In Part 1 of this activity, students are provided with a blank topographic profile and an associated tectonic plate boundary map. Students are asked to draw a schematic cross-section on the profile down to the asthenosphere including tectonic plates (with relative thicknesses of crust etc. appropriately illustrated), arrows indicating directions of plate movement, tectonic features (mid-ocean ridges, trenches and volcanic arcs) and symbols indicating where melting is occurring at depth. In Part 2, students are asked to provide geological and geophysical lines of evidence to support their placement of convergent and divergent boundaries, respectively. A bonus question asks students to predict what would happen if spreading along the Atlantic mid-ocean ridge were to stop. Students are referred to appropriate sections of the textbook to guide them in completing all the parts of this activity. Students are also provided with a checklist of required elements for both parts of the assignment.

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In this activity, students are asked to consider three different rocks: granite, shale and schist. Can these rocks become one of the others through geologic processes? Students are asked to describe the relationships between the rock types, the geologic processes involved and the geologic evidence for these relationships. Diagrams to help support their answers are suggested but not required.

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Learning Assessment #3 is carried out over two class periods. Parts 1 and 2 are completed in the first period and part 3 in the second. The two parts are graded separately and have separate feedback activities.

Part 1 of this activity is on igneous rocks and processes. Students are provided with a cross-section and asked to describe the igneous processes that are occuring at 4 different locations marked on the cross-section. They must also describe the name, type (intrusive vs. extrusive) and chemistry (felsic vs. mafic) of igneous rock that would be forming at each location. A detailed geologic map is also provided.Part 2 of the activity is on sedimentary rocks and processes. Students must indicate on the same cross-section where each of the 3 major sedimentary processes is predominant (weathering/erosion, transport, deposition/lithification). For bonus marks, in the areas of deposition/lithification, students can indicate the type of sedimentary rock that would form (sandstone, shale or limestone).Part 3 of the activity asks students to interpret the geologic history of the Diasen Volcano, based the provided detailed geologic map (from Tamura et al. (2003); used with permission from the publisher). Students must describe the volcanic activity that would have been occurring and sketch a small schematic cross-section for four specified time periods.

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Given a schematic cross-section and some background information about numerical ages, Part 1 of this activity asks students to give the relative time sequence of 14 geological events. In Part 2, students must provide numerical age brackets for a number of geologic events and/or rock units. In Part 3, students are asked to explain their reasoning for their age bracket assignments in part 2, including the principles of relative age they employed. Students are provided with a copy of the geologic time scale (2009, Geological Society of America) to assist them in completing this activity.

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Based on a schematic diagram of an outcrop provided in the first question, students are asked to list the relative ages of the four different rock units and provide the reasoning behind their interpretation based on the principles of relative age and the processes involved in the formation of each rock. Students are told that there are two possible solutions and must describe both. The second part of question one asks students to describe the geologic evidence they would look for in the outcrop to determine which of the solutions was likely correct.

The second question of the assignment is about numerical age dating. Students are asked to list what could be dated in each rock (e.g. minerals, fossils) and which particular process during the formation of each rock would be dated in doing so.

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At the end of the semester, students are asked to create a concept map of the four main concepts covered over the duration of the course. They are provided with a grading rubric and 4 the main nodes that are required on the map (plate tectonics, the rock cycle, geologic time and scientific research). The four concepts can be arranged in any manner, and the connecting lines must be labelled with appropriate terms and examples. Students have the option of creating a paper map (11'' x 17'' or larger) or a digital map using a free software program, VUE.

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Given a cross-sectional diagram of two rock outcrops (From Earth: Portrait of a Planet 4th edition by Stephan Marshak. Copyright  2012, 2008, 2005, 2001 by W.W. Norton & Company, Inc. Used by permission of W. W. Norton & Company, Inc.), Part 1 of this activity asks students to sketch a fault structure that would explain the rock configuration. Labels for all important parts of the fault are required (hanging wall, foot wall, arrows indicating movement and the maximum stress direction). The fault must be identified as either normal or reverse. Only one of two possible solutions is required.

Given a map template, Part 2 asks students to sketch a geological map of the outcrops based on their fault from Part 1. Required elements include all lithological contacts, strike/dip symbols, structural labels and a proper legend.

Part 3 of this activity gives students the same schematic cross-section as in Part 1, except now they have to draw folds that would explain the rock configuration. Labels for the hinge line, axial plane and maximum stress direction must be included.