Course title
Earth and Space SciencePre-requisite
N/ACourse description
Earth Science Curriculum
Description of Course
This course examines all of the sciences that collectively seek to understand the Earth and its neighbors in space. It includes geology – the study of Earth’s structure; oceanography – the study of the oceans; meteorology – the study of weather and climate; and astronomy – the study of the universe.
Course Expectations
When the student has completed the course fulfilling all the requirements; he/she will be able to:
1. Analyze interactions between the Earth’s structure; atmosphere; and geochemical cycles.
2. Understand the relationships between the Earth’s land masses; oceans; and atmosphere.
3. Analyze the factors used to explain the history and evolution of the Earth.
4. Analyze the factors used to explain the origin and evolution of the universe.
5. Formulate predictions; questions; or hypotheses based on observations.
6. Design and conduct controlled investigations.
7. Develop viable solutions to a need or problem.
Laboratory Activities
Laboratory skills are essential in any science course. The laboratory activities included this course provides students with visual and hands-on activities to help with understanding of the concepts being learned. Students will conduct laboratory activities at home mostly using materials already available; although some materials may need to be purchased. Laboratory activities are approximately 60% of the course; with 68% of all labs being hands-on and 32% virtual labs.
Resources: Students use content powered by Florida Virtual School for the online component of the course. The Scottsdale Unified School District’s adopted materials for textbooks and other resources will be made available to students. A variety of other online websites and references will also be used as notes in the activities and labs. Kits can be mailed to students that do not have the resources available at home for the required labs.
Students submit the results of all labs; homework; quizzes and tests electronically to the instructor. All final exams are taken in a supervised computer lab at the end of the course. Students must pass their final exam in order to get credit for the course. Students must complete all labs and turn in lab notebook prior to taking the final exam to receive lab credit for course.
Student Evaluation
Grading Scale
A 90% - 100%
B 80% - 89%
C 70% - 79%
D 60% - 69%
F 59% or below
Percentage of points:
Labs = 50% (lab notebook to earn lab credit)
Activities/Homework = 25%
Final Exam = 25% (must pass final to gain credit for course)
Academic Integrity: Plagiarism is the copying and/or use of ideas or words that are not your own. A person has committed plagiarism if he/she copies work from another student; a written source; or the Internet without giving proper credit to that person/source. If a student is found
plagiarizing; he/she can receive a failing grade for the assessment; a failing grade
for the course; and/or any further disciplinary action as determined by the school's
administration.
Safety: As with any laboratory science; in some investigations safety issues will arise. Prior to starting any laboratory work; the student and a parent or guardian must read; sign; and submit the attached safety contract.
Labs
EARTH SPACE SCIENCE – Semester 1 (5340eL)
LAB SEQUENCE
Table of Contents:
1. Bubble Up (Hands-on) – 1 hour
2. It’s In the Air (Hands-on) – 2 hours
3. Trends in Atmospheric Carbon Dioxide (Virtual) – 1 hour
4. The Crush Lab (Hands-on) – 1 hour
5. Making and Using a Barometer (Hands-on) – 1 hour
6. Interpreting Weather Maps (Virtual) – 1 hour
7. Which Gets Hotter: Light or Dark Surfaces? (Hands-on) – 1.5 hours
8. Prevailing Winds (Virtual) – 1 hour
9. Constructing an Anemometer and Wind Vane (Hands-on) – 1.5 hours
10. Moving Masses (Hands-on) – 1 hour
11. Dew Point and Relative Humidity (Hands-on) – 1.5 hours
12. Classifying Climates (Virtual) – 1 hour
13. Predicting Weather (Hands-on) – 3.5 hours
14. Interpreting a Salinity Profile (Virtual) – 1 hour
15. World Ocean Currents (Virtual) – 1 hour
16. Properties of Water (Hands-on) – 2.5 hours
17. Seafloor Analysis (Virtual) – 1 hour
18. Simulating the water Cycle (Hands-on) – 2.5 hours
19. Water Audit (Hands-on) – 4 hours
TOTAL: 30 hours (Hands-on = 23 hours; Virtual = 7 hours)
EARTH SPACE SCIENCE – Semester 2 (5341eL)
LAB SEQUENCE
1. Seafloor Spreading (Hands-on) – 1 hour
2. Mapping Plates (Virtual) – 1 hour
3. A Model of Three Faults (Hands-on) – 1.5 hours
4. Shake It Up (Hands-on) – 1 hour
5. How Does Silica Affect Lava Flow? (Hands-on) – 0.5 hours
6. Volcanoes and Plates (Virtual) – 1 hour
7. Introduction to Mineral Crystals (Hands-on) – 1.5 hours
8. Rockhounding (Hands-on) – 3 hours
9. The Good Earth (Hands-on) – 1.5 hours
10. Solar Water Heater (Hands-on) – 2 hours
11. Rock Correlation (Virtual) – 1.5 hours
12. A Simulation of Radioactive Decay (Hands-on) – 1 hour
13. Sequencing Time (Virtual) – 1.5 hours
14. Fossilization and Earth’s History (Hands-on) – 3 hours
15. Sky Observation Project (Hands-on) – 3 hours
16. Properties of Stars (Virtual) – 1 hour
17. Measuring the Diameter of the Sun (Hands-on) – 1.5 hours
18. Scaling the Solar System (Hands-on) – 2 hours
19. Impact Craters (Hands-on) – 1.5 hours
TOTAL: 30 hours (Hands-on = 24 hours; Virtual = 6 hours)
Sample Lab #1 (Hands-On)
Properties of Water
Introduction: In this lab; we will investigate the unique properties of water and its importance to living things. Water covers about ¾ of the Earth’s surface. It is one of the simplest yet most important molecules in living things. It makes up 50-95% of the weight of living organisms. Water is literally involved in every facet of life.
The simplicity of the water molecule belies the complexity of its properties. Based on its small size and light weight; one can predict how it should behave; yet it remains liquid at much higher temperatures than expected. It also boils and freezes at much too high; or low; of a temperature for a molecule of its size. Many of these unexpected properties are due to the fact that water molecules are attracted to each other like small magnets (cohesion). This attraction results in turn from the structure of the water molecule and the characteristics of the atoms it contains. Each water molecule of water is made up of two atoms of hydrogen connected to one atom of oxygen.
In this investigation; you will conduct a series of mini-experiments in order to observe and discover some of the unique properties of water.
Materials: tap water; penny; nickel; dime; quarter; 10-mL graduated cylinder; beaker or cup; paper towels; small amount of detergent; piece of wax paper; glass side or flat piece of glass; large white coffee filter or about 12 in x 0.5 in strip of chromatography paper; black vis-à-vis pen; scissors; 50-mL graduated cylinder or tall thin glass; 10 mL of cooking oil
Procedure:
A. Surface Tension & Adhesion
1. Obtain a medicine dropper and a 10 mL graduated cylinder. Make sure both are clean and empty.
2. Fill a beaker or cup with water.
3. Drop water into the graduated cylinder with the dropper; counting each drop.
4. How many drops are in one mL (1 cm3) of water? __________
5. Conversely; how much water is in each drop? (divide 1 mL by # of drops) = __________ mL per drop
6. Look at the surface of the water in the graduated cylinder. Draw the surface of the water.
7. Explain the surface of the water in terms of adhesion.
B. Surface Tension & Cohesion
1. On each of the four coins; place drops of water; counting each drop as you add it until the water spills over.
2. Record the number of drops for each coin in the data table.
Coin Number of Drops of Water
Penny
Nickel
Dime
Quarter
3. For the penny; draw a diagram showing the shape of the water on the penny with one drop; about half full; and just before it overflows.
single drop half full near overflowing
4. Explain your results in terms of cohesion.
C. Effects of detergent
1. With your finger; spread one small drop of detergent on the surface of a dry penny.
2. How many drops do you think this penny will hold after being smeared with detergent: more; less; or the same as before; why?
3. Using the same dropper; add drops of water to the penny surface. Count the number of drops and draw the water on the penny after one drop; about half full; and just before overflowing.
single drop half full near overflowing
4. How many drops were you able to place on the penny before it overflowed this time? _______ drops
5. Did the detergent make a difference? Describe the effect of the detergent.
6. What does detergent do to have this effect on water?
7. Look up the term amphipathic (molecules) in the dictionary or on-line. Explain how detergents act as cleaning agents; considering the cohesion among water molecules and the effects of amphipathic molecules.
D. Drop shape on Glass and wax paper
1. What will be the shape of a drop of water on (a) a piece of wax paper; and (b) a glass slide. Draw the shape of the drop you expect on each surface.
____________ ____________
wax paper glass
2. Perform the experiment. Place several drops of water on each surface and draw the results below.
____________ ____________
wax paper glass
3. Compare your predictions with your observations and explain.
4. Explain the differences in drop behavior in terms of adhesion.
E. Climbing Property of Water
1. Water will move to the tops of tall trees due to capillary action combined with root pressure. Water will also “climb” up paper; and often carry other molecules with it. The distance traveled by these molecules will vary with their mass and charge.
2. How fast do you think water will climb a strip of absorbent paper about one half inch wide?
it will move about one inch per _____________________ (time)
3. Obtain a dry 50-mL graduated cylinder or tall thin glass. The chromatography paper or filter paper should be about ¬Ω in wide and long enough to just drape over the top while touching the bottom.
4. Run the paper strip along the edge of the scissors to take the curl out of it.
5. Place a single small drop of ink from a black vis-à-vis pen on the paper; about one inch from the bottom; and let it completely dry.
6. Place about 10 mL (1/2 inch) of water in the 50-mL graduated cylinder or tall thin glass. Place the strip of paper in it so that the bottom end is immersed in water and the drop of ink is just above the surface of water. Fold the paper over the top side.
Graduated Cylinder with Chromatography Paper & Ink
7. Record the starting time. Start time = _____________.
8. Watch & note the time at 5 minute intervals. At each 5 minute interval; record the distance traveled in cm using the Metric ruler. When the water climbs to the top of the paper; remove it from the water; and let it dry.
Time (minutes) Distance (cm)
0
5
10
15
20
25
30
9. How did the ink change?
F. Cohesion of Water
1. Put 8 mL of water into a 10 mL graduated cylinder.
2. What will happen if you add oil to the water: (the oil will float on top; the oil will sink to the bottom; the oil will dissolve in the water; the oil will mix with the water; other: explain)?
3. Carefully add about 2 mL of cooking oil by tilting the cylinder of water slightly and letting the oil run slowly down the inside of the cylinder.
4. Describe what happened.
5. Dispose of the water and oil in a “disposable” container. DO NOT PUT OIL DOWN ANY DRAINS! Clean out the graduated cylinder well using soap and rinsing well.
6. Place 8 mL of cooking oil into the 10 mL graduated cylinder.
7. What will happen when you add water to the oil: (the water will float on top; the water will sink to the bottom; the water will dissolve in the oil; the water will mix with the oil; other: explain)?
8. Carefully add about 2 mL of water by tilting the cylinder of oil slightly and letting the water run slowly down the inside of the cylinder.
9. Describe what happened.
10. Which is less dense oil or water? ___________________.
11. Write a general statement about what happens when you combine a more dense substance with a less dense substance.
Conclusion: Define each term and list one example of each from the lab and one example not seen in the lab.
1. cohesion
lab example :
other example:
2. adhesion
lab example:
other example:
3. surface tension
lab example:
other example:
4. capillary action
lab example:
other example:
5. density
lab example:
other example:
Sample Lab #2 (Hands-On)
Simulating the Water Cylcle
Purpose: To build a working model of the water cycle.
Introduction: Water evaporates from the Earth; condenses from clouds; and falls back to the Earth during the water cycle. All of these processes are necessary for the continuous circulation of water. The amount of water that is available to different areas of the Earth is dependent upon conditions such as winds; amount of moisture in the ground; the amount of standing water in the area; and the number of plants.
Another important factor in the water cycle is transportation. This process involves moisture-bearing clouds and winds to move them. Water may evaporate from a given area; condense into clouds; and be transported many kilometers before it returns to the Earth in the form of precipitation.
Materials: large; wide-mouthed; transparent jar with lid; gravel; soil; living plant(s); water; rubber band; plastic food wrap; scale or balance.
Safety: When handling glass; you must wear safety goggles!!!
Procedure: 1. Put 2-3 cm of gravel or small rocks into the jar. Cover the gravel with soil to a depth of 3-5 cm. Sprinkle the soil with water so that the soil is moist to the touch; but not too wet.
2. Place the plant(s) in the jar. (Depending on the size of the plant and the jar; more than one plant can be planted. If you are using plants taken from your yard or garden; make sure you transplant them with some soil clinging to the roots.)
3. Gently press down the soil around the plant(s) in the jar. Check to make sure the soil is moist and then seal the jar. If the jar doesn’t have the lid; use plastic food wrap and seal it with a rubber band.
4. Find and record the mass of your closed system at the beginning of the investigation. Observe the jar closely every day or every other day for a period of two weeks. Record your observations in Data Table 1.
Mass of system at beginning of investigation = ____________
Day Time Air Temp
In °C Light condition Description of condensation
Inside jar Changes in Plant(s) Mass of System
1
2
3
4
5
6
Analysis & Conclusion
1. How does the sunlight affect the amount of condensation inside the jar?
2. How does the temperature affect the amount of condensation inside the jar?
3. Does the time of day seem to have any effect on the amount of condensation that is evident on the inside of the jar?
4. Why was it important to measure the mass of the closed system at the time that you made each observation?
5. Does the water cycle on the Earth act like the one in the closed system you built? explain.
Sample Lab #3 (Hands-On)
Impact Craters
Purpose: To determine the factors affecting the appearance of impact craters and ejecta.
Background: The circular features so obvious on the Moon’s surface are impact craters formed when impactors smashed into the surface. The explosion and excavation of materials at the impacted site created piles of rock (called ejecta) around the circular hole as well as bright streaks of target material (called rays) thrown for great distances.
Two basic methods that form craters in nature are: 1) impact projectile on the surface; and 2) the collapse of the top of a volcano creating a crater termed caldera.
By studying all types of craters on Earth and by creating impact craters in experimental laboratories; geologists have concluded that the Moon’s craters are impact in origin. The factors affecting the appearance of impact craters and ejecta are the size and velocity of the impactor; and the geology of the target surface.
By recording the number; size; and extent of erosion of craters; lunar geologists can determine the ages of different surface units on the Moon and can piece together the geologic history. This technique works because older surfaces are exposed to impacting meteorites for a longer period of time than are younger surfaces. Impact craters are not unique to the Moon. They are found on all the terrestrial planets and on many moons of the outer planets.
Materials: pan (about 10 in x 10 in with 2 in sides)
fine sand or flour
meter stick or tape measure
small Metric ruler
three different sized marbles (other spherical objects can be used)
toothpick
balance or electronic scale
Cratering Process
1. Use the balance to measure the mass of each impactor. Record this mass in the Data Table.
2. Drop the first impactor (regular marble) from a height of 30 cm onto the prepared surface.
3. Measure the diameter and depth of the resulting crater. Use the toothpick to probe the depth of the
crater and the Metric ruler to determine the measure of depth.
4. Record measurements on the Data Table. Make three trials and compute the average values.
5. Repeat steps 2-4 for impactor #1; increasing the drop height to 60 cm and 90 cm.
6. Now repeat the procedures for impactors 2 (smaller marble) and 3 (larger marble).
Data Table
Impactor#1 – Mass =
Drop height = 30cm (velocity =242cm/s) Trial 1 Trial 2 Trial 3 Total Average
Crater diameter
Crater depth
Impactor#1 – Mass =
Drop height = 60cm (velocity =343cm/s) Trial 1 Trial 2 Trial 3 Total Average
Crater diameter
Crater depth
Impactor#1 – Mass =
Drop height = 90cm (velocity =420cm/s) Trial 1 Trial 2 Trial 3 Total Average
Crater diameter
Crater depth
Impactor#2 – Mass =
Drop height = 90cm (velocity =420cm/s) Trial 1 Trial 2 Trial 3 Total Average
Crater diameter
Crater depth
Impactor#3 – Mass =
Drop height = 90cm (velocity =420cm/s) Trial 1 Trial 2 Trial 3 Total Average
Crater diameter
Crater depth
Analysis and conclusion:
1. Construct a line graph of crater diameter (in cm) vs. drop height (in cm) for impactor #1.
2. Is your hypothesis about what affects the appearance and size of craters supported by your data?
Explain why or why not.
3. What is the relationship between crater size and velocity of impactor (height at which it is dropped)?
4. What is the relationship between crater size and mass of the impactor?
5. If the impactor were dropped from 6 meters; would the crater be larger or smaller? How much larger
or smaller? Explain your answer.
6. Based on the experimental data; describe the appearance of an impact crater.
School country
United StatesSchool state
ArizonaSchool city
ScottsdaleHigh school
Sierra Vista AcademySchool / district Address
8500 E. Jackrabbit RoadSchool zip code
85018Requested competency code
Lab ScienceDate submitted
Approved
YesApproved competency code
- LGEO
- Geology