Course title
Earth SciencePre-requisite
N/ACourse description
Earth Science 1 / 2
Paradise Valley Unified School District; pvONLINE School
3012 E. Greenway; Phoenix; AZ 85032
Summary
Earth Science is the study of geology; oceanography; astronomy; and meteorology and the interrelationships between those fields.
Expectations
As with most courses; the student will learn the content. However; this will be achieved by asking the student to apply the learning; emphasizing analysis; synthesis and evaluation. This is a rigorous; thinking course. Be prepared for that.
General Course Objectives
When the student has completed this course; she or he will be able to.... A)
1. Analyze interactions and relationships among Earth’s spheres and components.
2. Explain how the process of science leads to supported conclusions.
3. Use that scientific process to present results of your own research.
4. Explain the relationships between atoms; molecules; minerals and rocks.
5. Explain how we use minerals and rocks and impacts of those uses.
6. Trace the formation of volcanoes; geologic formations; and earthquakes in relation to plate tectonics.
7. Use different models of Earth to derive navigation information
8. Explain the formation of soil and our relationship to that resource.
9. Identify the major factors and features involved in erosion through running water; wind; waves and ice.
10. Explain the formation of and importance of ground water.
11. Identify Earth's major weather patterns and systems; explaining how energy drives the formation of clouds and winds and weather.
12. Analyze data related to climate change; differentiating between weather and climate.
13. Characterize and explain the origin of the ocean's water; currents; tides; floor and life.
14. Characterize the bodies in the solar system and explain their absolute and relative motion.
15. Trace the history of the universe from Big Bang to the observable universe.
16. Using the tools of historical geology; identify major events in geologic history.
Academic Integrity
Please consult the pvONLINE Handbook for guidelines regarding academic integrity. Simply put - All work must be original.
Resources
Most resources are included in or linked from the pvONLINE Earth Science course.
Laboratory Component
Science is more than content; it is a process. You will be using the same process used by scientists to derive and report your own findings. Your finding should be kept in your Google Docs lab notebook.
This course includes hands-on (75%) and virtual labs (25%) with one lab or activity per each of the 30 chapters.
Labs and activities may total 40% of your grade.
Laboratory Materials
Many lab materials are items you will have at home.
Many labs require parent supervision. Follow the guidelines.
When special lab materials are required they are...
1) in the lab kit in your pvONLINE classroom;
2) available for checkout from the pvONLINE office; or
3) can be used during the extended lab days at the pvONLINE headquarters.
Requirements
computer capable of handling graphical internet content
hi-speed internet connection
browser - Safari or Firefox recommended
Shockwave
PDF Reader / Preview
iTunes
Course Outline - Earth Science 1 and 2
1 Earth as a System
1.1 A New View of Earth
1.2 The Earth System’s Four Spheres
1.3 Cycles and the Earth
Lab - Practicing Observation
2 The Nature of Science
2.1 The Scientist’s Mind
2.2 Scientific Methods of Inquiry
2.3 Scientists’ Tools
Lab - Drops on a Penny
3 Models of Earth
3.1 Modeling the Planet
3.2 Mapmaking and Technology
3.3 Topographic Maps
Activity - Latitude and Longitude
Lab - Topo Island
Lab - Union Hills Quadrangle - Topo Map Lab
4 Earth's Structure and Motion
4.1 Earth’s Formation
4.2 Earth’s Rotation
4.3 Earth’s Revolution
Lab - Eratosthenes and Earth’s Circumference
5 Atoms to Minerals
5.1 Matter and Atoms
5.2 Composition and Structure of Minerals
5.3 Identifying Minerals
5.4 Mineral Groups
Activity - Counting Atoms
Lab - Smashing Granite
Lab - Mineral Identification Lab
6 Rocks
6.1 How Rocks Form
6.2 Igneous Rocks
6.3 Sedimentary Rocks
6.4 Metamorphic Rocks
Lab - Igneous Rock Identification
Lab - Sedimentary Rock Identification
Lab - Metamorphic Rock Identification
Lab - Studying Rocks in Thin Section
7 Resources and the Environment
7.1 Mineral Resources
7.2 Energy Resources
7.3 Environmental Issues
Activity - Interpreting Air Pollutions Graphs
8 Plate Tectonics
8.1 What Is Plate Tectonics?
8.2 Types of Plate Boundaries
8.3 Causes of Plate Movement
8.4 Plate Movements and Continental Growth
Map Activity - Plate Tectonics
9 Volcanoes
9.1 How and Where Volcanoes Form
9.2 Magma and Erupted Materials
9.3 Volcanic Landforms
9.4 Extraterrestrial Vulcanism
Map Activity - Plotting Volcanoes
10 Earthquakes
10.1 How and Where Earthquakes Occur
10.2 Locating and Measuring Earthquakes
10.3 Earthquake Hazards
10.4 Studying Earth’s Interior
Map Activity - Finding the Epicenter Simulation
Virtual Lab Simulation - Locating an Earthquake's Epicenter
11. Mountain Building
11.1 Where Mountains Form
11.2 How Mountains Form
11.3 Types of Mountains
Map Activity - Folded Mountain Range
12 Weathering; Soil; and Erosion
12.1 Weathering
12.2 Soil
12.3 Mass Movements and Erosion
12.4 Soil as a Resource
Interpreting Graph Activity - Soil Formation and Climate
13 Surface Water
13.1 Streams and Rivers
13.2 Stream Erosion and Deposition
13.3 River Valleys
13.4 Floodplains and Floods
Map Activity - River Systems
14 Groundwater
14.1 Water in the Ground
14.2 Conserving Groundwater
14.3 Groundwater and Geology
Lab - Water Budgets
15 Glaciers
15.1 What Is a Glacier?
15.2 Glacial Movement and Erosion
15.3 Glacial Deposits
15.4 Ice Ages
Lab - Observing Glacier Motion
16 Wind; Waves and Currents
16.1 Wind as an Agent of Change
16.2 Waves in the Sea
16.3 Shoreline Features
Virtual Lab - Simulating Erosion
17. Atmosphere
17.1 The Atmosphere in Balance
17.2 Heat and the Atmosphere
17.3 Local Temperature Variations
17.4 Human Impact on the Atmosphere
Lab - Heat Absorption Simulation
18 Water in the Atmosphere
18.1 Humidity and Condensation
18.2 Clouds
18.3 Precipitation
Lab - Making Clouds in a 2-Liter Bottle
19 Atmosphere in Motion
19.1 Air Pressure and Wind
19.2 Factors Affecting Winds
19.3 Global Wind Patterns
19.4 Continental and Local Winds
Lab - Correlating Weather Variables
20 Weather
20.1 Air Masses and Weather
20.2 Fronts and Lows
20.3 Thunderstorms and Tornadoes
20.4 Hurricanes and Winter Storms
20.5 Forecasting Weather
Map Activity - Locating Severe Storms
21 Climate
21.1 What Is Climate?
21.2 Climate Zones
21.3 Climate Change
Lab - Observing the Greenhouse Effect
22. The Water Planet
22.1 Oceanography
22.2 Properties of Water
22.3 Properties of Ocean Water
22.4 Ocean Life
Lab - Using a Hydrometer to Observe Ocean Water and Fresh Water
23 The Ocean Floor
23.1 Studying the Ocean Floor
23.2 The Continental Margin
23.3 The Ocean Basin
23.4 Ocean Floor Sediments
Lab - Graphing the Ocean Floor
24 The Moving Ocean
24.1 Surface Currents
24.2 Currents Under the Surface
24.3 Tides
Lab - Graphing and Interpreting Tide Data
25. Earth's Moon
25.1 Origin and Properties of the Moon
25.2 The Moon’s Motions
Lab - Moon Phases Lab
26 The Sun and Solar System
26.1 The Sun’s Size; Heat; and Structure
26.2 Observing the Solar System: A History
Lab - Drawing Ellipses
27. The Planets and the Solar System
27.1 The Inner Planets
27.2 The Outer Planets
27.3 Planetary Satellites
27.4 Solar-System Debris
Lab Simulation - Observing Retrograde Motion
28 Stars and Galaxies
28.1 A Closer Look at Light
28.2 Stars and Their Characteristics
28.3 Life Cycles of Stars
28.4 Galaxies and the Universe
Lab - Making and Using a Star Chart
29 Studying the Past
29.1 Fossils
29.2 Relative Time
29.3 Absolute Time
Lab Activity - Deciphering Tree Rings
30 Views of Earth's Past
30.1 The Geological Time Scale
30.2 The Precambrian and Paleozoic
30.3 The Mesozoic
30.4 Earth’s Recent History
Lab Activity - Interpreting a Geologic Sequence
SAMPLE LABS
SAMPLE LAB 1
Smashing Granite Lab
One of the basic concepts needed in studying rocks and minerals is knowing the difference between a rock and a mineral. Think of cake and raisins.
Materials
1 marble-sized granite; goggles; cool rail; smasher; lens; sorter; magnet
Do This
1. Examine your granite; write three observations; and make a sketch.
2. Protect your eyes; wrap granite in folded paper; & crush to 0-sized particles.
3. Using the lens; separate & glue the components to a paper.
4. Record 3 observations about each component. Write in SENTENCES. No “it”.
ORIGINAL GRANITE OBSERVATIONS
1
2
3
COMPONENT OBSERVATIONS
Component A
1
2
3
Component B
1
2
3
Component C
1
2
3
What can you reasonably conclude about granite?
Name three characteristics you used to separate the components of a granite rock.
SAMPLE LAB 2 - MAKING AND USING A STAR CHART
Once you have made your star chart using the attached; answer the following questions.
A. Set your star chart for today at 8:00 P.M.
1. List 12 of the major constellations completely visible at this time.
2. List all the constellations only partly visible in the east.
3. List all the constellations only partly visible in the west.
B. Move the chart to 1:00 A.M; tomorrow.
4. List the constellations that have completely or partially disappeared since 8:00 P.M.
5. Near which horizon (E or W) were these constellations?
6. Name all constellations that have completely or partially appeared since 8:00 P.M.
7. Near which horizon (E or W) were these constellations?
C. Move the chart in a circle through 1 day.
8. List all constellations that never disappear below the horizon.
9. Where are these constellations?
10. What one star seems never to move?
11. Explain why the star in question 10 never appears to move. Use a drawing if you need.
12. The constellations appear to move clockwise or counterclockwise. (Which one?)
13. Why do the constellations appear to move the direction you chose in #12. What must be happening to Earth?
14. The constellations appear to move W to E or E to W (Which one?)
D. Set the chart for the 8:00 PM; 6 months from now.
15. List 12 of the major constellations completely visible at this time.
16. Which constellations are completely new since question one?
17. Which constellations were visible in both number one and number 14.
18. Why are new constellations visible when compared with the constellations in number 1?
SAMPLE LAB 3 - Compass Lab (Images are missing in this format.)
A. Obtain the following: compass; pencil/pen; paper
B. Lay the compass flat on your table in the middle. Why the middle? Some of the table legs are magnetized! Cool!
C. Align (line up) the compass; N on the white ring; & the red pointer so that all are pointing to the same direction.
1. Which direction is this; true north or magnetic north?
D. There’s a problem. True north (toward the north pole) is really directly to the chalkboard wall; not at an angle.
2. Take a look at the map for help. Why is there a difference. between true N and magnetic N?
3. If you were backpacking with maps or a pilot over the pole; why might it be important to know the difference between true and magnetic N?
4. Geologists believe hot moving molten iron creates a natural earth magnet. Which layer of the earth might be responsible?
E. The average position of the N. Magnetic Pole in 1994 was located as shown SW of Ellef Ringnes Is; at 78.3° N; 104.0° W. The avg. yearly motion of the pole has increased; and is now 15 km/yr. Also; the magnetic pole wanders by as much as 90 km/ day!
5. Keep your compass flat on the table & rotate your compass
through 360°. What do you notice about the needle no matter which
way you rotate the compass?
6. If magnetite-rich lava is rising and cooling to basalt in the mid-
Atlantic Ridge today; which direction will the iron particles be
oriented (pointing) when they ‘freeze in place?
F. Get a magnet and a meter stick and a transparency and filings.
G. Lay the transparency on TOP OF the magnet. Slowly sprinkle
iron filings all over the transparency.
7. DRAW the pattern that forms.
N S
8. Describe the patterns
9. How is the earth like what you just did and drew?
H. Dump the filings back in the container and set the transparency aside.
I. With the compass flat on the table; slowly approach the N (red) pole of the compass from the side with the N pole of the magnet.
10. How far away in cm is the magnet from the compass when it first begins to deflect (move away) the needle?
J. Hold your science book in the air with the compass on top. Put the magnet under the book.
11. Can the magnetic force travel through a book?
12. Find out through how many books the magnetic force can affect the compass. If you use all 4 books; try adding your binders; the table; anything!
K. Take a lookie at this picture.
13. What must have happened in the past to the magnetism inside the earth to cause this pattern in the seafloor rocks?
14. Why do these rocks keep their magnetic polarity (pointing the same direction) as they scoot away from the ridge? (Think of solid vs. liquid.
15. What do you notice about the STRENGTH of the rocks’ polarity as they move away from the ridge? (Color = Strength)
16. What does the alternating band of polarity in the sea floor suggest or prove or tell you?
polarity = the direction something points
SAMPLE LAB 4 - Making Crystals and Applying to Earth Materials
Materials
2 micro slides alcohol burner/hair dryer magnifying glass water quickly cooled PDB slowly cooled PDB dropper solutions
Introduction: Crystals in the earth; form in two ways. We will simulate those two ways in class and see what effect the rate of formation has on size.
A. Your awesome teacher has already made three solutions by mixing some chemicals in water. Get a few drops of either salt; sugar; or magnesium sulfate solution. You decide which one you want to observe.
B. On each of two different microscope slides; put 3-4 drops of the solution and return the dropper to the proper container.
C. Put one slide aside until the liquid evaporates and leaves the chemical behind.
D. Force one slide to form crystals quickly by eitherÀ a) blowing it dry with a hair dryer (be careful that you don’t blow the solution off the slide) or b) wafting it over a flame.
E. While the “slow slide” is doing the evaporating thing; get the two tubes of PDB (paradichlorobenzene). Keep the balloons or corks on top. These two tubes were heated and then allowed to cool at different rates.
F. With your unaided eye; the stereoscope or a magnifying glass; observe the differences between the chemical in the two tubes.
1. Measure the length of several of the crystals in the fast tube and calculate the average.
______mm ______mm ______mm ______mm AVERAGE = ______mm
2. Measure the length of several of the crystals in the slow tube & calculate the average.
______mm ______mm ______mm ______mm AVERAGE = ______mm
3. What is the effect of cooling rate on crystal size?
4. Where in a volcano would the larger crystals form? Why?
5. Where in a volcano would the smaller crystals form? Why?
G.
Conclusion - Explain two ways crystals can form in nature and give an example of a rock formed by each method.
SAMPLE LAB 5 - Greenhouse Effect Lab
How do the temperatures of the atmosphere and a greenhouse vary?
Hypothesis
I predict the ________ will heat up faster and the _______ will cool down faster.
Materials
heat lamp glass jar & lid 2 molecular speedometers
pencil paper clock
Method
1. Set up materials as in drawing; ensuring both thermos are 40 cm from and directly in front of lamp.
2. Record the temperatures of both thermometers
3. Turn on lamp and start timing.
4. Record temp of each thermometer each min until time reaches 12 min.
5. Turn off lamp.
6. Record temp of each thermometer each min until time reaches 24 min.
7. Graph your data.
Le Data Tablé
0 _____ ______
LampOn Greenhouse Control
1 _____ ______
2 _____ ______
3 _____ ______
4 _____ ______
5 _____ ______
6 _____ ______
7 _____ ______
8 _____ ______
9 _____ ______
10 _____ ______
11 _____ ______
12 _____ ______
Lamp Off
13 _____ ______
14 _____ ______
15 _____ ______
16 _____ ______
17 _____ ______
18 _____ ______
19 _____ ______
20 _____ ______
21 _____ ______
22 _____ ______
23 _____ ______
24 _____ ______
Greenhouse Lab Questions
1. The air thermo had a beginning temp of ___ °C; a HIGH temp of __ °C and a total temperature rise of ____° C.
2. The greenhouse thermo had a beginning temp of _____ °C; a HIGH temp of ____ °C and a total temp rise of ______° C.
3. The _______________ (greenhouse or air) thermo heated up faster.
4. The air thermo had a HIGH temp of ____ °C; a final temp of _____ °C; and a total temp LOSS of ______° C.
5. The greenhouse thermo had a HIGH temp of ____ °C; a final temp of _____ °C; and a total temp LOSS of ______° C.
6. The _________ thermo gained the most heat in the first 12 minutes.
7. The _________ thermo lost the most heat in the last 12 minutes.
8. Which part of this set up was like Earth’s ATMOSPHERE?
9. Explain what this lab has to do with our planet.
SAMPLE LAB 6 - Igneous Rocks
LARGE crystals are visible with the eye. FINE crystals can be seen with the lens or barely with the eye. GLASSY means ya can’t see crystals even with the lens. Tell the colors in the rock. Are there holes - yes or no? Is the rock Intrusive or Extrusive (I/E). Name the minerals you can see. Use your book for the igneous rock names. Use Chapters 4 and 5 if you can’t remember mineral names.
Mineral Crystal Size
Large / Fine / Glassy Colors Holes? I/E Minerals Recognized or Other Cool Stuff Name of Rock
I1. _____________________ ___________________ ______ _____ ________________________________________________ ________________________
I2. _____________________ ___________________ ______ _____ ________________________________________________ ________________________
I3. _____________________ ___________________ ______ _____ ________________________________________________ ________________________
I4. _____________________ ___________________ ______ _____ ________________________________________________ ________________________
I5. _____________________ ___________________ ______ _____ ________________________________________________ ________________________
I6. _____________________ ___________________ ______ _____ ________________________________________________ ________________________
I7. _____________________ ___________________ ______ _____ ________________________________________________ ________________________
18. _____________________ ___________________ ______ _____ ________________________________________________ ________________________
Questions
1. Name 3 samples that are definitely extrusive?
2. Name 2 samples that are definitely intrusive?
3. Which sample floats (or almost floats) in water?
4. Which 3 rocks would be found near Flagstaff and its volcanoes?
5. The sample cooled most slowly is _____________ How can you tell?
6. What characteristic shows that a rock cooled slowly beneath earth’s surface?
7. What characteristic shows that a rock cooled quickly on the surface?
School Country
United StatesSchool state
ArizonaSchool city
PhoenixSchool Address
15002 N 32nd Street Phoenix, AZSchool zip code
85032Date submitted
Approved
YesApproved competency code
- LGEO
- Geology