Rock around the clock Hanging Rock State Park - Page 27 |
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Hanging Rock State Park, NC 3.1.4 April 2000 Part B: Time After Time Educator’s Information: G eology is the science of the earth and its history. When we study geological history, we find that water invaded the land, layers of sediment were deposited, the land was pushed up into mountains and eventually wind, rain and ice leveled the land again. This sequence has been repeated many times over the history of the earth. It is quite difficult for most of us to understand the con-cept of geologic time. Be-cause we tend to regard events on our planet using a time scale of hours, days, months and years, it is easy to underestimate the vast amount of time covered dur-ing an eon like the Protero-zoic. By creating a visual model, the students should begin to more clearly under-stand the broad scope of geo-logic time. Instructions: 1. Starting near the class-room door, run a continuous strip of paper around the room. If the circumference of the classroom is less than 65 ft ( 19.8 cm), the paper can be spiraled around the room. The recommended width of the paper strip is 24 inches ( 61 cm). 2. Using a yardstick and a black marker or crayon, have the students draw a continu-ous line, three inches ( 7.6 cm) up from the bottom of the paper, along the entire length of the paper. If a marker is used, make sure it will not “ bleed through” onto the classroom wall. 3. Have the students draw another continuous line with the marker or crayon 16 inches ( 40.6 cm) above the first line. 4. Have the students make another continuous line three inches ( 7.6 cm) above the line drawn in step 3. After steps 1 - 4, the paper should look similar to Figure A. 5. Using the magic marker or crayon, have the students place and label 390 equally spaced marks on the paper below the bottom line. The distance between the marks should be two inches ( 5.1 cm). Each mark stands for 10 million years, giving a total representation of 3,900 mil-lion years, or 3.9 billion years. Note: This works out well as the oldest rock on earth is 3,800 million years old. Calculation: 65 feet = 780 inches, divided by 2 inches gives you 390 marks, each of which represents 10 million years, for a total of 3,900 mil-lion years. ( 3,900 million = 3.9 billion.) You may also want to di-vide the last 10 million years into 1 million year segments ( approximately 5 mm apart). The term millions of years can be abbreviated to " mya." After step 5, the paper should Figure A look like Figure B. 2" 3" 16" 3" 24"
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Title | Rock around the clock Hanging Rock State Park - Page 27 |
Full Text | Hanging Rock State Park, NC 3.1.4 April 2000 Part B: Time After Time Educator’s Information: G eology is the science of the earth and its history. When we study geological history, we find that water invaded the land, layers of sediment were deposited, the land was pushed up into mountains and eventually wind, rain and ice leveled the land again. This sequence has been repeated many times over the history of the earth. It is quite difficult for most of us to understand the con-cept of geologic time. Be-cause we tend to regard events on our planet using a time scale of hours, days, months and years, it is easy to underestimate the vast amount of time covered dur-ing an eon like the Protero-zoic. By creating a visual model, the students should begin to more clearly under-stand the broad scope of geo-logic time. Instructions: 1. Starting near the class-room door, run a continuous strip of paper around the room. If the circumference of the classroom is less than 65 ft ( 19.8 cm), the paper can be spiraled around the room. The recommended width of the paper strip is 24 inches ( 61 cm). 2. Using a yardstick and a black marker or crayon, have the students draw a continu-ous line, three inches ( 7.6 cm) up from the bottom of the paper, along the entire length of the paper. If a marker is used, make sure it will not “ bleed through” onto the classroom wall. 3. Have the students draw another continuous line with the marker or crayon 16 inches ( 40.6 cm) above the first line. 4. Have the students make another continuous line three inches ( 7.6 cm) above the line drawn in step 3. After steps 1 - 4, the paper should look similar to Figure A. 5. Using the magic marker or crayon, have the students place and label 390 equally spaced marks on the paper below the bottom line. The distance between the marks should be two inches ( 5.1 cm). Each mark stands for 10 million years, giving a total representation of 3,900 mil-lion years, or 3.9 billion years. Note: This works out well as the oldest rock on earth is 3,800 million years old. Calculation: 65 feet = 780 inches, divided by 2 inches gives you 390 marks, each of which represents 10 million years, for a total of 3,900 mil-lion years. ( 3,900 million = 3.9 billion.) You may also want to di-vide the last 10 million years into 1 million year segments ( approximately 5 mm apart). The term millions of years can be abbreviated to " mya." After step 5, the paper should Figure A look like Figure B. 2" 3" 16" 3" 24" |