Course title

Pre-requisite

Course description

Geo-Space Course Approval

Course Name: Geo-Space 1 & 2

Pre-resquites: none

Course Description: In Geo-Space 1; we will study the formation of the solar system; the structure of the Earth; rocks and mineral resources; and plate tectonics (including the causes and consequences of earthquakes; volcanoes; and tsunamis). In Geo-Space 2; we will start by studying the causes and consequences of weather and climate here on Earth; then move to outer space and learn about the moon. our solar system; stars; and galaxies.

Unit 1: Science and the Environment
Big Ideas:
The solar system formed from different kinds of matter.
Techniques for conducting scientific investigations.
Guiding Questions:
How did the solar system form?
What types of matter form the Sun and the planets?
Who made contributions to the nuclear chemistry theory?
How does fusion create the electromagnetic spectrum?
What lab precautions and lab equipment must I use?
How do I communicate my scientific results?
Content:
Earth System Origins
Summarize the steps of the solar nebular hypothesis.
Solar System Characteristics
Compare solar and planetary matter and physical characteristics.
Discoverers of Nuclear Chemistry
Identify and describe contributions made to the chemical nuclear theory.
Energy Storage and Transference
Discuss how energy is created; stored and transferred in the solar system.
Testing a Hypothesis
Formulate predictions based on observations.
Scientific Investigation and Modeling
Evaluate experimental design and results using appropriate tools.
Labs/Activities:
Lab Design and the Scientific Method – Relationship of Density to Rock Composition
Radio Isotope Half-Life Calculation Lab

Unit 2: Earth's Spheres
Big Ideas:
The Earth is a system of interrelated spheres.
Guiding Questions:
What are the Earth spheres?
What are the components of different Earth spheres?
How are the Earth spheres interrelated?
Content:
Analyze Earth spheres interactions
Identify and describe the different types of Earth spheres.
Components of the atmosphere: Identify and describe the major components of the atmosphere.
Components of the cryosphere.: Identify and describe the major components of the cryosphere.
Components of the hydrosphere: Identify and describe the major components of the hydrosphere.
Components of the biosphere: Identify and describe the major components of the biosphere.
Components of the lithosphere: Identify and describe the major components of the lithosphere.
Labs/Activities:
Carbonate Chemistry Lab – Ocean Acidification
Early Earth Atmosphere Lab

Unit 3: Mineral and Rock Formation and the Rock Cycle
Big Ideas:
Rocks and minerals are the building blocks of the Earth.
Guiding Questions:
How do elements bond to form minerals?
What are rocks made of and how do they form?
Content:
Ionic bonds of common Earth elements.
Predict properties of minerals based on ionic bonds and elementals.
Understand properties of matter.
Identify and describe substances base on their physical properties.
Use properties to define a mineral.
Identify and describe substances base on their chemical properties.
Discuss ore and mineral resources of Arizona.
Explain how geochemical cycles form economic mineral resources.
Rocks are formed from one or more minerals.
Identify and describe ways that materials are recycled in the Earth.
Igneous rocks form from molten rock material.
Explain how Earth materials are melted to form new rocks.
Sedimentary rocks form from clasts or chemicals.
Explain how rock materials are weathered; eroded and deposited.
Metamorphic rocks form from heat and/or pressure.
Explain how rock undergoes heat and pressure to from new rocks.
Rocks are destroyed and reformed through the rock cycle.
Summarize how the rock cycle is related to plate tectonics.
Labs/Activities:
Basic Rock Forming Mineral Identification and Associated Rock Types
Dichotomous Key Analysis of Rock Types and Placement on the Rock Cycle

Unit 4: Historical Geology
Big Ideas:
Rocks and minerals are the building blocks of the Earth.
Guiding Questions:
How old is the Earth and how is this age calculated?
How is Earth's age represented on a geologic time scale?
How did life originate on Earth?
What impacts has life had on the Earth spheres?
How is the rock cycle related to plate tectonics?
What mechanism drives the movement of tectonic plates?
What geologic features form from plate movement?
Where do earthquakes occur and how are they created?
Where do volcanoes form and how are they created?
Content:
Fossil evidence gives relative ages of the Earth.
Identify and describe relative geologic dating techniques.
Radiometric dating gives the absolute age of the Earth.
Identify and describe radiometric dating and absolute age of the Earth.
The Geologic Time Scale is divided into major parts.
Interpret a geologic time scale.
Evidence of Earth's evolution over long time periods.
Sequence major events in Earth's history.
Explanations for how life originated on Earth.
Discuss different scientific theories of how life originated on Earth.
Patterns in the fossil record support biologic evolution.
Comparison of fossils show slow changes over long periods of time.
Discuss some theories of how life originated on Earth.
Investigate the origin of life on Earth.
Critique theories of how life originated on Earth.
Critique reports of scientific studies regarding possible origins of life.
Changes to Earth's spheres over time by biologics.
Explain and compare how biologics have affected the Earth's spheres.
Labs/Activities:
Principles of Faunal Succession Lab
Mass Extinction Analysis of Geologic Time Scale Boundaries

Unit 5: Relationship of Plate Tectonics; Earth's Structure and Geologic Activity
Big Ideas:
Geologic activity of the Earth helps explain plate tectonics.
Guiding Questions:
How is the rock cycle related to plate tectonics?
What mechanism drives the movement of tectonic plates?
What geologic features form from plate movement?
Where do earthquakes occur and how are they created?
Where do volcanoes form and how are they created?
Content:
The rock cycle is related to plate tectonics.
Discuss and summarize research supporting plate tectonics.
Analyze how the rock cycle is related to plate tectonics.
Convection cells appear to drive tectonic plates.
Explain the relationship between internal convective heat flow and plate tectonics.
Geologic events and features are created by plate movement.
Compare relationships of geologic events like earthquakes and features like volcanoes.
There are geologic features related to plate tectonics.
Compare mountain ranges; mid-oceanic ridges; and subduction zones.
Earthquake zones form along faults.
Explain how earthquakes form and are related to geologic features.
Distinguish physical differences in various seismic waves.
Discuss and analyze S and P waves and how they explain Earth's composition.
Describe earthquakes as natural hazards and how their impact is mitigated.
Most volcanoes are related to plate tectonics.
Identify and describe volcanic eruptions and their relationship to tectonism.
Evaluate the effects of volcanic ash to the environment and human activity.
Summarize the effects of volcanic ash on weather and climate.
Labs/Activities:
Mantle Convection Lab
Map Analysis of World Plate Boundary Types - Including Seismic Activity
Analysis of Strike; Dip; Faults and Folds – Interpreting Geologic Maps

Unit 6: The Atmosphere & Hydrosphere
Big Ideas:
Atmospheric-hydrospheric interactions create climate and weather.
Guiding Questions:
How are climate and weather affected by these spheres?
What energy influences weather and climate?
How is weather described?
What events impact the weather or climate?
Content:
There is a relationship between weather and climate.
Distinguish between weather and climate.
Discuss how oceans and atmosphere influence climate over long periods of time.
Discuss how oceans and atmosphere influence weather over short periods of time.
Solar radiation is the main driving force behind climate.
Describe various ways in which energy is transferred from one system to another.
Discuss thermal conduction and electromagnetic radiation.
Describe the flow of energy to and from the Earth.
Explain the effect of heat transfer on climate and weather.
List and describe the factors that determine climate.
Discuss altitude; latitude; water bodies; precipitation; topography and prevailing winds.
Analyze how latitude and altitude affect climate.
Analyze how topography affects climate.
Analyze how water bodies and prevailing winds affect climate.
The movement of air is a primary mechanism for weather.
Explain and demonstrate the effect of Earth's rotation on the movement of air and water.
List and describe components; origin; life cycle and behavior of weather systems.
Explain how the components of weather systems interact to from weather patterns.
Discuss the movement of air over terrain to create weather systems.
List and describe artificial and natural Earth features that influence weather.
Analyze how weather is influenced by both natural and artificial Earth features.
Severe weather hazards include storms; drought and flooding.
List and describe types of severe weather.
Describe the atmospheric conditions that develop into severe weather.
Explain the mechanisms of heat transfer that promote severe weather.
Discuss appropriate safety measures used to prepared for severe weather.
Develop a safety plan for your family in the event of a natural disaster.
Predict the effects of a change in a factor on a human population.
Natural and/or human-caused effects to climate or weather.
Long periods of time show changes in climate.
List and describe some changes in climate over long periods of time.
Analyze and explain cause-and-effect changes; specifically desertification.
Analyze and explain cause-and-effect changes; specifically; the greenhouse effect.
Analyze and explain cause-and-effect changes; specifically; glaciation.
Evaluate how smoke; urban development; and volcanic ash impact the climate.
Labs/Activities:
Anatomy of an Ocean Wave
Analysis of El Niño Data

Unit 7: Planetary Sciences
Big Ideas:
The Earth system and moon are components of the solar system.
Planetary science examines planets; moons; and other features.
Guiding Questions:
What is the Earth-Moon system?
What causes seasonal changes on Earth?
What are the terrestrial planets and their features?
What are the non-terrestrial planets and their features?
Content:
Earth system evolution had dependencies on the Moon.
Describe the scientific hypothesis that explains the formation of the Moon.
Earth's tilt; rotation; and revolution creates the seasons.
Explain the seasons of the Earth and its revolution around the Sun.
List and describe the events and relationships of the Sun; Earth and Moon.
Explain the phases of the Moon.
Explain lunar and solar eclipses.
List and describe tidal effects of the Earth-Moon; and Sun.
Summarize the effects of the Moon on the Earth including rotational influences.
The inner 4 planets are solid rock bodies.
List and describe the terrestrial planets and their moons.
Describe these planets' characteristics; location; and motion within the solar system.
Compare similar major geological features of the terrestrial planets.
The outer 4 non-terrestrial planets are gas giants with moons.
List and describe the non-terrestrial planets (gas giants) and some of their moons.
Describe these planets' characteristics; location; and motion within the solar system.
Compare similar major atmospheric features of the non-terrestrial planets.
Labs/Activities:
Moon Phases Lab – Building a Working Model
Interpretation of Mars Geology Using High Resolution Images

Unit 8: Asteroids; Comets; & Meteors
Big Ideas:
Compare composition and habits of comets; meteors; and asteroids.
Guiding Questions:
What is a comet and what is its relationship to Earth?
What is an asteroid and what is its relationship to Earth?
What is a meteor and what is its relationship to Earth?
Content:
Comets orbit the sun and travel to the Oort cloud.
List and describe the parts; composition and nature of comets.
Discuss different known comets and their orbits.
Describe and explain the relationship of the comet to the Sun.
Asteroids are planetary or accretion debris.
List and describe the composition and nature of asteroids.
Describe some NEAs.
Investigate theories of how asteroids brought life to Earth.
Predict the outcome of different sized asteroids striking Earth.
Meteors typically small pieces of rock or metallic debris.
List and describe the composition and nature of meteors.
List and describe the type and time of meteoric events.
Compare stony meteors to metallic meteors.
Analyze size; location; and frequency of meteors entering Earth's atmosphere.
Labs/Activities:
Crater Formation Analysis Lab
NASA Meteor Identification Lab Activities

Unit 9: Stars & Galaxies
Big Ideas:
Galaxies are made up of stars.
Guiding Questions:
What are stars and how are they classified?
What are galaxies and how are they classified?
What are evidences for the Big Bang Theory?
Content:
Temperature and luminosity are how stars are classified.
Describe the characteristics; location; and motions of the Sun.
List and describe the major physical divisions of the Sun.
Examine and summarize the Hurtzsprung-Russell diagram.
Compare the Sun's location on the Hurtzpsrung-Russell diagram to other stars.
Predict how our Sun will evolve based on the Hurtzsrpung-Russell diagram.
Stars are most of the universe's mass and produce radiation.
Explain how a star forms and describe the fusion process that occurs.
List and describe different types of stars.
Explain the formation of the light elements in stars.
Explain the formation of the heavy elements in super novas.
Explain what happens to the fusion process over time in a star.
Galaxies are made up of hundreds of billions of stars.
List and describe different types of galaxies.
Describe the Milky Way galaxy and where Earth is located within it.
Explain the evolution and life cycles of galaxies.
Predict what will occur when Andromeda collides with the Milky Way.
Estimate the total number of galaxies that have been discovered thus far.
Different stars and background radiation supports the Big Bang.
Labs/Activities:
Interpretation of Star Types Using the Hertz-Sprung Russell Diagram
Interpretation of Hubble Images to Identify/Classify Galaxy Types

Unit 10: Past; Present; & Future Space Exploration
Big Ideas:
Space exploration is more of a cooperative effort than in the past.
It took three major space programs to reach the Moon.
Guiding Questions:
What started the space race?
What effort did it take to get a successful moon landing?
What are recent and future space exploration programs?
Content:
The Cold War created a competition for dominance in space.
Discuss the influence of the Cold War on the Space Race.
Analyze how specific cultural/societal issues promoted or hindered space science
List and describe people who were involved in the early Space Race.
Explain the deployment of satellites in the early days of the Space Race.
Analyze how specific changes in science have affected society.
Discuss the early Mercury; Gemini and Apollo manned space missions.
Discuss the cooperative influence Salyut; Mir; Skylab and Soyuz space stations had.
Describe how human curiosity and needs have influenced space exploration.
Describe how the lunar landings influenced society's curiosity and interest in space.
The Mercury; Gemini; and Apollo missions' goal was the Moon.
Analyze how specific changes in science have affected society's ideas about space.
Explain how NASA moved from pure science to applied science.
List and describe some benefits society has gained from the space program.
Current exploration is done by governments; universities and companies.
Analyze how specific cultural/societal issues promoted the space shuttle program.
List and describe some of the diverse people who participated in the shuttle program.
Describe space missions that have contributed to understanding of the solar system.
List and describe some of the ways that life on Earth has influenced Earth systems.
Analyze how terraforming a moon or planet would influence that world's systems.
Evaluate how terraforming could affect Earth's natural ecosystems and humans.
Labs/Activities:
Interpretation of Star Types Using the Hertz-Sprung Russell Diagram
Interpretation of Hubble Images to Identify/Classify Galaxy Types

Example Lab I:
Unit 5: Relationship of Plate Tectonics; Earth's Structure and Geologic Activity
Convection Lab
Question:
How does the introduction of a heat source influence the movement of a fluid?
Variables:
Identify the independent and dependent variable in your Question.
Hypothesis:
Use the Question to write a testable and measurable hypothesis about the factor you have chosen.
Prediction:
Write a prediction (if/then statement) that gives a specific example of results that would support your hypothesis. Be sure to read the Procedure before writing a Prediction.
Materials:
A source of very hot water; such as a microwave of coffee maker
1 Clear plastic food container or plant saucer 8 to 10 inches wide. Caution: DO NOT use saucers with concentric raised rings on the inside bottom; radial ridges are okay
1 bottle of food coloring
1 small container for food coloring/water mixture (a small cup would work fine)
1 medicine dropper or pipette
4 Styrofoam cups
Procedure:
Control:
1. Place three styrofoam cups upside down on a piece of paper.
2. Place the plastic plant saucer on top of the cups as shown. The cups should be near the outer edges of the saucer and evenly spaced.
PICTURE
3. Fill the plastic saucer three-quarters full with cool water. To make certain the water is still; let it sit before the experiment. Be careful not to bump the desk or table at any time during the experiment.
4. Using a dropper; slowly release a small amount of food coloring at the bottom of the saucer of water. Slowly remove the dropper; taking care not to stir the water.
Repeat the experiment with the following variations. Make certain you start each trial with a clean saucer of water. For the following three trials; place a cup of hot water under the center of the saucer as shown. Fill the cup almost to the top.
Trial A:
5. Place a drop of food coloring on the bottom of the saucer in the center; over the cup of hot water. Take care not to stir the water.
PICTURE
Trial B:
6. Place a drop of food coloring on the bottom of the saucer about halfway between the center and the side. Take care not to stir the water.
PICTURE
Trial C:
7. Place two drops of food coloring on the bottom of the saucer; one halfway between the center and side of the saucer; the other in the center. Take care not to stir the water.
PICTURE
Qualitative Obervations:
In this section of your lab report; insert a digital photo of your experimental setup during each trial. Clearly label the Control; along with Trial A; B; & C.
In addition to your photos of each trial; include a sketch (drawn using your word processor; or image editing software like Microsoft Paint) using arrows to show the motion of the dye over time during each trial. Describe the motion of the dye during each trial in a paragraph.
Discussion:
Write at least one paragraph for your Discussion section of your lab report. Be sure to check the lab rubric for more information on what must be included in your Discussion section. For this lab; you will be discussing how the addition of a heat source influenced the motion of the water in your tray. Include a discussion of how convection currents form; and what they look like. Connect the demonstration of convection currents in this lab to those in the mantle and in our atmosphere.

Example Lab II:
Unit 8: Asteroids; Comets; & Meteors
Crater Formation Lab
Question:
How does the diameter of a meteorite influence the diameter of the crater created upon impact?
Variables:
Identify the independent and dependent variables in the Question.
Hypothesis:
Use the Question to write a testable and measurable hypothesis.
Prediction:
Write a prediction (if/then statement) that gives an example of results that would support your hypothesis. Be sure to read the Procedure before writing a Prediction.
Materials:
Copy the following list of materials into your lab report.
flour
flat pan
metric ruler
cinnamon
small pebbles
hand lens
tweezers
Procedure:
1. Sift flour into a pan forming a layer of flour 2 cm deep. Sprinkle a thin layer of cinnamon on top of the flour. This forms a model of the surface of a planet.
2. Drop a pebble into the flour from a height of 1 m. The pebble represents a meteorite making a crater on the surface of a planet.
3. Using the hand lens; observe the crater. Measure its diameter. Describe the rim of the crater and any matter thrown from the crater. Record all observations.
4. Using the tweezers; carefully remove the meteorite from the crater - be sure not to disturb the surrounding crater walls.
5. Repeat the process using different pebble specimens. Record at least 10 observations in your data table.
Qualitative Observations:
In this section of your lab report; insert a digital photo of your experimental setup after completing your first measurement.
Quantitative Observations:
Use a data table as shown below to record your results in this section of your report.
TABLE
Graph:
Create a line graph of your results.
Discussion:
Write at least one paragraph for your Discussion section of your lab report. Be sure to check the lab rubric for more information on what must be included in your Discussion section. For this lab; you will be explaining how the diameter of a meteorite influences the diameter and shape of the crater formed upon impact. In addition to completing the sections outlined in the lab rubric; answer the following questions in this section of your report:
1. What are the shapes of your craters?
2. Does the shape of the crater depend on the shape of the meteorite that produced it? Why or why not?
3. Did you observe long lines; or rays of matter; running outward from your craters? What do you suppose causes this "ejecta" on some impacts; but not on others?
4. When two (2) craters overlap; how can you tell which one formed first?

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• LGEO
• Geology

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