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PrologueNotes

Prologue TopicsIntro to Earth Science

Observations, Inferences, ClassificationMeasurement

GraphingScientific Notation

Rate of ChangeDensity

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Aim: What is expected of me in science class this year? Date: 9/5/19

Do Now:

1. Scan the contract you took from the front of the room to find the answers to the following questions:

a. What percent of your grade are labs worth?

b. Where can you find most of your homework?

c. How can you track your progress in this class?

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YOUR TEACHER(S)

Ms. Zimmerman Email: _________________________________

Ms. Almonte Email: _________________________________

INTERNET RESOURCES Class website: ___________________________________

Homework: _____________________________________

Grades: ________________________________

NAVIGATING THE CLASSROOM

Where are all assignments and exit slips (EXCEPT STOPLIGHT) turned in?

____________________________________________________________

____________________________________________________________

Where are Stoplight Exit Tickets placed?

______________________________________________________________

______________________________________________________________

Where can you find blank assignments if you are missing something?

______________________________________________________________

__________________________________________________________

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As you watch the video, record three things below we will be learning about this year:

1. ____________________________________________________

____________________________________________________

2. ____________________________________________________

____________________________________________________

3. ____________________________________________________

____________________________________________________

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Aim: How can we properly use reference materials? Date: 9/6/19 Do Now:

1. Write your name on the front of the ESRT you picked up at the front2. Look through your ESRT and pick four words you do not know

*Note: One word should come from pages 1-4, one from page 5-7, one from page 10- 13, and one from page 1-16

I. The Earth Science Reference Table ____________________ Must be brought to class ___________________________ Can (and should) be used on every quiz, test, homework and lab Will be given to you for the ___________________

QUICK WRITE

Activity: Table of Contents

The template that has been attached to your ESRT has a space open for every chart on each page. A few have been filled in for you.

Fill in the remaining chart titles until you have a complete table of contents. You have 5 minutes

Activity: Classwork #11. Record the names of all table members on your answer sheet2. Only on answer sheet needs to be turned in for the table3. Using your ESRT, answer as many of the questions as you can. Hints to

the chart you should use are underlined4. You may not be able to answer all questions. 5. The table with the most correct answers will receive 5 extra pints on the

next exam.

HOMEWORK #1: Diagnostic – Due Friday 9/13 at 11:59 pm -CASTLELEARNING************************************************************************************************

Aim: What is Earth Science? Date: ___________

Do Now: Which ESRT chart would you use to answer the following question

Chart: _____________________________ Pg. ___________

Answer: _______ (Bonus Question)---------------------------------------------------------------------------------------------------------------

NOTES

Question: What is science?

I. Science : A universal method of gathering, organizing, and using information about the environment

Question: What is Earth science?

II. ____________________________ : A science that applies the tools of the physical science to study the Earth including:

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o _________________________ : study of the solid Earth

o _________________________ : study of Earth’s atmosphere (gases)

o _________________________ : study of Earth’s oceans

o _________________________ : study of Earth’s surroundings in space

Question: How do scientists gather information?

III. ___________________________ : information gathered through the use of the five senses (sight, touch, taste, smell, and hearing)

Example: The rock is black and glassy.

IV. ___________________________ : an observation made with an instrument consisting of a number and unit

Example: The rock has a mass of 10 grams.

i. ______________________________ : tool which extends the senses by comparing to a known standard

Example: The mass of the rock was determined using a scale.

ii. _________________________ : a word, symbol, or abbreviation that states which property is being measured

Example: The mass of the rock was measured in grams.

Question: What do scientists do with the observations they gather?

V. ________________________ : scientists draw conclusions based on observations

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Example: Based on the rock’s texture, the rock cooled very quickly.

a. ________________________ : an inference about future events

i. ______________________ : occurs in a pattern and are predictable

Example: _____________________, __________________

ii. Non-Cyclic : no pattern to occurrences and are difficult to predict

Example: volcanic eruptions, earthquakes

Checkpoint – Observations & Inferences: A student investigation is described below.

A student is given a ruler and a hand lens and asked to make observations and inferences about a rock sample collected on a field trip. The student wrote the nine statements below.

a. The rock is mostly gray with white speckles on the outside surface.b. When acid is placed on the rock, a bubbling reaction occurs at the white

speckles.c. The white speckles are probably the mineral calcite. d. The rock probably formed in a water environment. e. The rock measures 4 cm wide, 8 cm long, and 2 cm thick. f. Fossil shells embedded in the rock can be seen with a hand lens. g. If the rock is broken with a hammer, it will probably contain more fossil

shells within its interior.h. The rock has a smooth surface.i. The smooth surface is most likely the result of weathering and erosion

over many years.

1. List the letters of the five student statements that are observations.

__________, _________, _________, _________, __________

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2. List the letters of the four student statements that are inferences.

____________, ____________, ____________, ____________

Question: How do scientists organize observations?

VI. ______________________________ : scientists organize observations in a meaningful way by grouping objects with similar characteristics

Examples: brightness of stars, types of rocks, types of planets

Checkpoint – Classification: This year in Earth Science we will learn the following topics. Classify these topics into the correct group below. Use a pencil!

Topics: ocean currents, solar system, rocks, moon, earthquakes, hurricanes, tornadoes, seasons, minerals, tides, stars, sun, weathering, fossils

Geology Meteorology Oceanography Astronomy

EXIT SLIP #1: Observation, Inference and Classification

HOMEWORK #2: Observation and Inference – Due Monday 9/16 at 11:59 pm -CASTLELEARNING

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Aim: How do scientists measure quantities? Date: ___________

Do Now:

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Question: Why do scientists use the metric system?

I. In Earth Science, we typically use the metric system of measurement. Why? The metric system is based on powers of __________, which makes converting much easier.

II. Quantity, Dimensions, Instruments, and Units

A. ______________________ : distance between two pointso Instrument: ______________________o Unit

s:__________________________________________________________________________________________________________________________________________________________________________________

Sample Measurement: Use the diagram below to measure the length of Line A, B, and C in both centimeters and millimeters. [Hint: for every 1 cm, there are 10 mm]

Line A: _____________ cm _________ mmLine B: _______________ cm _______ mmLine C: __________cm _________ mm

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B. _____________________ : amount of matter in a substance (number of particles in a substance)o Instrument: ____________________o Units: __________

C. ______________________ : amount of space an object takes upo Volume of a rectangular solid:

Instrument: _____________ Units: _________________________ To determine the volume of a rectangular solid:

1. Measure the length, width, and height of the object using a ruler.

2. Use the equation: Volume = Length x Width x Height

Sample Measurement: Use the information on the diagram below to calculate the volume of the rectangle.

Volume = Length x Width x Height

= _______ x _________ x ________

= __________cm3

o Volume of a liquid Instrument: ___________________________ Units: _________________ To determine the volume of a liquid:

1. Read the volume of the liquid at eye level from the meniscus (lowest part of the curve).

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Sample measurement: Read the volume of a liquid on the diagram to the right.

________________

o Volume of an Irregularly Shaped Object Instrument: __________________ Units: _________________ To determine the volume of an irregularly shaped object, use

the water displacement method:1. Fill graduated cylinder with enough water to cover the

object. Record the initial volume. 2. Place object in the graduated cylinder. Record the volume

of the water and the object. 3. Subtract the volume of the water + object by the initial

water volume.

Determine the volume of the rock using the procedure described above

D. _________________ : period between two eventso Instrument: ________________________________o Units: _____________________________________

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D. Temperature: average motion of moleculesa. Instrument: ______________________b. Units: ______________________

Sample Measurement: A student took the temperature of the air on a summer afternoon as shown on the thermometer below. What was the temperature of the air on this day?

________________

EXIT SLIP #3: MEASUREMENTHomework #3: Measurement Due 9/17 at 11:59 pm

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Aim: How do we practice our measurement skills?Do Now:

1.

2. Define one of the other terms:

Term: _________________________________________

Definition:_______________________________________________________

Lab #1: Measurement Day 1

By the end of today I should:

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Aim: How do we practice our measurement skills?Do Now:

Lab #1: Measurement Day 2By the end of today I should:

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Aim: How do we practice our measurement skills?Do Now:

Lab #1: Measurement Day 3By the end of today I should:

Quiz #1 Tomorrow- First 10 minutes of class- No makeups- No additional time if you are late

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Aim: How do we visualize data?

Do Now: Quiz

----------------------------------------------------------------------------------------------------------------Question: Why do we use graphs?

I. ___________________: Picture of a mathematical relationship between two or more factors. It can show a large amount of data in a simple diagram.

A. Parts of a Graph:

a. X-axis : Horizontal line, independent variable

b. Y-axis : Vertical line, dependent variable

c. Labels : Describes in words which variable is on the axis. Must have units!!!

d. Line : Shows how the dependent variable is changing

II. How do we determine a relationship from a graph?

When reading a graph, always describe what happens to the dependent variable as the independent variable increases. “As the independent variable increases, the dependent variable ______________.

III. What are the types of graphical relationships?

Relationship Definition Graph Description of Line

As independent variable increases, dependent

variable increases.Positive Slope (up to the right)

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As independent variable increases, the dependent

variable decreases.

Negative Slope (down to the

right)

As the independent variable increases, the

dependent variable changes in a predictable

pattern.

Up and Down in Regular Intervals

As the independent variable increases, the

dependent variable remains the same.

Horizontal line

Cloze Sentence: As (X) (increases or decrease), (Y) (Increases, Decreases, remains the same, or changes in a predictable pattern)

Checkpoint - Graphical Relationships:

Part 1: Write out the relationships for each of the following graphs using the cloze sentence

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IV. What are the guidelines for constructing a line graph?

In Earth Science, you will generally not have to construct a graph only add the data

a) Plot points accurately. b) If a data point does not land directly on a line, you must estimate were it

goes between the linesc) Connect data points. The line does not go beyond the points given. If data

is not given for the origin (zero), the line should not extend from this point!d) Always use a pencil!

Checkpoint – Drawing Line Graphs : Base your answers to questions 1 and 2 on the data table below, which shows the amount of water vapor, in grams per cubic meter, that will saturate 1 cubic meter of air at different temperatures.

1. On the grid provided below, construct a line graph of the data, following the directions below.A. Plot the amount of water that will saturate 1 cubic meter of air at the temperatures shown in the data table. B. Connect the points with a smooth, curved line.

2. Describe the relationship between the air temperature and the amount of

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water vapor in the air.

____________________________________________________________________________________________________________________________

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V. How do you construct a bar graph?

Sometimes, a line graph is not the best kind of graph to use when organizing and presenting data. In Earth science, bar and pie graphs are often used. The bar graph is useful in comparing similar measurements at different times or in different places. For example, the bar graph in Figure 1, which is based on the data in Table 1, compares monthly rainfall, or precipitation (PPT), in millimeters (mm) over the period of 1 year.

Table 1: Average Monthly Precipitation for Lake Placid, New York

Checkpoint – Drawing Bar Graphs #1: Base your answer to the following question on the hardness of the minerals talc (1), quartz (7), halite (2.5), sulfur (2), and fluorite (4).On the grid below, construct a bar graph to represent the hardness of these minerals.

EXIT SLIP #3: GRAPHING

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Figure 1: This bar graph represents the average monthly precipitation for Lake Placid, New York.

Aim: What other information can be obtained from graphs?

Do Now:

Question: How can data indicate how fast a change occurs?

I. ______________________ : how fast or slow a change occursA. Calculating Rate of Change Using Data:

To calculate the rate of change of an event, use the equation on ESRT page

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Example: A 65-gram sample of halite was placed in a jar with five other mineral samples and water. The jar was shaken vigorously for 15 minutes. The halite sample was then found to have a mass of 50 grams. Calculate the rate of weathering of the halite sample by:

(a) Write the equation to determine the rate of change.(b) Substitute data into the equation.(c) Calculate the rate and label it with the proper units.

Checkpoint – Rate of Change Using Data:

A student measures and records the temperature of water in a beaker for 8 minutes as shown below.

Calculate the average rate of cooling for the water in the beaker during the 8-minute time interval by:

a. Write the equation to determine the rate of change.b. Substitute data into the equation.c. Calculate the rate and label it with the proper units.

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Question: How can a graph indicate how fast a change occurs?

B. Slope and Rate of Change: The _________________ the angle of the line, the __________________the rate of change.

Example: On graph to the right…

Which line has the greatest rate of change? __________________

Which line has the lowest rate of change? ___________________

Checkpoint – Rate of Change Graphs:

1. A student heated 100 grams of lead, iron, granite, and water under a light bulb for a 10-minute period. The graph below shows the temperature changes for each material over the heating period.

a. Prediction: Based on the graph below, which material will have the greatest rate of change? Justify your answer. Material: ___________________________________________________________Justification: ____________________________________________________________________________________________________________________________

b. Calculate the rate of temperature increase for each material by following the steps below:

i. Write out the equation.ii. Substitute data into the equation.iii. Calculate the rate and label your

answer with the correct units.

Lead:

Iron:

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.

Granite:

Water:

Question: How do scientists abbreviate really large or really small numbers?

II. _____________________________________ : uses powers of ten to express numbers that would be more difficult to write or read using standard decimal numbers.

Steps:Step 1: Change the original number to a number equal to or greater than 1 but less than 10 by moving the decimal point to the right or left.Step 2: Assign a power of 10 (exponent) equal to the number of places that the decimal point was moved.

Example: The mass of the Earth is 5,970,000,000,000,000,000,000,000 kgThis equals 5.97 x 1024 kg.

Checkpoint – Scientific Notation:

1) The age of Earth is 4,600,000,000 years; express this number in scientific notation.

2) Blue light has a wavelength of 0.00004503 cm. Express in scientific notation

Question: Why are we learning this with graphing?Turn to page 11 of the ESRT

Exit Slip #4: RATE OF CHANGE AND SCIENTIFIC NOTATIONHOMEWORK #4: Rate of Change – Due Monday 9/24 at 11:59 pm -CASTLELEARNING

Aim: How can we analyze graphs to determine relationships between variables?

Do Now:

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Lab #2:Graph Analysis Day 1By the end of today I should:

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Aim: How can we practice our graphing skills? Do Now: Take lab from the table envelope and continue working

Lab #2:Graph Analysis Day 2By the end of today I should:

QUIZ #2 TOMORROW

Aim: How do scientists compare matter in Earth Science?Do Now: Quiz

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I. ________________________ : a measure of the amount of matter (mass) within a given space (volume)

o How tightly packed particles are in a given space.

Analyzing Diagrams: Using the definition of density, label the diagrams as High Density or Low Density. Explain your decision.

Density: ___________________ Density:________________Explanation: ______________________ Explanation: _________________________________________________ ____________________________________________________________ ___________________________

Density Comparison: Your teacher will pass around two minerals that are the same size. Hold the two mineral samples in your hands. Determine which mineral is denser, the gypsum (white) or the galena (silver). Explain your reasoning.

Gypsum Galena

Denser Mineral: _____________________________Explanation: ________________________________________________________________

II.Calculating Density

Formula (ESRT page 1): Units: ____________ or __________

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Practice Problem: A rock has a mass of 20 grams and a volume of 5 mL. What is the density of this rock? Show your work.

Using the DMV Triangle to Determine Density, Mass, or Volume: This triangle must be memorized (mass on top; density & volume on bottom).

1) Cover the variable you want to calculate.

2) If variables are on top/bottom, divide the numbers.

3) If variables are next to each other, multiply the numbers.

Checkpoint – Calculating Density

1. Calculate the density of an object with a volume of 20 cm3 and a mass of 100g.

2. Calculate the mass of an object with a density of 3 g/cm3 and a volume of 7 cm3.

3. Calculate the volume of an object with a density of 9 g/cm3 and a mass of 81 grams.

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VD

M

VD

M

VD

M

VD

M

III. Density on a graph

Density can be graphed by using a mass-volume graph.

The line represents the ___________ of the substance.

Independent variable (x-axis): _______________

Dependent variable (y-axis): _____________

Describing Density Using Slope: The steeper the slope of the density line, the denser that substance is.

Example: On the graph above…

Which line has the greatest density? __________________

Which line has the lowest density? ___________________

Checkpoint – Calculating Density Using Graphs:

1) Find the density for Mineral C by finding the mass and volume at any given point along the graph and using the formula D = M/V.

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C

B

A

2) Find the density for Mineral B by finding the mass and volume at any given point along the graph and using the formula D = M/V.

3) Compare the densities of the two materials to the steepness of the slope of the lines for the mass/volume graphs of the two materials. What do you notice?

CLASSWORK #2: Density CalculationsHOMEWORK #5: Density Calculations – Due Monday 9/30 at 11:59 pm -CASTLELEARNINGREMINDER: EXAM FRIDAY

Aim: How can density change?

Do Now: A 100-gram rock has a volume of 35 cubic centimeters. Find the density of this rock.

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----------------------------------------------------------------------------------------------------------------I. Factors that Affect Density

1. _____________________________: as temperature increases, density decreases. This is because molecules begin to move apart (expand) when heated causing the volume to increase.

2. ____________________________ : Solid substances are more dense than gases of the same substance. (except water!)

3. _________________________ : when pressure is added, density increases. This is because pressure causes the material to become smaller (compress), and volume decreases.

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Solid Liquid Gas Highest density Lowest Density

II. What factors DO NOT affect density?

_____________ and ___________________ Density does not change if the size or shape of an object change.

Checkpoint – Density

A block of lead has a density of 11.34g/cm3

a) Describe what would happen to the density if the block was cut in half and justify your answer.

III. Density of Water

Water’s density is highest in the ______________ phase!

Water has a density of ___________________________

The density of ice (solid water) is 0.9g/mL.

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A. How can we use water to compare densities?

If a substance is more dense than water, it will ___________________

If a substance is less dense than water, it will ____________________

o The ___________________ the object floats in the water, the _____________the density. (A)

If a substance has the same density as water, it will be ___________________________________________________________

a) Objects in Water: Draw where these objects are located in the beaker after being placed in the water.

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Ice (solid)Low density

Water (liquid)High density

Checkpoint - Density & Orbitz: Describe the density of the gelatin compared to the density of the juice. Explain your reasoning.

b) Densities of Liquids: Put the three liquids in order from least to most dense’

CLASSWORK #3: Comparing Density REMINDER: EXAM FRIDAY

Aim: How can we best prepare for Fridays exam?

Do Now: What topics should you study for Friday’s exam?

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C

B

A A: Quartz (Density = 2.65 g/cm3)

B: Pumice (Density = 0.64 g/cm3)

C: Cork (Density = 0.24 g/cm3)

Gelatin

Juice

Water

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Task Card Activity

1. Write your name on the Task Cards Answer Sheet.2. Around the room, you will find 27 different Task Cards. Making your way

around the room, complete as many task cards as you are able.3. You must complete AT LEAST 15 cards by the end of today.

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Aim: How can we prepare for tomorrows exam?

Do Now: Which of the topics we have studied so far has been the most difficult for you?

--------------------------------------------------------------------------------------------------------Task Card Activity (cont’d)

1. Retrieve your answer sheet from the front of the room.2. Continue answering questions. You must have a total of AT LEAST 20 tasks

when time is called.3. Any questions answered beyond 20 will be extra credit4. Be prepared to share out

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