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2) To familiarize students with the concept of half-life in radioactive decay.3) To have students see that individual runs of statistical processes are less predictable than the average of many runs (or that runs with relatively small numbers involved are less dependable than runs with many numbers). Students not only want to know how old a fossil is, but they want to know how that age was determined.Some very straightforward principles are used to determine the age of fossils.The number at the top is how many half-lives have elapsed.Note the consequence of the law of large numbers: with more atoms, the overall decay is more regular and more predictable.The accompanying table shows the reduction of a quantity as a function of the number of half-lives elapsed.

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Rather, there was likely to be an answer that concerned the nuclear decay processes themselves.Here is one example of an isochron, based on measurements of basaltic meteorites (in this case the resulting date is 4.4 billion years) [Basaltic1981, pg. Skeptics of old-earth geology make great hay of these examples.For example, creationist writer Henry Morris [Morris2000, pg.Students should be able to understand the principles and have that as a background so that age determinations by paleontologists and geologists don't seem like black magic. Geologists in the late 18th and early 19th century studied rock layers and the fossils in them to determine relative age.William Smith was one of the most important scientists from this time who helped to develop knowledge of the succession of different fossils by studying their distribution through the sequence of sedimentary rocks in southern England.From the eyewitness testimony of God’s Word, the billions of years that such vast amounts of radioactive processes would normally suggest had not taken place.