Visualizing Earth history PDF
Preview Visualizing Earth history
Visualizing EARTH HISTORY Visualizing EARTH HISTORY Loren E. Babcock The Ohio State University In collaboration with THE NATIONAL GEOGRAPHIC SOCIETY C R E D I T S VP AND PUBLISHERJay O’Callaghan MANAGING DIRECTORHelen McInnis EXECUTIVEEDITOR Ryan Flahive DIRECTOR OF DEVELOPMENTBarbara Heaney MANAGER, PRODUCTDEVELOPMENT Nancy Perry DEVELOPMENT EDITOR Charity Robey ASSISTANT EDITORCourtney Nelson EDITORIALASSISTANT Erin Grattan EXECUTIVEMARKETINGMANAGER Jeffrey Rucker MARKETING MANAGERDanielle Torio PRODUCTION MANAGERMicheline Frederick SR. PRODUCTION EDITORSujin Hong MEDIA EDITORLynn Pearlman, Bridget O’Lavin CREATIVE DIRECTORHarry Nolan COVER DESIGNERHarry Nolan INTERIOR DESIGNVertigo Design PHOTO EDITORHilary Newman PHOTO RESEARCHERSTeri Stratford/Stacy Gold, National Geographic Society SR. ILLUSTRATION EDITORSandra Rigby PRODUCTIONSERVICES Jeanine Furino/ GGS Book Services PMG Top cover photo: © John Cancalosi/NG Image Collection Bottom inset cover photos (left to right): Courtesy Loren Babcock; Courtesy Alycia L. Stigall; © C. D. Winters/Photo Researchers, Inc.; © O. Louis Mazzatenta/NG Image Collection; © Peter Carsten/ NG Image Collection Page ii: © Marc Adamus/Getty Images This book was set in Times New Roman by GGS Book Services PMG, printed and bound by Quebecor World. The cover was printed by Phoenix Color. Copyright © 2009 John Wiley & Sons, Inc. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning or otherwise, except as permitted under Sections 107 or 108 of the 1976 United States Copyright Act, without either the prior written permission of the Publisher, or authorization through payment of the appropriate per-copy fee to the Copyright Clearance Center, Inc. 222 Rosewood Drive, Danvers, MA 01923, website www.copyright.com. Requests to the Publisher for permission should be addressed to the Permissions Department, John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030-5774, (201) 748-6011, fax (201) 748-6008, Web site http://www.wiley.com/go/permissions. To order books or for customer service please, call 1-800-CALL WILEY (225-5945) ISBN-13: 978-0-471-72490-2 ISBN-10: 0-471-72490-4 Printed in the United States of America 10 9 8 7 6 5 4 3 2 1 FOREWORD From the Publisher Volcanic arc Craton Ocean (continental interior) Oceanic crust AOOtchecaeenAincca ctrorneetsiinocpcnhhalrieythrweoedsgpeheForreearc bMasinetamborelpthic MetabmeltorphicTFholdr-anud-thsrustt beltsheetsForelandbasinCColanstitnice Cnwtoaenldtcginreuesnttallithosphere V isualizing Earth Historyis designed to help your students Rising magma learn effectively. Created in collaboration with the Na- tional Geographic Society and our Wiley Visualizing con- sulting editor, Professor Jan Plass of New York University, Visualizing Earth Historyintegrates rich visuals and media with text to di- rect students’ attention to important information. This approach illus- trates complex processes, organizes related pieces of information, and integrates information in clear, concise representations. Beautifully illus- trated,Visualizing Earth Historyshows your students what the discipline is all about—its main concepts and applications—while also instilling an appreciation and excitement about the richness of the subject. Visuals, as used throughout this text, are instructional components that display facts, concepts, processes, or principles. The visuals include diagrams, graphs, maps, photographs, illustrations, and schematics, and together they create the foundation for the text. Why should a textbook based on visuals be effective? Research shows that we learn better from integrated text and visuals than from either medium separately. Beginners in a subject benefit most from reading about the topic, attending class, and studying well-designed and inte- grated visuals. A visual, with good accompanying discussion, really can be worth a thousand words! Well-designed visuals can also improve the efficiency with which a learner processes information. The more effectively we process informa- tion, the more likely it is that we will learn. This process takes place in our working memory. As we learn, we integrate new information in our working memory with existing knowledge in our long-term memory. Have you ever read a paragraph or a page in a book, stopped, and said to yourself: “I don’t remember one thing I just read”? This may hap- pen when your working memory has been overloaded, and the text you read was not successfully integrated into long-term memory. Visuals don’t automatically solve the problem of overload, but well-designed visuals can reduce the number of elements that working memory must process, thus aiding learning. Foreward v You, as an instructor, facilitate your student’s learning. Well-designed visuals used in class can help you in that effort. Here are six methods for using the visuals in Visualizing Earth Historyin classroom instruction: 1. Assign students to study visuals in addition to reading the text. It is important to make sure your students know that the visuals are just as essential as the text. 2. Use visuals during class discussions or presentations. By pointing out important information as the students look at the visuals during class discussions, you can help focus students’ attention on key elements of the visuals and help them begin to organize the information and develop an integrated model of understanding. 3. Use visuals to review content knowledge. Students can review key concepts, principles, processes, vocabu- lary, and relationships displayed visually. Better understanding re- sults when new information in working memory is linked to prior knowledge. 4. Use visuals for assignments or when assessing learning. Visuals can be used for comprehension activities or assessments. HaNboitratht in ASmoeurtihca North America Eurasia Africa For example, students could be asked to identify examples of con- America H0.o0l1o cMeane Prairie WildasseZsebras cepts portrayed in visuals. Visuals can be very useful for drawing in- Pleistocene Hippidion ferences, for predicting, and for problem solving. 2.6 Ma O3P5M23.3lli3iioo..g9 0ccMo eeMMcanneaaeene SavannaWoodland Pgrloiouhpippus PMMEMDaqiieenorusraohuyohhicsphiihpppiHpippupApiuusppursspucsahsreiooHnhy ippgoprohuuispppus AncHhiipthpearriiuomn E55o.c8e Mnea Forest EOproihHhiypiprppauucsostherium 5. Use visuals to situate learning in authentic contexts. Learning is made more meaningful when a learner can apply facts, concepts, and principles to realistic situations or examples. Visuals can provide that realistic context. 6. Use visuals to encourage collaboration. Collaborative groups are often required to practice interactive processes. These interactive, face-to-face processes provide the in- formation needed to build a verbal mental model. Learners also benefit from collaboration in many instances, such as when mak- ing decisions or solving problems. Visualizing Earth History not only aids student learning with extraordi- nary use of visuals but also offers an array of remarkable photos from the National Geographic Society collections. National Geographic has also per- formed an invaluable service in fact-checking Visualizing Earth History: it has verified every fact in the book with two outside sources, ensuring the accuracy and currency of the text. Given all its strengths and resources, Visualizing Earth History will im- merse your students in the discipline—its main concepts and applications— while also instilling an appreciation for and excitement about the subject area. Additional information on learning tools and instructional design is pro- vided electronically, including an Instructor’s Manualthat provides guidelines and suggestions on using the text and visuals most effectively. Other supple- mentary materials include the Test Bank, with visuals used in assessment; PowerPoints; the Image Gallery, to provide you with the same visuals used in the text; and web-based learning materials for homework and assessment, in- Red-tailed Sun hawk III Golden-crowned cluding images, video, and media resources from National Geographic. IV kinglet Pine borer II Oak tree IV Snake II Pine acOoarkns I III I Simple Mouse chemical compounds (npithraotsepsh, aettecs.), Salamander Decomposers Bacteria Fungi PREFACE he goal of Visualizing Earth Historyis to introduce students to T the excitement of discovering Earth’s past, understanding its present, and predicting its future, using an Earth systems ap- proach combined with an innovative program of visuals. Ap- plying the visual learning method is the hallmark of the Wiley Visualizing series, and through it, students will learn not only how to decipher the in- fluence of physical, chemical, and biologic processes on Earth’s develop- ment but also why knowing about Earth’s fascinating history is relevant in our modern world. Visualizing Earth Historyhas been developed around the theme of visual learning, with spectacular photographs and pedagogically useful line art providing a seamless extension of the textual material. The illustrations, many of them from the archives of the National Geographic Society, transport students to points of interest around the globe, helping them experience these wonders through photographs that are the next best thing to being there and helping them explore concepts by stepping through the discovery process or examining phenomena from different Eurasia scales, from different vantage points, or through different observational ANmoerrtihca EA G tools. The book builds on two great organizing concepts, plate tectonics N TETHYS Equator A SEA P and biologic evolution, which unite many disparate observations into co- Africa South herent patterns. America India Australia Antarctica
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