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SCIENCE BOOT CAMP
FEBRUARY 23, 2012
EARTH SCIENCE
• http://rpdp.net/sciencetips_v2/
UNIFYING CONCEPT A
• Earth systems have internal and external sources of energy, both of which create heat.
• KEY VOCABULARY:FUSIONFISSIONGEOTHERMALSOLAR ENERGY
So what are the sources of Earth’s energy?
SUN’ CORE• FUSION‘coming together’
HYDROGEN + HYDROGEN = HELIUM + ENERGYNOTE: You need tremendous heat and pressure Fusion occurs in the sun’s core
INSIDE THE EARTH
• GEOTHERMAL : “earth’s heat”
• Radioactive minerals decaying, giving off heat
• This process is called FISSION ‘splits apart’– UNSTABLE ATOM SPLITS, RELEASES ENERGY
FISSION OF A URANIUM ATOM
What does this heat do?
• Sun’s energy – heats the atmosphere– Drives the water cycle– Drives weather and climate
• Earth’s geothermal energy – keeps the interior molten– Drives Plate Tectonics
E.12.A ‘BIG IDEA’
• Students understand heat and energy transfer in and out of the atmosphere and influence weather and climate.
• KEY VOCABULARYCONDUCTIONCONVECTIONRADIATION
KEY VOCABULARY
CONCEPT A (continued)
• Driven by sunlight and Earth's internal heat, a variety of cycles connect and continually circulate energy and material through the components of the earth systems.– WATER CYCLE– CARBON DIOXIDE – OXYGEN CYCLE– NITROGEN CYCLE
WATER CYCLEKEY VOCABULARY
• EVAPORATION– LIQUID TO A GAS– WATER VAPOR INTO ATMOSPHERE
• CONDENSATION– GAS TO LIQUID– CLOUDS
• PRECIPITATION– RAINFALL
• INFILTRATION– WATER SINKING INTO THE
GROUND– GROUND WATER
Carbon Dioxide – Oxygen Cycle
• KEY VOCABULARY: – PHOTOSYNTHESIS – RESPIRATION
6CO2 + 12H2O + energy -----> C6H12O6 + 6O2 + 6H2O
A1. Sun's Energy
• Students know the Sun is the major source ofEarth’s energy, and provides the energy drivingEarth’s weather and climate.
KEY VOCABULARY
• SCATTERED– By molecules in the
atmosphere– Nitrogen gas– Oxygen gas– Water Vapor– Carbon Dioxide– Dust/pollution
• ABSORBED– By the surface (natural and man made)
• RADIATED– Heat released by the surface
BOUNDARIES : REVERSAL OF THE TEMPERATURE TREND
WARMEST: THERMOSPHERE
COOLEST: MESOSPHERE
OZONE LAYER
TOUCHES EARTH’S SURFACE – Weather happens here
LAYERS OF THE ATMOSPHERE
If it were only that easy!!
• Earth’s surface is unevenly heated• MAJOR REASONS:
– We live on a giant sphere– The planet is tilted– We have land and water surfaced being heated
EARTH’S TILT
• We are tilted at 23 ½ degrees from vertical
RESULTS: 3 MAJOR CLIMATE ZONES OF THE WORLD
• SURFACES HEAT DIFFERENTLY– WATER Heats more slowly, cools more slowly– LAND Heats more quickly, cools more quickly
A2. EARTH’S ATMOSPHERE
• Students know the composition of Earth’satmosphere has changed in the past and ischanging today.
EVOLUTION OF ATMOSPHERE
• First atmosphere very poisonous– METHANE, AMONIA (compounds with lots of
Hydrogen)
• Appearance of photosynthetic organisms started to build up oxygen levels– STROMATOLITES
• Today’s composition– MOSTLY NITROGEN GAS
A3: Greenhouse effect
• Students understand the role of the atmosphere in Earth’s greenhouse effect.
KEY VOCABULARY: Greenhouse Effect
• Process where heat becomes trapped
• MAIN GREENHOUSE GAS (Molecule that traps the heat coming from the sun)
We like this greenhouse effect
• Keeps the planet within a comfortable temperature range
• Without it – during the day it would be brutally hot, during the night freezing cold all the time.
TODAY’S CONCERN
• NOTED INCREASE IN CARBON DIOXIDE LEVELS
Where does this carbon dioxide come from??
• Burning fossil fuels
• KEY VOCABULARY: FOSSIL FUEL is a non-renewable energy source, hydrocarbons such as wood, coal, oil, and natural gas
• When we burn these fuels, we release carbon dioxide
CO2 in Geologic time
CURRENT DEBATE
• Is the present increase in carbon dioxide levels due to man, or are we in a normal geologic cycle?
• If the average temperature for the earth increase, what effect will this have on …..– Weather - Plants/Animals– Climate - Disease– Sea levels - unforeseen consequences
A4. Moving heat in our atmosphere
• Students know convection and radiation playimportant roles in moving heat energy in theEarth system.
A5: Wind and Ocean Currents
• Students know Earth’s rotation affects windsand ocean currents.
KEY VOCABULARY ROTATION CORIOLIS EFFECT
Affect on ocean currents
OCEAN CURRENTS: If the current starts at the equator it will be warm
If the current starts at the poles it will be cold
UNIFYING CONCEPT B
• Solar System and Universe• The universe is a dynamic system of matter
and energy. The universe is extremely large and massive with its components separated by vast distances.
• Tools of technology will continue to aid in the investigation of the components, origins, processes and age of the universe
• Earth is one part in our solar system, which is within the Milky Way galaxy.
• The Sun is the energy-producing star for our solar system.
• Most objects in our solar system are in predictable motion, resulting in phenomena such as day/night, year, phases of the moon, tides, and eclipses.
E.12.B ‘BIG IDEA’
• Students know scientific theories of originsand evolution of the universe.
KEY VOCABULARY:
• The major premise of the Big Bang theory is that the universe was once in an extremely hot and dense state that expanded rapidly
(aka "Big Bang")
Happened around 13.7 billion years ago
Components of the Universe
• B1. Students know common characteristics of stars– KEY VOCABULARY:
• STAR – • ELECTROMAGNETIC SPECTRUM• MAIN SEQUENCE STARS
ELECTROMAGNETIC SPECTRUM: All of the energy coming form the
sun
Characteristics of stars
• BRIGHTNESS• COLOR• SURFACE TEMPERATURE• SIZE• MASS
Temperature
• The color of the star is indicative of the temperature at which it burns– Hottest: Blue-white - 50,000 oC – White - 10,000 oC– YellowYellow (our sun) - 6,000 oC– Red-orange - 5,000 oC– Coolest: Red - 3,000 oC
Most of the stars are in this group SUN
WHITE DWARFS Smaller and hotter
GIANTS Bigger and cooler
SUPERGIANTS Biggest, coolest
MAIN SEQUENCE STARS
LIFE CYCLE OF A STAR
DEATH OF A STAR
• More massive stars have a shorter life span that smaller stars
• Fusion eventually causes a supernova explosion
• B2: Students know stars are powered by nuclear fusion of lighter elements into heavier elements, which results in the release of large amounts of energy.
• B3: Students know ways in which technology has increased understanding of the universe
• Different types of instruments– TELESCOPES, SATELLITES, SPECTROSCOPES
• Different locations– MOUNTAIN TOPS, ORBIT IN OUTER SPACE
DIFFERENT TELESCOPES CAPTURE DIFFERENT PARTS OF THE EM SPECTRUM
Formation of Universe
• B4. Students know scientific evidence suggest that the universe is expanding
1ST PIECE OF EVIDENCE• KEY VOCABULARY: DOPPLER EFFECT
– Think of the sound a police car makes as it is coming towards you versus going away
– This is because the sound wave is being compressed as it is coming towards you, stretched as it is going away from you
– Results in a different frequency of sound
Light is a wave
• So like will also show this shift depending on whether or not the star is coming towards us or going away from us
• But it is the color that changes – stretched makes it redder, compressed makes it bluer
What do we see in stars?
– Everything is showing a red shift– Means that things are going away from each other
– FURTHER AWAY, THE GREATER THE RED SHIFT
2ND PIECE OF EVIDENCE• BACKGROUND MICROWAVE
RADIATION supported the big bang theory – radiation would be left after such a huge explosion.
WILL THE UNIVERSE ‘DIE’
• OPEN UNIVERSE THEORY– Everything keeps expanding until stars burn out
• CLOSED UNIVERSE THEORY– Expansion eventually stops because of gravity,
which pulls everything back together– Eventually there is another Big Bang
Celestial Motion
• B5: Students know regular and predictable motions of Earth around the Sun and the Moon around the Earth explain such phenomena as the day, the year, phases of the Moon, and eclipses.
• KEY VOCABULARY– YEAR– SEASON– DAY– ECLIPSE– ORBIT– ROTATION– REVOLUTION
RELATIVE SIZES
Reason for the seasons
Animation of the earth
• http://highered.mcgraw-hill.com/sites/007299181x/student_view0/chapter2/seasons_interactive.html
• http://mintaka.sdsu.edu/faculty/erics/teach/animations.html
Moon Stats Moon’s orbit around Earth is inclined about 5 degrees to Earth’s plane of orbit around the Sun
Ecliptic plane
Sun EarthMoon
Moon’s orbital plane
Image created by LPI staff
FORMATION OF THE MOON
New (couple days)
Waxing Crescent (several days)
1st Quarter
Waxing Gibbous (several days)
Full
Waning Gibbous (several days)
3rd Quarter
Waning Crescent (several days)
New
Phases of the Moon: Observing and Identifying
http://www.lpi.usra.edu/education/skytellers/moon_phases/about.shtml
starchild.gsfc.nasa.gov/docs/StarChild/questions/phases.html
When the Earth’s shadow covers the Moon, we have a lunar eclipse
Solar Eclipses• When the Moon’s shadow covers part of the
Earth• Only happens at New Moon
Unifying Concept C
• Earth's Composition and Structure
• Earth is composed of materials that move through the biogeochemical cycles.
• Earth’s features are shaped by ongoing and dynamic processes.
• These processes can be constructive or destructive and occur over geologic time scales.
E.12.C BIG IDEA
• Students understand evidence for processes that take place on a geologic time scale
Events are really, really slow – movement of the continents
Events are really, really fast – earthquake, volcanic eruption
Geologic Processes
• C1. Students know how successive rock strata and fossils can be used to confirm the age, history, and changing life forms of the Earth, including how this evidence is affected by the folding, breaking, and uplifting of layers
• KEY VOCABULARYGEOLOGIC TIME SCALE
EON
ERA
PERIOD
EPOCH
BOUNDARIES
BASED ON THE APPEARANCE AND DISAPPEARANCE OF DIFFERENT ORGANISMS
RELATIVE AGE DATING
• TWO BASIC RULES
• LAYERS ON THE BOTTOM ARE OLDER THAN LAYERS ON TOP
• IF SOMETHING CUTS THROUGH THE LAYERS, IT IS YOUNGER
• SEDIMENTARY ROCK LAYERS ARE ORIGINALLY LAID DOWN HORIZONTALLY
ANIMATIONS
• http://www.classzone.com/books/earth_science/terc/content/investigations/es2903/es2903page03.cfm?chapter_no=investigation
• http://video.search.yahoo.com/video/play?p=animation%20of%20law%20of%20superposition&tnr=21&vid=1326983414283&turl=http%3A%2F%2Fts2.mm.bing.net%2Fvideos%2Fthumbnail.aspx%3Fq%3D1326983414283%26id%3Dfd2b8f369508cce8aaad58f121a4bf8b%26bid%3D72bvef4%252bOBpzmw
• GEOLOGISTS CAN TELL THE AGES OF ROCKS BY LOOKING AT SPECIAL TYPES OF FOSSILS CALLED INDEX FOSSILS– These organisms lived for a relatively short period
of time and can be found all over the world– If you find these fossils you already know about
how old the rock is
FOSSIL SUCCESSION
Fossils can match up rock units that are miles apart - CORRELATION
RELATIVE AGE DATING
ROCK LAYERS ON THE BOTTOM ARE OLDER THAN ROCKS ON THE TOP
CROSSCUTTING EVENTS ARE YOUNGER THAN THE ROCKS THEY CUT
UNCONFORMITIES
• Sometimes the rock is removed by erosion
• This leaves a gap in the rock record
• The boundary is called an unconformity
ORDER OF EVENTS: B > F > C > D > E > A
REVIEW
• http://www.classzone.com/books/earth_science/terc/content/visualizations/es2902/es2902page01.cfm?chapter_no=visualization
• http://www.wwnorton.com/college/geo/egeo/animations/ch10.htm
Absolute Age Dating
• Radioactive elements spontaneously decay at a regular rate
• HALF-LIFE: AMOUNT OF TIME IT TAKES ONE-HALF OF A RADIOACTIVE ELEMENT DECAYS INTO ITS DAUGHTER PRODUCT
½ gone ¾ gone ¼ gone½ left ¼ left ¾ left 1/8 left
7/8 gone
ONE HALF LIFE TWO HALF LIVES
THREE HALF LIVES
WHAT IS THE HALF LIFE OF THIS ISOTOPE?
25 gEquals one half of the original mass
200 YEARS
Exponential Curve
Plate Tectonics
• C2. Students understand the concept of plate tectonics including the evidence that supports it (structural, geophysical and paleontological evidence
Tectonic Plates outlined by volcanic and earthquake activity
3 TYPES OF PLATE BOUNDARIES
Divergent
Convergent
Transform
USGS Graphics
TYPES OF FAULTS
Earth's Composition and Resources
• C3. Students know elements exist in fixed amounts and move through solid earth, oceans, atmosphere and living things as part of biogeochemical cycles
CARBON CYCLE
NITROGEN CYCLE
• C4. Student know processes of obtaining, using, and recycling of renewable and non-renewable resources
• C5. Students know soil, derived from weathered rocks and decomposed organic material, is found in layers
SOIL LAYERS