Objective 46Students will be able to define vocabulary

related to surface processes.

Objective 47Students will be able to predict relationships

between slope (gradient), runoff, infiltration, permeability, porosity and capillarity.

Objective 48Students will be able to determine whether

an area is humid or arid, based on a water budget.

Objective 49Students will identify that mechanical

(physical) weathering reduces the size of Earth’s materials but does not change their chemical composition.

Objective 50Students will identify that chemical

weathering breaks down Earth’s materials by changing their chemical composition. (i.e. the material that you start with is not the same material that you end up with!)

Objective 51Students will identify that mechanical

weathering is favored by cool wet climates that experience alternating cycles of freezing and thawing.

Students will identify that chemical weathering is favored by warm and wet climates.

Objective 52Students will predict the relationship

between particle size and rate of weathering.That is, for the same volume of material, finer

particles will weather more rapidly than coarser particles.

Objective 53Students will recognize that different

climates have different soil profiles.

Objective 54Students will be able to identify the primary

characteristics of the A, B, and C soil horizons.

Objective 55Students will identify that a stream’s ability

to erode depends primarily on its velocity.Students will further identify that a stream’s

velocity depends primarily on its gradient and its discharge.

Objective 56Students will identify that a stream has its

greatest potential energy at its source and as water flows down gradient towards the stream’s mouth, that potential energy decreases.

Students will identify that a stream has its greatest kinetic energy, where the stream velocity is the greatest.

Objective 57Students will identify that stream deposition

results in horizontal and vertical sorting.

Objective 58Students will predict the effects of particle

size, density, and shape on sedimentation rates.

Objective 59Students will identify that during the last ice

age the landscape of New York was extensively altered by glaciers.

Glaciers form many erosional and depositional features, including U-shaped valleys and hanging valleys.

Objective 60Students will identify that:

glaciers directly deposit unsorted sediments, called till.

Ridges of till are called moraines.Small tear-drop shaped hills of till are called

drumlins. Their orientation indicates the direction of glacier movement.

Small depressions called kettles were formed when small blocks of glacial ice melted, leaving a depression.

Glaciers leave scratches and grooves in the bedrock that indicates the direction of glacier movement.

Objective 61Students will identify that the Finger Lakes

were formed by glaciers. Their orientation indicates that glaciers moved in a north to south direction across most of New York.

Objective 62Students will identify that:

wind erosion is a dominant form of erosion in arid (desert) climates.

Wind can typically carry clay, silt and fine sand and deposits these materials as dunes.

Objective 63Students will identify that:

Mass-movement is primarily due to the force of gravity. The steeper the slope the greater the likelihood of a landslide or flow occurring.

Water is often a primary “ingredient” in initiating a slide or flow.

Objective 64Students will identify that:

Beach erosion – primarily happens when strong waves act on the beach, typically during storms.

A long-shore current moves at an angle to the shoreline and will erode sand from one location to another.

Groins and Jetties are two constructed structures that reduce beach erosion due to long-shore currents.