Geology 1-2 (virtual) | Course Approval

Course title

Geology 1-2

Pre-requisite

N/A

Course description

Evaluation of Laboratory Science Courses

Tolleson Union High School District #214

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Name of course:† †Geology 1-2 v (virtual)

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Duration of study:†††††††††††††† one year††††††††††††††††††††††††††††††††††††††††††††††† Virtual via Edgenuity (copyright date; 2020)

(full year; one semester; trimester) ††††††††††††††††††††††††††† †††††††††††††††††††††††††††††††

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Approximately how many hours per week do students spend conducting hands-on laboratory experiments in this course?

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1-2 hours

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Please provide a list of the laboratory experiments or projects you do that require manipulation of equipment.

Virtual Lab/Creation of the solar system (1 hour)

Virtual Lab/Density lab (2 hours)

Lab: Energy Transfer (1 hour)

Lab: Plate Boundaries (1.5 hours)

Virtual Lab: Plate Boundaries and Movement (2 hours)

Lab: Plotting the Ring of Fire (2 hours)

Lab: Engineering; designing a building to withstand an earthquake (6 hours)

Lab: Minerals (2 hours)

Lab: Rock identification and rock cycle/Virtual Component (4 hours)

Lab/Virtual Lab: Fossil identification (1.5 hours)

Virtual Lab: Absorption and Radiation (1.5 hours)

Virtual Lab: Energy Transfer Part 2 (1.5 hours)

Virtual Lab: Modeling Water Erosion (2 hours)

Virtual Lab: Weather Patterns (2 hours)

Virtual Lab/Project: Effects of Humans on the environment (6 hours)

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List all lab equipment used; including but not limited to household items (for example; microscope; beakers; ramps; dissection equipment; etc.)

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Physical Lab/Energy Transfer: Foil paper; beakers; Bunsen burner; wire gauze; food dye; chocolate chips; heat/UV lamps; candles

Physical Lab/Plate Boundaries: Oreo cookies; data table; stopwatch

Physical Lab: Engineering a building: Shake table; popsicle sticks; glue; string; tape; weights (bags of 5lbs of sand)

Physical Lab/Minerals: Introductory mineral identification box; hand lens; magnet; hydrochloric acid; ceramic tile; iron nail; penny

Physical Lab/Rock Identification: Sedimentary rocks; igneous rocks; metamorphic rocks; hand lens; hydrochloric acid; iron nail

Physical Lab/Fossil identification: Fossil kits; hand lens; geological timescale; fossil field guide; ruler

Physical Lab/Density lab: Test tubes; test tube holder; 4 different fluids (with different densities); food dye; stopwatch

Physical Lab/Convection: Food dye; beakers; Bunsen burners; stopwatch; camera

Physical Lab/Viscosity: Tray; ramp; stopwatch; oil; water; honey and molasses.

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Using standard Scientific Method outlined by the following questions; describe one typical laboratory assignment associated with this course.

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To observe conduction; convection; and radiation and determine how energy flows in each type of transfer

Example Hypothesis from Radiation section: If I place a Black and White paper under a heating lamp; the White paper will heat up quicker as it is a lighter color.

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Describe the experiment you performed to prove or disprove your hypothesis. List all essential materials. Describe each step you performed in the experiment.

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Materials:

ß 1 piece of aluminum foil; approximately 28 cm x 28 cm
ß 2 woodblocks
ß 1 tealight candle
ß 6 chocolate chips
ß 1 toothpick
ß Timer or stopwatch

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ß 2 beakers of clear water; room temperature
ß Green and blue food coloring
ß Cold water; colored green
ß Hot water; colored blue
ß 2 eyedroppers
ß 1 sheet black paper
ß 1 sheet white paper
ß 2 thermometers
ß 2 identical lamps

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Procedures:

Step 1:

a)††† Fold the foil until you have made a sturdy strip about 28 cm long and 4 cm wide.

b)††† Put each end of the foil in between two wood blocks to make a ?bridge.?

c)†††† Put six chocolate chips on your bridge. Space them evenly on the foil; approximately 4 cm apart.

d)††† Have the timer ready. Your teacher will place the tealight candle directly under the first chip. Start the timer when the candle is under the foil.

e)††† Do not move the candle. Keep a close eye on the chocolate chips. In Table A; record the time at which each chip melts. Use your toothpick to carefully touch the chip to see if it has melted.

f)††††† When all the chips have melted; gently blow out the candle so that no wax blows from the top of the candle. Wait for the foil and the candle to cool before you touch them.

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Step 2:

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a)††† Use your eyedropper to pick up cold water that has been colored with green food coloring.

b)††† Place the tip of the eyedropper in the middle of your beaker of clear water.

c)††† Adjust your position so that you are looking at the water in the beaker at eye level.

d)††† Slowly squeeze the dropper to deposit colored water into the clear water.

e)††† Observe what happens and record your findings in Table B every 30 seconds.

f)†††† Repeat the process with the second beaker full of clear water and the eyedropper with the blue hot water.

g)††† Observe what happens and record your findings in Table C every 30 seconds.

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Step 3:

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a)††† Place a sheet of black paper beneath one lamp; and place a sheet of white paper beneath the other lamp. Be sure that the light bulbs are the same distance from each piece of paper so that the sheets of paper receive the same amount of energy.

b)††† Put a thermometer on the center of each piece of paper. Be sure the thermometers are placed consistently on the paper.

c)†††† Turn on your lamps and begin timing with your timer or stopwatch.

d)††† Record the temperature every 30 seconds for each thermometer in Table D.

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Describe the results of your experiment or study. Use graphs and charts where appropriate.

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DATA & OBSERVATIONS

Explain your data or results. Give an analysis of your experiment.

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Table A: Conduction

Chocolate Chip

Time to Start Melting

(seconds)

1 (closest to candle)

6 (farthest from candle)

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Table B: Cold Water

Time

(minutes: seconds)

Food Coloring Movement

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:30

See description below.

1:00

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1:30

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2:00

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2:30

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3:00

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Table C: Hot Water

Time

(minutes: seconds)

Food Coloring Movement

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:30

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1:00

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1:30

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2:00

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2:30

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3:00

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Table D: Radiation

Time

(minutes: seconds)

Black Paper

Temperature (∞C)

White Paper

Temperature (∞C)

0:30

1:00

1:30

2:00

2:30

3:00

Students will notice that the chip closest to the candle melts first; followed by each chip until; finally; the chip the furthest from the candle melts.

Students? data should reveal that the black paper becomes warmer more quickly than the white paper.

Students will notice that the cold water sinks when added to the room temperature beaker and the hot water rises to the top. They should conclude that this is due to the cold water being denser than the room temperature water; while the hot water is less dense.

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Write a conclusion for your study. Was your hypothesis supported or refuted?

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Sample Conclusion: The lesson question was ?How do the processes of conduction; convection; and radiation help distribute energy on Earth?? In the lab; we answered the lesson question by conducting three small experiments. In each experiment; energy flows in each type of transfer?energy is not ?used up? but moves in various ways. In the water; energy flows on convection currents. Energy can travel from the light bulb to the paper through the radiation. Energy can also be transferred through a material like aluminum foil through conduction. My hypothesis was refuted; the black paper actually heated up to a higher temperature; as the dark color increased absorption of heat.

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School country

United States

School state

Arizona

School city

Tolleson

School / district Address

9801 West Van Buren Street

School zip code

85353

Requested competency code

Lab Science

Date submitted

09/15/2020

Approved

Yes

Approved competency code

LBIO
Biology

Approved date

09/23/2020

Online / Virtual

Yes