Module 3: Geology
Before you start, take a moment to think about the purpose of good notes.
The act of making your own notes does at least three good things for you, each of which will improve your understanding and your grades:
1. Making your own notes, in your own words, helps you check that you understand new information. If you cannot explain something in your own words, you probably don't understand it fully yet. Read more or ask your DF for help.
2. Making your own notes is a powerful tool for remembering information. Instead of simply reading about something and hoping to remember it later, making your own notes adds a physical memory as well as a creative memory that will reinforce your ability to recall information later.
3. Making clear, concise notes that focus on the key points and the difficult bits provides an effective study tool to help you prepare for tests and exams. What would you rather do to review material before an exam—re-read the entire course, or review your own summaries and explanations of the important parts?
Make, don't take, your notes!
You will hear people talk about "taking notes." This is what we did in the early grades when we copied a teacher's notes from the board into our notebooks: we took our notes directly from someone else.
Well, you are not in elementary school any longer! If you are still simply "taking" notes, you are likely only copying words without properly thinking about them. And, you are probably writing way too many notes. "Note takers" often fall into the habit of writing down almost everything they read or hear. If they read two articles about a single topic, you can bet that they will write twice as many notes as if they only read one article.
When you "make" your own notes, you are in charge of what you write. Follow these guidelines to make effective notes:
Write notes that are clear, concise and in your own words.
Focus on the key points, topics, steps or concepts that you are learning. If it's not directly important to what you are studying, don't write notes about it.
Write just enough to trigger your memory later. Summarize in your own words. Don't simply copy sentences and paragraphs from whatever you are reading or listening to.
Organize your notes to make sense of the information. Create your own lists, tables, diagrams, etc., to show the relationships between the facts, steps, people, times, etc. that you are studying.
nebular hypothesis: the theory that the solar system evolved from a mass of nebular matter: prominent in the 19th century following its precise formulation by Laplace.
cold accretion theory:
kinetic energy: the energy of a body or a system with respect to the motion of the body or of the particles in the system
rate of decay (radioactivity): the phenomenon, exhibited by and being a property of certain elements, of spontaneously emitting radiation resulting from changes in the nuclei of atoms of the element.
igneous rock: Rocks formed by the cooling and solidifying of molten materials. Igneous rocks can form beneath the Earth's surface, or at its surface, as lava.
sedimentary rock: Rock that has formed through the deposition and solidification of sediment, especially sediment transported by water (rivers, lakes, and oceans), ice (glaciers), and wind. Sedimentary rocks are often deposited in layers, and frequently contain fossils.
metamorphic rock: Rock that was once one form of rock but has changed to another under the influence of heat, pressure, or some other agent without passing through a liquid phase.
plate tectonics: a theory of global tectonics in which the lithosphere is divided into a number of crustal plates, each of which moves on the plastic asthenosphere more or less independently to collide with, slide under, or move past adjacent plates.
fault line: the intersection of a fault with the surface of the earth or other plane of