Absolute dating virtual lab
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Explai n or dr aw what the pi e graph looks like at 3 ha lf-l ives. Your comments are welcome. Such failures may be due to north errors mistakes happen. The science and engineering practice, analyzing and interpreting data does fully incorporate quantitative analysis, correlation and causation. Long-age geologists will not accept a radiometric date unless it matches their. Science 8: The Deep Time Diaries Name Date Per Radiometric Dating Lab By Vicky Resistance Problem: How long will it take for 100 atoms of the radioactive. What do the yellowish-green dots represent. Radiometric dating methods are often used as evidence for an old age of the.
Reviews This activity consists of 2 parts created by different entities. The simulation has instructions on the left side of the screen with a bar that can be scrolled forward as you proceed. The icons are interactive at the bottom of the page: a nail with a tag and a magnifying glass, the computer, a chisel and a specimen collection box. The dig site number is displayed at the top so students can keep track of which site they are using. The worksheet provides the background, procedure and data tables from each dig site organized in a way that the data can be easily transferred and analyzed. Analyze and interpret data on the distribution of fossils and rocks, contintental shapes, and seafloor structures to provide evidence of the past plate motions. Clarification Statement: Examples of data include similarities of rock and fossil types on different continents, the shapes of the continents including continental shelves , and the locations of ocean structures such as ridges, fracture zones, and trenches. Assessment Boundary: Paleomagnetic anomalies in oceanic and continental crust are not assessed. This resource appears to be designed to build towards this performance expectation, though the resource developer has not explicitly stated so. Comments about Including the Performance Expectation In the dig site simulation the students start immediately interpreting data and finding evidence on the distribution of fossils and rocks. The worksheet has labeled data tables used to organize and interpret the findings of the dig site simulation. This activity does not address any continental shapes, seafloor structures or plate motions. Only the distribution of fossils and rocks, the age of rock layers and the Law of Superposition are addressed in this activity. In addition to the simulation activity, to meet this part of the performance expectation I would have the students complete a kinesthetic lesson related what they have learned about the ages of the rocks and fossils, but adding in plate motions. In this activity students are given a map with a view of the Earth as a whole including the seafloor structures. Students will create a model and explain it to their peers with their moveable continental plates. Comments about Including the Disciplinary Core Idea The disciplinary core idea is illustrated by a simulation of a fossil dig and the fossils found in each site correlated to an age of the substrate this activity is clearly an investigation of rocks and fossils. This activity does not address any water patterns in each of the simulated dig sites and the ancient land would relate loosely to the layers in the simulated dig site. Only the age of the rock layers and the Law of Superposition are addressed in this activity. After this simulation have the students complete a lesson related what they have learned about the ages of the rocks and fossils, but adding in plate motions. This resource is explicitly designed to build towards this crosscutting concept. Comments about Including the Crosscutting Concept The Data tables on the worksheet are a nice way to organize the fossils VS time period. The data shows a numerical relationship to the age of the rocks. Another numerical relationship is having the students use a method called radiometric dating to calculate the absolute age of the rock. This activity addresses part of the performance expectation, analyze and interpreting data on the distribution of fossils and rocks. Additional activities would need to be done to fully meet the performance expectation. The science and engineering practice, analyzing and interpreting data does fully incorporate quantitative analysis, correlation and causation. Using a method to calculate the absolute age of the rocks is a technique of data analysis as well as the correlations between the rock layers and the ages of the fossils. The crosscutting concept of patterns is a theme across all of the dimensions in this activity. Students will be looking for patterns in the distributions of fossils and rock, patterns in the ages of rocks. A suggestion for differentiation would be for the students to work in groups and the data gathered from the activity, but analyzed in the class as a whole group. Teachers should individually monitor the students as they go through this activity self —paced. As a suggestion for an assessment the questions or some of the questions at the end of the worksheet could be used as a final assessment. Another option could be that the students could write a concluding essay from the point of view of a geologist at an actual dig, what might they encounter, what data will they find to support the claim they have chosen. The additional step- by- step procedures on the worksheet will help students navigate the simulation. However, it does require the use of FlashPlayer which is not available on some platforms.
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