings/362/102/362_102.html Figure 6. from Stoffer, P. (2011, December 25). NYC Regional Geology. Geology Cafe. Retrieved January 7, 2022, from http://geologycafe.com/nyc/mesozoic/newarkbasin.htm Rock 1. By James St. John - https://www.flickr.com/photos/47445767@N05/49536270768/
, CC BY 2.0, https://commons.wikimedia.org/w/index.php?curid=87085548 Rock 2. By James St. John - https://www.flickr.com/photos/47445767@N05/51189906270/
, CC BY 2.0, https://commons.wikimedia.org/w/index.php?curid=105572202 Rock 3. By Amcyrus2012 - Own work, CC BY 4.0, https://commons.wikimedia.org/w/index.php?curid=37728075 Rock 4. By Amcyrus2012 - Own work, CC BY-SA 4.0, https://commons.wikimedia.org/w/index.php?curid=37728388 Rock 5. Jim Stuby, Public domain, via Wikimedia Commons By Jim Stuby (talk) - I (Jim Stuby (talk)) created this work entirely by myself. Transferred from en.wikipedia, Public Domain, https://commons.wikimedia.org/w/index.php?curid=17780464 Rock 6. Public Domain, https://commons.wikimedia.org/w/index.php?curid=350499 Rock 7. By James St. John, CC BY 2.0, Coquina (Anastasia Formation, Quaternary; Florida, USA)
, https://www.flickr.com/photos/jsjgeology/16612338949/ Rock 8. By James St. John - Own work, CC BY-SA 4.0, https://commons.wikimedia.org/w/index.php?curid=75323574 Rock 9. By Amcyrus2012 - Own work, CC BY 4.0, https://commons.wikimedia.org/w/index.php?curid=37728056 Rock 10. By James St. John - https://www.flickr.com/photos/47445767@N05/49995925943/, CC BY 2.0, https://commons.wikimedia.org/w/index.php?curid=95008002
How can we read metamorphic rocks? Teachers Guide
Geology Online Lab Activities for Community College Students © 2022 by Rondi Davies is licensed under CC BY-NC-SA 4.0. 11
6.
How can we read metamorphic rocks? Teacher’s Guide How did the Manhattan schist form?
Purpose In the following exercises students will become familiar with textures, compositions, and grades of common metamorphic rocks. You will learn how to identify metamorphic rocks and understand the processes that form them. Learning Objectives After doing this lab students will be able to: 1.
Explain how parent rocks (protoliths) are changed by metamorphism. 2.
Explain the difference between foliated and non-foliated metamorphic rock textures. 3.
Explain how metamorphic rock textures can lead to determining the rock’s composition, grade, and name. Phenomena How did the Manhattan schist form? 5E Activity Materials Engage Prior knowledge: This should make connections between past and present learning experiences, expose prior conceptions, and organize thinking toward learning outcomes of current activities. Part I. Introduction to metamorphic rocks
Using the image prompts of a shale and the Manhattan schist propose in a sequence of steps how the schist formed from a shale. Images or rock samples of shale and Manhattan schist Explore Part II. Textures in metamorphic rocks Students determine if rocks show a foliated or non-foliated texture. Suggested rocks for lab: slate, phyllite, schist, gneiss, marble, quartzite, anthracite coal, hornfels, mylonite, breccia, amphibolite, greenschist, eclogite. Explain Part III. Identifying common metamorphic rocks
4.
Students use the diagnostic chart to identify their list of sedimentary rocks. Small group activity with two to four students 5.
Instructor reviews student findings in a whole group activity. Presentation to discuss answers in chart. Elaborate Part IV. Interpreting the metamorphic and Sedimentary rock lab.
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How can we read metamorphic rocks? Teachers Guide
Geology Online Lab Activities for Community College Students © 2022 by Rondi Davies is licensed under CC BY-NC-SA 4.0. 12
tectonic history of New York City 3.
Students interpret the metamorphic and tectonic history of New York City. Individual or small group activity Evaluate Part V. Questions
3.
Students answer multiple-choice questions to assess their learning of the lab material. Individual or small group activity Image sources
Figure 1a. By James St. John - Mica schist (Manhattan Schist, late Neoproterozoic; Manhattan Island, New York City, New York State, USA), CC BY 2.0, https://commons.wikimedia.org/w/index.php?curid=84543746 Figure 1b. By Pollinator at English Wikipedia - Own work by the original uploader, CC BY-SA 3.0, https://commons.wikimedia.org/w/index.php?curid=42523870 Figure 4. This Dynamic Earth [USGS]. (5 May 1999). Retrieved January 7, 2022, from https://pubs.usgs.gov/gip/dynamic/dynamic.html#anchor19309449 Figure 6a. This Dynamic Earth [USGS]. (5 May 1999). Retrieved January 7, 2022, from https://pubs.usgs.gov/gip/dynamic/dynamic.html#anchor19309449 Figure 6b. By Jasmin Ros - Own work, CC BY-SA 3.0, https://commons.wikimedia.org/w/index.php?curid=28419444 Figure 6c. modified from By Shloscar - Own work, CC BY-SA 4.0, https://commons.wikimedia.org/w/index.php?curid=96271645 Figure 6d. From Hannes Grobe/AWI - Own work (redrawn and modified from a graf in a booklet of BGR: Zu Wasser die Erde erforschen, CC BY-SA 4.0, https://commons.wikimedia.org/w/index.php?curid=44783414
Rock 1. James St. John
, Black slate with original shale bedding, https://www.flickr.com/photos/jsjgeology/16921409712/in/album-72157695817310410/, CC BY 2.0 Rock 2. By The original uploader was Chadmull at German Wikipedia. - Transferred from de.wikipedia to Commons by EvaK using CommonsHelper, Public Domain, https://commons.wikimedia.org/w/index.php?curid=12214756 Rock 3. By James St. John - Mica schist (Manhattan Schist, late Neoproterozoic; Manhattan Island, New York City, New York State, USA), CC BY 2.0, https://commons.wikimedia.org/w/index.php?curid=84543746 Rock 4. By James St. John - Gneiss 2, CC BY 2.0, https://commons.wikimedia.org/w/index.php?curid=84543584 Rock 5. By James St. John - White calcitic marble (Yule Marble, Middle Miocene, 12 Ma; Marble, Gunnison County, Colorado, USA) 2, CC BY 2.0, https://commons.wikimedia.org/w/index.php?curid=84515550 Rock 6. By Amcyrus2012 - Own work, CC BY-SA 4.0, https://commons.wikimedia.org/w/index.php?curid=37728367 Rock 7. Kristallin.de, CC-BY-SA 3.0, http://www.kristallin.de/Metamorphite/bilder/897,4-
gefaltet_Alsen_Ost.jpg Rock 8. By James St. John, Eclogite (Late Silurian to Early Devonian, ~400-423 Ma; Nordfjord area, Sogn og Fjordane County, Norway) 3, CC BY 2.0 https://www.flickr.com/photos/jsjgeology/15074864166/in/album-72157647026145426/
How do scientists measure earthquakes? Teachers Guide Geology Online Lab Activities for Community College Students © 2022 by Rondi Davies is licensed under CC BY-NC-SA 4.0. 13
7. How do scientists measure earthquakes? Teacher’s Guide Where and how often do earthquakes occur?
Purpose The purpose of this lab is to become familiar with what an earthquake is, what causes earthquakes to occur, the types of waves generated by earthquakes, and how the waves are measured and used to locate an earthquake epicenter. In addition, earthquake probability and hazard and recent earthquake occurrences are explored. Learning Objectives After doing this lab students will be able to: 4.
Explain how earthquakes occur. 5.
List the types of waves generated during an earthquake. 6.
Explain how to measure the distance to the epicenter of an earthquake using a seismogram. 7.
Explain how seismic wave amplitude relates to earthquake size and proximity. 8.
Explain how the probability of an earthquake relates to the recurrence of earthquakes over time and informs the development of earthquake hazard maps. 9.
Explain that earthquakes are happening all the time and are monitored with seismic networks. 5E Approach - Notes about Activities for Instructors Phenomena Where and how often do earthquakes occur? 5E Activity Materials Engage Part I. Where and how often do earthquakes occur? Students explore recent live earthquake data around the Earth and answer questions about what the data means. IRIS website: http://ds.iris.edu/seismon/ Explore Part II. Introduction to seismic waves Students watch a video and answer questions to explore earthquakes and types of seismic waves. Video link Explain Part III: Analyzing seismic data and locating an epicenter Students analyze seismograms to 1.
Determine the distance seismic stations are from the epicenter. 2.
Triangulate the distance from the epicenter for three seismic stations and mark the earthquake location on map. Small group activity Draftsman compass
How do scientists measure earthquakes? Teachers Guide Geology Online Lab Activities for Community College Students © 2022 by Rondi Davies is licensed under CC BY-NC-SA 4.0. 14
Phenomena Where and how often do earthquakes occur? 5E Activity Materials Elaborate Part IV. Determining the magnitude of an earthquake 1.
Students explore the concept of magnitude with a video titled Pasta Quake. 2.
They answer questions related to the video. 3.
Finally, students determine the magnitude of the earthquake from the previous activity. Individual or small group activity Video link Explore 2 Part V. Predicting Earthquakes 1.
Students convert the probability of a magnitude 7 earthquake occurring within 50 km of two locations over different time frames and answer questions to interpret the data. 2.
Students relate earthquake probability to ground-shaking hazard. Individual or small group activity Explain 2 Part VI. Relating earthquake probabilities to ground-shaking hazard Students interpret earthquake hazard in the USA using an earthquake hazard map. Individual or small group activity Elaborate 2 Part VII. Earthquakes today: Seismic Monitor
Students return to the IRIS seismic monitor website to investigate a recent earthquake. Individual or small group activity IRIS website: http://ds.iris.edu/seismon/ Evaluation Part VIII. Questions Individual, small, or whole group activity Exercise sources Exercises for Part II Introduction to seismic waves and Part III Analyzing seismic data and locating an epicenter is adapted from Virtual Courseware for Earth and Environmental Sciences (2002). Part IV Determining the magnitude of an earthquake is based on materials from Exploratorium Teacher Institute and materials produced by the IRIS Consortium (Revised by Robert Butler (University of Portland) and Roger
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How do scientists measure earthquakes? Teachers Guide Geology Online Lab Activities for Community College Students © 2022 by Rondi Davies is licensed under CC BY-NC-SA 4.0. 15
Groom (Mt. Taber Middle School, Portland)). Part V Predicting earthquakes is based on materials produced by IRIS consortium. Sources Doherty, P. (2021, October 8). Pasta quake. Exploratorium Teacher Institute. Retrieved January 7, 2022, from https://www.exploratorium.edu/snacks/pasta-quake Iris Consortium. (n.d.). Retrieved January 7, 2022, from https://www.iris.edu/hq/ Virtual Courseware for Earth and Environmental Sciences. (2002). Geology labs online - virtual earthquake. Retrieved January 7, 2022, from https://www.sciencecourseware.org/VirtualEarthquake/ 2018 long-term National Seismic Hazard Map. 2018 Long-term National Seismic Hazard Map | U.S. Geological Survey. (n.d.). Retrieved January 7, 2022, from https://www.usgs.gov/media/images/2018-
long-term-national-seismic-hazard-map Image sources Figure 1. Earthquake glossary. U.S. Geological Survey. (n.d.). Retrieved January 7, 2022, from https://earthquake.usgs.gov/learn/glossary/?term=fault Figure 3,5-10 is from Virtual Courseware for Earth and Environmental Sciences. (2002). Figure 11 is from 2018 long-term National Seismic Hazard Map.
How do we measure geological time? Teachers Guide Geology Online Lab Activities for Community College Students © 2022 by Rondi Davies is licensed under CC BY-NC-SA 4.0. 16
8. How do we measure geological time? Teacher’s Guide How have geologists determined the ages of the sedimentary and igneous rocks of the Newark Basin? Purpose The purpose of this lab is to understand the vast scale of geological time, the two ways geological time is measured (relative and absolute dating), and how geologists apply the principles of relative and absolute dating to determine the age of rocks. Learning Objectives After doing this lab students will be able to: 1. Explain the geological timescale and how the different units are defined based on the history of life. 2. Apply the principles of relative dating to determine an order of events for rock formation. 3. Use a model to explain how radioactive decay is a random process. 4. Apply relative and absolute dating methods to determine the age of rocks. Phenomenon How have geologists determined the ages of the sedimentary and igneous rocks of the Newark Basin? 5E Activity Materials Engage Part I. How have geologists determined the ages of the sedimentary and igneous rocks of the Newark Basin? Students elicit their prior knowledge to propose the ways scientists could determine the age of fossiliferous sedimentary and igneous rocks of the Newark basin. Explore Part II. Map past life onto the geological timescale Students interpret graphic of a geological timescale and explore when different forms of life lived and died out. Explain Part III. Relative dating 1.
Students look at images of two rocks to propose an order of events for how they formed. 2.
Students read about, or instructors introduce them to, the principles of geology. Presentation about the Principles of Geology Explore 2 Part IV. Absolute dating
1.
Students work individually and as a class to collect data from tossing coins. 2.
The whole class dataset is used to calculate the average coin toss, which is the same as representing a half-life.
How do we measure geological time? Teachers Guide Geology Online Lab Activities for Community College Students © 2022 by Rondi Davies is licensed under CC BY-NC-SA 4.0. 17
3.
Students explore how average toss/decay data is more accurate than individual data. 4.
Students plot the class data on a half-life curve. Explain 2 Part V. Determining the ages of rocks containing elements H and J 1.
Students calculate the half-lives of hypothetical rocks based on the number of radioactive atoms and their half-lives. Elaborate 2 Part VI. Relative and absolute dating 1.
Students combine relative and absolute dating techniques to interpret the ages of rocks layers. Evaluate Part VII. Geology of the Newark Basin Students return to the phenomena from Part I to propose the ways scientists could determine the age of fossiliferous sedimentary and igneous rocks of the Newark basin. Exercise sources Part II. Map past life onto the geological timescale are adapted from materials developed by Heather Sloane, Lehman College, CUNY. Part III. Relative dating is adapted from Benner et al., (2021). Part IV. Absolute dating is adapted from The half-life of licorice (ANS). Sources Benner, J, Blome, M., Luna, D., & Rivera, T. (2021, September 22). Geologic time: Principles & applications. Activities. Retrieved January 7, 2022, from https://serc.carleton.edu/inquiry_intro_geo/activities/244906.html Hansen, G. 2002. Field Trip Hartford Basin, Connecticut. https://pbisotopes.ess.sunysb.edu/lig/Field_Trips/hartford-basin/ (n.d.) Retrieved January 7, 2022.
Olsen, P. E. & Rainforth, E. C. (2001). The age of dinosaurs in the Newark Basin, with special reference to the Lower Hudson Valley. New York State Geological Association Guidebook. The half-life of licorice. American Nuclear Society. (n.d.). Retrieved January 7, 2022, from https://www.ans.org/nuclear/classroom/lessons/ Image sources Figure 1. Dinosaur footprints preserved in mudstone at Dinosaur State Park, Rocky Hill, Connecticut (left) and a rendering from the Dinosaur State Museum of what the environment might have been like 250 million years ago when dinosaurs roamed over the area (from Hansen, 2002). Figure 2a. By CrankyScorpion, CC BY-SA 3.0, https://commons.wikimedia.org/w/index.php?curid=2234095 Figure 2b. By Work of the United States Government. Originally uploaded on the English Wikipedia by CrankyScorpion - Original source: UnknownImmediate source: http://en.wikipedia.org/wiki/Image:Palisades_Sill_Location_Map.JPG, Public Domain, https://commons.wikimedia.org/w/index.php?curid=2234105 Figure 3. U.S. Department of the Interior. (5 October, 2021). Geologic time scale. National Parks Service. Retrieved January 7, 2022, from https://www.nps.gov/subjects/geology/time-scale.htm Figures 4 a & b are from J. Benner, M. Blome, D. Luna, & T. Rivera (2021).
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How do we measure geological time? Teachers Guide Geology Online Lab Activities for Community College Students © 2022 by Rondi Davies is licensed under CC BY-NC-SA 4.0. 18
Figure 5. By Kurt Rosenkrantz - http://cafreetextbooks.ck12.org/science/CK12_Earth_Science_rev.pdf (page 420). If the above link no longer works, visit http://www.ck12.org and search for CK-12 Earth Science. CC BY-SA 3.0, https://commons.wikimedia.org/w/index.php?curid=11017657
Glacial landforms of New York Teachers Guide Geology Online Lab Activities for Community College Students © 2022 by Rondi Davies is licensed under CC BY-NC-SA 4.0. 19
9. Glacial Landforms of New York Teacher’s Guide How have glaciers changed New York? This is a two-day lab. Learning Outcomes: 1.
Observe changes in glaciers and landscapes. 2.
Sketch a glacial landscape. 3.
Measure glacier advance and retreat. 4.
Graph glacial retreat data and make an interpretation. 5.
Explain how a glacial landform is created. 6.
Sketch glacial features. 7.
Create a group analogy for a glacial feature. 8.
Identify and interpret evidence for glacial activity at locations in New York State. 9.
Connect glacial evidence to past climate. 10.
Write a detailed report as a lead scientist. 11.
Describe and sketch glacial landforms. 12.
Describe and sketch glacial formations and processes. Phenomena How do glaciers in Alaska change the landscape? 5E Activity Materials Engage (Day 1) 1.
Students answer Do Now questions - what do you see, and what questions do think scientists would have? 2.
Discuss what students see. 3.
Students surface questions about landscape/glacier image. Teacher adds them to a list on a slide. 4.
Teacher shares that today we will begin to explore glaciers and what they do to the landscape. 5.
Students use the PBS sliders and complete a worksheet about six Alaskan glaciers. 6.
Teacher wraps up lesson. Slides Worksheet Explore 1 (Day 1) 1.
Students watch a video (4:25) about the scientist that compiled Landsat images of Alaskan glaciers advance and retreat over time. They are introduced to some of the glaciers in the activity. 2.
Students break into groups of three, and each student gets a different map. Using the scale bar on the map and a ruler (optional) or scrap paper, students measure the distance their assigned glacier has moved over time and enters this data in Table 1. 3.
Students share data with their group and answer questions 1-3. 4.
Students work independently to graph the rate of retreat of the Columbia glacier over time and answer questions using the graph in the file or the one at this link: https://tinyurl.com/tkbfu9ej Worksheet with maps and charts Slide of graph: https://tinyurl.com/tk
bfu9ej Slides of measuring glacier motion with sticky note Ruler (optional)
Glacial landforms of New York Teachers Guide Geology Online Lab Activities for Community College Students © 2022 by Rondi Davies is licensed under CC BY-NC-SA 4.0. 20
Calculator Look at Alaska ice motion from NYT: https://www.nytimes.
com/interactive/2021
/04/13/climate/muldr
ow-glacier-alaska-
mount-
denali.html?campaign_
id=190&emc=edit_ufn
_20210415&instance_
id=29272&nl=updates
-from-the-
newsroom®i_id=14
6453335&segment_id
=55645&te=1&user_id
=4766e9cf09a9a6b92
e9d6ca2da005ba0 Explore 2 (Day 1) 1.
Students complete the Do Now. 2.
Discuss Do Now. 3.
Teacher shares kettle lake demo; students complete Predict. (Revisit this demo 3 or 4 times during the class to check on the melting ice cube.) 4.
Show video. Teachers should stop at 0:32 to let students record predictions. May need to replay. 5.
Continue playing video after giving students enough time to record observations. May need to replay for students to see all features: grooves, striations, and erratic. 6.
Discuss observations and surface initial explanations. 7.
Complete analogy map; may need to model one line with students. Discuss analogy map as whole class. 8.
Return to demo - observations and initial explanation in small groups. Whole class discussion. 9.
Complete exit ticket. Worksheet Slides Explain 1.
Instructor presents a slide show about glacial features and how they Slides to share with
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Glacial landforms of New York Teachers Guide Geology Online Lab Activities for Community College Students © 2022 by Rondi Davies is licensed under CC BY-NC-SA 4.0. 21
(Day 2) form. (Show 3rd video - 1st and 2nd are extra.) 2.
Students break into groups of 5, and each group member selects 1 glacial feature to sketch a three-step time sequence. 3.
As a small group, students share sketches and develop analogies for each feature. Students take notes on each feature. 4.
Each small group presents one three-step time sequence and analogy to the whole class. 5.
Have students upload sketches. students Analogy slides for instructor Graphic organizer Note catcher Elaborate (Day 2) 1.
Students navigate Google Maps or Google Earth and select 4 out of 9 locations to explore. 2.
Students answer questions and upload screenshots of glacial features. 3.
Students answer final question. Google Maps link: https://tinyurl.com/4c
susjcw Google Earth link: https://tinyurl.com/92
84vdhc Evaluate (Day 2) 1.
Introduce the lesson/assessment and go over rubric. 2.
Students select a prompt to address and work individually. 3.
If time allows, ask students to share! Prompts Source Materials The materials in this laboratory were created in a collaboration among Rondi Davies, Jessica Wolk-Stanley, Victoria Yuan, and Julie Contino (Davies et al., 2022). Sources Davies, R. M., Wolk-Stanley, J. Yuan, V., & Contino, J. (submitted to NESTA – The Earth Scientist) Engaging New York City students in climate change science using a place-based 5E mini-unit on glacial evidence. Figure sources Figure 1. Glaciers. (n.d.). WGBH. https://contrib.pbslearningmedia.org/WGBH/ipy07/ipy07-int-
glacierphoto/index.html
. Figure 2a. The Bear glacier from NASA. (2005, August 8). Bear glacier, gulf of Alaska. NASA. Retrieved January 7, 2022, from https://www.earthobservatory.nasa.gov/images/7097/bear-glacier-gulf-of-alaska Figure 2b. The Columbia glacier from NASA. (n.d.). https://earthobservatory.nasa.gov/world-of-
change/ColumbiaGlacier/show-all
. NASA. Retrieved January 7, 2022, from https://www.earthobservatory.nasa.gov/images/7097/bear-glacier-gulf-of-alaska Figure 2c. The Hubbard glacier from NASA. (n.d.). The advance of Hubbard Glacier. NASA. Retrieved January 7, 2022, from https://earthobservatory.nasa.gov/images/85900/the-advance-of-hubbard-
glacier Figure 4. from Daniel Case, Balanced rock, North Salem, NY, CC BY-SA 3.0, https://commons.wikimedia.org/w/index.php?curid=1141378
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Geography and Landforms of New York Teachers Guide Geology Online Lab Activities for Community College Students © 2022 by Rondi Davies is licensed under CC BY-NC-SA 4.0. 22
10. Geography and Landforms of New York Teacher’s Guide How did Long Island get its shape? Purpose The purpose of this lab is to become familiar with the geographical locations of the boroughs of New York City and counties of Long Island and the landform characteristics of the provinces of New York State. The lab focuses on the landforms of Long Island, which formed by glacier advance and retreat and coastal processes. Learning Objectives After doing this lab students will be able to: 5.
Identify the boroughs of New York City and the counties of Long Island on a map. 6.
Explain how glacial and sedimentary processes formed Long Island, NY. 7.
Map rock types of Long Island onto a map and draw a topographic profile. 8.
Define latitude and longitude and read coordinates from an online map. 9.
Describe erosion and depositional features that created the landform of Long Island, NY. 5E Approach - Notes about Activities for Instructors Phenomena How did Long Island get its shape? 5E Activity Materials Engage Part I. Landforms found in New York City and Long Island Using the image prompts elicit students’ prior knowledge about how Long Island formed and the rocks it is made up of. Images of phenomena Explore 1 Part II. Geography of New York City and Long Island Students observe a map of the New York City region and label the geographical locations Explain 1 Part III. Landforms and Geology of the New York City Area 1.
Students interpret a geological map of New York State and determine the ages and rock types of some of the formations close to New York City. 2.
They then discuss how one of the formations formed based on information provided. Elaborate 1 Part IV. Reading maps of Long Island 1.
Students overlay the geologic features of Long Island onto a map. 2.
Students create a topographic profile of Long Island. Video link Google maps website
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Geography and Landforms of New York Teachers Guide Geology Online Lab Activities for Community College Students © 2022 by Rondi Davies is licensed under CC BY-NC-SA 4.0. 23
3.
Students watch a video and briefly describe how Long Island was formed. 4.
Students are introduced to the concepts of latitude and longitude. They use Google Maps to determine the latitude and longitude coordinates of three glacial features on Long Island. Students need a print out of the maps for this activity Explore 2 Part V. Coastal landforms of Long Island 1.
Students navigate the USGS Coastal Change at Fire Island website to learn about longshore drift and how the eastern end of the island has changed between 1830 and today. 2.
Students calculate the rate of change of Fire Island. Coastal Change at Fire Island website Explain 2 Part V. Coastal Landforms of Long Island Students learn about the impact of sea level rise on Fire Island and how a natural breach was formed during hurricane Sandy. They answer questions about these topics. Evaluate Part VI. Questions Students answer multiple-choice questions to evaluate their understanding of the laboratory materials. Sources Carpenter, M., Hoover, M. Robeck, E. C., Smith, M. J., & Southard, J. B. (2016). EarthComm: Project-
based space and Earth system science (2d ed.) by American Geological Institute, National Science Foundation (U.S.), It's About Time (Publ.). Geomorphic provinces and sections of the New York Bight watershed: https://nctc.fws.gov/pubs5/web_link/text/geolsect.htm Isachsen, Y. W. (2000). Geology of New York: A simplified account. Albany, NY: New York State Museum/Geological Survey, State Education Dept., University of the State of New York. Sanders, J. E., and Merguerian, C. (1994). Glacial geology of the New York City region, pp. 93-200 in Benimoff, A. I., ed., The geology of Staten Island, New York: Geological Association of New Jersey Annual Meeting, 11th, Somerset, NJ, 14-15 October 1994, Field guide and proceedings. Stoffer, P., & Messina, P. (1996). Sedimentology of beaches and barrier island: Terminal groins. North Carolina Coastal Federation. Retrieved December 18, 2021, from https://www.nccoast.org/protect-the-
coast/advocate/terminal-groins/ http://www.geo.hunter.cuny.edu/bight/sediment.html Figure Sources Figure 1. Public Domain, https://commons.wikimedia.org/w/index.php?curid=6627130 Figure 4. Reference tables for physical setting/earth science. New York State Education Department. (n.d.). Retrieved January 7, 2022, from http://www.nysed.gov/state-assessment/reference-tables-earth-
science Figure 5. Major hydrogeologic units of the Long Island Aquifer. Major Hydrogeologic Units of the Long Island Aquifer - NYS Dept. of Environmental Conservation. (n.d.). Retrieved January 7, 2022, from https://www.dec.ny.gov/lands/36231.html
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Geography and Landforms of New York Teachers Guide Geology Online Lab Activities for Community College Students © 2022 by Rondi Davies is licensed under CC BY-NC-SA 4.0. 24
Figure 6. Cenozoic time and paleogeography. (n.d.). Retrieved January 7, 2022, from https://eas2.unl.edu/~tfrank/History%20on%20the%20Rocks/Nebraska%20Geology/Cenozoic/cenoz
oic%20web/2/Timescale.html [Source R. Blakley] Figure 7 & 8. From Sanders & Merguerian (1994). Figure 9. Map of Long Island topography. Map of Long Island topography | U.S. Geological Survey. (n.d.). Retrieved January 7, 2022, from https://www.usgs.gov/media/images/map-long-island-topography Figure 13. By Djexplo - Own work, CC0, https://commons.wikimedia.org/w/index.php?curid=15351129 Figure 14. Modified from Worldatlas.com Figure 15. By Leo Chiou - Own work, CC BY-SA 4.0, https://commons.wikimedia.org/w/index.php?curid=51017746 Figure 16. from Stoffer, P., & Messina, P. (1996). Figure 18. https://earth.google.com/web/search/long+beach+new+york/@40.58599862,-73.68812113,-
0.75818034a,3990.98680539d,35y,0h,0t,0r/data=CigiJgokCQhpYaC8H0RAETzUahek-
_i_GQUqWlKDl2RAIaFr8VPREmXA Figure 19. Fire Island national seashore active. Fire Island National Seashore | U.S. Geological Survey. (n.d.). Retrieved January 7, 2022, from https://www.usgs.gov/programs/coastal-and-marine-hazards-and-
resources-program/science/fire-island-national-seashore
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How is climate changing? Teachers Guide Geology Online Lab Activities for Community College Students © 2022 by Rondi Davies is licensed under CC BY-NC-SA 4.0. 25
11. Teacher’s Guide: How is climate changing? How is sea level rise impacting New York City? Purpose The purpose of this lab is to become familiar with data used to determine changes in climate, both present and past, and what these changes mean for the future. Students will observe and interpret images and graphs depicting current and past climate data and find evidence for rapid changes to climate today resulting from human activities. Learning Objectives After doing this lab students will be able to: 1. Discuss sea level changes in New York. 2. Explain that gravity satellite data is recording a decline in ice cover over Greenland and the implications for sea level rise. 3. Explain how atmospheric CO2 and temperature are interconnected; increases in CO2 over time lead to increases in temperature. 4. Explain how climate warming and cooling is a natural process. 5. Explain that the rates of warming today are rapid and accelerating compared to the past. 6. Explain that humans are the cause for warming today. 5E Approach - Notes about Activities for Instructors Phenomena How is sea level rise impacting New York City? 5E Activity Materials Engage Part I. How is sea level rise impacting New York City? Using an image prompt, elicit students’ prior knowledge about the coastal communities of New York City and how sea level rise will impact them. Images of phenomena Explore Part II. Sea level changes in Greenland 1.
Students watch a video about the Grace satellite and how it uses gravity to track water storage anomalies. 2.
Students observe a graph of water storage anomalies over Greenland and answer questions. Video: GRACE: Tracking Water from Space Explain Part III. Carbon Dioxide (CO
2
) vs. Temperature 1.
Students watch a video about the greenhouse effect and answer questions. 2.
Students plot temperature and carbon dioxide data between 2000 and 2020 and answer questions about the data. Video: Greenhouse Effect Colored pencils, graph paper from packet Elaborate Part IV. Temperature and atmospheric CO
2
concentrations from the ice core record 1.
Students watch a video about ice core climate science. Video about ice cores
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How is climate changing? Teachers Guide Geology Online Lab Activities for Community College Students © 2022 by Rondi Davies is licensed under CC BY-NC-SA 4.0. 26
2.
Students observe a graph showing temperature and CO2 data from Antarctica for the past 800,000 years. 3.
Students calculate the rates of CO2 and temperature changes between 150,000 to 110,000 years ago and 2000 and 2020 and answer questions about the data. Evaluate Part V .Questions Students answer multiple-choice questions to evaluate their understanding of the laboratory materials. Exercise sources Part III. Carbon Dioxide (CO
2
) vs. Temperature and Part IV. Temperature & atmospheric CO
2
concentrations from the ice core record are adapted from Climate Change: Past & Present, Local & Global. Activities. (2021, August 31). References Bailey, R., Benton, T. G., Challinor, A., Elliott, J., Gustafson, D., Hiller, B., ... & Wuebbles, D. J. (2015). Extreme weather and resilience of the global food system (2015). Extreme weather and resilience of the global food system. Final Project Report from the UK-US. Climate Change: Past & Present, Local & Global. Activities. (2021, August 31). https://serc.carleton.edu/inquiry_intro_geo/activities/244907.html Figure sources Figure. 1. van Lohuizen, K. (2018). Rising sea levels and New York City. Museum of the City of New York. (n.d.). Retrieved January 8, 2022, from https://www.mcny.org/education/rising-sea-levels-and-new-
york-city Figure 4. From Bailey et al. (2015). Figure 5. Global temperatures and CO2 concentrations (2020). Climate Central. (2020, February 19). Retrieved January 8, 2022, from https://www.climatecentral.org/gallery/graphics/global-temperatures-
and-co2-concentrations-2020
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American Museum of Natural History Hall of Planet Earth Field Trip answer key Geology Online Lab Activities for Community College Students © 2022 by Rondi Davies is licensed under CC BY-NC-SA 4.0. 27 Field Trip to the American Museum of Natural History Teachers Guide Address: Central Park West at 79th St, New York, NY 10024 Opening hours: 10 AM to 5:45 PM Subways: B or C to 81st St Station At the museum: Upon entry, purchase a ticket, pick up a floor plan, and head to the Hall of Planet Earth on the First Floor The Hall of Planet Earth is divided into five organizing questions (see locations on map below): This lab activity is also divided into five parts based on the five questions. Choose three of the five parts of the worksheet to complete on your visit. Also complete the final question on the last page of this packet. The three sections and final question should take one hour to complete.
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American Museum of Natural History Hall of Planet Earth Field Trip Geology Online Lab Activities for Community College Students © 2022 by Rondi Davies is licensed under CC BY-NC-SA 4.0. 28
HOW DID THE EARTH FORM? a. List and describe the six stages that led to the formation of Earth. 1. Nebular stage Gravity caused collapse of a rotating mass of dust and gas. 2. A star forms Gravity pulls more material to the center of the disk 3. Planetesimals form Planetesimals form and begin to melt, heated by the energy of impacts. 4. The Sun ignites Hydrogen atoms combine and form helium, releasing a tremendous amount of energy: the Sun is born. 5. Inner planets The four planets closest to the sun - Mercury, Venus, Earth and Mars - are terrestrial or solid, rocky planets. 6. Outer planets Materials we are used to seeing as ice, liquid or gas settled in the outer regions of the young solar system; that is where we find gas giants Jupiter and Saturn and ice giants Uranus and Neptune. OLDEST ROCK AND MINERALS ON EARTH. Specimen #12, Acasta Gneiss b. How old is this rock and how was its age measured? 4.0 Ga U-Pb of zircon crystals A SPECIAL PLANET, HOW DO WE KNOW ABOUT THE EARTHS EARLY ATMOSPHERE? Specimen #14, stromatolite c. What are stromatolites? Algae mat structures that form large domes. d. What environments do stromatolites form in? Shallow, warm, marine, just below ocean surface, low turbidity e. During what time in Earth’s history were stromatolites most extensive? 2.6 Ga
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American Museum of Natural History Hall of Planet Earth Field Trip Geology Online Lab Activities for Community College Students © 2022 by Rondi Davies is licensed under CC BY-NC-SA 4.0. 29
A SPECIAL PLANET, HOW DO WE KNOW ABOUT THE EARTHS EARLY ATMOSPHERE? Specimen #15, banded iron (also see #23 around the corner) f. What are the bands in this rock made of? Magnetite or hematite (dark) and jasper (red) g. Describe how the bands in this rock formed? •
Fe3+ ions dissolved in seawater due to low oxygen in atmosphere and ocean. •
As oxygen built up from photosynthetic bacteria (such as stromatolites), the oxygen reacted with dissolved iron to form a solid iron precipitate. This built up as layers on the sea floor. •
Jasper layers indicate times when oxygen was not reacting with Fe3+ •
As soon as all Fe3+ in sea water reacted with O2, oxygen was able to build up in the atmosphere and oceans. h. What does the presence of banded iron formations tell us about conditions in the early atmosphere and oceans? Little to no oxygen
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American Museum of Natural History Hall of Planet Earth Field Trip Geology Online Lab Activities for Community College Students © 2022 by Rondi Davies is licensed under CC BY-NC-SA 4.0. 30
THE FATHER OF GEOLOGY a. What was the evidence that led James Hutton to propose the Earth was much older than originally thought? Scottish naturalist James Hutton (1726-1797) is known as the father of geology because of his attempts to formulate geological principles based on observations of rocks. A key site was Siccar Point, a sea cliff east of Edinburgh where horizontal layers of red sandstone rest on near-vertical folded layers of gray slate and sandstone. Hutton concluded that the gray rocks had been deposited horizontally, uplifted, folded, tilted, eroded, and again covered by the ocean, from which the overlying sandstone accumulated. He recognized that these processes must have taken a very long time. The boundary between the two rock sequences is called an unconformity. b. Sketch the large wall model pf Siccar Point and label the unconformity. What is the significance of the rocks James Hutton observed at this location? In general, sedimentary rocks are deposited in horizontal layers, and younger beds lie atop older ones. The top section is dark red, and made of horizontal beds of sandstone. The bottom section is blocky gray slate in vertically-oriented layers of slate. The gray slate, which had been deposited in water, must have been uplifted, tilted, eroded, and submerged again. The red sandstone layers were deposited above the slate. This discontinuity reflects processes that occurred over long periods of time. THE PRESENT IN THE KEY TO THE PAST c. How do specimens 1, 2, and 3 support the principle of uniformitarianism? What does the principle “The present is the key to the past” mean? The processes of occurring today have operated throughout most of the Earth’s history. The principle is one of the guiding rules for understanding rocks and landforms, reconstructing their histories, and estimating the time it took for them to form. 1. Cross-bedded sandstone Cross-beds indicated the direction of wind and sand transport. 2. Ripple marks in sandstone Ripple marks indicated current direction and which way was up when the sediment was deposited 3. Dike in granite Since the dike intrudes into the granite, the granite must have existed before the dike
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American Museum of Natural History Hall of Planet Earth Field Trip Geology Online Lab Activities for Community College Students © 2022 by Rondi Davies is licensed under CC BY-NC-SA 4.0. 31
DECIPHERING THE GRAND CANYON, BULIDING THE CANYONS LAYERS d. What is the oldest group of rocks in the Grand Canyon and what is their age? Precambrian Vishnu gneiss (1.7 Ga) What is the youngest group of rocks and what is their age? 260 Ma What is the Great Unconformity? Boundary between Precambrian (1.7 Ga) and Paleozoic rocks (550 Ma) THE SEA RETREATS, THE SEA RETURNS e. What two environments did the upper rock layers of the Grand Canyon form in? Marine, continental What conditions was the Coconino sandstone deposited in? Windy desert, sand dunes What conditions was the Kaibab limestone deposited in? Calm, shallow marine
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American Museum of Natural History Hall of Planet Earth Field Trip Geology Online Lab Activities for Community College Students © 2022 by Rondi Davies is licensed under CC BY-NC-SA 4.0. 32
WHY STUDY PAST CLIMATE? a. Why do scientists study past climates? To have a record of the past to help understand what is happening today and what will happen in the future b. What does the sediment core from Walvis Ridge, southern Atlantic Ocean from 55–56 million years ago tell us about past climate?
PETM warming event, analogous to ocean acidification today WHAT ICE CORES RECORD c. How far back in time does the Greenland ice core go? 110,000 years d. List three things that can be measured from annual layers of ice cores? 1 CO2 2 Temperature 3 Salt, dust, Ca, Mg
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American Museum of Natural History Hall of Planet Earth Field Trip Geology Online Lab Activities for Community College Students © 2022 by Rondi Davies is licensed under CC BY-NC-SA 4.0. 33
CONSEQUENCES OF CLIMATE CHANGE, WARMING WORLD, HOW CLIMATE WORKS e. How is climate changing today? Warming f. What is driving climate change today? Burning of fossil fuels g. What are some consequences of climate change? Sea level rise Flooding More intense storms Etc. etc.
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American Museum of Natural History Hall of Planet Earth Field Trip Geology Online Lab Activities for Community College Students © 2022 by Rondi Davies is licensed under CC BY-NC-SA 4.0. 34
THE LIVING PLANET a. Earth supports life because it meets a few vital conditions. List three of these conditions and explain. 1 Distance and energy: Earth gets heat and energy from the sun and earth. 2 Protective shield: magnetic field and ozone layer. 3 Right temperature for water to form in all three states Right ingredients: C, N, H, B SULFIDE CHIMNEYS FROM JUAN DE FUCA RIDGE b. Where is the Juan de Fuca Ridge? Mid ocean ridge at Juan de Fuca plate, off Washington State USA c. What are these chimneys made of? Sulfide ore minerals d. What remains preserved on the surface of the chimneys? Vent communities including tube worm attachments
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American Museum of Natural History Hall of Planet Earth Field Trip Geology Online Lab Activities for Community College Students © 2022 by Rondi Davies is licensed under CC BY-NC-SA 4.0. 35
LIFE AT THE HYDROTHERMAL VENTS e. Scientists theorize that life begin at deep-sea vents. Find three lines of evidence to support this claim. 1 Archaea: third domain of life 2 Complex organic molecules 3 Protected from meteorite bombardments and radiation f. Explain how sulfide chimneys can support life without the presence of sunlight. Hot mineral rich fluids supply nutrients and chemicals. Microbes eat chemicals and form the base of the food chain.
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American Museum of Natural History Hall of Planet Earth Field Trip Geology Online Lab Activities for Community College Students © 2022 by Rondi Davies is licensed under CC BY-NC-SA 4.0. 36
EFFUSIVE VOLCANISM, VOLCANOES UNDER THE SEA & FLOOD BASALTS a. For the following rocks discuss how the cooling textures formed. Rock No. Rock Name Location where found Cooling texture 15 Pillow basalt Japan Description of pillow texture, like toothpaste squeezed out of a tube 18 Columnar basalt Columbia River Valley Columnar joining EXPLOSIVE VOLCANISM b. Observe the volcanic rocks from Medicine Lake volcano, Californian that formed from magmas above a subduction zone. List the rock number, rock name, and cooling texture for three rocks. Rock No. Rock Name Cooling texture 5-15 Obsidian, pumice, blocks, bombs, buried forest HOW ROCKS DEFORM, DEFORMING ROCKS IN THE LABORATORY, DEFORMING MARBLE (#8) c. Describe how the marble cylinders changed when exposed to high temperatures of about 400˚C and different confining pressures. Confining Pressure Depth Equivalent Deformation style Description of Changes to Cylinder and Why 203 atm 0.7 km Brittle Cracks 507 atm 3.3 km Brittle Bulging 2026 atm 6.7 km Plastic No change, flow
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American Museum of Natural History Hall of Planet Earth Field Trip Geology Online Lab Activities for Community College Students © 2022 by Rondi Davies is licensed under CC BY-NC-SA 4.0. 37
HOW ROCKS DEFORM, DEFORMED ROCKS, DEFORMED CONGLOMERATES (#6, 7) d. How did this rock form? The rock was originally deposited in a stream as layers of rounded pebbles. They became mixed with sands and silts as the original layers were eroded and re-deposited. Much later, the rocks were transformed by high temperatures and pressures deep in the crust. The rough surface of the sample on the left was caused by weathering and erosion. e. What happens to the pebbles in the rock during deformation? When a conglomerate is subjected to high temperature and pressure, the pebbles within it are deformed in different ways. They can be flattened, rotated, and even squeezed into long, thin lines. The pebbles are not as easily deformed as the rest of the rock. They do show deformation, but preserve their rounded shapes. EARTHQUAKES, WHAT IS A FAULT? FAULTS IN CRYSTALLINE ROCK (rock #1) f. Sketch the fault and the layers of rock that are displaced in rock #1. Is this a normal or thrust fault? Normal Did this rock experience compressional àß
or extensional ßà
stress based on the fault type? Extensional ßà
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