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EARTH SCIENCE 1 Summer School Credit Recovery Revised 2009 SCOPE & SEQUENCE Redlands Unified School District ACKNOWLEDGEMENTS The Redlands Unified School District would like to acknowledge and thank the following teachers for their contributions to the development of the Competency-Based/Credit-Recovery Summer School Program: Elliot Anderson Emily Abbott Becky Buyak Kim Caricato Jamie Cortz Megan Cullen Chad Golob Mike Kerber Sarah Mack Jamie Markoff RUSD/Dept. Secondary. Ed. 12/2008 Caroline McAllister Laurie Messner Olivia Moralis Ken Morse Teri Paine Patricia Pitts Doug Porter Sue Sanders Kamie Smith Valerie Williamson REDLANDS UNIFIED SCHOOL DISTRICT SCOPE AND SEQUENCE Competency-Based/Credit-Recovery Program TEXTBOOKS & MATERIALS: English – Timeless Voices, Timeless Themes by Prentice Hall, Writing and Grammar Exercise Workbook and Student Packet World History – Modern World History: Patterns of Interaction by McDougal-Littell US History – The Americans: Reconstruction to the 21st Century by McDougal-Littell Earth Science – Earth Science by Prentice Hall Biology – Biology by Glencoe Science Algebra I – Algebra I Concepts and Skills by McDougal-Littell Functional Algebra I – Algebra I Concepts and Skills by McDougal-Littell and Student Packet Geometry – Geometry by McDougal-Littell Algebra II – Algebra 2 by Glencoe INTRODUCTION: The curriculum for the competency-based Credit-Recovery Program was developed by committees of high school teachers. The curriculum was designed to focus solely on essential State Standards as defined by the blueprints for the California Standards Tests and the California High School Exit Exam. With this in mind, teachers must use the Scope and Sequence as the core of their instruction. Everything in the Scope and Sequence must be presented according to the timeline specified for each unit of study. The Credit-Recovery Scope & Sequence presents the curriculum in six defined units (3 units per semester). The Text Support column specifies core lessons in bold. Lessons in italics are optional. Additionally, there may be suggested support lessons for English Language Learners contained within a double box . There may also be suggested tutorial or extra support lessons contained within a dotted box . The Standard column specifies the essential standards to be addressed with each lesson or group of lessons. While other standards may be secondarily addressed with the core lessons, only those standards that are included on the competency assessment for that unit are listed and must be explicitly taught. The heading of each unit specifies the pacing for that unit in terms of number of summer school days as well as how that breaks down in terms of hours. Each summer school day is 4.75 hours broken into two sessions with a 15 minute break between them. Therefore, if a unit specifies 3.5 days, the expectation is for that unit to be completed by the end of Session 1 on the fourth day and that the next unit will begin after the break during Session 2 of the fourth day. Administering the competency assessment is to be included in the time allotted for each unit. The competency assessment is to be given at the end of each unit within a reasonable time frame to stay on track for completion of all three semester units. Each competency assessment should be administered according to the testing schedule provided by the site administrator. All assessments should be administered in a quiet environment. Students are to complete the assessments individually with no open notes, open books, or calculators. For more details regarding instruction and assessment for the competency –based program refer to the document on Program Procedures, Policies & Guidelines. Earth Science Materials: In addition to this Scope & Sequence, be sure that you have received the following resources from the summer school administrator: 1. 2. 3. 4. Teacher Materials binder Teacher Edition of textbook Teacher Edition of the “Guided Reading and Study Workbook” Teacher Edition of the “Chapter 13A Supplemental Workbook” All other resources referenced in this Scope & Sequence are provided in the Teacher Materials binder including: 1. Unit 2 – California Geology Supplemental Materials (Appendix A)* 2. Labs (Appendix B) 3. Student pages for the “Guided Reading and Study Workbook (Appendix C) * Appendix A provides supplemental resources for addressing standards 9.a, 9.b, and 9.c. The Teacher Materials binder includes a set of overheads and master copies of student handouts for your use if you choose to supplement instruction using these materials. Redlands Unified School District Earth Science Competency Assessment Blueprint Unit Standard 1 Earth’s Place in the Universe How the differences and similarities among the sun, the terrestrial planets, and the 1.a gas planets may have been established during the formation of the solar system. Evidence from geological studies of the Earth and other planets that the early Earth 1.c was very different from today. 1.d Evidence that the planets are much closer than the stars. The sun is a typical star and is powered by nuclear reactions, primarily the fusion of 1.e hydrogen to form helium. The solar system is located in an outer edge of the disc-shaped Milky Way galaxy 2.a which spans 100,000 light years. Galaxies are made of billions of stars and form most of the visible mass of the 2.b universe. Stars differ in their life cycles, and visual, radio, and X-ray telescopes collect data 2.d that reveal these differences. Dynamic Earth Processes Features of the ocean floor (magnetic patterns, age, and sea floor topography) 3.a provide evidence for plate tectonics. 3.b The principal structures that form at the three different kinds of plate boundaries. How to explain the properties of rocks based on the physical and chemical 3.c conditions in which they formed, including plate tectonic processes. Energy in the Earth System The relative amount of incoming solar energy compared with Earth's internal energy 4.a and the energy used by society. The fate of incoming solar radiation in terms of reflection, absorption, and 4.b photosynthesis. The different atmospheric gases that absorb the Earth's thermal radiation, and the 4.c mechanism and significance of the greenhouse effect. How differential heating of the Earth results in circulation patterns in the atmosphere 5.a and oceans that globally distribute the heat. The relationship between the rotation of the Earth and the circular motion of ocean 5.b currents and air in pressure centers. Properties of ocean water such as temperature and salinity can be used to explain 5.d the layered structure of the oceans, generation of horizontal and vertical ocean currents, and the geographic distribution of marine organisms. Effects on climate of latitude, elevation, topography, as well as proximity to large 6.b bodies of water and cold or warm ocean currents. How the Earth's climate has changed over time, corresponding to changes in the 6.c Earth's geography, atmospheric composition and/or other factors (solar radiation, plate movement, etc.). Biogeochemical Cycles 7.a The carbon cycle of photosynthesis and respiration, and the nitrogen cycle. Structure and Composition of the Atmosphere 8.a The thermal structure and chemical composition of the atmosphere. How the composition of the Earth's atmosphere has evolved over geologic time 8.b including outgassing, the origin of atmospheric oxygen, and variations in carbon dioxide concentration. The location of the ozone layer in the upper atmosphere, its role in absorbing 8.c ultraviolet radiation and how it varies both naturally and in response to human activities. California Geology The resources of major economic importance in California and their relation to 9.a California's geology. The principal natural hazards in different California regions, and the geological basis 9.b of those hazards. The importance of water to society, the origins of California's fresh water, and the 9.c relationship between supply and need. Total 2 3 4 5 6 6 4 4 4 4 4 6 4 8 4 8 4 4 4 5 4 8 4 5 4 4 5 4 5 5 5 25 15 28 20 22 16 REDLANDS UNIFIED SCHOOL DISTRICT 8 SCOPE & SEQUENCE: Earth Science Summer School – Credit Recovery GRADES 9-12 PRENTICE HALL: EARTH SCIENCE STANDARD OBJECTIVE SEMESTER 1 TEXT SUPPORT Unit 1 (5 ½ days/24.75 hours) Earth Processes – Plate Tectonics Lesson 1.1 What is Earth Science? TE pp. 2-5 Background support GRSW pp. 1-2 (Appendix C) Dynamic Earth Processes 3c Students know how to explain the properties of rocks based on the physical and chemical conditions in which they formed, including plate tectonic processes. Lesson 3.1 The Rock Cycle TE pp. 66-69 Dynamic Earth Processes 3c Students know how to explain the properties of rocks based on the physical and chemical conditions in which they formed, including plate tectonic processes. Lesson 3.2 Igneous Rocks TE pp. 70-74 Dynamic Earth Processes 3c Students know how to explain the properties of rocks based on the physical and chemical conditions in which they formed, including plate tectonic processes. Lesson 3.3 Sedimentary Rocks TE pp. 75-79 Dynamic Earth Processes 3c Students know how to explain the properties of rocks based on the physical and chemical conditions in which they formed, including plate tectonic processes. Lesson 3.4 Metamorphic Rocks TE pp. 80-84 Earth’s Place in the Universe 1c Students know the evidence from geological studies of Earth and other planets suggest that the early Earth was very different from Earth today. Lesson 9.1 Continental Drift TE pp. 248-253 Dynamic Earth Processes 3a Students know features of the ocean floor (magnetic patterns, age, and sea-floor topography) provide evidence of plate tectonics. Dynamic Earth Processes 3b Students know the principal structures that form at the three different kinds of plate boundaries. GRSW pp. 19-20 (Appendix C) GRSW pp. 21-22 (Appendix C) GRSW pp. 23-24 (Appendix C) GRSW pp. 25-26 (Appendix C) GRSW pp. 63-64 (Appendix C) Lesson 9.2 Plate Tectonics TE pp. 254-257 GRSW pp. 65-66 (Appendix C) Lab: Geology: Plate Tectonics Model The Pacific Ocean ESM (Appendix B) RUSD/Dept. of Secondary Ed./Revised December 2008 Key: TE = Teacher Edition ESM = Earth Science Lab Manual (District-created) Page 1 of 8 13ASW = Chapter 13A Supplemental Workbook GRSW = Guided Reading and Study Workbook GRADES 9-12 PRENTICE HALL: EARTH SCIENCE STANDARD Dynamic Earth Processes Dynamic Earth Processes SEMESTER 1 OBJECTIVE 3a TEXT SUPPORT Students know features of the ocean floor (magnetic patterns, age, and sea-floor topography) provide evidence of plate tectonics. 3b Students know the principal structures that form at the three different kinds of plate boundaries. 3a Students know features of the ocean floor (magnetic patterns, age, and sea-floor topography) provide evidence of plate tectonics. Lesson 9.3 Action at Plate Boundaries TE pp. 258-264 GRSW pp. 67-68 (Appendix C) Lesson 9.4 Testing Plate Tectonics TE pp. 265-268 GRSW pp. 69-70 (Appendix C) Lab: Paleomagnetism TE p. 272 Dynamic Earth Processes 3b Dynamic Earth Processes 3b Dynamic Earth Processes 3c Earth’s Place in the Universe 1c Earth’s Place in the Universe 1c Earth’s Place in the Universe 1c Structure and Composition of the Atmosphere 8b Students know the principal structures that form at the three different kinds of plate boundaries. Lesson 11.1 Faults TE pp. 311-313 only Students know the principal structures that form at the three different kinds of plate boundaries. Lesson 11.3 Mountain Formation TE pp. 317-324 Students know how to explain the properties of rocks based on the physical and chemical conditions in which they formed, including plate tectonic processes. Lesson 10.1 The Nature of Volcanic Eruptions TE pp. 280-288 Students know the evidence from geological studies of Earth and other planets suggest that the early Earth was very different from Earth today. Lesson 12.1 Discovering the Earth’s History TE pp. 336-342 Students know the evidence from geological studies of Earth and other planets suggest that the early Earth was very different from Earth today. Lesson 12.4 Geologic Time Scale TE pp. 352-355 Students know the evidence from geological studies of Earth and other planets suggest that the early Earth was very different from Earth today. Lesson 13.1 Precambrian Time: Vast and Puzzling TE pp. 364-368 GRSW pp. 80-81 (Appendix C) GRSW pp. 84-85 (Appendix C) GRSW pp. 74-75 (Appendix C) GRSW pp. 87-88 (Appendix C) GRSW pp. 93-94 (Appendix C) GRSW pp. 96-97 (Appendix C) Students know how the composition of Earth’s atmosphere has evolved over geologic time and know the effect of outgassing, the variations of carbon dioxide concentration, and the origin of atmospheric oxygen. Administer Unit 1 Competency Assessment RUSD/Dept. of Secondary Ed./Revised December 2008 Key: TE = Teacher Edition ESM = Earth Science Lab Manual (District-created) Page 2 of 8 13ASW = Chapter 13A Supplemental Workbook GRSW = Guided Reading and Study Workbook GRADES 9-12 PRENTICE HALL: EARTH SCIENCE STANDARD SEMESTER 1 OBJECTIVE TEXT SUPPORT Unit 2 (1 ½ days/6.75 hours) Earth Processes – California Geology Dynamic Earth Processes California Geology Lesson 8.1 What is an Earthquake? TE pp. 218-221 Background support GRSW pp. 55-56 (Appendix C) 9a California Geology 9c California Geology 9b Students know the resources of major economic importance in California and their relation to California’s geology. Lesson 13A.1 California’s Mineral, Energy, and Soil Resources TE pp. CA4-11 Students know the importance of water to society, the origins of California’s fresh water, and the relationship between supply and need. Lesson 13A.2 California’s Water Resources TE pp. CA13-19 Students know the principal natural hazards in different California regions and the geologic basis of those hazards. Lesson 13A.3 California’s Natural Hazards TE pp. CA20-26 13ASW pp. 5-6 California Geology Unit Supplemental Materials (Appendix A) 13ASW pp. 7-8 California Geology Unit Supplemental Materials (Appendix A) 13ASW pp. 9-10 The San Andreas Fault System TE p. 325 California Geology Unit Supplemental Materials (Appendix A) Lab: Mapping Earthquake Hazards TE pp. CA27-29 Administer Unit 2 Competency Assessment Unit 3 (4 days/18 hours) The Solar System and The Universe Earth’s Place in the Universe 1a Earth’s Place in the Universe 1a Students know how the differences and similarities among the sun, the terrestrial planets, and the gas planets may have been established during the formation of the solar system. Lesson 23.1 The Solar System TE pp. 644-648 Students know how the differences and similarities among the sun, the terrestrial planets, and the gas planets may have been established during the formation of the solar system. Lesson 23.2 The Terrestrial Planets TE pp. 649-653 RUSD/Dept. of Secondary Ed./Revised December 2008 Key: TE = Teacher Edition ESM = Earth Science Lab Manual (District-created) GRSW pp. 166-167 (Appendix C) GRSW pp. 168-169 (Appendix C) Page 3 of 8 13ASW = Chapter 13A Supplemental Workbook GRSW = Guided Reading and Study Workbook GRADES 9-12 PRENTICE HALL: EARTH SCIENCE STANDARD SEMESTER 1 OBJECTIVE Earth’s Place in the Universe 1a Earth’s Place in the Universe 2d TEXT SUPPORT Students know how the differences and similarities among the sun, the terrestrial planets, and the gas planets may have been established during the formation of the solar system. Lesson 23.3 The Outer Planets TE pp. 654-659 Students know that stars differ in their life cycles and that visual, radio, and X-ray telescopes may be used to collect data that reveal those differences. Lesson 24.1 The Study of Light TE pp. 674-677 GRSW pp. 170-171 (Appendix C) GRSW pp. 174-175 (Appendix C) Lab: Astronomy: Analyzing Spectra ESM (Appendix B) Earth’s Place in the Universe 1d Students know the evidence indicating that the planets are much closer to Earth than the stars are. 2d Students know that stars differ in their life cycles and that visual, radio, and X-ray telescopes may be used to collect data that reveal those differences. Earth’s Place in the Universe 2d Students know that stars differ in their life cycles and that visual, radio, and X-ray telescopes may be used to collect data that reveal those differences. Lab: Astronomy: Interpreting the Hertzrung-Russell Diagram ESM (Appendix B) Earth’s Place in the Universe 1a Students know how the differences and similarities among the sun, the terrestrial planets, and the gas planets may have been established during the formation of the solar system. Lesson 25.2 Stellar Evolution TE pp. 707-714 Earth’s Place in the Universe 1e Students know the Sun is a typical star and is powered by nuclear reactions, primarily the fusion of hydrogen to form helium. 2d Students know that stars differ in their life cycles and that visual, radio, and X-ray telescopes may be used to collect data that reveal those differences. 2a Students know the solar system is located in an outer edge of the disc-shaped Milky Way galaxy, which spans 100,000 light years. 2b Lesson 25.1 Properties of Stars TE pp. 700-706 GRSW pp. 181-182 (Appendix C) GRSW pp. 183-184 (Appendix C) Lesson 25.3 The Universe TE pp. 715-721 GRSW pp. 185-186 (Appendix C) Students know galaxies are made of billions of stars and comprise most of the visible mass of the universe. Administer Unit 3 Competency Assessment RUSD/Dept. of Secondary Ed./Revised December 2008 Key: TE = Teacher Edition ESM = Earth Science Lab Manual (District-created) Page 4 of 8 13ASW = Chapter 13A Supplemental Workbook GRSW = Guided Reading and Study Workbook REDLANDS UNIFIED SCHOOL DISTRICT 8 SCOPE & SEQUENCE: Earth Science GRADES 9-12 PRENTICE HALL: EARTH SCIENCE STANDARD SEMESTER 2 OBJECTIVE TEXT SUPPORT Unit 4 (5 ½ days/24.75 hours) Meteorology – Energy and the Atmosphere Structure and Composition of the Atmosphere Energy in the Earth System 8a Students know the thermal structure and chemical composition of the atmosphere. Lesson 17.1 Atmosphere TE pp. 476-482 8c Students know the location of the ozone layer in the upper atmosphere, its role in absorbing ultraviolet radiation, and the way in which this layer varies both naturally and in response to human activities. Lab: Meteorology: Layers of the Atmosphere ESM (Appendix B) 4a Students know the relative amount of incoming solar energy compared with Earth’s internal energy and the energy used by society. 4b Students know the fate of incoming solar radiation in terms of reflection, absorption, and photosynthesis. Energy in the Earth System 4b Students know the fate of incoming solar radiation in terms of reflection, absorption, and photosynthesis. Structure and Composition of the Atmosphere 8c Students know the location of the ozone layer in the upper atmosphere, its role in absorbing ultraviolet radiation, and the way in which this layer varies both naturally and in response to human activities. Biochemical Cycles 7a Students know the carbon cycle of photosynthesis and respiration and the nitrogen cycle. GRSW pp. 126-127 (Appendix C) Lesson 17.2 Heating the Atmosphere TE pp. 483-487 GRSW pp. 128-129 (Appendix C) Lab: Meteorology: Color and Energy Absorption ESM (Appendix B) Lesson 17.3 Temperature Controls TE pp. 488-493 GRSW pp. 130-131 (Appendix C) The Carbon Cycle TE p. 85 Lab: Meteorology: Carbon Dioxide and Global Warming ESM (Appendix B) Biochemical Cycles 7a Students know the carbon cycle of photosynthesis and respiration and the nitrogen cycle. Lesson 4.1 Energy and Mineral Resources (Fossil Fuels Section) TE pp. 95-98 GRSW pp. 27-28 (Appendix C) Energy in the Earth System 4a Students know the relative amount of incoming solar energy compared with Earth’s internal energy and the energy used by society. Lesson 4.2 Alternative Energy Sources TE pp. 102-107 GRSW pp. 29-30 (Appendix C) Administer Unit 4 Competency Assessment RUSD/Dept. of Secondary Ed./Revised December 2008 Key: TE = Teacher Edition ESM = Earth Science Lab Manual (District-created) Page 5 of 8 13ASW = Chapter 13A Supplemental Workbook GRSW = Guided Reading and Study Workbook GRADES 9-12 PRENTICE HALL: EARTH SCIENCE STANDARD OBJECTIVE SEMESTER 2 TEXT SUPPORT Unit 5 (4 ½ days/20.25 hours) Meteorology – Circulation Patterns and Climate Energy in the Earth System Energy in the Earth System Energy in the Earth System Energy in the Earth System 5a Students know how differential heating of Earth results in circulation patterns in the atmosphere and oceans that globally distribute the heat. 5b Students know the relationship between the rotation of Earth and the circular motions of ocean currents and air in pressure centers. 5a Students know how differential heating of Earth results in circulation patterns in the atmosphere and oceans that globally distribute the heat. 5b Students know the relationship between the rotation of Earth and the circular motions of ocean currents and air in pressure centers. 5a Students know how differential heating of Earth results in circulation patterns in the atmosphere and oceans that globally distribute the heat. 5b Students know the relationship between the rotation of Earth and the circular motions of ocean currents and air in pressure centers. 5a Students know how differential heating of Earth results in circulation patterns in the atmosphere and oceans that globally distribute the heat. 6b Lesson 19.1 Understanding Air Pressure TE pp. 532-536 GRSW pp. 139-140 (Appendix C) Lesson 19.2 Pressure Centers and Winds TE pp. 537-542 GRSW pp. 141-142 (Appendix C) Lesson 16.1 Ocean Circulation TE pp. 448-450 only ( Up to “Upwelling”) GRSW pp. 119-120 (Appendix C) Lesson 21.1 Factors that Affect Climate TE pp. 588-591 GRSW pp. 152-153 (Appendix C) Students know the effects on climate of latitude, elevation, topography, and proximity to large bodies of water and cold or warm ocean currents. RUSD/Dept. of Secondary Ed./Revised December 2008 Key: TE = Teacher Edition ESM = Earth Science Lab Manual (District-created) Page 6 of 8 13ASW = Chapter 13A Supplemental Workbook GRSW = Guided Reading and Study Workbook GRADES 9-12 PRENTICE HALL: EARTH SCIENCE STANDARD SEMESTER 2 OBJECTIVE TEXT SUPPORT Energy in the Earth System 4c Students know the different atmospheric gases that absorb the Earth’s thermal radiation and the mechanism and significance of the greenhouse effect. Energy in the Earth System 6c Students know how Earth’s climate has changed over time, corresponding to changes in Earth’s geography, atmospheric composition, and other factors, such as solar radiation and plate movement. Energy in the Earth System 6c Students know how Earth’s climate has changed over time, corresponding to changes in Earth’s geography, atmospheric composition, and other factors, such as solar radiation and plate movement. Lesson 21.3 Climate Changes TE pp. 600-603 GRSW pp. 156-157 (Appendix C) Lab: Human Impact on Climate and Weather TE p. 606 Administer Unit 5 Competency Assessment Unit 6 (2 days/9 hours) Oceanography Dynamic Earth Processes 3a Energy in the Earth System 5d Energy in the Earth System 5d Energy in the Earth System Students know features of the ocean floor (magnetic patterns, age, and sea-floor topography) provide evidence of plate tectonics. Lesson 14.2 Ocean Floor Features TE pp. 401-405 Students know properties of ocean water, such as temperature and salinity, can be used to explain the layered structure of the oceans, the generation of horizontal and vertical ocean currents, and the geographic distribution of marine organisms. Lesson 15.1 The Composition of Sea Water TE pp. 422-427 Students know properties of ocean water, such as temperature and salinity, can be used to explain the layered structure of the oceans, the generation of horizontal and vertical ocean currents, and the geographic distribution of marine organisms. Lesson 15.2 The Diversity of Ocean Life TE pp. 428-432 No standards addressed – Optional section Lesson 15.3 Oceanic Productivity TE pp. TE pp. 433-437 GRSW pp. 116-117 (Appendix C) RUSD/Dept. of Secondary Ed./Revised December 2008 Key: TE = Teacher Edition ESM = Earth Science Lab Manual (District-created) GRSW pp. 106-107 (Appendix C) GRSW pp. 112-113 (Appendix C) GRSW pp. 114-115 (Appendix C) Page 7 of 8 13ASW = Chapter 13A Supplemental Workbook GRSW = Guided Reading and Study Workbook GRADES 9-12 PRENTICE HALL: EARTH SCIENCE STANDARD Energy in the Earth System SEMESTER 2 OBJECTIVE 5d TEXT SUPPORT Students know properties of ocean water, such as temperature and salinity, can be used to explain the layered structure of the oceans, the generation of horizontal and vertical ocean currents, and the geographic distribution of marine organisms. Lesson 16.1 Ocean Circulation TE pp. 450-453 Only (Starting with “Upwelling”) GRSW pp. 119-120 (Appendix C) Lab: Oceanography: Upwelling ESM (Appendix B) Administer Unit 6 Competency Assessment RUSD/Dept. of Secondary Ed./Revised December 2008 Key: TE = Teacher Edition ESM = Earth Science Lab Manual (District-created) Page 8 of 8 13ASW = Chapter 13A Supplemental Workbook GRSW = Guided Reading and Study Workbook Appendix A California Geology Unit Appendix B Labs 1 Astronomy: Analyzing Spectra Purpose: To compare the spectra of various light sources and to learn how astronomers use a spectroscope to study a star’s atmosphere. Materials: spectroscope sources of light emission tubes colored pencils colored transparent sheets of plastic Procedure: CAUTION: DO NOT LOOK DIRECTLY AT THE SUN! When using the spectroscope, the slit should be pointed at the light source while the observer looks through the diffraction grating. 1. Go to the simulated star setup. The light bulb represents a star. View the light bulb through the spectroscope (without filters). Make a sketch of the colors seen. 2. Observe the spectrum through the red plastic sheet. The red plastic represents one of the gases in the “star’s” atmosphere. Sketch the colors as seen. 3. Observe the spectrum through the yellow plastic sheet. The yellow plastic represents a different gas in the star’s atmosphere. Sketch the colors observed. 4. Observe the spectrum through the red and yellow sheets together. Sketch the colors seen. 5. Look at the sky through the spectroscope and notice the colors. You are looking at sunlight scattered by the air. What kind of spectrum do you see? Record your answer. 6. Observe the emission tube through the spectroscope. What kind of spectrum do you see? 7. Observe the chemical being burned in a gas flame. What kind of spectrum do you see through the spectroscope? Record your answer. Data: # 1 without filters #2 red filter # 5 type of spectrum (sky) #3 yellow filter #4 red and yellow filters #6 type of spectrum (emission tube) #7 type of spectrum (burning chemical) Discussion Questions: 1. What kind of spectrum was seen when the “star” was viewed as light passed through its atmosphere (filters)? 2. What kind of spectrum was observed when an atmosphere did not surround the “star”? 3. How did the spectrum of the “star” differ when viewed without filters and then through filters. 4. Explain how an astronomer could use the techniques learned in the lab to determine the composition a star. Conclusion: Earth Science: Astronomy, Geology, Meteorology, Oceanography Meteorology: Carbon Dioxide and Global Warming 1 Purpose: To correlate trends in carbon dioxide concentrations with future climate change. Materials: carbon dioxide data graph paper Procedure: 1. Create a graph showing dates versus CO 2 concentrations. 2. The data in the table are CO 2 concentrations in parts per million (ppm) from 1987 – 1991. Use the data to plot CO 2 concentrations as a function of date on the graph. 3. Draw a smooth curve between the data points. Data: Date Jan Mar May Jul Sep Nov CO2 Concentrations (ppm) 1987 1988 1989 1990 348.2 350.2 352.7 353.7 349.6 352.1 353.7 355.6 351.9 354.2 355.7 357.1 349.8 352.6 353.8 354.5 346.4 348.8 349.8 351.0 347.7 350.1 351.3 352.7 1991 354.6 357.1 359.0 356.1 352.2 Discussion Questions: 1. What two patterns of change in CO 2 concentration are evident from your graph? 2. During which month of each year were the concentrations the highest? the lowest? 3. Based on what you know about the relationship between photosynthesis and CO 2 , explain why CO 2 concentrations cycle throughout the year? 4. Based on what you know about the relationship between the burning of fossil fuels (coal, oil, gasoline) and CO 2 , what else accounts for the cyclic nature of CO 2 concentrations throughout the year? 5. What effect is the destruction of forests likely to have on atmospheric CO 2 concentrations? Explain your answer. 6. What are two ways that the rate of change in atmospheric CO 2 could be reduced? 7. If, as predicted, increased concentrations of CO 2 in the atmosphere lead to global warming, what might happen to the polar ice caps? sea levels? coastal communities? 8. Calculate the average rate of CO 2 increase between 1987 and 1991. Conclusion: Earth Science: Astronomy, Geology, Meteorology, Oceanography 1 Meteorology: Color and Energy Absorption Purpose: To determine how color affects the amount and rate of energy absorption. Materials: black cup with lid metric ruler silver cup with lid lamp with bulb 2 thermometers ring stand Procedure: 1. Carefully insert a thermometer into each lid so that they are inserted to about the same depth. 2. Place each lid on a container. 3. Attach the lamp with bulb to the ring stand. 4. Position each cup so that each is 10 centimeters from the light bulb. 5. DO NOT TURN THE LAMP ON YET. 6. Allow a short amount of time for the thermometers to adjust and record the temperature as 0 minutes in the table. 7. TURN THE LAMP ON and record the temperature of both cups at one-minute intervals for an additional ten minutes. 8. TURN THE LAMP OFF and remove it without disturbing the cans. Continue to record the temperature at one-minute intervals for another ten minutes (total time is 20 minutes) while the cans cool down. 9. Create a line graph showing the temperature changes for both cups. Use two colors, one for each cup. Be sure to label the lines on the graph. 10. On the graph at the ten minute line, draw a vertical line in black, that extends up the entire graph. To the left of the vertical line, write the words “Lamp on” and to the right write the words “Lamp off.” Data: Time (min.) Black Cup Temp (oC) Silver Cup Temp (oC) Sample Calculations: rise slope = run Discussion Questions: 1. Which cup heated faster? (This refers to rate, not temperature.) 2. Which cup cooled faster? 3. Which cup received the greatest amount of energy? 4. Which cup absorbed the greatest amount of energy? How do you know? Conclusion: Earth Science: Astronomy, Geology, Meteorology, Oceanography Astronomy: Interpreting the Hertzsprung-Russell Diagram Purpose: To determine the properties of a star by looking at where it lies on the Hertzsprung-Russell diagram. Materials: graph paper colored pencils list of stars and associated information Procedure: 1. Set up a graph and label the x-axis, “Temperature” and the y-axis, “Absolute magnitude.” 2. Plot the stars from both tables (next page) on the graph using a colored dot as follows. Red: < 3500oK Orange: 3500o – 5000oK Yellow: 5000o – 7500oK Blue: > 7500oK 3. Answer the discussion questions. Absolute magnitude Data: Temperature Earth Science: Astronomy, Geology, Meteorology, Oceanography Astronomy: Interpreting the Hertzsprung-Russell Diagram Discussion Questions: 1. A star located in the lower right portion of the graph is cool and dim. What are the characteristics of a star in the upper left of the diagram? In the upper right? 2. Refer to the Hertzsprung-Russell diagram in your textbook. To which group do most of the stars on your diagram belong? 3. According to your diagram and the Hertzsprung-Russell diagram, are any of the stars on the tables white dwarfs? 4. Our sun has a temperature of 6000oK and an absolute magnitude of +4.7. Use an asterisk (*) to show the location of the sun on your diagram. To what group does the sun belong? 5. How does the absolute magnitude and temperature of the sun compare with those of the other stars in its color group? 6. Betelgeuse is 150 parsecs away and has a surface temperature of only 3200oK, yet Betelgeuse is one of the brightest stars as seen from Earth. What does this indicate about the size of Betelgeuse? Is your answer supported by the location of Betelgeuse on the diagram? 7. Compare our sun with the red supergiant Antares. Which star is further along in its life cycle? How do you know? Conclusion: Data – Stellar Information 20 Closest Stars to Earth Name Alpha Centauri Barnard's Star Wolf 359 Lalande 21185 Sirius Luyten 726-8 Ross 154 Ross 248 Epsilon Eridani Ross 128 Luyten 789-6 61 Cygni Procyon Epsilon Indi Sigma 2398 o BD +43 44 Tau Ceti o CD -36 15693 o BD+5 1668 o CD -39 14192 (parsecs) 1.31 1.83 2.35 2.49 2.67 2.67 2.94 3.16 3.30 3.37 3.37 3.40 3.47 3.51 3.60 3.60 3.64 3.66 3.76 3.92 (K) 5800 2800 2700 3200 10 400 2700 2800 2700 4500 2800 2700 2800 6800 4200 3000 3200 5200 3100 3000 3500 20 Brightest Stars as Seen from Earth Magnitude +4.4 +13.2 +16.8 +10.5 +1.4 +15.4 +13.3 +15.4 +6.1 +13.5 +14.9 +7.5 +2.7 +7.0 +11.1 +10.3 +5.7 +9.6 +11.9 +8.7 Name Sirius Canopus Alpha Centauri Arcturus Vega Capella Rigel Procyon Betelgeuse Achernar Beta Centauri Altair Alpha Crucis Aldebaran Spica Antares Pollux Fomalhaut Deneb Beta Crucis (parsecs) 2.70 30.07 1.31 11.00 8.00 14.00 250.00 3.50 150.00 20.00 90.00 5.10 120.00 16.00 80.00 120.00 12.00 7.00 430.00 150.00 Earth Science: Astronomy, Geology, Meteorology, Oceanography (K) 10 400 4000 5800 4500 10 700 5900 11 800 6800 3200 14 000 21 000 8000 21 000 4200 21 000 3400 4900 9500 9900 22 000 Magnitude +1.4 -3.1 +4.4 -0.3 +0.5 -0.7 -6.8 +2.7 -5.5 -1.0 -4.1 +2.2 -4.0 -0.2 -3.6 -4.5 +0.8 +2.0 -6.9 -4.6 Meteorology: Layers of the Atmosphere Purpose: To discover how the atmosphere can be divided into layers based on temperature changes at different heights. Materials: atmospheric data pencil graph paper Procedure: 1. The table contains average temperature readings at various altitudes in the Earth’s atmosphere. Plot this data on the graph and connect adjacent points with solid lines. This profile provides a general picture of temperature conditions in the atmosphere; at any given time and place, however, the actual temperature may deviate from the average values, especially in the lower atmosphere. 2. Label the different layers of the atmosphere and the separating boundaries between each layer. 3. Label the general location of the ozone layer. Data: Average temperature readings at various altitudes Altitude (km) 0 5 10 12 20 25 30 35 40 45 48 Temperature o ( C) 15 -18 -49 -56 -56 -51 -46 -37 -22 -8 -2 Altitude (km) 52 55 60 65 70 75 80 84 92 95 100 Temperature o ( C) -2 -7 -17 -33 -54 -65 -79 -86 -86 -81 -72 Discussion Questions: 1. What is the basis for dividing the atmosphere into four layers? 2. Does the temperature increase or does it decrease with altitude in the troposphere? Stratosphere? Mesosphere? Thermosphere? 3. What is the approximate height and temperature of the tropopause, stratopause, and mesopause? 4. What causes the temperature to increase with height through the stratosphere and decrease with height through the mesosphere? 5. What causes the temperature to decrease with height in the troposphere? Conclusion: Earth Science: Astronomy, Geology, Meteorology, Oceanography 1 Geology: Plate Tectonics Model – The Pacific Ocean Purpose: To investigate interactions at all three types of plate boundaries. Materials: model of Pacific Ocean tectonic plates paper fasteners scissors world map Procedure: 1. Assemble the sheets in order with number 1 on the top. Each sheet has 2 letters (A, B, or C). Push the paper fastener through these spots connecting A to A, B to B, and C to C. It is easier to connect sheets 2 and 3 together first. 2. Use your model and a map to complete the following tasks and to answer the questions. Data: Discussion Questions: 1. Sketch in the Andes Mountains and label. Use the symbol ^ to represent mountains. 2. What type of boundary is located along the western edge of South America? What is happening to the Nazca Plate? 3. In what way is the Nazca Plate different from the American Plate (size, composition, etc.)? 4. Propose an explanation for the origin of the Andes Mountains. 5. Why is an ocean trench found off the west coast of Mexico? 6. What type of boundary is found at the East Pacific Rise? Describe the motion of the Pacific Plate and the Nazca Plate at this location. 7. Describe the boundary found in California. 8. A small plate, the Juan de Fuca, is located off the coast of Oregon and Washington. Its motion is a little different than most. Describe its motion and potential problems. 9. Sketch in the Cascade Mountains and label. 10. Explain how the Cascade Mountains formed. 11. Which type of boundary is along the southern coast of Alaska? What are the names of the plates involved? What is the Pacific Plate doing? 12. Which islands are found extending westward from Alaska? Describe their origin. 13. On which side of the islands is a trench located? 14. Why is there a trench along the west coast of Mexico but there isn’t one along the coast of California? 15. Why is the East Pacific Rise broken into segments? Conclusion: Earth Science: Astronomy, Geology, Meteorology, Oceanography 1 Oceanography: Upwelling Purpose: To determine the cause of coastal upwelling in Monterey Bay California. Materials: map of Monterey Bay colored pencils sea surface temperatures and wind data graph paper Procedure: 1. With pencil, draw isotherms around each temperature on the map. 2. Starting with the coldest water, lowest temperatures, shade in the area(s) with violet. 3. Continue coloring in this manner by using the spectral color sequence (ROY G. BIV) so that the warmest water is shaded red. 4. Create a graph as shown in the data section. Graphing Notes: a. label the dates of the study along the horizontal axis b. notice that the scales for plotting temperature and wind speed are on opposite sides of the graph c. wind direction is the direction the wind is blowing from d. be especially careful when plotting the southerly winds e. negative numbers on the table indicate winds from the south f. use BLUE when plotting temperature and RED when plotting wind speed 5. Connect the points with a smooth curve. Label the curves. Data: 14 13 10 12 6 11 2 10 -2 9 -6 S Days of Study Earth Science: Astronomy, Geology, Meteorology, Oceanography Wind in m/sec 14 o Water Temp. C N 2 Oceanography: Upwelling Data: Table of sea surface temperature and wind Date in 1989 May June July 23 25 27 29 31 2 4 6 8 10 12 14 16 18 20 22 24 26 28 30 2 4 6 8 Sea Surface Temperature o ( C) 10 10 9 9 9 10 12 13 12 11 10 10 10 9 9 11 12 13 13 14 13 11 9 9 Wind compass direction north or south N N N N N S S S N N N N N N N N S S S N N N N Wind speed (m/sec) from the north 3 8 10 8 4 -1 -4 -3 7 5 8 7 7 9 11 4 -4 -6 0 -1 6 9 10 10 Earth Science: Astronomy, Geology, Meteorology, Oceanography 3 Oceanography: Upwelling Discussion Questions: 1. Referring to your graph: a. Describe the wind direction and speed during the periods of coldest water (maximum upwelling). b. Describe the wind direction and speed during the periods of warmest water (minimum upwelling). 2. Referring to your map: a. Describe the location and shape of the area of cold surface water (9oC – 11oC) off of Point Ano Nuevo. b. Explain why some of the cold upwelled water moves westward. c. Explain why some of the cold upwelled water moves south across the bay toward Monterey. 3. Why do you think the cold upwelled water is concentrated at the Point Ano Nuevo and Point Sur locations? 4. Why is the Santa Cruz beach area so much warmer than the rest of the bay? 5. Besides following water temperature, what other measurable items could you use to follow the two paths of the upwelling water? 6. Write a brief explanation of upwelling. 7. John Steinbeck wrote about the sardine canneries in Monterey in his book Cannery Row. The book describes the fishermen that netted these small plankton-eating fish by the hundreds of tons yearly until they were almost fished out. If they were still plentiful, how would wind direction influence your choice of days to take your boat and crew out sardine fishing? (Take into account the growth rate of plankton.) 8. Squid are netted as they swarm in southern Monterey Bay to reproduce. Fishermen turn on bright lights to attract and net them from midnight to six a.m. The squid prefer the water that is warmer than average. Based on your data which nights in June 1989 would you have picked to go squid fishing? 9. Tour boat operator a. Suppose you were offering bay tours to the public and wanted your patrons to see the large, plankton-eating basking sharks that visit Monterey Bay. What area would be optimal for spotting these sharks close to Moss Landing (latitude and longitude)? Why? b. During the summer, there is often a small pod (group) of plankton-eating blue whales south of Monterey. What area would be optimal for whale watching trips departing from Monterey (latitude and longitude)? Why? 10. The Monterey Bay Aquarium Research Institute (MBARI) has a remotely operated vehicle (ROV) that can go down into the Monterey Submarine Canyon to a depth of 4000 meters. During most of the trip down to the bottom the video shows marine snow (tiny particles of decaying organisms, feces, and plankton) gently drifting to the bottom. Upwelling will recycle some of this material. If you sent MBARI’s ROV down at 37.0oN, 122.5oW., during which days in June 1989 would you have expected maximum marine snow? Why? Remember to consider what the marine snow is composed of, that it drifts down slowly and the growth rate of plankton. 11. Power Plant a. There is a large gas burning power plant at Moss Landing that releases warm water, used for cooling its turbines, into Monterey Bay. Does this warm water show up on the satellite map? Why? b. Would you expect to find this warm water near the surface or on the bottom? Why? Conclusion: Earth Science: Astronomy, Geology, Meteorology, Oceanography Oceanography: Upwelling Earth Science: Astronomy, Geology, Meteorology, Oceanography 4 Appendix C Guided Reading and Study Workbook Pages