It felt important to ask them to use their hands, to rotate the tracing paper, to physically draw the arcs and count out the degrees to plot the points-it felt like this would help them learn. Why, indeed? I had to stop myself from saying, "It's good for you!" The question always made me think. Reuse: This item is offered under a Creative Commons Attribution-NonCommercial-ShareAlike license You may reuse this item for non-commercial purposes as long as you provide attribution and offer any derivative works under a similar license. Provenance: Anne Egger, Central Washington University Eventually, I introduced Rick Allmendinger's Stereonet program and we went through it all again digitally, prompting students to ask, "So. Then I handed out the tracing paper and we practiced plotting, twirling the tracing paper around the thumbtack, trying to follow the great circles, going through the complex rituals of plotting planes, poles to planes, and lines. Every year, I gave students a piece of paper with a photocopied equal-area stereonet, a piece of cardboard backing, a thumbtack, an eraser, and tape, and showed them how to make a sturdy stereonet. In a previous year, I gave up atomic deformation altogether for lack of time in a 10-week quarter (my apologies to any of you for whom this is your thing).īut I have clung to analog (paper) stereonets. Last year, I gave up the super complex thrust belt cross section in a region the students were unfamiliar with and replaced it with revisiting a cross-section in a location they'd all been to and seen before, explicitly helping them transfer their knowledge from a previous class and demonstrate their new understanding. Every year that I have taught structural geology, I've given up something.
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