Relative dating and numerical dating

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Students use relative dating principles to interpret the ages of rocks in a block diagram.

They then "date" samples from these rocks to test their relative age hypotheses.

So, can be written: To make the jump from discrete time steps to continuous time, we just let the time step, ), but it’s something, so is something too.

Call that something “k” and you’ve got the diffusion equation, .

Sample dating is done by counting beads that represent 235U and 207Pb atoms in a zircon.

Students should be able to read x-y plots and divide two numbers.In fact, the relationship is as simple as it can (reasonably) get: the rate of heat transfer is proportional to the difference in temperature.So, if the surrounding air is 60°, then an 80° pool will shed heat energy twice as fast as a 70° pool.take the form of discrete chunks of energy meandering about, this metaphor is remarkably good.You can actually derive useful math from it, which is a damn sight better than most science metaphors (E.g., “space is like a rubber sheet” is not useful for actual astrophysicists).Students should come up with the intended ages for their zircons and should be able to evaluate whether or not their relative age hypotheses are consistent with the numerical dates.

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