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    A Geology Laboratory Text, pp.

    Directions Activity 7 onljne taken from Investigating Earth: Relqtive all of your work in a word processing document. When you have completed this activity, you will datong asked to submit your answers electronically by copying and pasting your datng into an online submission form included in Module 8 in Canvas. If you have any questions about the lesson materials or assignments, post them to our online discussion forum not e-mail. I will check that forum daily to respond. Sequencing the rock layers will show the students how paleontologists use fossils to give relative dates to rock strata. Return to top To enhance this activity, have students match the fossil sketches to real fossils.

    The following is a list of fossils in the John Hanley Fossil Teaching Set that may be useful in this activity. It may be useful to share with students after they have completed Set B and answered the Interpretation Questions. The first card in the sequence has "Card 1, Set A" in the lower left-hand corner and represents the bottom of the sequence.

    Descriptions of each other escort physical properties, blaze information, common skills, and make things as well as many. In tiffin, it also has many at the end of each visit that could be obtainable for online sunglasses.

    If the letters "T" and "C" represent fossils in the oldest rock layer, they are the oldest fossils, or the first fossils formed in the past for this sequence of rock layers. Since this card has a common letter with the first card, it must go on top of the "TC" card. The fossils represented by the letters on this card are "younger" than the "T" or "C" fossils on the "TC" card which represents fossils in the oldest rock layer. Sequence the remaining cards by using the same process. When you finish, you should have a vertical stack of cards with the top card representing the youngest fossils of this rock sequence and the "TC" card at the bottom of the stack representing the oldest fossils.

    Starting with the top card, the letters should be in order from youngest to oldest. Please note that none of the letters in this sequence may be reversed and still be correct. The sequence must be exactly in the order as written. It is not uncommon to have students reverse the M and D for example and begin the sequence with DM because that is the way they are printed on the card. It is good at this time to remind them that these letters represent fossils in a rock layer and that one fossil next to another within a rock layer implies no particular sequencing; they both are approximately the same age as that particular rock layer.

    The following question may help clarify this point. The fossils within rock layer OXD i. Each card represents a particular rock layer with a collection of fossils that are found in that particular rock stratum.

    All of the fossils represented would be found in sedimentary rocks of marine origin. Figure 2-A gives some background information on the individual fossils. Plate Tectonics Plate tectonics laboratory using plate motions 3 exercises by Richard Harwood of Black Hawk College — interactive maps showing movement relative movement of plates, are multiple choice and self-checking. Jules Verne Voyager - This is an interactive map developed by UNAVCO where students can add earthquakes, stress axes, volcanoes, or plate boundaries to the entire world or by country. For more information on the project as well as instructions on how to use the site: Minerals Online rock and mineral identification kit by Jonathan Evenick of the University of Tennessee — provides photographs and descriptions of various rocks and minerals.

    Mineral identification and properties using photographs by Richard Harwood of Black Hawk College — students can identify minerals photographs based on mineral property choices. This site has been taken down. Contact us if you know of a suitable replacement. Searchable mineral database by Amethyst Galleries, Inc.: Students can search for minerals by class or alphabetically. Descriptions of each mineral include physical properties, crystallography information, common uses, and chemical formulas as well as pictures. Mineral identification by Dave Jessey and Don Tarman through Cal State Pomona — students can use this site as a step-by-step tutorial to identify mineral sample.

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    Igneous Rocks Igneous rock identification using photographs by Richard Harwood of Black Hawk College — students can identify igneous rock photographs based on rock property choices, self-checking. Igneous rock identification by Dave Jessey and Don Tarman through Cal State Pomona — students can use this site as a step-by-step tutorial to identify igneous rock samples. Sedimentary Rocks Sedimentary rock identification using photographs by Richard Harwood of Black Hawk College — students can identify sedimentary rock photographs based on rock property choices, self-checking. Metamorphic Rocks Metamorphic rock identification using photographs by Richard Harwood of Black Hawk College — students can identify metamorphic rock photographs based on rock property choices, self-checking.

    Metamorphic rock identification by Dave Jessey and Don Tarman through Cal State Pomona — students can use this site as a step-by-step tutorial to identify metamorphic rock samples. An interactive map where students can turn on and off features such as earthquakes, plate boundaries and names, faults, volcanoes, etc. Volcanic materials identification using photographs by Richard Harwood of Black Hawk College — students can identify volcanic material photographs based on property choices, self-checking.


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