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I used five of the images on the first page in Historical Geology class the other day, one at a time (I told students to bring their computer or smartphone or tablet in advance). In the discussion portion of the lesson, I was able to offer prompts, such as “if this sill is isotopically dated as being 300 million years old, then how old are the sedimentary layers it intrudes?
After they worked on exploring and thinking about an image individually for a few minutes, I then reviewed it as a class discussion. ” Then I gave them another set of images to do for homework.
So here are the same images, but now organized into 5 smaller pages of a dozen images apiece: Relative dating sub-collection A (12 outcrops and samples) Relative dating sub-collection B (12 outcrops and samples) Relative dating sub-collection C (12 outcrops and samples) Relative dating sub-collection D (12 outcrops and samples) Relative dating sub-collection E (12 outcrops and samples) Here’s how I envision you using these.
Deploy one set for a pre-lesson homework assignment to warm your students up, then another set/page for an in-class exercise, then a third for a post-lesson homework assignment, all offering opportunities for the students to get feedback from their instructor, both affirmational and corrective.
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Though the details vary by image, the concepts covered include superposition, lateral continuity, original horizontality, inclusions, overprinting (by tectonic fabrics) and cross-cutting relationships.
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There are igneous intrusions, folded sedimentary rocks, and several kinds of unconformities.
The images featured are mostly mine, but also include a substantial contribution from my colleague (and former student) Robin Rohrback, and a handful from other student researchers and 3 more from my colleague Ron Schott.
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