Search icon An illustration of a magnifying glass. User icon An illustration of a person's head and chest. Sign up Log in. Web icon An illustration of a computer application window Wayback Machine Texts icon An illustration of an open book. 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 advantages.
An instructor can generate a concept sketch to guide students toward the key aspects of a. 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.
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. Multiple Choice Questions 1. What was the main mystery described for the Mediterranean Sea?
A volcanic eruption destroyed the ancient city of Alexandria. A meteorite formed the western Mediterranean Sea. The Mediterranean dried up and deposited layers of salt. A large landmass collapsed downward, forming the sea. Which of the following is NOT a recommended strategy for observing a landscape? Observe the entire landscape first and then focus on smaller parts, one part at a time. Examine complexities of each feature rather than grouping features into types.
Focus on one type of feature at a time, noting where this type of feature is present. Examine relationships between different features.
What strategy was described for inferring the environment in which a rock formed? The phrase trading location for time signifies that: A. It takes more time to observe a landscape than is available. Expensive homes are built in locations that cost people time. Different parts of a landscape can be used to infer how the landscape changes over time. Some rocks are harder than others to erode and so last a longer time. Which of the following is a principle to interpret relative ages?
The youngest rock is on the bottom. A geologic feature is older than any rock or feature it crosscuts. The only textbook photographs not included are those where McGraw-Hill does not hold an electronic copyright; in a few cases, we substituted another similar photograph in the PowerPoint file. The Instructor Notes PDFs are provided in a separate file for each chapter and are designed for reviewing shortly before teaching a subject. The notes field contains 1 name of any media file associated with that slide, 2 suggestions for student-observation exercises and for instructions to students, and 3 notes about content and teaching tips.
Such printouts, even in black and white, constitute a handy backup in case of last-minute computer or projector malfunctions. These movies are QuickTime files, typically several minutes long, and small enough files that they can be uploaded to Blackboard, any other course-management system, or a normal website. These figures can be opened and edited in Adobe Illustrator or Corel Draw. The materials described above, and material to support assessment, are available on the ExploringGeology.
For security reasons, the site requires a user name and password contact sreynolds asu. A test bank containing multiple-choice questions that can be used for in-class exams, online quizzes, and clicker quizzes.
These are provided as Word files, Blackboard test pools, and Respondus files for schools that do not use Blackboard. The book covers all the important content for an introductory geology course, but the content is not diluted by extraneous information, stories, and examples. The authors feel that the instructor is in the best position to provide these in class, using examples that are especially relevant to their particular students.
Each page has one or more annotated illustrations that help students visualize geologic processes, concepts, and features. This approach is suited to the way most instructors already teach, the way we learn, and the way we share ideas with our colleagues. It provides students with a coherent view of geology as a series of systems, with a clear relationship among processes, features, rock types, and other aspects.
Careful research, using eye-tracking technology, by recently graduated PhDs Melanie Busch and Joshua Coyan demonstrates that students learn more from integration of text and figures as compared to a traditional textbook. In addition, this research shows that students learn more when they frequently transition back and forth from the text to the figure.
Most of the artwork has a 3D perspective so students can use the 3D cues to tell what is a map, what is a perspective view, and what is a cross section. Students are more likely to read this book because it is more inviting, and the format allows them to read small,. A student has a higher likelihood of learning from the book during short breaks between classes or other activities.
The book de-emphasizes terms that are unimportant and unlikely to be used by most students. To steer students away from a strictly terminology-based approach, there are no boldface terms in the text. Instead, key terms are presented in italics so they better blend in with the text and so that the student encounters them in context. There is an index and a glossary that succinctly defines terms and refers back to the two-page spread where that term is introduced and defined in the context of figures.
We recommend that instructors edit this list and post it or hand it out to students to guide student reading and studying to those things the instructor thinks are important.
These investigations are built around virtual places and challenge students with nontrivial problems that require observations, interpretations, and critical thinking.
Investigations have a clear relevance to society, such as determining where it is safe to live. Some investigations employ calculations and reading graphs, and students are prepared for these by example calculations earlier in the chapter. Blackboard and Respondus versions of investigation questions are provided so that these can easily be used and auto graded online, like in large classes.
Some questions in the test bank are about the Investigations, so instructors can assign an investigation as ungraded homework in preparation for a quiz or exam.
The Design of the Book:. This frees up the instructor to do inquiry, to model approaches to scientific problems, to explore local examples, and to cover other topics of interest to the instructor. Instructors can assign or leave out two-page spreads, individual numbered sections within two-page spreads, or individual items in the Before You Leave This Page list.
The two-page spread approach allows instructors to sequence their own content between two-page spreads. We recommend this wherever possible to introduce local case studies and examples. This textbook was developed using first principles from research on cognition and science education.
The book is designed to prevent cognitive overload by integrating figures and text so that students can use their visual and phonetic mental processing systems at the same time. Which locations are composed of loose materials not bedrock? Which location s have loose, angular rocks?
Which locations contain rocks that are in place part of the bedrock? Which locations consist of sediment rather than sedimentary rocks? What are some components of the landscape shown in this photograph?
Answer: e Section: 2. Which of the following is NOT a recommended strategy for observing a landscape? Answer: b Section: 2. The vertical black lines indicated in rock units 3 and 4 indicate what type of feature? Answer: a Section: 2. What shape are the pebble-sized particles that make up the rock? This indicates to us that the environment in which this rock formed was likely: a a river channel b a steep mountain front.
Rocks that are more resistant to erosion are more likely to create: a cliffs b slopes c ledges Answer: a Section: 2. Rocks that are easy to erode often create: a slopes b ledges c cliffs Answer: a. The sediment in this photograph most likely formed in: a a steep mountain front b a river c a sand dune d deep water conditions on the seafloor.
The sediment in this photograph mostly likely formed in: a a steep mountain front b a river c a sand dune d deep water conditions on the seafloor. The rock in this photograph mostly likely formed in: a a steep mountain front b a river c a sand dune d deep water conditions on the seafloor.
What is the youngest unit or feature in this figure? What is the oldest unit or feature in this figure? The youngest unit or feature in this photograph is: a the rock at the top that contains angular fragments b the gray layer in the middle of the photograph c the tilted rocks at the bottom d there is no way to tell. The oldest unit or feature in this photograph is: a the rock at the top that contains angular fragments b the gray layer in the middle of the photograph c the tilted rocks at the bottom d there is no way to tell.
What strategy was described for inferring the environment in which a rock formed? The phrase trading location for time signifies that: a It takes more time to observe a landscape than is available. Which of the following is a principle to interpret relative ages? What order did the rock layers and features form in this photograph listed from oldest to youngest? What can you interpret about the relative age of the rocks and features in this photograph?
What is the best criterion for the relative ages of the rocks in this photograph?
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