2) To familiarize students with the concept of half-life in radioactive decay.
3) To have students see that individual runs of statistical processes are less predictable than the average of many runs (or that runs with relatively small numbers involved are less dependable than runs with many numbers).
It is estimated to require four hours of class time, including approximately one hour total of occasional instruction and explanation from the teacher and two hours of group (team) and individual activities by the students, plus one hour of discussion among students within the working groups.
Students should be able to understand the principles and have that as a background so that age determinations by paleontologists and geologists don't seem like black magic. Geologists in the late 18th and early 19th century studied rock layers and the fossils in them to determine relative age.William Smith was one of the most important scientists from this time who helped to develop knowledge of the succession of different fossils by studying their distribution through the sequence of sedimentary rocks in southern England.Return to top Each team of 3 to 5 students should discuss together how to determine the relative age of each of the rock units in the block diagram (Figure 1).After students have decided how to establish the relative age of each rock unit, they should list them under the block, from most recent at the top of the list to oldest at the bottom.
It wasn't until well into the 20th century that enough information had accumulated about the rate of radioactive decay that the age of rocks and fossils in number of years could be determined through radiometric age dating.This activity on determining age of rocks and fossils is intended for 8th or 9th grade students.