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GeoLab and MiniLabWorksheets

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Copyright © by The McGraw-Hill Companies, Inc. All rights reserved. Permission is granted to reproduce the material containedherein on the condition that such material be reproduced only for classroom use; be provided to students, teachers, and familieswithout charge; and be used solely in conjunction with the Earth Science: Geology, the Environment, and the Universe program.Any other reproduction, for use or sale, is prohibited without prior written permission of the publisher.

Send all inquiries to:Glencoe/McGraw-Hill8787 Orion PlaceColumbus, OH 43240

ISBN 0-07-824578-8Printed in the United States of America.1 2 3 4 5 6 7 8 9 10 045 08 07 06 05 04 03 02 01

Earth Science: Geology, the Environment, and the Universe

Laboratory Manual, SE and TE

GeoLab and MiniLab Worksheets

Exploring Environmental Problems, SE and TE

Study Guide for Content Mastery, SE and TE

Chapter Assessment

Performance Assessment in Earth Science

ExamView™ Pro CD-ROM Windows/Macintosh

Cooperative Learning in the Science Classroom

Performance Assessment in the Science Classroom

Alternate Assessment in the Science Classroom

Glencoe Science Web Site: science.glencoe.com

Lesson Plans

Block Scheduling Lesson Plans

Section Focus Transparencies and Masters

Teaching Transparencies and Masters

MindJogger Videoquizzes, VHS/DVD

Puzzlemaker Software, Windows/Macintosh

Guided Reading Audio Program

Interactive Teacher Edition CD-ROM

Interactive Lesson Planner CD-ROM

Using the Internet in the Science Classroom

Credits

ART CREDITSMorgan-Cain and Associates: 13, 36, 62, 69, 70, 76, (b)77, (b)81, 85, 89, 111, 115, 122; Precision Graphics: 31, 34, 50, 53, 75, (t)77, 78, 90, 109

PHOTO CREDITS8 United States Geological Survey; 13 (l to r)Charles D. Winters/Photo Researchers, Mark A. Schneider/Visuals Unlimited, Mark A. Schneider/Visuals Unlimited,Biophoto Associates/Photo Researchers, Runk/Schoenberger/Grant Heilman, Doug Martin; 23 John Cancalosi/Peter Arnold, Inc.; 42 United States GeologicalSurvey; 81 (t)United States Geological Survey; 96 (l)Ken Lucas Photo/Visuals Unlimited, (r)Stephen J. Krasemann/DRK Photo; 113 NASA; 129 Jean-CharlesCuillandre/Canada-France-Hawaii Telescope/Science Photo Library/Photo Researchers

GeoLab and MiniLab Worksheets Earth Science: Geology, the Environment, and the Universe iii

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GEOLAB AND MINILAB WORKSHEETS

Contents

To the Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iii

Materials List . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iv

Chapter 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Chapter 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Chapter 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Chapter 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Chapter 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Chapter 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Chapter 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Chapter 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

Chapter 9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

Chapter 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

Chapter 11 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43

Chapter 12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47

Chapter 13 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51

Chapter 14 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55

Chapter 15 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59

Chapter 16 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63

Chapter 17 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67

Chapter 18 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71

Chapter 19 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75

Chapter 20 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79

Chapter 21 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83

Chapter 22 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87

Chapter 23 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91

Chapter 24 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95

Chapter 25 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99

Chapter 26 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103

Chapter 27 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107

Chapter 28 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111

Chapter 29 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115

Chapter 30 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121

Chapter 31 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127

Answer Pages . . . . . . . . . . . . . . . . . . . . . . . . . . . T131

To the Teacher

Each activity in this booklet is an expanded version of each GeoLab or MiniLab thatappears in the Student Edition of Earth Science: Geology, the Environment, and theUniverse. All materials lists, procedures, and questions are repeated so that students canread and complete a lab in most cases without having a textbook on the lab table. Datatables are enlarged so that students can record data in them. All lab questions arereprinted with lines on which students can write their answers. In addition, for studentsafety, all appropriate safety symbols and caution statements have been reproduced onthese expanded pages. Answer pages for each MiniLab and GeoLab are included at theend of this booklet.

iv Earth Science: Geology, the Environment, and the Universe GeoLab and MiniLab Worksheets

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Standard Equipment List

Chemicals and EquipmentThese easy-to-use tables of materials can help you prepare for your Earth science classes for the year.All quantities are for one lab setup of each GeoLab or MiniLab for the entire course. Before placingyour order for supplies, determine how many classes you will be teaching and how many studentsyou expect in each class. If you have ten groups of students in each of your five classes, multiply thequantities of materials for GeoLabs and MiniLabs by 50 to arrive at your total course requirements.

The standard list of equipment is made up of a set of equipment that is generally recommendedfor each lab bench station in the Earth science laboratory. For all lab activities in this program, it isassumed that your classroom is equipped with these items for each setup of a GeoLab or MiniLab.Additional equipment required for the course is listed under Nonconsumables. The listed amountsof Consumables and Chemicals for GeoLabs and MiniLabs are sufficient for one lab setup per student or group of students.

Standard Equipment List (for each station)

apron, 1 per student ruler, metric

goggles, 1 pair per student scissors

beakers, 100-mL, 2 spoon, stainless steel

beakers, 250-mL, 2 stirring rods, 2

dropper tweezers

graduated cylinder, 100-mL watch glass

graduated cylinder, 250-mL, 2

Classroom Equipment (for general use)

balance, laboratory markers, felt, assorted colors

balance, beam-type meterstick

beakers, large, 1-L microscope

beakers, assorted small, 100-mL, 150-mL mortar and pestle

calculator pen, grease

clamps, assorted ring stand

colored pencils, assorted colors rubber or Tygon® tubing

dishpan, plastic rubber stoppers, assorted

graduated cylinders, 50-mL, 500-mL, 1-L stereomicroscope

hot plate stopwatch or timer

Internet access thermometers, –10°C to 150°C

baby food jar with lid 3 (p. 676) 6 (p. 674)

beaker, 100-mL 1 (p. 140) 7 (p. 394)

beaker, 150-mL 1 (p. 587)

beaker, 250-mL 2 (pp. 20, 70, 114) 1 (p. 474)

beaker, 1-L 1 (p. 394)

book 1 (p. 253)

bottle, small 7 (p. 394)

bowl, clear plastic 1 (p. 292)

catch basin 1 (p. 163)

compass, drafting 1 (p. 430) 1 (p. 761)

copper sample 1 (p. 92)

dropper 1 (pp. 92, 406) 1 (p. 674)

encyclopedia 1 (p. 553)

file, steel 1 (p. 92)

flashlight 1 (p. 302)

fossil bivalves, different 4 (p. 618)

fossil brachiopods, different 4 (p. 618)

geologic time scale 1 (p. 553)

glass dish, shallow 1 (p. 70)

glass plate 1 (p. 92)

globe 1 (p. 29)

graduated cylinder, 50-mL 1 (p. 587)


graduated cylinder, 250-mL 1 (pp. 428, 688)


graduated cylinder, 1-L 1 (p. 394)

hand lens 1 (pp. 92, 114, 140)

hole punch 1 (p. 232)

hose 1 (p. 232)

hurricane-tracking chart 1 (p. 354)

ice-cube tray 1 (p. 350)

igneous rock samples 1 (p. 108)

jar, 1-L glass 3 (p. 636)

jar, glass 1 (p. 376)

jar, plastic with lid 1 (p. 174)

GeoLab and MiniLab Worksheets Earth Science: Geology, the Environment, and the Universe v

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Equipment and Materials List

Item GeoLab MiniLab

These easy-to-use tables of equipment and consumable materials can help you prepare for your Earth science classes for the year. Quantities listed for GeoLabs and MiniLabs are the maximum quantities you willneed for one student group for the year. The Student Edition pages on which each item is used are listed inparentheses after the quantities. Refer to the interleaf pages in front of each chapter for a list of equipmentand materials used for each laboratory activity in the chapter.

Non-Consumables

lamp 1 (pp. 676, 704)

liquid-crystal temperature strip 1 (p. 294)

magnet, small 1 (p. 92)

map, physiographic, Atlantic Ocean floor 1 (p. 536)

map, physiographic, United States 1 (p. 536)

map, topographic 1 (p. 430)

map, topographic of Forest City, Florida 1 (p. 258)

map, wind erosion 1 (p. 194)

map, world 1 (pp. 29, 456)

measuring tape 1 (pp. 572, 798)

mineral samples, set 1 (p. 92) 1 (p. 79)

Mohs hardness scale 1 (p. 92)

pan, large glass 1 (p. 676)

pan, large metal 3 (p. 676)

petri dish, plastic 4 (p. 114)

photographs of dinosaur or reptile footprints 3 (p. 126)

plumb bob 1 (p. 232)

protractor 1 (p. 232) 1 (pp. 761, 826)

psychrometer 1 (p. 378)

reference books, set 1 (p. 553)

relative humidity chart 1 (p. 378)

ring stand with clamp 1 (p. 232)

rock samples, assorted small 5 (p. 20)

rocks, sedimentary 5 (p. 140)

rocks, metamorphic 5 (p. 140)

round objects, assorted sizes 1 (p. 798)

shoe box, clear plastic 4 (pp. 229, 253)

sieves, set 1 (p. 428)

spoon 1 (p. 587)

spring scale 1 (p. 20)

stirring rod 1 (p. 70) 1 (pp. 394, 474)

streak plate 1 (p. 92)

thermometer 4 (pp. 12, 114, 378, 406, 704) 2 (p. 376)

thumbtack 5 (p. 777)

watch glass 1 (p. 587)

common objects in classroom (see Teacher Edition page for examples) 1 (p. 55)

vi Earth Science: Geology, the Environment, and the Universe GeoLab and MiniLab Worksheets

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Item GeoLab MiniLab

Non-Consumables, continued

aluminum foil (30 cm � 60 cm) 1 (p. 704)

bag, self-sealing plastic 1 (p. 292)

balloon 1 (p. 845)

bleach, household 15 mL (p. 587)

bottle, 2-L plastic with cap 1 (p. 294)

bottle, dishwashing-detergent with twist cap 1 (p. 350)

box, sturdy cardboard 3 (p. 704) 1 (p. 376)

cardboard (30 cm � 30 cm) 1 (p. 777)

clay 6 kg (pp. 229, 253, 636)

clay, white modeling 500 g (p. 616)

clay, yellow modeling 250 g (p. 616)

cupcake, cream-filled, frosted 2 (p. 718)

dishwashing liquid 120 mL (p. 474)

fabric (30 cm � 60 cm) 1 (p. 704)

foamboard (60 cm � 60 cm) 1 (p. 704) 1 (p. 79)

food coloring 1 mL (p. 406)

glue 10 mL (p. 704) 10 mL (p. 79)

gravel 6 kg (pp. 229, 636)

gravel, colored aquarium 60 g (p. 688)

halite chips 100 g (p. 174)

knife, plastic 1 (p. 718)

labels 6 (p. 674)

milk jug, 1 gallon plastic 2 (p. 12)

mirrors, assorted small 10 (p. 704)

napkin, paper 2 (p. 718)

oil, cooking 300 mL (pp. 428, 688)

paint, assorted colors 60 mL each (p. 704)

paper clip 1 (p. 92)

paper towels 10 (pp. 114, 174)

paper, dark colored construction, sheet 1 (p. 114) 1 (p. 302)

paper, graph, sheet 5 (pp. 20, 258, 406, 430, 540) 2 (pp. 376, 826)

paper, tracing, sheet 3 (pp. 258, 464, 516) 1 (p. 536)

plastic sheet, clear (30 cm � 30 cm) 4 (pp. 676, 704)

plastic wrap (30 cm � 30 cm) 1 (p. 70) 1 (p. 292)

plate, paper 1 (p. 718)

posterboard (50 cm � 75 cm) 1 (p. 572)

GeoLab and MiniLab Worksheets Earth Science: Geology, the Environment, and the Universe vii

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Item GeoLab MiniLab

Consumables

salt water 50 mL (p. 676)

sand 3 kg (pp. 253, 636, 688)

sand, dry 5 kg (p. 229)

sand, white 100 g (p. 587)

sand grains and small pebbles 5 (p. 428)

silt 500 g (p. 636)

soap, bar 1 (p. 163)

soap, liquid 1 mL (p. 674)

soil 2 kg (p. 12)

steel wool 2 g (p. 587)

stones, small 10 (p. 704)

straw, clear plastic drinking 4 (p. 294) 3 (p. 253)

string 1m (pp. 20, 42) 10 m (pp. 777, 826, 845)

tape, masking 50 cm (p. 798) 10 cm (p. 12)

tape, transparent 100 cm (p. 704)

tape, vinyl gutter 1 m (p. 232)

toothpick 1 (p. 163)

water sample, different 5 (p. 674)

viii Earth Science: Geology, the Environment, and the Universe GeoLab and MiniLab Worksheets

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Item GeoLab MiniLab

Consumables, continued

5% HCl 1 mL (p. 92)

alum (KAl(SO4)2•12H2O) 50 g (p. 114)

baking soda (NaHCO3) 0.2 g (p. 394)

calcium chloride (CaCl2) 1.1 g (p. 394)

magnesium chloride (MgCl2) 5.0g (p. 394)

potassium bromide (KBr) 0.1 g (p. 394)

potassium chloride (KCl) 0.7g (p. 394)

sodium chloride (NaCl) 70 g (pp. 70, 406) 55 g (pp. 394, 474)

sodium sulfate (Na2SO4) 4.0 g (p. 394)

Item GeoLab MiniLab

Chemicals

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GeoLab and MiniLab Worksheets Chapter 1 Earth Science: Geology, the Environment, and the Universe 1

Name Class Date

How do soil and water absorb and release heat?

Experiment to determine the relationship betweenvariables.

Procedure

1. Obtain the materials for this lab from your teacher.

2. Put soil into one container until it is half full. Putwater into the other container until it is half full.

3. Place one thermometer in the soil so that the bulb is barely covered. Use masking tape to secureanother thermometer about 1 cm from the topof the soil.

4. Repeat step 3 with the container of water.

5. Put the containers on a very sunny windowsill.Record the temperature shown on eachthermometer. Write these values in the table. Then record temperature readings every 5 minutes for half an hour.

6. Remove the containers from the windowsill andimmediately record the temperature on eachthermometer every 5 minutes for half an hour.

Analyze and Conclude

1. Which substance absorbed heat faster?

2. Which substance lost heat faster?

3. What was your independent variable? Your dependent variable?

MiniLab 1MiniLab 1

Time Thermometer 1 Thermometer 2(minutes) Temperature Temperature

0

5

10

15

20

25

30

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2 Chapter 1 Earth Science: Geology, the Environment, and the Universe GeoLab and MiniLab Worksheets

Name Class Date

Suppose someone asked you to measure the area of your classroom in square cubits.What would you use? A cubit is an ancient unit of length equal to the distance from

the elbow to the tip of the middle finger. Since this length varies among individuals, thecubit is not a standard unit of measure. SI units are standard units, which means thatthey are exact quantities that have been agreed upon to use for comparison. In thisGeoLab, you will use SI units to measure various properties of rock samples.

ProblemMeasure various properties of rocks and use themeasurements to explain the relationships amongthe properties.

Materialswater

250-mL beaker

graph paper

balance

pieces of string

spring scale

rock samples

ObjectivesIn this GeoLab, you will:

• Measure the area, volume, mass, and weightof several rock samples.

• Calculate the density of each sample.

• Explain the relationships among the quantities.

Safety Precautions

Measuring in SI

P R E P A R A T I O N

1. Use the information in the Skill Handbook todesign a data table in which to record thefollowing measurements for each sample: area,volume, mass, weight, and density.

2. Obtain rock samples from your teacher.Carefully trace the outline of each rock onto thegraph paper. Determine the area of each sampleand record the values in your data table.

3. Pour water into the beaker until it is half full.Record this volume in the table. Tie a piece ofstring securely around one rock sample. Slowlylower the sample into the beaker. Record thevolume of the water. Subtract the two values todetermine the volume of the rock sample.

4. Repeat step 3 for the other rocks. Make surethe original volume of water is the same aswhen you measured your first sample.

5. Follow your teacher’s instructions about how touse the balance to determine the mass of eachrock. Record the measurements in your table.

6. Again, secure each rock with a piece of drystring. Make a small loop in the other endof the string. Place the loop over the hook ofthe spring scale to determine the weight ofeach rock sample. Record the values in yourdata table.

P R O C E D U R E

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Name Class Date


Measuring in SI

1. Compare the area of each of your samples with the areas determined by otherstudents for the same samples. Explain any differences.

2. Compare the volume of each of your samples with the volumes determined by otherstudents for the same samples. Explain any differences.

3. Compare the weight and mass of each of your samples with the values for thesequantities determined by other students. Again, explain any differences.

A N A LY Z E

DATA TABLE

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Name Class Date


Measuring in SI

4. Use your measurements to calculate the density of each sample using this formula:density � mass/volume. Record these values in your data table.

1. How accurate do you think your measurement of the area of each sample is? Explain.

2. What were the variables you used to determine the volume of each sample?

3. How could you find the volume of a rock such as pumice, which floats in water?

4. Does mass depend on the size or shape of a rock? Explain.

C O N C L U D E A N D A P P LY

A N A LY Z E

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Name Class Date

How can you locate places on Earth?

Determine latitude and longitude for specific places.

Procedure

1. Use a world map or globe to locate the prime meridian and the equator.

2. Take a few moments to become familiar with the grid system. Examinelines of latitude and longitude on the map or globe.


1. Use a map to find the latitude and longitude of the following places.

Mount St. Helens, Washington

Niagara Falls, New York

Mt. Everest, Nepal

Great Barrier Reef, Australia

2. Use the map to find the name of the places with the following coordinates.

0�03’S, 90�30’W

27�07’S, 109�22’W

41�10’N, 112�30’W

35�02’N, 111�02’W

3�04’S, 37�22’E

3. Find the latitude and longitude of your hometown, the nearest national or state park,and your state capital.

MiniLab 2MiniLab 2

1. What is the contour interval?

2. Calculate the stream gradient of Big Wildhorse Creek from the Gravel Pit insection 21 to where the creek crosses the road in section 34.

3. What is the highest elevation of the jeep trail? If you followed the jeep trail from the highestpoint to where it intersects an unimproved road, what would be your change in elevation?

A N A LY Z E

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Name Class Date

Topographic maps show two-dimensional representations of Earth’s surface. Withthese maps, you can determine how steep a hill is, what direction streams flow,

and where mines, wetlands, and other features are located.

ProblemHow can you use a topographic map to interpretinformation about an area?

Materialsruler

string

pencil

Using a Topographic Map


1. Use the map to answer the followingquestions. Be sure to check the map’s scale.

2. Use the string to measure distances betweentwo points that are not in a straight line. Laythe string along the curves, and then measurethe distance by laying the string along the ruler.

3. Remember that elevations on United StatesGeological Survey maps are given in feet.

P R O C E D U R E

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Name Class Date



1. Does Big Wildhorse Creek flow all year round? Explain your answer.

2. What is the shortest distance along roads from the Gravel Pit in section 21 to thesecondary highway?

3. In the space below, draw a profile of the land surface from the bench mark in section22 to the Gravel Pit in section 33.


4. If you started at the bench mark (BM) on the jeep trail and hiked along the trail andthe road to the Gravel Pit in section 21, how far would you have hiked?

5. What is the straight-line distance between the two points in question 4? What is thechange in elevation?

A N A LY Z E

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Name Class Date



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Name Class Date

Identifying Elements

Describe Most substances on Earth occur in the form of chemical compounds. Around your classroom, there are numerous objects or substances that consist mostly of a single element.

Procedure

1. Name three of these objects and the three different elements of whichthey are made.

2. List the atomic numbers of these elements and describe some of theirproperties.


1. Matter can be solid, liquid, or gaseous. Give one example of a solid,liquid, and gaseous object or substance.

2. How does a liquid differ from a solid? How does a gas differ from a liquid?

MiniLab 3MiniLab 3

Article Element Atomic Number Properties

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Name Class Date

Many rocks on Earth form from salts precipitating out of seawater. Salt ionsprecipitate when a salt solution becomes saturated. Solubility is the ability of

a substance to dissolve in a solution. When a solution is saturated, no more of thatsubstance can be dissolved. What is the effect of temperature and evaporation onsalt precipitation? How do precipitation rates affect the size of crystals?

ProblemUnder what conditions do salt solutions becomesaturated and under what conditions does salt pre-cipitate out of solution?

Materialshalite (sodium chloride)

250-mL glass beakers (2)

distilled water

plastic wrap

laboratory scale

hot plate

shallow glass baking dish

refrigerator

glass stirring rod


• Observe salt dissolving and precipitating froma saturated salt solution.

• Identify the precipitated salt crystals.

• Compare the salt crystals that precipitate outunder different conditions.

• Hypothesize why different conditions producedifferent results.

Safety Precautions

Always wear safety goggles and an apron in the lab.Wash your hands after handling salt solutions. Usecare in handling hot solutions. Use protection handling hot glassware.

Salt Precipitation


1. Pour 150 mL of distilled water into a 250-mLglass beaker.

2. Measure 54 g of sodium chloride. Add thesodium chloride to the distilled water in thebeaker and stir until only a few grains remainon the bottom of the beaker.

3. Place the beaker on the hot plate and turn thehot plate on. As the solution inside the beakerheats up, stir it until the last few grains ofsodium chloride dissolve. The salt solutionwill then be saturated.

4. Pour 50 mL of the warm, saturated solutioninto the second 250-mL glass beaker. Coverthis beaker with plastic wrap so that it forms agood seal. Put this beaker in the refrigerator.

5. Pour 50 mL of the saturated solution into theshallow glass baking dish. Place the dish on thehot plate and heat the salt solution until all theliquid evaporates. CAUTION: The baking dishwill be hot. Handle with care.

6. Place the original beaker with 50 mL of theremaining solution on a shelf or windowsill.Do not cover the beaker.

7. Observe both beakers one day later. If crystalshave not formed, wait another day to makeyour observations and conclusions.

8. Once crystals have formed in all threecontainers, observe the size and shape ofthe precipitated crystals. Describe yourobservations in your science journal.

P R O C E D U R E

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Salt Precipitation

1. What is the shape of the precipitated crystals in the three containers? Does the shapeof the crystals alone identify them as sodium chloride?

2. Why didn’t all of the salt solution dissolve in step 2 above? How did heating affect thesolubility of sodium chloride? Why did heating have the observed effect? Explain.

3. What effect does cooling have on the solubility of salt?

4. What happens when a salt solution evaporates? What effect does evaporation have onthe solubility of salt?

5. Suppose you have two samples of volcanic rock of identical chemical composition butdifferent crystal sizes. What conclusions can you make about the conditions underwhich each rock sample cooled?

A N A LY Z E

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Salt Precipitation

1. What are the sizes of the crystals in the different containers? Which container has thesmallest crystals? Which crystals formed in the shortest time interval?

2. Why does salt precipitate from solution? How is crystal size related to precipitation rate?

3. Design an experiment to separate a heterogeneous mixture of different salts, such asNaCl and MgCl2, into its components, by dissolving and precipitation.


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How can crystal systems be modeled?

Model the six major crystal systems, then classify mineral samples according to these systems.

Procedure

1. Using Table 1 for guidance, cut pieces of foam board into geometric shapes. Yourlargest geometric shape should be no more than about 8 cm in length. Your groupwill need about 38 various shapes.

2. Tape or glue the geometric shapes into models of the six major crystal systems.Again, use Table 1 for guidance.

3. Use the mineral samples provided by your teacher to classify minerals accordingto their crystal shapes.


1. What geometric shapes did you use to model the crystal systems?

2. Was the crystal structure readily apparent in all mineral samples? Infer why or why not.

3. Use Table 2 to identify your minerals. Besides crystal shape, what properties did you use for identification purposes?

MiniLab 4MiniLab 4

Table 1 Crystal Systems

Cubic Tetragonal Hexagonal Orthorhombic Monoclinic Triclinic

Pyrite Wulfenite Pyromorphite Topaz Gypsum Feldspar

Examples

Systems

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How can crystal systems be modeled?MiniLab 4MiniLab 4

Table 2 Minerals with Nonmetallic Luster

Mineral Specific Crystal Breakage Uses and Other(Formula) Color Streak Hardness Gravity System Pattern Properties

Augite black colorless 6 3.3 monoclinic 2-directional square or 8-sided((Ca, Na) cleavage cross section(Mg, Fe, Al)(Al, Si)2O6)

Corundum colorless, colorless 9 4.0 hexagonal fracture gemstones: ruby is red,(Al2O3) blue, brown sapphire is blue;

green, white industrial abrasivepink, red

Feldspar colorless colorless 6 2.5 monoclinic two cleav- insoluble in acids;(orthoclase) white to age planes used in the manufacture (KAlSi3O8) gray, green, meet at of porcelain

and yellow 90° angle

Feldspar gray, colorless 6 2.5 triclinic two cleav- used in ceramics;(plagioclase) green, age planes striations present on(NaAISi3O8) white meet at some faces(CaAI2Si3O8) 86° angle

Fluorite colorless, colorless 4 3–3.2 cubic cleavage used in the manufacture(CaF2) white, blue, of optical equipment;

green, red, glows under ultravioletyellow, purple light

Garnet deep colorless 7.5 3.5 cubic conchoidal used in jewelry; also (Mg, Fe, Ca, yellow-red, fracture used as an abrasiveMn)3 , (Al, Fe, green, blackCr)2, (SiO4)3

Hornblende green to gray to 5–6 3.4 monoclinic cleavage will transmit light on Ca 2Na(Mg, black white in two thin edges; 6-sidedFe2)4, (Al, Fe3, directions cross sectionTi)3, Si8O22(O,OH)2

Limonite yellow, yellow, 5.5 2.74–4.3 — conchoidal source of iron; weathers(hydrous brown, brown fracture easily, coloring matteriron oxides) black of soils

Olivine olive colorless 6.5 3.5 ortho- conchoidal gemstones, refractory((Mg, Fe)2 green rhombic fracture sandSiO4)

Quartz colorless, colorless 7 2.6 hexagonal conchoidal used in glass manufac-(SiO2) various fracture ture, electronic equip-

colors ment, radios, computers,watches, gemstones

Topaz white, pink, colorless 8 3.5 ortho- basal valuable gemstone(Al2SiO4 yellow, rhombic cleavage(F, OH)2) pale blue,

colorless

Table 2 Minerals with Metallic Luster

Mineral Specific Crystal Breakage Uses and Other(Formula) Color Streak Hardness Gravity System Pattern Properties

Bornite bronze, gray-black 3 4.9–5.4 tetragonal uneven source of copper(Cu5FeS4) tarnishes to fracture called “peacock ore”

dark blue because of the purplepurple shine when it tarnishes

Chalcopyrite brassy to greenish 3.5–4 4.2 tetragonal uneven main ore of copper(CuFeS2) golden black fracture

yellow

Chromite black or brown to 5.5 4.6 cubic irregular ore of chromium,(FeCr2O4) brown black fracture stainless steel,

metallurgical bricks

Copper copper red copper red 3 8.5–9 cubic hackly coins, pipes, gutters,(Cu) wire, cooking utensils,

jewelry, decorativeplaques; malleableand ductile

Galena gray gray to 2.5 7.5 cubic cubic source of lead, used in(PbS) black cleavage pipes, shields for X rays,

perfect fishing equipment sinkers

Gold pale to yellow 2.5–3 19.3 cubic hackly jewelry, money, gold leaf,(Au) golden fillings for teeth, medi-

yellow cines; does not tarnish

Graphite black to black to 1–2 2.3 hexagonal basal pencil lead, lubricants(C) gray gray cleavage for locks, rods to control

(scales) some small nuclearreactions, battery poles

Hematite black or red or 6 5.3 hexagonal irregular source of iron; roasted(specular) reddish reddish fracture in a blast furnace,(Fe2O3) brown brown converted to “pig” iron,

made into steel

Magnetite black black 6 5.2 cubic conchodial source of iron, naturally(Fe3O4) fracture magnetic, called

lodestone

Pyrite light, brassy greenish 6.5 5.0 cubic uneven source of iron, “fool’s(FeS2) yellow black fracture gold,” alters to limonite

Pyrrhotite bronze gray-black 4 4.6 hexagonal uneven an ore of iron and (Fe1–XS)* fracture sulfur; may be

magnetic

Silver silvery white, light gray 2.5 10–12 cubic hackly coin, fillings for teeth,(Ag) tarnishes to to silver jewelry, silverplate, wires;

black malleable and ductile

*contains one lessatom of Fe than S

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Have you ever used a field guide to identify a bird, flower, rock, or insect? If so, youknow that field guides include far more than simply photographs. A typical field

guide for minerals might include background information about minerals in general,plus specific information about the formation, properties, and uses of each mineral. Inthis activity, you’ll create a field guide to minerals.

ProblemHow would you go about identifying minerals?What physical and chemical properties would youtest? Which of these properties should be includedin a field guide to help others to identify unknownminerals?

Possible Materialsmineral samples Appendix H

hand lens steel file or nail

glass plate piece of copper

streak plate paper clip

Mohs scale of magnetmineral hardness

5 percent hydrochloric acid (HCl) with dropper

HypothesisAs a group, form a hypothesis about which property or properties might be most useful inidentifying minerals. Write your hypothesis in thespace below.


• Conduct tests on unknown minerals to deter-mine their physical and chemical properties.

• Identify minerals based on the results ofyour tests.

• Design a field guide for minerals.

Safety Precautions

Review the safe use of acids. HCl may cause burns.If a spill occurs, rinse your skin with water andnotify your teacher immediately.

Making a Field Guide to Minerals


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1. As a group, list the steps that you will take to test your hypothesis. Keep the available materialsin mind as you plan your procedure. Be specific, describing exactly what you will do at eachstep. Properties that you may want to test include luster, color, reaction to HCl, magnetism,cleavage, fracture, texture, hardness, streak, double refraction, and density.

2. Should you test any of the properties more than once for any of the minerals? How will you determine whether certain properties indicate a specific mineral?

3. Design a data table to summarize your results. You can use this table as the basis foryour field guide. Draw the table in the space below.

4. Read over your entire experiment to make sure that all steps are in a logical order.

5. Have you included a step for additional research? You may have to use the library or theGlencoe Science Web Site to gather all the necessary information for your field guide.

6. What information will be included in the field guide? Possible data include how eachmineral formed, its uses, its chemical formula, and a labeled photograph or drawingof the mineral.

7. Make sure your teacher approves your plan before you proceed with your experiment.

P L A N T H E E X P E R I M E N T

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1. Interpreting Results Which properties were most reliable for identifying minerals? Whichproperties were least reliable? Discuss reasons why one property is more useful than others.

2. Defending Your Hypothesis Was your hypothesis supported? Why or why not?

3. Thinking Critically How could you use a piece of paper, a steel knife, and aglass bottle to distinguish between Iceland spar and quartz?

4. Observing and Inferring What mineral reacted with the HCl? Why did themineral bubble? Write the balanced equation that describes the chemical reaction thattook place between the mineral and the acid.

5. Conducting Research What information did you include in the field guide? Whatresources did you use to gather your data? Describe the layout of your field guide.

A N A LY Z E

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1. Compare and contrast your field guide with those of other groups. How could youimprove your field guide?

2. What are the advantages and disadvantages of field guides?

3. Based on your results, is there any one definitive test that can always be used toidentify a mineral? Explain.


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How do igneous rocks differ?

Compare and contrast the different characteristics of igneous rocks.

Procedure

1. Using the igneous rock samples provided by your teacher, carefullyobserve the following characteristics of each rock: color, grain size,texture, and, if possible, mineral composition.

2. Design a data table to record your observations.


1. Classify your rock samples as extrusive or intrusive rocks.

2. What characteristics do the extrusive rocks share? How do they differ?What characteristics do the intrusive rocks share? How do they differ?

3. Classify your rock samples as felsic, intermediate, mafic, or ultramafic.

MiniLab 5MiniLab 5

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The rate at which magma cools has an effect on the grain size of the resulting igneous rock.Observing the crystallization of magma is difficult because molten rock is very hot and the

crystallization process is sometimes very slow. Other materials, however, crystallize at lowertemperatures. These materials can be used to model crystal formation.

ProblemModel the crystallization of minerals from magma.

Materialsclean, plastic petri dishes

saturated alum solution

200-mL glass beaker

magnifying glass

piece of dark-colored construction paper

thermometer

paper towels

water

hot plate


• Determine the relationship between coolingrate and crystal size.

• Compare and contrast different crystal shapes.

Safety Precautions

The alum mixture can cause skin irritation and willbe hot when it is first poured into the petri dishes.If splattering occurs, wash skin with cold water.Always wear safety goggles and an apron in the lab.

Modeling Crystal Formation


1. As a group, plan how you could change thecooling rate of a hot solution poured into apetri dish. For instance, you may want to putone sample in a freezer or refrigerator for adesignated period of time. Assign each groupmember a petri dish to observe during theexperiment.

2. Place a piece of dark-colored constructionpaper on a level surface where it won’t bedisturbed. Place the petri dishes on top of thepaper.

3. Carefully pour a saturated alum solution thatis about 95°C to 98°C, or just below boilingtemperature, into each petri dish so that it ishalf-full. Use caution when pouring the hotliquid to avoid splatters and burns.

4. Observe the petri dishes. On the next page,draw a data table on which to record yourobservations. Below your data table, draw whatyou observe happening in the petri dishassigned to you.

5. Every 5 minutes for 30 minutes, record yourobservations of your petri dish. Make accurate,full-sized drawings of any crystals that beginto form.

P R O C E D U R E

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DATA TABLE

OBSERVATIONS

1. How did you vary the cooling rate of the solutions in the petri dishes? Compare your methodswith those of other groups. Did one method appear to work better than others? Explain.

2. Use a magnifying glass or binocular microscope to observe your alum crystals. Whatdo the crystals look like? Are all the crystals the same size?

A N A LY Z E

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1. What factors affected the size of the crystals in the different petri dishes? How do you know?

2. Infer why the crystals changed shape as they grew.

3. How is this experiment different from magma crystallization? How is it the same?

4. Describe the relationship between cooling rate and crystal formation.


A N A LY Z E

3. Compare your drawings and petri dish with those of other students in your group. Which petri dishhad the smallest average crystal size? Describe the conditions under which that petri dish cooled.

4. Do all the crystals have the same shape? Draw the most common shape. Share yourdrawings with other groups. Describe any patterns that you see.

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What happened here?

Interpret animal activity from patterns of fossilfootprints.

Procedure

1. Study the photograph of a set of footprintsthat has been preserved in sedimentary rocks.

2. Write a description of how these tracks mighthave been made.

3. Draw your own diagram of a set of fossilized footprints that record the interactionsof organisms in the environment. Use the space below.

4. Give your diagram to another student and have that student interpret what happened.


1. How many animals made the tracks shown?

2. What types of information can be inferred from a set of fossil footprints?

3. Did other students interpret your diagram the same way? What might have caused any differences?

MiniLab 6MiniLab 6

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As the rock cycle continues, and rocks change from one type to another, more changesoccur than meet the eye. Color, grain size, texture and mineral composition are

easily observed and described visually. Yet, with mineral changes come changes in crystalstructure and density. How can these be accounted for and described? Studying pairs ofsedimentary and metamorphic rocks can show you how.

ProblemHow do the characteristics of sedimentary andmetamorphic rocks compare?

Materialssamples of sedimentary rocks and their

metamorphic equivalents

magnifying glass or hand lens

paper

pencil

beam balance

100-mL graduated cylinder or beaker large enough to hold the rock samples

water


• Describe the characteristics of sedimentary andmetamorphic rocks.

• Determine the density of different rock types.

• Infer how metamorphism changes the structureof rocks.

Safety Precautions

Always wear safety goggles and an apron in the lab.

Interpreting Changes in Rocks


1. Use the data table on the next page. Add rowsto the table if you are examining more thanfour samples.

2. Observe each rock sample. Record yourobservations in the data table.

3. Recall that density � mass/volume. Make aplan that will allow you to measure the massand volume of a rock sample.

4. Determine the density of each rock sampleand record this information in the data table.

P R O C E D U R E

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1. Compare and contrast a shale and a sandstone.

2. How does the grain size of a sandstone change during metamorphism?

3. What textural differences do you observe between a shale and a slate?

4. Compare the densities you calculated with other students. Does everybody have thesame answer? What are some of the reasons that answers may vary?

A N A LY Z E

Sample Rock Specificnumber type characteristics Mass Volume Density

1

2

3

4

Data Table

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1. Why does the color of a sedimentary rock change during metamorphism?

2. Compare the density of a slate and a quartzite. Which rock has a greater density?Explain.

3. Compare the densities of shale and slate, sandstone and quartzite, and limestone and marble. Does density always change in the same way? Explain the results that you observed.


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How do rocks weather?

Model how rocks are exposed to their surrounding environment and slowlyweather away.

Procedure

1. Carve your name deeply into a bar of soap with a toothpick. Weigh thesoap and record the weight.

2. Measure and record the depth of the letters carved into the soap.

3. Place the bar of soap on its edge in a catch basin.

4. Sprinkle water over the bar of soap until a noticeable change occurs inthe depth of the carved letters.

5. Measure and record the depth of the carved letters.


1. How did the depth of the letters carved into the bar of soap change?

2. Did the shape, size, or weight of the bar of soap change?

3. Where did the missing soap go?

4. What additional procedure could you follow to determine whether anysoap wore away?

MiniLab 7MiniLab 7

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Many factors affect the rate of weathering of Earth materials. Two major factors thataffect the rate at which a rock weathers include the length of time it is exposed to a

weathering agent and the composition of the rock.

ProblemInvestigate the relationship between time and therate of weathering of halite chips.

Materialsplastic jar with lid

water (300 mL)

halite chips (100 g)

balance

timer

paper towels

ObjectivesIn this Geolab, you will:

• Determine the relationship between the lengthof time that rocks are exposed to running waterand the degree of weathering of the rocks.

• Describe the appearance of weathered rocks.

• Infer what other factors may influence the rateof weathering.

• Apply your results to a real-world situation.

Safety Precautions

Wear splash-resistant safety goggles and an apronwhile you do this activity. Do not ingest the halitechips.

Effects of Weathering


Average Shaking Time in Minutes Weight of Chips (g)

3

6

9

12

Weathering Data

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1. Why did you need to soak the chips before conducting the investigation?

2. How did the mass of the rocks change with the length of time they were shaken?

3. How did the shape of the rocks change as a result of being shaken in a jar with water?

4. What factors could have affected a team’s results?

A N A LY Z E

1. Soak 100 g of halite chips in water overnight.

2. As a class, decide on a uniform method ofshaking the jars.

3. Pour off the water and place the halite chips inthe plastic jar.

4. Add 300 mL of water to the jar.

5. Secure the lid on the jar.

6. Shake the jar for the assigned period of time.

7. Remove the water from the jar.

8. Use paper towels to dry the halite chips.

9. Use a balance to weigh the chips. Record yourmeasurement in a data table similar to the oneprovided on page 28.

P R O C E D U R E

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1. What real-world process did you model in this investigation?

2. How would acid precipitation affect this process in the real world?

3. How would the results of your investigation be affected if you used pieces of quartzinstead of halite?


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Where does wind erosion occur?

Interpret a wind erosion map to find out what parts of the United States aresubject to wind erosion.

ProcedureRefer to the wind erosion map shown below to answer the following questions.


1. Which areas of the United States experience wind erosion?

2. Where is the largest area of wind erosion? The second largest?

3. What coastal areas are subject to wind erosion?

MiniLab 8MiniLab 8

Wind Erosion in the United States

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Around midday on April 27, 1993, in a normally quiet, rural area of New York State,the landscape dramatically changed. Unexpectedly, almost 1 million m3 of Earth

debris slid over 300 m down the lower slope of Bare Mountain and into Tully Valley. Thedebris flowed over the road and buried nearby homes. The people who lived there had noknowledge of any prior landslides occurring in the area, yet this landslide was the largestto occur in New York State in more than 75 years. What caused this large mass of Earthmaterial to move so suddenly?

ProblemHow can you use a drawing based on a topographic map to infer how the Tully ValleyLandslide occurred?

Materials metric ruler

pencil

Mapping a Landslide


1. Use the map to answer the followingquestions. Be sure to check the map’s scale.

2. Measure and record the length and width ofthe Tully Valley in kilometers. Double-checkyour results.

P R O C E D U R E

1. What does the shape of the valley tell you about how it formed?

2. In what direction did the landslide flow?

3. In what direction does the Onondaga Creek flow?

4. Infer from the map which side of Tully Valley has the steepest valley walls.

A N A LY Z E

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Mapping a Landslide

5. What conditions must have been present for the landslide to occur?

6. At the time of the Tully Valley Landslide, the trees were bare. How could this haveaffected the conditions that caused the landslide?

A N A LY Z E

1. Why do you think the Tully Valley Landslide occurred?

2. If you planned to move into an area prone to mass movements, such as landslides,what information would you gather beforehand?


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Mapping a Landslide

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Surface materials determine where a lake can form.

Model how different Earth materials may allow lakes to form. Lakes formwhen depressions or low areas fill with water.

Procedure CAUTION: Always wear safety goggles and an apron in the lab.

1. Use three clear, plastic shoe boxes. Half fill each one with earth materials:clay, sand, gravel.

2. Slightly compress the material in each shoe box. Then make a shallowdepression in each surface.

3. Slowly pour 500 mL of water into each of the depressions.


1. Describe what happened to the 500 mL of water that was added to eachshoe box.

2. How is this activity similar to what actually happens on Earth’s surfacewhen a lake forms?

3. What can you infer about the Earth materials in which lakes mostcommonly form?

MiniLab 9MiniLab 9

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Water in streams flows from areas of higher elevation to areas of lower elevation.The rate of stream flow varies from one stream to another and also in different

areas of the same stream.

ProblemDetermine how slope may affect stream-flow velocity.

Materials1-m length of vinyl gutter pipe

ring stand and clamp

water source with long hose

protractor with plumb bob

sink or container to catch water

stopwatch

grease pencil

meterstick

paper

hole punch


• Measure the time it takes for water to flowdown a channel at different slopes and depths.

• Organize your data in a table.

• Plot the data on a graph to show how streamvelocity is directly proportional to the streamchannel’s slope and depth.

• Describe the relationship between slope andrate of stream flow.

Safety Precautions

Always wear safety goggles in the lab.

Modeling Stream Velocityand Slope


1. Use the hole punch to make 10 to 15 papercircles to be used as floating markers.

2. Use the illustration below as a guide to set upthe protractor with the plumb bob.

3. Use the grease pencil to mark two lines acrossthe inside of the gutter pipe at a distance of40 cm apart.

4. Use the ring stand and clamp to hold thegutter pipe at an angle of 10°. Place the end of the pipe in a sink or basin to collect thedischarged flow of water.

5. Attach a long hose to a water faucet in thesink.

6. Keep the hose in the sink until you are readyto use it. Then turn on the water and adjustthe flow until the water is moving quicklyenough to provide a steady flow.

7. Bend the hose temporarily to block the waterflow until the hose is positioned at least 5 cmabove the top line marked on the pipe.

P R O C E D U R E

String

Protractor

Weight

90°

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Modeling Stream Velocity and Slope

1. Why is it important to keep the water flow constant in this activity?

2. Which variables had to be controlled to avoid errors in your data?

3. Using your graph, predict the velocity of water flow for a 35° slope.

A N A LY Z E

LINE GRAPH

8. Keep the water moving at the same rate offlow for all slope angles being investigated.

9. Drop a floating marker approximately 4 cmabove the top line on the pipe and into theflowing water. Measure the time it takes for thefloating marker to move from the top line tothe bottom line. Record the time in yourscience journal.

10. Repeat step 9 two more times.

11. Repeat steps 9 and 10 but change the slope to20°, then 30°, and then 40°.

12. Make a line graph of the average stream-flowvelocity, using the space below.

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Modeling Stream Velocity and Slope

1. What is the relationship between the rate of water flow and the angle of the slope?

2. Describe one reason why a stream’s slope might change.

3. Where would you expect to find streams with the highest water-flow velocity?


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How does an artesian well work?

Model the changes that an artesian aquifer undergoes when a well is duginto it. What causes the water to rise above the ground surface?

Procedure

CAUTION: Always wear safety goggles and an apron in the lab.

1. Half fill a plastic shoe box or other container with sand. Add enoughwater to saturate the sand. Cover the sand completely with a 1- or 2-cmlayer of clay or a similar impermeable material.

2. Tilt the box at an angle of about 10°. Use a book for a prop.

3. Punch three holes through the clay, one each near the low end, themiddle, and the high end of the box. Insert a clear straw through eachhole into the sand below. Seal the holes around the straws.


1. Observe the water levels in the straws. Where is the water level thehighest? The lowest?

2. Where is the water table in the box?

3. Where is the water under greatest pressure? Explain.

4. Predict what will happen to the water table and the surface to which thewater flows from one of the straws.

MiniLab 10MiniLab 10

1. What is the slope of the water table at Jim’s Gas Station?

2. What is the approximate direction of the water table slope at Jim’s Gas Station?

3. In which direction will the pollution plume move?

4. Which settlements or houses are threatened by this pollution plume?

A N A LY Z E

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You can use the map to estimate the direction of groundwater flow and themovement of a pollution plume from its source, such as a leaking underground

gasoline storage tank.

ProblemA major gasoline spill occurred at Jim’s Gas Station near Riverside Acres, Florida. How can you determine the movement of the resulting pollution plume?

MaterialsUSGS topographic map of Forest City, Florida

transparent paper

graph paper

ruler

calculator

Mapping Pollution


1. Identify the lakes and swamps in the southeastcorner of this map, and list their names andelevations in the data table on the next page.Note: The elevations are given or can beestimated from the contour lines.

2. Place the transparent paper over the southeastpart of the map and trace the approximateoutlines of these lakes or swamps, as well asthe major roads. Enter lake or swampelevations on your overlay, and indicate the

location of Jim’s Gas Station on Forest CityRd., about 1400 feet north of the SeminoleCounty line (at the 96 foot elevation mark).

3. Add contour lines to your overlay using acontour interval of 10 feet.

4. Construct a cross section of the surfacetopography and the water table from LakeLotus to Lake Lucien (through Jim’s GasStation).

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Mapping Pollution

1. How far below the surface is the water table in this highest area?

2. What is the relationship of the water table to the surface topography?


Name Elevation (in feet)

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Mapping Pollution

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What affects the formation of clouds and precipitation?

Model the water cycle.

Procedure

1. Pour about 125 mL of warm water into a clear, plastic bowl.

2. Loosely cover the top of the bowl with plastic wrap. Overlap the edgesby about 5 cm.

3. Fill a self-sealing plastic bag with ice cubes, seal it, and place it in thecenter of the plastic wrap on top of the bowl. Push the bag of ice downso that the plastic wrap sags in the center, but doesn’t touch the surfaceof the water.

4. Use tape to seal the plastic wrap around the bowl.

5. Observe the surface of the plastic wrap directly under the ice cubes every15 minutes for one hour, or until the ice melts.


1. What formed on the underside of the wrap? Infer why this happened.

2. Relate your observations to processes in the atmosphere.

3. Predict what would happen if you repeated this activity with hotter water.


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As you go up a mountain, both temperature and air pressure decrease. These effectsare easily explained. Temperature decreases as you get farther away from the

atmosphere’s heat source, Earth’s surface. Pressure decreases as you ascend the mountainbecause there are fewer and fewer particles of air above you. Pressure and temperature,however, are also related through the expansion and compression of air, regardless ofheight. In this activity, you will demonstrate that relationship.

ProblemDemonstrate the relationship between temperatureand pressure.


• Model the temperature and pressure changes that take place as a result of the expansion and compression of air.

• Relate the changes to processes in the atmosphere.

Materialsclean, clear, plastic 2-L bottle with cap

plastic straws

scissors

thin, liquid-crystal temperature strip

tape

watch or timer

Safety Precautions


Interpreting Pressure-Temperature Relationships


1. Cut two pieces of straw, each the length of thetemperature strip. Then cut two 2-cm pieces ofstraw. Lay the two long pieces on a table. Placethe two shorter pieces within the space createdby the longer pieces so that the four piecesform a supportive structure for thetemperature strip.

2. Tape the four pieces of straw together. Placethe temperature strip lengthwise upon thestraws. Tape the strip to the straws.

3. Slide the temperature strip-straw assemblyinto the clean, dry bottle. Screw the cap ontightly.

4. Place the sealed bottle on the table so that thetemperature strip faces you and is easy to read.Do not handle the bottle any more than isnecessary so that the temperature inside willnot be affected by the warmth of your hands.

5. Record the temperature of the air inside thebottle as indicated by the temperature strip.

6. Next, position the bottle so that about half itslength extends beyond the edge of the table.Placing one hand on each end of the bottle,push down on both ends so that the bottlebends in the middle. Hold the bottle this way for 2 minutes. During this time, yourpartner should record the temperature every15 seconds.

7. Release the pressure on the bottle. Observeand record the temperature every 15 secondsfor the next 2 minutes.

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Interpreting Pressure-Temperature Relationships

1. What was the average temperature of the air inside the bottle as you applied pressureto the bottle? How did this differ from the average temperature of the bottled airwhen you released the pressure on the bottle?

2. Make a graph of the temperature changes you recorded throughout the experiment,using the space below.

3. Explain how these temperature changes are related to changes in pressure.

A N A LY Z E

1. Predict how the experiment would change if you took the cap off the bottle.

2. Given your observations and what you know about the behavior of warm air, would youexpect the air over an equatorial desert at midday to be characterized by high or low pressure?


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How does the angle of the Sun’s rays differ?

Model the angle at which sunlight reaches Earth’s surface. This angle greatlyaffects the intensity of solar energy received in any one place.

Procedure

1. Hold a flashlight several centimeters above a piece of paper and pointthe flashlight straight down.

2. Use a pencil to trace the outline of the light on the paper. The outlinemodels how the Sun’s rays strike the equator.

3. Keeping the flashlight at the same distance above the paper, tilt the topof the flashlight to roughly a 30° angle.

4. Trace the new outline of the light. This is similar to how the Sun’s raysare received at the poles.


1. Describe how the outline of the light differed between step 1 and step 3.Explain why it differed.

2. How do you think the change in area covered by the light affects theintensity of light received at any one place?

3. The flashlight models solar radiation striking the surface of Earth.Knowing this, compare how much heat energy is absorbed near theequator and near the poles.


1. What is the contour interval of the isobars?

2. What are the highest and lowest isobars? Where are they located?

3. In which direction are the winds blowing across Texas and Louisiana?

4. What and where are the coldest and warmest temperatures that you can find in thecontinental United States?

A N A LY Z E

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It’s time to put your knowledge of meteorology into action. The surface weather map on the following page shows actual weather data for the United States. In this activity,

you will use the station models, isobars, and pressure systems on the map to forecast the weather.

ProblemHow can you use a surface weather map to inter-pret information about current weather and toforecast future weather?

Materialspencil

ruler

Interpreting a Weather Map


1. The map scale is given in nautical miles. Referto the scale when calculating distances.

2. The unit for isobars is millibars (mb). Instation models, pressure readings are

abbreviated. For example, 1021.9 mb is plottedon a station model as 219 but read as 1021.9.

3. Wind shafts point in the direction from whichthe wind is blowing.

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Interpreting a Weather Map

1. Would you expect the weather in Georgia and Florida to be clear or rainy? Why?

2. Both of the low-pressure systems in eastern Canada and off the Oregon coast aremoving toward the east at about 15 mph. What kind of weather would you predict forOregon and for northern New York for the next few hours? Explain.


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How can mild rains cause floods?

Model the effects of repeated, slow-moving storms that drop rain over thesame area for a long period of time.

Procedure

1. Place an ice-cube tray on the bottom of a large sink or tub.

2. Pour water into a clean, plastic dishwashing-detergent bottle until it is two-thirds full. Replace the cap on the bottle.

3. Hold the bottle upside down with the cap open about 8 cm aboveone end of the ice-cube tray. Gently squeeze the bottle to maintain aconstant flow of water into the tray. Slowly move the bottle from oneend of the tray to the other over the course of 30 seconds. Try to putapproximately equal amounts of water in each ice-cube compartment.

4. Measure the depth of water in each compartment. Calculate the average depth.

5. Repeat steps 1–4, but move the bottle across the ice-cube tray in 15 seconds.


1. How did the average depth of the water differ in steps 4 and 5? How might you account for the difference?

2. Based on these results, infer how the speed of a moving storm affects theamount of rain received in any one area.

3. How could you alter the experiment to simulate different rates of rainfall?


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Hurricanes are violent storms. That’s why it’s important to have plenty of advancewarning before they hit land. By tracking the changing position of a storm on a

chart and connecting these positions with a line, you can determine a hurricane’s path.

ProblemWhat information can you obtain by studying thepath of a hurricane?

HypothesisUse the Internet to gather information about thepath of a hurricane. Form a hypothesis abouthow the hurricane’s path can be used to predict thestrength of the storm and where most damagemight be inflicted.


• Gather and communicate data about hurricanes.

• Plot data on a hurricane-tracking chart.

• Predict where storm-inflicted damagemight occur.

Data Sources

Go to the Glencoe Science Web Site at to find links to

hurricane data on the Internet, or use information provided by your teacher.Make copies of the hurricane-tracking chart in this lab or download a chart from the Web Site.

science.glencoe.com

Tracking a Hurricane


1. Draw a data table in the space provided on thenext page. Incorporate your research into thetable. Add any additional information that youthink is important.

2. Go to the Glencoe Science Web Site atto post your data.

3. Visit sites listed on the Glencoe ScienceWeb Site for information on other majorhurricanes.

science.glencoe.com

P R O C E D U R E


1. Find a resource that lists major hurricanes thathave occurred within the past five years. TheGlencoe Science Web Site provides a list ofsites that have information about hurricanes.

2. Choose a hurricane to research. Some recentmajor hurricanes include Hurricane Georges,Hurricane Fran, and Hurricane Bertha.

3. Gather data about the hurricane from the linkson the Glencoe Science Web Site or the library.

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DATA TABLE

500 Km0

500 Miles

45°

40°

35°

30°

25°

20°

15°

10°

60°65°70°75°80°85°90°95°100°

Bermuda

Canada

Nova ScotiaME

NHMANY

PAOH

VT

NewBrunswick

0

NKY

WVA VA

NC

SCGAAL

FL

Cozumel

Belize

WY

CO

NM

TX

Mexico

YucatanPeninsula

Guate-mala

Nicaragua

Honduras

Costa Rica

PanamaColombia

Venezuela

Cuba

Haiti

PuertoRico

British Virgin Islands

Barbados

Dominica

TobagoTrinidad

Antigua

GuadeloupeMartinique

Dominican Republic

Jamaica

San Andres

OKAR

ND

SD

NE

KS

LAMS

MN

WI

IA

MO

IL IN

MI

RI

El Salvador

55° 50° 45°

CTNJDEMD

TN

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Sharing Your Data Find this Internet GeoLab on the Glencoe Science Web Site atPost your data in the table provided for this activity. Use the additional

data from other students to complete your chart and answer the Conclude and Apply questions.

1. Plot the position, air pressure, wind speed, and stage of the hurricane at six-hourintervals throughout its existence.

2. Plot the changing position of the hurricane on your hurricane-tracking chart.

3. What was the maximum wind speed in knots that the hurricane reached?

4. Multiply the value from question 3 by 1.15 to find the wind speed in miles per hour.Based on this value, how would the hurricane be classified on the Saffir-Simpson scale?

5. Using your completed hurricane-tracking chart, list the landmasses over which the hurricane passed.

6. Where would you expect the storm surge to have been greatest? Explain. Compare your answer to the information you gathered on the damage inflicted by the storm. Was your answer correct?

7. How was the hurricane’s strength affected when its center passed over land?

science.glencoe.com.


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How does the atmosphere affect the transfer of energy?

Model the greenhouse effect.

Procedure

1. On a clear day, place a cardboard box outside in a shaded area. Prop two thermometersagainst the box. Make sure the thermometers are not in direct sun.

2. Cover one thermometer with a clean glass jar.

3. Observe and record the temperature changes of each thermometer every 2 minutes over a 30-minute period.


1. Make a graph showing how the temperatures of the two thermometers changed over time, using the space below.

2. Based on your graph, which thermometer experienced the greatest increase in temperature? Why?

3. Relate your observations to the greenhouse effect in the atmosphere.


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Microclimates can be caused by tall buildings, large bodies of water, and mountains,among other things. In this activity, you’ll observe different microclimates and then

attempt to determine which factors strengthen microclimates and how these factorschange with distance from Earth’s surface.

ProblemWhich type of surface creates the most pronouncedmicroclimate?

Possible Materials

thermometerpsychrometer

paper strip or wind sock

meterstick

relative humidity chart (Appendix F)

HypothesisHypothesize how different areas of Earth’s surface,such as grassy lawns, asphalt parking lots, and bod-ies of water, affect local climates. Consider alsowhether distance from the ground might affecttemperature, relative humidity, and wind speed.


• Design and carry out an experiment to studymicroclimates both at Earth’s surface and aboveits surface.

• Observe and record temperature, relativehumidity, and wind speed.

• Infer how different surfaces and changes inheight above these surfaces affect microclimates.

Safety Precautions

Be careful when you handle glass thermometers,especially those that contain mercury. If the ther-mometer breaks, do not touch it. Have your teacherproperly dispose of the glass and the mercury.

Microclimates


1. As a group, write out your hypothesis. List thesteps needed to test your hypothesis. Include inyour plan how you will use your equipment tomeasure temperature, relative humidity, andwind speed at different surfaces and at variousheights above these surfaces.

2. Select your sites. Possible sites include a grassyplayground area, a paved parking lot, and aswimming pool.

3. Be sure to control variables. For instance,different members of your group should makeobservations at each site at the same timeof day. You’ll also need to record weathervariables at several different distances aboveeach surface. Possible distances include 5 cm,1 m, and 2 m.

4. Make a map of your test sites. Design andconstruct data tables for recording yourobservations. You’ll need separate data tablesfor each site. Draw your map and data tablesin the space on the next page.

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Microclimates

MAPS, GRAPHS, AND DATA TABLE

5. Read over your entire plan to make certain allsteps are in logical order. Identify constantsand variables in your plan.

6. Make sure your teacher approves your planbefore you proceed with your experiment.

7. Carry out your plan.

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Microclimates

1. Comparing and Contrasting Map your data. Color code the areas on yourmap to show which surfaces had the highest and lowest temperatures, the highest andlowest relative humidity, and the greatest and least wind speed. On your map, includedata for surface areas only.

2. Making and Using Graphs Graph your data for each site, showing differencesin temperature with height. Plot temperature on the x-axis and height on the y-axis.Repeat this step for relative humidity and wind speed.

3. Interpreting Scientific Illustrations Analyze your maps, graphs, and data tofind patterns. Which surfaces had the most pronounced microclimates? Did heightabove the surface affect your data? Infer why or why not.

4. Thinking Critically Analyze your hypothesis and the results of your experiment.Was your hypothesis supported? Explain.

A N A LY Z E

1. Why did some areas have more pronounced microclimates than others? Which factorsseemed to contribute most to the development of microclimates?

2. Which variable changed most with height: temperature, relative humidity, or wind speed? Which variable changed least? Infer why some variables changed more than others with height.


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What is the chemical composition of seawater?

Determine the chemical composition of seawater using the following ingredients.The salinity of seawater is commonly measured in parts per thousand (ppt).

Procedure

1. Carefully measure the ingredients and put them all in a large beaker.

2. Add 965.57 g of distilled water and mix.


1. How many grams of solution do you have? What percentage of this solution is made up of salts?

2. Given that 1 percent is equal to 10 ppt, what is the salinity of your solution in parts per thousand?

3. Identify the ions in your solution.

4. Infer how your solution differs from actual seawater.


sodium chloride (NaCl) 23.48 g

magnesium chloride (MgCl2) 4.98 g

sodium sulfate (Na2SO4) 3.92 g

calcium chloride (CaCl2) 1.10 g

potassium chloride (KCl) 0.66 g

sodium bicarbonate (NaHCO3) 0.19 g

potassium bromide (KBr) 0.10 g

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The water in the oceans is layered because water masses with higher densities sinkbelow those with lower densities. The density of seawater depends on its temperature

and salinity. In this activity, you’ll model different types of water masses to observe theeffects of density firsthand.

ProblemDetermine how changes in salinity and tempera-ture affect water density.

Materialsscale

graduated 500-mL cylinder

100-mL glass beakers (4)

water

red, yellow, and blue food coloring

salt

thermometer

eyedropper

graph paper

pencil

ruler

calculator

ObjectivesIn this GeoLab you will:

• Compare and contrast the movement ofdifferent water samples.

• Determine the relative densities of the watersamples.

• Predict the arrangement of layers in a body of water.

• Construct and interpret a temperature profile.

Safety Precautions

Always wear safety goggles and an apron in the lab.Wash your hands after completing the lab.

Modeling Water Masses


1. Mix 200 mL of water and 7.5 g of salt in thegraduated cylinder. Pour equal amounts of thesalt solution into two beakers. Fill each of thetwo other beakers with 100 mL of freshwater.

2. Put a few drops of red food coloring in one ofthe salt solutions. Put a few drops of yellowfood coloring in the other salt solution. Put afew drops of blue food coloring in one of thebeakers of freshwater. Do not add foodcoloring to the other beaker of freshwater.

3. Place the beakers with the red salt solution andthe blue freshwater in the refrigerator.Refrigerate them for 30 minutes.

4. Measure and record the temperature of thewater in all four beakers.

5. Put several drops of the cold, red saltwater into the beaker with the warm, yellowsaltwater and observe what happens. Recordyour observations.

6. Put several drops of the cold, blue freshwaterinto the beaker with the warm, clear freshwaterand observe what happens. Record yourobservations.

7. Put several drops of the cold, blue freshwaterinto the beaker with the warm, yellowsaltwater and observe what happens.Record your observations.

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1. In your science journal, describe the movement of the cold, red saltwater in step 5.Compare this to the movement of the cold, blue freshwater in step 7. What accountsfor the differences you observed?

2. Based on your observations, list the water samples by color in order of increasing density.

3. If you poured the four water samples into the graduated cylinder, how would theyarrange themselves into layers by color, from top to bottom?

A N A LY Z E

1. Assume that four water masses in a large body of water have the same characteristicsas the water in the four beakers. The warm water layers are 100 m thick, and the coldlayers are 1000 m thick. Graph the temperature profile of the large body of water.


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2. What is the salinity in parts per thousand of the combined saline solutions? (Hint: pptequals grams of salt per kilogram of solution. Assume that 200 mL of water has amass of 200 g. Be sure to include the mass of the salt in the total mass of the solution.)

3. This temperature profile was constructed from measurements taken in the AtlanticOcean off the coast of Spain. Study the profile, then infer why a high-temperaturelayer exists beneath the thermocline. Is this layer denser than the colder water above?Explain.

1000

2000

1500

500

Temperature Profile

Dep

th (m

)

Temperature (°C)

0

0°C 10°C 20°C

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How fast do sediment grains sink?

Investigate how grain size affects settling speed.

Procedure


1. Obtain five round pebbles and sand grains with approximate diameters of 0.5 mm, 1 mm, 2 mm, 5 mm, and 10 mm.

2. Measure the diameters of each specimen using a set of sieves. Record these measurements in the data table below.

3. Fill a 250-mL graduated cylinder with cooking oil.

4. Drop the largest specimen into the oil. Measure the time it takes for the specimen to sink to the bottom of the cylinder. If the specimen doesn’t fall quickly, measure the time it takes to fall a given distance. Record this time in your data table.

5. Repeat step 5 for the remaining specimens.

6. Calculate the settling speed for each specimen and fill in your data table.

7. Plot the settling speed (cm/s) against particle diameter (mm) on a graph.


1. How do settling speeds change as particle sizes decrease?

2. How much faster does a 10-mm particle sink compared to a 1-mm particle?

3. How long would it take a 1-mm sand grain and a 0.001-mm clay particle to settle to the bottom of the ocean at a depth of 5 km?


Type of Particle Diameter (mm) Distance (cm) Time (s) Settling Speed (cm/s)

1. What kind of coastal landform is the Morro Rock Peninsula?

2. What kind of feature is Pillar Rock, and how was it formed?

3. On what coastal feature is Morro Bay State Park located? How was the feature formed?

4. What are the irregular sand hills in Morro Bay State Park?

A N A LY Z EC

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Topographic maps of coastal areas show a two-dimensional representation of coastallandforms. You can identify an emergent coast by the landforms along the coastline

as well as landforms found inland.

ProblemHow can you identify and describe the coastallandforms of an emergent coast on a topographicmap?

Materialsmetric ruler

graph paper

drafting compass

calculator

pencil

Identifying CoastalLandforms


1. Determine the map scale and the contourinterval.

2. On the inset map, plot a west-east crosssection of the coast just north of Islay Creekfrom the 60 ft depth contour to a point5000 feet inland. Use a scale of 1:24 000and a vertical exaggeration of 4.

3. Use both maps to answer the followingquestions.

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Identifying Coastal Landforms

A N A LY Z E

1. Is this portion of the California coast emergent or submergent? What features of thiscoastline provide evidence for your answer?


5. What is the direction of the longshore transport along Morro Bay? Explain.

6. Your west-east cross section shows an elevated flat area next to the shoreline.What kind of coastal landform is this? How was it formed?

7. If sea level dropped 10 m, how would the shoreline change? How far would it move seaward?Would it become more regular or irregular? What would happen to Morro Bay?

8. If sea level rose 6 m, how would the coastal region change? Name three major changes.

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Model ocean-basin formation

Model the formation of the South Atlantic Ocean.

Procedure

1. Use a world map to create paper templates of South America and Africa.

2. Place the two continental templates in the center of a piece of 11″ � 17″ paper and fit them together along their Atlantic coastlines.

3. Carefully trace around the templates with a pencil. Remove the templates and label the diagram “150 million years ago.”

4. Use an average spreading rate of 4 cm/y and a map scale of 1 cm � 500 km to create a series of maps that accurately show the development of the Atlantic Ocean at 30-million-year intervals, beginning 150 million years ago.


1. Compare your last map with a world map. Is the actual width of the South Atlantic Oceanthe same on both maps?

2. What might have caused any difference between the width in your model and the actualwidth of the present South Atlantic Ocean?


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Iron-bearing minerals in rocks record the orientation of Earth’s magnetic field at thetime of their formation. These preserved magnetic alignments in ocean-floor rocks can

be used to date different parts of the seafloor and to determine rates of spreading alongdivergent plate margins.

ProblemHow can you use paleomagnetic data to interpretinformation about ocean-floor rocks?

Materialstracing paper

metric ruler

No. 2 pencil

colored pencils

Figure 1

Making a Paleomagnetic Map


1. Use the tracing paper and the No. 2 pencil tocarefully copy the base map on the followingpage. Be sure to include the magnetic surveylines, the map scale, and the location indicatedby the letter X on your tracing.

2. Transfer the magnetic survey data from PM1to your tracing by placing the survey line onyour map over the PM1 data curve on thefollowing page. Be sure to align the mid-oceanridge with the dashed line before you begintransferring the line. Label the line.

3. Repeat step 2 for the other four lines.

4. Next, use your ruler to draw a series of parallellines between PM1 and PM2 to connect thecorresponding positive and negative magneticreversals. Draw the lines past PM2, but stopthe lines at the transform boundary.

5. Draw another series of lines between surveylines PM3 and PM4 and between PM4 andPM5. Again, end these lines at the transformboundary.

6. The positive magnetic reading along the mid-ocean ridge represents the Brunhes MagneticEpoch. The first negative anomaly on eitherside of the ridge marks the beginning of theMatuyama Magnetic Epoch. Use Figure 1 toidentify the magnetic reversals.

7. Assign a color for each magnetic reversal.Then, color the corresponding stripe oneach side of the ridge.

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Base map

Paleomagnetic survey data curves

0 50 100 km

Transformboundary

Mid-ocean ridge

PM 1

PM 2

PM 3

PM 4

PM 5

Mid-ocean ridge

PM 1

PM 2

PM 3

PM 4

PM 5

+–

+–

+–

+–

+–

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1. Why was it necessary to color corresponding stripes on each side of the ridge in step 7?

2. Use Figure 1 to determine the age of the seafloor at location X.

A N A LY Z E

1. What might cause an individual magnetic stripe of ocean-floor crust to vary in width?

2. What is the average spreading rate along this section of the mid-ocean ridge?


Magneticpolarityof lava

Magnetic-reversaltime scale

Millionsof yearsago

Brunhesnormalepoch

Gaussnormalepoch

Events

Matuyamareversalepoch

Gilbertreversalepoch

Normalfield

Reversedfield

0.0

1.0

2.0

3.0

4.0

5.0

Figure 1

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How does silica affect lava flow?

Model the changes in lava viscosity with the addition of silica.

Procedure


1. Pour 120 mL of dishwashing liquid into a 250-mL beaker.

2. Stir the liquid with a stirring rod. Describe the viscosity.

3. Add 30 g of NaCl (table salt) to the liquid. Stir well. Describe what happens.

4. Repeat step 3 three more times.


1. What do the liquid and NaCl represent?

2. How does an increase in silica affect lava viscosity?

3. Basaltic eruptions are called flows because of the way they move across Earth’s surface. What can you infer about the silica content of a basaltic flow?


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Some volcanoes can be explosively dangerous. Along with clouds of ash and othervolcanic debris that can linger in the air for years after an eruption, pyroclastic

flows, landslides, and mudflows are common volcanic hazards. An explosive volcano maynot be a hazard to human life and property, however, if it is located in a remote area orerupts infrequently. A number of factors must be taken into account to determine if aparticular volcano poses a risk.

ProblemWhich volcanoes on our planet pose the greatestrisk to human life and property?

HypothesisForm a hypothesis about where you think themost hazardous volcanoes are located on Earth.Think about the potential risk to people and prop-erty near the volcano when formulating yourhypothesis. Write your hypothesis in the spacebelow.


• Gather and communicate data about threevolcanoes in different parts of the world.

• Form conclusions about the hazards posed bythe volcanoes based on their location, size, lavatype, and eruptive history.

Data SourcesGo to the Glencoe Science Web Site at

to find links to volcano data on the Internet. You can also use current reference books and scientific magazines to aid in the collection of data.

science.glencoe.com

Ranking HazardousVolcanoes


1. Select a country and find out if there areany volcanoes in that country. If there are novolcanoes, choose another country. If there area lot of volcanoes in that country, narrow yoursearch.

2. Repeat step 1 for two other volcanoes. Copyand complete the data table on the next pagewith the information about each of the threevolcanoes you selected.

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Ranking Hazardous Volcanoes

RANKING OF SOME HAZARDOUS VOLCANOES

Volcano name

Country

Location of volcano(latitude and longitude)

Type of volcano

Composition of lava/Explosiveness

Date of last eruption

Eruption interval (number of eruptions over a period of time)

Height of volcano

Distance to nearest population center

Approximate number of people living near the volcano

Type(s) of potential hazards

Human hazard ranking(high, medium, low)

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Ranking Hazardous Volcanoes

Sharing Your Data Find this Internet GeoLab on the Glencoe Science Web Site at .Post your data in the table provided for this activity. Use the additional data from other students to complete your chart and answer the Conclude and Apply questions.

1. Which of the volcanoes you researched threatens the greatest number of people?Where is this volcano located?

2. Analyze the data posted by others at the site. Which country hasthe greatest number of potentially dangerous volcanoes? Why?

3. Which country has the greatest total population threatened by volcanoes?

science.glencoe.com

science.glencoe.com


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How is a seismic–intensity map made?

Make a Map using seismic–intensity data.

Procedure

1. Trace the map onto paper. Mark the locations indicated by the letters on the map.

2. Plot these Mercalli intensity values on the map next to the correct letter: A, I; B, III; C, II; D, III; E, IV; F, IV; G, IV; H, V; I, V; J, V; K, VI; L, VIII; M, VII; N, VIII; O, III.

3. Draw contours on the map to separate the intensity values.


1. What is the maximum intensity value?

2. Where is the maximum intensity value located?

3. Where is the earthquake’s epicenter?


MI

PA

Lake Erie

OHM

K E

N

D

IN

KY

WV

H

I

A

LG

FJ

C O

B

Intensity Values of a Quake

10:00:00P-wave

11:00:00

Tim

e of

day

(Gre

enw

ich

Mea

n Ti

me)

12:00:00

90 180 270 360 450

Seconds

540 630 720 810

S-wave Surface wave

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The separation of P- and S-waves on a seismogram allows you to estimate thedistance between the seismic station that recorded the data and the epicenter

of that earthquake. If the epicentral distance from three or more seismic stationsis known, then the exact location of the quake’s epicenter can be determined.

ProblemDetermine the epicenter location and the time ofoccurrence of an actual earthquake, using the traveltimes of P- and S-waves recorded at three seismicstations.

Materialsmap on facing page

calculator

drafting compass

metric ruler

tracing paper


• Determine the arrival times of P- and S-wavesfrom a seismogram.

• Interpret travel-time curves.

• Plot an epicenter location on a map.

• Relate seismic data to plate tectonics.

Safety Precaution

Locating an Epicenter


1. The seismogram in Figure 1 shows the arrivaltime of the first P-wave at 10 h, 50 min, 32 sGMT, Greenwich mean time. Estimate thearrival time of the first S-wave to the nearesttenth of a minute.

2. Subtract this S-wave time from the initial P-wave time. What is the P-S separation on the seismogram, in minutes and tenth of minutes? Enter this value in the data table for the Berkeley seismic station.

3. The P-S separation observed on two otherseismograms, which are not shown, are alsolisted in the table. Use the travel-time curves inFigure 2 to determine the distances at whichthe P- and S-curves are separated by the timeintervals listed in the table. Enter these distancesin the table under the Epicenter Distance.

P R O C E D U R E

Seismic Station P-S Separation (min) Epicenter Distance (km) Map Distance (cm)

Berkeley, CA

Boulder, CO 3.5

Knoxville, TN 4.2

GeoLab Data Table

Figure 1

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P R O C E D U R E

4. Carefully trace the map on this page.Accurately mark the three seismicstation locations.

5. Determine the epicentral distanceson your tracing, using a scale of 1 cm� 500 km. Enter your values in thetable under the Map Distance.

6. Use the compass to draw circlesaround each station on the map withthe radius of each circle equal to themap distance, in cm, for that station.

7. Mark the point of intersection. Thisis the epicenter of the earthquake.

8. Determine the time of occurrence ofthis earthquake by reading the P-wave travel time from Figure 2 forthe epicentral distance for Berkeley.Subtract this from the initial P-wavearrival time at Berkeley, which was10 h, 50.5 min. Express this time interms of hours, minutes, andseconds.

1

10000 2000 3000

S

P

Epicenter distance (km)

4000 5000

2

3

4

5

6

7

8

9

Trav

el t

ime

(min

utes

)

10

11

12

13

14

15

16

17

18Typical Travel-Time CurvesFigure 2

United States and Mexico

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1. Where is this epicenter located?

2. In which major seismic belt did this earthquake occur?

3. Use Figure 3 to determine which plates form the boundary associated with this earthquake.

A N A LY Z E

1. What type of plate boundary is this?

2. Briefly describe the relative motion of the plates involved.

3. Describe the tectonic motions that caused the earthquake.


PhilippinePlate

5.4

7.3

3.7 5.4

Pacific Plate

Indian-Australian Plate

Antarctic Plate

South AmericanPlate

NorthAmerican

Plate

NazcaPlate

Cocos Plate

Juande Fuca

Plate CaribbeanPlate

African Plate

ArabianPlate

EurasianPlate

2.02.0

1.3

4.1 1.7

6.2

7.5 7.23.7

7.1

10.5

5.7

7.7

10.3

16.8

3.3

6.0

6.0 17.2

11.1

9.2

2.3

1.8

10.0

2.3

2.5

3.0

Divergentboundary

Convergentboundary

Ridge axis

Transformboundary

Zones of extensionwithin continents

Subduction zone

Uncertain plateboundary

Rate of movement(cm/y)

5.0

Figure 3 Earth’s Tectonic Plates

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How large is an ocean ridge?

Compare the width of part of an ocean ridge with the size of the United States.

Procedure

1. Obtain physiographic maps of the Atlantic Ocean floor and North America.

2. Use tracing paper to copy the general outline of a section of the Mid-AtlanticRidge. The length of the section should be long enough to stretch from SanFrancisco to New York City. Mark the ridge axis on your tracing.

3. Place the same tracing paper on the map of North America with theridge axis running east-west. Trace the general outline of the UnitedStates onto the paper.


1. How wide is the Mid-Atlantic Ridge?

2. Are there any parts of the United States that are not covered by your tracing?

3. If a mountain range the size of the Mid-Atlantic Ridge were located inthe United States as you have drawn it, how would it affect the majorriver drainage patterns and climates in various parts of North America?


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Amap profile, which is also called a cross section, is a side view of a geographic orgeologic feature constructed from a topographic map. You will construct and

analyze a profile of the Grand Tetons, a mountain range in Wyoming that formed whenenormous blocks of rocks were faulted along their eastern flanks, causing the blocks to tiltto the west.

ProblemHow do you construct a map profile?


sharp pencil

graph paper

Making a Map Profile


1. On the graph paper, make a grid like the oneshown on the facing page.

2. Place the edge of a paper strip along theprofile line AA' and mark where each majorcontour line intersects the strip.

3. Label each intersection point with thecorrect elevation.

4. Transfer the points from the paper strip tothe profile grid.

5. Connect the points with a smooth line toconstruct a profile of the mountain rangealong line AA'.

6. Label the major geographic features onyour profile.

P R O C E D U R E

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11 000

10 000

9000

8000

7000A A‘

Elev

atio

n (f

t)

• A'

A •

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1. Describe how the map profile changes with distance from point A.

2. What is the elevation of the highest point on the map profile? The lowest point?

3. What is the average elevation shown in the profile?

4. Calculate the total relief shown in the profile.

A N A LY Z E

1. Is your map profile a scale model of the topography along line AA'? Explain.

2. What determined the scale of this map profile?

3. Why are map profiles made from topographic maps often exaggerated vertically?


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How is relative age determined?

Demonstrate how the principles of superposition, original horizontality,and cross-cutting relationships are used to determine the relative ages ofrock layers.

Procedure

1. Draw a diagram of an outcrop with four horizontal layers. Label the layers 1 through 4.

2. Draw a vertical intrusion from layer 1 to layer 3.

3. Label the bottom-left corner of the diagram X and the top-right corner Y.

4. Cut the paper diagonally from X to Y. Move the left-hand piece 1.5 cmalong the cut.


1. How can you determine the relative ages of the strata in your diagram?

2. How does the principle of cross-cutting relationships explain the age ofthe vertical intrusion?

3. What does line XY represent? Is line XY older or younger than thevertical intrusion and surrounding strata? Explain.


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What do volcanic eruptions, mountain building, flooding, and drought have incommon? They are all events that in some way affect life and the surface of Earth.

How strong an impact does each event have on the future of Earth? How different wouldthings be if certain events in Earth’s history had not happened?

ProblemWhat are the most important events in Earth’s his-tory? Where do they fit in the long history ofEarth’s development? Why are these events impor-tant? Do some geologic time periods contain morehistory-shaping events than others?

Possible Materialspaper colored pencils

pencil calculator

posterboard encyclopedia

meterstick reference books

tape measure

HypothesisBrainstorm about Earth’s history and the changesthat Earth has experienced over time. Hypothesizewhich events had the most impact on the directionthat Earth’s development has taken. Determinewhere additional data might be available and collectresources to use as your references. Describe thebest way to list and illustrate your choices.


• Hypothesize about important events in Earth’sdevelopment.

• Explain why such events had a significantimpact on Earth’s history.

• Communicate your results and interpretations.

Interpreting History-Shaping Events


1. Review the list of events in Table 1.

2. As a group, decide on and make a list ofevents that you think can help support your hypothesis.

3. Choose two other resources and use them to find at least ten more events to add to your list.

4. Design and construct a way to exhibit andexplain your results.

5. Check your plan. Make sure your teacher has approved your plan before you proceed.


P R O C E D U R E

Table 1 EARTH HISTORY-SHAPING EVENTS

Origin of the solar system

Earth forms, 4.6 B.Y.B.P.

Oceans form, 4.0 B.Y.B.P

Primitive algae evolves, 3.3 B.Y.B.P

First fossil evidence of multicellular organisms,1.2 B.Y.B.P.

Trilobites are abundant, algal reefs form,600 M.Y.B.P.

First corals evolve, invertebrates dominate oceans, 500 M.Y.B.P.

First land plants evolve, insects appear,440 M.Y.B.P.

Fishes are abundant, early amphibians evolve,400 M.Y.B.P.

Forests that become coal swamps are present,300 M.Y.B.P.

Earliest reptiles evolve, 300 M.Y.B.P.

Alleghenian Orogeny occurs, 270 M.Y.B.P.

Trilobites become extinct, 270 M.Y.B.P.

Earliest dinosaurs appear, 225 M.Y.B.P.

Pangaea breaks up, 225 M.Y.B.P.

Earliest mammals evolve, 200 M.Y.B.P.

Dinosaurs are abundant, 180 M.Y.B.P.

The first birds evolve, 180 M.Y.B.P.

Asteroid impact, 66 M.Y.B.P.

Modern groups of mammals appear, 60 M.Y.B.P.

Earliest horses evolve, 60 M.Y.B.P.

Large mammals evolve, 40 M.Y.B.P.

Carnivores abundant, 11 M.Y.B.P.

Adirondack mountains uplifted, 11 M.Y.B.P.

First humanoids evolve (Australopithecusafricanus), 3 M.Y.B.P.

Ice Age of the Pleistocene begins, 1 M.Y.B.P.

Mammoths and mastodons are abundant,1 M.Y.B.P.

Large ice sheets retreat ~ 10 000 years ago

Mount Vesuvius erupts and destroys Pompeii,A.D. 79

New Madrid Earthquake, 1811–1812

Chicago Fire, 1871

Krakatoa eruption in Java, 1883

Chicago Bulls win 5th World Championship,1997

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1. Interpreting Observations Did more history-shaping events seem to have occurred early in Earth’shistory or later on? Explain.

2. Comparing and Contrasting Plot your list ofevents on the geologic time scale. Compare and contrastthe number of events in each era. Does any geologic timeperiod contain more history-shaping events than others?Explain.

A N A LY Z E

*Millions of yearsbefore present

4600 M.Y.B.P.

2500 M.Y.B.P.

Cretaceous Period146 M.Y.B.P.

Jurassic Period208 M.Y.B.P.

Triassic Period 245 M.Y.B.P.

Quaternary Period1.6 M.Y.B.P.

RecentHolocene Epoch 0.01 M.Y.B.P.Pleistocene Epoch 1.6 M.Y.B.P.

Neogene Period23 M.Y.B.P.

Pliocene Epoch 5 M.Y.B.P.Miocene Epoch 23 M.Y.B.P.

Paleogene Period 66 M.Y.B.P.

Oligocene Epoch 35 M.Y.B.P.Eocene Epoch 56 M.Y.B.P.

Paleocene Epoch 66 M.Y.B.P.

Permian Period290 M.Y.B.P.

Pennsylvanian Period323 M.Y.B.P.

Mississippian Period 362 M.Y.B.P.

Devonian Period408 M.Y.B.P.

Silurian Period439 M.Y.B.P.

Ordovician Period510 M.Y.B.P.

Cambrian Period540 M.Y.B.P.

Cenozoic Era

Paleozoic Era

PrecambrianTime

Mesozoic Era

Phanerozoic Eon

Proterozoic Eon

Archean Eon

Mammals areabundant;angiosperms aredominant; Alpsand the Himalayasbegin to rise.

Homo sapiensevolves; mostrecent ice agesoccur; GrandCanyon forms.

Many marineinvertebratesbecome extinct;building ofAppalachiansends; glaciersretreat.

Amphibiansare dominant;glacial advancesoccur.

Corals and otherinvertebratesare dominant;warm, shallowseas cover muchof NorthAmerica.

Trilobites,brachiopods,other marineinvertebratesare abundant;thick sedimentsdeposited ininland seas.

Dinosaurs aredominant; firstbirds appear;mountainbuildingcontinues inwestern NorthAmerica.

Dinosaursbecome extinct. Angiosperms

appear; RockyMountains beginto form.

First mammals,and cycads appear; AtlanticOcean begins toform, Pangaeabreaks up.

Reptiles evolve;coal swampsform; shallowseas begin towithdraw.

Fish are dominant; first amphibians;Appalachians continue to form in North Americaand Europe.

First land plantsform, first insects.

First fish appear; Appalachiansbegin to form.

Ediacaraorganismsdevelop.

Bacteria-likeorganisms form; several episodes of mountainbuilding occur.

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1. How do extinction events influence the development of life on Earth?

2. How do mountain-building events and glaciations affect the development of life on Earth?

3. If another planet experienced the same events that you chose, would that planet beidentical to Earth? What would be similar or different?


A N A LY Z E

3. Observing and Inferring Choose one event in the Mesozoic and infer howEarth’s history might have progressed had the event not happened.

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Why are red beds red?

Model the formation of red beds with iron, oxygen, and water.

Procedure

CAUTION: Steel wool can be sharp. Wear gloves in the lab.

1. Place 40 mL of white sand in a 150-mL beaker.

2. Add water so that the total volume is 120 mL.

3. Add 15 mL of bleach.

4. Place a piece of steel wool about the size of your thumbnail, in thebeaker. Cover the beaker with a petri dish and allow it to stand in a quiet place for one day.

5. Remove the steel wool and stir the contents of the beaker. Allow themixture to settle for 5 minutes after stirring.

6. Slowly pour off the water so that the iron-oxide sediment is left behind.

7. Stir the mixture again, then spoon some of the sand onto a watch glassand allow it to dry.


1. Describe how the color of the sediment changed.

2. Where does the iron in the experiment come from?

3. Where in nature does the red in rocks come from?

4. What do you think is the function of the bleach?


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Plotting the distribution of the ages of rocks onto a map helps geologists to reconstructthe history of continental accretion. During the Precambrian, microcontinents and

island arcs collided to form what would become the modern continents.

ProblemHow can the distribution of the ages of rocks plot-ted on a map be used to interpret the growth of acontinent?

Materialspaper colored pencils

pencil metric ruler

Mapping ContinentalGrowth


1. Your teacher will set up locations with a rocksample at each location.

2. Make an outline map of your classroomsimilar to the map on the next page, using thescale 1 cm � 100 km. Use the space below.

3. Visit each location where a rock sample hasbeen set out. Plot each location and record theage of each rock on the map.

4. After you have recorded all the locations, use apencil to draw lines on the map that separaterocks of different ages. Be careful not to simplyconnect the dots.

5. Use a different colored pencil to shade in theareas on the map that contain rocks of thesame age. These are your geologic ageprovinces.

6. Make a key for your map by drawing a smallrectangle for each different geologic ageprovince. Name the oldest province “ProvinceA,” the next oldest “Province B,” and so on forall provinces.

P R O C E D U R E

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Mapping Continental Growth

1. Use the ruler to measure the east-to-west width of Province A. Convert the map scaleto ground distance by using the scale 1 cm � 1 km.

2. Why do some of your classmates have different answers? Who is right?

3. Where is the oldest province located relative to all the other provinces?

A N A LY Z E

1 23

45

6

7

10

8

11

9

18

23 22

19

20

21

1514

13

1716

100 km

NLocality Data

Figure 1

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Mapping Continental Growth

1. Based on the distribution of the geologic ageprovinces, describe the sequence of collisionalevents that formed the craton represented byyour map.

2. According to your map, where would you find metamorphic rocks? What type ofmetamorphism would have occurred?

3. If your map represents an area composed of Precambrian-aged rocks, would themountains that formed from collisions still be high and rugged? Explain.

4. Compare the distribution of age provinces on your map with Figure 2. What are the similarities?

5. Based on what you learned in this activity, describe the formation of the North American Craton.


Canadian shield–exposed and covered rocks

Belts of folded strata

Stable platforms

The Precambrian Shield in North America

Figure 2

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Collisions and Shelves

Model the difference in continental shelf area between individual continents and one supercontinent.

Procedure

1. Using 250 g of modeling clay, make a sphere and flatten it into a diskthat is 1/2 cm thick. This represents a craton.

2. Divide another 250 g of clay into 2 equal spheres and flatten them as above.

3. Roll 250 g of modeling clay into 3 long cylinders with 1/2 cm diameters.Wrap the cylinders around the edges of the clay disks. These representcontinental shelves.

4. Using the formula area � �r2, calculate the area of the large craton and thearea of the large craton plus the continental shelf. Subtract the craton areafrom the total area. This equals the area of the continental shelf.

5. Repeat step 4 for each of the small models.


1. Which has more shelf area, two small continents or one large continent? Why?

2. Tropical oceans contain the greatest diversity of animals. If there is only onesupercontinent, how does this further limit the amount of habitat space?

3. Explain how reduced habitat space, Pangaea, and the mass extinction atthe end of the Permian are related.


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Brachiopods and bivalves have been present in Earth’s oceans since the Cambrian.Both have two shells and live in marine environments. But the similarity ends there.

How can you tell the two apart? Oysters are bivalves that are known for the pearls theysecrete inside their shells. Can you distinguish an oyster from a brachiopod? If you weresearching for pearls, you would want to know how!

ProblemDistinguish between brachiopods and bivalves andinterpret the environment where a brachiopodlived based on its shell.

Materialsfossil brachiopods (4),

each belonging to a different species

fossil bivalves (4),each belonging to a different species

paper

pencil


• Determine if a fossil is a brachiopod ora bivalve.

• Describe the symmetry of fossil brachiopods and bivalves.

• Infer the environment in which different fossilbrachiopods lived.

Safety Precautions


Symmetry, Shape,and Shells


1. Use the data table on the next page. If youchoose to add more columns to recordadditional data, use the blank space provided.

2. Examine the fossils provided by your teacher.

3. Determine where the plane of symmetry is foreach specimen. An organism that can bedivided into two nearly identical halves hasbilateral symmetry.

4. Identify the specimens as brachiopods orbivalves based on their symmetry and recordthis in your data table. Brachiopod symmetryruns across both shells. Bivalve symmetry runsbetween the shells.

5. Divide the brachiopods into two groups basedon whether you think they lived in a deeperwater, low-energy environment, or in a shallowwater, high-energy environment. Record thisin your data table.

P R O C E D U R E

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Symmetry, Shape, and Shells

1. Interpreting Observations Explain how symmetry is useful in determiningwhether a fossil is a brachiopod or a bivalve.

2. Applying and Interpreting If you only had one shell, how could youdetermine if it was the shell of a brachiopod or the shell of a bivalve?

3. Comparing and Contrasting Explain the similarities and differences between astreamlined auto and a smooth brachiopod, in terms of their place in wind or water.

A N A LY Z E

Deeper water, low-energy environment or Specimen Brachiopod or Bivalve shallow water, high-energy environment

1

2

3

FOSSIL DATA

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Symmetry, Shape, and Shells

1. What principle did you use to determine the environment in which the fossilbrachiopods lived? Explain.

2. Hypothesize about the reasons for the different shell types for brachiopods that live indifferent environments.

3. All living brachiopods pump water through their shells and filter organic particlesout of that water to feed. Some brachiopod shells close along a straight line, whereasothers close along a zigzag line. What is the benefit of having a zigzag opening fora filter feeding brachiopod?


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Glaciers and Deposition

Model the deposition of sediment by melting glaciers.

Procedure

1. Pour water into a large, wide-mouthed jar until it is approximately 3/4 full.

2. Add a mixture of clay, silt, sand, and pebbles to the jar. Put the lid tightlyon the jar.

3. Shake the jar for 30 seconds and allow the contents to settle.

4. Finely crush enough ice to fill approximately three-fourths of a secondlarge, wide-mouthed jar. Stir a mixture of clay, silt, sand, and pebbles into the ice and pour the mixture into the jar.

5. Allow the ice to melt and the particles to settle overnight.


1. Describe the differences in the way the sediments settled in the two jars.

2. Compare and contrast the sorting of the grain sizes in the two jars.

3. How could geologists use this information to determine whethersediment had been deposited by a glacier or by running water?


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The study of how an organism interacts with its environment is called ecology. Ecologyincludes how an organism obtains energy from its environment. Animals do this by

eating. Determining the diet of modern animals is relatively easy to do. We can observethem in their habitat and watch what they eat, or we can examine their feces.Paleoecology is the ecology of ancient organisms. Part of dinosaur paleoecology includesdetermining what and how dinosaurs ate. Imagine how much food some dinosaurs musthave eaten!

ProblemHow do paleontologists tell what types of food different dinosaurs ate?

HypothesisWhat kind of evidence might you use to determinewhat type of diets dinosaurs ate? What are the dietsof different animals today? Think about the charac-teristics of these different animals. Do most meateaters share certain characteristics? What aboutplant eaters? Form a hypothesis about the skele-tal characteristics of plant eaters and meat eaters.


• Gather data and communicate interpretationsabout the characteristics of meat eaters and planteaters.

• Form conclusions about the characteristics ofplant eating and meat eating dinosaurs.

• Discover how sauropods might have sharedfood resources.


to find links to fossil data on the Internet. You can also visit your library or local natural history museum to gather information about dinosaur diets.

science.glencoe.com

Huge Appetites


This Late Cretaceous Tyrannosaurus isfrom Alberta, Canada. Triceratops was an herbivore.

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Huge Appetites

1. Find a resource that describes skeletalcharacteristics of meat-eating and plant-eatingdinosaurs. The Glencoe Science Web Site listssites with information about dinosaurs.

2. Gather information from the links on theGlencoe Science Web Site or the library aboutthe environments that these two types ofdinosaurs lived in and which dinosaurs livedin the same environments.

3. Design a data table in the space below torecord your research results. Include categoriessuch as Dinosaur Name, Meat or Plant Eater,Food Preference, Skeletal Characteristics, Jawand Teeth Characteristics, and so on.


1. Complete your data table, including allinformation that you think is important.


3. Visit sites listed on the Glencoe Science WebSite for more information on the diets ofdinosaurs.

science.glencoe.com

P R O C E D U R E

DATA TABLE

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Huge Appetites

Sharing Your Data Find this Internet GeoLab on the Glencoe Science Web Site at Post your data in the table provided for this activity. Use the additional data from other students to complete your chart and answer the Conclude and Apply questions.

1. What part of a dinosaur skeleton is most important in determining its diet? Why?What is the likelihood that this part of a skeleton will be preserved?

2. What are some other characteristics associated with dinosaur skeletons that helppaleontologists determine what their diets were like?

3. Which were more abundant, meat-eating dinosaurs or plant-eating dinosaurs? Why?

4. How did sauropods share food resources? Describe the evidence used bypaleontologists to determine how sauropods shared food resources.

5. How could the same evidence that is used to determine the diets of dinosaurs be usedfor other animals?



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Hard Water

Determine the hardness of water samples by observing how easily soap suds can be produced.

Procedure

1. Obtain six clean baby-food jars. Label them A through F.

2. Measure 20 mL of one water sample. Pour the water into the jar marked A.

3. Repeat step 2 four more times, using a different water sample for jars B through E.

4. Measure 20 mL of distilled water. Pour this water into jar F.

5. Place one drop of liquid soap in sample jars A through E. Do not place any soapin jar F. Tighten the lids. Then shake each jar vigorously for 5 seconds.

6. Using the following rating scale, record in your data table the amount ofsuds in each jar: 1—no suds, 2—few suds, 3—moderate amount of suds,4—lots of suds.


1. List the water samples in order from hardest to softest.

2. What is the difference between hard and soft water?

3. What are some disadvantages of hard water?


Jar Amount of Suds

A

B

C

D

E

F

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Most of Earth’s surface is covered with salty ocean water. Ocean water can be usedfor drinking water and other purposes if the salts are first removed. Solar energy

can be used to evaporate water from seawater, leaving the salts behind. The evaporatedwater can then be condensed into freshwater.

ProblemHow can you build a small-scale, working solardesalinator?

Possible Materialsclear plastic or Plexiglas

large pans to hold water

salt water

collecting containers

lamp

glass pan or beaker

hot plate

HypothesisThe Sun’s energy can be collected to desalinate salt water.


• Design a model of a working solar desalinator.

• Assemble the model from design plans.

• Test the effectiveness of the design model.

• Analyze the model to suggest possible improvements.

Safety Precautions

Always wear safety goggles and an apron in the lab.Be careful when handling hot materials.

Designing a SolarDesalinator


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Designing a Solar Desalinator

1. Use the library and go to to identify designs of solar desalinators.

2. Draw a design for your model desalinatorbelow. (Hint: Solar energy must be collectedin some way that allows sunlight to enter andcauses an increase in temperature inside thecontainer so that water in saturated air cancondense and be collected.)

3. Make a list of the materials you will need, andthen collect them.

4. Construct the desalinator you designed.

5. Test the desalinator by recording how long ittakes to collect the purified water and howmuch water was collected.

6. Test the water to see if it has been purified byboiling the water away. If any salt remains inthe container after the water has evaporated,your desalinator did not remove all of the saltsfrom the salt water.

science.glencoe.com


1. Interpreting Scientific Illustrations Draw the desalinator that you constructed.

A N A LY Z E

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Designing a Solar Desalinator

1. What factors affected the efficiency of the desalinator?

2. How did your solar desalinator’s efficiency compare with the efficiencies of other students’ models?

3. How could you improve your desalinator?

4. What conclusions could be drawn from your investigation regarding the viability anduse of solar-powered desalinators?


A N A LY Z E

2. Interpreting Observations How well did your desalinator work? On whatcriteria did you base the effectiveness of your desalinator?

3. Observing and Inferring What problems did you encounter in this investigation?

4. Comparing and Contrasting Compare and contrast your desalinator with oneof your classmate’s. What were the advantages or disadvantages of your design?

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Oil Migration

Model the migration of oil and natural gas upward through layers of porous rocks.

Procedure

1. Pour 20 mL of cooking oil into a 100-mL graduated cylinder.

2. Carefully pour sand into the graduated cylinder until the sand-oil mixturereaches the 40-mL mark.

3. Now add a layer of colored aquarium gravel above the sand until thegravel reaches the 70-mL mark.

4. Pour tap water into the graduated cylinder until the water reaches the100-mL mark.

5. Let stand and observe for 5 minutes.


1. What does the cooking oil represent? What do the sand and aquariumgravel represent?

2. What happens when water is added to the mixture in the graduatedcylinder? Why does adding water cause this change?

3. Predict what might occur in the graduated cylinder if a carbonated softdrink was added to the mixture instead of water. What would thebubbles represent?


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Buildings can be designed to conserve heat energy. Some considerations involved inthe design of a building that conserves heat include the materials that will be used

in construction, the materials that will store heat, and the overall layout of the building.

ProblemHow can a building be designed to conserveenergy? What building materials will work best,and what other factors need to be considered?

Possible Materialsglass or clear plasticsturdy cardboard boxespaints of various colorsthermometersmaterials to cover the building

(paper, aluminum foil, foamboard, and so on)interior materials

(stones, mirrors, fabric, and so on )light source

HypothesisBrainstorm a list of design features that might contribute to the energy efficiency of a building.Hypothesize how you could incorporate some ofthese features into an energy-efficient building.Find out what materials are used in heat-efficienthomes and research local sources of materials for

your design. Decide how you will determine theheat efficiency of the building you construct. Besure to plan for a control building for comparison.


• Research what materials are used in the construction of energy-efficient buildings.

• Design a building that is energy efficient.

• Construct the building that you design.

• Determine the heat efficiency of the buildingby comparing it to a control building.

• Interpret the data that you collect to determineyour success in developing an energy-efficientbuilding.

Safety Precautions

Be careful when you are using scissors.Make sure to handle the light source carefully when it is hot. Always wear safety goggles and an apron in the lab.

scissorstapeglue

Designing an Energy-Efficient Building


1. Review the data that you collected aboutbuilding energy-efficient buildings. Alsoreview your list of possible design features.

2. Design your building. Make a list of the heat-conserving issues that you addressed.

3. Decide on the materials that you will use tobuild your house. Collect those materials.

4. Construct the building and a control buildingfor comparison.

5. Devise a way to test the heat-holding ability ofeach building.

6. Proceed with the test on each building. To testthe buildings’ heat energy efficiency, it may benecessary to heat the buildings and determine


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TABLE

GRAPH

how long heat is conserved within each one.CAUTION: Make sure the heat source is farenough away from the building materials so that they do not burn or melt.

7. Draw a table and record your data.Then, make a graph of your data.

8. Make modifications to the design to improvethe building’s efficiency.

A N A LY Z E

1. Checking Your Hypothesis Was the building that you designed more energy-efficient than the control building? Why did you construct a control building?

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1. How could you incorporate some of your design elements in your own home?

2. How could your design be improved?

3. How could using different energy sources affect your results?


2. Interpreting Observations What problems did you encounter, and how did you solve them?

3. Observing and Inferring How did your observations affect decisions that you mightmake if you were to repeat this lab? Why do you think your design worked or did not work?

4. Comparing and Contrasting Compare and contrast the building you designed and thecontrol building. Compare and contrast your design and the designs of your classmates.

5. Thinking Critically Suppose you could use only naturally occurring materials.Would that limit your design? Explain your answer.

A N A LY Z E

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Reclamation

Model the procedure used by mining companies to reclaim an area after strip-mining.

Procedure

1. Using a plastic knife, make four or five cuts across the icing of one cream-filled, iced cupcake. Remove the pieces of icing.

2. Make four or five cuts down into the cake until you reach the creamfilling. Cut horizontally just above the cream filling and remove the cake pieces.

3. Remove the cream filling. To restore the area, use the pieces of cake thatyou cut out to fill in the hole left when you removed the cream filling.Make the surface of the cupcake as level as possible.

4. Replace the icing so that it covers the surface of the restored cupcake.


1. On the restored cupcake, what does the icing represent? What does thecream filling represent?

2. Does the reclaimed cupcake resemble the original, untouched cupcake?

3. Can reclamation of an area that has been strip-mined restore the land toits original contours? Explain your answer.


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Iris City and the surrounding region are shown in the map on the facing page. Iris City is a medium-sized city of 100 000. It is experiencing many types of environmental impacts.

Study the map and the information given to identify these problems and possible solutions.

ProblemHow can the residents of Iris City identify thesource of local water pollution?


pencil

Pinpointing a Source ofPollution


1. Iris City obtains its drinking water from OpalLake. Studies of the lake have detected increasedlevels of nitrogen, phosphorus, hydrocarbons,sewage, and silt. The northwest end of OpalLake is experiencing increased development,while the remainder of the watershed is a mixof forest and logging clear-cuts.

2. Last spring, blooms of cyanobacteria chokedparts of the Vista Estuary Nature Preserve.Commercial shellfish beds in Iris Bay havebeen closed because of sewage contamination.

3. A natural-gas power plant has been proposed forlocation A, near the Vista Cutoff, an abandonedchannel of the Vista River. The plant wouldprovide jobs as well as generate electricity. Thecompany plans to divert 25 percent of the VistaRiver down the Vista Cutoff.

4. The Lucky Mine was abandoned 60 years ago.A mining company has applied for permits to reopen the mine. An estimated 1 millionounces of gold can be recovered using modern techniques.

P R O C E D U R E

1. What are some possible sources of water pollution in Opal Lake? What steps mightthe residents of Iris City take to protect their drinking water?

2. How are the blooms of cyanobacteria and the closing of the shellfish beds in Iris Bay related?

A N A LY Z E

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Pinpointing a Source of Pollution

Naturepreserve

Vista

Cutoff

Iris City

Iris Bay

Opal Cr. Opal Lake

BlueLake

LuckyMine

CedarLake

LostLake

Fern Lake

Vista

Carlton

Cow Cr.

A

VistaRiver

Fish

Cr.

NorthFor

kV

ista

Rive

r

Sou

thFo

rkVista River

Fish Lake

Smith

Cr. Lucky Cr.

0 8 km7654321

Medium to highurban development

Golf course

Mine

Forest land

Agriculture/Dairy farms

N

3. What are the positive and negative aspects of diverting water from the Vista Riverthrough the Vista Cutoff?

A N A LY Z E

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Pinpointing a Source of Pollution

1. Identify the sources of water pollution in Iris Bay. Are these point or nonpoint sources of pollution?

2. How could you identify the source of pollution causing cyanobacteria blooms in the Vista Estuary?

3. If the Vista Cutoff is used to divert water from the Vista River, how will the aquatichabitats of the river be affected?

4. If the Lucky Mine is reopened, what could the mining company do to minimizenegative environmental impacts?


A N A LY Z E

4. If the Lucky Mine is reopened, what effects might it have on the populations ofCarlton, Vista, and Iris City?

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The Sun’s Position

Model the overhead position of the Sun at various latitudesduring the summer solstice.

Procedure

1. In the space below, draw a circle to representEarth. Also draw the equator.

2. Use a protractor to find the location of the Tropic of Cancer. Draw a linefrom Earth’s center to the Tropic of Cancer.

3. Using a map, locate that latitude at which you live. With the protractor,mark that latitude on your diagram. Draw a line from Earth’s center tothis location.

4. Measure the angle between the line to the Tropic of Cancer and the lineto your location.

5. Choose two different latitudes, then repeat steps 3 and 4 for these latitudes.


1. How does the angle vary with latitude?

2. At what southern latitude would you not see the Sun above the horizon?

3. How would the angle change if you used the Tropic of Capricorn?


1. What problems did you encounter?

2. Based on information from all the photos, what features are usually the oldest? The youngest?

A N A LY Z E

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It is possible to use the principle of cross-cutting relationships, discussed in Chapter 21,to determine the relative ages of surface features on the Moon. By observing which

features cross-cut others, you can infer which is older.

ProblemHow can you use images of the Moon to interpretrelative ages of lunar features?


pencil

Relative Ages of LunarFeatures


1. Observe photos I and II. Use the letters to identify the oldest feature in each photousing the principle of cross-cutting relationships. List the other features in order oftheir relative ages.

2. Observe photo III. List the mare, rille, and craters in order of their relative ages.

3. Observe photo IV. Use the principle of cross-cutting relationships, along with your knowledgeof lunar history, to identify the features and list them in order of their relative ages.

P R O C E D U R E

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Relative Ages of Lunar Features

D

C

B

A

I II

IV

C

B

D

A

A

B

D

CE

D

B

CE

A

III

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Relative Ages of Lunar Features

3. Could scientists use the process you did to determine the exact age difference betweentwo overlapping craters? Why or why not?

4. If the small crater in photo II, labeled A, is 44 km across, what is the scale for thatphoto? What is the size of the large crater, labeled D?

A N A LY Z E

1. Which would be older, a crater that had rays crossing it or the crater that caused the rays? Explain.

2. Is there some type of relative-age dating that scientists can use to analyze craters on Earth? Explain.

3. What do you think caused the chain of craters in photo I? If the crater labeled A isapproximately 17 km across, how long is the chain of craters?


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Eccentricity

Measure the eccentricity of different ellipses.Eccentricity is the ratio of the distance betweenthe foci to the length of the major axis.

Procedure

1. Tie a piece of string into a loop that fits on a piece of cardboard when it is laid out in a circle.

2. Place a sheet of paper on the cardboard.

3. Stick two pins through the paper close to the center butseparated from each other by a few centimeters. Use cautionwhen using sharp objects.

4. Loop the string over the pins and use the pencil to trace aroundthem. Keep the string taut.

5. Measure the major axis and the distance between the pins.Calculate the eccentricity.

6. Repeat steps 3–5 for different separations of the pins.


1. What do the two pins represent?

2. How does the eccentricity change as the distance between the pins changes?

3. What kind of figure would you form if the two pins were at the samelocation? What would its eccentricity be?


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Astronomers are familiar with both the small, such as interstellar dust particles, andthe large, such as the solar system. In order to understand the variety of sizes in the

solar system, astronomers use models. These models can be as simple as putting people orobjects in marked places or as complex as elaborate computer simulations. The mostdifficult task with many models is choosing a scale that will display all the informationneeded, such as distance, rotation rates, and size.

ProblemHow can the size of the solar system be convertedto a scale that will easily demonstrate relative distances between objects in the solar system? Is distance the only measurement that can bedemonstrated in a scale model?

Possible Materialscalculator

tape measure

meterstick

stopwatches

marker

masking tape

variety of sizes of common round objects

HypothesisBrainstorm about possible models and data neededto create them. Determine where these data areavailable, and collect them to use as a reference foryour model. To have your model fit in your chosenarea, make a hypothesis on the appropriate scale to use for distance from the Sun to each planet.

Hypothesize how additional solar system measurements can be included in your model. Forexample, think about including planet diameters,rotation rates, etc.


• Calculate the distance from the Sun for eachplanet based on your scale.

• Determine how to incorporate additional solarsystem measurements into your model, or designanother model to show that information.

• Interpret your results based on your scale, anddecide if your scale was an appropriate one basedon the problems that may have resulted.

Scaling the Solar System


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1. As a group, use a separate sheet of paper tomake a list of possible ways you might testyour hypotheses. Keep the available materialsin mind as you plan your procedure.

2. Be sure your scale is appropriate for theinformation you are representing. Rememberthat a model should have the same scalethroughout. You may have to try more thanone scale before you are successful.

3. Record your procedure and list every step.Determine what materials are needed andthe amounts of each.

4. Design and construct a data table for recordingyour original data and your scaled data, usingthe space below.

5. Check the plan. Make sure your teacher hasapproved your plan before you proceed withyour experiment.



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1. Checking Your Hypothesis Which scale worked the best for your model?Explain.

2. Interpreting Observations What problems did you have in finding a scale?Explain how you corrected the problems.

3. Calculating Results List and explain the conversions that you used to create yourscale model. If multiple steps were necessary to convert to your scale units, how couldthey be combined to make the process simpler?

4. Observing and Inferring What possible problems could result from using avery large scale? A small scale? Explain why depicting a scale model of the solar systemon a sheet of notebook paper is extremely difficult.

A N A LY Z E

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1. Proxima Centauri, the closest star to our Sun, is about 4.01 � 1013 km from the Sun. Based on yourscale, how far would Proxima Centauri be from the sun in your model? If you were to fit the distancebetween the Sun and Proxima Centauri into your classroom, how small would the scaled distancebetween Pluto and the Sun be?

2. An interstellar dust particle is 1.0 � 10�6 m in length. Convert this measurement to your scale.How many dust particles could fit in the distance between the Sun and Jupiter? Between Marsand Uranus?


5. Compare and Contrast Compare and contrast your model with one of your classmates’.What were the advantages of the scale you used? What were the disadvantages? How wouldyou improve your model?

6. Thinking Critically Suppose that the outer planets are three times farther awaythan they are now. How would this affect your model? What scale would you choosenow? Explain.

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Parallax in the Classroom

Model stellar parallax and the change in parallax angle with distance.

Procedure

1. Place a meterstick at a fixed position and attach a 4-m piece of string toeach end.

2. Stand away from the meterstick and hold the two strings together to forma triangle. Be sure to hold the strings taut. Measure your distance from themeterstick. Record your measurement.

3. Measure the angle between the two pieces of string with a protractor.Record your measurement of the angle.

4. Repeat steps 2 and 3 for different distances from the meterstick byshortening or lengthening the string.

5. Make a graph in the space below of the angles versus their distance fromthe meterstick.


1. What does the length of the meterstick represent? The angle?

2. What does the graph show? How does parallax angle depend on distance?

3. Are the angles that you measured similar to actual stellar parallaxangles? Explain.


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An astronomer studying a star or other type of celestial object often starts byidentifying the lines in the object’s spectrum. The identity of the spectral lines gives

astronomers information about the chemical composition of the distant object, alongwith data on its temperature and other properties.

ProblemIdentify stellar spectral lines based on two previ-ously identified lines.

Materialsruler


• Develop a scale based on the separationbetween two previously identified spectral lines.

• Measure wavelengths of spectral lines.

• Compare measured wavelengths to known wave-lengths of elements to determine composition.

Identifying Stellar Spectral Lines


1. Measure the distance between the twoidentified spectral lines on star 1. Be sure touse units that are small enough to get accuratemeasurements.

2. Calculate the difference in wavelengthsbetween the two identified spectral lines.

3. Set up your scale by dividing the difference inwavelengths by the measured distance betweenthe two identified spectral lines. This will allowyou to measure wavelengths based on yourdistance measurement unit. For example,1 mm � 12 nm.

4. Measure the distance to spectral lines from oneof the two previously identified spectral lines.

5. Convert your distances to wavelengths usingyour scale. You have measured the differencein wavelength. This difference must be addedor subtracted to the wavelength of the line youmeasured from. If the line you measured fromis to the right of the line you are identifying,then you must subtract. Otherwise, you add.

6. Compare your wavelength measurements tothe table of wavelengths emitted by elements,and identify the elements in the spectrum.

7. Repeat this procedure for star 2.

P R O C E D U R E

Star 1

Star 2

397.0 nm 656.3 nm

486.1 nm434.1 nm

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1. What elements are present in the stars?

2. How does your list of elements compare with the list of elements seen in the periodictable on page 125?

3. Can you see any clues in the star’s spectrum about which elements are most commonin the stars? Explain.

A N A LY Z E

Element/Ion Wavelengths (nm)

H 383.5, 388.9, 397.0, 410.2, 434.1, 486.1, 656.3

He 402.6, 447.1, 492.2, 587.6, 686.7

He+ 420.0, 454.1, 468.6, 541.2, 656.0

Na 475.2, 498.3, 589.0, 589.6

Ca+ 393.4, 480.0, 530.7

POSSIBLE ELEMENTS AND WAVELENGTHS

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1. Do both stars contain the same lines for all the elements in the table?

2. You should notice that some absorption lines are wider than others. What are somepossible explanations for this?

3. How do the thicker absorption lines of some elements in a star’s spectrum effect theaccuracy of your measurements? Is there a way to improve your measurements?Explain.

4. Using the following formula, calculate the percent deviation for five of your measuredlines. Record your calculations in the space below.

difference from Percent

�accepted value

� 100deviation accepted value

Is there a value that has a high percent deviation? If so, what are some possibleexplanations for this?


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PER

IOD

IC T

AB

LE O

F TH

E EL

EMEN

TS

Hyd

roge

n

1 H

1.00

8

Elem

ent

Ato

mic

num

ber

Sym

bol

Ato

mic

mas

s

Stat

e of

mat

ter

Met

al

Met

allo

id

Non

met

al

Rece

ntly

di

scov

ered

Gas

Liqu

id

Solid

Synt

heti

c el

emen

tsH

ydro

gen

1 H1.

008

Hel

ium

2 He

4.00

3

Lith

ium

3 Li6.

941

Sodi

um

11 Na

22.9

90

Pota

ssiu

m

19 K39

.098

Rubi

dium

37 Rb85

.468

Cesi

um

55 Cs13

2.90

5

Fran

cium

87 Fr22

3.02

0

Radi

um

88 Ra22

6.02

5

Ceri

um

58 Ce14

0.11

5

Thor

ium

90 Th23

2.03

8

Ura

nium

92 U23

8.02

9

Nep

tuni

um

93 Np

237.

048

Plut

oniu

m

94 Pu24

4.06

4

Am

eric

ium

95 Am

243.

061

Curi

um

96 Cm24

7.07

0

Berk

eliu

m

97 Bk24

7.07

0

Calif

orni

um

98 Cf25

1.08

0

Eins

tein

ium

99 Es25

2.08

3

Ferm

ium

100

Fm25

7.09

5

Nob

eliu

m

102

No

259.

101

Law

renc

ium

103

Lr26

0.10

5

Men

dele

vium

101

Md

258.

099

Neo

dym

ium

60 Nd

144.

24

Prom

ethi

um

61 Pm14

4.91

3

Sam

ariu

m

62 Sm15

0.36

Euro

pium

63 Eu15

1.96

5

Gad

olin

ium

64 Gd

157.

25

Terb

ium

65 Tb15

8.92

5

Dys

pros

ium

66 Dy

162.

50

Hol

miu

m

67 Ho

164.

930

Erbi

um

68 Er16

7.26

Thul

ium

69 Tm16

8.93

4

Ytte

rbiu

m

70 Yb17

3.04

Lute

tium

71 Lu17

4.96

7

Pra

seod

ymiu

m

59 Pr14

0.90

8

Pro

tact

iniu

m

91 Pa23

1.03

6

Act

iniu

m

89 Ac

227.

028

Rut

herf

ordi

um

104

Rf (261

)

Bari

um

56 Ba13

7.32

7

Lant

hanu

m

57 La13

8.90

6

Haf

nium

72 Hf

178.

49

Tant

alum

73 Ta18

0.94

8

Dub

nium

105

Db

(262

)

Seab

orgi

um

106

Sg (263

)

Has

sium

108

Hs

(265

)

Mei

tner

ium

109

Mt

(266

)

Unu

nnili

um

110

Uun 269

Unu

nuni

um

111

Uuu 272

Unu

mbi

um

112

Uub 277

Unun

quad

ium

114

Uuq 285

Unu

nhex

ium

116

Uuh 289

Unu

nodi

um

118

Uuo 293

Bohr

ium

107

Bh (262

)

Tung

sten

74 W18

3.84

Rhen

ium

75 Re18

6.20

7

Osm

ium

76 Os

190.

2

Irid

ium

77 Ir19

2.22

Plat

inum

78 Pt19

5.08

Gol

d

79 Au

196.

967

Mer

cury

80 Hg

200.

59

Thal

lium

81 Tl20

4.38

3

Lead 82 Pb 207.

2

Bism

uth

83 Bi20

8.98

0

Ast

atin

e

85 At

209.

987

Rado

n

86 Rn22

2.01

8

Stro

ntiu

m

38 Sr87

.62

Yttr

ium

39 Y88

.906

Zirc

oniu

m

40 Zr91

.224

Nio

bium

41 Nb

92.9

06

Mol

ybde

num

42 Mo

95.9

4

Calc

ium

20 Ca40

.078

Scan

dium

21 Sc44

.956

Tita

nium

22 Ti47

.88

Vana

dium

23 V50

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Chro

miu

m

24 Cr51

.996

Tech

neti

um

43 Tc97

.907

Ruth

eniu

m

44 Ru10

1.07

Man

gane

se

25 Mn

54.9

38

Iron 26 Fe

55.8

47

Coba

lt

27 Co58

.933

Nic

kel

28 Ni

58.6

93

Copp

er

29 Cu63

.546

Zinc 30 Zn

65.3

9

Gal

lium

31 Ga

69.7

23

Ger

man

ium

32 Ge

72.6

1

Ars

enic

33 As

74.9

22

Sele

nium

34 Se78

.96

Brom

ine

35 Br79

.904

Kryp

ton

36 Kr83

.80

Rhod

ium

45 Rh10

2.90

6

Palla

dium

46 Pd10

6.42

Silv

er

47 Ag

107.

868

Cadm

ium

48 Cd11

2.41

1

Indi

um

49 In11

4.82

Tin

50 Sn11

8.71

0

Ant

imon

y

51 Sb12

1.75

7

Tellu

rium

52 Te12

7.60

Iodi

ne

53 I12

6.90

4

Xeno

n

54 Xe13

1.29

0

Mag

nesi

um

12 Mg

24.3

05

Alu

min

um

13 Al

26.9

82

Silic

on

14 Si28

.086

Phos

phor

us

15 P30

.974

Sulfu

r

16 S32

.066

Chlo

rine

17 Cl35

.453

Arg

on

18 Ar

39.9

48

Bery

llium

4 Be 9.01

2

Boro

n

5 B10

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Carb

on

6 C12

.011

Nit

roge

n

7 N14

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Oxy

gen

8 O15

.999

Fluo

rine

9 F18

.998

Neo

n

10 Ne

20.1

80

Lant

hani

de s

erie

s

Act

inid

e se

ries

1A 1

12A 2

2 3 4 5 6 7

910

1B 112B 12

3A 134A 14

5A 156A 16

7A 17

8A 18

3B 34B 4

5B 56B 6

7B 7

Polo

nium

84 Po20

8.98

2

Nam

es n

ot o

ffic

ially

ass

igne

d. D

isco

very

of e

lem

ents

114

, 116

, and

118

rec

entl

y re

port

ed. F

urth

er in

form

atio

n no

t ye

t av

aila

ble.

***

**

**

8B 8

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Name Class Date

Measuring Redshifts

Model uniform expansion of the universe and the redshifts of galaxies that result from expansion.

Procedure

1. Use a felt tip marking pen to make four dots in a row, each separated by 1 cm, on the surface of an uninflated balloon. Label the dots 1, 2, 3, and 4.

2. Partially inflate the balloon. Using a piece of string and a meterstick,measure the distance from dot 1 to each of the other dots. Record yourmeasurements.

3. Inflate the balloon further, and again measure the distance from dot 1 to each of the other dots. Record your measurements.

4. Repeat step 3 with the balloon fully inflated.


1. Are the dots still separated from each other by equal distances? Explain.

2. How far did each dot move away from dot 1 after each inflation?

3. What would be the result if you had measured the distances from dot 4instead of dot 1? From dot 2?

4. How does this activity illustrate uniform expansion of the universe andredshifts of galaxies?


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Name Class Date

Edwin Hubble developed rules for classifying galaxies according to their shapes as seenin telescopic images. Astronomers are interested in the classification of galaxies. This

information can indicate whether a certain type of galaxy is more likely to form thananother and helps astronomers unravel the mystery of galaxy formation in the universe.Using the resources of the Internet and sharing data with your peers, you can learn howgalaxies are classified.

ProblemHow can different galaxies be classified?

HypothesisHow might galaxies be classified using Hubble’sclassification system? Are there absolute classifica-tions based solely on shape? Form a hypothesisabout how you can apply Hubble’s galaxy classifica-tion system to galaxy images on the Internet.


• Gather and communicate details about galaxyimages on the Internet.

• Form conclusions about the classification ofdifferent galaxies.

• Reconstruct the tuning-fork diagram withimages that you find.


to find links to galaxy images on the Internet. You can also visit a local library or observatory to gather images of galaxies and information about them.

science.glencoe.com

Classifying Galaxies


1. Find a resource with multiple images ofgalaxies and, if possible, names or catalognumbers for the galaxies. The Glencoe ScienceWeb Site lists sites that have galaxy images.

2. Choose one of the following types of galaxiesto start your classification: spirals, ellipticals,or irregular galaxies.

3. Gather images and information, such ascatalog numbers and names of galaxies, fromthe links on the Glencoe Science Web Site orthe library.

4. Sort the images by basic types: spirals,ellipticals, or irregular galaxies.

5. For each basic type, compare the galaxiesto each other and decide which galaxy bestrepresents each class and subclass of Hubble’sgalaxy classification system: Sa, Sb, Sc, SBa,SBb, SBc, S0, E0–E7, and Irr. Try to find atleast one galaxy for each subclass.

6. Arrange the galaxy images to construct atuning-fork diagram like Hubble’s.


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Name Class Date



1. Create a data table similar to the one above.Complete the data table. Add any additionalinformation that you think is important.


3. Visit sites listed on the Glencoe Science WebSite for information about other galaxies.

science.glencoe.com

P R O C E D U R E

Sharing Your Data Find this Internet GeoLab on the Glencoe Science Web Site at Post your data in the table provided for this activity. Use the

additional data from other students to complete your chart and answer the Conclude & Apply questions.

1. Were there any galaxy classes or subclasses that were difficult to find images for? If so,which ones?

2. How many of each type of galaxy—normal spiral, barred spiral, elliptical, andirregular—did you find?

3. Calculate the percentages of the total number of galaxies that each type represents.Do you think this reflects the actual percentage of each type of galaxy in the universe?Explain.



Galaxy Name Sketch of Galaxy Classification Notes

NGC 3486 Sc

GALAXY DATA

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Name Class Date



4. Were there any galaxy images that you found that didn’t fit your classification scheme?If so, why?

5. Was it difficult to distinguish between a normal spiral and a barred spiral in somecases? Explain your method.

6. What problems did you have with galaxies that are edge-on as seen from Earth?

7. Ellipticals are usually a difficult type of galaxy to classify. Why?


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ANSWER PAGESGeoLab and MiniLab Worksheets

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T132 Answer Pages Earth Science: Geology, the Environment, and the Universe GeoLab and MiniLab Worksheets

2C

hapt

er 1

Eart

h S

cien

ce:

Geo

logy

, th

e En

viro

nmen

t, a

nd t

he U

nive

rse

Geo

Lab

and

Min

iLab

Wor

kshe

ets

Nam

eC

lass

Dat

e

Sup

pose

som

eone

ask

ed y

ou t

o m

easu

re t

he a

rea

ofyo

ur c

lass

room

in s

quar

e cu

bits

.W

hat

wou

ld y

ou u

se?

A c

ubit

is a

n an

cien

t un

it o

flen

gth

equa

l to

the

dist

ance

from

the

elbo

w t

o th

e ti

p of

the

mid

dle

finge

r.Si

nce

this

leng

th v

arie

s am

ong

indi

vidu

als,

the

cubi

t is

not

a s

tand

ard

unit

ofm

easu

re.S

I un

its

are

stan

dard

uni

ts,w

hich

mea

ns t

hat

they

are

exa

ct q

uant

itie

s th

at h

ave

been

agr

eed

upon

to

use

for

com

pari

son.

In t

his

Geo

Lab,

you

will

use

SI

unit

s to

mea

sure

var

ious

pro

pert

ies

ofro

ck s

ampl

es.

Pro

ble

mM

easu

re v

ario

us

prop

erti

es o

fro

cks

and

use

th

em

easu

rem

ents

to

expl

ain

th

e re

lati

onsh

ips

amon

gth

e pr

oper

ties

.

Mate

rials

wat

er

250-

mL

beak

er

grap

h p

aper

bala

nce

piec

es o

fst

rin

g

spri

ng

scal

e

rock

sam

ples

Ob

ject

ives

In t

his

Geo

Lab,

you

will

:

•M

easu

reth

e ar

ea,v

olu

me,

mas

s,an

d w

eigh

tof

seve

ral r

ock

sam

ples

.

•C

alc

ula

teth

e de

nsi

ty o

fea

ch s

ampl

e.

•Exp

lain

the

rela

tion

ship

s am

ong

the

quan

titi

es.

Safe

ty P

reca

uti

on

s

Mea

suri

ng in

SI

PR

EP

AR

AT

ION

1.

Use

th

e in

form

atio

n in

th

e Sk

ill H

andb

ook

tode

sign

a d

ata

tabl

e in

wh

ich

to

reco

rd t

he

follo

win

g m

easu

rem

ents

for

eac

h s

ampl

e:ar

ea,

volu

me,

mas

s,w

eigh

t,an

d de

nsi

ty.

2.

Obt

ain

roc

k sa

mpl

es fr

om y

our

teac

her.

Car

eful

ly t

race

the

out

line

ofea

ch r

ock

onto

the

grap

h pa

per.

Det

erm

ine

the

area

of

each

sam

ple

and

reco

rd t

he v

alue

s in

you

r da

ta t

able

.

3.

Pou

r w

ater

into

th

e be

aker

un

til i

t is

hal

ffu

ll.R

ecor

d th

is v

olu

me

in t

he

tabl

e.T

ie a

pie

ce o

fst

rin

g se

cure

ly a

rou

nd

one

rock

sam

ple.

Slow

lylo

wer

th

e sa

mpl

e in

to t

he

beak

er.R

ecor

d th

evo

lum

e of

the

wat

er.S

ubt

ract

th

e tw

o va

lues

to

dete

rmin

e th

e vo

lum

e of

the

rock

sam

ple.

4.

Rep

eat

step

3 f

or t

he

oth

er r

ocks

.Mak

e su

reth

e or

igin

al v

olu

me

ofw

ater

is t

he

sam

e as

wh

en y

ou m

easu

red

you

r fi

rst

sam

ple.

5.

Follo

w y

our

teac

her’

s in

stru

ctio

ns

abou

t ho

w t

ous

e th

e ba

lan

ce t

o de

term

ine

the

mas

s of

each

rock

.Rec

ord

the

mea

sure

men

ts in

you

r ta

ble.

6.

Aga

in,s

ecu

re e

ach

roc

k w

ith

a p

iece

of

dry

stri

ng.

Mak

e a

smal

l loo

p in

th

e ot

her

en

dof

the

stri

ng.

Pla

ce t

he

loop

ove

r th

e h

ook

ofth

e sp

rin

g sc

ale

to d

eter

min

e th

e w

eigh

t of

each

roc

k sa

mpl

e.R

ecor

d th

e va

lues

in y

our

data

tab

le.

PR

OC

ED

UR

E

Geo

Lab

and

Min

iLab

Wor

kshe

ets

Cha

pter

1Ea

rth

Sci

ence

: G

eolo

gy,

the

Envi

ronm

ent,

and

the

Uni

vers

e1

Nam

eC

lass

Dat

e

How

do

soil

and

wat

er a

bsor

b an

d re

leas

e he

at?

Exp

eri

men

tto

det

erm

ine

the

rela

tio

nsh

ip b

etw

een

vari

able

s.

Pro

ced

ure

1.

Ob

tain

th

e m

ater

ials

fo

r th

is la

b f

rom

yo

ur

teac

her

.

2.

Put

soil

into

on

e co

nta

iner

un

til i

t is

hal

f fu

ll. P

ut

wat

er in

to t

he

oth

er c

on

tain

er u

nti

l it

is h

alf

full.

3.

Plac

e o

ne

ther

mo

met

er in

th

e so

il so

th

at t

he

bu

lb is

bar

ely

cove

red

. Use

mas

kin

g t

ape

to s

ecu

rean

oth

er t

her

mo

met

er a

bo

ut

1 cm

fro

m t

he

top

of

the

soil.

4.

Rep

eat

step

3 w

ith

th

e co

nta

iner

of

wat

er.

5.

Put

the

con

tain

ers

on

a v

ery

sun

ny

win

do

wsi

ll.R

eco

rd t

he

tem

per

atu

re s

ho

wn

on

eac

hth

erm

om

eter

. Wri

te t

hes

e va

lues

in t

he

tab

le.

Then

rec

ord

tem

per

atu

re r

ead

ing

s ev

ery

5 m

inu

tes

for

hal

f an

ho

ur.

6.

Rem

ove

th

e co

nta

iner

s fr

om

th

e w

ind

ow

sill

and

imm

edia

tely

rec

ord

th

e te

mp

erat

ure

on

eac

hth

erm

om

eter

eve

ry 5

min

ute

s fo

r h

alf

an h

ou

r.

An

aly

ze a

nd

Co

ncl

ud

e

1.

Wh

ich

su

bst

ance

ab

sorb

ed h

eat

fast

er?

The

soil

abso

rbed

hea

t fa

ster

th

an t

he

wat

er d

id; t

hat

is, t

he

tem

per

atu

re o

f th

e so

il

rose

fas

ter

than

th

e te

mp

erat

ure

of

the

wat

er d

id.

2.

Wh

ich

su

bst

ance

lost

hea

t fa

ster

?

The

soil

coo

led

mo

re q

uic

kly

than

th

e w

ater

did

wh

en t

he

con

tain

ers

wer

e re

mo

ved

fro

m t

he

hea

t so

urc

e.

3.

Wh

at w

as y

ou

r in

dep

end

ent

vari

able

? Yo

ur

dep

end

ent

vari

able

?

The

ind

epen

den

t va

riab

le w

as m

ediu

m—

soil

or

wat

er. T

he

dep

end

ent

vari

able

was

tem

per

atu

re.

Min

iLab

1M

iniL

ab 1

Tim

eTh

erm

omet

er 1

Ther

mom

eter

2(m

inut

es)

Tem

pera

ture

Tem

pera

ture

0 5 10 15 20 25 30

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ht ©

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/McG

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.

GeoLab and MiniLab Worksheets Answer Pages Earth Science: Geology, the Environment, and the Universe T133

Nam

eC

lass

Dat

e

4C

hapt

er 1

Eart

h S

cien

ce:

Geo

logy

, th

e En

viro

nmen

t, a

nd t

he U

nive

rse

Geo

Lab

and

Min

iLab

Wor

kshe

ets

Mea

suri

ng in

SI

4.

Use

you

r m

easu

rem

ents

to

calc

ula

te t

he

den

sity

of

each

sam

ple

usi

ng

this

for

mu

la:

dens

ity

�m

ass/

volu

me.

Rec

ord

thes

e va

lues

in y

our

data

tab

le.

1.

How

acc

ura

te d

o yo

u t

hin

k yo

ur

mea

sure

men

t of

the

area

of

each

sam

ple

is?

Exp

lain

.

The

mea

sure

men

ts o

f ar

ea w

ill b

e b

oth

inac

cura

te a

nd

var

iab

le a

s a

resu

lt o

f th

e

ori

enta

tio

n o

f th

e sa

mp

les

wh

en t

hey

wer

e tr

aced

.

2.

Wh

at w

ere

the

vari

able

s yo

u u

sed

to d

eter

min

e th

e vo

lum

e of

each

sam

ple?

The

vari

able

s w

ere

the

size

of

the

sam

ple

s an

d t

he

chan

ge

in t

he

leve

l of

the

wat

er in

th

e b

eake

r.

3.

How

cou

ld y

ou f

ind

the

volu

me

ofa

rock

su

ch a

s pu

mic

e,w

hic

h f

loat

s in

wat

er?

To f

ind

th

e vo

lum

e o

f an

ob

ject

th

at f

loat

s o

n w

ater

, on

e co

uld

use

a lo

wer

-den

sity

liqu

id, s

uch

as

alco

ho

l, o

r u

se a

nar

row

sti

ck t

o h

old

th

e sa

mp

le b

elo

w t

he

wat

er

leve

l an

d r

eco

rd t

he

volu

me

chan

ge.

In t

he

seco

nd

met

ho

d, o

ne

mu

st a

ssu

me

that

the

volu

me

of

the

stic

k is

neg

ligib

le c

om

par

ed t

o t

he

volu

me

of

the

sam

ple

.

4.

Doe

s m

ass

depe

nd

on t

he

size

or

shap

e of

a ro

ck?

Exp

lain

.

Mas

s d

epen

ds

on

ly o

n t

he

size

of

the

sam

ple

, no

t it

s sh

ape,

bec

ause

mas

s is

a

mea

sure

of

the

qu

anti

ty o

f m

atte

r in

a s

amp

le.

CO

NC

LU

DE

AN

D A

PP

LY

AN

AL

YZ

E

Allo

w s

tud

ents

to

use

cal

cula

tors

, if

nec

essa

ry, t

o d

o t

he

com

pu

tati

on

s.

Nam

eC

lass

Dat

e

Geo

Lab

and

Min

iLab

Wor

kshe

ets

Cha

pter

1Ea

rth

Sci

ence

: G

eolo

gy,

the

Envi

ronm

ent,

and

the

Uni

vers

e3

Mea

suri

ng in

SI

1.

Com

pare

th

e ar

ea o

fea

ch o

fyo

ur

sam

ples

wit

h t

he

area

s de

term

ined

by

oth

erst

ude

nts

for

th

e sa

me

sam

ples

.Exp

lain

any

dif

fere

nce

s.

Dif

fere

nce

s am

on

g m

easu

rem

ents

will

dep

end

on

th

e o

rien

tati

on

of

the

sam

ple

wh

en it

s o

utl

ine

is t

race

d a

nd

on

th

e ab

ility

of

stu

den

ts t

o a

ccu

rate

ly c

ou

nt

squ

ares

to m

easu

re t

he

area

of

an ir

reg

ula

r so

lid.

2.

Com

pare

th

e vo

lum

e of

each

of

you

r sa

mpl

es w

ith

th

e vo

lum

es d

eter

min

ed b

y ot

her

stu

den

ts f

or t

he

sam

e sa

mpl

es.E

xpla

in a

ny d

iffe

ren

ces.

Vo

lum

es m

easu

red

by

dif

fere

nt

stu

den

ts f

or

the

sam

e sa

mp

les

sho

uld

ag

ree,

exc

ept

for

mea

sure

men

t er

rors

, wh

ich

sh

ou

ld b

e sm

all.

An

y la

rge

dev

iati

on

s ar

e in

dic

atio

ns

of

seri

ou

s m

ista

kes

in m

easu

rem

ent.

3.

Com

pare

th

e w

eigh

t an

d m

ass

ofea

ch o

fyo

ur

sam

ples

wit

h t

he

valu

es f

or t

hes

equ

anti

ties

det

erm

ined

by

oth

er s

tude

nts

.Aga

in,e

xpla

in a

ny d

iffe

ren

ces.

The

wei

gh

ts a

nd

mas

ses

for

the

sam

e sa

mp

les

as m

easu

red

by

dif

fere

nt

stu

den

ts

sho

uld

ag

ree.

An

y d

iffe

ren

ces

sho

uld

rep

rese

nt

on

ly s

tan

dar

d m

arg

ins

of

erro

r in

mea

sure

men

t.

AN

AL

YZ

E

DA

TATA

BLE

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

, Inc

.


1.

Wh

at is

th

e co

nto

ur

inte

rval

?

The

con

tou

r in

terv

al is

50

ft.

2.

Cal

cula

te t

he

stre

am g

radi

ent

ofB

ig W

ildh

orse

Cre

ek f

rom

th

e G

rave

l Pit

inse

ctio

n21

to

wh

ere

the

cree

k cr

osse

s th

e ro

ad in

sec

tion

34.

chan

ge

in e

leva

tio

n is

750

ft

�71

0 ft

�40

ft;

ch

ang

e in

dis

tan

ce is

4 m

i;

stre

am g

rad

ien

t is

40

ft �

4 m

i �10

ft/

mi

3.

Wh

at is

th

e h

igh

est

elev

atio

n o

fth

e je

ep t

rail?

If

you

fol

low

ed t

he

jeep

tra

il fr

om t

he

hig

hes

tpo

int

to w

her

e it

inte

rsec

ts a

n u

nim

prov

ed r

oad,

wh

at w

ould

be

you

r ch

ange

in e

leva

tion

?

hig

hes

t el

evat

ion

�10

71 f

t; c

han

ge

in e

leva

tio

n �

1071

ft

�74

0 ft

�33

1 ft

AN

AL

YZ

E

6C

hapt

er 2

Eart

h S

cien

ce:

Geo

logy

, th

e En

viro

nmen

t, a

nd t

he U

nive

rse

Geo

Lab

and

Min

iLab

Wor

kshe

ets

Nam

eC

lass

Dat

e

Top

ogra

phic

map

s sh

ow t

wo-

dim

ensi

onal

rep

rese

ntat

ions

ofE

arth

’s su

rfac

e.W

ith

thes

e m

aps,

you

can

dete

rmin

e ho

w s

teep

a h

ill is

,wha

t di

rect

ion

stre

ams

flow

,an

dw

here

min

es,w

etla

nds,

and

othe

r fe

atur

es a

re lo

cate

d.

Pro

ble

mH

ow c

an y

ou u

se a

top

ogra

phic

map

to

inte

rpre

tin

form

atio

n a

bou

t an

are

a?

Mate

rials

rule

r

stri

ng

pen

cil

Usi

ng a

Top

ogra

phic

Map

PR

EP

AR

AT

ION

1.

Use

th

e m

ap t

o an

swer

th

e fo

llow

ing

ques

tion

s.B

e su

re t

o ch

eck

the

map

’s s

cale

.

2.

Use

the

str

ing

to m

easu

re d

ista

nce

s be

twee

ntw

o po

ints

tha

t ar

e n

ot in

a s

trai

ght

line.

Lay

the

stri

ng

alon

g th

e cu

rves

,an

d th

en m

easu

reth

e di

stan

ce b

y la

yin

g th

e st

rin

g al

ong

the

rule

r.

3.

Rem

embe

r th

at e

leva

tion

s on

Un

ited

Sta

tes

Geo

logi

cal S

urv

ey m

aps

are

give

n in

fee

t.

PR

OC

ED

UR

E

Geo

Lab

and

Min

iLab

Wor

kshe

ets

Cha

pter

2Ea

rth

Sci

ence

: G

eolo

gy,

the

Envi

ronm

ent,

and

the

Uni

vers

e5

Nam

eC

lass

Dat

e

How

can

you

loca

te p

lace

s on

Ear

th?

Dete

rmin

ela

titu

de

and

lon

git

ud

e fo

r sp

ecif

ic p

lace

s.

Pro

ced

ure

1.

Use

a w

orl

d m

ap o

r g

lob

e to

loca

te t

he

pri

me

mer

idia

n a

nd

th

e eq

uat

or.

2.

Take

a f

ew m

om

ents

to

bec

om

e fa

mili

ar w

ith

th

eg

rid

sys

tem

. Exa

min

elin

es o

f la

titu

de

and

lon

git

ud

e o

n t

he

map

or

glo

be.

An

aly

ze a

nd

Co

ncl

ud

e

1.

Use

a m

ap t

o f

ind

th

e la

titu

de

and

lon

git

ud

e o

f th

e fo

llow

ing

pla

ces.

Mo

un

t St

. Hel

ens,

Was

hin

gto

n

Nia

gar

a Fa

lls, N

ew Y

ork

Mt.

Eve

rest

, Nep

al

Gre

at B

arri

er R

eef,

Au

stra

lia

2.

Use

th

e m

ap t

o f

ind

th

e n

ame

of

the

pla

ces

wit

h t

he

follo

win

g c

oo

rdin

ates

.

0�03

’S, 9

0�30

’W

27�0

7’S,

109

�22’

W

41�1

0’N

, 112

�30’

W

35�0

2’N

, 111

�02’

W

3�04

’S, 3

7�22

’E

3.

Fin

d t

he

lati

tud

e an

d lo

ng

itu

de

of

you

r h

om

eto

wn

, th

e n

eare

st n

atio

nal

or

stat

e p

ark,

and

you

r st

ate

cap

ital

.

An

swer

s w

ill v

ary

dep

end

ing

up

on

stu

den

ts’ l

oca

tio

n.

Mt.

Kili

man

jaro

, Tan

zan

ia

Met

eor

Cra

ter,

Ari

zon

a

Gre

at S

alt

Lake

, Uta

h

East

er Is

lan

d, C

hile

Gal

ápag

os

Isla

nd

s, E

cuad

or

18�0

0’S,

145

�50’

E

27�5

9’N

, 86�

56’E

43�0

5’N

, 79�

03’W

46�1

2’N

, 122

�11’

W

Min

iLab

2M

iniL

ab 2

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

, Inc

.


Nam

eC

lass

Dat

e

8C

hapt

er 2

Eart

h S

cien

ce:

Geo

logy

, th

e En

viro

nmen

t, a

nd t

he U

nive

rse

Geo

Lab

and

Min

iLab

Wor

kshe

ets

Usi

ng a

Top

ogra

phic

Map

Nam

eC

lass

Dat

e

Geo

Lab

and

Min

iLab

Wor

kshe

ets

Cha

pter

2Ea

rth

Sci

ence

: G

eolo

gy,

the

Envi

ronm

ent,

and

the

Uni

vers

e7

Usi

ng a

Top

ogra

phic

Map

1.

Doe

s B

ig W

ildh

orse

Cre

ek f

low

all

year

rou

nd?

Exp

lain

you

r an

swer

.

No

; th

e to

po

gra

ph

ic m

ap s

ymb

ol f

or

the

stre

am in

dic

ates

th

at it

is a

n in

term

itte

nt

stre

am.

2.

Wh

at is

th

e sh

orte

st d

ista

nce

alo

ng

road

s fr

om t

he

Gra

vel P

it in

sec

tion

21

to t

he

seco

nda

ry h

ighw

ay?

The

sho

rtes

t d

ista

nce

is s

ligh

tly

mo

re t

han

3 m

i.

3.

In t

he

spac

e be

low

,dra

w a

pro

file

of

the

lan

d su

rfac

e fr

om t

he

ben

ch m

ark

in s

ecti

on22

to

the

Gra

vel P

it in

sec

tion

33.

Stu

den

t p

rofi

les

sho

uld

sh

ow

a r

elat

ivel

y fl

at, h

igh

ele

vati

on

, fo

llow

ed b

y a

stee

pd

eclin

e in

ele

vati

on

of

nea

rly

300

ft, e

nd

ing

wit

h a

gen

tle

incr

ease

in e

leva

tio

n o

fro

ug

hly

80

ft.

CO

NC

LU

DE

AN

D A

PP

LY

4.

Ifyo

u s

tart

ed a

t th

e be

nch

mar

k (B

M)

on t

he

jeep

tra

il an

d h

iked

alo

ng

the

trai

l an

dth

e ro

ad t

o th

e G

rave

l Pit

in s

ecti

on 2

1,h

ow f

ar w

ould

you

hav

e h

iked

?

You

wo

uld

hav

e h

iked

ap

pro

xim

atel

y 5.

25 m

i.

5.

Wh

at is

th

e st

raig

ht-

line

dist

ance

bet

wee

n t

he

two

poin

ts in

qu

esti

on 4

? W

hat

is t

he

chan

ge in

ele

vati

on?

stra

igh

t-lin

e d

ista

nce

�2

mi;

chan

ge

in e

leva

tio

n �

1071

ft

�75

0 ft

�32

1 ft

AN

AL

YZ

E

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

, Inc

.


10

Cha

pter

3Ea

rth

Sci

ence

: G

eolo

gy,

the

Envi

ronm

ent,

and

the

Uni

vers

eG

eoLa

b an

d M

iniL

ab W

orks

heet

s

Nam

eC

lass

Dat

e

Man

y ro

cks

on E

arth

form

from

sal

ts p

reci

pita

ting

out

ofs

eaw

ater

.Sal

t io

nspr

ecip

itat

e w

hen

a sa

lt so

luti

on b

ecom

es s

atur

ated

.Sol

ubili

ty is

the

abi

lity

ofa

subs

tanc

e to

dis

solv

e in

a s

olut

ion.

Whe

n a

solu

tion

is s

atur

ated

,no

mor

e of

that

subs

tanc

e ca

n be

dis

solv

ed.W

hat

is t

he e

ffect

oft

empe

ratu

re a

nd e

vapo

rati

on o

nsa

ltpr

ecip

itat

ion?

How

do

prec

ipit

atio

n ra

tes

affe

ct t

he s

ize

ofcr

ysta

ls?

Pro

ble

mU

nde

r w

hat

con

diti

ons

do s

alt

solu

tion

s be

com

esa

tura

ted

and

un

der

wh

at c

ondi

tion

s do

es s

alt

pre-

cipi

tate

ou

t of

solu

tion

?

Mate

rials

hal

ite

(sod

ium

ch

lori

de)

250-

mL

glas

s be

aker

s (2

)

dist

illed

wat

er

plas

tic

wra

p

labo

rato

ry s

cale

hot

pla

te

shal

low

gla

ss b

akin

g di

sh

refr

iger

ator

glas

s st

irri

ng

rod

Ob

ject

ives

In t

his

Geo

Lab,

you

will

:

•O

bse

rve

salt

dis

solv

ing

and

prec

ipit

atin

g fr

oma

satu

rate

d sa

lt s

olu

tion

.

•Id

en

tify

the

prec

ipit

ated

sal

t cr

ysta

ls.

•C

om

pare

the

salt

cry

stal

s th

at p

reci

pita

te o

ut

un

der

diff

eren

t co

ndi

tion

s.

•H

yp

oth

esi

zew

hy d

iffe

ren

t co

ndi

tion

s pr

odu

cedi

ffer

ent

resu

lts.

Safe

ty P

reca

uti

on

s

Alw

ays

wea

r sa

fety

gog

gles

an

d an

apr

on in

th

e la

b.W

ash

you

r h

ands

aft

er h

andl

ing

salt

sol

uti

ons.

Use

care

in h

andl

ing

hot

sol

uti

ons.

Use

pro

tect

ion

h

andl

ing

hot

gla

ssw

are.

Salt

Pre

cipi

tati

on

PR

EP

AR

AT

ION

1.

Pou

r 15

0 m

L of

dist

illed

wat

er in

to a

250

-mL

glas

s be

aker

.

2.

Mea

sure

54

g of

sodi

um

ch

lori

de.A

dd t

he

sodi

um

ch

lori

de t

o th

e di

still

ed w

ater

in t

he

beak

er a

nd

stir

un

til o

nly

a f

ew g

rain

s re

mai

non

th

e bo

ttom

of

the

beak

er.

3.

Pla

ce t

he

beak

er o

n t

he

hot

pla

te a

nd

turn

th

eh

ot p

late

on

.As

the

solu

tion

insi

de t

he

beak

erh

eats

up,

stir

it u

nti

l th

e la

st f

ew g

rain

s of

sodi

um

ch

lori

de d

isso

lve.

Th

e sa

lt s

olu

tion

will

then

be

satu

rate

d.

4.

Pou

r 50

mL

ofth

e w

arm

,sat

ura

ted

solu

tion

into

th

e se

con

d 25

0-m

L gl

ass

beak

er.C

over

this

bea

ker

wit

h p

last

ic w

rap

so t

hat

it f

orm

s a

good

sea

l.P

ut

this

bea

ker

in t

he

refr

iger

ator

.

5.

Pou

r 50

mL

ofth

e sa

tura

ted

solu

tion

into

th

esh

allo

w g

lass

bak

ing

dish

.Pla

ce t

he

dish

on

th

eh

ot p

late

an

d h

eat

the

salt

sol

uti

on u

nti

l all

the

liqu

id e

vapo

rate

s.C

AU

TIO

N: T

he b

akin

g di

shw

ill b

e ho

t.H

andl

e w

ith

care

.

6.

Pla

ce t

he

orig

inal

bea

ker

wit

h 5

0 m

L of

the

rem

ain

ing

solu

tion

on

a s

hel

for

win

dow

sill.

Do

not

cov

er t

he

beak

er.

7.

Obs

erve

bot

h b

eake

rs o

ne

day

late

r.If

crys

tals

hav

e n

ot f

orm

ed,w

ait

anot

her

day

to

mak

eyo

ur

obse

rvat

ion

s an

d co

ncl

usi

ons.

8.

On

ce c

ryst

als

hav

e fo

rmed

in a

ll th

ree

con

tain

ers,

obse

rve

the

size

an

d sh

ape

ofth

epr

ecip

itat

ed c

ryst

als.

Des

crib

e yo

ur

obse

rvat

ion

s in

you

r sc

ien

ce jo

urn

al.

PR

OC

ED

UR

E

Geo

Lab

and

Min

iLab

Wor

kshe

ets

Cha

pter

3Ea

rth

Sci

ence

: G

eolo

gy,

the

Envi

ronm

ent,

and

the

Uni

vers

e9

Nam

eC

lass

Dat

e

Iden

tify

ing

Elem

ents

Desc

rib

eM

ost

su

bst

ance

s o

n E

arth

occ

ur

in t

he

form

of

chem

ical

co

mp

ou

nd

s. A

rou

nd

yo

ur

clas

sro

om

, th

ere

are

nu

mer

ou

s o

bje

cts

or

sub

stan

ces

that

co

nsi

st m

ost

ly o

f a

sin

gle

ele

men

t.

Pro

ced

ure

1.

Nam

e th

ree

of

thes

e o

bje

cts

and

th

e th

ree

dif

fere

nt

elem

ents

of

wh

ich

they

are

mad

e.

2.

List

th

e at

om

ic n

um

ber

s o

f th

ese

elem

ents

an

d d

escr

ibe

som

e o

f th

eir

pro

per

ties

.

An

aly

ze a

nd

Co

ncl

ud

e

1.

Mat

ter

can

be

solid

, liq

uid

, or

gas

eou

s. G

ive

on

e ex

amp

le o

f a

solid

,liq

uid

, an

d g

aseo

us

ob

ject

or

sub

stan

ce.

Som

e ex

amp

les

incl

ud

e so

lids:

mo

st m

iner

als;

liq

uid

s: m

ercu

ry, w

ater

, an

d g

aso

line;

and

gas

es: n

eon

, hel

ium

, an

d a

ir.

2.

Ho

w d

oes

a li

qu

id d

iffe

r fr

om

a s

olid

? H

ow

do

es a

gas

dif

fer

fro

m a

liq

uid

?

Solid

s h

ave

def

init

e sh

apes

an

d r

esis

t d

efo

rmat

ion

, liq

uid

s d

efo

rm r

ead

ily a

nd

flo

w,

and

gas

es e

xpan

d a

nd

fill

all

avai

lab

le s

pac

e.

Min

iLab

3M

iniL

ab 3 Art

icle

Elem

ent

Ato

mic

Num

ber

Prop

erti

es

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

, Inc

.


Nam

eC

lass

Dat

e

12

Cha

pter

3Ea

rth

Sci

ence

: G

eolo

gy,

the

Envi

ronm

ent,

and

the

Uni

vers

eG

eoLa

b an

d M

iniL

ab W

orks

heet

s

Salt

Pre

cipi

tati

on

1.

Wh

at a

re t

he

size

s of

the

crys

tals

in t

he

diff

eren

t co

nta

iner

s? W

hic

h c

onta

iner

has

th

esm

alle

st c

ryst

als?

Wh

ich

cry

stal

s fo

rmed

in t

he

shor

test

tim

e in

terv

al?

The

crys

tals

in t

he

bea

kers

are

larg

e—se

vera

l mill

imet

ers

in s

ize.

Th

e sm

alle

st

crys

tals

fo

rmed

in t

he

bak

ing

dis

h in

th

e sh

ort

est

tim

e in

terv

al.

2.

Why

doe

s sa

lt p

reci

pita

te f

rom

sol

uti

on?

How

is c

ryst

al s

ize

rela

ted

to p

reci

pita

tion

rat

e?

Salt

pre

cip

itat

es f

rom

so

luti

on

wh

enev

er t

he

elec

tro

stat

ic a

ttra

ctio

n b

etw

een

sal

t

ion

s o

verc

om

es t

he

dis

rup

tive

eff

ect

of

ther

mal

vib

rati

on

s, e

ith

er w

hen

th

e

con

cen

trat

ion

of

salt

ion

s is

hig

h e

no

ug

h o

r th

e te

mp

erat

ure

is lo

w e

no

ug

h.

Slo

w p

reci

pit

atio

n r

ates

allo

w t

he

gro

wth

of

larg

e cr

ysta

ls.

3.

Des

ign

an

exp

erim

ent

to s

epar

ate

a h

eter

ogen

eou

s m

ixtu

re o

fdi

ffer

ent

salt

s,su

ch a

sN

aCl a

nd

MgC

l 2,in

to it

s co

mpo

nen

ts,b

y di

ssol

vin

g an

d pr

ecip

itat

ion

.

Dif

fere

nt

salt

s h

ave

dif

fere

nt

solu

bili

ties

. To

sep

arat

e tw

o s

alts

, dis

solv

e a

po

rtio

n o

f

the

mix

ture

. Th

e so

luti

on

will

be

enri

ched

in o

ne

of

the

salt

s. E

vap

ora

te t

he

solu

tio

n

and

dis

solv

e a

po

rtio

n o

f th

e re

sid

ue.

Th

is w

ill f

urt

her

en

rich

th

e so

luti

on

in t

he

mo

re s

olu

ble

sal

t. R

epea

t u

nti

l th

e d

esir

ed c

on

cen

trat

ion

is r

each

ed.

CO

NC

LU

DE

AN

D A

PP

LY

Nam

eC

lass

Dat

e

Geo

Lab

and

Min

iLab

Wor

kshe

ets

Cha

pter

3Ea

rth

Sci

ence

: G

eolo

gy,

the

Envi

ronm

ent,

and

the

Uni

vers

e11

Salt

Pre

cipi

tati

on

1.

Wh

at is

th

e sh

ape

ofth

e pr

ecip

itat

ed c

ryst

als

in t

he

thre

e co

nta

iner

s? D

oes

the

shap

eof

the

crys

tals

alo

ne

iden

tify

th

em a

s so

diu

m c

hlo

ride

?

The

crys

tals

are

cu

bic

, an

d s

om

e m

ay b

e in

th

e fo

rm o

f fl

atte

ned

sq

uar

es. N

o;

com

po

un

ds

oth

er t

han

NaC

l may

hav

e si

mila

r cr

ysta

ls.

2.

Why

did

n’t

all o

fth

e sa

lt s

olu

tion

dis

solv

e in

ste

p 2

abov

e? H

ow d

id h

eati

ng

affe

ct t

he

solu

bilit

y of

sodi

um

ch

lori

de?

Why

did

hea

tin

g h

ave

the

obse

rved

eff

ect?

Exp

lain

.

The

solu

tio

n w

as s

atu

rate

d b

efo

re a

ll th

e sa

lt c

ou

ld d

isso

lve.

Hea

tin

g in

crea

sed

th

e

solu

bili

ty b

ecau

se in

crea

sed

th

erm

al e

ner

gy

keep

s sa

lt io

ns

fro

m p

reci

pit

atin

g.

3.

Wh

at e

ffec

t do

es c

oolin

g h

ave

on t

he

solu

bilit

y of

salt

?

Co

olin

g d

ecre

ases

th

e so

lub

ility

of

salt

.

4.

Wh

at h

appe

ns

wh

en a

sal

t so

luti

on e

vapo

rate

s? W

hat

eff

ect

does

eva

pora

tion

hav

e on

the

solu

bilit

y of

salt

?

Wh

en a

sal

t so

luti

on

eva

po

rate

s, o

nly

th

e w

ater

mo

lecu

les

evap

ora

te. T

he

con

cen

trat

ion

of

salt

ion

s in

th

e re

mai

nin

g li

qu

id in

crea

ses,

th

e so

luti

on

bec

om

es s

up

ersa

tura

ted

, an

d s

alt

crys

tals

pre

cip

itat

e.

5.

Supp

ose

you

hav

e tw

o sa

mpl

es o

fvo

lcan

ic r

ock

ofid

enti

cal c

hem

ical

com

posi

tion

bu

tdi

ffer

ent

crys

tal s

izes

.Wh

at c

oncl

usi

ons

can

you

mak

e ab

out

the

con

diti

ons

un

der

wh

ich

eac

h r

ock

sam

ple

cool

ed?

The

rock

s m

ust

hav

e co

ole

d u

nd

er d

iffe

ren

t te

mp

erat

ure

s o

r at

dif

fere

nt

rate

s.

AN

AL

YZ

E

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

, Inc

.


14

Cha

pter

4Ea

rth

Sci

ence

: G

eolo

gy,

the

Envi

ronm

ent,

and

the

Uni

vers

eG

eoLa

b an

d M

iniL

ab W

orks

heet

s

Nam

eC

lass

Dat

e

How

can

cry

stal

sys

tem

s be

mod

eled

?M

iniL

ab 4

Min

iLab

4

Tabl

e 2

Min

eral

s w

ith

Non

met

allic

Lus

ter

Min

eral

Spec

ific

Crys

tal

Brea

kage

Use

s an

d O

ther

(For

mul

a)Co

lor

Stre

akH

ardn

ess

Gra

vity

Syst

emPa

tter

nPr

oper

ties

Aug

ite

blac

kco

lorle

ss6

3.3

mon

oclin

ic2-

dire

ctio

nal

squa

re o

r 8-s

ided

((Ca,

Na)

clea

vage

cros

s se

ctio

n(M

g,Fe

,Al)

(Al,

Si) 2O

6)

Coru

ndum

colo

rless

,co

lorle

ss9

4.0

hexa

gona

lfra

ctur

ege

mst

ones

:rub

y is

red,

(Al 2O

3)bl

ue,b

row

nsa

pphi

re is

blu

e;gr

een,

whi

tein

dust

rial a

bras

ive

pink

,red

Feld

spar

colo

rless

colo

rless

62.

5m

onoc

linic

two

clea

v-in

solu

ble

in a

cids

;(o

rtho

clas

e)w

hite

toag

e pl

anes

used

in th

e m

anuf

actu

re

(KAl

Si3O

8)gr

ay,g

reen

,m

eet a

tof

por

cela

inan

d ye

llow

90°

angl

e

Feld

spar

gray

,co

lorle

ss6

2.5

tric

linic

two

clea

v-us

ed in

cer

amic

s;(p

lagi

ocla

se)

gree

n,ag

e pl

anes

stria

tions

pre

sent

on

(NaA

ISi 3O

8)w

hite

mee

t at

som

e fa

ces

(CaA

I 2Si 3O

8)86

°an

gle

Fluo

rite

colo

rless

,co

lorle

ss4

3–3.

2cu

bic

clea

vage

used

in th

e m

anuf

actu

re(C

aF2)

whi

te,b

lue,

of o

ptic

al e

quip

men

t;gr

een,

red,

glow

s un

der u

ltrav

iole

tye

llow

,pur

ple

light

Gar

net

deep

colo

rless

7.5

3.5

cubi

cco

ncho

idal

used

in je

wel

ry;a

lso

(Mg,

Fe,C

a,ye

llow

-red

,fra

ctur

eus

ed a

s an

abr

asiv

eM

n)3

,(Al

,Fe,

gree

n,bl

ack

Cr) 2,

(SiO

4)3

Hor

nble

nde

gree

n to

gray

to5–

63.

4m

onoc

linic

clea

vage

will

tran

smit

light

on

Ca2N

a(M

g,bl

ack

whi

tein

two

thin

edg

es;6

-sid

edFe

2 )4,

(Al,

Fe3 ,

dire

ctio

nscr

oss

sect

ion

Ti) 3,

Si8O

22(O

,O

H)2

Lim

onit

eye

llow

,ye

llow

,5.

52.

74–4

.3—

conc

hoid

also

urce

of i

ron;

wea

ther

s(h

ydro

usbr

own,

brow

nfra

ctur

eea

sily,

colo

ring

mat

ter

iron

oxid

es)

blac

kof

soi

ls

Oliv

ine

oliv

eco

lorle

ss6.

53.

5or

tho-

conc

hoid

alge

mst

ones

,ref

ract

ory

((Mg,

Fe) 2

gree

nrh

ombi

cfra

ctur

esa

ndSi

O4)

Qua

rtz

colo

rless

,co

lorle

ss7

2.6

hexa

gona

lco

ncho

idal

used

in g

lass

man

ufac

-(S

iO2)

vario

usfra

ctur

etu

re,e

lect

roni

c eq

uip-

colo

rsm

ent,

radi

os,c

ompu

ters

,w

atch

es,g

emst

ones

Topa

zw

hite

,pin

k,co

lorle

ss8

3.5

orth

o-ba

sal

valu

able

gem

ston

e(A

l 2SiO

4ye

llow

,rh

ombi

ccl

eava

ge(F,

OH)

2)pa

le b

lue,

colo

rless

Tabl

e 2

Min

eral

s w

ith

Met

allic

Lus

ter

Min

eral

Spec

ific

Crys

tal

Brea

kage

Use

s an

d O

ther

(For

mul

a)Co

lor

Stre

akH

ardn

ess

Gra

vity

Syst

emPa

tter

nPr

oper

ties

Born

ite

bron

ze,

gray

-bla

ck3

4.9–

5.4

tetr

agon

alun

even

sour

ce o

f cop

per

(Cu 5F

eS4)

tarn

ishe

s to

fract

ure

calle

d “p

eaco

ck o

re”

dark

blu

ebe

caus

e of

the

purp

lepu

rple

shin

e w

hen

it ta

rnis

hes

Chal

copy

rite

bras

sy to

gree

nish

3.5–

44.

2te

trag

onal

unev

enm

ain

ore

of c

oppe

r(C

uFeS

2)go

lden

blac

kfra

ctur

eye

llow

Chro

mit

ebl

ack

orbr

own

to5.

54.

6cu

bic

irreg

ular

ore

of c

hrom

ium

,(F

eCr 2O

4)br

own

blac

kfra

ctur

est

ainl

ess

stee

l,m

etal

lurg

ical

bric

ks

Copp

erco

pper

red

copp

er re

d3

8.5–

9cu

bic

hack

lyco

ins,

pipe

s,gu

tter

s,(C

u)w

ire,c

ooki

ng u

tens

ils,

jew

elry

,dec

orat

ive

plaq

ues;

mal

leab

lean

d du

ctile

Gal

ena

gray

gray

to2.

57.

5cu

bic

cubi

cso

urce

of l

ead,

used

in(P

bS)

blac

kcl

eava

gepi

pes,

shie

lds

for X

rays

,pe

rfect

fishi

ng e

quip

men

t sin

kers

Gol

dpa

le to

yello

w2.

5–3

19.3

cubi

cha

ckly

jew

elry

,mon

ey,g

old

leaf

,(A

u)go

lden

fillin

gs fo

r tee

th,m

edi-

yello

wci

nes;

does

not

tarn

ish

Gra

phit

ebl

ack

tobl

ack

to1–

22.

3he

xago

nal

basa

lpe

ncil

lead

,lub

rican

ts(C

)gr

aygr

aycl

eava

gefo

r loc

ks,r

ods

to c

ontr

ol(s

cale

s)so

me

smal

l nuc

lear

reac

tions

,bat

tery

pol

es

Hem

atit

ebl

ack

orre

d or

65.

3he

xago

nal

irreg

ular

sour

ce o

f iro

n;ro

aste

d(s

pecu

lar)

redd

ish

redd

ish

fract

ure

in a

bla

st fu

rnac

e,(F

e 2O3)

brow

nbr

own

conv

erte

d to

“pi

g”iro

n,m

ade

into

ste

el

Mag

neti

tebl

ack

blac

k6

5.2

cubi

cco

ncho

dial

sour

ce o

f iro

n,na

tura

lly(F

e 3O4)

fract

ure

mag

netic

,cal

led

lode

ston

e

Pyri

telig

ht,b

rass

ygr

eeni

sh6.

55.

0cu

bic

unev

enso

urce

of i

ron,

“foo

l’s(F

eS2)

yello

wbl

ack

fract

ure

gold

,”al

ters

to li

mon

ite

Pyrr

hoti

tebr

onze

gray

-bla

ck4

4.6

hexa

gona

lun

even

an o

re o

f iro

n an

d (F

e 1–XS

)*fra

ctur

esu

lfur;

may

be

mag

netic

Silv

ersil

very

whi

te,

light

gra

y2.

510

–12

cubi

cha

ckly

coin

,fill

ings

for t

eeth

,(A

g)ta

rnish

es to

to s

ilver

jew

elry,

silve

rpla

te,w

ires;

blac

km

alle

able

and

duc

tile

*con

tain

s on

e le

ssat

om o

f Fe

than

S

Geo

Lab

and

Min

iLab

Wor

kshe

ets

Cha

pter

4Ea

rth

Sci

ence

: G

eolo

gy,

the

Envi

ronm

ent,

and

the

Uni

vers

e13

Nam

eC

lass

Dat

e

How

can

cry

stal

sys

tem

s be

mod

eled

?

Mo

del

the

six

maj

or

crys

tal s

yste

ms,

th

en c

lass

ify

min

eral

sam

ple

s ac

cord

ing

to

th

ese

syst

ems.

Pro

ced

ure

1.

Usi

ng

Tab

le 1

for

gu

idan

ce, c

ut

pie

ces

of

foam

bo

ard

into

geo

met

ric

shap

es. Y

ou

rla

rges

t g

eom

etri

c sh

ape

sho

uld

be

no

mo

re t

han

ab

ou

t 8

cm in

len

gth

. Yo

ur

gro

up

will

nee

d a

bo

ut

38 v

ario

us

shap

es.

2.

Tap

e o

r g

lue

the

geo

met

ric

shap

es in

to m

od

els

of

the

six

maj

or

crys

tal s

yste

ms.

Ag

ain

, use

Tab

le 1

for

gu

idan

ce.

3.

Use

th

e m

iner

al s

amp

les

pro

vid

ed b

y yo

ur

teac

her

to

cla

ssif

y m

iner

als

acco

rdin

gto

th

eir

crys

tal s

hap

es.

An

aly

ze a

nd

Co

ncl

ud

e

1.

Wh

at g

eom

etri

c sh

apes

did

yo

u u

se t

o m

od

el t

he

crys

tal s

yste

ms?

squ

ares

, rec

tan

gle

s, h

exag

on

s, a

nd

tri

ang

les

2.

Was

th

e cr

ysta

l str

uct

ure

rea

dily

ap

par

ent

in a

ll m

iner

al s

amp

les?

In

fer

wh

y o

r w

hy

no

t.

Mo

st m

iner

als

gro

w in

res

tric

ted

sp

aces

; th

us,

th

eir

crys

tals

are

no

t w

ell d

efin

ed.

Co

nve

rsel

y, a

min

eral

wit

h a

rea

son

ably

cle

ar c

ryst

al s

tru

ctu

re p

rob

ably

fo

rmed

in a

n u

nre

stri

cted

sp

ace.

3.

Use

Tab

le 2

to id

enti

fy y

ou

r m

iner

als.

Bes

ides

cry

stal

sh

ape,

w

hat

pro

per

ties

did

yo

u u

se f

or

iden

tifi

cati

on

pu

rpo

ses?

An

swer

s w

ill v

ary

dep

end

ing

on

th

e sa

mp

les

use

d.

Min

iLab

4M

iniL

ab 4

Tab

le 1

Cry

stal

Sys

tem

s

Cu

bic

Tet

rag

on

al

Hex

ago

nal

Ort

ho

rho

mb

ic

Mo

no

clin

ic

Tri

clin

ic

Pyri

teW

ulf

enit

ePy

rom

orp

hit

eTo

paz

Gyp

sum

Feld

spar

Exam

ple

s

Syst

em

s

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

, Inc

.


Nam

eC

lass

Dat

e

16

Cha

pter

4Ea

rth

Sci

ence

: G

eolo

gy,

the

Envi

ronm

ent,

and

the

Uni

vers

eG

eoLa

b an

d M

iniL

ab W

orks

heet

s

Mak

ing

a Fi

eld

Gui

de t

o M

iner

als

1.

As

a gr

oup,

list

the

step

s th

at y

ou w

ill t

ake

to t

est

you

r hy

poth

esis

.Kee

p th

e av

aila

ble

mat

eria

lsin

min

d as

you

pla

n y

our

proc

edu

re.B

e sp

ecif

ic,d

escr

ibin

g ex

actl

y w

hat

you

will

do

at e

ach

step

.Pro

pert

ies

that

you

may

wan

t to

tes

t in

clu

de lu

ster

,col

or,r

eact

ion

to

HC

l,m

agn

etis

m,

clea

vage

,fra

ctu

re,t

extu

re,h

ardn

ess,

stre

ak,d

oubl

e re

frac

tion

,an

d de

nsi

ty.

2.

Shou

ld y

ou t

est

any

ofth

e pr

oper

ties

mor

e th

an o

nce

for

any

of

the

min

eral

s?

How

will

you

det

erm

ine

wh

eth

er c

erta

in p

rope

rtie

s in

dica

te a

spe

cifi

c m

iner

al?

3.

Des

ign

a d

ata

tabl

e to

su

mm

ariz

e yo

ur

resu

lts.

You

can

use

th

is t

able

as

the

basi

s fo

ryo

ur

fiel

d gu

ide.

Dra

w t

he

tabl

e in

th

e sp

ace

belo

w.

4.

Rea

d ov

er y

our

enti

re e

xper

imen

t to

mak

e su

re t

hat

all

step

s ar

e in

a lo

gica

l ord

er.

5.

Hav

e yo

u in

clu

ded

a st

ep f

or a

ddit

ion

al r

esea

rch

? Yo

u m

ay h

ave

to u

se t

he

libra

ry o

r th

eG

len

coe

Scie

nce

Web

Sit

e to

gat

her

all

the

nec

essa

ry in

form

atio

n f

or y

our

fiel

d gu

ide.

6.

Wh

at in

form

atio

n w

ill b

e in

clu

ded

in t

he

fiel

d gu

ide?

Pos

sibl

e da

ta in

clu

de h

ow e

ach

min

eral

for

med

,its

use

s,it

s ch

emic

al f

orm

ula

,an

d a

labe

led

phot

ogra

ph o

r dr

awin

gof

the

min

eral

.

7.

Mak

e su

re y

our

teac

her

app

rove

s yo

ur

plan

bef

ore

you

pro

ceed

wit

h y

our

expe

rim

ent.

PL

AN

TH

E E

XP

ER

IME

NT

Geo

Lab

and

Min

iLab

Wor

kshe

ets

Cha

pter

4Ea

rth

Sci

ence

: G

eolo

gy,

the

Envi

ronm

ent,

and

the

Uni

vers

e15

Nam

eC

lass

Dat

e

Hav

e yo

u ev

er u

sed

a fie

ld g

uide

to

iden

tify

a b

ird,

flow

er,r

ock,

or in

sect

? If

so,y

oukn

ow t

hat

field

gui

des

incl

ude

far

mor

e th

an s

impl

y ph

otog

raph

s.A

typ

ical

fiel

dgu

ide

for

min

eral

s m

ight

incl

ude

back

grou

nd in

form

atio

n ab

out

min

eral

s in

gen

eral

,pl

us s

peci

fic in

form

atio

n ab

out

the

form

atio

n,pr

oper

ties

,and

use

s of

each

min

eral

.In

this

act

ivit

y,yo

u’ll

crea

te a

fiel

d gu

ide

to m

iner

als.

Pro

ble

mH

ow w

ould

you

go

abou

t id

enti

fyin

g m

iner

als?

Wh

at p

hysi

cal a

nd

chem

ical

pro

pert

ies

wou

ld y

oute

st?

Wh

ich

of

thes

e pr

oper

ties

sh

ould

be

incl

ude

din

a f

ield

gu

ide

to h

elp

oth

ers

to id

enti

fy u

nkn

own

min

eral

s?

Po

ssib

le M

ate

rials

min

eral

sam

ples

App

endi

x H

han

d le

ns

stee

l file

or

nai

l

glas

s pl

ate

piec

e of

copp

er

stre

ak p

late

pape

r cl

ip

Moh

s sc

ale

ofm

agn

etm

iner

al h

ardn

ess

5 pe

rcen

t hy

droc

hlo

ric

acid

(H

Cl)

wit

h d

ropp

er

Hyp

oth

esi

sA

s a

grou

p,fo

rm a

hyp

oth

esis

abo

ut

wh

ich

pr

oper

ty o

r pr

oper

ties

mig

ht

be m

ost

use

ful i

nid

enti

fyin

g m

iner

als.

Wri

te y

our

hypo

thes

is in

th

esp

ace

belo

w.

Ob

ject

ives

In t

his

Geo

Lab,

you

will

:

•C

on

du

ct t

ests

on

un

know

n m

iner

als

to d

eter

-m

ine

thei

r ph

ysic

al a

nd

chem

ical

pro

pert

ies.

•Id

en

tify

min

eral

s ba

sed

on t

he

resu

lts

ofyo

ur

test

s.

•D

esi

gn

a fi

eld

guid

e fo

r m

iner

als.

Safe

ty P

reca

uti

on

s

Rev

iew

th

e sa

fe u

se o

fac

ids.

HC

l may

cau

se b

urn

s.If

a sp

ill o

ccu

rs,r

inse

you

r sk

in w

ith

wat

er a

nd

not

ify

you

r te

ach

er im

med

iate

ly.

Mak

ing

a Fi

eld

Gui

de

to M

iner

als

PR

EP

AR

AT

ION

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

, Inc

.


Nam

eC

lass

Dat

e

18

Cha

pter

4Ea

rth

Sci

ence

: G

eolo

gy,

the

Envi

ronm

ent,

and

the

Uni

vers

eG

eoLa

b an

d M

iniL

ab W

orks

heet

s

Mak

ing

a Fi

eld

Gui

de t

o M

iner

als

1.

Com

pare

an

d co

ntr

ast

you

r fi

eld

guid

e w

ith

th

ose

ofot

her

gro

ups

.How

cou

ld y

ouim

prov

e yo

ur

fiel

d gu

ide?

An

swer

s w

ill v

ary

gre

atly

. Use

th

is o

pp

ort

un

ity

to e

nco

ura

ge

a liv

ely

clas

s

dis

cuss

ion

ab

ou

t th

e b

est

feat

ure

s to

incl

ud

e in

a f

ield

gu

ide

to m

iner

als.

2.

Wh

at a

re t

he

adva

nta

ges

and

disa

dvan

tage

s of

fiel

d gu

ides

?

An

swer

s w

ill v

ary.

Th

e m

ain

ad

van

tag

e o

f a

fiel

d g

uid

e is

th

at it

can

be

use

d t

o

iden

tify

an

d c

lass

ify

ob

ject

s u

sin

g b

oth

ph

ysic

al a

nd

ch

emic

al p

rop

erti

es. T

he

mai

n

dis

adva

nta

ge

is t

hat

it o

ffer

s in

form

atio

n in

an

ab

rid

ged

fo

rm.

3.

Bas

ed o

n y

our

resu

lts,

is t

her

e an

y on

e de

fin

itiv

e te

st t

hat

can

alw

ays

be u

sed

toid

enti

fy a

min

eral

? E

xpla

in.

Stu

den

ts w

ill li

kely

fin

d t

hat

a c

om

bin

atio

n o

f te

sts

wo

rked

bet

ter

than

an

y o

ne

par

ticu

lar

test

.

CO

NC

LU

DE

AN

D A

PP

LY

Nam

eC

lass

Dat

e

Geo

Lab

and

Min

iLab

Wor

kshe

ets

Cha

pter

4Ea

rth

Sci

ence

: G

eolo

gy,

the

Envi

ronm

ent,

and

the

Uni

vers

e17

Mak

ing

a Fi

eld

Gui

de t

o M

iner

als

1.

Inte

rpre

tin

g R

esu

lts

Wh

ich

pro

pert

ies

wer

e m

ost

relia

ble

for

iden

tify

ing

min

eral

s? W

hic

hpr

oper

ties

wer

e le

ast

relia

ble?

Dis

cuss

rea

son

s w

hy o

ne

prop

erty

ism

ore

use

ful t

han

oth

ers.

An

swer

s w

ill v

ary.

Sp

ecia

l pro

per

ties

are

mo

st r

elia

ble

fo

r m

iner

al id

enti

fica

tio

n

bec

ause

usu

ally

on

ly o

ne

or

two

min

eral

s sh

are

spec

ific

sp

ecia

l pro

per

ties

. Th

e le

ast

relia

ble

pro

per

ties

fo

r id

enti

fica

tio

n o

f a

min

eral

are

co

lor,

lust

er, a

nd

tex

ture

bec

ause

man

y m

iner

als

shar

e th

ese

sam

e p

rop

erti

es.

2.

Defe

nd

ing

Yo

ur

Hyp

oth

esi

sW

as y

our

hypo

thes

is s

upp

orte

d? W

hy o

r w

hy n

ot?

An

swer

s w

ill v

ary.

3.

Thin

kin

g C

riti

call

yH

ow c

ould

you

use

a p

iece

of

pape

r,a

stee

l kn

ife,

and

agl

ass

bott

le t

o di

stin

guis

h b

etw

een

Ice

lan

d sp

ar a

nd

quar

tz?

The

Icel

and

sp

ar w

ill t

ear

the

pap

er, b

ut

it w

ill n

ot

scra

tch

th

e kn

ife

or

gla

ss.

The

qu

artz

will

tea

r th

e p

aper

, an

d s

crat

ch t

he

stee

l kn

ife

and

gla

ss b

ott

le. T

his

ind

icat

es t

hat

th

e q

uar

tz is

har

der

th

an t

he

Icel

and

sp

ar.

4.

Ob

serv

ing

an

d I

nfe

rrin

gW

hat

min

eral

rea

cted

wit

h t

he

HC

l? W

hy d

id t

he

min

eral

bu

bble

? W

rite

th

e ba

lan

ced

equ

atio

n t

hat

des

crib

es t

he

chem

ical

rea

ctio

n t

hat

took

pla

ce b

etw

een

th

e m

iner

al a

nd

the

acid

.

Cal

cite

rea

cts

wit

h H

Cl.

The

HC

l an

d c

alci

um

car

bo

nat

e fo

un

d in

th

e ca

lcit

e

reac

t to

rel

ease

car

bo

n d

ioxi

de

gas

in t

he

form

of

bu

bb

les.

Th

e eq

uat

ion

is

CaC

O3

�2H

Cl →

CaC

l 2�

H2O

�C

O2.

5.

Co

nd

uct

ing

Rese

arc

hW

hat

info

rmat

ion

did

you

incl

ude

in t

he

fiel

d gu

ide?

Wh

atre

sou

rces

did

you

use

to

gath

er y

our

data

? D

escr

ibe

the

layo

ut

ofyo

ur

fiel

d gu

ide.

Stu

den

ts s

ho

uld

hav

e in

clu

ded

th

e n

ame

of

each

min

eral

, its

pro

per

ties

, its

use

s, it

s

chem

ical

fo

rmu

la, a

nd

a p

ho

tog

rap

h o

r sk

etch

of

the

min

eral

. Stu

den

ts li

kely

colle

cted

dat

a fr

om

th

eir

test

s, t

he

libra

ry, t

he

Inte

rnet

, mag

azin

es, f

ield

gu

ides

, an

d

min

eral

co

llect

ion

s. L

ayo

uts

sh

ou

ld b

e cl

ear

and

eas

y to

fo

llow

.

AN

AL

YZ

E

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

, Inc

.


20

Cha

pter

5Ea

rth

Sci

ence

: G

eolo

gy,

the

Envi

ronm

ent,

and

the

Uni

vers

eG

eoLa

b an

d M

iniL

ab W

orks

heet

s

Nam

eC

lass

Dat

e

The

rat

e at

whi

ch m

agm

a co

ols

has

an e

ffect

on

the

grai

n si

ze o

fthe

res

ulti

ng ig

neou

s ro

ck.

Obs

ervi

ng t

he c

ryst

alliz

atio

n of

mag

ma

is d

iffic

ult

beca

use

mol

ten

rock

is v

ery

hot

and

the

crys

talli

zati

on p

roce

ss is

som

etim

es v

ery

slow

.Oth

er m

ater

ials

,how

ever

,cry

stal

lize

at lo

wer

tem

pera

ture

s.T

hese

mat

eria

ls c

an b

e us

ed t

o m

odel

cry

stal

form

atio

n.

Pro

ble

mM

odel

th

e cr

ysta

lliza

tion

of

min

eral

s fr

om m

agm

a.

Mate

rials

clea

n,p

last

ic p

etri

dis

hes

satu

rate

d al

um

sol

uti

on

200-

mL

glas

s be

aker

mag

nif

yin

g gl

ass

piec

e of

dark

-col

ored

con

stru

ctio

n p

aper

ther

mom

eter

pape

r to

wel

s

wat

er

hot

pla

te

Ob

ject

ives

In t

his

Geo

Lab,

you

will

:

•D

ete

rmin

eth

e re

lati

onsh

ip b

etw

een

coo

ling

rate

an

d cr

ysta

l siz

e.

•C

om

pare

and

con

trast

diff

eren

t cr

ysta

l sh

apes

.

Safe

ty P

reca

uti

on

s

Th

e al

um

mix

ture

can

cau

se s

kin

irri

tati

on a

nd

will

be h

ot w

hen

it is

fir

st p

oure

d in

to t

he

petr

i dis

hes

.If

spla

tter

ing

occu

rs,w

ash

ski

n w

ith

col

d w

ater

.A

lway

s w

ear

safe

ty g

oggl

es a

nd

an a

pron

in t

he

lab.

Mod

elin

g Cr

ysta

l For

mat

ion

PR

EP

AR

AT

ION

1.

As

a gr

oup,

plan

how

you

cou

ld c

han

ge t

he

cool

ing

rate

of

a h

ot s

olu

tion

pou

red

into

ape

tri d

ish

.For

inst

ance

,you

may

wan

t to

pu

ton

e sa

mpl

e in

a f

reez

er o

r re

frig

erat

or f

or a

desi

gnat

ed p

erio

d of

tim

e.A

ssig

n e

ach

gro

up

mem

ber

a pe

tri d

ish

to

obse

rve

duri

ng

the

expe

rim

ent.

2.

Pla

ce a

pie

ce o

fda

rk-c

olor

ed c

onst

ruct

ion

pape

r on

a le

vel s

urf

ace

wh

ere

it w

on’t

be

dist

urb

ed.P

lace

th

e pe

tri d

ish

es o

n t

op o

fth

epa

per.

3.

Car

efu

lly p

our

a sa

tura

ted

alu

m s

olu

tion

th

atis

abo

ut

95°C

to

98°C

,or

just

bel

ow b

oilin

gte

mpe

ratu

re,i

nto

eac

h p

etri

dis

h s

o th

at it

ish

alf-

full.

Use

cau

tion

wh

en p

ouri

ng

the

hot

liqu

id t

o av

oid

spla

tter

s an

d bu

rns.

4.

Obs

erve

th

e pe

tri d

ish

es.O

n t

he

nex

t pa

ge,

draw

a d

ata

tabl

e on

wh

ich

to

reco

rd y

our

obse

rvat

ion

s.B

elow

you

r da

ta t

able

,dra

w w

hat

you

obs

erve

hap

pen

ing

in t

he

petr

i dis

has

sign

ed t

o yo

u.

5.

Ever

y 5

min

ute

s fo

r 30

min

ute

s,re

cord

you

rob

serv

atio

ns

ofyo

ur

petr

i dis

h.M

ake

accu

rate

,fu

ll-si

zed

draw

ings

of

any

crys

tals

th

at b

egin

to f

orm

.

PR

OC

ED

UR

E

Geo

Lab

and

Min

iLab

Wor

kshe

ets

Cha

pter

5Ea

rth

Sci

ence

: G

eolo

gy,

the

Envi

ronm

ent,

and

the

Uni

vers

e19

Nam

eC

lass

Dat

e

How

do

igne

ous

rock

s di

ffer

?

Co

mp

are

and

co

ntr

ast

the

dif

fere

nt

char

acte

rist

ics

of

ign

eou

s ro

cks.

Pro

ced

ure

1.

Usi

ng

th

e ig

neo

us

rock

sam

ple

s p

rovi

ded

by

you

r te

ach

er, c

aref

ully

ob

serv

e th

e fo

llow

ing

ch

arac

teri

stic

s o

f ea

ch r

ock

: co

lor,

gra

in s

ize,

text

ure

, an

d, i

f p

oss

ible

, min

eral

co

mp

osi

tio

n.

2.

Des

ign

a d

ata

tab

le t

o r

eco

rd y

ou

r o

bse

rvat

ion

s.

An

aly

ze a

nd

Co

ncl

ud

e

1.

Cla

ssif

y yo

ur

rock

sam

ple

s as

ext

rusi

ve o

r in

tru

sive

ro

cks.

An

swer

s w

ill v

ary

dep

end

ing

on

th

e sa

mp

les

use

d. T

he

coar

se-g

rain

ed s

amp

les

such

as

gra

nit

e, d

iori

te, a

nd

gab

bro

are

intr

usi

ve. T

he

fin

e-g

rain

ed s

amp

les

such

as o

bsi

dia

n, r

hyo

lite,

an

des

ite,

an

d b

asal

t ar

e ex

tru

sive

.

2.

Wh

at c

har

acte

rist

ics

do

th

e ex

tru

sive

ro

cks

shar

e? H

ow

do

th

ey d

iffe

r?W

hat

ch

arac

teri

stic

s d

o t

he

intr

usi

ve r

ock

s sh

are?

Ho

w d

o t

hey

dif

fer?

Extr

usi

ve r

ock

s ar

e fi

ne

gra

ined

. Th

ey d

iffe

r in

co

lor

and

so

me

may

sh

ow

a

po

rph

yrit

ic t

extu

re. I

ntr

usi

ve r

ock

s ar

e co

arse

gra

ined

. Th

ey d

iffe

r in

co

lor

and

min

eral

co

mp

osi

tio

n.

3.

Cla

ssif

y yo

ur

rock

sam

ple

s as

fel

sic,

inte

rmed

iate

, maf

ic, o

r u

ltra

maf

ic.

An

swer

s w

ill v

ary

dep

end

ing

on

th

e sa

mp

les

use

d. L

igh

t-co

lore

d s

amp

les

such

as g

ran

ite

and

rh

yolit

e ar

e fe

lsic

. Med

ium

-co

lore

d s

amp

les

are

inte

rmed

iate

, an

d

dar

k-co

lore

d s

amp

les—

oth

er t

han

ob

sid

ian

—ar

e m

afic

.

Min

iLab

5M

iniL

ab 5

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

, Inc

.


Nam

eC

lass

Dat

e

22

Cha

pter

5Ea

rth

Sci

ence

: G

eolo

gy,

the

Envi

ronm

ent,

and

the

Uni

vers

eG

eoLa

b an

d M

iniL

ab W

orks

heet

s

Mod

elin

g Cr

ysta

l For

mat

ion

1.

Wh

at f

acto

rs a

ffec

ted

the

size

of

the

crys

tals

in t

he

diff

eren

t pe

tri d

ish

es?

How

do

you

kn

ow?

The

coo

ling

rat

e af

fect

ed t

he

crys

tal s

ize.

Th

is is

evi

den

t b

ecau

se it

is t

he

on

ly

vari

able

tes

ted

.

2.

Infe

r w

hy t

he

crys

tals

ch

ange

d sh

ape

as t

hey

gre

w.

The

crys

tals

gre

w la

rger

bu

t m

ain

tain

ed a

sim

ilar

shap

e u

nti

l th

ey b

egan

to

inte

rfer

e

wit

h e

ach

oth

er. T

hei

r sh

apes

bec

ame

dis

tort

ed a

s th

ey g

rew

to

get

her

.

3.

How

is t

his

exp

erim

ent

diff

eren

t fr

om m

agm

a cr

ysta

lliza

tion

? H

ow is

it t

he

sam

e?

The

exp

erim

ent

is d

iffe

ren

t fr

om

mag

ma

crys

talli

zati

on

in t

hat

mag

ma

crys

talli

zati

on

invo

lves

th

e co

olin

g o

f m

elte

d m

iner

als,

wh

erea

s th

is e

xper

imen

t in

volv

es t

he

coo

ling

of

a h

ot

solu

tio

n c

on

tain

ing

dis

solv

ed m

iner

als.

Th

e ex

per

imen

t is

sim

ilar

to

mag

ma

crys

talli

zati

on

in t

hat

th

e co

olin

g r

ate

affe

cted

cry

stal

siz

e in

bo

th c

ases

, an

d

the

crys

tals

gre

w b

y ad

din

g a

tom

s to

th

eir

surf

aces

.

4.

Des

crib

e th

e re

lati

onsh

ip b

etw

een

coo

ling

rate

an

d cr

ysta

l for

mat

ion

.

A f

ast

coo

ling

rat

e re

sult

s in

sm

all c

ryst

als;

a s

low

co

olin

g r

ate

resu

lts

in

larg

e cr

ysta

ls.

CO

NC

LU

DE

AN

D A

PP

LY

AN

AL

YZ

E

3.

Com

pare

you

r dr

awin

gs a

nd

petr

i dis

h w

ith

th

ose

ofot

her

stu

den

ts in

you

r gr

oup.

Wh

ich

pet

ri d

ish

had

th

e sm

alle

st a

vera

ge c

ryst

al s

ize?

Des

crib

e th

e co

ndi

tion

s u

nde

r w

hic

h t

hat

pet

ri d

ish

coo

led.

The

pet

ri d

ish

th

at c

oo

led

mo

st q

uic

kly

will

hav

e th

e sm

alle

st c

ryst

als.

Th

e co

nd

itio

ns

un

der

wh

ich

th

e p

etri

dis

h c

oo

led

will

var

y, d

epen

din

g o

n t

he

coo

ling

met

ho

d u

sed

.

4.

Do

all t

he

crys

tals

hav

e th

e sa

me

shap

e? D

raw

th

e m

ost

com

mon

sh

ape.

Shar

e yo

ur

draw

ings

wit

h o

ther

gro

ups

.Des

crib

e an

y pa

tter

ns

that

you

see

.

The

maj

ori

ty o

f th

e cr

ysta

ls w

ill h

ave

the

sam

e sh

ape

un

til t

hey

beg

in t

o g

row

tog

eth

er.

Nam

eC

lass

Dat

e

Geo

Lab

and

Min

iLab

Wor

kshe

ets

Cha

pter

5Ea

rth

Sci

ence

: G

eolo

gy,

the

Envi

ronm

ent,

and

the

Uni

vers

e21

Mod

elin

g Cr

ysta

l For

mat

ion

DA

TATA

BLE

OB

SERV

ATI

ON

S

1.

How

did

you

var

y th

e co

olin

g ra

te o

fth

e so

luti

ons

in t

he

petr

i dis

hes

? C

ompa

re y

our

met

hod

sw

ith

th

ose

ofot

her

gro

ups

.Did

on

e m

eth

od a

ppea

r to

wor

k be

tter

th

an o

ther

s? E

xpla

in.

An

swer

s w

ill v

ary

dep

end

ing

on

th

e co

olin

g m

eth

od

use

d. P

oss

ible

met

ho

ds

are

liste

d u

nd

er D

ata

and

Ob

serv

atio

ns.

2.

Use

a m

agn

ifyi

ng

glas

s or

bin

ocu

lar

mic

rosc

ope

to o

bser

ve y

our

alu

m c

ryst

als.

Wh

atdo

th

e cr

ysta

ls lo

ok li

ke?

Are

all

the

crys

tals

th

e sa

me

size

?

Alu

m c

ryst

als

are

tab

ula

r an

d h

ave

six

sid

es. T

hey

loo

k lik

e tr

ian

gle

s w

ith

th

e

corn

ers

cut

off

. Th

e cr

ysta

ls m

ay b

e d

iffe

ren

t si

zes.

AN

AL

YZ

E

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

, Inc

.


24

Cha

pter

6Ea

rth

Sci

ence

: G

eolo

gy,

the

Envi

ronm

ent,

and

the

Uni

vers

eG

eoLa

b an

d M

iniL

ab W

orks

heet

s

Nam

eC

lass

Dat

e

As

the

rock

cyc

le c

onti

nues

,and

roc

ks c

hang

e fr

om o

ne t

ype

to a

noth

er,m

ore

chan

ges

occu

r th

an m

eet

the

eye.

Col

or,g

rain

siz

e,te

xtur

e an

d m

iner

al c

ompo

siti

on a

reea

sily

obs

erve

d an

d de

scri

bed

visu

ally

.Yet

,wit

h m

iner

al c

hang

es c

ome

chan

ges

in c

ryst

alst

ruct

ure

and

dens

ity.

How

can

the

se b

e ac

coun

ted

for

and

desc

ribe

d? S

tudy

ing

pair

s of

sedi

men

tary

and

met

amor

phic

roc

ks c

an s

how

you

how

.

Pro

ble

mH

ow d

o th

e ch

arac

teri

stic

s of

sedi

men

tary

an

dm

etam

orph

ic r

ocks

com

pare

?

Mate

rials

sam

ples

of

sedi

men

tary

roc

ks a

nd

thei

r m

etam

orph

ic e

quiv

alen

ts

mag

nif

yin

g gl

ass

or h

and

len

s

pape

r

pen

cil

beam

bal

ance

100-

mL

grad

uat

ed c

ylin

der

or b

eake

r la

rge

enou

gh t

o h

old

the

rock

sam

ples

wat

er

Ob

ject

ives

In t

his

Geo

Lab,

you

will

:

•D

esc

rib

eth

e ch

arac

teri

stic

s of

sedi

men

tary

an

dm

etam

orph

ic r

ocks

.

•D

ete

rmin

eth

e de

nsi

ty o

fdi

ffer

ent

rock

typ

es.

•In

fer

how

met

amor

phis

m c

han

ges

the

stru

ctu

reof

rock

s.

Safe

ty P

reca

uti

on

s

Alw

ays

wea

r sa

fety

gog

gles

an

d an

apr

on

in t

he

lab.

Inte

rpre

ting

Cha

nges

in

Roc

ks

PR

EP

AR

AT

ION

1.

Use

th

e da

ta t

able

on

th

e n

ext

page

.Add

row

sto

th

e ta

ble

ifyo

u a

re e

xam

inin

g m

ore

than

fou

r sa

mpl

es.

2.

Obs

erve

eac

h r

ock

sam

ple.

Rec

ord

you

rob

serv

atio

ns

in t

he

data

tab

le.

3.

Rec

all t

hat

den

sity

�m

ass/

volu

me.

Mak

e a

plan

th

at w

ill a

llow

you

to

mea

sure

th

e m

ass

and

volu

me

ofa

rock

sam

ple.

4.

Det

erm

ine

the

den

sity

of

each

roc

k sa

mpl

ean

d re

cord

th

is in

form

atio

n in

th

e da

ta t

able

.

PR

OC

ED

UR

E

Geo

Lab

and

Min

iLab

Wor

kshe

ets

Cha

pter

6Ea

rth

Sci

ence

: G

eolo

gy,

the

Envi

ronm

ent,

and

the

Uni

vers

e23

Nam

eC

lass

Dat

e

Wha

t ha

ppen

ed h

ere?

Inte

rpre

tan

imal

act

ivit

y fr

om

pat

tern

s o

f fo

ssil

foo

tpri

nts

.

Pro

ced

ure

1.

Stu

dy

the

ph

oto

gra

ph

of

a se

t o

f fo

otp

rin

tsth

at h

as b

een

pre

serv

ed in

sed

imen

tary

ro

cks.

2.

Wri

te a

des

crip

tio

n o

f h

ow

th

ese

trac

ks m

igh

th

ave

bee

n m

ade.

3.

Dra

w y

ou

r o

wn

dia

gra

m o

f a

set

of

foss

ilize

d f

oo

tpri

nts

th

at r

eco

rd t

he

inte

ract

ion

so

fo

rgan

ism

s in

th

e en

viro

nm

ent.

Use

th

e sp

ace

bel

ow

.

4.

Giv

e yo

ur

dia

gra

m t

o a

no

ther

stu

den

t an

d h

ave

that

stu

den

t in

terp

ret

wh

at h

app

ened

.

An

aly

ze a

nd

Co

ncl

ud

e

1.

Ho

w m

any

anim

als

mad

e th

e tr

acks

sh

ow

n?

on

e

2.

Wh

at t

ypes

of

info

rmat

ion

can

be

infe

rred

fro

m a

set

of

foss

il fo

otp

rin

ts?

typ

es o

f an

imal

s, d

irec

tio

n o

f tr

avel

, rel

ativ

e st

rid

e le

ng

ths

and

wei

gh

ts o

f th

e

anim

als,

nu

mb

er o

f to

es, w

hic

h t

rack

s w

ere

mad

e fi

rst,

an

d s

o o

n

3.

Did

oth

er s

tud

ents

inte

rpre

t yo

ur

dia

gra

m t

he

sam

e w

ay?

Wh

at m

igh

t h

ave

cau

sed

an

y d

iffe

ren

ces?

Dia

gra

ms

will

like

ly h

ave

mu

ltip

le in

terp

reta

tio

ns

bec

ause

dif

fere

nt

anim

al

inte

ract

ion

s m

ay le

ave

sim

ilar

typ

es o

f tr

acks

.

Min

iLab

6M

iniL

ab 6

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

, Inc

.


Nam

eC

lass

Dat

e

26

Cha

pter

6Ea

rth

Sci

ence

: G

eolo

gy,

the

Envi

ronm

ent,

and

the

Uni

vers

eG

eoLa

b an

d M

iniL

ab W

orks

heet

s

Inte

rpre

ting

Cha

nges

in R

ocks

1.

Why

doe

s th

e co

lor

ofa

sedi

men

tary

roc

k ch

ange

du

rin

g m

etam

orph

ism

?

The

gra

in s

ize

is c

han

gin

g a

nd

new

min

eral

s ar

e g

row

ing

.

2.

Com

pare

th

e de

nsi

ty o

fa

slat

e an

d a

quar

tzit

e.W

hic

h r

ock

has

a g

reat

er d

ensi

ty?

Exp

lain

.

Dep

end

ing

up

on

sam

ple

s u

sed

, th

e d

ensi

ties

may

be

clo

se. S

late

will

usu

ally

hav

e a

gre

ater

den

sity

th

an q

uar

tzit

e. Q

uar

tzit

e w

ill h

ave

a d

ensi

ty v

ery

clo

se t

o q

uar

tz—

2.6

g/c

m3 . T

he

mic

a m

iner

als

in s

late

oft

en h

ave

a g

reat

er d

ensi

ty t

han

qu

artz

do

es.

3.

Com

pare

th

e de

nsi

ties

of

shal

e an

d sl

ate,

san

dsto

ne

and

quar

tzit

e,an

d lim

esto

ne

and

mar

ble.

Doe

s de

nsi

ty a

lway

s ch

ange

in t

he

sam

e w

ay?

Exp

lain

th

e re

sult

s th

at

you

obs

erve

d.

The

slat

e w

ill b

e m

ore

den

se t

han

th

e sh

ale

bec

ause

den

ser

min

eral

s h

ave

gro

wn

.

Qu

artz

ite

is d

ense

r th

an s

and

sto

ne

bec

ause

sili

ca h

as g

row

n in

to t

he

po

re s

pac

es

that

had

pre

vio

usl

y b

een

fill

ed w

ith

air

or

wat

er. M

arb

le is

mo

re d

ense

th

an

limes

ton

e b

ecau

se t

he

calc

ite

has

rec

ryst

alliz

ed in

to a

den

ser,

inte

rlo

ckin

g s

tru

ctu

re.

CO

NC

LU

DE

AN

D A

PP

LY

Nam

eC

lass

Dat

e

Geo

Lab

and

Min

iLab

Wor

kshe

ets

Cha

pter

6Ea

rth

Sci

ence

: G

eolo

gy,

the

Envi

ronm

ent,

and

the

Uni

vers

e25

Inte

rpre

ting

Cha

nges

in R

ocks

1.

Com

pare

an

d co

ntr

ast

a sh

ale

and

a sa

nds

ton

e.

shal

e–d

arke

r co

lor,

fin

er g

rain

ed, t

hin

laye

rs; s

and

sto

ne–

ligh

ter

colo

r, m

ediu

m

gra

ined

, th

icke

r la

yers

or

mas

sive

2.

How

doe

s th

e gr

ain

siz

e of

a sa

nds

ton

e ch

ange

du

rin

g m

etam

orph

ism

?

The

gra

ins

bec

om

e la

rger

as

they

gro

w t

og

eth

er.

3.

Wh

at t

extu

ral d

iffe

ren

ces

do y

ou o

bser

ve b

etw

een

a s

hal

e an

d a

slat

e?

Slat

e h

as t

hin

ner

fo

liate

d la

yers

an

d m

ay h

ave

a sm

oo

ther

fee

l an

d s

hin

ier

lust

er

bec

ause

of

the

pre

sen

ce o

f m

etam

orp

hic

mic

a m

iner

als.

4.

Com

pare

th

e de

nsi

ties

you

cal

cula

ted

wit

h o

ther

stu

den

ts.D

oes

ever

ybod

y h

ave

the

sam

e an

swer

? W

hat

are

som

e of

the

reas

ons

that

an

swer

s m

ay v

ary?

The

calc

ula

ted

den

siti

es w

ill b

e va

riab

le. P

oss

ible

so

urc

es o

f er

ror

are

mat

hem

atic

al

mis

take

s, m

ass

dif

fere

nce

s b

etw

een

wet

an

d d

ry s

amp

les,

lack

of

pre

cisi

on

in

volu

me

mea

sure

men

t, a

nd

slig

ht

dif

fere

nce

s b

etw

een

sam

ple

s.

AN

AL

YZ

E

Sam

ple

Rock

Spec

ific

num

ber

type

char

acte

rist

ics

Mas

sVo

lum

eD

ensi

ty

1 2 3 4

Dat

a Ta

ble

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

, Inc

.


28

Cha

pter

7Ea

rth

Sci

ence

: G

eolo

gy,

the

Envi

ronm

ent,

and

the

Uni

vers

eG

eoLa

b an

d M

iniL

ab W

orks

heet

s

Nam

eC

lass

Dat

e

Man

y fa

ctor

s af

fect

the

rat

e of

wea

ther

ing

ofE

arth

mat

eria

ls.T

wo

maj

or fa

ctor

s th

ataf

fect

the

rat

e at

whi

ch a

roc

k w

eath

ers

incl

ude

the

leng

th o

ftim

e it

is e

xpos

ed t

o a

wea

ther

ing

agen

t an

d th

e co

mpo

siti

on o

fthe

roc

k.

Pro

ble

mIn

vest

igat

e th

e re

lati

onsh

ip b

etw

een

tim

e an

d th

era

te o

fw

eath

erin

g of

hal

ite

chip

s.

Mate

rials

plas

tic

jar

wit

h li

d

wat

er (

300

mL)

hal

ite

chip

s (1

00 g

)

bala

nce

tim

er

pape

r to

wel

s

Ob

ject

ives

In t

his

Geo

lab,

you

will

:

•D

ete

rmin

eth

e re

lati

onsh

ip b

etw

een

th

e le

ngt

hof

tim

e th

at r

ocks

are

exp

osed

to

run

nin

g w

ater

and

the

degr

ee o

fw

eath

erin

g of

the

rock

s.

•D

esc

rib

eth

e ap

pear

ance

of

wea

ther

ed r

ocks

.

•In

fer

wh

at o

ther

fac

tors

may

infl

uen

ce t

he

rate

ofw

eath

erin

g.

•A

pp

lyyo

ur

resu

lts

to a

rea

l-w

orld

sit

uat

ion

.

Safe

ty P

reca

uti

on

s

Wea

r sp

lash

-res

ista

nt

safe

ty g

oggl

es a

nd

an a

pron

wh

ile y

ou d

o th

is a

ctiv

ity.

Do

not

inge

st t

he

hal

ite

chip

s.

Effe

cts

of W

eath

erin

g

PR

EP

AR

AT

ION

Ave

rage

Sha

king

Tim

e in

Min

utes

Wei

ght

of C

hips

(g)

3D

ata

sho

uld

ref

lect

6d

ecre

ases

in w

eig

ht

wit

h

9in

crea

ses

in s

hak

ing

tim

e.

12

Wea

ther

ing

Dat

a

Geo

Lab

and

Min

iLab

Wor

kshe

ets

Cha

pter

7Ea

rth

Sci

ence

: G

eolo

gy,

the

Envi

ronm

ent,

and

the

Uni

vers

e27

Nam

eC

lass

Dat

e

How

do

rock

s w

eath

er?

Mo

del

ho

w r

ock

s ar

e ex

po

sed

to

th

eir

surr

ou

nd

ing

en

viro

nm

ent

and

slo

wly

wea

ther

aw

ay.

Pro

ced

ure

1.

Car

ve y

ou

r n

ame

dee

ply

into

a b

ar o

f so

ap w

ith

a t

oo

thp

ick.

Wei

gh

th

eso

ap a

nd

rec

ord

th

e w

eig

ht.

2.

Mea

sure

an

d r

eco

rd t

he

dep

th o

f th

e le

tter

s ca

rved

into

th

e so

ap.

3.

Plac

e th

e b

ar o

f so

ap o

n it

s ed

ge

in a

cat

ch b

asin

.

4.

Spri

nkl

e w

ater

ove

r th

e b

ar o

f so

ap u

nti

l a n

oti

ceab

le c

han

ge

occ

urs

inth

e d

epth

of

the

carv

ed le

tter

s.

5.

Mea

sure

an

d r

eco

rd t

he

dep

th o

f th

e ca

rved

lett

ers.

An

aly

ze a

nd

Co

ncl

ud

e

1.

Ho

w d

id t

he

dep

th o

f th

e le

tter

s ca

rved

into

th

e b

ar o

f so

ap c

han

ge?

The

dep

th o

f th

e le

tter

s ca

rved

in t

he

bar

of

soap

dec

reas

ed a

s m

ore

wat

er w

as

po

ure

d o

ver

it.

2.

Did

th

e sh

ape,

siz

e, o

r w

eig

ht

of

the

bar

of

soap

ch

ang

e?

The

shap

e o

f th

e b

ar o

f so

ap b

ecam

e m

ore

ro

un

ded

an

d t

he

bar

of

soap

bec

ame

smal

ler.

The

soap

mig

ht

also

hav

e lo

st m

ass.

3.

Wh

ere

did

th

e m

issi

ng

so

ap g

o?

The

mis

sin

g s

oap

dis

solv

ed in

th

e w

ater

an

d e

ven

tual

ly w

as c

arri

ed a

way

in t

he

dra

in.

4.

Wh

at a

dd

itio

nal

pro

ced

ure

co

uld

yo

u f

ollo

w t

o d

eter

min

e w

het

her

an

yso

ap w

ore

aw

ay?

Mea

sure

th

e m

ass

of

the

soap

bef

ore

an

d a

fter

wat

er is

ad

ded

.

Min

iLab

7M

iniL

ab 7

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

, Inc

.


Nam

eC

lass

Dat

e

30

Cha

pter

7Ea

rth

Sci

ence

: G

eolo

gy,

the

Envi

ronm

ent,

and

the

Uni

vers

eG

eoLa

b an

d M

iniL

ab W

orks

heet

s

Effe

cts

of W

eath

erin

g

1.

Wh

at r

eal-

wor

ld p

roce

ss d

id y

ou m

odel

in t

his

inve

stig

atio

n?

rock

s m

ovi

ng

in a

str

eam

2.

How

wou

ld a

cid

prec

ipit

atio

n a

ffec

t th

is p

roce

ss in

th

e re

al w

orld

?

Aci

d p

reci

pit

atio

n w

ou

ld s

pee

d u

p t

he

rate

of

wea

ther

ing

by

mak

ing

th

e w

ater

mo

re a

cid

ic.

3.

How

wou

ld t

he

resu

lts

ofyo

ur

inve

stig

atio

n b

e af

fect

ed if

you

use

d pi

eces

of

quar

tzin

stea

d of

hal

ite?

The

pie

ces

of

qu

artz

wo

uld

no

t w

ear

away

in t

he

tim

e al

lott

ed f

or

this

inve

stig

atio

n.

CO

NC

LU

DE

AN

D A

PP

LY

Nam

eC

lass

Dat

e

Geo

Lab

and

Min

iLab

Wor

kshe

ets

Cha

pter

7Ea

rth

Sci

ence

: G

eolo

gy,

the

Envi

ronm

ent,

and

the

Uni

vers

e29

Effe

cts

of W

eath

erin

g

1.

Why

did

you

nee

d to

soa

k th

e ch

ips

befo

re c

ondu

ctin

g th

e in

vest

igat

ion

?

Soak

ing

in w

ater

is im

po

rtan

t so

th

at t

he

chip

s h

ave

alre

ady

abso

rbed

all

the

wat

er

they

can

. Ab

sorp

tio

n o

f w

ater

du

rin

g t

he

lab

wo

uld

lead

to

inco

nsi

sten

cies

in d

ata.

2.

How

did

th

e m

ass

ofth

e ro

cks

chan

ge w

ith

th

e le

ngt

h o

fti

me

they

wer

e sh

aken

?

Ove

rall

wei

gh

t d

ecre

ased

wit

h a

n in

crea

se in

sh

akin

g t

ime.

3.

How

did

th

e sh

ape

ofth

e ro

cks

chan

ge a

s a

resu

lt o

fbe

ing

shak

en in

a ja

r w

ith

wat

er?

The

rock

ch

ips

bec

ame

mo

re r

ou

nd

ed a

nd

sm

oo

th.

4.

Wh

at f

acto

rs c

ould

hav

e af

fect

ed a

tea

m’s

res

ult

s?

deg

ree

of

accu

racy

, car

e in

no

t lo

sin

g p

iece

s o

f ro

ck c

hip

s, n

ot

shak

ing

in a

sim

ilar

man

ner

in e

ach

lab

gro

up

AN

AL

YZ

E

1.

Soak

100

g o

fh

alit

e ch

ips

in w

ater

ove

rnig

ht.

2.

As

a cl

ass,

deci

de o

n a

un

ifor

m m

eth

od o

fsh

akin

g th

e ja

rs.

3.

Pou

r of

fth

e w

ater

an

d pl

ace

the

hal

ite

chip

s in

the

plas

tic

jar.

4.

Add

300

mL

ofw

ater

to

the

jar.

5.

Secu

re t

he

lid o

n t

he

jar.

6.

Shak

e th

e ja

r fo

r th

e as

sign

ed p

erio

d of

tim

e.

7.

Rem

ove

the

wat

er f

rom

th

e ja

r.

8.

Use

pap

er t

owel

s to

dry

th

e h

alit

e ch

ips.

9.

Use

a b

alan

ce t

o w

eigh

th

e ch

ips.

Rec

ord

you

rm

easu

rem

ent

in a

dat

a ta

ble

sim

ilar

to t

he

one

prov

ided

on

pag

e 28

.

PR

OC

ED

UR

E

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

, Inc

.


32

Cha

pter

8Ea

rth

Sci

ence

: G

eolo

gy,

the

Envi

ronm

ent,

and

the

Uni

vers

eG

eoLa

b an

d M

iniL

ab W

orks

heet

s

Nam

eC

lass

Dat

e

Aro

und

mid

day

on A

pril

27,1

993,

in a

nor

mal

ly q

uiet

,rur

al a

rea

ofN

ew Y

ork

Stat

e,th

e la

ndsc

ape

dram

atic

ally

cha

nged

.Une

xpec

tedl

y,al

mos

t 1

mill

ion

m3

ofE

arth

debr

is s

lid o

ver

300

m d

own

the

low

er s

lope

ofB

are

Mou

ntai

n an

d in

to T

ully

Val

ley.

The

debr

is fl

owed

ove

r th

e ro

ad a

nd b

urie

d ne

arby

hom

es.T

he p

eopl

e w

ho li

ved

ther

e ha

d no

know

ledg

e of

any

prio

r la

ndsl

ides

occ

urri

ng in

the

are

a,ye

t th

is la

ndsl

ide

was

the

larg

est

to o

ccur

in N

ew Y

ork

Stat

e in

mor

e th

an 7

5 ye

ars.

Wha

t ca

used

thi

s la

rge

mas

s of

Ear

thm

ater

ial t

o m

ove

so s

udde

nly?

Pro

ble

mH

ow c

an y

ou u

se a

dra

win

g ba

sed

on a

to

pogr

aph

ic m

ap t

o in

fer

how

th

e Tu

lly V

alle

yLa

nds

lide

occu

rred

?

Mate

rials

m

etri

c ru

ler

pen

cil

Map

ping

a L

ands

lide

PR

EP

AR

AT

ION

1.

Use

th

e m

ap t

o an

swer

th

e fo

llow

ing

ques

tion

s.B

e su

re t

o ch

eck

the

map

’s s

cale

.2.

Mea

sure

an

d re

cord

th

e le

ngt

h a

nd

wid

th o

fth

e Tu

lly V

alle

y in

kilo

met

ers.

Dou

ble-

chec

kyo

ur

resu

lts.

PR

OC

ED

UR

E

1.

Wh

at d

oes

the

shap

e of

the

valle

y te

ll yo

u a

bou

t h

ow it

for

med

?

The

shap

e o

f th

e va

lley

ind

icat

es t

hat

it w

as f

orm

ed b

y g

laci

al a

ctiv

ity.

2.

In w

hat

dir

ecti

on d

id t

he

lan

dslid

e fl

ow?

wes

t to

eas

t

3.

In w

hat

dir

ecti

on d

oes

the

On

onda

ga C

reek

flo

w?

no

rth

4.

Infe

r fr

om t

he

map

wh

ich

sid

e of

Tully

Val

ley

has

th

e st

eepe

st v

alle

y w

alls

.

Stu

den

ts s

ho

uld

infe

r fr

om

th

e m

ap t

hat

th

e w

este

rn s

ide

has

exp

erie

nce

d

lan

dsl

ides

in t

he

pas

t an

d is

ste

epes

t.AN

AL

YZ

E

Geo

Lab

and

Min

iLab

Wor

kshe

ets

Cha

pter

8Ea

rth

Sci

ence

: G

eolo

gy,

the

Envi

ronm

ent,

and

the

Uni

vers

e31

Nam

eC

lass

Dat

e

Whe

re d

oes

win

d er

osio

n oc

cur?

Inte

rpre

ta

win

d e

rosi

on

map

to

fin

d o

ut

wh

at p

arts

of

the

Un

ited

Sta

tes

are

sub

ject

to

win

d e

rosi

on

.

Pro

ced

ure

Ref

er t

o t

he

win

d e

rosi

on

map

sh

ow

n b

elo

w t

o a

nsw

er t

he

follo

win

g q

ues

tio

ns.

An

aly

ze a

nd

Co

ncl

ud

e

1.

Wh

ich

are

as o

f th

e U

nit

ed S

tate

s ex

per

ien

ce w

ind

ero

sio

n?

Win

d e

rosi

on

occ

urs

in t

he

Gre

at P

lain

s ar

ea a

nd

alo

ng

eas

tern

an

d s

ou

ther

n

sho

relin

es.

2.

Wh

ere

is t

he

larg

est

area

of

win

d e

rosi

on

? Th

e se

con

d la

rges

t?

The

larg

est

area

of

win

d e

rosi

on

is t

he

Gre

at P

lain

s, a

nd

th

e se

con

d la

rges

t is

alo

ng

the

east

ern

an

d s

ou

ther

n s

ho

relin

es.

3.

Wh

at c

oas

tal a

reas

are

su

bje

ct t

o w

ind

ero

sio

n?

the

mid

-Atl

anti

c an

d s

ou

ther

n s

ho

relin

es a

nd

sh

ore

lines

alo

ng

th

e n

ort

her

n a

nd

wes

tern

po

rtio

ns

of

the

Gu

lf o

f M

exic

o

Min

iLab

8M

iniL

ab 8

Win

d E

rosi

on

in

th

e U

nit

ed

Sta

tes

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

, Inc

.


Nam

eC

lass

Dat

e

34

Cha

pter

8Ea

rth

Sci

ence

: G

eolo

gy,

the

Envi

ronm

ent,

and

the

Uni

vers

eG

eoLa

b an

d M

iniL

ab W

orks

heet

s

Map

ping

a L

ands

lide

Nam

eC

lass

Dat

e

Geo

Lab

and

Min

iLab

Wor

kshe

ets

Cha

pter

8Ea

rth

Sci

ence

: G

eolo

gy,

the

Envi

ronm

ent,

and

the

Uni

vers

e33

Map

ping

a L

ands

lide

5.

Wh

at c

ondi

tion

s m

ust

hav

e be

en p

rese

nt

for

the

lan

dslid

e to

occ

ur?

The

gro

un

d h

ad t

o b

e sa

tura

ted

wit

h w

ater

.

6.

At

the

tim

e of

the

Tully

Val

ley

Lan

dslid

e,th

e tr

ees

wer

e ba

re.H

ow c

ould

th

is h

ave

affe

cted

th

e co

ndi

tion

s th

at c

ause

d th

e la

nds

lide?

Tree

s w

ith

leav

es w

ou

ld h

ave

soak

ed u

p m

ore

of

the

wat

er in

th

e g

rou

nd

an

d t

he

lan

dsl

ide

may

no

t h

ave

occ

urr

ed.

AN

AL

YZ

E

1.

Why

do

you

th

ink

the

Tully

Val

ley

Lan

dslid

e oc

curr

ed?

The

fin

e p

arti

cles

th

at m

ade

up

th

e se

dim

ents

in t

he

valle

y w

ere

satu

rate

d w

ith

wat

er. T

he

wat

er r

edu

ced

fri

ctio

n b

etw

een

th

e p

arti

cles

an

d a

llow

ed t

he

rock

mat

eria

l to

slid

e d

ow

nsl

op

e.

2.

Ifyo

u p

lan

ned

to

mov

e in

to a

n a

rea

pron

e to

mas

s m

ovem

ents

,su

ch a

s la

nds

lides

,w

hat

info

rmat

ion

wou

ld y

ou g

ath

er b

efor

ehan

d?

Ch

eck

wit

h lo

cal p

lan

nin

g b

oar

ds

and

oth

er g

ove

rnm

enta

l ag

enci

es a

nd

gro

up

s to

det

erm

ine

the

pas

t h

isto

ry o

f th

e ar

ea; s

cou

t th

e ar

ea o

ut

and

loo

k fo

r p

oss

ible

sig

ns

of

pre

vio

us

slu

mp

ing

, ero

sio

n, a

nd

so

on

; an

d d

o n

ot

pu

rch

ase

or

bu

ild in

geo

log

ical

ly q

ues

tio

nab

le s

ites

su

ch a

s at

th

e b

ase

of

a st

eep

mo

un

tain

.

CO

NC

LU

DE

AN

D A

PP

LY

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

, Inc

.


36

Cha

pter

9Ea

rth

Sci

ence

: G

eolo

gy,

the

Envi

ronm

ent,

and

the

Uni

vers

eG

eoLa

b an

d M

iniL

ab W

orks

heet

s

Nam

eC

lass

Dat

e

Wat

er in

str

eam

s flo

ws

from

are

as o

fhig

her

elev

atio

n to

are

as o

flow

er e

leva

tion

.T

he r

ate

ofst

ream

flow

var

ies

from

one

str

eam

to

anot

her

and

also

in d

iffer

ent

area

s of

the

sam

e st

ream

.

Pro

ble

mD

eter

min

e h

ow s

lope

may

aff

ect

stre

am-f

low

ve

loci

ty.

Mate

rials

1-m

len

gth

of

viny

l gu

tter

pip

e

rin

g st

and

and

clam

p

wat

er s

ourc

e w

ith

lon

g h

ose

prot

ract

or w

ith

plu

mb

bob

sin

k or

con

tain

er t

o ca

tch

wat

er

stop

wat

ch

grea

se p

enci

l

met

erst

ick

pape

r

hol

e pu

nch

Ob

ject

ives

In t

his

Geo

Lab,

you

will

:

•M

easu

re t

he

tim

e it

tak

es f

or w

ater

to

flow

dow

n a

ch

ann

el a

t di

ffer

ent

slop

es a

nd

dept

hs.

•O

rgan

ize

you

r da

ta in

a t

able

.

•Plo

tth

e da

ta o

n a

gra

ph t

o sh

ow h

ow s

trea

mve

loci

ty is

dir

ectl

y pr

opor

tion

al t

o th

e st

ream

chan

nel

’s s

lope

an

d de

pth

.

•D

esc

rib

eth

e re

lati

onsh

ip b

etw

een

slo

pe a

nd

rate

of

stre

am f

low

.

Safe

ty P

reca

uti

on

s

Alw

ays

wea

r sa

fety

gog

gles

in t

he

lab.

Mod

elin

g St

ream

Vel

ocit

yan

d Sl

ope

PR

EP

AR

AT

ION

1.

Use

th

e h

ole

pun

ch t

o m

ake

10 t

o 15

pap

erci

rcle

s to

be

use

d as

flo

atin

g m

arke

rs.

2.

Use

th

e ill

ust

rati

on b

elow

as

a gu

ide

to s

et u

pth

e pr

otra

ctor

wit

h t

he

plu

mb

bob.

3.

Use

th

e gr

ease

pen

cil t

o m

ark

two

lines

acr

oss

the

insi

de o

fth

e gu

tter

pip

e at

a d

ista

nce

of

40 c

m a

part

.

4.

Use

th

e ri

ng

stan

d an

d cl

amp

to h

old

the

gutt

er p

ipe

at a

n a

ngl

e of

10°.

Pla

ce t

he

end

ofth

e pi

pe in

a s

ink

or b

asin

to

colle

ct t

he

disc

har

ged

flow

of

wat

er.

5.

Att

ach

a lo

ng

hos

e to

a w

ater

fau

cet

in t

he

sin

k.

6.

Kee

p th

e h

ose

in t

he

sin

k u

nti

l you

are

rea

dyto

use

it.T

hen

tu

rn o

n t

he

wat

er a

nd

adju

stth

e fl

ow u

nti

l th

e w

ater

is m

ovin

g qu

ickl

yen

ough

to

prov

ide

a st

eady

flo

w.

7.

Ben

d th

e h

ose

tem

pora

rily

to

bloc

k th

e w

ater

flow

un

til t

he

hos

e is

pos

itio

ned

at

leas

t 5

cmab

ove

the

top

line

mar

ked

on t

he

pipe

.

PR

OC

ED

UR

E

Stri

ng

Prot

ract

or

Wei

ght

90°

Geo

Lab

and

Min

iLab

Wor

kshe

ets

Cha

pter

9Ea

rth

Sci

ence

: G

eolo

gy,

the

Envi

ronm

ent,

and

the

Uni

vers

e35

Nam

eC

lass

Dat

e

Surf

ace

mat

eria

ls d

eter

min

e w

here

a

lake

can

for

m.

Mo

del

ho

w d

iffe

ren

t Ea

rth

mat

eria

ls m

ay a

llow

lake

s to

fo

rm. L

akes

fo

rmw

hen

dep

ress

ion

s o

r lo

w a

reas

fill

wit

h w

ater

.

Pro

ced

ure

C

AU

TIO

N: A

lway

s w

ear

safe

ty g

og

gle

s an

d a

n a

pro

n in

th

e la

b.

1.

Use

th

ree

clea

r, p

last

ic s

ho

e b

oxe

s. H

alf

fill

each

on

e w

ith

ear

th m

ater

ials

:cl

ay, s

and

, gra

vel.

2.

Slig

htl

y co

mp

ress

th

e m

ater

ial i

n e

ach

sh

oe

bo

x. T

hen

mak

e a

shal

low

dep

ress

ion

in e

ach

su

rfac

e.

3.

Slo

wly

po

ur

500

mL

of

wat

er in

to e

ach

of

the

dep

ress

ion

s.

An

aly

ze a

nd

Co

ncl

ud

e

1.

Des

crib

e w

hat

hap

pen

ed t

o t

he

500

mL

of

wat

er t

hat

was

ad

ded

to

eac

hsh

oe

bo

x.

The

wat

er s

ho

uld

qu

ickl

y fl

ow

th

rou

gh

th

e g

rave

l. Th

e w

ater

will

flo

w t

hro

ug

h

the

san

d le

ss q

uic

kly.

Th

e w

ater

will

rem

ain

on

th

e to

p o

f th

e cl

ay t

he

lon

ges

t.

2.

Ho

w is

th

is a

ctiv

ity

sim

ilar

to w

hat

act

ual

ly h

app

ens

on

Ear

th’s

su

rfac

ew

hen

a la

ke f

orm

s?

Wh

en w

ater

co

llect

s in

an

are

a w

her

e th

e sp

aces

bet

wee

n t

he

par

ticl

es o

f su

rfac

e

mat

eria

l are

sm

all,

the

wat

er is

mo

re li

kely

to

rem

ain

on

to

p o

f Ea

rth

’s s

urf

ace

and

form

a la

ke.

3.

Wh

at c

an y

ou

infe

r ab

ou

t th

e Ea

rth

mat

eria

ls in

wh

ich

lake

s m

ost

com

mo

nly

fo

rm?

Eart

h s

urf

ace

mat

eria

ls t

hat

lead

to

th

e fo

rmat

ion

of

lake

s d

o n

ot

allo

w w

ater

to

easi

ly p

ass

thro

ug

h t

hem

.

Min

iLab

9M

iniL

ab 9

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

, Inc

.


Nam

eC

lass

Dat

e

38

Cha

pter

9Ea

rth

Sci

ence

: G

eolo

gy,

the

Envi

ronm

ent,

and

the

Uni

vers

eG

eoLa

b an

d M

iniL

ab W

orks

heet

s

Mod

elin

g St

ream

Vel

ocit

y an

d Sl

ope

1.

Wh

at is

th

e re

lati

onsh

ip b

etw

een

th

e ra

te o

fw

ater

flo

w a

nd

the

angl

e of

the

slop

e?

Ther

e is

a d

irec

t re

lati

on

ship

bet

wee

n t

he

rate

of

flo

w a

nd

th

e an

gle

of

the

slo

pe.

Vel

oci

ty in

crea

ses

as t

he

ang

le o

f th

e sl

op

e in

crea

ses.

2.

Des

crib

e on

e re

ason

why

a s

trea

m’s

slo

pe m

igh

t ch

ange

.

As

a st

ream

ero

des

its

bas

e, t

he

stre

am’s

slo

pe

is r

edu

ced

.

3.

Wh

ere

wou

ld y

ou e

xpec

t to

fin

d st

ream

s w

ith

th

e h

igh

est

wat

er-f

low

vel

ocit

y?

at h

igh

er e

leva

tio

ns

CO

NC

LU

DE

AN

D A

PP

LY

Nam

eC

lass

Dat

e

Geo

Lab

and

Min

iLab

Wor

kshe

ets

Cha

pter

9Ea

rth

Sci

ence

: G

eolo

gy,

the

Envi

ronm

ent,

and

the

Uni

vers

e37

Mod

elin

g St

ream

Vel

ocit

y an

d Sl

ope

1.

Why

is it

impo

rtan

t to

kee

p th

e w

ater

flo

w c

onst

ant

in t

his

act

ivit

y?

A c

han

ge

in w

ater

flo

w w

ou

ld r

esu

lt in

eit

her

a h

igh

er o

r lo

wer

rea

din

g. I

f th

ere

wer

e a

chan

ge

in w

ater

flo

w, t

he

dat

a co

llect

ed w

ou

ld r

efle

ct t

he

chan

ge

in w

ater

volu

me

inst

ead

of

on

ly t

he

chan

ge

in s

lop

e.

2.

Wh

ich

var

iabl

es h

ad t

o be

con

trol

led

to a

void

err

ors

in y

our

data

?

the

rate

of

wat

er f

low

fro

m t

he

ho

se a

nd

th

e vo

lum

e o

f w

ater

fro

m t

he

ho

se

3.

Usi

ng

you

r gr

aph

,pre

dict

th

e ve

loci

ty o

fw

ater

flo

w f

or a

35°

slop

e.

An

swer

s w

ill v

ary

dep

end

ing

on

stu

den

t d

ata.

AN

AL

YZ

E

LIN

E G

RA

PH

8.

Kee

p th

e w

ater

mov

ing

at t

he

sam

e ra

te o

ffl

ow f

or a

ll sl

ope

angl

es b

ein

g in

vest

igat

ed.

9.

Dro

p a

floa

tin

g m

arke

r ap

prox

imat

ely

4 cm

abov

e th

e to

p lin

e on

th

e pi

pe a

nd

into

th

efl

owin

g w

ater

.Mea

sure

th

e ti

me

it t

akes

for

th

efl

oati

ng

mar

ker

to m

ove

from

th

e to

p lin

e to

the

bott

om li

ne.

Rec

ord

the

tim

e in

you

rsc

ien

ce jo

urn

al.

10.

Rep

eat

step

9 t

wo

mor

e ti

mes

.

11.

Rep

eat

step

s 9

and

10 b

ut

chan

ge t

he

slop

e to

20°,

then

30°

,an

d th

en 4

0°.

12.

Mak

e a

line

grap

h o

fth

e av

erag

e st

ream

-flo

wve

loci

ty,u

sin

g th

e sp

ace

belo

w.

PR

OC

ED

UR

E

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

, Inc

.


1.

Wh

at is

th

e sl

ope

ofth

e w

ater

tab

le a

t Ji

m’s

Gas

Sta

tion

?

at m

ost

, 1/1

00 (

10′/1

000′

)

2.

Wh

at is

th

e ap

prox

imat

e di

rect

ion

of

the

wat

er t

able

slo

pe a

t Ji

m’s

Gas

Sta

tion

?

no

rth

wes

t

3.

In w

hic

h d

irec

tion

will

th

e po

lluti

on p

lum

e m

ove?

no

rth

wes

t

4.

Wh

ich

set

tlem

ents

or

hou

ses

are

thre

aten

ed b

y th

is p

ollu

tion

plu

me?

no

ne

AN

AL

YZ

E

40

Cha

pter

10

Eart

h S

cien

ce:

Geo

logy

, th

e En

viro

nmen

t, a

nd t

he U

nive

rse

Geo

Lab

and

Min

iLab

Wor

kshe

ets

Nam

eC

lass

Dat

e

You

can

use

the

map

to

esti

mat

e th

e di

rect

ion

ofgr

ound

wat

er fl

ow a

nd t

hem

ovem

ent

ofa

pollu

tion

plu

me

from

its

sour

ce,s

uch

as a

leak

ing

unde

rgro

und

gaso

line

stor

age

tank

.

Pro

ble

mA

maj

or g

asol

ine

spill

occ

urr

ed a

t Ji

m’s

Gas

St

atio

n n

ear

Riv

ersi

de A

cres

,Flo

rida

.How

can

yo

u d

eter

min

e th

e m

ovem

ent

ofth

e re

sult

ing

pollu

tion

plu

me?

Mate

rials

USG

S to

pogr

aph

ic m

ap o

fFo

rest

Cit

y,Fl

orid

a

tran

spar

ent

pape

r

grap

h p

aper

rule

r

calc

ula

tor

Map

ping

Pol

luti

on

PR

EP

AR

AT

ION

1.

Iden

tify

th

e la

kes

and

swam

ps in

th

e so

uth

east

corn

er o

fth

is m

ap,a

nd

list

thei

r n

ames

an

del

evat

ion

s in

th

e da

ta t

able

on

th

e n

ext

page

.N

ote:

Th

e el

evat

ion

s ar

e gi

ven

or

can

be

esti

mat

ed f

rom

th

e co

nto

ur

lines

.

2.

Pla

ce t

he

tran

spar

ent

pape

r ov

er t

he

sou

thea

stpa

rt o

fth

e m

ap a

nd

trac

e th

e ap

prox

imat

eou

tlin

es o

fth

ese

lake

s or

sw

amps

,as

wel

l as

the

maj

or r

oads

.En

ter

lake

or

swam

pel

evat

ion

s on

you

r ov

erla

y,an

d in

dica

te t

he

loca

tion

of

Jim

’s G

as S

tati

on o

n F

ores

t C

ity

Rd.

,abo

ut

1400

fee

t n

orth

of

the

Sem

inol

eC

oun

ty li

ne

(at

the

96 f

oot

elev

atio

n m

ark)

.

3.

Add

con

tou

r lin

es t

o yo

ur

over

lay

usi

ng

aco

nto

ur

inte

rval

of

10 f

eet.

4.

Con

stru

ct a

cro

ss s

ecti

on o

fth

e su

rfac

eto

pogr

aphy

an

d th

e w

ater

tab

le f

rom

Lak

eLo

tus

to L

ake

Luci

en (

thro

ugh

Jim

’s G

asSt

atio

n).

PR

OC

ED

UR

E

Geo

Lab

and

Min

iLab

Wor

kshe

ets

Cha

pter

10

Eart

h S

cien

ce:

Geo

logy

, th

e En

viro

nmen

t, a

nd t

he U

nive

rse

39

Nam

eC

lass

Dat

e

How

doe

s an

art

esia

n w

ell w

ork?

Mo

del

the

chan

ges

th

at a

n a

rtes

ian

aq

uif

er u

nd

erg

oes

wh

en a

wel

l is

du

gin

to it

. Wh

at c

ause

s th

e w

ater

to

ris

e ab

ove

th

e g

rou

nd

su

rfac

e?

Pro

ced

ure

CA

UTI

ON

: Alw

ays

wea

r sa

fety

go

gg

les

and

an

ap

ron

in t

he

lab

.

1.

Hal

f fi

ll a

pla

stic

sh

oe

bo

x o

r o

ther

co

nta

iner

wit

h s

and

. Ad

d e

no

ug

hw

ater

to

sat

ura

te t

he

san

d. C

ove

r th

e sa

nd

co

mp

lete

ly w

ith

a 1

- o

r 2-

cmla

yer

of

clay

or

a si

mila

r im

per

mea

ble

mat

eria

l.

2.

Tilt

th

e b

ox

at a

n a

ng

le o

f ab

ou

t 10

°. U

se a

bo

ok

for

a p

rop

.

3.

Pun

ch t

hre

e h

ole

s th

rou

gh

th

e cl

ay, o

ne

each

nea

r th

e lo

w e

nd

, th

em

idd

le, a

nd

th

e h

igh

en

d o

f th

e b

ox.

Inse

rt a

cle

ar s

traw

th

rou

gh

eac

hh

ole

into

th

e sa

nd

bel

ow

. Sea

l th

e h

ole

s ar

ou

nd

th

e st

raw

s.

An

aly

ze a

nd

Co

ncl

ud

e

1.

Ob

serv

e th

e w

ater

leve

ls in

th

e st

raw

s. W

her

e is

th

e w

ater

leve

l th

eh

igh

est?

Th

e lo

wes

t?

hig

hes

t in

th

e lo

wes

t st

raw

, lo

wes

t in

th

e h

igh

est

stra

w

2.

Wh

ere

is t

he

wat

er t

able

in t

he

bo

x?

bel

ow

th

e si

lico

ne

pu

tty

3.

Wh

ere

is t

he

wat

er u

nd

er g

reat

est

pre

ssu

re?

Exp

lain

.

at lo

w e

nd

of

con

tain

er b

ecau

se o

f th

e h

ydro

stat

ic p

ress

ure

pro

du

ced

by

the

wei

gh

t o

f th

e w

ater

ab

ove

th

at le

vel

4.

Pred

ict

wh

at w

ill h

app

en t

o t

he

wat

er t

able

an

d t

he

surf

ace

to w

hic

h t

he

wat

er f

low

s fr

om

on

e o

f th

e st

raw

s.

Bo

th t

he

wat

er t

able

in t

he

san

d a

nd

th

e p

ress

ure

su

rfac

e w

ill b

e lo

wer

ed.

Min

iLab

10

Min

iLab

10

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

, Inc

.


Nam

eC

lass

Dat

e

42

Cha

pter

10

Eart

h S

cien

ce:

Geo

logy

, th

e En

viro

nmen

t, a

nd t

he U

nive

rse

Geo

Lab

and

Min

iLab

Wor

kshe

ets

Map

ping

Pol

luti

on

Nam

eC

lass

Dat

e

Geo

Lab

and

Min

iLab

Wor

kshe

ets

Cha

pter

10

Eart

h S

cien

ce:

Geo

logy

, th

e En

viro

nmen

t, a

nd t

he U

nive

rse

41

Map

ping

Pol

luti

on

1.

How

far

bel

ow t

he

surf

ace

is t

he

wat

er t

able

in t

his

hig

hes

t ar

ea?

abo

ut

25 f

eet

2.

Wh

at is

th

e re

lati

onsh

ip o

fth

e w

ater

tab

le t

o th

e su

rfac

e to

pogr

aphy

?

The

wat

er t

able

gen

eral

ly f

ollo

ws

the

surf

ace

top

og

rap

hy.

CO

NC

LU

DE

AN

D A

PP

LY

Nam

eEl

evat

ion

(in f

eet)

Gan

dy

74

Bo

sse

61

Eve

84

Lotu

s61

Un

nam

ed 1

63

Tro

ut

59

Un

nam

ed 2

57

Pear

l59

Fore

st65

Har

riet

53

Cra

nes

Ro

ost

49

Spri

ng

66

Un

nam

ed 3

54

Ori

enta

61

Des

tin

y89

Un

nam

ed 4

95

Ch

arit

y69

Luci

en92

Un

nam

ed 5

89

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

, Inc

.


44

Cha

pter

11

Eart

h S

cien

ce:

Geo

logy

, th

e En

viro

nmen

t, a

nd t

he U

nive

rse

Geo

Lab

and

Min

iLab

Wor

kshe

ets

Nam

eC

lass

Dat

e

As

you

go u

p a

mou

ntai

n,bo

th t

empe

ratu

re a

nd a

ir p

ress

ure

decr

ease

.The

se e

ffect

sar

e ea

sily

exp

lain

ed.T

empe

ratu

re d

ecre

ases

as

you

get

fart

her

away

from

the

atm

osph

ere’s

hea

t so

urce

,Ear

th’s

surf

ace.

Pre

ssur

e de

crea

ses

as y

ou a

scen

d th

e m

ount

ain

beca

use

ther

e ar

e fe

wer

and

few

er p

arti

cles

ofa

ir a

bove

you

.Pre

ssur

e an

d te

mpe

ratu

re,

how

ever

,are

als

o re

late

d th

roug

h th

e ex

pans

ion

and

com

pres

sion

ofa

ir,r

egar

dles

s of

heig

ht.I

n th

is a

ctiv

ity,

you

will

dem

onst

rate

tha

t re

lati

onsh

ip.

Pro

ble

mD

emon

stra

te t

he

rela

tion

ship

bet

wee

n t

empe

ratu

rean

d pr

essu

re.

Ob

ject

ives

In t

his

Geo

Lab,

you

will

:

•M

od

el

the

tem

pera

ture

an

d pr

essu

re c

han

ges

that

tak

e pl

ace

as a

res

ult

of

the

expa

nsi

on

and

com

pres

sion

of

air.

•R

ela

teth

e ch

ange

s to

pro

cess

es in

th

e at

mos

pher

e.

Mate

rials

clea

n,c

lear

,pla

stic

2-L

bot

tle

wit

h c

ap

plas

tic

stra

ws

scis

sors

thin

,liq

uid

-cry

stal

tem

pera

ture

str

ip

tape

wat

ch o

r ti

mer

Safe

ty P

reca

uti

on

s

Alw

ays

wea

r sa

fety

gog

gles

an

d an

ap

ron

in t

he

lab.

Inte

rpre

ting

Pre

ssur

e-Te

mpe

ratu

re R

elat

ions

hips

PR

EP

AR

AT

ION

1.

Cu

t tw

o pi

eces

of

stra

w,e

ach

th

e le

ngt

h o

fth

ete

mpe

ratu

re s

trip

.Th

en c

ut

two

2-cm

pie

ces

ofst

raw

.Lay

th

e tw

o lo

ng

piec

es o

n a

tab

le.P

lace

the

two

shor

ter

piec

es w

ith

in t

he

spac

e cr

eate

dby

th

e lo

nge

r pi

eces

so

that

th

e fo

ur

piec

esfo

rm a

su

ppor

tive

str

uct

ure

for

th

ete

mpe

ratu

re s

trip

.

2.

Tape

th

e fo

ur

piec

es o

fst

raw

tog

eth

er.P

lace

the

tem

pera

ture

str

ip le

ngt

hwis

e u

pon

th

est

raw

s.Ta

pe t

he

stri

p to

th

e st

raw

s.

3.

Slid

e th

e te

mpe

ratu

re s

trip

-str

aw a

ssem

bly

into

th

e cl

ean

,dry

bot

tle.

Scre

w t

he

cap

onti

ghtl

y.

4.

Pla

ce t

he

seal

ed b

ottl

e on

th

e ta

ble

so t

hat

th

ete

mpe

ratu

re s

trip

fac

es y

ou a

nd

is e

asy

to r

ead.

Do

not

han

dle

the

bott

le a

ny m

ore

than

isn

eces

sary

so

that

th

e te

mpe

ratu

re in

side

will

not

be

affe

cted

by

the

war

mth

of

you

r h

ands

.

5.

Rec

ord

the

tem

pera

ture

of

the

air

insi

de t

he

bott

le a

s in

dica

ted

by t

he

tem

pera

ture

str

ip.

6.

Nex

t,po

siti

on t

he

bott

le s

o th

at a

bou

t h

alf

its

len

gth

ext

ends

bey

ond

the

edge

of

the

tabl

e.P

laci

ng

one

han

d on

eac

h e

nd

ofth

e bo

ttle

,pu

sh d

own

on

bot

h e

nds

so

that

th

e bo

ttle

ben

ds in

th

e m

iddl

e.H

old

the

bott

le t

his

w

ay f

or 2

min

ute

s.D

uri

ng

this

tim

e,yo

ur

part

ner

sh

ould

rec

ord

the

tem

pera

ture

eve

ry15

sec

onds

.

7.

Rel

ease

th

e pr

essu

re o

n t

he

bott

le.O

bser

vean

d re

cord

th

e te

mpe

ratu

re e

very

15

seco

nds

for

the

nex

t 2

min

ute

s.

PR

OC

ED

UR

E

Geo

Lab

and

Min

iLab

Wor

kshe

ets

Cha

pter

11

Eart

h S

cien

ce:

Geo

logy

, th

e En

viro

nmen

t, a

nd t

he U

nive

rse

43

Nam

eC

lass

Dat

e

Wha

t af

fect

s th

e fo

rmat

ion

of

clou

ds a

nd p

reci

pita

tion

?

Mo

del

the

wat

er c

ycle

.

Pro

ced

ure

1.

Pou

r ab

ou

t 12

5 m

L o

f w

arm

wat

er in

to a

cle

ar, p

last

ic b

ow

l.

2.

Loo

sely

co

ver

the

top

of

the

bo

wl w

ith

pla

stic

wra

p. O

verl

ap t

he

edg

esb

y ab

ou

t 5

cm.

3.

Fill

a se

lf-s

ealin

g p

last

ic b

ag w

ith

ice

cub

es, s

eal i

t, a

nd

pla

ce it

in t

he

cen

ter

of

the

pla

stic

wra

p o

n t

op

of

the

bo

wl.

Push

th

e b

ag o

f ic

e d

ow

nso

th

at t

he

pla

stic

wra

p s

ags

in t

he

cen

ter,

bu

t d

oes

n’t

to

uch

th

e su

rfac

eo

f th

e w

ater

.

4.

Use

tap

e to

sea

l th

e p

last

ic w

rap

aro

un

d t

he

bo

wl.

5.

Ob

serv

e th

e su

rfac

e o

f th

e p

last

ic w

rap

dir

ectl

y u

nd

er t

he

ice

cub

es e

very

15 m

inu

tes

for

on

e h

ou

r, o

r u

nti

l th

e ic

e m

elts

.

An

aly

ze a

nd

Co

ncl

ud

e

1.

Wh

at f

orm

ed o

n t

he

un

der

sid

e o

f th

e w

rap

? In

fer

wh

y th

is h

app

ened

.

Wat

er d

rop

lets

fo

rmed

as

risi

ng

, war

m a

ir c

on

den

sed

nea

r th

e ic

e.

2.

Rel

ate

you

r o

bse

rvat

ion

s to

pro

cess

es in

th

e at

mo

sph

ere.

The

risi

ng

, war

m a

ir m

od

els

evap

ora

tio

n, t

he

wat

er d

rop

lets

mo

del

co

nd

ensa

tio

n,

and

th

e fa

llin

g d

rop

lets

mo

del

pre

cip

itat

ion

.

3.

Pred

ict

wh

at w

ou

ld h

app

en if

yo

u r

epea

ted

th

is a

ctiv

ity

wit

h

ho

tter

wat

er.

Mo

re p

reci

pit

atio

n w

ou

ld h

ave

form

ed m

ore

rap

idly

. Th

e ai

r w

ou

ld h

ave

rise

n m

ore

qu

ickl

y, w

hic

h in

tu

rn w

ou

ld h

ave

cau

sed

a f

aste

r ra

te o

f co

nd

ensa

tio

n.

Min

iLab

11

Min

iLab

11

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

, Inc

.


Nam

eC

lass

Dat

e

Geo

Lab

and

Min

iLab

Wor

kshe

ets

Cha

pter

11

Eart

h S

cien

ce:

Geo

logy

, th

e En

viro

nmen

t, a

nd t

he U

nive

rse

45

Inte

rpre

ting

Pre

ssur

e-Te

mpe

ratu

re R

elat

ions

hips

1.

Wh

at w

as t

he

aver

age

tem

pera

ture

of

the

air

insi

de t

he

bott

le a

s yo

u a

pplie

d pr

essu

reto

th

e bo

ttle

? H

ow d

id t

his

dif

fer

from

th

e av

erag

e te

mpe

ratu

re o

fth

e bo

ttle

d ai

rw

hen

you

rel

ease

d th

e pr

essu

re o

n t

he

bott

le?

Ave

rag

e te

mp

erat

ure

s w

ill d

iffe

r. H

ow

ever

, in

all

case

s, t

emp

erat

ure

sh

ou

ld h

ave

dec

reas

ed w

hen

pre

ssu

re w

as r

elea

sed

.2.

Mak

e a

grap

h o

fth

e te

mpe

ratu

re c

han

ges

you

rec

orde

d th

rou

ghou

t th

e ex

peri

men

t,u

sin

g th

e sp

ace

belo

w.

Gra

ph

s w

ill v

ary,

bu

t al

l sh

ou

ld s

ho

w t

hat

tem

per

atu

re in

crea

sed

wh

en

pre

ssu

re w

as a

pp

lied

an

d d

ecre

ased

wh

en p

ress

ure

was

rel

ease

d.

3.

Exp

lain

how

th

ese

tem

pera

ture

ch

ange

s ar

e re

late

d to

ch

ange

s in

pre

ssu

re.

As

pre

ssu

re in

crea

ses,

th

e m

ole

cule

s th

at m

ake

up

air

are

pac

ked

mo

re t

igh

tly

tog

eth

er. T

his

cre

ates

mo

re c

olli

sio

ns

and

pro

du

ces

mo

re h

eat.

AN

AL

YZ

E

1.

Pre

dict

how

th

e ex

peri

men

t w

ould

ch

ange

ifyo

u t

ook

the

cap

off

the

bott

le.

Air

wo

uld

esc

ape

wh

en p

ress

ure

was

ap

plie

d o

n t

he

bo

ttle

. Th

ere

wo

uld

be

no

chan

ge

in p

ress

ure

an

d t

hu

s n

o c

han

ge

in t

emp

erat

ure

.

2.

Giv

en y

our

obse

rvat

ion

s an

d w

hat

you

kn

ow a

bou

t th

e be

hav

ior

ofw

arm

air

,wou

ld y

ouex

pect

th

e ai

r ov

er a

n e

quat

oria

l des

ert

at m

idda

y to

be

char

acte

rize

d by

hig

h o

r lo

w p

ress

ure

?

Low

pre

ssu

re; i

n t

he

atm

osp

her

e, t

he

ho

t d

eser

t ai

r w

ou

ld b

e le

ss d

ense

th

an t

he

air

aro

un

d it

an

d t

her

efo

re w

ou

ld r

ise.

Wh

en a

ir r

ises

, it

pu

shes

do

wn

wit

h le

ss

forc

e, w

hic

h lo

wer

s at

mo

sph

eric

pre

ssu

re.

CO

NC

LU

DE

AN

D A

PP

LY

Geo

Lab

and

Min

iLab

Wor

kshe

ets

Cha

pter

12

Eart

h S

cien

ce:

Geo

logy

, th

e En

viro

nmen

t, a

nd t

he U

nive

rse

47

Nam

eC

lass

Dat

e

How

doe

s th

e an

gle

of t

he S

un’s

ra

ys d

iffe

r?

Mo

del

the

ang

le a

t w

hic

h s

un

ligh

t re

ach

es E

arth

’s s

urf

ace.

Th

is a

ng

le g

reat

lyaf

fect

s th

e in

ten

sity

of

sola

r en

erg

y re

ceiv

ed in

an

y o

ne

pla

ce.

Pro

ced

ure

1.

Ho

ld a

fla

shlig

ht

seve

ral c

enti

met

ers

abo

ve a

pie

ce o

f p

aper

an

d p

oin

tth

e fl

ash

ligh

t st

raig

ht

do

wn

.

2.

Use

a p

enci

l to

tra

ce t

he

ou

tlin

e o

f th

e lig

ht

on

th

e p

aper

. Th

e o

utl

ine

mo

del

s h

ow

th

e Su

n’s

ray

s st

rike

th

e eq

uat

or.

3.

Kee

pin

g t

he

flas

hlig

ht

at t

he

sam

e d

ista

nce

ab

ove

th

e p

aper

, tilt

th

e to

po

f th

e fl

ash

ligh

t to

ro

ug

hly

a 3

0°an

gle

.

4.

Trac

e th

e n

ew o

utl

ine

of

the

ligh

t. T

his

is s

imila

r to

ho

w t

he

Sun

’s r

ays

are

rece

ived

at

the

po

les.

An

aly

ze a

nd

Co

ncl

ud

e

1.

Des

crib

e h

ow

th

e o

utl

ine

of

the

ligh

t d

iffe

red

bet

wee

n s

tep

1 a

nd

ste

p 3

.Ex

pla

in w

hy

it d

iffe

red

.

The

ou

tlin

e o

f th

e lig

ht

was

larg

er in

ste

p 3

. It

chan

ged

bec

ause

th

e lig

ht

cove

red

a la

rger

are

a.

2.

Ho

w d

o y

ou

th

ink

the

chan

ge

in a

rea

cove

red

by

the

ligh

t af

fect

s th

ein

ten

sity

of

ligh

t re

ceiv

ed a

t an

y o

ne

pla

ce?

The

amo

un

t o

f lig

ht

rece

ived

at

any

on

e p

lace

dec

reas

es w

hen

th

e lig

ht

cove

rs a

larg

er a

rea.

3.

The

flas

hlig

ht

mo

del

s so

lar

rad

iati

on

str

ikin

g t

he

surf

ace

of

Eart

h.

Kn

ow

ing

th

is, c

om

par

e h

ow

mu

ch h

eat

ener

gy

is a

bso

rbed

nea

r th

eeq

uat

or

and

nea

r th

e p

ole

s.

Sola

r en

erg

y is

sp

read

ove

r a

larg

e ar

ea a

t th

e p

ole

s; t

hu

s, p

ola

r re

gio

ns

rece

ive

less

so

lar

rad

iati

on

th

an d

o a

reas

nea

r th

e eq

uat

or.

Min

iLab

12

Min

iLab

12

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

, Inc

.

Chapter Assessment Answer Pages Earth Science: Geology, the Environment, and the Universe T155

1.

Wh

at is

th

e co

nto

ur

inte

rval

of

the

isob

ars?

4 m

b

2.

Wh

at a

re t

he

hig

hes

t an

d lo

wes

t is

obar

s? W

her

e ar

e th

ey lo

cate

d?

The

hig

hes

t is

ob

ar is

104

0 m

b a

nd

is a

rou

nd

th

e h

igh

-pre

ssu

re c

ente

r in

Sou

th-C

entr

al C

anad

a. T

he

low

est

iso

bar

is 9

88 m

b a

nd

is a

rou

nd

th

e

low

-pre

ssu

re c

ente

r o

ff t

he

coas

t o

f O

reg

on

.

3.

In w

hic

h d

irec

tion

are

th

e w

inds

blo

win

g ac

ross

Tex

as a

nd

Lou

isia

na?

They

are

blo

win

g m

ain

ly f

rom

th

e so

uth

or

sou

thea

st.

4.

Wh

at a

nd

wh

ere

are

the

cold

est

and

war

mes

t te

mpe

ratu

res

that

you

can

fin

d in

th

eco

nti

nen

tal U

nit

ed S

tate

s?

The

cold

est

is �

12°F

at

Farg

o, N

ort

h D

ako

ta. T

he

war

mes

t is

65°

F at

bo

th M

iam

i an

d

Key

Wes

t, F

lori

da.

AN

AL

YZ

E

48

Cha

pter

12

Eart

h S

cien

ce:

Geo

logy

, th

e En

viro

nmen

t, a

nd t

he U

nive

rse

Geo

Lab

and

Min

iLab

Wor

kshe

ets

Nam

eC

lass

Dat

e

It’s t

ime

to p

ut y

our

know

ledg

e of

met

eoro

logy

into

act

ion.

The

sur

face

wea

ther

map

on

the

follo

win

g pa

ge s

how

s ac

tual

wea

ther

dat

a fo

r th

e U

nite

d St

ates

.In

this

act

ivit

y,yo

u w

ill u

se t

he s

tati

on m

odel

s,is

obar

s,an

d pr

essu

re s

yste

ms

on t

he m

ap t

o fo

reca

st

the

wea

ther

.

Pro

ble

mH

ow c

an y

ou u

se a

su

rfac

e w

eath

er m

ap t

o in

ter-

pret

info

rmat

ion

abo

ut

curr

ent

wea

ther

an

d to

fore

cast

fu

ture

wea

ther

?

Mate

rials

pen

cil

rule

r

Inte

rpre

ting

a W

eath

er M

ap

PR

EP

AR

AT

ION

1.

Th

e m

ap s

cale

is g

iven

in n

auti

cal m

iles.

Ref

erto

th

e sc

ale

wh

en c

alcu

lati

ng

dist

ance

s.

2.

Th

e u

nit

for

isob

ars

is m

illib

ars

(mb)

.In

stat

ion

mod

els,

pres

sure

rea

din

gs a

re

abbr

evia

ted.

For

exam

ple,

1021

.9 m

b is

plo

tted

on a

sta

tion

mod

el a

s 21

9 bu

t re

ad a

s 10

21.9

.

3.

Win

d sh

afts

poi

nt

in t

he

dire

ctio

n f

rom

wh

ich

the

win

d is

blo

win

g.

PR

OC

ED

UR

E

Nam

eC

lass

Dat

e

Geo

Lab

and

Min

iLab

Wor

kshe

ets

Cha

pter

12

Eart

h S

cien

ce:

Geo

logy

, th

e En

viro

nmen

t, a

nd t

he U

nive

rse

49

Inte

rpre

ting

a W

eath

er M

ap

1.

Wou

ld y

ou e

xpec

t th

e w

eath

er in

Geo

rgia

an

d Fl

orid

a to

be

clea

r or

rai

ny?

Why

?

It w

ou

ld p

rob

ably

be

clea

r b

ecau

se t

he

hig

h-p

ress

ure

sys

tem

alo

ng

th

e co

ast

wo

uld

cau

se a

ir t

o s

ink

and

dry

ou

t.

2.

Bot

h o

fth

e lo

w-p

ress

ure

sys

tem

s in

eas

tern

Can

ada

and

off

the

Ore

gon

coa

st a

rem

ovin

g to

war

d th

e ea

st a

t ab

out

15 m

ph.W

hat

kin

d of

wea

ther

wou

ld y

ou p

redi

ct f

orO

rego

n a

nd

for

nor

ther

n N

ew Y

ork

for

the

nex

t fe

w h

ours

? E

xpla

in.

The

low

-pre

ssu

re s

yste

ms

wo

uld

cau

se a

ir t

o r

ise

and

pro

du

ce c

lou

ds

and

rai

n.

CO

NC

LU

DE

AN

D A

PP

LY

Geo

Lab

and

Min

iLab

Wor

kshe

ets

Cha

pter

13

Eart

h S

cien

ce:

Geo

logy

, th

e En

viro

nmen

t, a

nd t

he U

nive

rse

51

Nam

eC

lass

Dat

e

How

can

mild

rai

ns c

ause

flo

ods?

Mo

del

the

effe

cts

of

rep

eate

d, s

low

-mo

vin

g s

torm

s th

at d

rop

rai

n o

ver

the

sam

e ar

ea f

or

a lo

ng

per

iod

of

tim

e.

Pro

ced

ure

1.

Plac

e an

ice-

cub

e tr

ay o

n t

he

bo

tto

m o

f a

larg

e si

nk

or

tub

.

2.

Pou

r w

ater

into

a c

lean

, pla

stic

dis

hw

ash

ing

-det

erg

ent

bo

ttle

un

til i

t is

tw

o-t

hir

ds

full.

Rep

lace

th

e ca

p o

n t

he

bo

ttle

.

3.

Ho

ld t

he

bo

ttle

up

sid

e d

ow

n w

ith

th

e ca

p o

pen

ab

ou

t 8

cm a

bo

veo

ne

end

of

the

ice-

cub

e tr

ay. G

entl

y sq

uee

ze t

he

bo

ttle

to

mai

nta

in a

con

stan

t fl

ow

of

wat

er in

to t

he

tray

. Slo

wly

mo

ve t

he

bo

ttle

fro

m o

ne

end

of

the

tray

to

th

e o

ther

ove

r th

e co

urs

e o

f 30

sec

on

ds.

Try

to

pu

tap

pro

xim

atel

y eq

ual

am

ou

nts

of

wat

er in

eac

h ic

e-cu

be

com

par

tmen

t.

4.

Mea

sure

th

e d

epth

of

wat

er in

eac

h c

om

par

tmen

t. C

alcu

late

th

e av

erag

e d

epth

.

5.

Rep

eat

step

s 1–

4, b

ut

mo

ve t

he

bo

ttle

acr

oss

th

e ic

e-cu

be

tray

in 1

5se

con

ds.

An

aly

ze a

nd

Co

ncl

ud

e

1.

Ho

w d

id t

he

aver

age

dep

th o

f th

e w

ater

dif

fer

in s

tep

s 4

and

5?

Ho

w m

igh

t yo

u a

cco

un

t fo

r th

e d

iffe

ren

ce?

The

aver

age

dep

th d

ecre

ased

in s

tep

5 b

ecau

se t

he

wat

er f

ell o

ver

each

com

par

tmen

t in

a s

ho

rter

am

ou

nt

of

tim

e.

2.

Bas

ed o

n t

hes

e re

sult

s, in

fer

ho

w t

he

spee

d o

f a

mo

vin

g s

torm

aff

ects

th

eam

ou

nt

of

rain

rec

eive

d in

an

y o

ne

area

.

Sto

rms

that

mo

ve s

low

ly c

an r

elea

se m

ore

rai

n o

ver

any

on

e p

lace

th

an c

an s

torm

s

that

mo

ve q

uic

kly.

3.

Ho

w c

ou

ld y

ou

alt

er t

he

exp

erim

ent

to s

imu

late

dif

fere

nt

rate

s o

f ra

infa

ll?

spee

d u

p o

r sl

ow

do

wn

th

e m

oti

on

of

the

wat

er b

ott

le; o

pen

or

clo

se t

he

twis

t to

p s

ligh

tly

to s

imu

late

hea

vier

or

ligh

ter

rain

fall

Min

iLab

13

Min

iLab

13

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

, Inc

.

T156 Answer Pages Earth Science: Geology, the Environment, and the Universe Chapter Assessment

Nam

eC

lass

Dat

e

50

Cha

pter

12

Eart

h S

cien

ce:

Geo

logy

, th

e En

viro

nmen

t, a

nd t

he U

nive

rse

Geo

Lab

and

Min

iLab

Wor

kshe

ets

Inte

rpre

ting

a W

eath

er M

apFt. McMurray

Havana

Fairview

PortlandEdmonton

Calgary

Left Bank

Burr Medford

Bluff

Salt lake San Francisco

Santa Ana

Los Angeles

Bakersfield

Yuma

Tucson

Phoenix

Winslow

El Paso

GuayntChihuahua

Laredo

Brownsville

Boise

Portatello

Rock SpringsNorth Platte

Cape Girardeau

Bloomfield

Memphis

Atlanta

Wilmington

Mason City

Salmon

Cedar City

Ely

Las Vegas

Helena

Spokane

Miles City

Billing

–19

–16

–6

315

30

18–64

–6460

–1034

37–47

37

82

45002

089

086

4838

67

5310

6110

10

41

159

15910

32

53182

1050

+340

172–6213

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+11

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56

52

1060

63

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5

252

5880

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4910

6–2196

8910

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0+5

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57

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1048

18–4126

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16223

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11

174

+1330 14

391

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0

Churchill 22286Grey Whale

Island

QuebecYarmouth

Boston

Syracuse

9–35

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151828

260

29618

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240

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399–10 5

0 3

3

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0

Hudson H

InternationalFalls

La Cross

Appleton

Winnipeg

Sault Ste.

Marie

Marion

Philipsburg

Estevan

Bismarck

Swift Current

Minas

Fargo

Casper

Albuquerque

Roswell

Midland

San Antonio

Mobile

TampaNew Orleans

Abilene

+3918

1028

1032

10241020

0

1016 1012 1008

1024

1016

1012

1008

1004

1004

32

1000

996

992

988

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1036

1040

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1032

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102410201020

1016

1028

32

1012

102410281028

0

95° 100° 105° 110° 115° 120° 125° 130° 135° 140°90°85°75°70°65°60°55°

80° 85° 90° 95° 100° 105° 110° 115°

25°

30°

40°

45°

50°

80°

35°

Seattle

Portland

Burlington

5060

40

20

100Scale of nautical miles at various latitudes

Polar stereographic projection true at latitude 60

Surface weather mapand station weather at7:00 A.M., E.S.T.

200300400500

H

H

H L

L

L

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

, Inc

.


52

Cha

pter

13

Eart

h S

cien

ce:

Geo

logy

, th

e En

viro

nmen

t, a

nd t

he U

nive

rse

Geo

Lab

and

Min

iLab

Wor

kshe

ets

Nam

eC

lass

Dat

e

Hur

rica

nes

are

viol

ent

stor

ms.

Tha

t’s w

hy it

’s im

port

ant

to h

ave

plen

ty o

fadv

ance

war

ning

bef

ore

they

hit

land

.By

trac

king

the

cha

ngin

g po

siti

on o

fa s

torm

on

ach

art

and

conn

ecti

ng t

hese

pos

itio

ns w

ith

a lin

e,yo

u ca

n de

term

ine

a hu

rric

ane’s

pat

h.

Pro

ble

mW

hat

info

rmat

ion

can

you

obt

ain

by

stu

dyin

g th

epa

th o

fa

hurr

ican

e?

Hyp

oth

esi

sU

se t

he

Inte

rnet

to

gath

er in

form

atio

n a

bou

t th

epa

th o

fa

hurr

ican

e.Fo

rm a

hyp

oth

esi

sab

out

how

th

e hu

rric

ane’

s pa

th c

an b

e u

sed

to p

redi

ct t

he

stre

ngt

h o

fth

e st

orm

an

d w

her

e m

ost

dam

age

mig

ht

be in

flic

ted.

Ob

ject

ives

In t

his

Geo

Lab,

you

will

:

•G

ath

eran

d co

mm

un

icat

eda

ta a

bout

hur

rica

nes.

•Plo

tda

ta o

n a

hu

rric

ane-

trac

kin

g ch

art.

•Pre

dic

tw

her

e st

orm

-in

flic

ted

dam

age

mig

ht

occu

r.

Data

So

urc

es

Go

to t

he

Gle

nco

e Sc

ien

ce W

eb S

ite

at

to f

ind

links

to

hurr

ican

e da

ta o

n t

he

Inte

rnet

,or

use

in

form

atio

n p

rovi

ded

by y

our

teac

her

.M

ake

copi

es o

fth

e hu

rric

ane-

trac

kin

g ch

art

in t

his

lab

or d

own

load

a c

har

t fr

om t

he

Web

Sit

e.

scie

nce

.gle

nco

e.co

m

Trac

king

a H

urri

cane

PR

EP

AR

AT

ION

1.

Dra

w a

dat

a ta

ble

in t

he

spac

e pr

ovid

ed o

n t

he

nex

t pa

ge.I

nco

rpor

ate

you

r re

sear

ch in

to t

he

tabl

e.A

dd a

ny a

ddit

ion

al in

form

atio

n t

hat

you

thin

k is

impo

rtan

t.

2.

Go

to t

he

Gle

nco

e Sc

ien

ce W

eb S

ite

atto

pos

t yo

ur

data

.

3.

Vis

it s

ites

list

ed o

n t

he

Gle

nco

e Sc

ien

ceW

ebSi

te f

or in

form

atio

n o

n o

ther

maj

orhu

rric

anes

.

scie

nce

.gle

nco

e.co

m

PR

OC

ED

UR

E

PL

AN

TH

E E

XP

ER

IME

NT

1.

Fin

d a

reso

urc

e th

at li

sts

maj

or h

urr

ican

es t

hat

hav

e oc

curr

ed w

ith

in t

he

past

fiv

e ye

ars.

Th

eG

len

coe

Scie

nce

Web

Sit

e pr

ovid

es a

list

of

site

s th

at h

ave

info

rmat

ion

abo

ut

hurr

ican

es.

2.

Ch

oose

a h

urr

ican

e to

res

earc

h.S

ome

rece

nt

maj

or h

urr

ican

es in

clu

de H

urr

ican

e G

eorg

es,

Hu

rric

ane

Fran

,an

d H

urr

ican

e B

erth

a.

3.

Gat

her

dat

a ab

out

the

hurr

ican

e fr

om t

he

links

on t

he

Gle

nco

e Sc

ien

ce W

eb S

ite

or t

he

libra

ry.

Nam

eC

lass

Dat

e

Geo

Lab

and

Min

iLab

Wor

kshe

ets

Cha

pter

13

Eart

h S

cien

ce:

Geo

logy

, th

e En

viro

nmen

t, a

nd t

he U

nive

rse

53

Trac

king

a H

urri

cane

DA

TA T

AB

LE

500

Km0

500

Mile

s

45°

40°

35°

30°

25°

20°

15°

10°

60°

65°

70°

75°

80°

85°

90°

95°

100°

Berm

uda

Cana

da

Nov

a Sc

otia

ME

NH

MA

NY

PAO

H

VT

New

Brun

swic

k

0

NKY

W VAVA

NC

SCG

AA

L

FL

Co

zum

el

Beliz

e

WY CO

NM

TX

Mex

ico

Yuca

tan

Peni

nsul

a

Gua

te-

mal

a

Nic

arag

ua

Hon

dura

s

Cost

a Ri

ca

Pana

ma

Colo

mbi

a

Vene

zuel

a

Cuba

Hai

ti

Puer

toRi

co

Brit

ish

Virg

in Is

land

s

Barb

ados

Dom

inic

a

Toba

goTr

inid

ad

Ant

igua

Gua

delo

upe

Mar

tini

que

Dom

inic

an R

epub

lic

Jam

aica

San

An

dre

s

OK

AR

ND

SD NE KS

LAM

S

MN

WI

IA MO

ILIN

MI

RI

El S

alva

dor

55°

50°

45°

CTN

JD

E MD

TN

Geo

Lab

and

Min

iLab

Wor

kshe

ets

Cha

pter

14

Eart

h S

cien

ce:

Geo

logy

, th

e En

viro

nmen

t, a

nd t

he U

nive

rse

55

Nam

eC

lass

Dat

e

How

doe

s th

e at

mos

pher

e af

fect

th

e tr

ansf

er o

f en

ergy

?

Mo

del

the

gre

enh

ou

se e

ffec

t.

Pro

ced

ure

1.

On

a c

lear

day

, pla

ce a

car

db

oar

d b

ox

ou

tsid

e in

a s

had

ed a

rea.

Pro

p t

wo

th

erm

om

eter

sag

ain

st t

he

bo

x. M

ake

sure

th

e th

erm

om

eter

s ar

e n

ot

in d

irec

t su

n.

2.

Co

ver

on

e th

erm

om

eter

wit

h a

cle

an g

lass

jar.

3.

Ob

serv

e an

d r

eco

rd t

he

tem

per

atu

re c

han

ges

of

each

th

erm

om

eter

eve

ry 2

min

ute

s o

ver

a 30

-min

ute

per

iod

.

An

aly

ze a

nd

Co

ncl

ud

e

1.

Mak

e a

gra

ph

sh

ow

ing

ho

w t

he

tem

per

atu

res

of

the

two

th

erm

om

eter

s ch

ang

ed o

ver

tim

e, u

sin

g t

he

spac

e b

elo

w.

Gra

ph

s w

ill v

ary

dep

end

ing

on

stu

den

t m

easu

rem

ents

.

2.

Bas

ed o

n y

ou

r g

rap

h, w

hic

h t

her

mo

met

er e

xper

ien

ced

th

e g

reat

est

incr

ease

in

tem

per

atu

re?

Wh

y?

The

ther

mo

met

er in

th

e ja

r sh

ou

ld s

ho

w h

igh

er r

ead

ing

s th

an d

oes

th

e u

nco

vere

d

ther

mo

met

er. T

he

air

was

tra

pp

ed in

sid

e th

e ja

r.

3.

Rel

ate

you

r o

bse

rvat

ion

s to

th

e g

reen

ho

use

eff

ect

in t

he

atm

osp

her

e.

In t

he

atm

osp

her

e, g

reen

ho

use

gas

es a

bso

rb a

nd

tra

p s

ola

r ra

dia

tio

n, m

uch

like

the

gla

ss ja

r ab

sorb

ed a

nd

tra

pp

ed e

ner

gy

fro

m t

he

Sun

.

Min

iLab

14

Min

iLab

14

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

, Inc

.


Nam

eC

lass

Dat

e

54

Cha

pter

13

Eart

h S

cien

ce:

Geo

logy

, th

e En

viro

nmen

t, a

nd t

he U

nive

rse

Geo

Lab

and

Min

iLab

Wor

kshe

ets

Trac

king

a H

urri

cane

Sh

ari

ng

Yo

ur

Data

Fin

d th

is I

nter

net

Geo

Lab

on t

he

Gle

nco

e Sc

ien

ce W

eb S

ite

atPo

st y

our

data

in t

he

tabl

e pr

ovid

ed f

or t

his

act

ivit

y.U

se t

he

addi

tion

alda

ta f

rom

oth

er s

tude

nts

to

com

plet

e yo

ur

char

t an

d an

swer

th

e C

oncl

ude

an

d A

pply

qu

esti

ons.

1.

Plo

t th

e po

siti

on,a

ir p

ress

ure

,win

d sp

eed,

and

stag

e of

the

hurr

ican

e at

six

-hou

rin

terv

als

thro

ugh

out

its

exis

ten

ce.

2.

Plo

t th

e ch

angi

ng

posi

tion

of

the

hurr

ican

e on

you

r hu

rric

ane-

trac

kin

g ch

art.

3.

Wh

at w

as t

he

max

imu

m w

ind

spee

d in

kn

ots

that

th

e hu

rric

ane

reac

hed

?

An

swer

s w

ill v

ary

dep

end

ing

on

wh

ich

hu

rric

ane

stu

den

ts r

esea

rch

ed.

4.

Mu

ltip

ly t

he

valu

e fr

om q

ues

tion

3 b

y 1.

15 t

o fi

nd

the

win

d sp

eed

in m

iles

per

hou

r.B

ased

on

th

is v

alu

e,h

ow w

ould

th

e hu

rric

ane

be c

lass

ifie

d on

th

e Sa

ffir

-Sim

pson

sca

le?

An

swer

s w

ill v

ary

dep

end

ing

on

wh

ich

hu

rric

ane

stu

den

ts r

esea

rch

ed.

5.

Usi

ng

you

r co

mpl

eted

hu

rric

ane-

trac

kin

g ch

art,

list

the

lan

dmas

ses

over

wh

ich

th

e hu

rric

ane

pass

ed.

An

swer

s w

ill v

ary

dep

end

ing

on

wh

ich

hu

rric

ane

stu

den

ts r

esea

rch

ed.

6.

Wh

ere

wou

ld y

ou e

xpec

t th

e st

orm

su

rge

to h

ave

been

gre

ates

t? E

xpla

in.C

ompa

re y

our

answ

er

to t

he

info

rmat

ion

you

gat

her

ed o

n t

he

dam

age

infl

icte

d by

th

e st

orm

.Was

you

r an

swer

cor

rect

?

The

sto

rm s

urg

e w

ou

ld b

e st

ron

ges

t o

n t

he

sid

e o

f th

e st

orm

wh

ere

on

sho

re

win

ds

dev

elo

ped

as

the

sto

rm c

ente

r m

ove

d in

lan

d.

7.

How

was

th

e hu

rric

ane’

s st

ren

gth

aff

ecte

d w

hen

its

cen

ter

pass

ed o

ver

lan

d?

Win

d s

pee

ds

dec

reas

e ra

pid

ly w

hen

a s

torm

cen

ter

mo

ves

inla

nd

bec

ause

the

sto

rm b

eco

mes

cu

t o

ff f

rom

its

ener

gy

sou

rce

and

wea

ken

s.

scie

nce

.gle

nco

e.co

m.

CO

NC

LU

DE

AN

D A

PP

LY

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

, Inc

.


56

Cha

pter

14

Eart

h S

cien

ce:

Geo

logy

, th

e En

viro

nmen

t, a

nd t

he U

nive

rse

Geo

Lab

and

Min

iLab

Wor

kshe

ets

Nam

eC

lass

Dat

e

Mic

rocl

imat

es c

an b

e ca

used

by

tall

build

ings

,lar

ge b

odie

s of

wat

er,a

nd m

ount

ains

,am

ong

othe

r th

ings

.In

this

act

ivit

y,yo

u’ll

obse

rve

diffe

rent

mic

rocl

imat

es a

nd t

hen

atte

mpt

to

dete

rmin

e w

hich

fact

ors

stre

ngth

en m

icro

clim

ates

and

how

the

se fa

ctor

sch

ange

wit

h di

stan

ce fr

om E

arth

’s su

rfac

e.

Pro

ble

mW

hic

h t

ype

ofsu

rfac

e cr

eate

s th

e m

ost

pron

oun

ced

mic

rocl

imat

e?

Po

ssib

le M

ate

rials

ther

mom

eter

psyc

hro

met

er

pape

r st

rip

or w

ind

sock

met

erst

ick

rela

tive

hu

mid

ity

char

t (A

ppen

dix

F)

Hyp

oth

esi

sH

ypot

hes

ize

how

dif

fere

nt

area

s of

Ear

th’s

su

rfac

e,su

ch a

s gr

assy

law

ns,

asph

alt

park

ing

lots

,an

d bo

d-ie

s of

wat

er,a

ffec

t lo

cal c

limat

es.C

onsi

der

also

wh

eth

er d

ista

nce

fro

m t

he

grou

nd

mig

ht

affe

ctte

mpe

ratu

re,r

elat

ive

hum

idit

y,an

d w

ind

spee

d.

Ob

ject

ives

In t

his

Geo

Lab,

you

will

:

•D

esi

gn

and

carr

y o

ut

an e

xper

imen

t to

stu

dym

icro

clim

ates

bot

h a

t E

arth

’s s

urf

ace

and

abov

eit

s su

rfac

e.

•O

bse

rve

and

reco

rdte

mpe

ratu

re,r

elat

ive

hum

idit

y,an

d w

ind

spee

d.

•In

fer

how

dif

fere

nt

surf

aces

an

d ch

ange

s in

hei

ght

abov

e th

ese

surf

aces

aff

ect

mic

rocl

imat

es.

Safe

ty P

reca

uti

on

s

Be

care

ful w

hen

you

han

dle

glas

s th

erm

omet

ers,

espe

cial

ly t

hose

tha

t co

nta

in m

ercu

ry.I

fth

e th

er-

mom

eter

bre

aks,

do n

ot t

ouch

it.H

ave

you

r te

ache

rpr

oper

ly d

ispo

se o

fth

e gl

ass

and

the

mer

cury

.

Mic

rocl

imat

es

PR

EP

AR

AT

ION

1.

As

a gr

oup,

wri

te o

ut y

our

hypo

thes

is.L

ist t

hest

eps

need

ed to

test

you

r hy

poth

esis

.Inc

lude

inyo

ur p

lan

how

you

will

use

you

r eq

uipm

ent t

om

easu

re te

mpe

ratu

re,r

elat

ive

hum

idit

y,an

dw

ind

spee

d at

diff

eren

t sur

face

s an

d at

var

ious

heig

hts

abov

e th

ese

surf

aces

.

2.

Sele

ct y

our

site

s.Po

ssib

le s

ites

incl

ude

a g

rass

ypl

aygr

oun

d ar

ea,a

pav

ed p

arki

ng

lot,

and

asw

imm

ing

pool

.

3.

Be

sure

to

con

trol

var

iabl

es.F

or in

stan

ce,

diff

eren

t m

embe

rs o

fyo

ur

grou

p sh

ould

mak

eob

serv

atio

ns

at e

ach

sit

e at

th

e sa

me

tim

eof

day.

You’

ll al

so n

eed

to r

ecor

d w

eath

erva

riab

les

at s

ever

al d

iffe

ren

t di

stan

ces

abov

eea

ch s

urf

ace.

Poss

ible

dis

tan

ces

incl

ude

5 c

m,

1m

,an

d 2

m.

4.

Mak

e a

map

of

you

r te

st s

ites

.Des

ign

an

dco

nst

ruct

dat

a ta

bles

for

rec

ordi

ng

you

rob

serv

atio

ns.

You’

ll n

eed

sepa

rate

dat

a ta

bles

for

each

sit

e.D

raw

you

r m

ap a

nd

data

tab

les

in t

he

spac

e on

th

e n

ext

page

.

PR

OC

ED

UR

E

Nam

eC

lass

Dat

e

Geo

Lab

and

Min

iLab

Wor

kshe

ets

Cha

pter

14

Eart

h S

cien

ce:

Geo

logy

, th

e En

viro

nmen

t, a

nd t

he U

nive

rse

57

Mic

rocl

imat

es

MA

PS, G

RA

PHS,

AN

D D

ATA

TAB

LE

5.

Rea

d ov

er y

our

enti

re p

lan

to

mak

e ce

rtai

n a

llst

eps

are

in lo

gica

l ord

er.I

den

tify

con

stan

tsan

d va

riab

les

in y

our

plan

.

6.

Mak

e su

re y

our

teac

her

app

rove

s yo

ur

plan

befo

re y

ou p

roce

ed w

ith

you

r ex

peri

men

t.

7.

Car

ry o

ut

you

r pl

an.

PR

OC

ED

UR

E

Geo

Lab

and

Min

iLab

Wor

kshe

ets

Cha

pter

15

Eart

h S

cien

ce:

Geo

logy

, th

e En

viro

nmen

t, a

nd t

he U

nive

rse

59

Nam

eC

lass

Dat

e

Wha

t is

the

che

mic

al

com

posi

tion

of

seaw

ater

?

Dete

rmin

eth

e ch

emic

al c

om

po

siti

on

of

seaw

ater

usi

ng

th

e fo

llow

ing

ing

red

ien

ts.

The

salin

ity

of

seaw

ater

is c

om

mo

nly

mea

sure

d in

par

ts p

er t

ho

usa

nd

(p

pt)

.

Pro

ced

ure

1.

Car

efu

lly m

easu

re t

he

ing

red

ien

ts a

nd

pu

t th

em a

ll in

a la

rge

bea

ker.

2.

Ad

d 9

65.5

7 g

of

dis

tille

d w

ater

an

d m

ix.

An

aly

ze a

nd

Co

ncl

ud

e

1.

Ho

w m

any

gra

ms

of

solu

tio

n d

o y

ou

hav

e? W

hat

per

cen

tag

e o

f th

is s

olu

tio

n

is m

ade

up

of

salt

s?

34.4

3 g

of

salt

�96

5.57

g o

f w

ater

�10

00 g

of

salt

wat

er

34.4

3 g

�10

00 g

�0.

0344

3 o

r 3.

443

per

cen

t

2.

Giv

en t

hat

1 p

erce

nt

is e

qu

al t

o 1

0 p

pt,

wh

at is

th

e sa

linit

y o

f yo

ur

solu

tio

n

in p

arts

per

th

ou

san

d?

3.44

3 p

erce

nt

�34

.43

pp

t

3.

Iden

tify

th

e io

ns

in y

ou

r so

luti

on

.

Cl�

, Na�

, SO

42�, M

g2�

, Ca2

�, K

�, H

CO

3�, B

r�

4.

Infe

r h

ow

yo

ur

solu

tio

n d

iffe

rs f

rom

act

ual

sea

wat

er.

The

solu

tio

n d

oes

n’t

co

nta

in t

he

trac

e el

emen

ts a

nd

nu

trie

nts

dis

solv

ed in

sea

wat

er.

Min

iLab

15

Min

iLab

15

sodi

um c

hlor

ide

(NaC

l)23

.48

g

mag

nesi

um c

hlor

ide

(MgC

l 2)4.

98 g

sodi

um s

ulfa

te (N

a 2SO

4)3.

92 g

calc

ium

chl

orid

e (C

aCl 2)

1.10

g

pota

ssiu

m c

hlor

ide

(KCl

)0.

66 g

sodi

um b

icar

bona

te (N

aHCO

3)0.

19 g

pota

ssiu

m b

rom

ide

(KBr

)0.

10 g

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

, Inc

.


Nam

eC

lass

Dat

e

58

Cha

pter

14

Eart

h S

cien

ce:

Geo

logy

, th

e En

viro

nmen

t, a

nd t

he U

nive

rse

Geo

Lab

and

Min

iLab

Wor

kshe

ets

Mic

rocl

imat

es

1.

Co

mp

ari

ng

an

d C

on

trast

ing

Map

you

r da

ta.C

olor

cod

e th

e ar

eas

on y

our

map

to

show

wh

ich

su

rfac

es h

ad t

he

hig

hes

t an

d lo

wes

t te

mpe

ratu

res,

the

hig

hes

t an

dlo

wes

t re

lati

ve h

um

idit

y,an

d th

e gr

eate

st a

nd

leas

t w

ind

spee

d.O

n y

our

map

,in

clu

deda

ta f

or s

urf

ace

area

s on

ly.

2.

Makin

g a

nd

Usi

ng

Gra

ph

sG

raph

you

r da

ta f

or e

ach

sit

e,sh

owin

g di

ffer

ence

sin

tem

pera

ture

wit

h h

eigh

t.P

lot

tem

pera

ture

on

th

e x-

axis

an

d h

eigh

t on

th

e y-

axis

.R

epea

t th

is s

tep

for

rela

tive

hu

mid

ity

and

win

d sp

eed.

3.

Inte

rpre

tin

g S

cien

tifi

c Il

lust

rati

on

sA

nal

yze

you

r m

aps,

grap

hs,

and

data

to

fin

d pa

tter

ns.

Wh

ich

su

rfac

es h

ad t

he

mos

t pr

onou

nce

d m

icro

clim

ates

? D

id h

eigh

tab

ove

the

surf

ace

affe

ct y

our

data

? In

fer

why

or

why

not

.

Stu

den

ts s

ho

uld

fin

d t

hat

dar

ker

and

den

ser

surf

aces

are

gen

eral

ly w

arm

er a

nd

less

hu

mid

th

an a

re li

gh

ter

and

less

den

se s

urf

aces

. Wit

h in

crea

sin

g h

eig

ht,

tem

per

atu

re

sho

uld

dec

reas

e, a

nd

hu

mid

ity

and

win

d s

pee

d s

ho

uld

incr

ease

.

4.

Thin

kin

g C

riti

call

yA

nal

yze

you

r hy

poth

esis

an

d th

e re

sult

s of

you

r ex

peri

men

t.W

as y

our

hypo

thes

is s

upp

orte

d? E

xpla

in.

An

swer

s w

ill v

ary

dep

end

ing

on

ind

ivid

ual

res

ult

s. If

th

e w

eath

er v

aria

ble

s sh

ow

ed

app

rop

riat

e ch

ang

es w

ith

dif

fere

nt

hei

gh

ts a

nd

su

rfac

es, s

tud

ent

hyp

oth

eses

wer

e

likel

y su

pp

ort

ed.

AN

AL

YZ

E

1.

Why

did

som

e ar

eas

hav

e m

ore

pron

oun

ced

mic

rocl

imat

es t

han

oth

ers?

Wh

ich

fac

tors

seem

ed t

o co

ntr

ibu

te m

ost

to t

he

deve

lopm

ent

ofm

icro

clim

ates

?

Dar

ker

and

den

ser

surf

aces

ab

sorb

mo

re s

un

ligh

t an

d t

her

efo

re w

arm

up

fas

ter.

This

hig

her

rat

e o

f ab

sorp

tio

n a

lso

aff

ects

rel

ativ

e h

um

idit

y. A

reas

pro

tect

ed f

rom

the

win

d li

kely

exp

erie

nce

d t

he

mo

st v

aria

tio

n.

2.

Wh

ich

var

iabl

e ch

ange

d m

ost

wit

h h

eigh

t:te

mpe

ratu

re,r

elat

ive

hum

idit

y,or

win

d sp

eed?

W

hic

h v

aria

ble

chan

ged

leas

t? I

nfe

r w

hy s

ome

vari

able

s ch

ange

d m

ore

than

oth

ers

wit

h h

eigh

t.

An

swer

s w

ill v

ary

dep

end

ing

on

th

e ex

po

sure

of

ind

ivid

ual

loca

tio

ns.

An

y o

f th

e

vari

able

s m

igh

t sh

ow

th

e m

ost

ch

ang

e, b

ut

no

rmal

ly, t

emp

erat

ure

var

ies

mo

st. W

ind

is le

ast

likel

y to

ch

ang

e, b

ut

agai

n, t

his

dep

end

s o

n t

he

exp

osu

re o

f th

e lo

cati

on

.

CO

NC

LU

DE

AN

D A

PP

LY

Stu

den

t m

aps

will

vary

. Gen

eral

ly,

the

larg

er t

he

scal

e o

f th

e m

ap,

the

easi

er t

he

dat

aar

e to

plo

t an

dre

ad.

Gra

ph

s w

ill v

ary

bu

t sh

ou

ldre

flec

t co

llect

ed d

ata.

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

, Inc

.


60

Cha

pter

15

Eart

h S

cien

ce:

Geo

logy

, th

e En

viro

nmen

t, a

nd t

he U

nive

rse

Geo

Lab

and

Min

iLab

Wor

kshe

ets

Nam

eC

lass

Dat

e

The

wat

er in

the

oce

ans

is la

yere

d be

caus

e w

ater

mas

ses

wit

h hi

gher

den

siti

es s

ink

belo

w t

hose

wit

h lo

wer

den

siti

es.T

he d

ensi

ty o

fsea

wat

er d

epen

ds o

n it

s te

mpe

ratu

rean

d sa

linit

y.In

thi

s ac

tivi

ty,y

ou’ll

mod

el d

iffer

ent

type

s of

wat

er m

asse

s to

obs

erve

the

effe

cts

ofde

nsit

y fir

stha

nd.

Pro

ble

mD

eter

min

e h

ow c

han

ges

in s

alin

ity

and

tem

pera

-tu

re a

ffec

t w

ater

den

sity

.

Mate

rials

scal

e

grad

uat

ed 5

00-m

L cy

linde

r

100-

mL

glas

s be

aker

s (4

)

wat

er

red,

yello

w,a

nd

blu

e fo

od c

olor

ing

salt

ther

mom

eter

eyed

ropp

er

grap

h p

aper

pen

cil

rule

r

calc

ula

tor

Ob

ject

ives

In t

his

Geo

Lab

you

will

:

•C

om

pare

and

con

trast

the

mov

emen

t of

diff

eren

t w

ater

sam

ples

.

•D

ete

rmin

eth

e re

lati

ve d

ensi

ties

of

the

wat

ersa

mpl

es.

•Pre

dic

tth

e ar

ran

gem

ent

ofla

yers

in a

bod

y of

wat

er.

•C

on

stru

ct a

nd

inte

rpre

ta

tem

pera

ture

pro

file

.

Safe

ty P

reca

uti

on

s

Alw

ays

wea

r sa

fety

gog

gles

an

d an

apr

on in

th

e la

b.W

ash

you

r h

ands

aft

er c

ompl

etin

g th

e la

b.

Mod

elin

g W

ater

Mas

ses

PR

EP

AR

AT

ION

1.

Mix

200

mL

ofw

ater

an

d 7.

5 g

ofsa

lt in

th

egr

adu

ated

cyl

inde

r.Po

ur

equ

al a

mou

nts

of

the

salt

sol

uti

on in

to t

wo

beak

ers.

Fill

each

of

the

two

oth

er b

eake

rs w

ith

100

mL

offr

eshw

ater

.

2.

Pu

t a

few

dro

ps o

fre

d fo

od c

olor

ing

in o

ne

ofth

e sa

lt s

olu

tion

s.P

ut

a fe

w d

rops

of

yello

wfo

od c

olor

ing

in t

he

oth

er s

alt

solu

tion

.Pu

t a

few

dro

ps o

fbl

ue

food

col

orin

g in

on

e of

the

beak

ers

offr

eshw

ater

.Do

not

add

foo

dco

lori

ng

to t

he

oth

er b

eake

r of

fres

hwat

er.

3.

Pla

ce t

he

beak

ers

wit

h t

he

red

salt

sol

uti

on a

nd

the

blu

e fr

eshw

ater

in t

he

refr

iger

ator

.R

efri

gera

te t

hem

for

30

min

ute

s.

4.

Mea

sure

an

d re

cord

th

e te

mpe

ratu

re o

fth

ew

ater

in a

ll fo

ur

beak

ers.

5.

Pu

t se

vera

l dro

ps o

fth

e co

ld,r

ed s

altw

ater

in

to t

he

beak

er w

ith

th

e w

arm

,yel

low

salt

wat

er a

nd

obse

rve

wh

at h

appe

ns.

Rec

ord

you

r ob

serv

atio

ns.

6.

Pu

t se

vera

l dro

ps o

fth

e co

ld,b

lue

fres

hwat

erin

to t

he

beak

er w

ith

th

e w

arm

,cle

ar f

resh

wat

eran

d ob

serv

e w

hat

hap

pen

s.R

ecor

d yo

ur

obse

rvat

ion

s.

7.

Pu

t se

vera

l dro

ps o

fth

e co

ld,b

lue

fres

hwat

erin

to t

he

beak

er w

ith

th

e w

arm

,yel

low

salt

wat

er a

nd

obse

rve

wh

at h

appe

ns.

Rec

ord

you

r ob

serv

atio

ns.

PR

OC

ED

UR

E

Nam

eC

lass

Dat

e

Geo

Lab

and

Min

iLab

Wor

kshe

ets

Cha

pter

15

Eart

h S

cien

ce:

Geo

logy

, th

e En

viro

nmen

t, a

nd t

he U

nive

rse

61

Mod

elin

g W

ater

Mas

ses

1.

In y

our

scie

nce

jou

rnal

,des

crib

e th

e m

ovem

ent

ofth

e co

ld,r

ed s

altw

ater

in s

tep

5.C

ompa

re t

his

to

the

mov

emen

t of

the

cold

,blu

e fr

eshw

ater

in s

tep

7.W

hat

acc

oun

tsfo

r th

e di

ffer

ence

s yo

u o

bser

ved?

Co

ld s

altw

ater

sin

ks in

war

m s

altw

ater

; co

ld f

resh

wat

er f

loat

s in

war

m s

altw

ater

.

Co

ld s

altw

ater

is d

ense

r th

an w

arm

sal

twat

er; c

old

fre

shw

ater

is le

ss d

ense

th

an

war

m o

r co

ld s

altw

ater

. Th

e am

ou

nt

of

salin

ity

in t

he

wat

er a

cco

un

ts f

or

the

dif

fere

nce

s o

bse

rved

.

2.

Bas

ed o

n y

our

obse

rvat

ion

s,lis

t th

e w

ater

sam

ples

by

colo

r in

ord

er o

fin

crea

sin

g de

nsi

ty.

clea

r, b

lue,

yel

low

, red

3.

Ifyo

u p

oure

d th

e fo

ur

wat

er s

ampl

es in

to t

he

grad

uat

ed c

ylin

der,

how

wou

ld t

hey

arra

nge

th

emse

lves

into

laye

rs b

y co

lor,

from

top

to

bott

om?

clea

r, b

lue,

yel

low

, red

AN

AL

YZ

E

1.

Ass

um

e th

at f

our

wat

er m

asse

s in

a la

rge

body

of

wat

er h

ave

the

sam

e ch

arac

teri

stic

sas

th

e w

ater

in t

he

fou

r be

aker

s.T

he

war

m w

ater

laye

rs a

re 1

00 m

th

ick,

and

the

cold

laye

rs a

re 1

000

m t

hic

k.G

raph

th

e te

mpe

ratu

re p

rofi

le o

fth

e la

rge

body

of

wat

er.

CO

NC

LU

DE

AN

D A

PP

LY

Stu

den

t g

rap

hs

sho

uld

sho

w t

hat

th

e fi

rst

laye

r ex

ten

ds

to a

dep

th o

f 10

0 m

an

dh

as a

tem

per

atu

re o

f20

°C. T

he

seco

nd

laye

rex

ten

ds

to 1

100

m a

nd

has

a t

emp

erat

ure

of

5°C

. Th

e th

ird

laye

rex

ten

ds

to 1

200

m a

nd

has

a t

emp

erat

ure

of

20°C

. Th

e fo

urt

h la

yer

exte

nd

s to

220

0 m

an

dh

as a

tem

per

atu

re o

f5°

C.

Geo

Lab

and

Min

iLab

Wor

kshe

ets

Cha

pter

16

Eart

h S

cien

ce:

Geo

logy

, th

e En

viro

nmen

t, a

nd t

he U

nive

rse

63

Nam

eC

lass

Dat

e

How

fas

t do

sed

imen

t gr

ains

sin

k?

Invest

igate

ho

w g

rain

siz

e af

fect

s se

ttlin

g s

pee

d.

Pro

ced

ure

CA

UTI

ON

: Alw

ays

wea

r sa

fety

go

gg

les

and

an

ap

ron

in t

he

lab

.

1.

Ob

tain

fiv

e ro

un

d p

ebb

les

and

san

d g

rain

s w

ith

ap

pro

xim

ate

dia

met

ers

of

0.5

mm

, 1 m

m, 2

mm

, 5 m

m, a

nd

10

mm

.

2.

Mea

sure

th

e d

iam

eter

s o

f ea

ch s

pec

imen

usi

ng

a s

et o

f si

eves

. Rec

ord

th

ese

mea

sure

men

ts in

th

e d

ata

tab

le b

elo

w.

3.

Fill

a 25

0-m

L g

rad

uat

ed c

ylin

der

wit

h c

oo

kin

g o

il.

4.

Dro

p t

he

larg

est

spec

imen

into

th

e o

il. M

easu

re t

he

tim

e it

tak

es f

or

the

spec

imen

to

sin

k to

th

e b

ott

om

of

the

cylin

der

. If

the

spec

imen

do

esn

’t f

all q

uic

kly,

mea

sure

th

e ti

me

it t

akes

to

fal

l a g

iven

dis

tan

ce. R

eco

rd t

his

tim

e in

yo

ur

dat

a ta

ble

.

5.

Rep

eat

step

5 f

or

the

rem

ain

ing

sp

ecim

ens.

6.

Cal

cula

te t

he

sett

ling

sp

eed

fo

r ea

ch s

pec

imen

an

d f

ill in

yo

ur

dat

a ta

ble

.

7.

Plo

t th

e se

ttlin

g s

pee

d (

cm/s

) ag

ain

st p

arti

cle

dia

met

er (

mm

) o

n a

gra

ph

.

An

aly

ze a

nd

Co

ncl

ud

e

1.

Ho

w d

o s

ettl

ing

sp

eed

s ch

ang

e as

par

ticl

e si

zes

dec

reas

e?

Sett

ling

sp

eed

s d

ecre

ase

wit

h d

ecre

asin

g s

ize.

2.

Ho

w m

uch

fas

ter

do

es a

10-

mm

par

ticl

e si

nk

com

par

ed t

o a

1-m

m p

arti

cle?

A 1

0-m

m p

arti

cle

sin

ks a

lmo

st 3

0 ti

mes

as

fast

as

a 1-

mm

par

ticl

e.

3.

Ho

w lo

ng

wo

uld

it t

ake

a 1-

mm

san

d g

rain

an

d a

0.0

01-m

m c

lay

par

ticl

e to

set

tle

to t

he

bo

tto

m o

f th

e o

cean

at

a d

epth

of

5 km

?

A 1

-mm

san

d p

arti

cle

wo

uld

tak

e 8.

7 h

(31

250

s)

to s

ettl

e 5

km. A

0.0

01-m

m

par

ticl

e w

ou

ld t

ake

26.7

y (

31 2

50 s

�30

3 ). N

ote

: Stu

den

ts’ r

esu

lts

will

var

y.

Min

iLab

16

Min

iLab

16

Type

of

Part

icle

Dia

met

er (

mm

)D

ista

nce

(cm

)Ti

me

(s)

Sett

ling

Spee

d (c

m/s

)

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

, Inc

.


Nam

eC

lass

Dat

e

62

Cha

pter

15

Eart

h S

cien

ce:

Geo

logy

, th

e En

viro

nmen

t, a

nd t

he U

nive

rse

Geo

Lab

and

Min

iLab

Wor

kshe

ets

Mod

elin

g W

ater

Mas

ses

CO

NC

LU

DE

AN

D A

PP

LY

2.

Wh

at is

th

e sa

linit

y in

par

ts p

er t

hou

san

d of

the

com

bin

ed s

alin

e so

luti

ons?

(H

int:

ppt

equ

als

gram

s of

salt

per

kilo

gram

of

solu

tion

.Ass

um

e th

at 2

00 m

L of

wat

er h

as a

mas

s of

200

g.B

e su

re t

o in

clu

de t

he

mas

s of

the

salt

in t

he

tota

l mas

s of

the

solu

tion

.)

mas

s o

f so

luti

on

: 207

.5 g

salin

ity

�7.

5 g

�20

7.5

g �

0.03

6 �

36 p

pt

3.

Th

is t

empe

ratu

re p

rofi

le w

as c

onst

ruct

ed f

rom

mea

sure

men

ts t

aken

in t

he

Atl

anti

cO

cean

off

the

coas

t of

Spai

n.S

tudy

th

e pr

ofile

,th

en in

fer

why

a h

igh

-tem

pera

ture

laye

r ex

ists

ben

eath

th

e th

erm

oclin

e.Is

th

is la

yer

den

ser

than

th

e co

lder

wat

er a

bove

?E

xpla

in.

The

hig

h-t

emp

erat

ure

laye

r is

sal

tier

th

an t

he

cold

er t

her

mo

clin

e ab

ove

it. I

t is

ther

efo

re d

ense

r th

an t

he

ther

mo

clin

e b

ecau

se s

alin

ity

cau

ses

an in

crea

se in

den

sity

.

1000

2000

150050

0

Tem

pera

ture

Pro

file

Depth (m)

Tem

pera

ture

(°C)

0

0°C

10°C

20°C

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

, Inc

.


1.

Wh

at k

ind

ofco

asta

l lan

dfor

m is

th

e M

orro

Roc

k Pe

nin

sula

?

hea

dla

nd

2.

Wh

at k

ind

offe

atu

re is

Pill

ar R

ock,

and

how

was

it f

orm

ed?

sea

stac

k; f

orm

ed b

y d

iffe

ren

tial

ero

sio

n

3.

On

wh

at c

oast

al f

eatu

re is

Mor

ro B

ay S

tate

Par

k lo

cate

d? H

ow w

as t

he

feat

ure

for

med

?

bay

mo

uth

bar

; fo

rmed

wh

en a

sp

it c

ross

es a

bay

4.

Wh

at a

re t

he

irre

gula

r sa

nd

hill

s in

Mor

ro B

ay S

tate

Par

k?

san

d d

un

es

AN

AL

YZ

E

64

Cha

pter

16

Eart

h S

cien

ce:

Geo

logy

, th

e En

viro

nmen

t, a

nd t

he U

nive

rse

Geo

Lab

and

Min

iLab

Wor

kshe

ets

Nam

eC

lass

Dat

e

Top

ogra

phic

map

s of

coas

tal a

reas

sho

w a

tw

o-di

men

sion

al r

epre

sent

atio

n of

coas

tal

land

form

s.Yo

u ca

n id

enti

fy a

n em

erge

nt c

oast

by

the

land

form

s al

ong

the

coas

tline

as w

ell a

s la

ndfo

rms

foun

d in

land

.

Pro

ble

mH

ow c

an y

ou id

enti

fy a

nd

desc

ribe

th

e co

asta

lla

ndf

orm

s of

an e

mer

gen

t co

ast

on a

top

ogra

phic

map

?

Mate

rials

met

ric

rule

r

grap

h p

aper

draf

tin

g co

mpa

ss

calc

ula

tor

pen

cil

Iden

tify

ing

Coas

tal

Land

form

s

PR

EP

AR

AT

ION

1.

Det

erm

ine

the

map

sca

le a

nd

the

con

tou

rin

terv

al.

2.

On

th

e in

set

map

,plo

t a

wes

t-ea

st c

ross

sect

ion

of

the

coas

t ju

st n

orth

of

Isla

y C

reek

from

th

e 60

ft

dept

h c

onto

ur

to a

poi

nt

5000

feet

inla

nd.

Use

a s

cale

of

1:24

000

and

ave

rtic

al e

xagg

erat

ion

of

4.

3.

Use

bot

h m

aps

to a

nsw

er t

he

follo

win

gqu

esti

ons.

PR

OC

ED

UR

E

Nam

eC

lass

Dat

e

Geo

Lab

and

Min

iLab

Wor

kshe

ets

Cha

pter

16

Eart

h S

cien

ce:

Geo

logy

, th

e En

viro

nmen

t, a

nd t

he U

nive

rse

65

Iden

tify

ing

Coas

tal L

andf

orm

s

AN

AL

YZ

E

1.

Is t

his

por

tion

of

the

Cal

ifor

nia

coa

st e

mer

gen

t or

su

bmer

gen

t? W

hat

fea

ture

s of

this

coas

tlin

e pr

ovid

e ev

iden

ce f

or y

our

answ

er?

this

co

ast

is e

mer

gen

t; e

leva

ted

mar

ine

terr

aces

, fai

rly

stra

igh

t sh

ore

line

CO

NC

LU

DE

AN

D A

PP

LY

5.

Wh

at is

th

e di

rect

ion

of

the

lon

gsh

ore

tran

spor

t al

ong

Mor

ro B

ay?

Exp

lain

.

To t

he

no

rth

; san

d is

pili

ng

up

on

th

e so

uth

sid

e o

f th

e b

reak

wat

er.

6.

You

r w

est-

east

cro

ss s

ecti

on s

how

s an

ele

vate

d fl

at a

rea

nex

t to

th

e sh

orel

ine.

Wh

at k

ind

ofco

asta

l lan

dfor

m is

th

is?

How

was

it f

orm

ed?

an e

leva

ted

mar

ine

terr

ace;

fo

rmed

by

up

lifti

ng

of

a w

ave-

cut

pla

tfo

rm

7.

Ifse

a le

vel d

ropp

ed 1

0 m

,how

wou

ld t

he

shor

elin

e ch

ange

? H

ow f

ar w

ould

it m

ove

seaw

ard?

Wou

ld it

bec

ome

mor

e re

gula

r or

irre

gula

r? W

hat

wou

ld h

appe

n t

o M

orro

Bay

?

The

sho

relin

e w

ou

ld m

ove

200

0 ft

sea

war

d a

nd

bec

om

e m

ore

reg

ula

r.

Mo

rro

Bay

wo

uld

dry

up

.

8.

Ifse

a le

vel r

ose

6 m

,how

wou

ld t

he

coas

tal r

egio

n c

han

ge?

Nam

e th

ree

maj

or c

han

ges.

Mo

rro

Ro

ck w

ou

ld b

eco

me

an is

lan

d, m

ost

of

the

coas

tal c

om

mu

nit

ies

wo

uld

be

flo

od

ed, t

he

coas

tlin

e w

ou

ld b

eco

me

mo

re ir

reg

ula

r, an

d M

orr

o B

ay w

ou

ld b

eco

me

a la

rge,

bra

nch

ing

est

uar

y ex

ten

din

g a

lmo

st 2

mi f

urt

her

inla

nd

.

Geo

Lab

and

Min

iLab

Wor

kshe

ets

Cha

pter

17

Eart

h S

cien

ce:

Geo

logy

, th

e En

viro

nmen

t, a

nd t

he U

nive

rse

67

Nam

eC

lass

Dat

e

Mod

el o

cean

-bas

in f

orm

atio

n

Mo

del

the

form

atio

n o

f th

e So

uth

Atl

anti

c O

cean

.

Pro

ced

ure

1.

Use

a w

orl

d m

ap t

o c

reat

e p

aper

tem

pla

tes

of

Sou

th A

mer

ica

and

Afr

ica.

2.

Plac

e th

e tw

o c

on

tin

enta

l tem

pla

tes

in t

he

cen

ter

of

a p

iece

of

11″

�17

″p

aper

an

d f

it t

hem

to

get

her

alo

ng

th

eir

Atl

anti

c co

astl

ines

.

3.

Car

efu

lly t

race

aro

un

d t

he

tem

pla

tes

wit

h a

pen

cil.

Rem

ove

th

e te

mp

late

s an

d

lab

el t

he

dia

gra

m “

150

mill

ion

yea

rs a

go

.”

4.

Use

an

ave

rag

e sp

read

ing

rat

e o

f 4

cm/y

an

d a

map

sca

le o

f 1

cm �

500

km t

o

crea

te a

ser

ies

of

map

s th

at a

ccu

rate

ly s

ho

w t

he

dev

elo

pm

ent

of

the

Atl

anti

c O

cean

at

30-

mill

ion

-yea

r in

terv

als,

beg

inn

ing

150

mill

ion

yea

rs a

go

.

An

aly

ze a

nd

Co

ncl

ud

e

1.

Co

mp

are

you

r la

st m

ap w

ith

a w

orl

d m

ap. I

s th

e ac

tual

wid

th o

f th

e So

uth

Atl

anti

c O

cean

the

sam

e o

n b

oth

map

s?

The

mo

del

’s w

idth

of

6000

km

is g

reat

er t

han

th

e ac

tual

wid

th o

f th

e A

tlan

tic

Oce

an,

wh

ich

is b

etw

een

450

0 an

d 5

500

km.

2.

Wh

at m

igh

t h

ave

cau

sed

an

y d

iffe

ren

ce b

etw

een

th

e w

idth

in y

ou

r m

od

el a

nd

th

e ac

tual

wid

th o

f th

e p

rese

nt

Sou

th A

tlan

tic

Oce

an?

The

spre

adin

g r

ate

use

d in

th

e m

od

el is

fas

ter

than

th

e ac

tual

sp

read

ing

rat

e.

Min

iLab

17

Min

iLab

17

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

, Inc

.


Nam

eC

lass

Dat

e

66

Cha

pter

16

Eart

h S

cien

ce:

Geo

logy

, th

e En

viro

nmen

t, a

nd t

he U

nive

rse

Geo

Lab

and

Min

iLab

Wor

kshe

ets

Iden

tify

ing

Coas

tal L

andf

orm

s

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

, Inc

.


68

Cha

pter

17

Eart

h S

cien

ce:

Geo

logy

, th

e En

viro

nmen

t, a

nd t

he U

nive

rse

Geo

Lab

and

Min

iLab

Wor

kshe

ets

Nam

eC

lass

Dat

e

Iron-

bear

ing

min

eral

s in

roc

ks r

ecor

d th

e or

ient

atio

n of

Ear

th’s

mag

neti

c fie

ld a

t th

eti

me

ofth

eir

form

atio

n.T

hese

pre

serv

ed m

agne

tic

alig

nmen

ts in

oce

an-f

loor

roc

ks c

anbe

use

d to

dat

e di

ffere

nt p

arts

oft

he s

eaflo

or a

nd t

o de

term

ine

rate

s of

spre

adin

g al

ong

dive

rgen

t pl

ate

mar

gins

.

Pro

ble

mH

ow c

an y

ou u

se p

aleo

mag

net

ic d

ata

to in

terp

ret

info

rmat

ion

abo

ut

ocea

n-f

loor

roc

ks?

Mate

rials

trac

ing

pape

r

met

ric

rule

r

No.

2 pe

nci

l

colo

red

pen

cils

Figu

re 1

Mak

ing

a Pa

leom

agne

tic

Map

PR

EP

AR

AT

ION

1.

Use

th

e tr

acin

g pa

per

and

the

No.

2 pe

nci

l to

care

fully

cop

y th

e ba

se m

ap o

n t

he

follo

win

gpa

ge.B

e su

re t

o in

clu

de t

he

mag

net

ic s

urv

eylin

es,t

he

map

sca

le,a

nd

the

loca

tion

indi

cate

dby

th

e le

tter

Xon

you

r tr

acin

g.

2.

Tran

sfer

th

e m

agn

etic

su

rvey

dat

a fr

om P

M1

to y

our

trac

ing

by p

laci

ng

the

surv

ey li

ne

onyo

ur

map

ove

r th

e P

M1

data

cu

rve

on t

he

follo

win

g pa

ge.B

e su

re t

o al

ign

th

e m

id-o

cean

ridg

e w

ith

th

e da

shed

lin

e be

fore

you

beg

intr

ansf

erri

ng

the

line.

Labe

l th

e lin

e.

3.

Rep

eat

step

2 f

or t

he

oth

er f

our

lines

.

4.

Nex

t,u

se y

our

rule

r to

dra

w a

ser

ies

ofpa

ralle

llin

es b

etw

een

PM

1 an

d P

M2

to c

onn

ect

the

corr

espo

ndi

ng

posi

tive

an

d n

egat

ive

mag

net

icre

vers

als.

Dra

w t

he

lines

pas

t P

M2,

but

stop

the

lines

at

the

tran

sfor

m b

oun

dary

.

5.

Dra

w a

not

her

ser

ies

oflin

es b

etw

een

su

rvey

lines

PM

3 an

d P

M4

and

betw

een

PM

4 an

dP

M5.

Aga

in,e

nd

thes

e lin

es a

t th

e tr

ansf

orm

bou

nda

ry.

6.

Th

e po

siti

ve m

agn

etic

rea

din

g al

ong

the

mid

-oc

ean

rid

ge r

epre

sen

ts t

he

Bru

nh

es M

agn

etic

Epo

ch.T

he

firs

t n

egat

ive

anom

aly

on e

ith

ersi

de o

fth

e ri

dge

mar

ks t

he

begi

nn

ing

ofth

eM

atuy

ama

Mag

net

ic E

poch

.Use

Fig

ure

1to

iden

tify

th

e m

agn

etic

rev

ersa

ls.

7.

Ass

ign

a c

olor

for

eac

h m

agn

etic

rev

ersa

l.T

hen

,col

or t

he

corr

espo

ndi

ng

stri

pe o

nea

chsi

de o

fth

e ri

dge.

PR

OC

ED

UR

E

Nam

eC

lass

Dat

e

Geo

Lab

and

Min

iLab

Wor

kshe

ets

Cha

pter

17

Eart

h S

cien

ce:

Geo

logy

, th

e En

viro

nmen

t, a

nd t

he U

nive

rse

69

Mak

ing

a Pa

leom

agne

tic

Map

Base

map

Pale

omag

neti

c su

rvey

dat

a cu

rves

050

100

km

Tran

sfor

mbo

unda

ry

Mid

-oce

an r

idge

PM 1

PM 2

PM 3

PM 4

PM 5

Mid

-oce

an r

idge

PM 1

PM 2

PM 3

PM 4

PM 5

+ – + – + – + – + –

Geo

Lab

and

Min

iLab

Wor

kshe

ets

Cha

pter

18

Eart

h S

cien

ce:

Geo

logy

, th

e En

viro

nmen

t, a

nd t

he U

nive

rse

71

Nam

eC

lass

Dat

e

How

doe

s si

lica

affe

ct la

va f

low

?

Mo

del

the

chan

ges

in la

va v

isco

sity

wit

h t

he

add

itio

n o

f si

lica.

Pro

ced

ure

CA

UTI

ON

: Alw

ays

wea

r sa

fety

go

gg

les

and

an

ap

ron

in t

he

lab

.

1.

Pou

r 12

0 m

L o

f d

ish

was

hin

g li

qu

id in

to a

250

-mL

bea

ker.

2.

Stir

th

e liq

uid

wit

h a

sti

rrin

g r

od

. Des

crib

e th

e vi

sco

sity

.

3.

Ad

d 3

0 g

of

NaC

l (ta

ble

sal

t) t

o t

he

liqu

id. S

tir

wel

l. D

escr

ibe

wh

at h

app

ens.

4.

Rep

eat

step

3 t

hre

e m

ore

tim

es.

An

aly

ze a

nd

Co

ncl

ud

e

1.

Wh

at d

o t

he

liqu

id a

nd

NaC

l rep

rese

nt?

liqu

id—

lava

; NaC

l—si

lica

2.

Ho

w d

oes

an

incr

ease

in s

ilica

aff

ect

lava

vis

cosi

ty?

As

the

silic

a co

nte

nt

incr

ease

s, t

he

visc

osi

ty o

f la

va in

crea

ses.

3.

Bas

alti

c er

up

tio

ns

are

calle

d f

low

s b

ecau

se o

f th

e w

ay t

hey

mo

ve a

cro

ss E

arth

’s

surf

ace.

Wh

at c

an y

ou

infe

r ab

ou

t th

e si

lica

con

ten

t o

f a

bas

alti

c fl

ow

?

It is

low

.

Min

iLab

18

Min

iLab

18

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

, Inc

.


Nam

eC

lass

Dat

e

70

Cha

pter

17

Eart

h S

cien

ce:

Geo

logy

, th

e En

viro

nmen

t, a

nd t

he U

nive

rse

Geo

Lab

and

Min

iLab

Wor

kshe

ets

Mak

ing

a Pa

leom

agne

tic

Map

1.

Why

was

it n

eces

sary

to

colo

r co

rres

pon

din

g st

ripe

s on

eac

h s

ide

ofth

e ri

dge

in s

tep

7?

The

two

str

ipes

fo

rmed

as

a si

ng

le b

and

alo

ng

th

e ri

dg

e ax

is. S

eafl

oo

r sp

read

ing

split

th

e b

and

in t

wo

to

fo

rm s

trip

es t

hat

mo

ved

in o

pp

osi

te d

irec

tio

ns

in r

elat

ion

to t

he

rid

ge.

2.

Use

Fig

ure

1to

det

erm

ine

the

age

ofth

e se

aflo

or a

t lo

cati

on X

.

The

age

of

the

cru

st a

t p

oin

t X

is a

bo

ut

2.8

mill

ion

yea

rs.

AN

AL

YZ

E

1.

Wh

at m

igh

t ca

use

an

indi

vidu

al m

agn

etic

str

ipe

ofoc

ean

-flo

or c

rust

to

var

y in

wid

th?

vari

able

sp

read

ing

rat

es a

lon

g t

he

rid

ge

2.

Wh

at is

th

e av

erag

e sp

read

ing

rate

alo

ng

this

sec

tion

of

the

mid

-oce

an r

idge

?

The

aver

age

spre

adin

g r

ate

is a

bo

ut

5 cm

/y. S

tud

ents

can

cal

cula

te t

his

rat

e b

y

mea

suri

ng

th

e d

ista

nce

bet

wee

n lo

cati

on

Xan

d t

he

corr

esp

on

din

g p

oin

t o

n t

he

op

po

site

sid

e o

f th

e ri

dg

e, w

hic

h is

ab

ou

t 14

5 km

. Th

e ag

e o

f th

e cr

ust

at

po

int

Xis

2.8

mill

ion

yea

rs, a

nd

145

km

�2.

8 m

illio

n y

ears

�5.

2 cm

/y.

CO

NC

LU

DE

AN

D A

PP

LY

Mag

neti

cpo

lari

tyof

lava

Mag

neti

c-re

vers

alti

me

scal

e

Mill

ions

of y

ears

ago

Brun

hes

norm

alep

och

Gau

ssno

rmal

epoc

hEven

ts

Mat

uyam

are

vers

alep

och

Gilb

ert

reve

rsal

epoc

h

Nor

mal

field

Reve

rsed

field

0.0

1.0

2.0

3.0

4.0

5.0

Figu

re 1

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

, Inc

.


72

Cha

pter

18

Eart

h S

cien

ce:

Geo

logy

, th

e En

viro

nmen

t, a

nd t

he U

nive

rse

Geo

Lab

and

Min

iLab

Wor

kshe

ets

Nam

eC

lass

Dat

e

Som

e vo

lcan

oes

can

be e

xplo

sive

ly d

ange

rous

.Alo

ng w

ith

clou

ds o

fash

and

oth

ervo

lcan

ic d

ebri

s th

at c

an li

nger

in t

he a

ir fo

r ye

ars

afte

r an

eru

ptio

n,py

rocl

asti

cflo

ws,

land

slid

es,a

nd m

udflo

ws

are

com

mon

vol

cani

c ha

zard

s.A

n ex

plos

ive

volc

ano

may

not

be a

haz

ard

to h

uman

life

and

pro

pert

y,ho

wev

er,i

fit

is lo

cate

d in

a r

emot

e ar

ea o

rer

upts

infr

eque

ntly

.A n

umbe

r of

fact

ors

mus

t be

tak

en in

to a

ccou

nt t

o de

term

ine

ifa

part

icul

ar v

olca

no p

oses

a r

isk.

Pro

ble

mW

hic

h v

olca

noe

s on

ou

r pl

anet

pos

e th

e gr

eate

stri

sk t

o hu

man

life

an

d pr

oper

ty?

Hyp

oth

esi

sFo

rm a

hyp

oth

esi

sab

out

wh

ere

you

th

ink

the

mos

t h

azar

dou

s vo

lcan

oes

are

loca

ted

on E

arth

.T

hin

k ab

out

the

pote

nti

al r

isk

to p

eopl

e an

d pr

op-

erty

nea

r th

e vo

lcan

o w

hen

for

mu

lati

ng

you

rhy

poth

esis

.Wri

te y

our

hypo

thes

is in

th

e sp

ace

belo

w.

Ob

ject

ives

In t

his

Geo

Lab,

you

will

:

•G

ath

er

and

com

mu

nic

ate

data

abo

ut

thre

evo

lcan

oes

in d

iffe

ren

t pa

rts

ofth

e w

orld

.

•Fo

rm c

on

clu

sio

ns

abou

t th

e h

azar

ds p

osed

by

the

volc

anoe

s ba

sed

on t

hei

r lo

cati

on,s

ize,

lava

type

,an

d er

upt

ive

his

tory

.

Data

So

urc

es

Go

to t

he

Gle

nco

e Sc

ien

ce W

eb S

ite

at

to f

ind

links

to

volc

ano

data

on

th

e In

tern

et.Y

ou c

an a

lso

use

cu

rren

t re

fere

nce

boo

ks a

nd

scie

nti

fic

mag

azin

es t

o ai

d in

th

e co

llect

ion

of

data

.

scie

nce

.gle

nco

e.co

m

Ran

king

Haz

ardo

usVo

lcan

oes

PR

EP

AR

AT

ION

1.

Sele

ct a

cou

ntr

y an

d fi

nd

out

ifth

ere

are

any

volc

anoe

s in

th

at c

oun

try.

Ifth

ere

are

no

volc

anoe

s,ch

oose

an

oth

er c

oun

try.

Ifth

ere

are

a lo

t of

volc

anoe

s in

th

at c

oun

try,

nar

row

you

rse

arch

.

2.

Rep

eat

step

1 f

or t

wo

oth

er v

olca

noe

s.C

opy

and

com

plet

e th

e da

ta t

able

on

th

e n

ext

page

wit

h t

he

info

rmat

ion

abo

ut

each

of

the

thre

evo

lcan

oes

you

sel

ecte

d.

PR

OC

ED

UR

E

Nam

eC

lass

Dat

e

Geo

Lab

and

Min

iLab

Wor

kshe

ets

Cha

pter

18

Eart

h S

cien

ce:

Geo

logy

, th

e En

viro

nmen

t, a

nd t

he U

nive

rse

73

Ran

king

Haz

ardo

us V

olca

noes

RAN

KIN

G O

F SO

ME

HA

ZARD

OU

S VO

LCA

NO

ES

Volc

ano

nam

e

Coun

try

Loca

tion

of

volc

ano

(latit

ude

and

long

itude

)

Type

of

volc

ano

Com

posi

tion

of

lava

/Ex

plos

iven

ess

Dat

e of

last

eru

ptio

n

Erup

tion

inte

rval

(num

ber o

f er

uptio

ns o

ver a

per

iod

of ti

me)

Hei

ght

of v

olca

no

Dis

tanc

e to

nea

rest

po

pula

tion

cen

ter

App

roxi

mat

e nu

mbe

r of

pe

ople

livi

ng n

ear

the

volc

ano

Type

(s) o

f po

tent

ial h

azar

ds

Hum

an h

azar

d ra

nkin

g(h

igh,

med

ium

,low

)

Geo

Lab

and

Min

iLab

Wor

kshe

ets

Cha

pter

19

Eart

h S

cien

ce:

Geo

logy

, th

e En

viro

nmen

t, a

nd t

he U

nive

rse

75

Nam

eC

lass

Dat

e

How

is a

sei

smic

–int

ensi

ty

map

mad

e?

Make a

Map

usi

ng

sei

smic

–in

ten

sity

dat

a.

Pro

ced

ure

1.

Trac

e th

e m

ap o

nto

pap

er. M

ark

the

loca

tio

ns

ind

icat

ed b

y th

e le

tter

s o

n t

he

map

.

2.

Plo

t th

ese

Mer

calli

inte

nsi

ty v

alu

es o

n t

he

map

nex

t to

th

e co

rrec

t le

tter

: A

, I; B

, III;

C, I

I; D

, III;

E, I

V; F

, IV

; G, I

V; H

, V; I

, V; J

, V; K

, VI;

L, V

III; M

, VII;

N, V

III; O

, III.

3.

Dra

w c

on

tou

rs o

n t

he

map

to

sep

arat

e th

e in

ten

sity

val

ues

.

An

aly

ze a

nd

Co

ncl

ud

e

1.

Wh

at is

th

e m

axim

um

inte

nsi

ty v

alu

e?

The

max

imu

m in

ten

sity

val

ue

is V

III.

2.

Wh

ere

is t

he

max

imu

m in

ten

sity

val

ue

loca

ted

?

It is

loca

ted

at

stat

ion

s L

and

N.

3.

Wh

ere

is t

he

eart

hq

uak

e’s

epic

ente

r?

bet

wee

n s

tati

on

s L

and

N

Min

iLab

19

Min

iLab

19

MI

PA

Lake

Erie

OH

MKE

N

D

IN

KY

WV

H

I

A

LG

FJ C

O

B

Inte

nsit

y Va

lues

of a

Qua

ke

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

, Inc

.


Nam

eC

lass

Dat

e

74

Cha

pter

18

Eart

h S

cien

ce:

Geo

logy

, th

e En

viro

nmen

t, a

nd t

he U

nive

rse

Geo

Lab

and

Min

iLab

Wor

kshe

ets

Ran

king

Haz

ardo

us V

olca

noes

Sh

ari

ng

Yo

ur

Data

Fin

d th

is I

nte

rnet

Geo

Lab

on t

he

Gle

nco

e Sc

ien

ce W

eb S

ite

at

.Po

st y

our

data

in t

he

tabl

e pr

ovid

ed f

or t

his

act

ivit

y.U

se t

he

addi

tion

al d

ata

from

oth

er s

tude

nts

to

com

plet

e yo

ur

char

t an

d an

swer

th

e C

oncl

ude

an

d A

pply

qu

esti

ons.

1.

Wh

ich

of

the

volc

anoe

s yo

u r

esea

rch

ed t

hre

aten

s th

e gr

eate

st n

um

ber

ofpe

ople

?W

her

e is

th

is v

olca

no

loca

ted?

An

swer

s w

ill v

ary;

dis

cuss

stu

den

ts’ r

esu

lts

as a

cla

ss.

2.

An

alyz

e th

e da

ta p

oste

d by

oth

ers

at t

he

site

.Wh

ich

cou

ntr

y h

asth

e gr

eate

st n

um

ber

ofpo

ten

tial

ly d

ange

rou

s vo

lcan

oes?

Why

?

Stu

den

ts m

igh

t se

lect

Ru

ssia

or

Ind

on

esia

. Th

e h

igh

nu

mb

er o

f d

ang

ero

us

volc

ano

es

in t

hes

e tw

o c

ou

ntr

ies

is a

res

ult

of

thei

r p

roxi

mit

y to

su

bd

uct

ion

zo

nes

.

3.

Wh

ich

cou

ntr

y h

as t

he

grea

test

tot

al p

opu

lati

on t

hre

aten

ed b

y vo

lcan

oes?

Jap

an p

rob

ably

has

th

e la

rges

t p

op

ula

tio

n t

hre

aten

ed b

y d

ang

ero

us

volc

ano

es

bec

ause

th

e co

un

try

is d

ense

ly p

op

ula

ted

. Mo

st o

f R

uss

ia’s

vo

lcan

oes

are

in

spar

sely

po

pu

late

d a

reas

.

scie

nce

.gle

nco

e.co

m

scie

nce

.gle

nco

e.co

m

CO

NC

LU

DE

AN

D A

PP

LY

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

, Inc

.


10:0

0:00

P-w

ave

11:0

0:00

Time of day(Greenwich Mean Time)

12:0

0:00

9018

027

036

045

0

Seco

nds

540

630

720

810

S-w

ave

Surf

ace

wav

e

76

Cha

pter

19

Eart

h S

cien

ce:

Geo

logy

, th

e En

viro

nmen

t, a

nd t

he U

nive

rse

Geo

Lab

and

Min

iLab

Wor

kshe

ets

Nam

eC

lass

Dat

e

The

sep

arat

ion

ofP-

and

S-w

aves

on

a se

ism

ogra

m a

llow

s yo

u to

est

imat

e th

edi

stan

cebe

twee

n th

e se

ism

ic s

tati

on t

hat

reco

rded

the

dat

a an

d th

e ep

icen

ter

ofth

atea

rthq

uake

.Ift

he e

pice

ntra

l dis

tanc

e fr

om t

hree

or

mor

e se

ism

ic s

tati

ons

iskn

own,

then

the

exa

ct lo

cati

on o

fthe

qua

ke’s

epic

ente

r ca

n be

det

erm

ined

.

Pro

ble

mD

eter

min

e th

e ep

icen

ter

loca

tion

an

d th

e ti

me

ofoc

curr

ence

of

an a

ctu

al e

arth

quak

e,u

sin

g th

e tr

avel

tim

es o

fP-

an

d S-

wav

es r

ecor

ded

at t

hre

e se

ism

icst

atio

ns.

Mate

rials

map

on

fac

ing

page

calc

ula

tor

draf

tin

g co

mpa

ss

met

ric

rule

r

trac

ing

pape

r

Ob

ject

ives

In t

his

Geo

Lab,

you

will

:

•D

ete

rmin

eth

e ar

riva

l tim

es o

fP-

an

d S-

wav

esfr

om a

sei

smog

ram

.

•In

terp

ret

trav

el-t

ime

curv

es.

•Plo

tan

epi

cen

ter

loca

tion

on

a m

ap.

•R

ela

tese

ism

ic d

ata

to p

late

tec

ton

ics.

Safe

ty P

reca

uti

on

Loca

ting

an

Epic

ente

r

PR

EP

AR

AT

ION

1.

Th

e se

ism

ogra

m in

Fig

ure

1sh

ows

the

arri

val

tim

e of

the

firs

t P-

wav

e at

10

h,5

0 m

in,3

2 s

GM

T,G

reen

wic

h m

ean

tim

e.E

stim

ate

the

arri

val t

ime

ofth

e fi

rst

S-w

ave

to t

he

nea

rest

ten

th o

fa

min

ute

.

2.

Subt

ract

th

is S

-wav

e ti

me

from

th

e in

itia

l P-w

ave

tim

e.W

hat

is t

he

P-S

sepa

rati

on o

n t

he

seis

mog

ram

,in

m

inu

tes

and

ten

th o

fm

inu

tes?

E

nte

r th

is v

alu

e in

th

e da

ta

tabl

e fo

r th

e B

erke

ley

seis

mic

sta

tion

.

3.

The

P-S

sep

arat

ion

obs

erve

d on

tw

o ot

her

seis

mog

ram

s,w

hich

are

not

sho

wn

,are

als

olis

ted

in t

he t

able

.Use

the

tra

vel-

tim

e cu

rves

inFi

gure

2to

det

erm

ine

the

dist

ance

s at

whi

chth

eP-

an

d S-

curv

es a

re s

epar

ated

by

the

tim

ein

terv

als

liste

d in

the

tab

le.E

nte

r th

ese

dist

ance

sin

the

tab

le u

nde

r th

e E

pice

nte

r D

ista

nce

.

PR

OC

ED

UR

E

Seis

mic

Sta

tion

P-S

Sepa

rati

on (

min

)Ep

icen

ter

Dis

tanc

e (k

m)

Map

Dis

tanc

e (c

m)

Berk

eley

,CA

3.9

2300

6.6

Boul

der,

CO3.

519

005.

4

Knox

ville

,TN

4.2

2600

7.4

Geo

Lab

Dat

a Ta

ble

Figu

re 1

P-S

sep

arat

ion

:3.

9 m

in

S-w

ave

arri

val:

10 h

, 54

.4 m

in G

MT

Nam

eC

lass

Dat

e

Geo

Lab

and

Min

iLab

Wor

kshe

ets

Cha

pter

19

Eart

h S

cien

ce:

Geo

logy

, th

e En

viro

nmen

t, a

nd t

he U

nive

rse

77

Loca

ting

an

Epic

ente

r

PR

OC

ED

UR

E

4.

Car

efu

lly t

race

th

e m

ap o

n t

his

pag

e.A

ccu

rate

ly m

ark

the

thre

e se

ism

icst

atio

n lo

cati

ons.

5.

Det

erm

ine

the

epic

entr

al d

ista

nce

son

you

r tr

acin

g,u

sin

g a

scal

e of

1 cm

�50

0 km

.En

ter

you

r va

lues

in t

he

tabl

e u

nde

r th

e M

ap D

ista

nce

.

6.

Use

th

e co

mpa

ss t

o dr

aw c

ircl

esar

oun

d ea

ch s

tati

on o

n t

he

map

wit

hth

e ra

diu

s of

each

cir

cle

equ

al t

o th

em

ap d

ista

nce

,in

cm

,for

th

at s

tati

on.

7.

Mar

k th

e po

int

ofin

ters

ecti

on.T

his

is t

he

epic

ente

r of

the

eart

hqu

ake.

8.

Det

erm

ine

the

tim

e of

occu

rren

ce o

fth

is e

arth

quak

e by

rea

din

g th

e P-

wav

e tr

avel

tim

e fr

om F

igu

re 2

for

the

epic

entr

al d

ista

nce

for

Ber

kele

y.Su

btra

ct t

his

fro

m t

he

init

ial P

-wav

ear

riva

l tim

e at

Ber

kele

y,w

hic

h w

as10

h,5

0.5

min

.Exp

ress

th

is t

ime

inte

rms

ofh

ours

,min

ute

s,an

dse

con

ds.

1

1000

020

0030

00

S

P

Epic

ente

r di

stan

ce (k

m)40

0050

00

23456789

Travel time (minutes)

101112131415161718Ty

pica

l Tra

vel-T

ime

Curv

esFi

gure

2

Uni

ted

Stat

es a

nd M

exic

o

10 h

, 45

min

, 45

s G

MT

Geo

Lab

and

Min

iLab

Wor

kshe

ets

Cha

pter

20

Eart

h S

cien

ce:

Geo

logy

, th

e En

viro

nmen

t, a

nd t

he U

nive

rse

79

Nam

eC

lass

Dat

e

How

larg

e is

an

ocea

n ri

dge?

Co

mp

are

the

wid

th o

f p

art

of

an o

cean

rid

ge

wit

h t

he

size

of

the

Un

ited

Sta

tes.

Pro

ced

ure

1.

Ob

tain

ph

ysio

gra

ph

ic m

aps

of

the

Atl

anti

c O

cean

flo

or

and

No

rth

Am

eric

a.

2.

Use

tra

cin

g p

aper

to

co

py

the

gen

eral

ou

tlin

e o

f a

sect

ion

of

the

Mid

-Atl

anti

cR

idg

e. T

he

len

gth

of

the

sect

ion

sh

ou

ld b

e lo

ng

en

ou

gh

to

str

etch

fro

m S

anFr

anci

sco

to

New

Yo

rk C

ity.

Mar

k th

e ri

dg

e ax

is o

n y

ou

r tr

acin

g.

3.

Plac

e th

e sa

me

trac

ing

pap

er o

n t

he

map

of

No

rth

Am

eric

a w

ith

th

eri

dg

e ax

is r

un

nin

g e

ast-

wes

t. T

race

th

e g

ener

al o

utl

ine

of

the

Un

ited

Stat

es o

nto

th

e p

aper

.

An

aly

ze a

nd

Co

ncl

ud

e

1.

Ho

w w

ide

is t

he

Mid

-Atl

anti

c R

idg

e?

The

wid

th v

arie

s fr

om

less

th

an 1

000

km t

o m

ore

th

an 3

000

km.

2.

Are

th

ere

any

par

ts o

f th

e U

nit

ed S

tate

s th

at a

re n

ot

cove

red

by

you

r tr

acin

g?

Dep

end

ing

up

on

wh

ere

stu

den

ts p

lace

th

e ri

dg

e ax

is a

nd

wh

ich

sec

tio

n o

f

the

rid

ge

they

tra

ced

, on

ly F

lori

da

and

th

e so

uth

ern

tip

of

Texa

s ar

e n

ot

cove

red

by

the

rid

ge.

3.

If a

mo

un

tain

ran

ge

the

size

of

the

Mid

-Atl

anti

c R

idg

e w

ere

loca

ted

inth

e U

nit

ed S

tate

s as

yo

u h

ave

dra

wn

it, h

ow

wo

uld

it a

ffec

t th

e m

ajo

rri

ver

dra

inag

e p

atte

rns

and

clim

ates

in v

ario

us

par

ts o

f N

ort

h A

mer

ica?

The

Mis

siss

ipp

i Riv

er w

ou

ld b

e sm

alle

r b

ecau

se h

alf

of

it w

ou

ld f

low

no

rth

.

The

Co

lora

do

Riv

er a

nd

th

e R

io G

ran

de

mig

ht

actu

ally

be

larg

er b

ecau

se t

hey

wo

uld

rec

eive

mo

re s

ou

ther

ly d

rain

age

fro

m t

he

mo

un

tain

. Th

e cl

imat

e in

th

e

Gre

at P

lain

s w

ou

ld b

e m

uch

dif

fere

nt.

Th

e n

ort

her

n p

art

wo

uld

pro

bab

ly b

e

mu

ch c

old

er a

nd

dri

er, w

hile

th

e so

uth

ern

par

t w

ou

ld b

e w

ette

r an

d w

arm

er.

Min

iLab

20

Min

iLab

20

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

, Inc

.


Nam

eC

lass

Dat

e

78

Cha

pter

19

Eart

h S

cien

ce:

Geo

logy

, th

e En

viro

nmen

t, a

nd t

he U

nive

rse

Geo

Lab

and

Min

iLab

Wor

kshe

ets

Loca

ting

an

Epic

ente

r

1.

Wh

ere

is t

his

epi

cen

ter

loca

ted?

nea

r M

azat

lan

, Mex

ico

2.

In w

hic

h m

ajor

sei

smic

bel

t di

d th

is e

arth

quak

e oc

cur?

Cir

cum

-Pac

ific

Bel

t

3.

Use

Fig

ure

3to

det

erm

ine

wh

ich

pla

tes

form

th

e bo

un

dary

ass

ocia

ted

wit

h t

his

ear

thqu

ake.

the

No

rth

Am

eric

an a

nd

Pac

ific

Pla

tes

AN

AL

YZ

E

1.

Wh

at t

ype

ofpl

ate

bou

nda

ry is

th

is?

div

erg

ent

2.

Bri

efly

des

crib

e th

e re

lati

ve m

otio

n o

fth

e pl

ates

invo

lved

.

The

Paci

fic

Plat

e is

mo

vin

g t

ow

ard

th

e n

ort

hw

est

in r

elat

ion

to

th

e

No

rth

Am

eric

an P

late

.

3.

Des

crib

e th

e te

cton

ic m

otio

ns

that

cau

sed

the

eart

hqu

ake.

The

qu

ake

was

cau

sed

by

mo

vem

ents

alo

ng

th

e tr

ansf

orm

fau

lts

that

off

set

the

div

erg

ent

bo

un

dar

y.

CO

NC

LU

DE

AN

D A

PP

LY

Phili

ppin

ePl

ate

5.4

7.3

3.7

5.4

Paci

fic P

late

Indi

an-A

ustr

alia

n Pl

ate

Ant

arct

ic P

late

Sout

h A

mer

ican

Plat

e

Nor

thA

mer

ican

Plat

e Naz

caPl

ate

Coco

s Pl

ate

Juan

de F

uca

Plat

eCa

ribb

ean

Plat

e

Afr

ican

Pla

teAra

bian

Plat

e

Eura

sian

Plat

e

2.0

2.0

1.3

4.1

1.7

6.2

7.5

7.2

3.7

7.1

10.5 5.7

7.7

10.3

16.8

3.3

6.0 6.

0 17

.2

11.1

9.2

2.31.

8

10.0

2.3 2.5 3.

0

Div

erge

ntbo

unda

ry

Conv

erge

ntbo

unda

ry

Ridg

e ax

is

Tran

sfor

mbo

unda

ry

Zone

s of

ext

ensi

onw

ithi

n co

ntin

ents

Subd

ucti

on z

one

Unc

erta

in p

late

boun

dary

Rate

of m

ovem

ent

(cm

/y)

5.0

Figu

re 3

Eart

h’s

Tect

onic

Pla

tes

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

, Inc

.


80

Cha

pter

20

Eart

h S

cien

ce:

Geo

logy

, th

e En

viro

nmen

t, a

nd t

he U

nive

rse

Geo

Lab

and

Min

iLab

Wor

kshe

ets

Nam

eC

lass

Dat

e

Am

ap p

rofil

e,w

hich

is a

lso

calle

d a

cros

s se

ctio

n,is

a s

ide

view

ofa

geo

grap

hic

orge

olog

ic fe

atur

e co

nstr

ucte

d fr

om a

top

ogra

phic

map

.You

will

con

stru

ct a

ndan

alyz

e a

prof

ile o

fthe

Gra

nd T

eton

s,a

mou

ntai

n ra

nge

in W

yom

ing

that

form

ed w

hen

enor

mou

s bl

ocks

ofr

ocks

wer

e fa

ulte

d al

ong

thei

r ea

ster

n fla

nks,

caus

ing

the

bloc

ks t

o ti

ltto

the

wes

t.

Pro

ble

mH

ow d

o yo

u c

onst

ruct

a m

ap p

rofi

le?

Mate

rials

met

ric

rule

r

shar

p pe

nci

l

grap

h p

aper

Mak

ing

a M

ap P

rofi

le

PR

EP

AR

AT

ION

1.

On

th

e gr

aph

pap

er,m

ake

a gr

id li

ke t

he

one

show

n o

n t

he

faci

ng

page

.

2.

Pla

ce t

he

edge

of

a pa

per

stri

p al

ong

the

prof

ile li

ne

AA

' an

d m

ark

wh

ere

each

maj

orco

nto

ur

line

inte

rsec

ts t

he

stri

p.

3.

Lab

el e

ach

inte

rsec

tion

poi

nt

wit

h t

he

corr

ect

elev

atio

n.

4.

Tran

sfer

th

e po

ints

fro

m t

he

pape

r st

rip

toth

epr

ofile

gri

d.

5.

Con

nec

t th

e po

ints

wit

h a

sm

ooth

lin

e to

con

stru

ct a

pro

file

of

the

mou

nta

in r

ange

alon

g lin

e A

A'.

6.

Labe

l th

e m

ajor

geo

grap

hic

fea

ture

s on

you

rpr

ofile

.

PR

OC

ED

UR

E

Nam

eC

lass

Dat

e

Geo

Lab

and

Min

iLab

Wor

kshe

ets

Cha

pter

20

Eart

h S

cien

ce:

Geo

logy

, th

e En

viro

nmen

t, a

nd t

he U

nive

rse

81

Mak

ing

a M

ap P

rofi

le

11 0

00

10 0

00

9000

8000

7000

AA‘

Elevation (ft)

•A'

A •

Geo

Lab

and

Min

iLab

Wor

kshe

ets

Cha

pter

21

Eart

h S

cien

ce:

Geo

logy

, th

e En

viro

nmen

t, a

nd t

he U

nive

rse

83

Nam

eC

lass

Dat

e

How

is r

elat

ive

age

dete

rmin

ed?

Dem

on

stra

teh

ow

th

e p

rin

cip

les

of

sup

erp

osi

tio

n, o

rig

inal

ho

rizo

nta

lity,

and

cro

ss-c

utt

ing

rel

atio

nsh

ips

are

use

d t

o d

eter

min

e th

e re

lati

ve a

ges

of

rock

laye

rs.

Pro

ced

ure

1.

Dra

w a

dia

gra

m o

f an

ou

tcro

p w

ith

fo

ur

ho

rizo

nta

l lay

ers.

La

bel

th

e la

yers

1 t

hro

ug

h 4

.

2.

Dra

w a

ver

tica

l in

tru

sio

n f

rom

laye

r 1

to la

yer

3.

3.

Lab

el t

he

bo

tto

m-l

eft

corn

er o

f th

e d

iag

ram

Xan

d t

he

top

-rig

ht

corn

er Y

.

4.

Cu

t th

e p

aper

dia

go

nal

ly f

rom

Xto

Y. M

ove

th

e le

ft-h

and

pie

ce 1

.5 c

mal

on

g t

he

cut.

An

aly

ze a

nd

Co

ncl

ud

e

1.

Ho

w c

an y

ou

det

erm

ine

the

rela

tive

ag

es o

f th

e st

rata

in y

ou

r d

iag

ram

?

Use

th

e p

rin

cip

les

of

sup

erp

osi

tio

n, c

ross

-cu

ttin

g r

elat

ion

ship

s, a

nd

ori

gin

al

ho

rizo

nta

lity

to d

eter

min

e th

e re

lati

ve a

ges

.

2.

Ho

w d

oes

th

e p

rin

cip

le o

f cr

oss

-cu

ttin

g r

elat

ion

ship

s ex

pla

in t

he

age

of

the

vert

ical

intr

usi

on

?

Bec

ause

th

e in

tru

sio

n c

uts

acr

oss

laye

rs 1

, 2, a

nd

3, b

ut

no

t la

yer

4, it

is o

lder

than

laye

r 4

and

yo

un

ger

th

an la

yers

1, 2

, an

d 3

.

3.

Wh

at d

oes

lin

e X

Y r

epre

sen

t? Is

lin

e X

Y o

lder

or

you

ng

er t

han

th

eve

rtic

al in

tru

sio

n a

nd

su

rro

un

din

g s

trat

a? E

xpla

in.

Lin

e X

Y o

n t

he

mo

del

rep

rese

nts

a f

ault

. It

is t

he

you

ng

est

feat

ure

bec

ause

it c

uts

acr

oss

all

oth

er la

yers

.

Min

iLab

21

Min

iLab

21

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

, Inc

.


Nam

eC

lass

Dat

e

82

Cha

pter

20

Eart

h S

cien

ce:

Geo

logy

, th

e En

viro

nmen

t, a

nd t

he U

nive

rse

Geo

Lab

and

Min

iLab

Wor

kshe

ets

Mak

ing

a M

ap P

rofi

le

1.

Des

crib

e h

ow t

he

map

pro

file

ch

ange

s w

ith

dis

tan

ce f

rom

poi

nt

A.

Elev

atio

n s

tead

ily in

crea

ses

un

til S

tati

c Pe

ak is

en

cou

nte

red

. Ele

vati

on

th

en

dec

reas

es.

2.

Wh

at is

th

e el

evat

ion

of

the

hig

hes

t po

int

on t

he

map

pro

file

? T

he

low

est

poin

t?

Stat

ic P

eak

is 1

1 30

3′h

igh

. Th

e Pa

tro

l Cab

in is

at

7840

′.

3.

Wh

at is

th

e av

erag

e el

evat

ion

sh

own

in t

he

prof

ile?

The

aver

age

elev

atio

n a

lon

g t

he

pro

file

is a

bo

ut

9600

′.

4.

Cal

cula

te t

he

tota

l rel

ief

show

n in

th

e pr

ofile

.

11 3

03′�

7840

′�34

63′

AN

AL

YZ

E

1.

Is y

our

map

pro

file

a s

cale

mod

el o

fth

e to

pogr

aphy

alo

ng

line

AA

'? E

xpla

in.

No

; th

e ve

rtic

al a

nd

ho

rizo

nta

l sca

les

are

dif

fere

nt,

an

d t

her

efo

re t

he

pro

file

is n

ot

to s

cale

.

2.

Wh

at d

eter

min

ed t

he

scal

e of

this

map

pro

file

?

The

ho

rizo

nta

l sca

le w

as d

eter

min

ed b

y th

e sc

ale

of

the

map

. Th

e ve

rtic

al s

cale

was

ch

ose

n t

o c

orr

esp

on

d t

o t

he

tota

l rel

ief

of

the

area

in q

ues

tio

n.

3.

Why

are

map

pro

file

s m

ade

from

top

ogra

phic

map

s of

ten

exa

gger

ated

ver

tica

lly?

In r

ealit

y, t

he

relie

f o

f Ea

rth

’s s

urf

ace

is v

ery

smal

l wh

en c

om

par

ed t

o t

he

ho

rizo

nta

l

dis

tan

ces.

Ver

tica

l exa

gg

erat

ion

is u

sed

to

mak

e d

etai

ls m

ore

ob

vio

us.

CO

NC

LU

DE

AN

D A

PP

LY

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

, Inc

.


84

Cha

pter

21

Eart

h S

cien

ce:

Geo

logy

, th

e En

viro

nmen

t, a

nd t

he U

nive

rse

Geo

Lab

and

Min

iLab

Wor

kshe

ets

Nam

eC

lass

Dat

e

Wha

t do

vol

cani

c er

upti

ons,

mou

ntai

n bu

ildin

g,flo

odin

g,an

d dr

ough

t ha

ve in

com

mon

? T

hey

are

all e

vent

s th

at in

som

e w

ay a

ffect

life

and

the

sur

face

ofE

arth

.H

ow s

tron

g an

impa

ct d

oes

each

eve

nt h

ave

on t

he fu

ture

ofE

arth

? H

ow d

iffer

ent

wou

ldth

ings

be

ifce

rtai

n ev

ents

in E

arth

’s hi

stor

y ha

d no

t ha

ppen

ed?

Pro

ble

mW

hat

are

th

e m

ost

impo

rtan

t ev

ents

in E

arth

’s h

is-

tory

? W

her

e do

th

ey f

it in

th

e lo

ng

his

tory

of

Ear

th’s

dev

elop

men

t? W

hy a

re t

hes

e ev

ents

impo

r-ta

nt?

Do

som

e ge

olog

ic t

ime

peri

ods

con

tain

mor

eh

isto

ry-s

hap

ing

even

ts t

han

oth

ers?

Po

ssib

le M

ate

rials

pape

rco

lore

d pe

nci

ls

pen

cil

calc

ula

tor

post

erbo

ard

ency

clop

edia

met

erst

ick

refe

ren

ce b

ooks

tape

mea

sure

Hyp

oth

esi

sB

rain

stor

m a

bou

t E

arth

’s h

isto

ry a

nd

the

chan

ges

that

Ear

th h

as e

xper

ien

ced

over

tim

e.H

ypot

hes

ize

wh

ich

eve

nts

had

th

e m

ost

impa

ct o

n t

he

dire

ctio

nth

at E

arth

’s d

evel

opm

ent

has

tak

en.D

eter

min

ew

here

add

itio

nal

dat

a m

ight

be

avai

labl

e an

d co

llect

reso

urc

es t

o u

se a

s yo

ur

refe

ren

ces.

Des

crib

e th

ebe

st w

ay t

o lis

t an

d ill

ust

rate

you

r ch

oice

s.

Ob

ject

ives

In t

his

Geo

Lab,

you

will

:

•H

yp

oth

esi

zeab

out

impo

rtan

t ev

ents

in E

arth

’sde

velo

pmen

t.

•Exp

lain

why

su

ch e

ven

ts h

ad a

sig

nif

ican

tim

pact

on

Ear

th’s

his

tory

.

•C

om

mu

nic

ate

you

r re

sult

s an

d in

terp

reta

tion

s.

Inte

rpre

ting

His

tory

-Sh

apin

g Ev

ents

PR

EP

AR

AT

ION

1.

Rev

iew

th

e lis

t of

even

ts in

Tab

le 1

.

2.

As

a gr

oup,

deci

de o

n a

nd

mak

e a

list

ofev

ents

th

at y

ou t

hin

k ca

n h

elp

supp

ort

you

r hy

poth

esis

.

3.

Ch

oose

tw

o ot

her

res

ourc

es a

nd

use

th

em

to f

ind

at le

ast

ten

mor

e ev

ents

to

add

to

you

r lis

t.

4.

Des

ign

an

d co

nst

ruct

a w

ay t

o ex

hib

it a

nd

expl

ain

you

r re

sult

s.

5.

Ch

eck

you

r pl

an.M

ake

sure

you

r te

ach

er

has

app

rove

d yo

ur

plan

bef

ore

you

pro

ceed

.

6.

Car

ry o

ut

you

r pl

an.

PR

OC

ED

UR

E

Tabl

e 1

EART

H H

ISTO

RY-S

HA

PIN

G E

VEN

TS

Orig

in o

f the

sol

ar s

yste

m

Eart

h fo

rms,

4.6

B.Y.

B.P.

Oce

ans

form

,4.0

B.Y

.B.P

Prim

itive

alg

ae e

volv

es,3

.3 B

.Y.B

.P

Firs

t fos

sil e

vide

nce

of m

ultic

ellu

lar o

rgan

ism

s,1.

2 B.

Y.B.

P.

Trilo

bite

s ar

e ab

unda

nt,a

lgal

reef

s fo

rm,

600

M.Y

.B.P

.

Firs

t cor

als

evol

ve,i

nver

tebr

ates

dom

inat

e oc

eans

,500

M.Y

.B.P

.

Firs

t lan

d pl

ants

evo

lve,

inse

cts

appe

ar,

440

M.Y

.B.P

.

Fish

es a

re a

bund

ant,

early

am

phib

ians

evo

lve,

400

M.Y

.B.P

.

Fore

sts

that

bec

ome

coal

sw

amps

are

pre

sent

,30

0 M

.Y.B

.P.

Earli

est r

eptil

es e

volv

e,30

0 M

.Y.B

.P.

Alle

ghen

ian

Oro

geny

occ

urs,

270

M.Y

.B.P

.

Trilo

bite

s be

com

e ex

tinct

,270

M.Y

.B.P

.

Earli

est d

inos

aurs

app

ear,

225

M.Y

.B.P

.

Pang

aea

brea

ks u

p,22

5 M

.Y.B

.P.

Earli

est m

amm

als

evol

ve,2

00 M

.Y.B

.P.

Dino

saur

s ar

e ab

unda

nt,1

80 M

.Y.B

.P.

The

first

bird

s ev

olve

,180

M.Y

.B.P

.

Aste

roid

impa

ct,6

6 M

.Y.B

.P.

Mod

ern

grou

ps o

f mam

mal

s ap

pear

,60

M.Y

.B.P

.

Earli

est h

orse

s ev

olve

,60

M.Y

.B.P

.

Larg

e m

amm

als

evol

ve,4

0 M

.Y.B

.P.

Carn

ivor

es a

bund

ant,

11 M

.Y.B

.P.

Adiro

ndac

k m

ount

ains

upl

ifted

,11

M.Y

.B.P

.

Firs

t hum

anoi

ds e

volv

e ( A

ustr

alop

ithec

usaf

rican

us),

3 M

.Y.B

.P.

Ice

Age

of th

e Pl

eist

ocen

e be

gins

,1 M

.Y.B

.P.

Mam

mot

hs a

nd m

asto

dons

are

abu

ndan

t,1

M.Y

.B.P

.

Larg

e ic

e sh

eets

retr

eat ~

10

000

year

s ag

o

Mou

nt V

esuv

ius

erup

ts a

nd d

estr

oys

Pom

peii,

A.D.

79

New

Mad

rid E

arth

quak

e,18

11–1

812

Chic

ago

Fire

,187

1

Krak

atoa

eru

ptio

n in

Java

,188

3

Chic

ago

Bulls

win

5th

Wor

ld C

ham

pion

ship

,19

97

Nam

eC

lass

Dat

e

Geo

Lab

and

Min

iLab

Wor

kshe

ets

Cha

pter

21

Eart

h S

cien

ce:

Geo

logy

, th

e En

viro

nmen

t, a

nd t

he U

nive

rse

85

Inte

rpre

ting

His

tory

-Sha

ping

Eve

nts

1.

Inte

rpre

tin

g O

bse

rvati

on

sD

id m

ore

his

tory

-sh

apin

g ev

ents

see

m t

o h

ave

occu

rred

ear

ly in

Ear

th’s

his

tory

or

late

r on

? E

xpla

in.

An

swer

s m

ay v

ary

dep

end

ing

on

stu

den

ts’

sele

ctio

ns

of

Eart

h h

isto

ry-s

hap

ing

eve

nts

.

The

mai

n id

ea is

th

at t

her

e h

ave

bee

n m

any

such

eve

nts

th

rou

gh

ou

t g

eolo

gic

tim

e.

2.

Co

mp

ari

ng

an

d C

on

trast

ing

Plo

t yo

ur

list

ofev

ents

on

th

e ge

olog

ic t

ime

scal

e.C

ompa

re a

nd

con

tras

tth

e n

um

ber

ofev

ents

in e

ach

era

.Doe

s an

yge

olog

ic t

ime

peri

od c

onta

in m

ore

his

tory

-sh

apin

g ev

ents

th

an o

ther

s?E

xpla

in.

An

swer

s w

ill v

ary

dep

end

ing

up

on

th

e

even

ts s

elec

ted

by

stu

den

ts. S

om

e st

ud

ents

may

th

eref

ore

th

ink

that

th

e M

eso

zoic

Era

had

th

e m

ost

Ear

th h

isto

ry-s

hap

ing

eve

nts

.

AN

AL

YZ

E

*Mill

ions

of y

ears

befo

re p

rese

nt

4600

M.Y

.B.P

.

2500

M.Y

.B.P

.

Cret

aceo

us P

erio

d14

6 M

.Y.B

.P.

Jura

ssic

Per

iod

208

M.Y

.B.P

.

Tria

ssic

Per

iod

245

M.Y

.B.P

.

Qua

tern

ary

Peri

od1.

6 M

.Y.B

.P.

Rece

ntHo

loce

ne E

poch

0.0

1 M

.Y.B

.P.

Plei

stoc

ene

Epoc

h 1.

6 M

.Y.B

.P.

Neo

gene

Per

iod

23 M

.Y.B

.P.

Plio

cene

Epo

ch 5

M.Y

.B.P

.M

ioce

ne E

poch

23

M.Y

.B.P

.

Pale

ogen

e Pe

riod

66

M.Y

.B.P

.O

ligoc

ene

Epoc

h 35

M.Y

.B.P

.Eo

cene

Epo

ch 5

6 M

.Y.B

.P.

Pale

ocen

e Ep

och

66 M

.Y.B

.P.

Perm

ian

Peri

od29

0 M

.Y.B

.P.

Penn

sylv

ania

n Pe

riod

323

M.Y

.B.P

.

Mis

siss

ippi

an P

erio

d 36

2 M

.Y.B

.P.

Dev

onia

n Pe

riod

408

M.Y

.B.P

.

Silu

rian

Per

iod

439

M.Y

.B.P

.

Ord

ovic

ian

Peri

od51

0 M

.Y.B

.P.

Cam

bria

n Pe

riod

540

M.Y

.B.P

.

Ceno

zoic

Era

Pale

ozoi

c Er

a

Prec

ambr

ian

Tim

e

Mes

ozoi

c Er

a

Phan

eroz

oic

Eon

Prot

eroz

oic

Eon

Arc

hean

Eon

Mam

mal

s ar

eab

unda

nt;

angi

ospe

rms

are

dom

inan

t; Al

psan

d th

e Hi

mal

ayas

begi

n to

rise

.

Hom

o sa

pien

sev

olve

s; m

ost

rece

nt ic

e ag

esoc

cur;

Gra

ndCa

nyon

form

s.

Man

y m

arin

ein

vert

ebra

tes

beco

me

extin

ct;

build

ing

ofAp

pala

chia

nsen

ds; g

laci

ers

retr

eat.

Amph

ibia

nsar

e do

min

ant;

glac

ial a

dvan

ces

occu

r.

Cora

ls an

d ot

her

inve

rteb

rate

sar

e do

min

ant;

war

m, s

hallo

wse

as c

over

muc

hof

Nor

thAm

eric

a.

Trilo

bite

s,br

achi

opod

s,ot

her m

arin

ein

vert

ebra

tes

are

abun

dant

;th

ick

sedi

men

tsde

posi

ted

inin

land

sea

s.

Din

osau

rs a

redo

min

ant;

first

bird

s ap

pear

;m

ount

ain

build

ing

cont

inue

s in

wes

tern

Nor

thAm

eric

a.

Din

osau

rsbe

com

e ex

tinct

.A

ngio

sper

ms

appe

ar; R

ocky

Mou

ntai

ns b

egin

to fo

rm.

Firs

t mam

mal

s,an

d cy

cads

ap

pear

; Atla

ntic

Oce

an b

egin

s to

form

, Pan

gaea

brea

ks u

p.

Rept

iles

evol

ve;

coal

sw

amps

form

; sha

llow

seas

beg

in to

with

draw

.

Fish

are

dom

inan

t; fir

st a

mph

ibia

ns;

Appa

lach

ians

co

ntin

ue to

fo

rm in

Nor

th

Amer

ica

and

Euro

pe.

Firs

t lan

d pl

ants

form

, firs

t ins

ects

.

Firs

t fis

h ap

pear

; Ap

pala

chia

nsbe

gin

to fo

rm.

Edia

cara

orga

nism

sde

velo

p.

Bact

eria

-like

orga

nism

s fo

rm;

seve

ral e

piso

des

of m

ount

ain

build

ing

occu

r.

Geo

Lab

and

Min

iLab

Wor

kshe

ets

Cha

pter

22

Eart

h S

cien

ce:

Geo

logy

, th

e En

viro

nmen

t, a

nd t

he U

nive

rse

87

Nam

eC

lass

Dat

e

Why

are

red

bed

s re

d?

Mo

del

the

form

atio

n o

f re

d b

eds

wit

h ir

on

, oxy

gen

, an

d w

ater

.

Pro

ced

ure

CA

UTI

ON

: Ste

el w

oo

l can

be

shar

p. W

ear

glo

ves

in t

he

lab

.

1.

Plac

e 40

mL

of

wh

ite

san

d in

a 1

50-m

L b

eake

r.

2.

Ad

d w

ater

so

th

at t

he

tota

l vo

lum

e is

120

mL.

3.

Ad

d 1

5 m

L o

f b

leac

h.

4.

Plac

e a

pie

ce o

f st

eel w

oo

l ab

ou

t th

e si

ze o

f yo

ur

thu

mb

nai

l, in

th

eb

eake

r. C

ove

r th

e b

eake

r w

ith

a p

etri

dis

h a

nd

allo

w it

to

sta

nd

in

a q

uie

t p

lace

fo

r o

ne

day

.

5.

Rem

ove

th

e st

eel w

oo

l an

d s

tir

the

con

ten

ts o

f th

e b

eake

r. A

llow

th

em

ixtu

re t

o s

ettl

e fo

r 5

min

ute

s af

ter

stir

rin

g.

6.

Slo

wly

po

ur

off

th

e w

ater

so

th

at t

he

iro

n-o

xid

e se

dim

ent

is le

ft b

ehin

d.

7.

Stir

th

e m

ixtu

re a

gai

n, t

hen

sp

oo

n s

om

e o

f th

e sa

nd

on

to a

wat

ch g

lass

and

allo

w it

to

dry

.

An

aly

ze a

nd

Co

ncl

ud

e

1.

Des

crib

e h

ow

th

e co

lor

of

the

sed

imen

t ch

ang

ed.

The

sed

imen

t ch

ang

ed f

rom

wh

ite

to o

ran

ge-

red

.

2.

Wh

ere

do

es t

he

iro

n in

th

e ex

per

imen

t co

me

fro

m?

It c

om

es f

rom

th

e ir

on

co

nta

ined

in t

he

stee

l wo

ol.

3.

Wh

ere

in n

atu

re d

oes

th

e re

d in

ro

cks

com

e fr

om

?

The

red

co

mes

fro

m t

he

oxi

diz

ed ir

on

co

nta

ined

in ir

on

-bea

rin

g m

iner

als

in t

he

rock

s.

4.

Wh

at d

o y

ou

th

ink

is t

he

fun

ctio

n o

f th

e b

leac

h?

The

ble

ach

sp

eed

s u

p t

he

reac

tio

n. I

t is

a c

atal

yst.

Min

iLab

22

Min

iLab

22

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

, Inc

.


Nam

eC

lass

Dat

e

86

Cha

pter

21

Eart

h S

cien

ce:

Geo

logy

, th

e En

viro

nmen

t, a

nd t

he U

nive

rse

Geo

Lab

and

Min

iLab

Wor

kshe

ets

Inte

rpre

ting

His

tory

-Sha

ping

Eve

nts

1.

How

do

exti

nct

ion

eve

nts

infl

uen

ce t

he

deve

lopm

ent

oflif

e on

Ear

th?

The

exti

nct

ion

of

exis

tin

g f

orm

s o

f lif

e o

pen

ed e

nvi

ron

men

tal n

ich

es f

or

surv

ivin

g

spec

ies

to t

hri

ve a

nd

pro

lifer

ate.

2.

How

do

mou

nta

in-b

uild

ing

even

ts a

nd

glac

iati

ons

affe

ct t

he

deve

lopm

ent

oflif

e on

Ear

th?

Larg

e-sc

ale

mo

un

tain

-bu

ildin

g e

ven

ts s

uch

as

the

on

e th

at f

orm

ed t

he

Alle

gh

enie

s,

crea

te b

arri

ers,

no

t o

nly

in t

erm

s o

f el

evat

ion

, bu

t al

so in

ter

ms

of

amo

un

t o

f

pre

cip

itat

ion

an

d o

ther

clim

atic

fac

tors

. Sp

ecie

s ar

e p

reve

nte

d f

rom

inte

ract

ing

, th

us

effe

ctiv

ely

imp

edin

g t

he

evo

luti

on

ary

pro

cess

eit

her

by

exti

nct

ion

, iso

lati

on

, or

inte

ract

ion

s o

f sp

ecie

s.

3.

Ifan

oth

er p

lan

et e

xper

ien

ced

the

sam

e ev

ents

th

at y

ou c

hos

e,w

ould

th

at p

lan

et b

eid

enti

cal t

o E

arth

? W

hat

wou

ld b

e si

mila

r or

dif

fere

nt?

An

swer

s w

ill v

ary

dep

end

ing

on

th

e p

lan

et s

elec

ted

. Fo

r ex

amp

le, i

f M

ars

was

sele

cted

, wea

ther

ing

an

d e

rosi

on

wo

uld

be

con

sid

erab

ly d

iffe

ren

t. W

ind

ero

sio

n a

nd

the

alte

rati

on

of

surf

ace

feat

ure

s w

ou

ld b

e m

ore

pre

vale

nt

on

a p

lan

et-w

ide

bas

is a

s

com

par

ed t

o E

arth

.

CO

NC

LU

DE

AN

D A

PP

LY

AN

AL

YZ

E

3.

Ob

serv

ing

an

d I

nfe

rrin

gC

hoo

se o

ne

even

t in

th

eM

esoz

oic

and

infe

r h

owE

arth

’s h

isto

ry m

igh

t h

ave

prog

ress

ed h

ad t

he

even

t n

ot h

appe

ned

.

An

swer

s w

ill v

ary

gre

atly

. On

e ex

amp

le m

igh

t re

pre

sen

t a

scen

ario

in w

hic

h

din

osa

urs

did

no

t b

eco

me

exti

nct

. In

th

is c

ase,

th

e si

gn

ific

ance

of

mam

mal

s m

igh

t

hav

e b

een

gre

atly

red

uce

d.

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

, Inc

.


88

Cha

pter

22

Eart

h S

cien

ce:

Geo

logy

, th

e En

viro

nmen

t, a

nd t

he U

nive

rse

Geo

Lab

and

Min

iLab

Wor

kshe

ets

Nam

eC

lass

Dat

e

Plo

ttin

g th

e di

stri

buti

on o

fthe

age

s of

rock

s on

to a

map

hel

ps g

eolo

gist

s to

rec

onst

ruct

the

hist

ory

ofco

ntin

enta

l acc

reti

on.D

urin

g th

e P

reca

mbr

ian,

mic

roco

ntin

ents

and

isla

nd a

rcs

colli

ded

to fo

rm w

hat

wou

ld b

ecom

e th

e m

oder

n co

ntin

ents

.

Pro

ble

mH

ow c

an t

he

dist

ribu

tion

of

the

ages

of

rock

s pl

ot-

ted

on a

map

be

use

d to

inte

rpre

t th

e gr

owth

of

aco

nti

nen

t?

Mate

rials

pape

rco

lore

d pe

nci

ls

pen

cil

met

ric

rule

r

Map

ping

Con

tine

ntal

Gro

wth

PR

EP

AR

AT

ION

1.

You

r te

ach

er w

ill s

et u

p lo

cati

ons

wit

h a

roc

ksa

mpl

e at

eac

h lo

cati

on.

2.

Mak

e an

ou

tlin

e m

ap o

fyo

ur

clas

sroo

msi

mila

r to

th

e m

ap o

n t

he

nex

t pa

ge,u

sin

g th

esc

ale

1 cm

�10

0 km

.Use

th

e sp

ace

belo

w.

3.

Vis

it e

ach

loca

tion

wh

ere

a ro

ck s

ampl

e h

asbe

en s

et o

ut.

Plo

t ea

ch lo

cati

on a

nd

reco

rd t

he

age

ofea

ch r

ock

on t

he

map

.

4.

Aft

er y

ou h

ave

reco

rded

all

the

loca

tion

s,u

se a

pen

cil t

o dr

aw li

nes

on

th

e m

ap t

hat

sep

arat

ero

cks

ofdi

ffer

ent

ages

.Be

care

ful n

ot t

o si

mpl

yco

nn

ect

the

dots

.

5.

Use

a d

iffe

ren

t co

lore

d pe

nci

l to

shad

e in

th

ear

eas

on t

he

map

th

at c

onta

in r

ocks

of

the

sam

e ag

e.T

hes

e ar

e yo

ur

geol

ogic

age

prov

ince

s.

6.

Mak

e a

key

for

you

r m

ap b

y dr

awin

g a

smal

lre

ctan

gle

for

each

dif

fere

nt

geol

ogic

age

prov

ince

.Nam

e th

e ol

dest

pro

vin

ce “

Pro

vin

ceA

,”th

e n

ext

olde

st “

Pro

vin

ce B

,”an

d so

on

for

all p

rovi

nce

s.

PR

OC

ED

UR

E

Nam

eC

lass

Dat

e

Geo

Lab

and

Min

iLab

Wor

kshe

ets

Cha

pter

22

Eart

h S

cien

ce:

Geo

logy

, th

e En

viro

nmen

t, a

nd t

he U

nive

rse

89

Map

ping

Con

tine

ntal

Gro

wth

1.

Use

th

e ru

ler

to m

easu

re t

he

east

-to-

wes

t w

idth

of

Pro

vin

ce A

.Con

vert

th

e m

ap s

cale

to g

rou

nd

dist

ance

by

usi

ng

the

scal

e 1

cm �

1 km

.

For

exam

ple

, If

the

map

is 8

cm

wid

e, t

hen

th

e d

ista

nce

on

th

e g

rou

nd

is 8

km

.

2.

Why

do

som

e of

you

r cl

assm

ates

hav

e di

ffer

ent

answ

ers?

Wh

o is

rig

ht?

The

answ

ers

are

all d

iffe

ren

t. In

ord

er f

or

the

nu

mb

ers

to b

e al

l nea

rly

the

sam

e,

a ve

ry la

rge

nu

mb

er o

f d

ata

po

ints

wo

uld

be

nee

ded

. Th

us,

th

ere

is n

o

“rig

ht”

an

swer

, on

ly a

nsw

ers

that

co

rrec

tly

mo

del

th

e d

ata.

3.

Wh

ere

is t

he

olde

st p

rovi

nce

loca

ted

rela

tive

to

all t

he

oth

er p

rovi

nce

s?

The

old

est

pro

vin

ce is

in t

he

cen

ter

of

the

map

are

a.

AN

AL

YZ

E

12

3

45

6

7

10

8

11

9

18

2322

19

20

21

1514

13

1716

100

km

NLo

cali

ty D

ata

Figu

re 1

Geo

Lab

and

Min

iLab

Wor

kshe

ets

Cha

pter

23

Eart

h S

cien

ce:

Geo

logy

, th

e En

viro

nmen

t, a

nd t

he U

nive

rse

91

Nam

eC

lass

Dat

e

Colli

sion

s an

d Sh

elve

s

Mo

del

the

dif

fere

nce

in c

on

tin

enta

l sh

elf

area

bet

wee

n in

div

idu

al c

on

tin

ents

an

d o

ne

sup

erco

nti

nen

t.

Pro

ced

ure

1.

Usi

ng

250

g o

f m

od

elin

g c

lay,

mak

e a

sph

ere

and

fla

tten

it in

to a

dis

kth

at is

1/2

cm

th

ick.

Th

is r

epre

sen

ts a

cra

ton

.

2.

Div

ide

ano

ther

250

g o

f cl

ay in

to 2

eq

ual

sp

her

es a

nd

fla

tten

th

em

as a

bo

ve.

3.

Ro

ll 25

0 g

of

mo

del

ing

cla

y in

to 3

lon

g c

ylin

der

s w

ith

1/2

cm

dia

met

ers.

Wra

p t

he

cylin

der

s ar

ou

nd

th

e ed

ges

of

the

clay

dis

ks. T

hes

e re

pre

sen

tco

nti

nen

tal s

hel

ves.

4.

Usi

ng

th

e fo

rmu

la a

rea

��

r2, c

alcu

late

th

e ar

ea o

f th

e la

rge

crat

on

an

d t

he

area

of

the

larg

e cr

ato

n p

lus

the

con

tin

enta

l sh

elf.

Su

btr

act

the

crat

on

are

afr

om

th

e to

tal a

rea.

Th

is e

qu

als

the

area

of

the

con

tin

enta

l sh

elf.

5.

Rep

eat

step

4 f

or

each

of

the

smal

l mo

del

s.

An

aly

ze a

nd

Co

ncl

ud

e

1.

Wh

ich

has

mo

re s

hel

f ar

ea, t

wo

sm

all c

on

tin

ents

or

on

e la

rge

con

tin

ent?

Wh

y?

two

sm

all c

on

tin

ents

; bec

ause

th

eir

shel

f ar

ea is

a g

reat

er p

rop

ort

ion

of

the

tota

l are

a

2.

Tro

pic

al o

cean

s co

nta

in t

he

gre

ates

t d

iver

sity

of

anim

als.

If t

her

e is

on

ly o

ne

sup

erco

nti

nen

t, h

ow

do

es t

his

fu

rth

er li

mit

th

e am

ou

nt

of

hab

itat

sp

ace?

If t

her

e is

on

ly o

ne

sup

erco

nti

nen

t an

d p

art

of

it is

sit

uat

ed o

ver

the

equ

ato

r, th

en

the

area

of

a w

arm

, sh

allo

w-w

ater

hab

itat

is r

estr

icte

d t

o o

nly

th

at p

art

of

on

e

con

tin

ent.

Ho

wev

er, i

f th

ere

are

man

y co

nti

nen

ts in

tro

pic

al la

titu

des

, th

en t

he

area

of

hab

itat

sp

ace

is m

uch

gre

ater

.

3.

Exp

lain

ho

w r

edu

ced

hab

itat

sp

ace,

Pan

gae

a, a

nd

th

e m

ass

exti

nct

ion

at

the

end

of

the

Perm

ian

are

rel

ated

.

Pan

gae

a fo

rmed

ove

r th

e eq

uat

or;

tro

pic

al m

arin

e h

abit

at s

pac

e w

as r

edu

ced

;

and

div

erse

org

anis

ms

wer

e fo

rced

into

a s

mal

ler

spac

e, w

hic

h s

tres

sed

th

e

com

mu

nit

ies

and

cau

sed

Ear

th’s

gre

ates

t ex

tin

ctio

n e

ven

t

Min

iLab

23

Min

iLab

23

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

, Inc

.


Nam

eC

lass

Dat

e

90

Cha

pter

22

Eart

h S

cien

ce:

Geo

logy

, th

e En

viro

nmen

t, a

nd t

he U

nive

rse

Geo

Lab

and

Min

iLab

Wor

kshe

ets

Map

ping

Con

tine

ntal

Gro

wth

1.

Bas

ed o

n t

he

dist

ribu

tion

of

the

geol

ogic

age

prov

ince

s,de

scri

be t

he

sequ

ence

of

colli

sion

alev

ents

th

at f

orm

ed t

he

crat

on r

epre

sen

ted

byyo

ur

map

.

The

you

ng

er p

rovi

nce

s m

ust

hav

e

accr

eted

aro

un

d t

he

old

est

pro

vin

ce.

2.

Acc

ordi

ng

to y

our

map

,wh

ere

wou

ld y

ou

fin

d m

etam

orph

ic r

ocks

? W

hat

typ

e of

met

amor

phis

m w

ould

hav

e oc

curr

ed?

Met

amo

rph

ic r

ock

s w

ou

ld b

e fo

un

d a

t

the

pro

vin

ce b

ou

nd

arie

s. R

egio

nal

met

amo

rph

ism

wo

uld

hav

e re

sult

ed

fro

m t

he

colli

sio

ns.

If a

ny

ign

eou

s ac

tivi

ty w

as g

ener

ated

, co

nta

ct m

etam

orp

his

m

also

co

uld

hav

e o

ccu

rred

.

3.

Ifyo

ur

map

rep

rese

nts

an

are

a co

mpo

sed

ofP

reca

mbr

ian

-age

d ro

cks,

wou

ld t

he

mou

nta

ins

that

for

med

fro

m c

ollis

ion

s st

ill b

e h

igh

an

d ru

gged

? E

xpla

in.

No

; th

e m

ou

nta

ins

wo

uld

hav

e b

een

exp

ose

d t

o t

he

agen

ts o

f w

eath

erin

g a

nd

ero

sio

n f

or

so m

any

year

s th

at t

he

mo

un

tain

s w

ou

ld b

e w

orn

do

wn

, ro

un

ded

,

and

low

in e

leva

tio

n a

s co

mp

ared

to

new

ly f

orm

ed m

ou

nta

ins.

4.

Com

pare

th

e di

stri

buti

on o

fag

e pr

ovin

ces

on y

our

map

wit

h F

igu

re 2

.Wh

at a

re

the

sim

ilari

ties

?

The

dis

trib

uti

on

is s

imila

r. Th

e o

ldes

t p

rovi

nce

is n

ear

the

cen

ter

of

the

No

rth

Am

eric

an C

rato

n, a

nd

th

e yo

un

ger

pro

vin

ces

are

aro

un

d t

he

mar

gin

of

the

crat

on

.

5.

Bas

ed o

n w

hat

you

lear

ned

in t

his

act

ivit

y,de

scri

be t

he

form

atio

n o

fth

e N

orth

Am

eric

an C

rato

n.

The

you

ng

er p

rovi

nce

s m

ust

hav

e ac

cret

ed a

rou

nd

th

e m

arg

in o

f th

e cr

ato

n

thro

ug

h g

eolo

gic

tim

e. T

hat

is, t

he

crat

on

gre

w b

y ac

cret

ing

yo

un

ger

pro

vin

ces

alo

ng

its

mar

gin

s.

CO

NC

LU

DE

AN

D A

PP

LY

Cana

dian

shi

eld–

expo

sed

and

cove

red

rock

s

Belt

s of

fold

ed s

trat

a

Stab

le p

latf

orm

s

The

Prec

amb

rian

Sh

ield

in N

ort

h A

mer

ica

Figu

re 2

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

, Inc

.


92

Cha

pter

23

Eart

h S

cien

ce:

Geo

logy

, th

e En

viro

nmen

t, a

nd t

he U

nive

rse

Geo

Lab

and

Min

iLab

Wor

kshe

ets

Nam

eC

lass

Dat

e

Bra

chio

pods

and

biv

alve

s ha

ve b

een

pres

ent

in E

arth

’s oc

eans

sin

ce t

he C

ambr

ian.

Bot

h ha

ve t

wo

shel

ls a

nd li

ve in

mar

ine

envi

ronm

ents

.But

the

sim

ilari

ty e

nds

ther

e.H

ow c

an y

ou t

ell t

he t

wo

apar

t? O

yste

rs a

re b

ival

ves

that

are

kno

wn

for

the

pear

ls t

hey

secr

ete

insi

de t

heir

she

lls.C

an y

ou d

isti

ngui

sh a

n oy

ster

from

a b

rach

iopo

d? I

fyou

wer

ese

arch

ing

for

pear

ls,y

ou w

ould

wan

t to

kno

w h

ow!

Pro

ble

mD

isti

ngu

ish

bet

wee

n b

rach

iopo

ds a

nd

biva

lves

an

din

terp

ret

the

envi

ron

men

t w

her

e a

brac

hio

pod

lived

bas

ed o

n it

s sh

ell.

Mate

rials

foss

il br

ach

iopo

ds (

4),

each

bel

ongi

ng

to a

dif

fere

nt

spec

ies

foss

il bi

valv

es (

4),

each

bel

ongi

ng

to a

dif

fere

nt

spec

ies

pape

r

pen

cil

Ob

ject

ives

In t

his

Geo

Lab,

you

will

:

•D

ete

rmin

eif

a fo

ssil

is a

bra

chio

pod

ora

biva

lve.

•D

esc

rib

eth

e sy

mm

etry

of

foss

il br

ach

iopo

ds

and

biva

lves

.

•In

fer

the

envi

ron

men

t in

wh

ich

dif

fere

nt

foss

ilbr

ach

iopo

ds li

ved.

Safe

ty P

reca

uti

on

s

Alw

ays

wea

r sa

fety

gog

gles

an

d an

apr

on

in t

he

lab.

Sym

met

ry,S

hape

,an

d Sh

ells

PR

EP

AR

AT

ION

1.

Use

th

e da

ta t

able

on

th

e n

ext

page

.If

you

choo

se t

o ad

d m

ore

colu

mn

s to

rec

ord

addi

tion

al d

ata,

use

th

e bl

ank

spac

e pr

ovid

ed.

2.

Exa

min

e th

e fo

ssils

pro

vide

d by

you

r te

ach

er.

3.

Det

erm

ine

wh

ere

the

plan

e of

sym

met

ry is

for

each

spe

cim

en.A

n o

rgan

ism

th

at c

an b

edi

vide

d in

to t

wo

nea

rly

iden

tica

l hal

ves

has

bila

tera

l sym

met

ry.

4.

Iden

tify

th

e sp

ecim

ens

as b

rach

iopo

ds o

rbi

valv

es b

ased

on

th

eir

sym

met

ry a

nd

reco

rdth

is in

you

r da

ta t

able

.Bra

chio

pod

sym

met

ryru

ns

acro

ss b

oth

sh

ells

.Biv

alve

sym

met

ry r

un

sbe

twee

n t

he

shel

ls.

5.

Div

ide

the

brac

hio

pods

into

tw

o gr

oups

bas

edon

wh

eth

er y

ou t

hin

k th

ey li

ved

in a

dee

per

wat

er,l

ow-e

ner

gy e

nvir

onm

ent,

or in

a s

hal

low

wat

er,h

igh

-en

ergy

env

iron

men

t.R

ecor

d th

isin

you

r da

ta t

able

.

PR

OC

ED

UR

E

Nam

eC

lass

Dat

e

Geo

Lab

and

Min

iLab

Wor

kshe

ets

Cha

pter

23

Eart

h S

cien

ce:

Geo

logy

, th

e En

viro

nmen

t, a

nd t

he U

nive

rse

93

Sym

met

ry,S

hape

,and

She

lls

1.

Inte

rpre

tin

g O

bse

rvati

on

sE

xpla

in h

ow s

ymm

etry

is u

sefu

l in

det

erm

inin

gw

het

her

afo

ssil

is a

bra

chio

pod

or a

biv

alve

.

Each

sh

ell o

f a

bra

chio

po

d is

bila

tera

lly s

ymm

etri

cal,

wh

ile b

ival

ve s

hel

ls a

re

asym

met

rica

l. Th

is is

use

ful b

ecau

se, m

any

tim

es, o

nly

a s

ing

le s

hel

l of

a fo

ssil

is f

ou

nd

.

2.

Ap

ply

ing

an

d I

nte

rpre

tin

gIf

you

on

ly h

ad o

ne

shel

l,h

ow c

ould

you

dete

rmin

e if

it w

as t

he

shel

l of

a br

ach

iopo

d or

th

e sh

ell o

fa

biva

lve?

If t

he

shel

l was

bila

tera

lly s

ymm

etri

cal,

it w

ou

ld b

e a

bra

chio

po

d; i

f it

was

no

t

bila

tera

lly s

ymm

etri

cal,

it w

ou

ld b

e a

biv

alve

.

3.

Co

mp

ari

ng

an

d C

on

trast

ing

Exp

lain

th

e si

mila

riti

es a

nd

diff

eren

ces

betw

een

ast

ream

lined

au

to a

nd

a sm

ooth

bra

chio

pod,

in t

erm

s of

thei

r pl

ace

in w

ind

or w

ater

.

Stre

amlin

ed a

uto

s ar

e n

ot

hig

hly

aff

ecte

d b

y ai

r fr

icti

on

. Sim

ilarl

y, c

urr

ents

flo

w

ove

r an

d a

rou

nd

sm

oo

th b

rach

iop

od

s w

ith

litt

le o

bst

ruct

ion

.

AN

AL

YZ

E

Dee

per

wat

er,l

ow-e

nerg

y en

viro

nmen

t or

Sp

ecim

enBr

achi

opod

or

Biva

lve

shal

low

wat

er,h

igh-

ener

gy e

nvir

onm

ent

1 2 3

FOSS

IL D

ATA

Geo

Lab

and

Min

iLab

Wor

kshe

ets

Cha

pter

24

Eart

h S

cien

ce:

Geo

logy

, th

e En

viro

nmen

t, a

nd t

he U

nive

rse

95

Nam

eC

lass

Dat

e

Gla

cier

s an

d D

epos

itio

n

Mo

del

the

dep

osi

tio

n o

f se

dim

ent

by

mel

tin

g g

laci

ers.

Pro

ced

ure

1.

Pou

r w

ater

into

a la

rge,

wid

e-m

ou

thed

jar

un

til i

t is

ap

pro

xim

atel

y 3/

4 fu

ll.

2.

Ad

d a

mix

ture

of

clay

, silt

, san

d, a

nd

peb

ble

s to

th

e ja

r. Pu

t th

e lid

tig

htl

yo

n t

he

jar.

3.

Shak

e th

e ja

r fo

r 30

sec

on

ds

and

allo

w t

he

con

ten

ts t

o s

ettl

e.

4.

Fin

ely

cru

sh e

no

ug

h ic

e to

fill

ap

pro

xim

atel

y th

ree-

fou

rth

s o

f a

seco

nd

larg

e, w

ide-

mo

uth

ed ja

r. St

ir a

mix

ture

of

clay

, silt

, san

d, a

nd

peb

ble

s in

to t

he

ice

and

po

ur

the

mix

ture

into

th

e ja

r.

5.

Allo

w t

he

ice

to m

elt

and

th

e p

arti

cles

to

set

tle

ove

rnig

ht.

An

aly

ze a

nd

Co

ncl

ud

e

1.

Des

crib

e th

e d

iffe

ren

ces

in t

he

way

th

e se

dim

ents

set

tled

in t

he

two

jars

.

The

wat

er-o

nly

jar

will

hav

e th

e co

arse

gra

ins

at t

he

bo

tto

m a

nd

th

e fi

ner

gra

ins

at

the

top

. Th

e se

dim

ent

size

s in

th

e ic

e-an

d-w

ater

jar

will

be

ran

do

mly

dis

trib

ute

d.

2.

Co

mp

are

and

co

ntr

ast

the

sort

ing

of

the

gra

in s

izes

in t

he

two

jars

.

The

sed

imen

t in

th

e ja

r th

at c

on

tain

ed w

ater

is s

ort

ed, a

nd

th

e se

dim

ent

in t

he

jar

that

co

nta

ined

th

e ic

e is

po

orl

y so

rted

.

3.

Ho

w c

ou

ld g

eolo

gis

ts u

se t

his

info

rmat

ion

to

det

erm

ine

wh

eth

erse

dim

ent

had

bee

n d

epo

site

d b

y a

gla

cier

or

by

run

nin

g w

ater

?

Sed

imen

t th

at is

ver

y p

oo

rly

sort

ed s

ug

ges

ts t

hat

th

e se

dim

ent

was

no

t d

epo

site

d

by

mo

vin

g w

ater

, bu

t b

y m

elti

ng

ice.

Min

iLab

24

Min

iLab

24

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

, Inc

.


Nam

eC

lass

Dat

e

94

Cha

pter

23

Eart

h S

cien

ce:

Geo

logy

, th

e En

viro

nmen

t, a

nd t

he U

nive

rse

Geo

Lab

and

Min

iLab

Wor

kshe

ets

Sym

met

ry,S

hape

,and

She

lls

1.

Wh

at p

rin

cipl

e di

d yo

u u

se t

o de

term

ine

the

envi

ron

men

t in

wh

ich

th

e fo

ssil

brac

hio

pods

live

d? E

xpla

in.

The

pri

nci

ple

of

un

ifo

rmit

aria

nis

m; t

he

lifes

tyle

s o

f m

od

ern

org

anis

ms

are

use

d t

o in

fer

the

lifes

tyle

s o

f an

cien

t o

rgan

ism

s.

2.

Hyp

oth

esiz

e ab

out

the

reas

ons

for

the

diff

eren

t sh

ell t

ypes

for

bra

chio

pods

th

at li

ve in

diff

eren

t en

viro

nm

ents

.

Win

ged

an

d r

ibb

ed s

hel

ls a

re f

ou

nd

in h

igh

er e

ner

gy

wat

er. T

hes

e sh

apes

hel

p

keep

th

e sh

ell o

rien

ted

in t

he

curr

ent.

Sm

oo

th s

hel

ls a

re n

ot

pro

tect

ed in

th

is

way

. Th

us,

th

ey a

re c

om

mo

nly

fo

un

d in

qu

iete

r w

ater

s.

3.

All

livin

g br

ach

iopo

ds p

um

p w

ater

th

rou

gh t

hei

r sh

ells

an

d fi

lter

org

anic

par

ticl

esou

tof

that

wat

er t

o fe

ed.S

ome

brac

hio

pod

shel

ls c

lose

alo

ng

a st

raig

ht

line,

wh

erea

sot

her

s cl

ose

alon

g a

zigz

ag li

ne.

Wh

at is

th

e be

nef

it o

fh

avin

g a

zigz

ag o

pen

ing

for

afi

lter

fee

din

g br

ach

iopo

d?

A z

igza

g o

pen

ing

bet

wee

n t

he

shel

ls is

larg

er t

han

a s

trai

gh

t o

pen

ing

. Gre

ater

volu

mes

of

wat

er a

nd

fo

od

can

be

pas

sed

th

rou

gh

th

is o

pen

ing

wit

h r

ou

gh

ly

the

sam

e am

ou

nt

of

ener

gy

in t

he

sam

e am

ou

nt

of

tim

e.

CO

NC

LU

DE

AN

D A

PP

LY

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

, Inc

.


96

Cha

pter

24

Eart

h S

cien

ce:

Geo

logy

, th

e En

viro

nmen

t, a

nd t

he U

nive

rse

Geo

Lab

and

Min

iLab

Wor

kshe

ets

Nam

eC

lass

Dat

e

The

stu

dy o

fhow

an

orga

nism

inte

ract

s w

ith

its

envi

ronm

ent

is c

alle

d ec

olog

y.E

colo

gyin

clud

es h

ow a

n or

gani

sm o

btai

ns e

nerg

y fr

om it

s en

viro

nmen

t.A

nim

als

do t

his

byea

ting

.Det

erm

inin

g th

e di

et o

fmod

ern

anim

als

is r

elat

ivel

y ea

sy t

o do

.We

can

obse

rve

them

in t

heir

hab

itat

and

wat

ch w

hat

they

eat

,or

we

can

exam

ine

thei

r fe

ces.

Pale

oeco

logy

is t

he e

colo

gy o

fanc

ient

org

anis

ms.

Part

ofd

inos

aur

pale

oeco

logy

incl

udes

dete

rmin

ing

wha

t an

d ho

w d

inos

aurs

ate

.Im

agin

e ho

w m

uch

food

som

e di

nosa

urs

mus

tha

ve e

aten

!

Pro

ble

mH

ow d

o pa

leon

tolo

gist

s te

ll w

hat

typ

es o

ffo

od

diff

eren

t di

nos

aurs

ate

?

Hyp

oth

esi

sW

hat

kin

d of

evid

ence

mig

ht

you

use

to

dete

rmin

ew

hat

typ

e of

diet

s di

nos

aurs

ate

? W

hat

are

th

e di

ets

ofdi

ffer

ent

anim

als

toda

y? T

hin

k ab

out

the

char

ac-

teri

stic

s of

thes

e di

ffer

ent

anim

als.

Do

mos

t m

eat

eate

rs s

har

e ce

rtai

n c

har

acte

rist

ics?

Wh

at a

bou

tpl

ant

eate

rs?

Form

a h

yp

oth

esi

sab

out

the

skel

e-ta

l ch

arac

teri

stic

s of

plan

t ea

ters

an

d m

eat

eate

rs.

Ob

ject

ives

In t

his

Geo

Lab,

you

will

:

•G

ath

er

data

an

d co

mm

un

icate

inte

rpre

tati

ons

abou

t th

e ch

arac

teri

stic

s of

mea

t ea

ters

an

d pl

ant

eate

rs.

•Fo

rmco

ncl

usi

on

sab

out

the

char

acte

rist

ics

ofpl

ant

eati

ng

and

mea

t ea

tin

g di

nos

aurs

.

•D

isco

ver

how

sau

ropo

ds m

igh

t h

ave

shar

edfo

od r

esou

rces

.

Data

So

urc

es

Go

to t

he

Gle

nco

e Sc

ien

ce W

eb S

ite

at

to f

ind

links

to

foss

il da

ta o

n t

he

Inte

rnet

.You

can

als

o vi

sit

you

r lib

rary

or

loca

l nat

ura

l his

tory

mu

seu

m t

o ga

ther

info

rmat

ion

abo

ut

din

osau

r di

ets.

scie

nce

.gle

nco

e.co

m

Hug

e A

ppet

ites

PR

EP

AR

AT

ION

This

Lat

e C

reta

ceo

us

Tyra

nn

osa

uru

sis

fro

m A

lber

ta, C

anad

a.Tr

icer

ato

ps

was

an

her

biv

ore

.

Nam

eC

lass

Dat

e

Geo

Lab

and

Min

iLab

Wor

kshe

ets

Cha

pter

24

Eart

h S

cien

ce:

Geo

logy

, th

e En

viro

nmen

t, a

nd t

he U

nive

rse

97

Hug

e A

ppet

ites

1.

Fin

d a

reso

urc

e th

at d

escr

ibes

ske

leta

lch

arac

teri

stic

s of

mea

t-ea

tin

g an

d pl

ant-

eati

ng

din

osau

rs.T

he

Gle

nco

e Sc

ien

ce W

eb S

ite

lists

site

s w

ith

info

rmat

ion

abo

ut

din

osau

rs.

2.

Gat

her

info

rmat

ion

fro

m t

he

links

on

th

eG

len

coe

Scie

nce

Web

Sit

e or

th

e lib

rary

abo

ut

the

envi

ron

men

ts t

hat

th

ese

two

type

s of

din

osau

rs li

ved

in a

nd

wh

ich

din

osau

rs li

ved

in t

he

sam

e en

viro

nm

ents

.

3.

Des

ign

a d

ata

tabl

e in

th

e sp

ace

belo

w t

ore

cord

you

r re

sear

ch r

esu

lts.

Incl

ude

cat

egor

ies

such

as

Din

osau

r N

ame,

Mea

t or

Pla

nt

Eat

er,

Food

Pre

fere

nce

,Ske

leta

l Ch

arac

teri

stic

s,Ja

wan

d Te

eth

Ch

arac

teri

stic

s,an

d so

on

.

PL

AN

TH

E E

XP

ER

IME

NT

1.

Com

plet

e yo

ur

data

tab

le,i

ncl

udi

ng

all

info

rmat

ion

th

at y

ou t

hin

k is

impo

rtan

t.

2.

Go

to t

he

Gle

nco

e Sc

ien

ce W

eb S

ite

atto

pos

t yo

ur

data

.

3.

Vis

it s

ites

list

ed o

n t

he

Gle

nco

e Sc

ien

ce W

ebSi

te f

or m

ore

info

rmat

ion

on

th

e di

ets

ofdi

nos

aurs

.

scie

nce

.gle

nco

e.co

m

PR

OC

ED

UR

E

DA

TATA

BLE

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

, Inc

.


Nam

eC

lass

Dat

e

98

Cha

pter

24

Eart

h S

cien

ce:

Geo

logy

, th

e En

viro

nmen

t, a

nd t

he U

nive

rse

Geo

Lab

and

Min

iLab

Wor

kshe

ets

Hug

e A

ppet

ites

Sh

ari

ng

Yo

ur

Data

Fin

d th

is I

nte

rnet

Geo

Lab

on t

he

Gle

nco

e Sc

ien

ce W

eb S

ite

at

Post

you

r da

ta in

th

e ta

ble

prov

ided

for

th

is a

ctiv

ity.

Use

th

e ad

diti

onal

dat

a fr

om o

ther

stu

den

ts t

o co

mpl

ete

you

r ch

art

and

answ

er t

he

Con

clu

de a

nd

App

ly q

ues

tion

s.

1.

Wh

at p

art

ofa

din

osau

r sk

elet

on is

mos

t im

port

ant

in d

eter

min

ing

its

diet

? W

hy?

Wh

at is

th

e lik

elih

ood

that

th

is p

art

ofa

skel

eton

will

be

pres

erve

d?

Den

titi

on

(to

oth

str

uct

ure

) is

on

e o

f th

e m

ost

ab

un

dan

t lin

es o

f ev

iden

ce u

sefu

l fo

r

det

erm

inin

g d

ino

sau

r d

iets

. To

oth

sh

ape

and

fo

rm h

ave

evo

lved

in r

esp

on

se t

o

foo

d s

ou

rces

. Tee

th a

re m

ore

like

ly t

o b

e fo

ssili

zed

.

2.

Wh

at a

re s

ome

oth

er c

har

acte

rist

ics

asso

ciat

ed w

ith

din

osau

r sk

elet

ons

that

hel

ppa

leon

tolo

gist

s de

term

ine

wh

at t

hei

r di

ets

wer

e lik

e?

Bo

dy

size

an

d s

hap

e al

so c

an b

e u

sed

to

infe

r d

iet.

Lar

ge

sau

rop

od

s w

ere

cow

like,

wit

h la

rge

gu

ts. L

ean

er b

od

y ty

pes

th

at w

ere

equ

ipp

ed w

ith

cla

ws

wer

e ad

apte

d f

or

atta

ckin

g a

nd

eat

ing

pre

y.

3.

Wh

ich

wer

e m

ore

abu

nda

nt,

mea

t-ea

tin

g di

nos

aurs

or

plan

t-ea

tin

g di

nos

aurs

? W

hy?

Plan

t ea

ters

wer

e m

ore

ab

un

dan

t. If

th

ere

had

bee

n t

oo

man

y m

eat

eate

rs, t

hey

soo

n w

ou

ld h

ave

exh

aust

ed t

hei

r su

pp

ly o

f fo

od

, th

e p

lan

t ea

ters

, an

d s

tarv

ed.

4.

How

did

sau

ropo

ds s

har

e fo

od r

esou

rces

? D

escr

ibe

the

evid

ence

use

d by

pale

onto

logi

sts

to d

eter

min

e h

ow s

auro

pods

sh

ared

foo

d re

sou

rces

.

Sau

rop

od

s sh

ared

fo

od

res

ou

rces

by

sele

ctiv

ely

eati

ng

veg

etat

ion

of

a sp

ecif

ic k

ind

or

at a

dif

fere

nt

hei

gh

t fr

om

th

e ve

get

atio

n t

hat

oth

er s

auro

po

ds

ate.

Dif

fere

nt

wea

r p

atte

rns

on

tee

th a

nd

th

e sk

elet

al s

tru

ctu

res

of

the

sku

lls o

f d

iffe

ren

t

sau

rop

od

s ar

e u

sed

by

pal

eon

tolo

gis

ts t

o s

up

po

rt t

he

hyp

oth

esis

th

at s

auro

po

ds

shar

ed f

oo

d r

eso

urc

es in

th

is w

ay.

5.

How

cou

ld t

he

sam

e ev

iden

ce t

hat

is u

sed

to d

eter

min

e th

e di

ets

ofdi

nos

aurs

be

use

dfo

r ot

her

an

imal

s?

Teet

h a

nd

ske

leta

l str

uct

ure

can

be

use

d t

o in

fer

wh

eth

er a

ny

anim

al w

as o

r is

an

her

biv

ore

or

a ca

rniv

ore

. Th

e sa

me

rela

tio

nsh

ips

are

usu

ally

tru

e.scie

nce

.gle

nco

e.co

m.

CO

NC

LU

DE

AN

D A

PP

LY

Geo

Lab

and

Min

iLab

Wor

kshe

ets

Cha

pter

25

Eart

h S

cien

ce:

Geo

logy

, th

e En

viro

nmen

t, a

nd t

he U

nive

rse

99

Nam

eC

lass

Dat

e

Har

d W

ater

Dete

rmin

eth

e h

ard

nes

s o

f w

ater

sam

ple

s b

y o

bse

rvin

g h

ow

eas

ily s

oap

su

ds

can

be

pro

du

ced

.

Pro

ced

ure

1.

Ob

tain

six

cle

an b

aby-

foo

d ja

rs. L

abel

th

em A

th

rou

gh

F.

2.

Mea

sure

20

mL

of

on

e w

ater

sam

ple

. Po

ur

the

wat

er in

to t

he

jar

mar

ked

A.

3.

Rep

eat

step

2 f

ou

r m

ore

tim

es, u

sin

g a

dif

fere

nt

wat

er s

amp

le f

or

jars

B t

hro

ug

h E

.

4.

Mea

sure

20

mL

of

dis

tille

d w

ater

. Po

ur

this

wat

er in

to ja

r F.

5.

Plac

e o

ne

dro

p o

f liq

uid

so

ap in

sam

ple

jars

A t

hro

ug

h E

. Do

no

t p

lace

an

y so

apin

jar

F. T

igh

ten

th

e lid

s. T

hen

sh

ake

each

jar

vig

oro

usl

y fo

r 5

seco

nd

s.

6.

Usi

ng

th

e fo

llow

ing

rat

ing

sca

le, r

eco

rd in

yo

ur

dat

a ta

ble

th

e am

ou

nt

of

sud

s in

eac

h ja

r: 1

—n

o s

ud

s, 2

—fe

w s

ud

s, 3

—m

od

erat

e am

ou

nt

of

sud

s,4—

lots

of

sud

s.

An

aly

ze a

nd

Co

ncl

ud

e

1.

List

th

e w

ater

sam

ple

s in

ord

er f

rom

har

des

t to

so

ftes

t.

Stu

den

t an

swer

s w

ill v

ary.

2.

Wh

at is

th

e d

iffe

ren

ce b

etw

een

har

d a

nd

so

ft w

ater

?

Soft

er w

ater

will

mak

e su

ds

mo

re e

asily

an

d w

ill f

eel s

ilkie

r to

th

e to

uch

than

har

d w

ater

.

3.

Wh

at a

re s

om

e d

isad

van

tag

es o

f h

ard

wat

er?

Mo

re s

oap

is n

eed

ed t

o g

et t

hin

gs

clea

n; s

cum

oft

en f

orm

s in

sin

ks, t

ub

s,

or

aro

un

d c

loth

es in

th

e w

ash

ing

pro

cess

.

Min

iLab

25

Min

iLab

25

Jar

Am

ount

of

Suds

A B C D E F

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

, Inc

.


100

Cha

pter

25

Eart

h S

cien

ce:

Geo

logy

, th

e En

viro

nmen

t, a

nd t

he U

nive

rse

Geo

Lab

and

Min

iLab

Wor

kshe

ets

Nam

eC

lass

Dat

e

Mos

t of

Ear

th’s

surf

ace

is c

over

ed w

ith

salt

y oc

ean

wat

er.O

cean

wat

er c

an b

e us

edfo

r dr

inki

ng w

ater

and

oth

er p

urpo

ses

ifth

e sa

lts a

re fi

rst

rem

oved

.Sol

ar e

nerg

yca

n be

use

d to

eva

pora

te w

ater

from

sea

wat

er,l

eavi

ng t

he s

alts

beh

ind.

The

eva

pora

ted

wat

er c

an t

hen

be c

onde

nsed

into

fres

hwat

er.

Pro

ble

mH

ow c

an y

ou b

uild

a s

mal

l-sc

ale,

wor

kin

g so

lar

desa

linat

or?

Po

ssib

le M

ate

rials

clea

r pl

asti

c or

Ple

xigl

as

larg

e pa

ns

to h

old

wat

er

salt

wat

er

colle

ctin

g co

nta

iner

s

lam

p

glas

s pa

n o

r be

aker

hot

pla

te

Hyp

oth

esi

sT

he

Sun’

s en

ergy

can

be

colle

cted

to

desa

linat

e sa

lt w

ater

.

Ob

ject

ives

In t

his

Geo

Lab,

you

will

:

•D

esi

gn

a m

odel

of

a w

orki

ng

sola

r de

salin

ator

.

•A

ssem

ble

the

mod

el f

rom

des

ign

pla

ns.

•Te

stth

e ef

fect

iven

ess

ofth

e de

sign

mod

el.

•A

naly

zeth

e m

odel

to

sugg

est

poss

ible

im

prov

emen

ts.

Safe

ty P

reca

uti

on

s

Alw

ays

wea

r sa

fety

gog

gles

an

d an

apr

on in

th

e la

b.B

e ca

refu

l wh

en h

andl

ing

hot

mat

eria

ls.

Des

igni

ng a

Sol

arD

esal

inat

or

PR

EP

AR

AT

ION

Nam

eC

lass

Dat

e

Geo

Lab

and

Min

iLab

Wor

kshe

ets

Cha

pter

25

Eart

h S

cien

ce:

Geo

logy

, th

e En

viro

nmen

t, a

nd t

he U

nive

rse

101

Des

igni

ng a

Sol

ar D

esal

inat

or

1.

Use

th

e lib

rary

an

d go

to

to id

enti

fy d

esig

ns

ofso

lar

desa

linat

ors.

2.

Dra

w a

des

ign

for

you

r m

odel

des

alin

ator

belo

w.(

Hin

t:So

lar

ener

gy m

ust

be

colle

cted

inso

me

way

th

at a

llow

s su

nlig

ht

to e

nte

r an

dca

use

s an

incr

ease

in t

empe

ratu

re in

side

th

eco

nta

iner

so

that

wat

er in

sat

ura

ted

air

can

con

den

se a

nd

be c

olle

cted

.)

3.

Mak

e a

list

ofth

e m

ater

ials

you

will

nee

d,an

dth

en c

olle

ct t

hem

.

4.

Con

stru

ct t

he

desa

linat

or y

ou d

esig

ned

.

5.

Test

th

e de

salin

ator

by

reco

rdin

g h

ow lo

ng

itta

kes

to c

olle

ct t

he

puri

fied

wat

er a

nd

how

mu

ch w

ater

was

col

lect

ed.

6.

Test

th

e w

ater

to

see

ifit

has

bee

n p

uri

fied

by

boili

ng

the

wat

er a

way

.If

any

salt

rem

ain

s in

the

con

tain

er a

fter

th

e w

ater

has

eva

pora

ted,

you

r de

salin

ator

did

not

rem

ove

all o

fth

e sa

lts

from

th

e sa

lt w

ater

.

scie

nce

.gle

nco

e.co

m

PL

AN

TH

E E

XP

ER

IME

NT

1.

Inte

rpre

tin

g S

cien

tifi

c Il

lust

rati

on

sD

raw

th

e de

salin

ator

th

at y

ou c

onst

ruct

ed.

AN

AL

YZ

E

Mo

del

s sh

ou

ld b

e d

raw

n t

o s

cale

an

d b

e ac

com

pan

ied

by

a lis

t o

f m

ater

ials

use

d.

Geo

Lab

and

Min

iLab

Wor

kshe

ets

Cha

pter

26

Eart

h S

cien

ce:

Geo

logy

, th

e En

viro

nmen

t, a

nd t

he U

nive

rse

103

Nam

eC

lass

Dat

e

Oil

Mig

rati

on

Mo

del

the

mig

rati

on

of

oil

and

nat

ura

l gas

up

war

d t

hro

ug

h la

yers

of

po

rou

s ro

cks.

Pro

ced

ure

1.

Pou

r 20

mL

of

coo

kin

g o

il in

to a

100

-mL

gra

du

ated

cyl

ind

er.

2.

Car

efu

lly p

ou

r sa

nd

into

th

e g

rad

uat

ed c

ylin

der

un

til t

he

san

d-o

il m

ixtu

rere

ach

es t

he

40-m

L m

ark.

3.

No

w a

dd

a la

yer

of

colo

red

aq

uar

ium

gra

vel a

bo

ve t

he

san

d u

nti

l th

eg

rave

l rea

ches

th

e 70

-mL

mar

k.

4.

Pou

r ta

p w

ater

into

th

e g

rad

uat

ed c

ylin

der

un

til t

he

wat

er r

each

es t

he

100-

mL

mar

k.

5.

Let

stan

d a

nd

ob

serv

e fo

r 5

min

ute

s.

An

aly

ze a

nd

Co

ncl

ud

e

1.

Wh

at d

oes

th

e co

oki

ng

oil

rep

rese

nt?

Wh

at d

o t

he

san

d a

nd

aq

uar

ium

gra

vel r

epre

sen

t?

cru

de

oil;

laye

rs o

f ro

cks

and

th

eir

po

res

2.

Wh

at h

app

ens

wh

en w

ater

is a

dd

ed t

o t

he

mix

ture

in t

he

gra

du

ated

cylin

der

? W

hy

do

es a

dd

ing

wat

er c

ause

th

is c

han

ge?

The

oil

mo

ves

un

til i

t is

flo

atin

g o

n t

op

of

the

wat

er. I

t is

less

den

se t

han

wat

er.

3.

Pred

ict

wh

at m

igh

t o

ccu

r in

th

e g

rad

uat

ed c

ylin

der

if a

car

bo

nat

ed s

oft

dri

nk

was

ad

ded

to

th

e m

ixtu

re in

stea

d o

f w

ater

. Wh

at w

ou

ld t

he

bu

bb

les

rep

rese

nt?

Stu

den

ts m

ay p

red

ict

that

th

e b

ub

ble

s o

f th

e so

ft d

rin

k w

ill r

ise

to t

he

top

as

the

dri

nk

sin

ks t

o t

he

bo

tto

m o

f th

e cy

lind

er. T

he

bu

bb

les

in t

he

soft

dri

nk

rep

rese

nt

nat

ura

l gas

.

Min

iLab

26

Min

iLab

26

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

, Inc

.


Nam

eC

lass

Dat

e

102

Cha

pter

25

Eart

h S

cien

ce:

Geo

logy

, th

e En

viro

nmen

t, a

nd t

he U

nive

rse

Geo

Lab

and

Min

iLab

Wor

kshe

ets

Des

igni

ng a

Sol

ar D

esal

inat

or

1.

Wh

at f

acto

rs a

ffec

ted

the

effi

cien

cy o

fth

e de

salin

ator

?

Fact

ors

th

at c

an a

ffec

t a

des

alin

ato

r’s

effi

cien

cy m

ay in

clu

de

its

abili

ty t

o h

old

in

sola

r h

eat

and

th

e w

ater

-co

llect

ion

des

ign

.

2.

How

did

you

r so

lar

desa

linat

or’s

eff

icie

ncy

com

pare

wit

h t

he

effi

cien

cies

of

oth

er s

tude

nts

’mod

els?

An

swer

s w

ill v

ary.

3.

How

cou

ld y

ou im

prov

e yo

ur

desa

linat

or?

Poss

ible

su

gg

esti

on

s fo

r fu

ture

mo

del

s m

ay in

clu

de

mak

ing

it la

rger

or

insu

lati

ng

it b

ette

r.

4.

Wh

at c

oncl

usi

ons

cou

ld b

e dr

awn

fro

m y

our

inve

stig

atio

n r

egar

din

g th

e vi

abili

ty a

nd

use

of

sola

r-po

wer

ed d

esal

inat

ors?

Sola

r-p

ow

ered

des

alin

ato

rs m

ay b

e vi

able

in c

on

sist

entl

y su

nn

y lo

cati

on

s.

CO

NC

LU

DE

AN

D A

PP

LY

AN

AL

YZ

E

2.

Inte

rpre

tin

g O

bse

rvati

on

sH

ow w

ell d

id y

our

desa

linat

or w

ork?

On

wh

atcr

iter

ia d

id y

ou b

ase

the

effe

ctiv

enes

s of

you

r de

salin

ator

?

The

len

gth

of

tim

e n

eed

ed t

o c

olle

ct a

su

itab

le s

amp

le m

ay b

e th

e cr

iter

ion

use

d

to d

eter

min

e ef

fect

iven

ess.

Wat

er q

ual

ity

may

als

o b

e a

crit

erio

n.

3.

Ob

serv

ing

an

d I

nfe

rrin

gW

hat

pro

blem

s di

d yo

u e

nco

un

ter

in t

his

inve

stig

atio

n?

Pro

ble

ms

will

var

y. S

tud

ents

may

ru

n in

to d

iffi

cult

y su

stai

nin

g a

war

m e

no

ug

h

envi

ron

men

t to

kee

p t

he

evap

ora

tio

n a

nd

co

nd

ensa

tio

n c

ycle

go

ing

.

4.

Co

mp

ari

ng

an

d C

on

trast

ing

Com

pare

an

d co

ntr

ast

you

r de

salin

ator

wit

h o

ne

ofyo

ur

clas

smat

e’s.

Wh

at w

ere

the

adva

nta

ges

or d

isad

van

tage

s of

you

r de

sign

?

An

swer

s w

ill v

ary.

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

, Inc

.


104

Cha

pter

26

Eart

h S

cien

ce:

Geo

logy

, th

e En

viro

nmen

t, a

nd t

he U

nive

rse

Geo

Lab

and

Min

iLab

Wor

kshe

ets

Nam

eC

lass

Dat

e

Bui

ldin

gs c

an b

e de

sign

ed t

o co

nser

ve h

eat

ener

gy.S

ome

cons

ider

atio

ns in

volv

ed in

the

desi

gn o

fa b

uild

ing

that

con

serv

es h

eat

incl

ude

the

mat

eria

ls t

hat

will

be

used

in c

onst

ruct

ion,

the

mat

eria

ls t

hat

will

sto

re h

eat,

and

the

over

all l

ayou

t of

the

build

ing.

Pro

ble

mH

ow c

an a

bu

ildin

g be

des

ign

ed t

o co

nse

rve

ener

gy?

Wh

at b

uild

ing

mat

eria

ls w

ill w

ork

best

,an

d w

hat

oth

er f

acto

rs n

eed

to b

e co

nsi

dere

d?

Po

ssib

le M

ate

rials

glas

s or

cle

ar p

last

icst

urd

y ca

rdbo

ard

boxe

spa

ints

of

vari

ous

colo

rsth

erm

omet

ers

mat

eria

ls t

o co

ver

the

build

ing

(pap

er,a

lum

inu

m f

oil,

foam

boar

d,an

d so

on

)in

teri

or m

ater

ials

(s

ton

es,m

irro

rs,f

abri

c,an

d so

on

)lig

ht

sou

rce

Hyp

oth

esi

sB

rain

stor

m a

list

of

desi

gn f

eatu

res

that

mig

ht

con

trib

ute

to

the

ener

gy e

ffic

ien

cy o

fa

build

ing.

Hyp

oth

esiz

e h

ow y

ou c

ould

inco

rpor

ate

som

e of

thes

e fe

atu

res

into

an

en

ergy

-eff

icie

nt

build

ing.

Fin

d ou

t w

hat

mat

eria

ls a

re u

sed

in h

eat-

effi

cien

th

omes

an

d re

sear

ch lo

cal s

ourc

es o

fm

ater

ials

for

you

r de

sign

.Dec

ide

how

you

will

det

erm

ine

the

hea

t ef

fici

ency

of

the

build

ing

you

con

stru

ct.B

esu

re t

o pl

an f

or a

con

trol

bu

ildin

g fo

r co

mpa

riso

n.

Ob

ject

ives

In t

his

Geo

Lab,

you

will

:

•R

ese

arc

hw

hat

mat

eria

ls a

re u

sed

in t

he

con

stru

ctio

n o

fen

ergy

-eff

icie

nt

build

ings

.

•D

esi

gn

a bu

ildin

g th

at is

en

ergy

eff

icie

nt.

•C

on

stru

ctth

e bu

ildin

g th

at y

ou d

esig

n.

•D

ete

rmin

eth

e h

eat

effi

cien

cy o

fth

e bu

ildin

gby

com

pari

ng

it t

o a

con

trol

bu

ildin

g.

•In

terp

ret

the

data

th

at y

ou c

olle

ct t

o de

term

ine

you

r su

cces

s in

dev

elop

ing

an e

ner

gy-e

ffic

ien

tbu

ildin

g.

Safe

ty P

reca

uti

on

s

Be

care

ful w

hen

you

are

usi

ng

scis

sors

.M

ake

sure

to

han

dle

the

ligh

t so

urc

e ca

refu

lly w

hen

it is

hot

.Alw

ays

wea

r sa

fety

gog

gles

an

d an

apr

on in

th

e la

b.

scis

sors

tape

glu

eDes

igni

ng a

n En

ergy

-Ef

fici

ent

Build

ing

PR

EP

AR

AT

ION

1.

Rev

iew

th

e da

ta t

hat

you

col

lect

ed a

bou

tbu

ildin

g en

ergy

-eff

icie

nt

build

ings

.Als

ore

view

you

r lis

t of

poss

ible

des

ign

fea

ture

s.

2.

Des

ign

you

r bu

ildin

g.M

ake

a lis

t of

the

hea

t-co

nse

rvin

g is

sues

th

at y

ou a

ddre

ssed

.

3.

Dec

ide

on t

he

mat

eria

ls t

hat

you

will

use

to

build

you

r h

ouse

.Col

lect

th

ose

mat

eria

ls.

4.

Con

stru

ct t

he

build

ing

and

a co

ntr

ol b

uild

ing

for

com

pari

son

.

5.

Dev

ise

a w

ay t

o te

st t

he

hea

t-h

oldi

ng

abili

ty o

fea

ch b

uild

ing.

6.

Pro

ceed

wit

h t

he

test

on

eac

h b

uild

ing.

To t

est

the

build

ings

’hea

t en

ergy

eff

icie

ncy

,it

may

be

nec

essa

ry t

o h

eat

the

build

ings

an

d de

term

ine

PL

AN

TH

E E

XP

ER

IME

NT

Nam

eC

lass

Dat

e

Geo

Lab

and

Min

iLab

Wor

kshe

ets

Cha

pter

26

Eart

h S

cien

ce:

Geo

logy

, th

e En

viro

nmen

t, a

nd t

he U

nive

rse

105

Des

igni

ng a

n En

ergy

-Eff

icie

nt B

uild

ing

PL

AN

TH

E E

XP

ER

IME

NT

TAB

LE

GR

APHhow

lon

g h

eat

is c

onse

rved

wit

hin

eac

h o

ne.

CA

UT

ION

:Mak

e su

re t

he h

eat

sour

ce is

far

enou

gh a

way

from

the

bui

ldin

g m

ater

ials

so

that

the

y do

not

bur

n or

mel

t.

7.

Dra

w a

tab

le a

nd

reco

rd y

our

data

.T

hen

,mak

e a

grap

h o

fyo

ur

data

.

8.

Mak

e m

odif

icat

ion

s to

th

e de

sign

to

impr

ove

the

build

ing’

s ef

fici

ency

.

AN

AL

YZ

E

1.

Ch

eck

ing

Yo

ur

Hyp

oth

esi

sW

as t

he

build

ing

that

you

des

ign

ed m

ore

ener

gy-

effi

cien

t th

an t

he

con

trol

bu

ildin

g? W

hy d

id y

ou c

onst

ruct

a c

ontr

ol b

uild

ing?

Stu

den

ts s

ho

uld

be

able

to

use

th

e d

ata

that

th

ey c

olle

cted

fro

m t

hei

r m

od

els

and

the

con

tro

l to

det

erm

ine

the

effe

ctiv

enes

s o

f th

eir

des

ign

s.

Geo

Lab

and

Min

iLab

Wor

kshe

ets

Cha

pter

27

Eart

h S

cien

ce:

Geo

logy

, th

e En

viro

nmen

t, a

nd t

he U

nive

rse

107

Nam

eC

lass

Dat

e

Rec

lam

atio

n

Mo

del

the

pro

ced

ure

use

d b

y m

inin

g c

om

pan

ies

to r

ecla

im a

n a

rea

afte

r st

rip

-min

ing

.

Pro

ced

ure

1.

Usi

ng

a p

last

ic k

nif

e, m

ake

fou

r o

r fi

ve c

uts

acr

oss

th

e ic

ing

of

on

e cr

eam

-fill

ed, i

ced

cu

pca

ke. R

emo

ve t

he

pie

ces

of

icin

g.

2.

Mak

e fo

ur

or

five

cu

ts d

ow

n in

to t

he

cake

un

til y

ou

rea

ch t

he

crea

mfi

llin

g. C

ut

ho

rizo

nta

lly ju

st a

bo

ve t

he

crea

m f

illin

g a

nd

rem

ove

th

e ca

ke p

iece

s.

3.

Rem

ove

th

e cr

eam

fill

ing

. To

res

tore

th

e ar

ea, u

se t

he

pie

ces

of

cake

th

atyo

u c

ut

ou

t to

fill

in t

he

ho

le le

ft w

hen

yo

u r

emo

ved

th

e cr

eam

fill

ing

.M

ake

the

surf

ace

of

the

cup

cake

as

leve

l as

po

ssib

le.

4.

Rep

lace

th

e ic

ing

so

th

at it

co

vers

th

e su

rfac

e o

f th

e re

sto

red

cu

pca

ke.

An

aly

ze a

nd

Co

ncl

ud

e

1.

On

th

e re

sto

red

cu

pca

ke, w

hat

do

es t

he

icin

g r

epre

sen

t? W

hat

do

es t

he

crea

m f

illin

g r

epre

sen

t?

The

icin

g r

epre

sen

ts t

he

top

soil;

th

e cr

eam

rep

rese

nts

th

e ex

trac

ted

res

ou

rce.

2.

Do

es t

he

recl

aim

ed c

up

cake

res

emb

le t

he

ori

gin

al, u

nto

uch

ed c

up

cake

?

The

recl

aim

ed c

up

cake

res

emb

les

the

un

tou

ched

cu

pca

ke b

ut

it is

sh

ort

er a

nd

has

a b

roke

n s

urf

ace.

3.

Can

rec

lam

atio

n o

f an

are

a th

at h

as b

een

str

ip-m

ined

res

tore

th

e la

nd

to

its

ori

gin

al c

on

tou

rs?

Exp

lain

yo

ur

answ

er.

Rec

lam

atio

n c

ann

ot

rest

ore

th

e o

rig

inal

co

nto

urs

bec

ause

so

me

mat

eria

l has

bee

n r

emo

ved

.

Min

iLab

27

Min

iLab

27

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

, Inc

.


Nam

eC

lass

Dat

e

106

Cha

pter

26

Eart

h S

cien

ce:

Geo

logy

, th

e En

viro

nmen

t, a

nd t

he U

nive

rse

Geo

Lab

and

Min

iLab

Wor

kshe

ets

Des

igni

ng a

n En

ergy

-Eff

icie

nt B

uild

ing

1.

How

cou

ld y

ou in

corp

orat

e so

me

ofyo

ur

desi

gn e

lem

ents

in y

our

own

hom

e?

2.

How

cou

ld y

our

desi

gn b

e im

prov

ed?

3.

How

cou

ld u

sin

g di

ffer

ent

ener

gy s

ourc

es a

ffec

t yo

ur

resu

lts?

CO

NC

LU

DE

AN

D A

PP

LY

2.

Inte

rpre

tin

g O

bse

rvati

on

sW

hat

pro

blem

s di

d yo

u e

nco

un

ter,

and

how

did

you

sol

ve t

hem

?

Stu

den

ts m

ust

be

assu

red

th

at li

stin

g p

rob

lem

s is

imp

ort

ant

in a

ny

exp

erim

ent.

3.

Ob

serv

ing

an

d I

nfe

rrin

gH

ow d

id y

our

obse

rvat

ion

s af

fect

dec

isio

ns

that

you

mig

ht

mak

e if

you

wer

e to

rep

eat

this

lab?

Why

do

you

th

ink

you

r de

sign

wor

ked

or d

id n

ot w

ork?

Eval

uat

ing

by

ob

serv

ing

an

d in

ferr

ing

hel

ps

stu

den

ts t

o m

ake

con

cret

e ap

plic

atio

ns

of

the

con

cep

t o

f h

eat

sto

rag

e an

d o

f th

e sc

ien

tifi

c p

roce

ss.

4.

Co

mp

ari

ng

an

d C

on

trast

ing

Com

pare

an

d co

ntr

ast

the

build

ing

you

des

ign

ed a

nd

the

con

trol

bu

ildin

g.C

ompa

re a

nd

con

tras

t yo

ur

desi

gn a

nd

the

desi

gns

ofyo

ur

clas

smat

es.

Lead

stu

den

ts t

o u

nd

erst

and

th

at if

th

e co

ntr

ol a

nd

des

ign

mo

del

s sh

ow

ed n

o

dif

fere

nce

, th

en t

he

met

ho

ds

emp

loye

d li

kely

did

no

t af

fect

wh

at w

as b

ein

g

mea

sure

d—

eith

er h

eat

abso

rbed

or

hea

t re

tain

ed.

5.

Thin

kin

g C

riti

call

ySu

ppos

e yo

u c

ould

use

on

ly n

atu

rally

occ

urr

ing

mat

eria

ls.

Wou

ld t

hat

lim

it y

our

desi

gn?

Exp

lain

you

r an

swer

.

Ask

ing

stu

den

ts t

o c

on

sid

er s

pec

ific

mat

eria

ls w

ill h

elp

th

em r

ealiz

e th

at d

ecis

ion

s

som

etim

es h

ave

to b

e m

ade

afte

r b

alan

cin

g t

he

op

tio

ns.

To

mak

e a

dec

isio

n o

f th

is

typ

e, p

rio

riti

es m

ay n

eed

to

be

esta

blis

hed

an

d c

om

pro

mis

es m

ade.

AN

AL

YZ

E

Stu

den

t an

swer

s w

ill v

ary

dep

end

ing

on

th

eir

des

ign

s an

d t

hei

r su

cces

s. In

all

case

s,im

pro

vem

ents

will

be

po

ssib

leei

ther

in t

he

typ

e o

r am

ou

nt

of

mat

eria

l use

d a

nd

in t

he

ori

en-

tati

on

of

the

bu

ildin

gs.

Po

ssib

leso

urc

es o

r er

ror

in t

he

test

ing

ph

ases

are

als

o im

po

rtan

t to

loo

k fo

r an

d c

on

sid

er w

hen

an

alyz

ing

th

e re

sult

s o

bta

ined

.

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

, Inc

.


108

Cha

pter

27

Eart

h S

cien

ce:

Geo

logy

, th

e En

viro

nmen

t, a

nd t

he U

nive

rse

Geo

Lab

and

Min

iLab

Wor

kshe

ets

Nam

eC

lass

Dat

e

Iris

Cit

y an

d th

e su

rrou

ndin

g re

gion

are

sho

wn

in t

he m

ap o

n th

e fa

cing

pag

e.Ir

is C

ity

is

a m

ediu

m-s

ized

cit

y of

100

000.

It is

exp

erie

ncin

g m

any

type

s of

envi

ronm

enta

l im

pact

s.St

udy

the

map

and

the

info

rmat

ion

give

n to

iden

tify

the

se p

robl

ems

and

poss

ible

sol

utio

ns.

Pro

ble

mH

ow c

an t

he

resi

den

ts o

fIr

is C

ity

iden

tify

th

eso

urc

e of

loca

l wat

er p

ollu

tion

?

Mate

rials

met

ric

rule

r

pen

cil

Pinp

oint

ing

a So

urce

of

Pollu

tion

PR

EP

AR

AT

ION

1.

Iris

Cit

y ob

tain

s it

s dr

inki

ng

wat

er fr

om O

pal

Lake

.Stu

dies

of

the

lake

hav

e de

tect

ed in

crea

sed

leve

ls o

fn

itro

gen

,pho

spho

rus,

hydr

ocar

bon

s,se

wag

e,an

d si

lt.T

he n

orth

wes

t en

d of

Opa

lLa

ke is

exp

erie

nci

ng

incr

ease

d de

velo

pmen

t,w

hile

the

rem

ain

der

ofth

e w

ater

shed

is a

mix

offo

rest

an

d lo

ggin

g cl

ear-

cuts

.

2.

Last

spr

ing,

bloo

ms

ofcy

anob

acte

ria

chok

edpa

rts

ofth

e V

ista

Est

uar

y N

atu

re P

rese

rve.

Com

mer

cial

sh

ellf

ish

bed

s in

Iri

s B

ay h

ave

been

clo

sed

beca

use

of

sew

age

con

tam

inat

ion

.

3.

A n

atur

al-g

as p

ower

pla

nt h

as b

een

prop

osed

for

loca

tion

A,n

ear

the

Vis

ta C

utof

f,an

aba

ndon

edch

anne

l of

the

Vis

ta R

iver

.The

pla

nt w

ould

prov

ide

jobs

as

wel

l as

gene

rate

ele

ctri

city

.T

heco

mpa

ny p

lans

to d

iver

t 25

perc

ent o

fth

e V

ista

Riv

er d

own

the

Vis

ta C

utof

f.

4.

Th

e Lu

cky

Min

e w

as a

ban

don

ed 6

0 ye

ars

ago.

A m

inin

g co

mpa

ny h

as a

pplie

d fo

r pe

rmit

s to

reo

pen

th

e m

ine.

An

est

imat

ed 1

mill

ion

oun

ces

ofgo

ld c

an b

e re

cove

red

usi

ng

mod

ern

tec

hn

iqu

es.

PR

OC

ED

UR

E

1.

Wh

at a

re s

ome

poss

ible

sou

rces

of

wat

er p

ollu

tion

in O

pal L

ake?

Wh

at s

teps

mig

ht

the

resi

den

ts o

fIr

is C

ity

take

to

prot

ect

thei

r dr

inki

ng

wat

er?

Poss

ible

po

lluti

on

so

urc

es a

re in

crea

sed

dev

elo

pm

ent

aro

un

d t

he

lake

, lo

gg

ing

op

erat

ion

s, a

nd

po

wer

bo

atin

g. S

olu

tio

ns

incl

ud

e co

ntr

olli

ng

ru

no

ff f

rom

dev

elo

pm

ent,

bu

ffer

zo

nes

an

d s

elec

tive

cu

ttin

g d

uri

ng

log

gin

g, a

nd

ban

nin

g

po

wer

bo

ats

fro

m O

pal

Lak

e.

2.

How

are

th

e bl

oom

s of

cyan

obac

teri

a an

d th

e cl

osin

g of

the

shel

lfis

h b

eds

in I

ris

Bay

rel

ated

?

On

e ca

use

of

cyan

ob

acte

rial

blo

om

s is

sew

age

was

te c

on

tain

ing

exc

ess

nu

trie

nts

. If

the

citi

es a

nd

dai

ry f

arm

s al

on

g t

he

Vis

ta R

iver

wer

e re

leas

ing

imp

rop

erly

tre

ated

sew

age

into

th

e ri

ver,

this

wo

uld

cau

se b

oth

cya

no

bac

teri

al b

loo

ms

and

th

e

con

tam

inat

ion

of

shel

lfis

h b

eds.

AN

AL

YZ

E

Nam

eC

lass

Dat

e

Geo

Lab

and

Min

iLab

Wor

kshe

ets

Cha

pter

27

Eart

h S

cien

ce:

Geo

logy

, th

e En

viro

nmen

t, a

nd t

he U

nive

rse

109

Pinp

oint

ing

a So

urce

of

Pollu

tion

Nat

ure

pres

erve

Vista C

utoff

Iris

Cit

y

Iris

Ba

y

Opa

l Cr.

Opa

l Lak

e

Blue

Lake

Luck

yM

ine

Ceda

rLa

ke

Lost

Lake

Fern

Lak

e

Vist

a

Carl

ton Co

w C

r.

A

Vis

taRi

ver

Fis

hCr

.

North

ForkVistaRiver

South Fork Vista

Rive

r

Fish

Lak

e

Smith

Cr.

Luck

yCr

.

08

km7

65

43

21

Med

ium

to

high

urba

n de

velo

pmen

tG

olf c

ours

e

Min

e

Fore

st la

nd

Agr

icul

ture

/Dai

ry fa

rms

N

3.

Wh

at a

re t

he

posi

tive

an

d n

egat

ive

aspe

cts

ofdi

vert

ing

wat

er f

rom

th

e V

ista

Riv

erth

rou

gh t

he

Vis

ta C

uto

ff?

Posi

tive

asp

ects

are

new

job

s, m

ore

ele

ctri

city

pro

du

ctio

n, a

nd

po

ssib

ly n

ew

wet

lan

ds

at t

he

mo

uth

of

Vis

ta C

uto

ff. N

egat

ive

asp

ects

are

incr

ease

d p

ollu

tio

n

and

red

uct

ion

in f

resh

wat

er f

low

to

th

e V

ista

est

uar

y re

gio

n, w

hic

h w

ill c

ause

salt

wat

er in

tru

sio

n a

nd

loss

of

hab

itat

.

AN

AL

YZ

E

Geo

Lab

and

Min

iLab

Wor

kshe

ets

Cha

pter

28

Eart

h S

cien

ce:

Geo

logy

, th

e En

viro

nmen

t, a

nd t

he U

nive

rse

111

Nam

eC

lass

Dat

e

The

Sun’

s Po

siti

on

Mod

elth

e o

verh

ead

po

siti

on

of

the

Sun

at

vari

ou

s la

titu

des

du

rin

g t

he

sum

mer

so

lsti

ce.

Pro

ced

ure

1.

In t

he

spac

e b

elo

w, d

raw

a c

ircl

e to

rep

rese

nt

Eart

h. A

lso

dra

w t

he

equ

ato

r.

2.

Use

a p

rotr

acto

r to

fin

d t

he

loca

tio

n o

f th

e Tr

op

ic o

f C

ance

r. D

raw

a li

ne

fro

m E

arth

’s c

ente

r to

th

e Tr

op

ic o

f C

ance

r.

3.

Usi

ng

a m

ap, l

oca

te t

hat

lati

tud

e at

wh

ich

yo

u li

ve. W

ith

th

e p

rotr

acto

r,m

ark

that

lati

tud

e o

n y

ou

r d

iag

ram

. Dra

w a

lin

e fr

om

Ear

th’s

cen

ter

toth

is lo

cati

on

.

4.

Mea

sure

th

e an

gle

bet

wee

n t

he

line

to t

he

Tro

pic

of

Can

cer

and

th

e lin

eto

yo

ur

loca

tio

n.

5.

Ch

oo

se t

wo

dif

fere

nt

lati

tud

es, t

hen

rep

eat

step

s 3

and

4 f

or

thes

e la

titu

des

.

An

aly

ze a

nd

Co

ncl

ud

e

1.

Ho

w d

oes

th

e an

gle

var

y w

ith

lati

tud

e?

The

fart

her

no

rth

yo

ur

loca

tio

n, t

he

mo

re t

he

ang

le b

etw

een

th

e lin

e to

th

e

Tro

pic

of

Can

cer

and

th

e lin

e to

yo

ur

loca

tio

n in

crea

ses.

Hen

ce, t

he

Sun

is

low

er in

th

e sk

y o

n t

he

sols

tice

s fo

r m

ore

no

rth

erly

lati

tud

es.

2.

At

wh

at s

ou

ther

n la

titu

de

wo

uld

yo

u n

ot

see

the

Sun

ab

ove

th

e h

ori

zon

?

66.5

°so

uth

lati

tud

e

3.

Ho

w w

ou

ld t

he

ang

le c

han

ge

if y

ou

use

d t

he

Tro

pic

of

Cap

rico

rn?

The

ang

le w

ou

ld b

e la

rger

. Fo

r an

y la

titu

des

ab

ove

66.

5°n

ort

h, t

he

ang

le

wo

uld

be

mo

re t

han

90°

.

Min

iLab

28

Min

iLab

28

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

, Inc

.


Nam

eC

lass

Dat

e

110

Cha

pter

27

Eart

h S

cien

ce:

Geo

logy

, th

e En

viro

nmen

t, a

nd t

he U

nive

rse

Geo

Lab

and

Min

iLab

Wor

kshe

ets

Pinp

oint

ing

a So

urce

of

Pollu

tion

1.

Iden

tify

th

e so

urc

es o

fw

ater

pol

luti

on in

Iri

s B

ay.A

re t

hes

e po

int

or n

onpo

int

sou

rces

of

pollu

tion

?

Fert

ilize

r an

d p

esti

cid

es c

an c

om

e fr

om

far

min

g o

per

atio

ns,

go

lf c

ou

rses

, an

d

gen

eral

urb

an d

evel

op

men

t.O

il an

d g

aso

line

po

lluti

on

co

mes

fro

m s

tree

t ru

no

ff,

po

wer

bo

ats,

an

d h

arb

or

op

erat

ion

s. E

xces

s si

lt c

om

es f

rom

urb

an d

evel

op

men

t an

d

log

gin

g. U

nfo

rtu

nat

ely,

mo

st o

f th

ese

are

no

np

oin

t so

urc

es a

nd

dif

ficu

lt t

o c

on

tro

l.

Each

go

lf c

ou

rse

and

far

m c

ou

ld b

e co

nsi

der

ed a

po

int

sou

rce.

2.

How

cou

ld y

ou id

enti

fy t

he

sou

rce

ofpo

lluti

on c

ausi

ng

cyan

obac

teri

a bl

oom

s in

th

e V

ista

Est

uar

y?

The

sou

rce

of

po

lluti

on

co

uld

be

loca

ted

by

anal

yzin

g w

ater

sam

ple

s w

hile

trav

elin

g u

p t

he

Vis

ta R

iver

un

til t

he

sou

rce

was

iden

tifi

ed.

3.

Ifth

e V

ista

Cu

toff

is u

sed

to d

iver

t w

ater

fro

m t

he

Vis

ta R

iver

,how

will

th

e aq

uat

ich

abit

ats

ofth

e ri

ver

be a

ffec

ted?

The

Vis

ta R

iver

will

hav

e lo

wer

flo

w d

ow

nst

ream

of

the

div

ersi

on

. Th

is c

ou

ld r

esu

lt

in s

hal

low

er w

ater

an

d in

crea

sed

tem

per

atu

re. A

lso

, th

e fr

esh

wat

er-s

altw

ater

bal

ance

in t

he

estu

ary

wo

uld

be

chan

ged

, res

ult

ing

in lo

ss o

f h

abit

at a

nd

org

anis

ms.

4.

Ifth

e Lu

cky

Min

e is

reo

pen

ed,w

hat

cou

ld t

he

min

ing

com

pany

do

to m

inim

ize

neg

ativ

e en

viro

nm

enta

l im

pact

s?

The

min

ing

co

mp

any

cou

ld b

uild

co

nta

inm

ent

po

nd

s an

d f

iltra

tio

n b

arri

ers

to

pre

ven

t liq

uid

was

tes

fro

m e

nte

rin

g t

he

stre

ams.

Th

e ta

ilin

g p

ipes

co

uld

be

lan

dsc

aped

to

hel

p r

epla

ce t

he

hab

itat

th

at w

as b

uri

ed.

CO

NC

LU

DE

AN

D A

PP

LY

AN

AL

YZ

E

4.

Ifth

e Lu

cky

Min

e is

reo

pen

ed,w

hat

eff

ects

mig

ht

it h

ave

on t

he

popu

lati

ons

ofC

arlt

on,V

ista

,an

d Ir

is C

ity?

Ther

e w

ill b

e ec

on

om

ic b

enef

its

for

all t

hre

e ci

ties

. Po

lluti

on

pro

ble

ms

fro

m m

inin

g

acti

viti

es w

ill p

rim

arily

aff

ect

Vis

ta a

nd

Car

lto

n b

ecau

se t

hey

are

loca

ted

alo

ng

th

e

rive

r.

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

, Inc

.


1.

Wh

at p

robl

ems

did

you

en

cou

nte

r?

Wh

en t

wo

cra

ters

do

n’t

ove

rlap

, yo

u c

an’t

tel

l wh

ich

is o

lder

. So

me

feat

ure

s co

uld

hav

e fo

rmed

at

the

sam

e ti

me,

su

ch a

s th

e ri

lle a

nd

sm

all c

rate

r o

n t

he

mar

e in

Pho

to IV

. So

met

imes

, th

e o

verl

ap is

no

t d

isti

nct

en

ou

gh

to

tel

l wh

ich

is o

lder

.

2.

Bas

ed o

n in

form

atio

n f

rom

all

the

phot

os,w

hat

fea

ture

s ar

e u

sual

ly t

he

olde

st?

Th

e yo

un

gest

?

Cra

ter

alo

ne

or

crat

ers

that

fo

rmed

mar

ia a

re t

he

old

est.

Cra

ters

in m

aria

or

rille

s ar

e th

e yo

un

ges

t.

AN

AL

YZ

E

112

Cha

pter

28

Eart

h S

cien

ce:

Geo

logy

, th

e En

viro

nmen

t, a

nd t

he U

nive

rse

Geo

Lab

and

Min

iLab

Wor

kshe

ets

Nam

eC

lass

Dat

e

It is

pos

sibl

e to

use

the

pri

ncip

le o

fcro

ss-c

utti

ng r

elat

ions

hips

,dis

cuss

ed in

Cha

pter

21,

to d

eter

min

e th

e re

lati

ve a

ges

ofsu

rfac

e fe

atur

es o

n th

e M

oon.

By

obse

rvin

g w

hich

feat

ures

cro

ss-c

ut o

ther

s,yo

u ca

n in

fer

whi

ch is

old

er.

Pro

ble

mH

ow c

an y

ou u

se im

ages

of

the

Moo

n t

o in

terp

ret

rela

tive

age

s of

lun

ar f

eatu

res?

Mate

rials

met

ric

rule

r

pen

cil

Rel

ativ

e A

ges

of L

unar

Feat

ures

PR

EP

AR

AT

ION

1.

Obs

erve

ph

otos

I a

nd

II.U

se t

he

lett

ers

to id

enti

fy t

he

olde

st f

eatu

re in

eac

h p

hot

ou

sin

g th

e pr

inci

ple

ofcr

oss-

cutt

ing

rela

tion

ship

s.Li

st t

he

oth

er f

eatu

res

in o

rder

of

thei

r re

lati

ve a

ges.

Pho

to I:

A is

old

er t

han

D; B

is o

lder

th

an C

. Ph

oto

II: D

is t

he

old

est;

A is

yo

un

ger

than

D; E

is y

ou

ng

er t

han

D; B

an

d C

are

yo

un

ger

th

an E

.

2.

Obs

erve

ph

oto

III.

List

th

e m

are,

rille

,an

d cr

ater

s in

ord

er o

fth

eir

rela

tive

age

s.

Pho

to II

I: B

is t

he

old

est;

D is

th

e n

ext

old

est;

th

en E

an

d C

; A is

th

e yo

un

ges

t.

3.

Obs

erve

ph

oto

IV.U

se t

he

prin

cipl

e of

cros

s-cu

ttin

g re

lati

onsh

ips,

alon

g w

ith

you

r kn

owle

dge

oflu

nar

his

tory

,to

iden

tify

th

e fe

atu

res

and

list

them

in o

rder

of

thei

r re

lati

ve a

ges.

Pho

to IV

: D is

th

e o

ldes

t; A

is t

he

nex

t o

ldes

t; C

or

B is

th

e yo

un

ges

t.

PR

OC

ED

UR

E

Nam

eC

lass

Dat

e

Geo

Lab

and

Min

iLab

Wor

kshe

ets

Cha

pter

28

Eart

h S

cien

ce:

Geo

logy

, th

e En

viro

nmen

t, a

nd t

he U

nive

rse

113

Rel

ativ

e A

ges

of L

unar

Fea

ture

s

D

C

B

A

III IV

C B

D A

A

B

D

CE

D

B

CE

A

III

Geo

Lab

and

Min

iLab

Wor

kshe

ets

Cha

pter

29

Eart

h S

cien

ce:

Geo

logy

, th

e En

viro

nmen

t, a

nd t

he U

nive

rse

115

Nam

eC

lass

Dat

e

Ecce

ntri

city

Measu

reth

e ec

cen

tric

ity

of

dif

fere

nt

ellip

ses.

Ecce

ntr

icit

y is

th

e ra

tio

of

the

dis

tan

ce b

etw

een

the

foci

to

th

e le

ng

th o

f th

e m

ajo

r ax

is.

Pro

ced

ure

1.

Tie

a p

iece

of

stri

ng

into

a lo

op

th

at f

its

on

a p

iece

o

f ca

rdb

oar

d w

hen

it is

laid

ou

t in

a c

ircl

e.

2.

Plac

e a

shee

t o

f p

aper

on

th

e ca

rdb

oar

d.

3.

Stic

k tw

o p

ins

thro

ug

h t

he

pap

er c

lose

to

th

e ce

nte

r b

ut

sep

arat

ed f

rom

eac

h o

ther

by

a fe

w c

enti

met

ers.

Use

cau

tio

nw

hen

usi

ng

sh

arp

ob

ject

s.

4.

Loo

p t

he

stri

ng

ove

r th

e p

ins

and

use

th

e p

enci

l to

tra

ce a

rou

nd

them

. Kee

p t

he

stri

ng

tau

t.

5.

Mea

sure

th

e m

ajo

r ax

is a

nd

th

e d

ista

nce

bet

wee

n t

he

pin

s.C

alcu

late

th

e ec

cen

tric

ity.

6.

Rep

eat

step

s 3–

5 fo

r d

iffe

ren

t se

par

atio

ns

of

the

pin

s.

An

aly

ze a

nd

Co

ncl

ud

e

1.

Wh

at d

o t

he

two

pin

s re

pre

sen

t?

The

two

pin

s re

pre

sen

t th

e fo

ci o

f th

e el

lipti

cal o

rbit

.

2.

Ho

w d

oes

th

e ec

cen

tric

ity

chan

ge

as t

he

dis

tan

ce b

etw

een

th

e p

ins

chan

ges

?

The

ecce

ntr

icit

y b

eco

mes

sm

alle

r as

th

e tw

o p

ins

are

mo

ved

clo

ser

tog

eth

er,

and

larg

er a

s th

e p

ins

bec

om

e m

ore

wid

ely

sep

arat

ed.

3.

Wh

at k

ind

of

fig

ure

wo

uld

yo

u f

orm

if t

he

two

pin

s w

ere

at t

he

sam

elo

cati

on

? W

hat

wo

uld

its

ecce

ntr

icit

y b

e?

If t

he

two

pin

s w

ere

at t

he

sam

e lo

cati

on

, th

e fi

gu

re w

ou

ld b

e a

circ

le. I

ts

ecce

ntr

icit

y w

ou

ld b

e ze

ro b

ecau

se t

he

nu

mer

ato

r in

th

e ec

cen

tric

ity

form

ula

, th

e

dis

tan

ce b

etw

een

fo

ci, w

ou

ld b

e ze

ro.

Min

iLab

29

Min

iLab

29

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

, Inc

.


Nam

eC

lass

Dat

e

114

Cha

pter

28

Eart

h S

cien

ce:

Geo

logy

, th

e En

viro

nmen

t, a

nd t

he U

nive

rse

Geo

Lab

and

Min

iLab

Wor

kshe

ets

Rel

ativ

e A

ges

of L

unar

Fea

ture

s

3.

Cou

ld s

cien

tist

s u

se t

he

proc

ess

you

did

to

dete

rmin

e th

e ex

act

age

diff

eren

ce b

etw

een

two

over

lapp

ing

crat

ers?

Why

or

why

not

?

Exac

t ag

e d

iffe

ren

ces

can

no

t b

e d

eter

min

ed f

rom

th

e p

rin

cip

le o

f cr

oss

-cu

ttin

g

rela

tio

nsh

ips;

on

ly r

elat

ive

ages

can

be.

Fro

m t

he

ph

oto

s, t

her

e is

no

way

to

tel

l

wh

eth

er t

he

age

dif

fere

nce

is 1

0 m

inu

tes

or

10 m

illio

n y

ears

.

4.

Ifth

e sm

all c

rate

r in

ph

oto

II,l

abel

ed A

,is

44 k

m a

cros

s,w

hat

is t

he

scal

e fo

r th

atph

oto?

Wh

at is

th

e si

ze o

fth

e la

rge

crat

er,l

abel

ed D

?

Aft

er m

ult

iple

mea

sure

men

ts t

o a

vera

ge

ou

t th

e si

ze o

f cr

ater

A b

ecau

se o

f it

s

imp

erfe

ct s

hap

e, t

he

scal

e is

ap

pro

xim

atel

y 1

cm �

20 k

m. C

rate

r D

is a

bo

ut

130

km in

dia

met

er.

AN

AL

YZ

E

1.

Wh

ich

wou

ld b

e ol

der,

a cr

ater

th

at h

ad r

ays

cros

sin

g it

or

the

crat

er t

hat

cau

sed

the

rays

? E

xpla

in.

A c

rate

r th

at h

as r

ays

cro

ssin

g it

wo

uld

be

old

er t

han

th

e cr

ater

fro

m

wh

ich

th

e ra

ys o

rig

inat

e.

2.

Is t

her

e so

me

type

of

rela

tive

-age

dat

ing

that

sci

enti

sts

can

use

to

anal

yze

crat

ers

on E

arth

? E

xpla

in.

Rel

ativ

e ag

es o

f cr

ater

s o

n E

arth

can

no

t b

e b

ased

on

th

e p

rin

cip

le o

f cr

oss

-cu

ttin

g

rela

tio

nsh

ips,

bec

ause

th

e re

mai

nin

g c

rate

rs a

re s

o s

par

se t

hat

th

ey n

ever

ove

rlap

.

3.

Wh

at d

o yo

u t

hin

k ca

use

d th

e ch

ain

of

crat

ers

in p

hot

o I?

If

the

crat

er la

bele

d A

isap

prox

imat

ely

17 k

m a

cros

s,h

ow lo

ng

is t

he

chai

n o

fcr

ater

s?

The

chai

n o

f cr

ater

s w

as p

rob

ably

cau

sed

by

a fr

agm

ente

d im

pac

tor

that

arr

ived

as a

ser

ies

of

pie

ces

inst

ead

of

on

e b

ig c

hu

nk.

Th

e sc

ale

wo

uld

be

app

roxi

mat

ely

1 cm

�16

.2 k

m, s

o t

he

chai

n o

f cr

ater

s is

ab

ou

t 10

2.1

km.

CO

NC

LU

DE

AN

D A

PP

LY

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

, Inc

.


116

Cha

pter

29

Eart

h S

cien

ce:

Geo

logy

, th

e En

viro

nmen

t, a

nd t

he U

nive

rse

Geo

Lab

and

Min

iLab

Wor

kshe

ets

Nam

eC

lass

Dat

e

Ast

rono

mer

s ar

e fa

mili

ar w

ith

both

the

sm

all,

such

as

inte

rste

llar

dust

par

ticl

es,a

ndth

e la

rge,

such

as

the

sola

r sy

stem

.In

orde

r to

und

erst

and

the

vari

ety

ofsi

zes

in t

heso

lar

syst

em,a

stro

nom

ers

use

mod

els.

The

se m

odel

s ca

n be

as

sim

ple

as p

utti

ng p

eopl

e or

obje

cts

in m

arke

d pl

aces

or

as c

ompl

ex a

s el

abor

ate

com

pute

r si

mul

atio

ns.T

he m

ost

diffi

cult

task

wit

h m

any

mod

els

is c

hoos

ing

a sc

ale

that

will

dis

play

all

the

info

rmat

ion

need

ed,s

uch

as d

ista

nce,

rota

tion

rat

es,a

nd s

ize.

Pro

ble

mH

ow c

an t

he

size

of

the

sola

r sy

stem

be

conv

erte

dto

a s

cale

th

at w

ill e

asily

dem

onst

rate

rel

ativ

e di

stan

ces

betw

een

obj

ects

in t

he

sola

r sy

stem

? Is

dis

tan

ce t

he

only

mea

sure

men

t th

at c

an b

ede

mon

stra

ted

in a

sca

le m

odel

?

Po

ssib

le M

ate

rials

calc

ula

tor

tape

mea

sure

met

erst

ick

stop

wat

ches

mar

ker

mas

kin

g ta

pe

vari

ety

ofsi

zes

ofco

mm

on r

oun

d ob

ject

s

Hyp

oth

esi

sB

rain

stor

m a

bou

t po

ssib

le m

odel

s an

d da

ta n

eede

dto

cre

ate

them

.Det

erm

ine

wh

ere

thes

e da

ta a

reav

aila

ble,

and

colle

ct t

hem

to

use

as

a re

fere

nce

for

you

r m

odel

.To

hav

e yo

ur

mod

el f

it in

you

r ch

osen

area

,mak

e a

hypo

thes

is o

n t

he

appr

opri

ate

scal

e to

use

for

dis

tan

ce f

rom

th

e Su

n t

o ea

ch p

lan

et.

Hyp

oth

esiz

e h

ow a

ddit

ion

al s

olar

sys

tem

m

easu

rem

ents

can

be

incl

ude

d in

you

r m

odel

.For

exam

ple,

thin

k ab

out

incl

udi

ng

plan

et d

iam

eter

s,ro

tati

on r

ates

,etc

.

Ob

ject

ives

In t

his

Geo

Lab,

you

will

:

•C

alc

ula

teth

e di

stan

ce f

rom

th

e Su

n f

or e

ach

plan

et b

ased

on

you

r sc

ale.

•D

ete

rmin

eh

ow t

o in

corp

orat

e ad

diti

onal

sol

arsy

stem

mea

sure

men

ts in

to y

our

mod

el,o

r de

sign

anot

her

mod

el t

o sh

ow t

hat

info

rmat

ion

.

•In

terp

ret

you

r re

sult

s ba

sed

on y

our

scal

e,an

dde

cide

ifyo

ur

scal

e w

as a

n a

ppro

pria

te o

ne

base

don

th

e pr

oble

ms

that

may

hav

e re

sult

ed.

Scal

ing

the

Sola

r Sy

stem

PR

EP

AR

AT

ION

Nam

eC

lass

Dat

e

Geo

Lab

and

Min

iLab

Wor

kshe

ets

Cha

pter

29

Eart

h S

cien

ce:

Geo

logy

, th

e En

viro

nmen

t, a

nd t

he U

nive

rse

117

Scal

ing

the

Sola

r Sy

stem

1.

As

a gr

oup,

use

a s

epar

ate

shee

t of

pape

r to

mak

e a

list

ofpo

ssib

le w

ays

you

mig

ht

test

you

r hy

poth

eses

.Kee

p th

e av

aila

ble

mat

eria

lsin

min

d as

you

pla

n y

our

proc

edu

re.

2.

Be

sure

you

r sc

ale

is a

ppro

pria

te f

or t

he

info

rmat

ion

you

are

rep

rese

nti

ng.

Rem

embe

rth

at a

mod

el s

hou

ld h

ave

the

sam

e sc

ale

thro

ugh

out.

You

may

hav

e to

try

mor

e th

anon

e sc

ale

befo

re y

ou a

re s

ucc

essf

ul.

3.

Rec

ord

you

r pr

oced

ure

an

d lis

t ev

ery

step

.D

eter

min

e w

hat

mat

eria

ls a

re n

eede

d an

dth

eam

oun

ts o

fea

ch.

4.

Des

ign

an

d co

nst

ruct

a d

ata

tabl

e fo

r re

cord

ing

you

r or

igin

al d

ata

and

you

r sc

aled

dat

a,u

sin

gth

e sp

ace

belo

w.

5.

Ch

eck

the

plan

.Mak

e su

re y

our

teac

her

has

appr

oved

you

r pl

an b

efor

e yo

u p

roce

ed w

ith

you

r ex

peri

men

t.

6.

Car

ry o

ut

you

r pl

an.

PL

AN

TH

E E

XP

ER

IME

NT

Nam

eC

lass

Dat

e

Geo

Lab

and

Min

iLab

Wor

kshe

ets

Cha

pter

29

Eart

h S

cien

ce:

Geo

logy

, th

e En

viro

nmen

t, a

nd t

he U

nive

rse

119

Scal

ing

the

Sola

r Sy

stem

1.

Pro

xim

a C

enta

uri

,th

e cl

oses

t st

ar t

o ou

r Su

n,i

s ab

out

4.01

�10

13km

fro

m t

he

Sun

.Bas

ed o

n y

our

scal

e,h

ow f

ar w

ould

Pro

xim

a C

enta

uri

be

from

th

e su

n in

you

r m

odel

? If

you

wer

e to

fit

th

e di

stan

cebe

twee

n t

he

Sun

an

d P

roxi

ma

Cen

tau

ri in

to y

our

clas

sroo

m,h

ow s

mal

l wou

ld t

he

scal

ed d

ista

nce

betw

een

Plu

to a

nd

the

Sun

be?

An

swer

s w

ill v

ary

dep

end

ing

on

stu

den

ts’ s

cale

s.

2.

An

inte

rste

llar

dust

par

ticl

e is

1.0

�10

�6

m in

len

gth

.Con

vert

th

is m

easu

rem

ent

to y

our

scal

e.H

ow m

any

dust

par

ticl

es c

ould

fit

in t

he

dist

ance

bet

wee

n t

he

Sun

an

d Ju

pite

r? B

etw

een

Mar

san

d U

ran

us?

An

swer

s w

ill v

ary

dep

end

ing

on

stu

den

ts’ s

cale

s.

CO

NC

LU

DE

AN

D A

PP

LY

5.

Co

mp

are

an

d C

on

trast

Com

pare

an

d co

ntr

ast

you

r m

odel

wit

h o

ne

ofyo

ur

clas

smat

es’.

Wh

at w

ere

the

adva

nta

ges

ofth

e sc

ale

you

use

d? W

hat

wer

e th

e di

sadv

anta

ges?

How

wou

ldyo

uim

prov

e yo

ur

mod

el?

An

swer

s w

ill v

ary.

6.

Thin

kin

g C

riti

call

ySu

ppos

e th

at t

he

oute

r pl

anet

s ar

e th

ree

tim

es f

arth

er a

way

than

th

ey a

re n

ow.H

ow w

ould

th

is a

ffec

t yo

ur

mod

el?

Wh

at s

cale

wou

ld y

ou c

hoo

sen

ow?

Exp

lain

.

An

swer

s w

ill v

ary.

AN

AL

YZ

E

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

, Inc

.


Nam

eC

lass

Dat

e

118

Cha

pter

29

Eart

h S

cien

ce:

Geo

logy

, th

e En

viro

nmen

t, a

nd t

he U

nive

rse

Geo

Lab

and

Min

iLab

Wor

kshe

ets

Scal

ing

the

Sola

r Sy

stem

1.

Ch

eck

ing

Yo

ur

Hyp

oth

esi

sW

hic

h s

cale

wor

ked

the

best

for

you

r m

odel

?E

xpla

in.

Stu

den

ts’ a

nsw

ers

will

var

y. G

ener

ally

, lar

ger

sca

les

will

incl

ud

e m

ore

info

rmat

ion

.

2.

Inte

rpre

tin

g O

bse

rvati

on

sW

hat

pro

blem

s di

d yo

u h

ave

in f

indi

ng

a sc

ale?

Exp

lain

how

you

cor

rect

ed t

he

prob

lem

s.

An

swer

s w

ill v

ary.

Init

ially

, stu

den

ts w

ill t

ypic

ally

ch

oo

se a

sca

le t

hat

is t

oo

sm

all.

3.

Calc

ula

tin

g R

esu

lts

List

an

d ex

plai

n t

he

conv

ersi

ons

that

you

use

d to

cre

ate

you

rsc

ale

mod

el.I

fm

ult

iple

ste

ps w

ere

nec

essa

ry t

o co

nver

t to

you

r sc

ale

un

its,

how

cou

ldth

ey b

e co

mbi

ned

to

mak

e th

e pr

oces

s si

mpl

er?

Co

nve

rsio

ns

will

var

y. If

stu

den

ts c

on

vert

ed f

rom

AU

s to

kilo

met

ers

to m

eter

s,

they

can

mu

ltip

ly t

hei

r co

nve

rsio

n f

acto

rs t

o c

on

vert

dir

ectl

y fr

om

AU

s to

met

ers.

4.

Ob

serv

ing

an

d I

nfe

rrin

gW

hat

pos

sibl

e pr

oble

ms

cou

ld r

esu

lt f

rom

usi

ng

ave

ry la

rge

scal

e? A

sm

all s

cale

? E

xpla

in w

hy d

epic

tin

g a

scal

e m

odel

of

the

sola

r sy

stem

on a

sh

eet

ofn

oteb

ook

pape

r is

ext

rem

ely

diff

icu

lt.

An

swer

s w

ill v

ary.

Lar

ge

scal

es c

an b

e u

nm

anag

eab

le, w

hile

sm

all s

cale

s m

ake

it

dif

ficu

lt t

o f

it a

ll th

e d

etai

ls in

. Usi

ng

a s

hee

t o

f n

ote

bo

ok

pap

er m

akes

it d

iffi

cult

bec

ause

all

the

inn

er p

lan

ets

are

cru

nch

ed t

og

eth

er.

AN

AL

YZ

E

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

, Inc

.


122

Cha

pter

30

Eart

h S

cien

ce:

Geo

logy

, th

e En

viro

nmen

t, a

nd t

he U

nive

rse

Geo

Lab

and

Min

iLab

Wor

kshe

ets

Nam

eC

lass

Dat

e

An

astr

onom

er s

tudy

ing

a st

ar o

r ot

her

type

ofc

eles

tial

obj

ect

ofte

n st

arts

by

iden

tify

ing

the

lines

in t

he o

bjec

t’s s

pect

rum

.The

iden

tity

oft

he s

pect

ral l

ines

giv

esas

tron

omer

s in

form

atio

n ab

out

the

chem

ical

com

posi

tion

oft

he d

ista

nt o

bjec

t,al

ong

wit

h da

ta o

n it

s te

mpe

ratu

re a

nd o

ther

pro

pert

ies.

Pro

ble

mId

enti

fy s

tella

r sp

ectr

al li

nes

bas

ed o

n t

wo

prev

i-ou

sly

iden

tifi

ed li

nes

.

Mate

rials

rule

r

Ob

ject

ives

In t

his

Geo

lab,

you

will

:

•D

evelo

pa

scal

e ba

sed

on t

he

sepa

rati

onbe

twee

n t

wo

prev

iou

sly

iden

tifi

ed s

pect

ral l

ines

.

•M

easu

rew

avel

engt

hs

ofsp

ectr

al li

nes

.

•C

om

pare

mea

sure

d w

avel

engt

hs t

o kn

own

wav

e-le

ngt

hs o

fel

emen

ts t

o de

term

ine

com

posi

tion

.

Iden

tify

ing

Stel

lar

Spec

tral

Lin

es

PR

EP

AR

AT

ION

1.

Mea

sure

th

e di

stan

ce b

etw

een

th

e tw

oid

enti

fied

spe

ctra

l lin

es o

n s

tar

1.B

e su

re t

ou

se u

nit

s th

at a

re s

mal

l en

ough

to

get

accu

rate

mea

sure

men

ts.

2.

Cal

cula

te t

he

diff

eren

ce in

wav

elen

gth

sbe

twee

n t

he

two

iden

tifi

ed s

pect

ral l

ines

.

3.

Set

up

you

r sc

ale

by d

ivid

ing

the

diff

eren

ce in

wav

elen

gth

s by

th

e m

easu

red

dist

ance

bet

wee

nth

e tw

o id

enti

fied

spe

ctra

l lin

es.T

his

will

allo

wyo

u t

o m

easu

re w

avel

engt

hs

base

d on

you

rdi

stan

ce m

easu

rem

ent

un

it.F

or e

xam

ple,

1 m

m �

12 n

m.

4.

Mea

sure

the

dis

tan

ce t

o sp

ectr

al li

nes

fro

m o

ne

ofth

e tw

o pr

evio

usl

y id

enti

fied

spe

ctra

l lin

es.

5.

Con

vert

you

r di

stan

ces

to w

avel

engt

hs

usi

ng

you

r sc

ale.

You

hav

e m

easu

red

the

diff

eren

cein

wav

elen

gth

.Th

is d

iffe

ren

ce m

ust

be

adde

dor

su

btra

cted

to

the

wav

elen

gth

of

the

line

you

mea

sure

d fr

om.I

fth

e lin

e yo

u m

easu

red

from

is t

o th

e ri

ght

ofth

e lin

e yo

u a

re id

enti

fyin

g,th

en y

ou m

ust

su

btra

ct.O

ther

wis

e,yo

u a

dd.

6.

Com

pare

you

r w

avel

engt

h m

easu

rem

ents

to

the

tabl

e of

wav

elen

gth

s em

itte

d by

ele

men

ts,

and

iden

tify

th

e el

emen

ts in

th

e sp

ectr

um

.

7.

Rep

eat

this

pro

cedu

re f

or s

tar

2.

PR

OC

ED

UR

E

Sta

r 1

Sta

r 2

397.

0 nm

656.

3 nm

486.

1 nm

434.

1 nm

Geo

Lab

and

Min

iLab

Wor

kshe

ets

Cha

pter

30

Eart

h S

cien

ce:

Geo

logy

, th

e En

viro

nmen

t, a

nd t

he U

nive

rse

121

Nam

eC

lass

Dat

e

Para

llax

in t

he C

lass

room

Mo

del

stel

lar

par

alla

x an

d t

he

chan

ge

in p

aral

lax

ang

le w

ith

dis

tan

ce.

Pro

ced

ure

1.

Plac

e a

met

erst

ick

at a

fix

ed p

osi

tio

n a

nd

att

ach

a 4

-m p

iece

of

stri

ng

to

each

en

d.

2.

Stan

d a

way

fro

m t

he

met

erst

ick

and

ho

ld t

he

two

str

ing

s to

get

her

to

fo

rma

tria

ng

le. B

e su

re t

o h

old

th

e st

rin

gs

tau

t. M

easu

re y

ou

r d

ista

nce

fro

m t

he

met

erst

ick.

Rec

ord

yo

ur

mea

sure

men

t.

3.

Mea

sure

th

e an

gle

bet

wee

n t

he

two

pie

ces

of

stri

ng

wit

h a

pro

trac

tor.

Rec

ord

yo

ur

mea

sure

men

t o

f th

e an

gle

.

4.

Rep

eat

step

s 2

and

3 f

or

dif

fere

nt

dis

tan

ces

fro

m t

he

met

erst

ick

by

sho

rten

ing

or

len

gth

enin

g t

he

stri

ng

.

5.

Mak

e a

gra

ph

in t

he

spac

e b

elo

w o

f th

e an

gle

s ve

rsu

s th

eir

dis

tan

ce f

rom

the

met

erst

ick.

An

aly

ze a

nd

Co

ncl

ud

e

1.

Wh

at d

oes

th

e le

ng

th o

f th

e m

eter

stic

k re

pre

sen

t? T

he

ang

le?

The

met

erst

ick

rep

rese

nts

2 A

U. T

he

ang

le r

epre

sen

ts t

he

par

alla

x an

gle

.

2.

Wh

at d

oes

th

e g

rap

h s

ho

w?

Ho

w d

oes

par

alla

x an

gle

dep

end

on

dis

tan

ce?

The

gra

ph

sh

ow

s th

e re

lati

on

ship

bet

wee

n p

aral

lax

ang

le a

nd

dis

tan

ce.

This

is a

n in

vers

e p

rop

ort

ion

alit

y.

3.

Are

th

e an

gle

s th

at y

ou

mea

sure

d s

imila

r to

act

ual

ste

llar

par

alla

xan

gle

s? E

xpla

in.

The

ang

les

mea

sure

d in

th

is e

xper

imen

t ar

e fa

r la

rger

th

an a

ny

actu

al s

tella

r

par

alla

x an

gle

s.

Min

iLab

30

Min

iLab

30

Nam

eC

lass

Dat

e

124

Cha

pter

30

Eart

h S

cien

ce:

Geo

logy

, th

e En

viro

nmen

t, a

nd t

he U

nive

rse

Geo

Lab

and

Min

iLab

Wor

kshe

ets

Iden

tify

ing

Stel

lar

Spec

tral

Lin

es

1.

Do

both

sta

rs c

onta

in t

he

sam

e lin

es f

or a

ll th

e el

emen

ts in

th

e ta

ble?

No

. Sta

r 1

do

es n

ot

hav

e h

eliu

m (

neu

tral

or

ion

ized

). S

tar

2 d

oes

no

t h

ave

sod

ium

lines

. In

rea

lity,

bo

th s

tars

hav

e al

l th

e sa

me

elem

ents

. Th

e d

iffe

ren

ce in

th

eir

spec

tra

is a

s a

resu

lt o

f te

mp

erat

ure

eff

ects

.

2.

You

sh

ould

not

ice

that

som

e ab

sorp

tion

lin

es a

re w

ider

th

an o

ther

s.W

hat

are

som

epo

ssib

le e

xpla

nat

ion

s fo

r th

is?

Stu

den

ts m

igh

t su

gg

est

such

rea

son

s as

dif

fere

nt

tem

per

atu

res,

dif

fere

nt

abu

nd

ance

s, a

nd

so

on

.

3.

How

do

the

thic

ker

abso

rpti

on li

nes

of

som

e el

emen

ts in

a s

tar’

s sp

ectr

um

eff

ect

the

accu

racy

of

you

r m

easu

rem

ents

? Is

th

ere

a w

ay t

o im

prov

e yo

ur

mea

sure

men

ts?

Exp

lain

.

To c

orr

ect

this

, stu

den

ts s

ho

uld

mea

sure

fro

m t

he

mid

dle

(w

idth

), w

her

e th

e lin

e is

dar

kest

. As

the

ban

d in

crea

ses

in w

idth

, it

will

incr

ease

th

e sa

me

amo

un

t o

n b

oth

sid

es. T

hu

s, a

lway

s m

easu

rin

g f

rom

th

e ce

nte

r w

ill e

limin

ate

any

erro

r fr

om

incr

ease

d w

idth

.

4.

Usi

ng

the

follo

win

g fo

rmu

la,c

alcu

late

th

e pe

rcen

t de

viat

ion

for

fiv

e of

you

r m

easu

red

lines

.Rec

ord

you

r ca

lcu

lati

ons

in t

he

spac

e be

low

.

diff

eren

ce f

rom

Pe

rcen

t �

acce

pted

val

ue

�10

0de

viat

ion

acce

pted

val

ue

Is t

her

e a

valu

e th

at h

as a

hig

h p

erce

nt

devi

atio

n?

Ifso

,wh

at a

re s

ome

poss

ible

expl

anat

ion

s fo

r th

is?

Stu

den

t an

swer

s w

ill v

ary.

Po

ssib

ly, s

tud

ents

co

uld

hav

e id

enti

fied

a d

iffe

ren

t

adja

cen

t lin

e. A

lso

, mea

sure

men

ts a

re v

ery

sen

siti

ve.

CO

NC

LU

DE

AN

D A

PP

LY

Nam

eC

lass

Dat

e

Geo

Lab

and

Min

iLab

Wor

kshe

ets

Cha

pter

30

Eart

h S

cien

ce:

Geo

logy

, th

e En

viro

nmen

t, a

nd t

he U

nive

rse

123

Iden

tify

ing

Stel

lar

Spec

tral

Lin

es

1.

Wh

at e

lem

ents

are

pre

sen

t in

th

e st

ars?

Star

1: H

(38

3.5

nm

, 388

.9 n

m, 3

97.0

nm

, 410

.2 n

m, 4

34.1

nm

, 486

.1 n

m, 6

56.3

nm

);

Ca�

(393

.4 n

m);

Na

(589

.6 o

r 58

9.0—

too

clo

se t

o t

ell)

Star

2: H

(38

3.5

nm

, 388

.9 n

m, 3

97.0

nm

, 410

.2 n

m, 6

56.3

nm

); H

e (4

02.6

nm

, 447

.1 n

m,

587.

6 n

m, 6

86.7

nm

); H

e�(4

20.0

nm

, 454

.1 n

m, 4

68.6

nm

, 686

.7 n

m);

Ca�

(393

.4 n

m)

2.

How

doe

s yo

ur

list

ofel

emen

ts c

ompa

re w

ith

th

e lis

t of

elem

ents

see

n in

th

e pe

riod

icta

ble

on p

age

125?

Mo

st o

f th

e id

enti

fied

ele

men

ts a

re h

ydro

gen

an

d h

eliu

m. T

her

e is

a v

ery

smal

l

nu

mb

er o

f el

emen

ts in

sta

rs c

om

par

ed t

o t

he

per

iod

ic t

able

.

3.

Can

you

see

any

clu

es in

th

e st

ar’s

spe

ctru

m a

bou

t w

hic

h e

lem

ents

are

mos

t co

mm

onin

th

e st

ars?

Exp

lain

.

Mo

st o

f th

e lin

es a

re h

ydro

gen

an

d h

eliu

m li

nes

. Th

ickn

ess

of

spec

tral

lin

es is

an

ind

icat

ion

, bu

t it

als

o d

epen

ds

on

th

e te

mp

erat

ure

.

AN

AL

YZ

E

Elem

ent/

Ion

Wav

elen

gths

(nm

)

H38

3.5,

388.

9,39

7.0,

410.

2,43

4.1,

486.

1,65

6.3

He40

2.6,

447.

1,49

2.2,

587.

6,68

6.7

He+

420.

0,45

4.1,

468.

6,54

1.2,

656.

0

Na

475.

2,49

8.3,

589.

0,58

9.6

Ca+

393.

4,48

0.0,

530.

7

POSS

IBLE

ELE

MEN

TS A

ND

WAV

ELEN

GTH

S

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

, Inc

.


Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

, Inc

.


Geo

Lab

and

Min

iLab

Wor

kshe

ets

Cha

pter

31

Eart

h S

cien

ce:

Geo

logy

, th

e En

viro

nmen

t, a

nd t

he U

nive

rse

127

Nam

eC

lass

Dat

e

Mea

suri

ng R

edsh

ifts

Mo

del

un

ifo

rm e

xpan

sio

n o

f th

e u

niv

erse

an

d t

he

red

shif

ts o

f g

alax

ies

that

re

sult

fro

m e

xpan

sio

n.

Pro

ced

ure

1.

Use

a f

elt

tip

mar

kin

g p

en t

o m

ake

fou

r d

ots

in a

ro

w, e

ach

sep

arat

ed b

y 1

cm, o

n t

he

surf

ace

of

an u

nin

flat

ed b

allo

on

. Lab

el t

he

do

ts 1

, 2, 3

, an

d 4

.

2.

Part

ially

infl

ate

the

bal

loo

n. U

sin

g a

pie

ce o

f st

rin

g a

nd

a m

eter

stic

k,m

easu

re t

he

dis

tan

ce f

rom

do

t 1

to e

ach

of

the

oth

er d

ots

. Rec

ord

yo

ur

mea

sure

men

ts.

3.

Infl

ate

the

bal

loo

n f

urt

her

, an

d a

gai

n m

easu

re t

he

dis

tan

ce f

rom

do

t 1

to e

ach

of

the

oth

er d

ots

. Rec

ord

yo

ur

mea

sure

men

ts.

4.

Rep

eat

step

3 w

ith

th

e b

allo

on

fu

lly in

flat

ed.

An

aly

ze a

nd

Co

ncl

ud

e

1.

Are

th

e d

ots

sti

ll se

par

ated

fro

m e

ach

oth

er b

y eq

ual

dis

tan

ces?

Exp

lain

.

The

do

ts a

re s

till

sep

arat

ed f

rom

eac

h o

ther

by

equ

al d

ista

nce

s b

ecau

se t

he

sep

arat

ion

s h

ave

gro

wn

un

ifo

rmly

as

the

bal

loo

n w

as in

flat

ed.

2.

Ho

w f

ar d

id e

ach

do

t m

ove

aw

ay f

rom

do

t 1

afte

r ea

ch in

flat

ion

?

The

dis

tan

ce o

f ea

ch d

ot

fro

m d

ot

1 sh

ou

ld in

crea

se in

pro

po

rtio

n t

o it

s o

rig

inal

sep

arat

ion

fro

m d

ot

1. T

hu

s, a

t an

inte

rmed

iate

po

int,

do

t 2

wo

uld

be

2 cm

fro

m

do

t 1

inst

ead

of

1 cm

, do

t 3

wo

uld

be

4 cm

fro

m d

ot

1 in

stea

d o

f 2

cm, a

nd

so

on

.

At

a la

ter

po

int,

th

e se

par

atio

ns

wo

uld

all

be

trip

led

, an

d s

o o

n.

3.

Wh

at w

ou

ld b

e th

e re

sult

if y

ou

had

mea

sure

d t

he

dis

tan

ces

fro

m d

ot

4in

stea

d o

f d

ot

1? F

rom

do

t 2?

The

resu

lt w

ou

ld h

ave

bee

n t

he

sam

e n

o m

atte

r w

hic

h d

ot

was

ch

ose

n a

s th

e

refe

ren

ce p

oin

t.

4.

Ho

w d

oes

th

is a

ctiv

ity

illu

stra

te u

nif

orm

exp

ansi

on

of

the

un

iver

se a

nd

red

shif

ts o

f g

alax

ies?

It s

ho

ws

ho

w g

alax

ies

(th

e d

ots

) m

ove

aw

ay f

rom

eac

h o

ther

at

rate

s th

at a

re

pro

po

rtio

nal

to

th

eir

ori

gin

al s

epar

atio

ns,

an

d it

sh

ow

s th

at t

he

ob

serv

ed

exp

ansi

on

loo

ks t

he

sam

e fr

om

an

y g

alax

y.

Min

iLab

31

Min

iLab

31

Nam

eC

lass

Dat

e

Geo

Lab

and

Min

iLab

Wor

kshe

ets

Cha

pter

30

Eart

h S

cien

ce:

Geo

logy

, th

e En

viro

nmen

t, a

nd t

he U

nive

rse

125

Iden

tify

ing

Stel

lar

Spec

tral

Lin

es

PERIODIC TABLE OF THE ELEMENTS

Hydrogen

1

H

1.008

Element

Atomic number

Symbol

Atomic mass

State of matter

Metal

Metalloid

Nonmetal

Recently discovered

Gas

Liquid

Solid

Synthetic elementsHydrogen

1

H1.008

Helium

2

He4.003

Lithium

3

Li6.941

Sodium

11

Na22.990

Potassium

19

K39.098

Rubidium

37

Rb85.468

Cesium

55

Cs132.905

Francium

87

Fr223.020

Radium

88

Ra226.025

Cerium

58

Ce140.115

Thorium

90

Th232.038

Uranium

92

U238.029

Neptunium

93

Np237.048

Plutonium

94

Pu244.064

Americium

95

Am243.061

Curium

96

Cm247.070

Berkelium

97

Bk247.070

Californium

98

Cf251.080

Einsteinium

99

Es252.083

Fermium

100

Fm257.095

Nobelium

102

No259.101

Lawrencium

103

Lr260.105

Mendelevium

101

Md258.099

Neodymium

60

Nd144.24

Promethium

61

Pm144.913

Samarium

62

Sm150.36

Europium

63

Eu151.965

Gadolinium

64

Gd157.25

Terbium

65

Tb158.925

Dysprosium

66

Dy162.50

Holmium

67

Ho164.930

Erbium

68

Er167.26

Thulium

69

Tm168.934

Ytterbium

70

Yb173.04

Lutetium

71

Lu174.967

Praseodymium

59

Pr140.908

Protactinium

91

Pa231.036

Actinium

89

Ac227.028

Rutherfordium

104

Rf(261)

Barium

56

Ba137.327

Lanthanum

57

La138.906

Hafnium

72

Hf178.49

Tantalum

73

Ta180.948

Dubnium

105

Db(262)

Seaborgium

106

Sg(263)

Hassium

108

Hs(265)

Meitnerium

109

Mt(266)

Ununnilium

110

Uun269

Unununium

111

Uuu272

Unumbium

112

Uub277

Ununquadium

114

Uuq285

Ununhexium

116

Uuh289

Ununodium

118

Uuo293

Bohrium

107

Bh(262)

Tungsten

74

W183.84

Rhenium

75

Re186.207

Osmium

76

Os190.2

Iridium

77

Ir192.22

Platinum

78

Pt195.08

Gold

79

Au196.967

Mercury

80

Hg200.59

Thallium

81

Tl204.383

Lead

82

Pb207.2

Bismuth

83

Bi208.980

Astatine

85

At209.987

Radon

86

Rn222.018

Strontium

38

Sr87.62

Yttrium

39

Y88.906

Zirconium

40

Zr91.224

Niobium

41

Nb92.906

Molybdenum

42

Mo95.94

Calcium

20

Ca40.078

Scandium

21

Sc44.956

Titanium

22

Ti47.88

Vanadium

23

V50.942

Chromium

24

Cr51.996

Technetium

43

Tc97.907

Ruthenium

44

Ru101.07

Manganese

25

Mn54.938

Iron

26

Fe55.847

Cobalt

27

Co58.933

Nickel

28

Ni58.693

Copper

29

Cu63.546

Zinc

30

Zn65.39

Gallium

31

Ga69.723

Germanium

32

Ge72.61

Arsenic

33

As74.922

Selenium

34

Se78.96

Bromine

35

Br79.904

Krypton

36

Kr83.80

Rhodium

45

Rh102.906

Palladium

46

Pd106.42

Silver

47

Ag107.868

Cadmium

48

Cd112.411

Indium

49

In114.82

Tin

50

Sn118.710

Antimony

51

Sb121.757

Tellurium

52

Te127.60

Iodine

53

I126.904

Xenon

54

Xe131.290

Magnesium

12

Mg24.305

Aluminum

13

Al26.982

Silicon

14

Si28.086

Phosphorus

15

P30.974

Sulfur

16

S32.066

Chlorine

17

Cl35.453

Argon

18

Ar39.948

Beryllium

4

Be9.012

Boron

5

B10.811

Carbon

6

C12.011

Nitrogen

7

N14.007

Oxygen

8

O15.999

Fluorine

9

F18.998

Neon

10

Ne20.180

Lanthanide series

Actinide series

1A1

12A2

2

3

4

5

6

7

9101B11

2B12

3A13

4A14

5A15

6A16

7A17

8A18

3B3

4B4

5B5

6B6

7B7

Polonium

84

Po208.982

Names not officially assigned. Discovery of elements 114, 116, and 118 recently reported. Further information not yet available.*

******

8B8

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

, Inc

.


Nam

eC

lass

Dat

e

Geo

Lab

and

Min

iLab

Wor

kshe

ets

Cha

pter

31

Eart

h S

cien

ce:

Geo

logy

, th

e En

viro

nmen

t, a

nd t

he U

nive

rse

129

Clas

sify

ing

Gal

axie

s

1.

Cre

ate

a da

ta t

able

sim

ilar

to t

he

one

abov

e.C

ompl

ete

the

data

tab

le.A

dd a

ny a

ddit

ion

alin

form

atio

n t

hat

you

th

ink

is im

port

ant.

2.

Go

to t

he

Gle

nco

e Sc

ien

ce W

eb S

ite

atto

pos

t yo

ur

data

.

3.

Vis

it s

ites

list

ed o

n t

he

Gle

nco

e Sc

ien

ce W

ebSi

te f

or in

form

atio

n a

bou

t ot

her

gal

axie

s.

scie

nce

.gle

nco

e.co

m

PR

OC

ED

UR

E

Sh

ari

ng

Yo

ur

Data

Fin

d th

is I

nte

rnet

Geo

Lab

on t

he

Gle

nco

e Sc

ien

ce W

eb S

ite

at

Post

you

r da

ta in

th

e ta

ble

prov

ided

for

th

is a

ctiv

ity.

Use

th

e ad

diti

onal

dat

a fr

om o

ther

stu

den

ts t

o co

mpl

ete

you

r ch

art

and

answ

er t

he

Con

clu

de &

App

ly q

ues

tion

s.

1.

Wer

e th

ere

any

gala

xy c

lass

es o

r su

bcla

sses

th

at w

ere

diff

icu

lt t

o fi

nd

imag

es f

or?

Ifso

,w

hic

h o

nes

?

An

swer

s w

ill v

ary.

2.

How

man

y of

each

typ

e of

gala

xy—

nor

mal

spi

ral,

barr

ed s

pira

l,el

lipti

cal,

and

irre

gula

r—di

d yo

u f

ind?

An

swer

s w

ill v

ary.

3.

Cal

cula

te t

he

perc

enta

ges

ofth

e to

tal n

um

ber

ofga

laxi

es t

hat

eac

h t

ype

repr

esen

ts.

Do

you

th

ink

this

ref

lect

s th

e ac

tual

per

cen

tage

of

each

typ

e of

gala

xy in

th

e u

niv

erse

?E

xpla

in.

An

swer

s w

ill v

ary.

Th

ere

are

mo

re e

llip

tica

ls, b

ut

stu

den

ts’ r

esu

lts

will

dep

end

on

th

e im

ages

ava

ilab

le, w

hic

h g

ener

ally

do

no

t re

pre

sen

t th

e n

um

ber

of

a

cert

ain

typ

e.

scie

nce

.gle

nco

e.co

m.

CO

NC

LU

DE

AN

D A

PP

LY

Gal

axy

Nam

eSk

etch

of

Gal

axy

Clas

sifi

cati

onN

otes

NG

C 34

86Sc

GA

LAX

Y D

ATA

128

Cha

pter

31

Eart

h S

cien

ce:

Geo

logy

, th

e En

viro

nmen

t, a

nd t

he U

nive

rse

Geo

Lab

and

Min

iLab

Wor

kshe

ets

Nam

eC

lass

Dat

e

Edw

in H

ubbl

e de

velo

ped

rule

s fo

r cl

assi

fyin

g ga

laxi

es a

ccor

ding

to

thei

r sh

apes

as

seen

in t

eles

copi

c im

ages

.Ast

rono

mer

s ar

e in

tere

sted

in t

he c

lass

ifica

tion

ofg

alax

ies.

Thi

sin

form

atio

n ca

n in

dica

te w

heth

er a

cer

tain

typ

e of

gala

xy is

mor

e lik

ely

to fo

rm t

han

anot

her

and

help

s as

tron

omer

s un

rave

l the

mys

tery

ofg

alax

y fo

rmat

ion

in t

he u

nive

rse.

Usi

ng t

he r

esou

rces

oft

he I

nter

net

and

shar

ing

data

wit

h yo

ur p

eers

,you

can

lear

n ho

wga

laxi

es a

re c

lass

ified

.

Pro

ble

mH

ow c

an d

iffe

ren

t ga

laxi

es b

e cl

assi

fied

?

Hyp

oth

esi

sH

ow m

igh

t ga

laxi

es b

e cl

assi

fied

usi

ng

Hu

bble

’scl

assi

fica

tion

sys

tem

? A

re t

her

e ab

solu

te c

lass

ific

a-ti

ons

base

d so

lely

on

sh

ape?

Fo

rm a

hyp

oth

esi

sab

out

how

you

can

app

ly H

ubb

le’s

gal

axy

clas

sifi

ca-

tion

sys

tem

to

gala

xy im

ages

on

th

e In

tern

et.

Ob

ject

ives

In t

his

Geo

lab,

you

will

:

•G

ath

er

and

com

mu

nic

ate

deta

ils a

bou

t ga

laxy

imag

es o

n t

he

Inte

rnet

.

•Fo

rm c

on

clu

sio

ns

abou

t th

e cl

assi

fica

tion

of

diff

eren

t ga

laxi

es.

•R

eco

nst

ruct

the

tun

ing-

fork

dia

gram

wit

him

ages

th

at y

ou f

ind.

Data

So

urc

es

Go

to t

he

Gle

nco

e Sc

ien

ce W

eb S

ite

at

to f

ind

links

to

gala

xy

imag

es o

n t

he

Inte

rnet

.You

can

als

o vi

sit

a lo

cal l

ibra

ry o

r ob

serv

ator

y to

gat

her

imag

es

ofga

laxi

es a

nd

info

rmat

ion

abo

ut

them

.

scie

nce

.gle

nco

e.co

m

Clas

sify

ing

Gal

axie

s

PR

EP

AR

AT

ION

1.

Fin

d a

reso

urc

e w

ith

mu

ltip

le im

ages

of

gala

xies

an

d,if

poss

ible

,nam

es o

r ca

talo

gn

um

bers

for

th

e ga

laxi

es.T

he

Gle

nco

e Sc

ien

ceW

eb S

ite

lists

sit

es t

hat

hav

e ga

laxy

imag

es.

2.

Ch

oose

on

e of

the

follo

win

g ty

pes

ofga

laxi

esto

sta

rt y

our

clas

sifi

cati

on:s

pira

ls,e

llipt

ical

s,or

irre

gula

r ga

laxi

es.

3.

Gat

her

imag

es a

nd

info

rmat

ion

,su

ch a

sca

talo

g n

um

bers

an

d n

ames

of

gala

xies

,fro

mth

e lin

ks o

n t

he

Gle

nco

e Sc

ien

ce W

eb S

ite

orth

e lib

rary

.

4.

Sort

th

e im

ages

by

basi

c ty

pes:

spir

als,

ellip

tica

ls,o

r ir

regu

lar

gala

xies

.

5.

For

each

bas

ic t

ype,

com

pare

th

e ga

laxi

esto

each

oth

er a

nd

deci

de w

hic

h g

alax

y be

stre

pres

ents

eac

h c

lass

an

d su

bcla

ss o

fH

ubb

le’s

gala

xy c

lass

ific

atio

n s

yste

m:S

a,Sb

,Sc,

SBa,

SBb,

SBc,

S0,E

0–E

7,an

d Ir

r.Tr

y to

fin

d at

leas

t on

e ga

laxy

for

eac

h s

ubc

lass

.

6.

Arr

ange

th

e ga

laxy

imag

es t

o co

nst

ruct

atu

nin

g-fo

rk d

iagr

am li

ke H

ubb

le’s

.

PL

AN

TH

E E

XP

ER

IME

NT

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

, Inc

.


Nam

eC

lass

Dat

e

130

Cha

pter

31

Eart

h S

cien

ce:

Geo

logy

, th

e En

viro

nmen

t, a

nd t

he U

nive

rse

Geo

Lab

and

Min

iLab

Wor

kshe

ets

Clas

sify

ing

Gal

axie

s

4.

Wer

e th

ere

any

gala

xy im

ages

th

at y

ou f

oun

d th

at d

idn’

t fi

t yo

ur

clas

sifi

cati

on s

chem

e?If

so,w

hy?

Irre

gu

lar

gal

axie

s an

d s

om

e ac

tive

gal

axie

s w

ill n

ot

fit

into

th

e H

ub

ble

cla

ssif

icat

ion

sch

eme

bec

ause

of

thei

r u

nu

sual

sh

apes

.

5.

Was

it d

iffi

cult

to

dist

ingu

ish

bet

wee

n a

nor

mal

spi

ral a

nd

a ba

rred

spi

ral i

n s

ome

case

s? E

xpla

in y

our

met

hod

.

It c

an b

e d

iffi

cult

. Det

erm

inin

g h

ow

clo

se t

o t

he

nu

cleu

s th

e ar

ms

are

and

wh

eth

er t

he

nu

cleu

s is

elo

ng

ated

hel

ps.

6.

Wh

at p

robl

ems

did

you

hav

e w

ith

gal

axie

s th

at a

re e

dge-

on a

s se

en f

rom

Ear

th?

Edg

e-o

n g

alax

ies

are

gen

eral

ly s

pir

als.

If it

isn

’t p

oss

ible

to

see

th

e ar

ms

and

nu

cleu

s,

it is

n’t

po

ssib

le t

o c

lass

ify

an e

dg

e-o

n g

alax

y an

y fu

rth

er t

han

as

a sp

iral

.

7.

Elli

ptic

als

are

usu

ally

a d

iffi

cult

typ

e of

gala

xy t

o cl

assi

fy.W

hy?

Ther

e is

no

t a

larg

e am

ou

nt

of

vari

atio

n in

ap

pea

ran

ce b

etw

een

ad

jace

nt

sub

clas

ses.

Ast

ron

om

ers

actu

ally

use

a f

orm

ula

th

at h

elp

s to

det

erm

ine

the

sub

clas

ses

mo

re

accu

rate

ly. A

lso

, an

elli

pti

cal g

alax

y m

ay lo

ok

very

dif

fere

nt

fro

m a

dif

fere

nt

per

spec

tive

wit

hin

th

e u

niv

erse

. Bec

ause

of

this

, elli

pti

cal s

ub

clas

ses

are

no

t

def

init

ive

clas

sifi

cati

on

s.

CO

NC

LU

DE

AN

D A

PP

LY

Documents

GeoLab and MiniLab Worksheetsrichmondsciencelikeaboss.weebly.com/uploads/5/9/5/6/59562065/earth... · ... and be used solely in conjunction with the Earth Science: ... Chapter 2