Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Physical oceanography wikipedia , lookup
Age of the Earth wikipedia , lookup
Magnetotellurics wikipedia , lookup
History of Earth wikipedia , lookup
Geomagnetic reversal wikipedia , lookup
History of geomagnetism wikipedia , lookup
History of geology wikipedia , lookup
Large igneous province wikipedia , lookup
Supercontinent wikipedia , lookup
UNIT PLAN 2A: PLATE TECTONICS WHAT HAS BEEN WILL BE AGAIN Teacher Notes Introduction / Timeline The theory of plate tectonics is used to help explain earth processes that have occurred in the past and present, and used to predict future events. Admire: November, Wichita: December, Americus: November Standards Link Standard 4: Earth and Space Science Grades 5-7 Benchmark 2: The student will understand past and present earth processes and their similarity. Indicator 1: Understands that earth processes obtained today (including movement of lithospheric plates and changes in atmospheric conditions) are similar to those that occurred in past; earth history is also influenced by occasional catastrophes, such as the impact of a comet or asteroid. Prior Knowledge Needed Basic understanding of earth structure Basic understanding of earthquakes and volcanoes Common Misconceptions Students typically do not believe that: The Earth is made of plates The plates move For a more complete list see Appendix A – NSTA Journal Article Unit Vocabulary (KSDE recommended vocabulary list) lithospheric plates, convection currents, sea floor spreading, continental drift, tectonic plates, diverging, subduction, converging, plate boundaries, rift valleys, ocean trenches, coastal mountains, geothermal activity Pre Test Inquiry Labs Activity 1 – Models of Earth’s Interior Pre-Lab – Focus Create a drawing of a cross-section of the Earth, and label the drawing with as much detail as you can. Materials List basketball baseball onion hard-boiled egg orange avocado “jaw breaker” candy rock (materials may be substituted as needed) Lab / Teacher Notes golf ball apple chocolate covered cherry globe Partner with another student, share ideas, make revisions, and whiteboard revisions Share models, create a classroom model of the structure of the Earth on the large whiteboard Review basic structure of the Earth. Activity 2 – Hexaflexagon Pre-Lab – Focus Have the continents changed position? Explain. Materials List handout – transparent tape scissors colored pencils glue ruler Lab / Teacher Notes Make sure that all steps are followed in order. Transparent tape is helpful at some steps. Template will need to be enlarged and copied on 11x17 paper. Be sure that the template is not cut completely when scoring. Post-Lab Discussion Notes How did the continents change position over time? How would these changes affect the climate of the continents? (coal fields, oil deposits, peat bogs; today versus history) What type of map projection is used? Activity 3 – Pangaea Puzzle Suzi Shoemaker Pre-Lab – Focus What similarities are seen along the edges of the continents? Could these similarities be used to place the continents back together to make one large continent? What kind of information would be helpful to determine how the continents might have fit together in the past? Materials List For each student: Earth Puzzle Pieces (per each student)– vary evidence with groups Scissors Glue sticks Blank Piece of paper to glue pieces on Handout For each group: Sharpie markers (color code so that the groups with the same evidence get the same color) Transparency (blank) Lab / Teacher Notes Working individually: begin continental drift activity by fitting the pieces of the continents together based only on the continent shapes. (Make sure all students at one table of 4 have the same evidence on their continent pieces). Working with a partner: Share ideas with the other person, discussing why they chose to place the pieces where they did. Come to an agreement about the best placement of the continents. Introduce the meaning of the evidence to the pairs (do not announce to the entire class, as the groups will vary in their evidence). Pairs join another pair to form a group of four: again, discuss the best fit for the continents and come to an agreement about the continents. Once agreement is reached, students glue their continent pieces to the blank paper. Groups then trace the outline of each continent on to a blank transparency using the sharpies. Post-Lab Discussion Notes Discussion about what evidence was used to construct one large continent from the continent pieces. Answers will, and should vary – this is where the discussion about the tentative nature of science is introduced. (Knowledge changes as more research is done and technology improves.) Students should realize that even with differing evidence there were some similarities with all of the groups, as well as many differences. Define terms: Pangaea, evidence, continental drift, lithospheric plates, tectonic plates Reading – Wegener on Trial Book: Dance of the Continents, by Roy A. Gallant, 2000, ISBN 0-7614-0962-9. Socratic Circle – 2 Groups Activity 4 – Drifting Away Modified from Earth Science: A Graphing Calculator Approach Pre-Lab Focus How fast do the lithospheric plates move? Materials List Handout Computer/Logger Pro Lab / Teacher Notes Record the speed closest to each location in Table 1. (The locations are the circled numbers.) Graph (1) this information using Logger Pro. Calculate how far these places will have moved in 5000 years. Enter the results in Table 1. Graph (2) this information using Logger Pro. Mark 7 additional places on the map. Record the speed closest to each new location in Table 2. Choose a number for the number of years to track the plates. Calculate how far these places will have moved during your chosen time frame. Enter the results in Table 2. Graph (3) this information using Logger Pro. Post-Lab Discussion Notes Write a conclusion comparing Graphs 2 and 3. When will Point 6 of California pass Point 5? Create a map which shows the position of the major lithospheric plates in 5000 years time. Activity 5 – Plate Boundaries with Earthquakes and Volcanoes Pre-Lab Focus Where are earthquakes and volcanoes located? Materials List computers internet site (Google: Seisvol + Smithsonian) http://www.geol.binghamton.edu/faculty/jones/ Scroll about 1/3 of the way down the page and click on the “SeismicEruptionSetup.exe” link to install the program. Once the program is installed, in order to show the different plate boundaries go to Map, Colors, Tectonic Plates, and click on each type to choose colors of representation. Choose maps that best fit your teaching style. Lab / Teacher Notes Exploratory – allow students to manipulate variables within the site. Post-Lab Discussion Notes What do the patterns of earthquakes and volcanoes show? (without palte boundaries and continents) Predict the locations of the continents. What do you think the different colored arrows represent? What is the Ring of Fire? Discuss the impact of magnitude on the occurrence of the events. Reading – The Ring of Fire – Worksheet 5 Top Shelf Science: Earth and Space Science, J. Weston Walch, Publisher, 2003 Activity 6 – Plate Boundaries with Food Pre-Lab Focus What ways can plate boundaries move? Draw a picture to explain. Materials List graham crackers paper towels pudding plastic spoons wax paper rulers Lab / Teacher Notes Transform (Strike-Slip) Boundary (displacement) Each student gets one-half graham cracker. Have them divide the “half” in half again. Place the two pieces back together and try to slide them past each other while pushing gently. Convergent Boundary (mountain building) Each student gets one-half graham cracker. Have them divide the “half” in half again. Quickly dip one end of each graham cracker piece in water. Place each piece end to end on a piece of wax paper and gently push them towards one another. Divergent Boundary (rift systems) Each student gets one-half graham cracker. Have them divide the “half” in half again. Place a spoonful of pudding on the wax paper. Place each graham cracker piece end to end on top of the pudding. Gently apply downward pressure while sliding the pieces away from one another. Students should draw, label, and discuss with their lab partners the how, where, and why the earth behaves as it does (whiteboarding) – this is a lab where community discussion is highly important. Each person is making observations based upon their own perceptions so there is much more room for interpretation (as is true with scientists!) Post-Lab Discussion Notes Connections to previous activities from this unit are important – how does the material of the earth (i.e. rocks) allow for the type of motion that is observed? What relationship do density and convection have in relation to the plates? Because there is so much room for interpretation in this type of activity – whiteboarding is essential! This will be quite time consuming as there are so many questions, but students could be assigned sections based upon the model they observed. Vocabulary: plate boundaries, diverging, converging, subduction, transform, coastal mountains Activity 7 – Magnetic Reversals Pre-Lab Focus What evidence was Alfred Wegener lacking to support his idea of continental drift? Materials List whiteboards compass computers Lab / Teacher Notes magnetic board magnetic field sensor Go Link dry-erase markers Logger Pro masking tape Directions for setup Allow students to explore using the sensor and magnetic board. No specific directions at this point. Students should be making observations. Students should create their own method for surveying the entire ocean floor. They should then model this method using the sensor and magnetic board. Using a compass and marker the students should mark reversal patterns on the whiteboards. Correlate observations of sensor method and compass method. Discussion of how molten rock becomes magnetically charged and how reversals occur. Post-Lab Discussion Notes Explain the pattern observed with the magnetic field sensor. Explain the pattern observed with the compass. How do these two methods correlate? What type of boundary occurs in this area? How do molten rocks become magnetically charged? How do reversals occur? Vocabulary: seafloor spreading, rift valleys, ocean trenches, paleomagnetic data Evaluation Research Question – 1-2 paragraphs What has happened since Wegener formulated his original idea of continental drift (1916) that allows us to have additional data to support continental drift as we know it today? Rubric Activity 8 – Convection Suzie Shoemaker Pre-Lab Focus What happens in a liquid while it is heated? Draw a picture to support your answer. Materials List Glass baking dish Two or more cups to act as stands – or ring stands and rings Heat source – Sterno or alcohol burners Vegetable oil (amount will depend on the container used) 10 – 20 ml thyme spoon metric ruler stopwatches funnel (for clean up of oil) handout Lab / Teacher Notes Set up the lab as follows: Group students based upon available lab equipment – if supplies are a problem set the activity up as a set of centers. Remind students of the importance of accurate and detailed observations (especially since they will be whiteboarding the results. If the thyme settles to the bottom, mix it up again, then wait for it to stop moving before adding the heat source. Have students measure the rate of motion by picking one piece of thyme and start / stop points and time how long it takes to travel this distance divided by the distance itself. Have the students vary the temperature and note the change in the rate of motion, or have them place the heat source in a location closer to one side or the other. At the end of this lab the students should be able to relate the location of a heat source to rising liquid – then bridge to the heat source of the core heating the mantle causing convection. Many students have heard of plate tectonics, but to them the idea may be one of those things that they were told, but never truly understood. In the previous lab activity, they were introduced to the idea that solids can act like liquids, especially under stress. This lab introduces them to the driving force behind that stress – convection within the mantle. This would be a good time to brainstorm for ideas – bring out as many misconceptions as possible. The most recent theory is that convection cells themselves do not move the solid blocks of earth, but do provide the heat source to change the densities of the rocks. The hotter, younger rocks are less dense and rise up (mid ocean ridge); the more dense, older rocks sink down toward the mantle (subduction zones). They may have been taught the conveyor belt theory; in fact there is an extension to the original lab (by LW Braille) that models the conveyor belt idea. It is up to the instructor how best to approach this variation. They should observe a slight difference in motion with an increase in heat. More energy added to the system – a good jumping off point for a discussion of systems and energy. Convection will still occur with the location of the heat more towards one end than the other. Post-Lab Discussion Notes Record how many cells are created for one heat source, and ask them to hypothesize how many there would be with multiple heat sources. What direction do the cells rotate, why does this occur? (a diagram of this would be helpful for later discussion) Are the cells exactly the same size, what could make the size of the cells change? How does convection relate to plate tectonics? Vocabulary: geothermal activity Reading – Convection Whiteboarding and Class Discussion Post Test See PDF File Student Ideas About Plate Tectonics Name___________________________________Class________Date_____ PLATE TECTONICS Pre / Post Test Multiple Choice Choose the most correct answer. 1. Pangaea is a term referring to A. a new species of reptile B. a layer of rock that covers the world C. a name given to all continents when connected together D. a newly found dinosaur skeleton 2. Seafloor spreading, plate boundaries, indicator fossils, and mineral deposits are used to support A. Pangaea B. Continental Drift C. Plate Boundaries D. Plate Tectonics 3. How many major plates are described in Plate Tectonics? A. 9 B. 8 C. 10 D. 7 4. In which state is an earthquake most likely to occur? A. New York B. Texas C. California D. England 5. Moving apart, moving together, and moving along side by side describes what happens at_____. A. convergence B. plate boundaries C. divergence D. subduction zones 6. New plate material is added to a plate at which location? A. rift valley B. ocean trench C. convection current D. fault zone 7. Which of the following structures would indicate what would happen when two plates collide? A. the Hawaiian Islands B. the Rocky Mountains C. the Smokey Mountains D. the Himalayan Mountains 8. Simply put, convection currents describe the process of hot materials rising and cold materials sinking. Geologists believe that this process is a possible explanation for the driving force for ________________. A. continental drift B. mountain building C. coastal mountains D. plate tectonics 9. Why was Wegener’s idea rejected? A. Wegener died in 1930, before he could defend his hypothesis. B. Wegener thought that the Earth’s rotation was the driving force. C. Wegener could not explain how or why the continents moved. D. Wegener thought that the south pole had changed position. 10.Which of the following was NOT used by Wegener to support his hypothesis that the continents had once been joined as one. A. fossils of land-dwelling animals B. paleomagnetic data C. coal beds in Antarctica D. glacial deposits 11.Rocks on the ocean floor are relatively _____ than rocks on the continents. A. older B. younger C. same age D. there is no way to tell; the ocean is too deep 12.Ocean trenches are formed when two plates collide and one plate slides under the other. Which term defines this process? A. subduction B. convergent C. volcanoes D. earthquakes 13.Assuming that magnetic North and South have reversed several times in the past. Which process would this phenomena support? A. subduction B. continental drift C. rift valleys D. seafloor spreading 14.The fit of the coastlines of which of the following continents led people to suggest that the continents had drifted apart. A. North America and South America B. North America and Africa C. South America and Africa D. Europe and North America 15.Alaska is more likely to have an earthquake than Florida because A. Alaska is younger than Florida B. Alaska is in the middle of a crustal plate C. Alaska is on a plate boundary D. Florida has more people Short Answer Answer all parts of the following using complete sentences. 16.Have today’s geologic processes occurred in the past? Could today’s geologic process occur in the future? Explain your reasoning. Name___________________________________Class________Date_____ PLATE TECTONICS – ANSWER KEY Pre / Post Test Multiple Choice Choose the most correct answer. 1.Pangaea is a term referring to A. a new species of reptile B. a layer of rock that covers the world C. a name given to all continents when connected together ** D. a newly found dinosaur skeleton 2.Seafloor spreading, plate boundaries, indicator fossils, and mineral deposits are used to support A. Pangaea B. Continental Drift ** C. Plate Boundaries D. Plate Tectonics 3.How many major plates are described in Plate Tectonics? A. 9 B. 8 C. 10 D. 7 ** 4.In which state is an earthquake most likely to occur? A. New York B. Texas C. California ** D. England 5.Moving apart, moving together, and moving along side by side describes what happens at_____. A. convergence B. plate boundaries ** C. divergence D. subduction zones 6.New plate material is added to a plate at which location? A. rift valley ** B. ocean trench C. convection current D. fault zone 7.Which of the following structures would indicate what would happen when two plates collide? A. the Hawaiian Islands B. the Rocky Mountains C. the Smokey Mountains D. the Himalayan Mountains ** 8. Simply put, convection currents describe the process of hot materials rising and cold materials sinking. Geologists believe that this process is a possible explanation for the driving force for ________________. A. continental drift B. mountain building C. coastal mountains D. plate tectonics ** 9.Why was Wegener’s idea rejected? A. Wegener died in 1930, before he could defend his hypothesis. B. Wegener thought that the Earth’s rotation was the driving force. C. Wegener could not explain how or why the continents moved.* D. Wegener thought that the south pole had changed position. 10.Which of the following was NOT used by Wegener to support his hypothesis that the continents had once been joined as one. A. fossils of land-dwelling animals B. paleomagnetic data ** C. coal beds in Antarctica D. glacial deposits 11.Rocks on the ocean floor are relatively _____ than rocks on the continents. A. older B. younger ** C. same age D. there is no way to tell; the ocean is too deep 12.Ocean trenches are formed when two plates collide and one plate slides under the other. Which term defines this process? A. subduction ** B. convergent C. volcanoes D. earthquakes 13.Assuming that magnetic North and South have reversed several times in the past. Which process would this phenomena support? A. subduction B. continental drift C. rift valleys D. seafloor spreading ** 14.The fit of the coastlines of which of the following continents led people to suggest that the continents had drifted apart. A. North America and South America B. North America and Africa C. South America and Africa ** D. Europe and North America 15.Alaska is more likely to have an earthquake than Florida because A. Alaska is younger than Florida B. Alaska is in the middle of a crustal plate C. Alaska is on a plate boundary ** D. Florida has more people Short Answer Answer all parts of the following using complete sentences. 16.Have today’s geologic processes occurred in the past? Could today’s geologic process occur in the future? Explain your reasoning. Yes to both questions. Identification of Processes: seafloor spreading; fossil, rock, and glacial evidence; volcanic activity; earthquakes; mountain building (7) Past Evidence: fossil record, mountain ranges on different continents with same rock types, glacial deposits, age of ocean floor, paleomagnetic reversals, Himalayan Mountains, fault margins (7) Present Evidence: San Andreas and New Madrid Faults, active glaciers, rift valleys, volcanic activity, Himalayan Mountains, ocean floor cores (7) For each of the above 3 sections: 5 out of 7 responses equals a score of 4 4 out of 7 responses equals a score of 3 3 out of 7 responses equals a score of 2 2 out of 7 responses equals a score of 1 Name ____________________________________________Class _____________Date_______ Geology Activity 3 Predict: How could you use the continents to create one large continent? Part 1: Working individually 1. Cut out continent pieces – be careful not to lose the smaller ones! 2. Assemble the pieces to see if you can make them fit together to form one large continent. 3. Make notes in your notebook about why you have placed the continents in the locations you have selected. 4. Also make notes about any difficulties you are having placing the continents together. Part 2: Work with a partner 1. Compare your results with each other; record in your notebook any similarities and any differences. 2. Now work together on the assignment using the information provided by your teacher. 3. Again, make notes in your notebook about why you have placed the continents in the locations you have selected. 4. Also, make notes about any difficulties you are having, including any problems you have with coming to an agreement with your partner. Part 3: Work with another pair so that you have a group of four. 1. Compare your results with each other; record in your notebook any similarities and any differences. 2. Work together as a group to come up with one solution using as much information as you can to justify your answers. 3. Again, make notes in your notebook about why you have placed the continents in the locations you have selected. 4. Also, make notes about any difficulties you are having, including any problems you have with coming to an agreement with your group. Part 4: Group 1. Once the group has agreed upon one puzzle design, create a transparency of your results using the sharpie and transparency film. 2. Make sure to include all coastlines and numbers on continents. 3. Also, record your team member’s names, and the pieces of information given to you by your teacher. 4. Be prepared to explain your answer as a team! 5. Claims: Consensus: New Terms: Teacher Note: Students will need only one of the pages for cutting out – make sure students in the same group have the same page!!!! Activity 3 Answer Key Evaluation of lesson: By the end of the lesson the students should be able to answer all of the essential questions, and meet all of the objectives. This will be seen in the assessment of their understanding as described in the previous section. One Possible Answer from students: (There are many variations of “correct” interpretations of Pangaea – and some are available as animations online) Wegener’s Evidence on Continent Pieces . Name_________________________________ Class_________________________________ Date__________________________________ Socratic Circle (1st Group) What were the early ideas that Wegener built upon? And, what were his ideas? Did everyone participate? If not how could you have included them? Name_________________________________ Class_________________________________ Date__________________________________ Socratic Circle (2nd Group) What did current geologists believe at that time? How was Wegener criticized? For what reasons was Wegener’s ideas rejected. Did everyone participate? If not how could you have included them? Name____________________________Class_____Date________ Drifting Away Table 1 Location Speed (cm/yr) Moved (m) 1 _________________ _________________ 2 _________________ _________________ 3 _________________ _________________ 4 _________________ _________________ 5 _________________ _________________ 6 _________________ _________________ 7 _________________ _________________ Location Speed (cm/yr) Moved (m) 1 __________________ _________________ 2 __________________ _________________ 3 __________________ _________________ 4 __________________ _________________ 5 __________________ _________________ 6 __________________ _________________ 7 __________________ _________________ Table 2 Number of Years to Track _________________ Name____________________________Class_____Date________ Drifting Away Answer Key Table 1 Location Speed (cm/yr) Moved (m) 1 8 0.08x5000=400 2 5 0.05x5000=250 3 10.7 4 6 or 8 0.107x5000=535 0.06x5000=300 0.08x5000=400 5 5.6 0.056x5000=280 6 8 7 6 or 6.6 0.08x5000=400 0.06x5000=300 0.066x5000=330 Table 2 (students select location and number of years moved) Location Speed (cm/yr) 1 2 3 4 5 6 7 Number of Years to Track Moved (m) NAME_________________________________________CLASS_____DATE________ Worksheet 5 Ring of Fire 1. What and where is the Ring of Fire? 2. Explain how the Hawaiian Islands formed. 3. How is the Ring of Fire both constructive and destructive? 4. The Japanese word tsunami means harbor wave. What does that mean when we are discussing large seismic sea waves? 5. If you traveled near to or within the Ring of Fire, what precautions would you need to take? NAME_________________________________________CLASS_____DATE________ Worksheet 5 Answer Key Ring of Fire 1.What and where is the Ring of Fire? The ring of fire encircles the Pacific Ocean. It is the most active volcanic and earthquake zone on Earth. 2.Explain how the Hawaiian Islands formed. The Hawaiian Islands are formed on a hot spot in the Pacific Ocean. As the seafloor spreads magma pushes through weak spots in the Earth’s crust. Each island moves sway from the hot spot because of the continuous movement of that lithospheric plate. 3.How is the Ring of Fire both constructive and destructive? Constructive: build new islands, existence of current islands, active volcanoes Destructive: active volcanoes and earthquakes destroying buildings, towns, and lives; tsunamis 4.The Japanese word tsunami means harbor wave. What does that mean when we are discussing large seismic sea waves? An earthquake in the ocean generates the tsunami wave. These waves grow to Large seismic sea waves upon entering shallow coastal waters. 5.If you traveled near to or within the Ring of Fire, what precautions would you need to take? Pay attention to radio/TV broadcast about volcanic activity and tsunami warnings. Be ready to move from the location affected. Have a safety kit in your car containing bottled water, food, medicine, flashlight, first-aid supplies, and a battery operated radio. ACTIVITY 7 – MAGNETIC REVERSALS 28”X 22” poster board 1/2 “ Magnetic tape 19” long 2” From midline to first magnetic tape 3” spacing between magnetic tape strips *Make sure to mark each magnetic tape strip on the backing to indicate the direction to the center of the roll. This is to insure that each tape strip is orientated the same. *Tape to the underside of a whiteboard with “Duck” tape. *Orient the whiteboard N & S length wise. Name ____________________ Class_____Date________ Activity 9 Predict: What happens in a liquid while it is heated? Draw a picture to support your answer. Data: Describe what is seen: Prior to heating During Heating After heating for 5 minutes Draw what is seen: Prior to heating During Heating After heating for 5 minutes Describe and Draw what is seen with any changes you make to the heat source: Evaluation of Data: 1. Was the pattern of motion approximately symmetric? What happens if the heating source is not in the middle of the baking dish? 2. Where do you observe downward flow in the dish? 3. Where do you observe horizontal flow in the dish? 4. How do these results compare to what you observed in the variations of matter lab? Explain. How would this relate to a semi-solid mantle that is heated by the core? Claims: Consensus: New Terms: Convection Reading Sometimes a single physical process in nature can explain a variety of events. Convection is one such process. It functions because heated fluids or gases rise and cooled fluids fall. A heated fluid will rise to the top of a column, radiate heat away and then falls to be re-heated rise and so on. Gases also undergo this same process. Convection cells can form at all scales. They can be millimeters across or larger than Earth. They work the same way regardless of their size. Examples in nature can be found in the atmosphere – where convection plays a large role in the weather patterns, or in the mantle – where convection plays a role in the motion of the plates. Convection can also be seen in everyday cooking where convection cells can be observed in any heated liquid. Convection in the mantle cannot be “seen” so scientist must theorize about its existence. Using various methods, they have determined that the mantle is liquid (this has been scientifically proven). They have also determined that the interior of the earth is very hot. So the theory that convection is occurring is a very good one. Based upon the convection theory, how might this cause the plates to move? RubiStar Rubric Made Using: RubiStar ( http://rubistar.4teachers.org ) 6+1 Trait Writing Model : Activity 7 Magnetic Reversal Teacher Name: S.J.K. L.R.H. Student Name: ________________________________________ 4 3 2 1 Accuracy of Facts (Content) All supportive facts are reported accurately. Almost all supportive facts are reported accurately. Most supportive facts are reported accurately. NO facts are reported OR most are inaccurately reported. Sequencing (Organization) Details are placed in a logical order and the way they are presented effectively keeps the interest of the reader. Details are placed in a logical order, but the way in which they are presented/introduced sometimes makes the writing less interesting. Some details are not in a logical or expected order, and this distracts the reader. Many details are not in a logical or expected order. There is little sense that the writing is organized. Capitalization & Punctuation (Conventions) Writer makes no errors in capitalization or punctuation, so the paper is exceptionally easy to read. Writer makes 1 or 2 errors in capitalization or punctuation, but the paper is still easy to read. Writer makes a few errors in capitalization and/or punctuation that catch the reader's attention and interrupt the flow. Writer makes several errors in capitalization and/or punctuation that catch the reader's attention and greatly interrupt the flow. Conclusion (Organization) The conclusion is strong and leaves the reader with a feeling that they understand what the writer is "getting at." The conclusion is recognizable and ties up almost all the loose ends. The conclusion is recognizable, but does not tie up several loose ends. There is no clear conclusion, the paper just ends. CATEGORY Date Created: Jul 24, 2007 01:06 pm (CDT) Copyright © 2000-2007 Advanced Learning Technologies in Education Consortia ALTEC To view information about the Privacy Policies and the Terms of Use, please go to the following web address: http://rubistar.4teachers.org/index.php?screen=TermsOfUse