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Full Download Exploring Geology 4th Edition Reynolds Solutions Manual
Full Download Exploring Geology 4th Edition Reynolds Solutions Manual
https://testbankfan.com/download/exploring-geology-4th-edition-reynolds-solutions-m
anual/
Dexter Perkins
Department of Geology and Geological Engineering
The University of North Dakota
Grand Forks, ND 58202
The main reason we decided to write this textbook is that we needed a book that students could learn from on their
own. With such a book, we could use class time to do activities that were more consistent with our goals, such as
having students observe and interpret geology, think critically, and investigate authentic problems. We needed a
book that conveyed conceptual knowledge and processes, rather than emphasizing terms, and helped students attain
a deeper understanding of geology. We read much about how students think and learn, and did our own research on
the subject. The unique design of Exploring Geology is the result. The book aims to help students gain (1) a deeper
understanding of geologic systems, (2) experience observing, interpreting, and reasoning about geology, and (3) a
newfound appreciation of what is around them and for science in general. We also wanted to make the class lively,
engaging, and even fun. So that’s how we got here! We sincerely appreciate you joining us on this adventure.
Julia Johnson and Steve Reynolds, March 2015
Instructor’s Guide Overview ......................................................................................................................................... 2
Introduction ..................................................................................................................................................... 2
Additional Supporting Material ....................................................................................................................... 3
What is Different about This Book? ................................................................................................................ 4
The Design of the Book................................................................................................................................... 5
Why Is This Book So Different? ..................................................................................................................... 6
Media and Ancillaries ..................................................................................................................................... 6
Resources for Assessment ............................................................................................................................... 7
Active Learning ............................................................................................................................................... 7
Concept Sketches ............................................................................................................................................ 8
Concept Maps .................................................................................................................................................. 9
Time Management and Giving Students More Responsibility ...................................................................... 10
Chapter Overviews ...................................................................................................................................................... 11
Chapter 01 – The Nature of Geology ............................................................................................................ 12
Chapter 02 – Investigating Geologic Questions ............................................................................................ 15
Chapter 03 – Plate Tectonics ......................................................................................................................... 18
Chapter 04 – Earth Materials......................................................................................................................... 22
Chapter 05 – Igneous Environments ............................................................................................................. 28
Chapter 06 – Volcanoes and Volcanic Hazards ............................................................................................ 35
Chapter 07 – Sedimentary Environments and Rocks .................................................................................... 41
Chapter 08 – Deformation and Metamorphism ............................................................................................. 48
Chapter 09 – Geologic Time ......................................................................................................................... 56
Chapter 10 – The Seafloor and Continental Margins .................................................................................... 59
Chapter 11 – Mountains, Basins, and Continents .......................................................................................... 63
Chapter 12 – Earthquakes and Earth’s Interior.............................................................................................. 68
Chapter 13 – Climate, Weather, and Their Influences on Geology ............................................................... 74
Chapter 14 – Glaciers, Shorelines, and Changing Sea Levels ....................................................................... 79
Chapter 15 – Weathering, Soil, and Unstable Slopes .................................................................................... 84
Chapter 16 – Streams and Flooding .............................................................................................................. 87
Chapter 17 – Water Resources ...................................................................................................................... 90
Technical Notes
This document contains links (in blue) to other documents and links to web pages (shown in your browser default color).
Depending on your system configuration, after you open a pdf document, the first link you try from the document to the web
may be quite slow. Subsequent links will be faster.
In particular, if your browser is NOT open when you attempt to link to the web, it may take quite a while to respond. It is
best to have your browser open already. (It does not matter what URL it is pointed at.)
Be warned that if you copy this Guide to a new directory, some of the links to supporting documents will be broken if you
do not copy all the sub-folders in the Instructor’s Guide folder.
Besides the information in this Guide, instructors can find additional supporting material in
separate files or folders on the ExploringGeology.com website. These folders contain:
• “All Figures” PowerPoint files with nearly every figure and photograph in the textbook
This folder contains many graphics and images that are not in the in-class PowerPoints and represent
a huge addition to the teaching collection of any instructor. The only textbook photographs not
included are those where McGraw-Hill does not hold an electronic copyright; in a few cases, we
substituted another similar photograph in the PowerPoint file.
• PDF files that contain the Notes pages from the In-Class PowerPoint files
The Instructor Notes PDFs are provided in a separate file for each chapter and are designed for
reviewing shortly before teaching a subject. The Notes PDFs are derived from the notes field in the
In-Class PowerPoint files provided with this textbook. The notes field contains (1) name of any media
file associated with that slide, (2) suggestions for student-observation exercises and for instructions to
students, and (3) notes about content and teaching tips. The notes field can be viewed on the
instructor’s computer in PowerPoint, while the students see only the slide show, or the Notes PDFs
can be printed out and used as paper notes during class. Such printouts, even in black and white,
constitute a handy backup in case of last-minute computer or projector malfunctions.
• A complete list of all What-To-Know Items (which are the learning objectives for each topic)
• “Concept Sketches” – A PDF document that describes why and how to use concept sketches in more detail
than is presented in this Guide
• Enlarged versions of all concept maps in this Guide (EPS figures in PDF document)
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we shall reach the Pole. We don’t need any more to get there, but if
necessary we can spend fourteen days on the homeward trip.”
These words we repeat to each other over and over again, and
comfort ourselves with the knowledge of the excellence of the
machines and their crews, and the recollection that they warned us
that in bad weather they might only return after an absence of
fourteen days. Yet it seems strange that they should be so long away
when, so far as we can judge, the weather has been favorable.
When Amundsen made his rush to the South Pole he could only stay
to make observations for three days, as he had to trek back again
and food allowance was limited. In this case, however, he can return
to his base in eight, ten, or twelve hours so why should he jeopardize
the benefit to the world’s scientific knowledge by leaving his point of
observation before necessity demanded? If they have found land up
there, they will wish to make maps—to photograph it—to measure it
—a week will soon go by. But—but—but—this little word comes up
every time we try to find a reason for the delay—and yet it is absurd
to give up hope so soon.
This evening a council of war has been held on board the
“Fram.” An announcement has arrived from the Norwegian
Luftseiladsforeningen that they are planning a reconnoitering
expedition. Two naval hydroplanes are to be sent north to help in the
patroling of the ice borders. Captain Hagerup, First Lieutenant
Horgen, Shipper Johansen, and First Mate Astrup Holm are to send
word at once if such machines will be of any use. To give an answer
of this kind is difficult, for the ice this year lies with a broad belt of
drifting ice screwing in shoals in front of the solid ice border. Thus
the hydroplanes could not negotiate this obstacle to any great
distance. Should they themselves have to make a forced landing any
distance from the open sea, both they and their crews would be lost.
On the other hand, they would be able to fly over the entire area of
the fairway north of Spitzbergen in a few hours, a distance which it
would take several days for ships to cruise over, and thus they would
make the patroling much more effective. Our answer was based on
this latter consideration.
To-day it is eight days since they started, and we enter a new
phase in our waiting time. Until to-day none of us have gone far
away from the ships. The American journalist, James B. Wharton,
who is with us, the film photographer, Paul Berge, and I had not set
our feet out of the ship. We have always waited in the expectation of
seeing the machines at any moment appear from behind
Amsterdamöen. We have lain fully clad on our mattresses, ready to
set the wireless working broadcasting the news. Berge’s film camera
has stood on its three legs on the bridge ready to turn out hundreds
of yards of film. We have always kept a boat ready at “Fram’s” side
so that we could row across to the flying machines the moment they
landed, and every night before we went to rest we instructed the
watchman on deck that he must waken us the first moment he heard
anything. But this evening as the telegraph station from the coast
asked if they should keep open all night with extra supervision, I had
answered that it was no longer necessary. As these words were
broadcast from the little wireless compartment, it seemed as though
we had sent a telegram to a waiting world that showed them that
even we had begun to doubt. The same doubt is felt now by almost
every one on the two boats. The possibility of seeing them come
flying back is gradually diminishing. We still believe, but to-morrow
our confidence will be less. We feel that on the 9th day from the start
we shall give up hope. To-day it is decided that to-morrow “Fram”
shall go down to Ny-Aalesund, partly for coaling reasons, partly to
take away those members of the expedition who wish to take
advantage of the opportunity to go down to Advent Bay, whence a
coal steamer can carry them to Norway. When we shall see our
comrades carried southwards while we are left behind, we shall
enter into an anxious period of waiting which will seem unending.