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"
Object Description
Description
| 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" |
