,Table of Contents
General Tips for Getting Started 2
Errata 4
Before You Teach a Laboratory 5
Pedagogical Model 7
Lab 1: Thinking Like a Geologist 8
Lab 2: Plate Tectonics and the Origin of Magma 23
Lab 3: Mineral Properties, Identification, and Uses 40
Lab 4: Rock-Forming Processes and the Rock Cycle 48
Lab 5: Igneous Rocks and Processes 54
Lab 6: Sedimentary Processes, Rocks, and Environments 61
Lab 7: Metamorphic Rocks, Processes, and Resources 72
Lab 8: Dating of Rocks, Fossils, and Geologic Events 77
Lab 9: Topographic Maps and Orthoimages 87
Lab 10: Geologic Structures, Maps, and Block Diagrams 99
Lab 11: Stream Processes, Landscapes, Mass Wastage, and Flood Hazards 116
Lab 12: Groundwater Processes, Resources, and Risks 127
Lab 13: Glaciers and the Dynamic Cryosphere 137
Lab 14: Dryland Landforms, Hazards, and Risks 146
Lab 15: Coastal Processes, Landforms, Hazards, and Risks 154
Lab 16: Earthquake Hazards and Human Risks 159
© 2015 Pearson Education, Inc. 1
, GENERAL TIPS FOR GETTING STARTED
Please consider these tips to help you use the Laboratory Manual in Physical Geology—
AGI/NAGT (10th edition) and this Instructor Manual more effectively.
1. Review the lab manual Instructor Resource Materials that are available to you,
and obtain the ones you need. You can find these resources online at
www.pearsonhighered.com/irc or you can contact your Pearson-Prentice Hall sales
representative at www.pearsonhighered.com/educator/replocator/
2. Review the Pedagogical Model upon which the lab manual is based (page 6).
3. Familiarize yourself with the following resource materials that are available to
your students:
Pre-lab Videos created by Callan Bentley help students understand how to
successfully complete the lab activities by following a clear series of steps.
They can be accessed with the QR code on the cover flap of the lab manual or
at mygeoscienceplace.com
GeoTools are cardboard and transparent rulers, protractors, grain size scales,
UTM grids, and more for students to cut out and use as needed. They can be
found at the end of the lab manual.
A Math Conversion Chart, Introduction to SI Units, pictures of lab
equipment, and a map of North America are available in the Preface of the
lab manual (pages xi–xiv).
TMYNTM, MasteringGeologyTM, and Learning CatalyticsTM, if used.
QR Codes, which provide students with quick access to web sites they need
or may use in addition to resources provided in the lab manual.
4. Consider personalizing your students’ learning experience by using
MasteringGeologyTM, Learning CatalyticsTM, or TMYN (The Math You Need, When
You Need It) remedial tutorials.
MasteringGeologyTM is an online tutorial and homework program. Pre-lab video
quizzes can be assigned as formative assessments for you to analyze with a variety of
tools to isolate weaknesses and misconceptions of a student or class. This allows you
to build a plan for intervention and make the most of the time that students will have
in the laboratory. Learn more at www.MasteringGeology.com
Learning CatalyticsTM is pedagogical approach in which students use any web-
enabled device of their choice (smart phone, tablet, laptop, etc.) to engage in
formative assessments (that guide learning) and summative assessments (that are used
for grading purposes) before, during, or after the laboratory. You can create or select
multiple choice questions for students to answer and/or you can create or select open-
ended questions that ask for numerical, written, or graphical responses. You can build
a seating chart, and then use the chart to see what students or groups of students have
answered specific items and how they answered them. You can assign questions for
students to answer synchronously during class/lab (one question is answered by each
student, but all students address the question at the same time), or in a self-paced
2 © 2015 Pearson Education, Inc.
, mode for formative or summative assessments. Learn more at
learningcatalytics.com/
TMYNTM is an online set of modular math tutorials for students in any
introductory geoscience, developed and managed by Jennifer Wenner (University of
Washington–Oshkosh) and Eric Baer (Highline Community College) with funding
from the National Science Foundation. You can assign the free modules for students
to use on their own, or you can assign them as formative or summative assessments.
You can also compare students’ pre-lab and post-lab ability to solve geological
problems involving mathematics and, thereby, measure the extent of their learning.
Learn more at serc.carleton.edu/mathyouneed/index.html
Please send comments, criticisms, and suggestions regarding the laboratory manual or
this instructor manual directly to Rich Busch, Department of Geology and
Astronomy, West Chester University, West Chester, PA 19383 or
. Thank you!
© 2015 Pearson Education, Inc. 3
General Tips for Getting Started 2
Errata 4
Before You Teach a Laboratory 5
Pedagogical Model 7
Lab 1: Thinking Like a Geologist 8
Lab 2: Plate Tectonics and the Origin of Magma 23
Lab 3: Mineral Properties, Identification, and Uses 40
Lab 4: Rock-Forming Processes and the Rock Cycle 48
Lab 5: Igneous Rocks and Processes 54
Lab 6: Sedimentary Processes, Rocks, and Environments 61
Lab 7: Metamorphic Rocks, Processes, and Resources 72
Lab 8: Dating of Rocks, Fossils, and Geologic Events 77
Lab 9: Topographic Maps and Orthoimages 87
Lab 10: Geologic Structures, Maps, and Block Diagrams 99
Lab 11: Stream Processes, Landscapes, Mass Wastage, and Flood Hazards 116
Lab 12: Groundwater Processes, Resources, and Risks 127
Lab 13: Glaciers and the Dynamic Cryosphere 137
Lab 14: Dryland Landforms, Hazards, and Risks 146
Lab 15: Coastal Processes, Landforms, Hazards, and Risks 154
Lab 16: Earthquake Hazards and Human Risks 159
© 2015 Pearson Education, Inc. 1
, GENERAL TIPS FOR GETTING STARTED
Please consider these tips to help you use the Laboratory Manual in Physical Geology—
AGI/NAGT (10th edition) and this Instructor Manual more effectively.
1. Review the lab manual Instructor Resource Materials that are available to you,
and obtain the ones you need. You can find these resources online at
www.pearsonhighered.com/irc or you can contact your Pearson-Prentice Hall sales
representative at www.pearsonhighered.com/educator/replocator/
2. Review the Pedagogical Model upon which the lab manual is based (page 6).
3. Familiarize yourself with the following resource materials that are available to
your students:
Pre-lab Videos created by Callan Bentley help students understand how to
successfully complete the lab activities by following a clear series of steps.
They can be accessed with the QR code on the cover flap of the lab manual or
at mygeoscienceplace.com
GeoTools are cardboard and transparent rulers, protractors, grain size scales,
UTM grids, and more for students to cut out and use as needed. They can be
found at the end of the lab manual.
A Math Conversion Chart, Introduction to SI Units, pictures of lab
equipment, and a map of North America are available in the Preface of the
lab manual (pages xi–xiv).
TMYNTM, MasteringGeologyTM, and Learning CatalyticsTM, if used.
QR Codes, which provide students with quick access to web sites they need
or may use in addition to resources provided in the lab manual.
4. Consider personalizing your students’ learning experience by using
MasteringGeologyTM, Learning CatalyticsTM, or TMYN (The Math You Need, When
You Need It) remedial tutorials.
MasteringGeologyTM is an online tutorial and homework program. Pre-lab video
quizzes can be assigned as formative assessments for you to analyze with a variety of
tools to isolate weaknesses and misconceptions of a student or class. This allows you
to build a plan for intervention and make the most of the time that students will have
in the laboratory. Learn more at www.MasteringGeology.com
Learning CatalyticsTM is pedagogical approach in which students use any web-
enabled device of their choice (smart phone, tablet, laptop, etc.) to engage in
formative assessments (that guide learning) and summative assessments (that are used
for grading purposes) before, during, or after the laboratory. You can create or select
multiple choice questions for students to answer and/or you can create or select open-
ended questions that ask for numerical, written, or graphical responses. You can build
a seating chart, and then use the chart to see what students or groups of students have
answered specific items and how they answered them. You can assign questions for
students to answer synchronously during class/lab (one question is answered by each
student, but all students address the question at the same time), or in a self-paced
2 © 2015 Pearson Education, Inc.
, mode for formative or summative assessments. Learn more at
learningcatalytics.com/
TMYNTM is an online set of modular math tutorials for students in any
introductory geoscience, developed and managed by Jennifer Wenner (University of
Washington–Oshkosh) and Eric Baer (Highline Community College) with funding
from the National Science Foundation. You can assign the free modules for students
to use on their own, or you can assign them as formative or summative assessments.
You can also compare students’ pre-lab and post-lab ability to solve geological
problems involving mathematics and, thereby, measure the extent of their learning.
Learn more at serc.carleton.edu/mathyouneed/index.html
Please send comments, criticisms, and suggestions regarding the laboratory manual or
this instructor manual directly to Rich Busch, Department of Geology and
Astronomy, West Chester University, West Chester, PA 19383 or
. Thank you!
© 2015 Pearson Education, Inc. 3
