Davies Geology Lab Activities Teachers Guide

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Feb 20, 2024

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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 .

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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