Sedimentary environments in time: Uniformitarianism and the rock cycle 4.1.1
Navigate to resources by choosing units within one of the unit groups shown below.
Delivery guides are designed to represent a body of knowledge about teaching a particular topic and contain:
- Content: A clear outline of the content covered by the delivery guide;
- Thinking Conceptually: Expert guidance on the key concepts involved, common difficulties students may have, approaches to teaching that can help students understand these concepts and how this topic links conceptually to other areas of the subject;
- Thinking Contextually: A range of suggested teaching activities using a variety of themes so that different activities can be selected which best suit particular classes, learning styles or teaching approaches.
|(a)||the use of evidence in the field, photographs, diagrams and maps to recognise the rock cycle||To include,the origin of an angular unconformity.|
|(b)||how uniformitarianism and the rock cycle model developed over time, including ideas of catastrophism, mass extinctions, and changing conditions and rates of processes through geological time including the contributions of James Hutton and William Smith||To include gradualism.|
|(c)||what facies,associations are, why facies are the basic unit of sedimentary geology and,how uniformitarianism is applied to the study of facies by analogy with,modern sedimentary sequences and processes.|
This topic guides learners through the concept of stratigraphy and geological processes over time, they will consider sedimentary processes and products from a wide range of depositional environments. Learners can relate what they see in modern familiar settings to the rock types preserved in the rock record. Learners will have come across the basic structure of the rock cycle before but here they can think about how field evidence supports the rock cycle and how ideas evolved over time.
Common misconceptions or difficulties students may have:
Some of the challenges learners may face when approaching this topic include understanding subtle differences between new terminology for example facies and facies association. To help learner’s terms should be introduced clearly and the differences highlighted from the outset. Another challenge that faces learners throughout the course will be linking the theory from the classroom to what they see in the field, the difficulties when exposures are covered in vegetation or weathered, looking at features which are very large or very small. Fieldwork skills can be built up throughout by using photographs and maps in all topics and considering example field sketches and observations.
Conceptual links to other areas of the specification – useful ways to approach this topic to set students up for topics later in the course:
The concepts covered in topic 4.1.1 will form the basis for topic 5.1.1 sedimentary processes and resources, learners will make use of their qualitative understanding of sedimentary products and processes and support this with a more data driven approach based calculations and models. The topic also links to the evolution of fossils unit 7.1.2 where observations are ordered into a sequence and this is correlated with the stratigraphic record.
OCR’s resources are provided to support the teaching of OCR specifications, but in no way constitute an endorsed teaching method that is required by the Board and the decision to use them lies with the individual teacher. Whilst every effort is made to ensure the accuracy of the content, OCR cannot be held responsible for any errors or omissions within these resources. We update our resources on a regular basis, so please check the OCR website to ensure you have the most up to date version.
© OCR 2017 - This resource may be freely copied and distributed, as long as the OCR logo and this message remain intact and OCR is acknowledged as the originator of this work.