Type:
Solution Manual
Resource:
Essentials of Geology
Edition:
13th Edition
Author(s):
Frederick K. Lutgens Edward Tarbuck Dennis Tasa
Table of Contents
Chapter 1
An Introduction to Geology
1
Chapter 2
Plate Tectonics: A Scientific Revolution Unfolds
12
Chapter 3
Matter and Minerals
24
Chapter 4
Igneous Rocks and Intrusive Activity
34
Chapter 5
Volcanoes and Volcanic Hazards
48
Chapter 6
Weathering and Soils
60
Chapter 7
Sedimentary Rocks
71
Chapter 8
Metamorphism and Metamorphic Rocks
81
Chapter 9
Earthquakes and Earth’s Interior
92
Chapter 10
Origin and Evolution of the Ocean Floor
103
Chapter 11
Crustal Deformation and Mountain Building
114
Chapter 12
Mass Movement on Slopes: The Work of Gravity
126
Chapter 13
Running Water
133
Chapter 14
Groundwater
145
Chapter 15
Glaciers and Glaciation
156
Chapter 16
Deserts and Wind
167
Chapter 17
Shorelines
176
Chapter 18
Geologic Time
186
Chapter 19
Earth’s Evolution through Geologic Time
199
Chapter 20
Global Climate Change
209
Introduction This INSTRUCTOR RESOURCE MANUAL is aimed primarily at instructors who are relatively new to teaching or new to this particular textbook or course. However, I hope it will be helpful to more experienced instructors as well. The student population you serve is likely a mixture of non-majors, potential geoscience majors, and related majors. In most institutions, this course serves primarily as a general-education requirement in the natural sciences and secondarily as an introduction to a geoscience major. For the non-majors, I consider what would be important for an “informed citizen” to understand about geology. In general, what attitudes toward science should we foster among non-majors? I believe in using geology content as the vehicle to help students cultivate a better understanding of science and of the ways of knowing among scientists. For the potential majors, what role will this course play in recruiting and preparing majors? What do potential majors taking this course need to know (really need to know) to be successful in follow-on geology courses? Perhaps an overarching philosophy that I adopt is whether the goals (and methods) for teaching the general-education course to non-majors really should be all that different from those for teaching an introduction course to first-year majors. Regardless of the specific student population involved, focus should be on active learning and learner-centered instruction.
Active Learning – Helping Students Prepare in Advance for Class Sessions Active learning requires students to prepare in advance of class time and the bulk of the preparation should involve studying the textbook’s content. The preview (or preparatory) engagement is most successful, of course, if there is some form of motivation, hence the fact that the activities are to be graded. Quite simply, to improve the depth at which students engage in the textbook material in advance of class sessions, you MUST assign course points to the process. The amount of credit needed to properly incentivize students, and the method, can vary, but consider the following: Grading Option Voluntary, no credit Graded homework activities that accompany each reading. No follow-up during class time, simply move on in lecture mode. Graded homework activities that accompany each reading. In-class engagements utilizing the same textbook content (with appropriate pointvalue incentive).
Effectiveness No incentive, won’t work to achieve goal. Better, but fails to motivate students to spend appropriate time to ensure depth of understanding. Students treat activities simply as a “task to get completed.” Better yet, and effective. Helps ensure students attempt a deeper understanding of the textbook content, and students receive feedback on the quality of their effort.
Discussions regarding intrinsic versus extrinsic motivators aside, how much value to apply to the activities can vary. However, the grade incentive should be high enough to trigger most students’ motivation threshold (see my sample syllabus and course point value distribution below). Collecting and grading the activities also allows the instructor some feedback regarding whether students are completing the reading and possibly which topics may need more attention in class. The homework activities I use are based on the MasteringGeology™ system that accompanies this book. The MasteringGeology™ system allows the instructor to create custom activities that may draw upon section-specific Concept Check questions, actual Test Bank questions, or media-rich tutorial type items. I create short assignments focused on each class meeting’s worth of reading. The intent is for the homework items to help the student “walk” through the textbook content for the upcoming class session. More about Motivating Students to Properly Complete Preparatory Activities Students are incentivized to complete the assignment in the first place with the external motivation of receiving points toward their course grade. However, I find it vitally important to clearly, and frequently, express to students that their instructor is not just assigning busywork for the sake of having something to score, but the instructor has a sincere desire to provide students with learning opportunities in advance of class. Students should be emphatically reminded that the preparatory activities should NOT be considered a “task” to put on their schedule and simply get completed by a deadline. Rather, they should be considered as a primary tool for learning from, and engaging with, the textbook content. Results from my semesters of experience with this approach shows a high correlation between students who treat the preparation as simply a “task” (completing the assigned activities within a narrow time window and close to the deadline) with lower test scores. By emphasizing this fact frequently during the first week or two of the semester, and then occasionally again throughout the following weeks, students adjust their approach to completing the activities properly with a more intrinsic motivation of learning the content more effectively and improving test scores. Throughout this Instructor’s Resource Manual, I make mention of “preparatory” activities and also point out specific methods appropriate for the chapter content. For each chapter, I have also suggested specific content from the MasteringGeology™ library on topics that have large impact on understanding the content of a specific chapter’s topic. This can provide an initial set of activities to use as a starting point for creating preparatory activities. In-Class Engagement – The Second Part to the Active Learning Equation How students engage with the prepared content during class time is important to complete the active learning equation. When students come to class ready to actively engage the content by preparing in advance with the preparatory activities, they set the stage for many benefits: • The instructor can assess, preferably in real time, the students’ level of understanding of the prepared material. • The instructor can make “just-in-time” adjustments to allow for more class time on less understood areas or details. • Students can receive immediate feedback on the quality of their efforts to prepare in advance. • In-class engagements can promote peer learning opportunities that can be effective learning tools as well as intrinsic motivators.
I utilize the Learning Catalytics™ (LC) system in each class session to achieve the benefits listed above. In each chapter throughout this Instructor’s Resource Manual, are samples of LC activities that can be used to assess students’ learning as well as provide an automated system for group or peer interactive sessions. Just as with the MasteringGeology preparatory activities, the daily LC sessions must be given some amount of point-value motivation. The motivational feedback mechanism operates like this: To earn the most daily session points during in-class engagement, students have to provide correct responses, to provide correct responses the students need to have properly prepared in advance by interacting with the textbook content and completing the MasteringGeology assignments. To emphasize to students that the quality of their interaction with the preparatory activities will be manifest in the daily LC engagement scores and, therefore, in their exam scores, I present the following graph. This graph depicts the high correlation between the LC response average and the students’ exam average for a typical section of one of my class sections.
In summary, the daily/weekly preparatory activities, coupled with in-class engagement utilizing the same content are ultimately seen as positive by students. On written evaluations, students often express that knowing what content to be prepared with for each class session was one of the most positive contributors to their learning. The ultimate benefit, I believe, is that students receive frequent, real time feedback regarding the investments they make in their preparatory activities and in their textbook interaction. It is my hope that you find the suggestions and samples provided in this Instructor’s Resource Manual useful for creating an active learning focused environment by taking advantage of the excellent resources integrated within the textbook and provided by the publisher.
1 11
12 13 14 15 16
2 1 2 1 2 1 2 1 2 1 2
14 14 15 15 16 9 9 10 10 11 11
1, 2, 3, 4 5, 6, 7 1, 2, 3 4, 5, 6 EXAM 3 1, 2, 3, 4, 5 1, 2, 3, 4 5, 6, 7, 8 1, 2, 3, 4 5, 6, 7, 8 1, 2, 3, 4 5, 6, 7 EXAM 4
Sample Quarter Session Schedule (courtesy of colleagues at a Washington State Community College)
Week # 1 1 2 2 3 3 4 4 5 5 6 7 7 8 8 9 9 10 11 11 12
Class Meeting TOPIC Class Outline and Intro to Geology Plate Tectonic Theory Minerals: The Building Blocks Magma and Igneous Rocks EXAM 1 Volcanism and Volcanic Hazards Weathering and Soils Sedimentary Rocks and Depositional Environments Metamorphic Rocks EXAM 2 Geologic Time Running Water: The Work of Rivers Groundwater Glaciers and Glaciation EXAM 3 Deserts and Wind Earthquakes Ocean Geology Crustal Deformation and Mountain Building EXAM 4 Final Exam Week
Chapter # CH 1 CH 2 CH 3 CH 4 CH 5 CH 6 CH 7 CH 8 CH 18 CH 13 CH 14 CH 15 CH 16 CH 9 CH 10 CH 11
Chapter 1 An Introduction to Geology An Introduction to Geology first provides a description of the science of geology including the two broad areas of physical geology and historical geology. This is followed by an explanation of the development of geology as a modern science with an explanation of uniformitarianism and an introduction to the magnitude of geologic time. Following a presentation of the nature of scientific inquiry and explanations of Earth’s physical spheres relative to understanding Earth as a system is a presentation of the nebular hypothesis. This is followed by an outline of Earth’s internal structure and the concept of the rock cycle. Lastly, the chapter presents the major features of Earth’s surface as they occur in the ocean basins and on the continents.
CHAPTER OUTLINE 1. Geology: The Science of Earth a. Physical and Historical Geology b. Geology, People, and the Environment 2. The Development of Geology a. Catastrophism b. The Birth of Modern Geology c. Geology Today d. The Magnitude of Geologic Time 3. The Nature of Scientific Inquiry a. Hypothesis b. Theory c. Scientific Methods d. Plate Tectonics and Scientific Inquiry 4. Earth as a System a. Earth’s Spheres b. Hydrosphere c. Atmosphere d. Biosphere e. Geosphere f. Earth System Science g. The Earth System 5. Origin and Early Evolution of Earth a. Origin of Planet Earth i. The Universe Begins ii. The Solar System Forms iii. The Inner Planets Form iv. The Outer Planets Develop b. Formation of Earth’s Layered Structure i. Chemical Differentiation and Earth’s Layers ii. An Atmosphere Develops iii. Continents and Ocean Basins Evolve ..
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6. Earth’s Internal Structure a. Earth’s Crust b. Earth’s Mantle i. The Upper Mantle ii. The Lower Mantle c. Earth’s Core 7. Rocks and the Rock Cycle a. The Basic Cycle b. Alternative Paths 8. The Face of Earth a. Major Features of the Ocean Floor i. Continental Margin ii. Deep-Ocean Basins iii. Oceanic Ridges b. Major Features of the Continents i. Mountain Belts ii. The Stable Interior
FOCUS ON CONCEPTS Each statement represents the primary learning objective for the corresponding major heading within the chapter. After you complete the chapter, you should be able to: 1.1
Distinguish between physical and historical geology and describe the connections between people and geology.
1.2
Summarize early and modern views on how change occurs on Earth and relate them to the prevailing ideas about the age of Earth.
1.3
Discuss the nature of scientific inquiry, including the construction of hypotheses and the development of theories.
1.4
List and describe Earth’s four major spheres. Define system and explain why Earth is considered a system.
1.5
Outline the stages in the formation of our solar system.
1.6
Describe Earth’s internal structure.
1.7
Sketch, label, and explain the rock cycle.
1.8
List and describe the major features of the continents and ocean basins.
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TEACHING STRATEGIES The first chapter of the book is a good time to discuss what a geologist does, and introduce the science of geology including why it is different from other sciences. The following article, by Sarah Andrews, contains a discussion of the uniqueness of geology among the sciences. • "Why Study Geology?”: http://www.geotimes.org/apr00/student.html
“Muddiest Points” – “Points for Clarification” •
•
•
Geologic time is often difficult to fully appreciate for introductory students. While most are able to learn the names and order of the components on the geologic calendar, grasping the vastness of geologic time is more difficult. Many students take an introductory geoscience course because it is NOT chemistry, biology, or another science. It is important to get students to think of geology as operating within the same fundamental realm of scientific inquiry as other sciences. This includes laying out the scientific inquiry process that operates within all sciences, including geology, as outlined in Figure 1.9. To many introductory students, the internal structure of the earth may be as foreign a concept as the outer reaches of the solar system. There are numerous myths and false beliefs that students will have about the internal structure of the earth. Be prepared with additional information from other chapters, such as Chapter 9, to provide information on HOW we substantiate our theories regarding the structure and composition of Earth’s interior.
Teaching Tips 1.2
To help students appreciate how James Hutton was persuasive in his arguments that small forces, over long spans of time, can produce geologic effects, it can be helpful to bring in a little information about the state of education in post-Reformation and early Enlightenment Scotland, where Hutton lived and studied. This period of time in Scotland included an acceptance of challenges to ideas in all areas of study without fear of societal banishment. https://en.wikipedia.org/wiki/Education_in_early_modern_Scotland#Reformation_of_universities Helping students visualize the magnitude of the geologic time by converting the history of Earth into other scales, such as in SmartFigure 1.7, is a good tool for increasing their understanding and appreciation for the vastness of geologic time. Another conversion that is visual and somewhat kinesthetic, is to convert the time scale to the length of a soccer field and actually measure the distances out on the field itself. When students stand on one end of the soccer field and see that the last 1 million years of Earth’s history is only about two centimeters, just under one inch, of the entire 100 meter field, they can sometimes be moved from thinking a million years is impossibly long to thinking that a million years is “a blink of an eye” in the history of the Earth.
1.6
..
Students benefit from some explanation of how the structure of Earth’s interior is determined by analyzing seismic waves. Though a protracted explanation should be postponed until Chapter 9, one simple demonstration of how seismic waves move using the classic “slinky” demonstration is appropriate (see Figure 9.10).
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MasteringGeology and LearningCatalytics resources/ideas/activities MasteringGeology activities that utilize video, interactive animations, and gigapans (high-resolution panoramic images) are effective in giving students preparatory opportunities that are directly correlated with the chapter content. Have students complete Mastering activities in advance of class time to help them learn the material. • All of the Concept Check type items are excellent preparatory questions. In addition, especially focus on the following additional items for this chapter: Section 1.1 1.2 1.3
Item Type Coaching Activities Coaching Activities Coaching Activities
1.5 1.6 1.7
Coaching Activities Coaching Activities Coaching Activities Coaching Activities
Title Mobile Field Trip Video Quiz - A Geologist’s Grand Canyon SmartFigure: Geologic Time Give It Some Thought: The Scientific Method—Observation, Hypothesis, and Theory SmartFigure: The Nebular Theory SmartFigure: Earth’s Layers Give It Some Thought: The Rock Cycle SmartFigure: The Rock Cycle
LearningCatalytics activities can provide an assessment of students’ understanding in real-time to allow opportunities for review or discussion (either in small groups or the entire class). • Using images from the text, query students’ understanding of the internal structure of Earth. In the Learning Catalytics activities shown below, students answer by selecting a region on their mobile device, tablet, or laptop. These could also be sketch-type items where students sketch their own picture of the internal Earth structure: o General Internal Structure of Earth:
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Detailed structure of the upper mantle and crust:
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•
Using images from the text, query students’ understanding of the Rock Cycle. In the Learning Catalytics activity shown below, students answer by selecting a region on their mobile device, tablet, or laptop. These could also be sketch-type items where students sketch their own version of the Rock Cycle: o Select “uplift” portions of the Rock Cycle
TEACHER RESOURCES Web Resources: Teaching 100-level Geoscience Courses • The SERC Carleton website offers many resources to help you with teaching introductory science courses: http://serc.carleton.edu/NAGTWorkshops/intro/index.html Geologic Time • Visual Conversion: o http://pubs.usgs.gov/gip/geotime/time.html o http://www.actionbioscience.org/education/lewis_lampe_lloyd.html o http://www.fossils-facts-and-finds.com/clock_of_eras.html o http://www.geologyclass.org/Geologic%20Time%20Scale%20Activity.htm
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• • •
Other Visualizations: http://serc.carleton.edu/NAGTWorkshops/time/teaching_visualizations.html Geological Society of America Geologic Time Scale: http://www.geosociety.org/science/timescale/ ChronoZoom: A Timeline for Big History: http://eps.berkeley.edu/~saekow/chronozoom/
Cycles on Earth: • Rock Cycle: http://ansatte.uit.no/kku000/webgeology/webgeology_files/english/rocks.html • Plate Tectonics: http://www2.nature.nps.gov/geology/usgsnps/animate/pltecan.html
CONCEPT CHECKS 1.1 Geology: The Science of Earth 1. The two subdivisions of geology are Physical Geology and Historical Geology. Physical geology focuses on the materials that Earth is made of and the processes that operate on the surface and inside Earth. Historical geology focuses on the origin of Earth and how Earth and life on it have changed through time. 2. Several geologic hazards would include volcanic activity, floods, and earthquakes. 3. Aside from geologic hazards, describe another important connection between people and geology. An important connection between geology and people includes the resources from Earth that we exploit and depend upon. These resources include groundwater, hydrocarbons for energy, and various base and precious metals as well as industrial and agricultural mineral resources.
1.2 The Development of Geology 1. Because of Aristotle’s influential reputation as an authority on many subjects, his nonscientific and arbitrary descriptions about the natural world remained accepted which inhibited other investigations into questions about Earth until after the Renaissance. 2. Catastrophism holds that Earth’s features were formed by sudden and unrelated catastrophes. Uniformitarianism holds that Earth’s geologic processes operate based on a uniform set of physical laws that operate today and throughout Earth’s history. Catastrophists view the age of Earth as very young and align with biblical doctrine established by Bishop Usher. Uniformitarianists recognize that the processes shaping Earth operate slowly and so must operate over long periods of time to achieve the geologic change that we observe. 3. The current estimate for the age of Earth is 4.6 billion years old. 4. a. Eon: Phanerozoic b. Era: Cenozoic c. Period: Quaternary d. Epoch: Holocene ..
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