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Transcript
Earth’s History Unit 8 and Unit 2 Chapters 4,5,6,7,29,30 Warm- up (10-29-15) • What do you know about the Earth? • What can you infer about Earth’s history, how it formed, based on the formation of the solar system? Outline • • • • • Objectives Introduction to Earth’s History Chapter 4.1 Read Chapter 4.1 Notes Earth’s Interior Model Creation Objectives • Explain how most scientists explain the formation of our solar system • Describe Earth’s size and shape and the arrangement of its layers • List three sources of Earth’s internal heat • Describe Earth’s magnetic field Read Chapter 4 • Read through all of chapter 4, you may read individually or as a group • you don’t need to answer the questions in the section review section on paper, but you do need to make sure that you are discussing the questions as a table group. Chapter 4 Notes CHAPTER 4 Earth’s Structure and Motion VOCABULARY inner core outer core mantle crust lithosphere asthenosphere magnetic field SECTION OUTLINE CHAPTER HOME 4.1 Earth’s Formation Earth formed about 4.6 billion years ago from a whirling cloud of dust and gas. It developed layers as it cooled and dense material sank to its center. The four layers are the inner core, outer core, mantle, and crust. Inner Core • solid • 6371 km from surface • approx. 6000K Outer Core • liquid • 5150 km from surface • 3700–5500K (increases with depth CHAPTER 4 Earth’s Structure and Motion VOCABULARY inner core outer core mantle crust lithosphere asthenosphere magnetic field SECTION OUTLINE CHAPTER HOME 4.1 Earth’s Formation Earth formed about 4.6 billion years ago from a whirling cloud of dust and gas. It developed layers as it cooled and dense material sank to its center. The four layers are the inner core, outer core, mantle, and crust. Mantle • solid with liquid properties • 2890 km from surface • 1500–3200K (increases with depth Crust • solid • 0–65 km from surface • <1000K (increases 10–30K/km with depth CHAPTER 4 Earth’s Structure and Motion VOCABULARY inner core outer core mantle crust lithosphere CHAPTER HOME 4.1 Earth’s Formation The four layers are the inner core, outer core, mantle, and crust. The crust and top of the mantle are further classified by their properties into the lithosphere and the asthenosphere. Crust asthenosphere Lithosphere magnetic field Mantle Asthenosphere SECTION OUTLINE CHAPTER 4 Earth’s Structure and Motion VOCABULARY inner core outer core mantle crust lithosphere asthenosphere magnetic field SECTION OUTLINE CHAPTER HOME 4.1 Earth’s Formation Meteorite impacts, the weight of overlying material, and the decay of radioactive isotopes caused Earth to heat up soon after its formation. Since then, Earth has been losing heat. Earth has a characteristic magnetic field. CHAPTER 4 Earth’s Structure and Motion VOCABULARY rotation standard time zones time meridian prime meridian International Date Line CHAPTER HOME 4.2 Earth’s Rotation Earth makes one complete 360° turn on its axis about every 24 hours, rotating at a rate of 15° per hour. Its axis of rotation is tilted 23.5° with respect to Earth’s orbital plane. Orbital plane Axis of rotation SECTION OUTLINE Effects of this rotation include the Coriolis effect, Foucault pendulum behavior, day and night, and sunrise and sunset. CHAPTER 4 Earth’s Structure and Motion VOCABULARY rotation standard time zones 4.2 Earth’s Rotation Earth is divided into 24 worldwide standard time zones that begin at the prime meridian. time meridian prime meridian International Date Line The prime meridian SUNLIGHT A standard time zone is 15° wide. A time meridian SECTION OUTLINE CHAPTER HOME CHAPTER 4 Earth’s Structure and Motion VOCABULARY revolution parallax summer solstice winter solstice vernal equinox autumnal equinox CHAPTER HOME 4.3 Earth’s Revolution Earth revolves around the sun in an elliptical orbit with the sun as one focus. Evidence for Earth’s revolution includes seasonal constellation changes and parallax, the apparent shift in a star’s position. Earth makes one revolution around the sun every 365.24 days. March 21–22 June 21–22 SECTION OUTLINE Dec. 21–22 Sept. 21–22 CHAPTER 4 Earth’s Structure and Motion VOCABULARY revolution parallax summer solstice winter solstice CHAPTER HOME 4.3 Earth’s Revolution Combined with Earth’s tilt, revolution causes seasonal changes. The summer and winter solstices are the longest and shortest days of the year in the Northern Hemisphere, respectively. vernal equinox autumnal equinox Sun’s rays SECTION OUTLINE CHAPTER 4 Earth’s Structure and Motion VOCABULARY revolution parallax summer solstice winter solstice vernal equinox autumnal equinox CHAPTER HOME 4.3 Earth’s Revolution Combined with Earth’s tilt, revolution causes seasonal changes. The summer and winter solstices are the longest and shortest days of the year in the Northern Hemisphere, respectively. On the vernal and autumnal equinoxes, day and night are of equal lengths. Sun’s rays SECTION OUTLINE Warm- up (10-30-15) • Explain what the interior layers of the Earth are made of. Outline • • • • • Objectives Introduction to Earth’s History Chapter 4.1 Read Chapter 4.1 Notes Earth’s Interior Model Creation Objectives • Explain how most scientists explain the formation of our solar system • Describe Earth’s size and shape and the arrangement of its layers • List three sources of Earth’s internal heat • Describe Earth’s magnetic field Warm- up (11-2-15) • Explain what you know about the inner layers of the Earth. Be as specific as possible. Outline • • • • • Objectives Read Chapter 4 Notes Chapter 4 Magnetism Lab Introduction and Prep HOMEWORK: Pre-lab questions for the exploring magnetism lab Objectives • Explain how most scientists explain the formation of our solar system • Describe Earth’’s size and shape and the arrangement of its layers • List three sources of Earth’s internal heat • Describe Earth’s magnetic field Layers of the Earth Earth’s Interior Facts • Inner Core: – Solid iron and nickel, 5,000-7,000 degrees C • Outer Core: – Liquid iron, 4,000-5,000 degrees C, creates Earth’s magnetic field • Mantle: – Displays plasticity, made of silicate compounds, convection currents • Crust: – Oceanic and continental, average of 8km-40km thick, Earth’s Crust Bill Nye • https://www.youtube.com/watch?v=i5izYXBht 3Q Warm- up (11-3-15) • Explain the purpose of the exploring magnetism lab. Outline • • • • Objectives Bill Nye – Earth’s Crust Exploring Magnetism Lab Prep Read 5.1 Objectives • Investigate the response of a magnetic field sensor in the presence of a magnet under various conditions • Investigate the relationship between the orientation of the sensor and the strength of the magnetic field Read 5.1 and Discussion • Review Matter and Atoms and their structure CHAPTER 5 CHAPTER HOME Atoms to Minerals VOCABULARY element atomic number isotope 5.1 Matter and Atoms Matter is anything with mass and volume, and is made of elements. All known elements are listed and classified by properties on the periodic table. mass number compound molecule ion metal nonmetal A diamond is made of the element carbon. SECTION OUTLINE CHAPTER 5 CHAPTER HOME Atoms to Minerals VOCABULARY element atomic number isotope mass number compound molecule ion 5.1 Matter and Atoms Matter is anything with mass and volume, and is made of elements. All known elements are listed and classified by properties on the periodic table. An atom is the smallest part of an element that has all the element’s properties. An atom has a nucleus containing protons and neutrons. The nucleus is surrounded by electrons in an electron cloud. metal nonmetal Electron Protons Neutrons SECTION OUTLINE A carbon atom consists of six protons, electrons, and neutrons. CHAPTER 5 CHAPTER HOME Atoms to Minerals VOCABULARY element atomic number isotope mass number compound molecule ion 5.1 Matter and Atoms Two or more chemically bound elements may form a compound; most substances on Earth are compounds rather than pure elements. Compounds often have properties very different than those of the elements of which it is made. Compounds are bound by three main types of bonds: ionic, covalent, and metallic. metal Oxygen Sodium Ion nonmetal Hydrogen SECTION OUTLINE Chlorine Ion Hydrogen Covalent Bond: Water Ionic Bond: Salt Warm- up (11-4-15) • What is the hypothesis for the origin of the Earth’s magnetic field? Outline • Objectives • Exploring Magnetism Lab Objectives • Investigate the response of a magnetic field sensor in the presence of a magnet under various conditions • Investigate the relationship between the orientation of the sensor and the strength of the magnetic field Warm- up (11-5-15) • Explain how a magnet works. Be sure to include the interaction with Earth’s magnetic field. Outline • Objectives • Exploring Magnetism Lab Objectives • Investigate the response of a magnetic field sensor in the presence of a magnet under various conditions • Investigate the relationship between the orientation of the sensor and the strength of the magnetic field Warm- up (11-6-15) • Explain the connection between matter, atoms, elements, and compounds. Be sure to explain what each of these terms means. Outline • • • • Objectives Chapter 4 Quiz Chapter 5 Reading and Review Chapter 5 review notes Objectives • Identify the characteristics of matter • Compare the particles that make up atoms of elements • Describe the three types of chemical bonds CHAPTER 5 CHAPTER HOME Atoms to Minerals VOCABULARY mineral crystal silicate silica tetrahedron 5.2 Composition and Structure of Minerals A mineral is a naturally occurring, inorganic solid with a definite chemical composition and orderly atomic arrangement. cleavage Sodium ion Chlorine ion Crystal Structure of Salt SECTION OUTLINE Minerals may be either elements or compounds, and form in a variety of ways. CHAPTER 5 CHAPTER HOME Atoms to Minerals VOCABULARY mineral crystal silicate silica tetrahedron cleavage 5.2 Composition and Structure of Minerals The atomic, or crystal, structure determines a mineral’s properties, including cleavage, melting point, and hardness. Diamond Graphite Covalent bond Carbon Structures SECTION OUTLINE Most of Earth’s crust consists of silicate minerals. Warm- up (11-9-15) • Compare and contrast a proton and a neutron. How are they alike? How are they different? Outline • Objectives • Chapter 5 Reading • Chapter 5 Notes Objectives • Identify the characteristics of matter • Compare the particles that make up atoms of elements • Describe the three types of chemical bonds CHAPTER 5 CHAPTER HOME Atoms to Minerals VOCABULARY mineralogy rock-forming mineral luster 5.3 Identifying Minerals A mineral is identified by its properties. Simple inspection reveals a mineral’s crystal shape, color, and luster. streak fracture specific gravity Mineral Crystal Shape SECTION OUTLINE Color lead or silver-gray; may have bluish tint bright yellow crystals; pale yellow as powder Luster metallic to dull glassy to earthy CHAPTER 5 CHAPTER HOME Atoms to Minerals VOCABULARY mineralogy rock-forming mineral 5.3 Identifying Minerals Simple tests reveal a mineral’s streak, cleavage, fracture, and hardness. luster streak Moh’s Scale of Hardness fracture Rating specific gravity SECTION OUTLINE Reference Mineral Reference Tool 1 talc 2 gypsum fingernail (2.5) 3 calcite copper penny (3.5) 4 fluorite 5 apatite glass plate (5.5) 6 potassium feldspar steel file (6.5) 7 quartz 8 topaz 9 corundum 10 diamond CHAPTER 5 Atoms to Minerals VOCABULARY mineralogy rock-forming mineral luster streak fracture specific gravity SECTION OUTLINE CHAPTER HOME 5.3 Identifying Minerals Simple tests reveal a mineral’s streak, cleavage, fracture, and hardness. Other ways to identify minerals include finding the specific gravity, chemical testing, and measuring special properties unique to some minerals. Warm- up (11-10-15) • Name and describe the three types of chemical bonds Outline • • • • • Objectives Chapter 5 Reading Chapter 5 Notes Identifying rocks and minerals video Rock and mineral identification lab Objectives • Identify the characteristics of matter • Compare the particles that make up atoms of elements • Describe the three types of chemical bonds • Identify the characteristics of minerals • Explain how minerals form • List the physical characteristics of minerals that are influenced by their crystalline structure CHAPTER 5 CHAPTER HOME Atoms to Minerals VOCABULARY carbonate oxide 5.4 Mineral Groups Silicates and carbonates are the most common minerals in Earth’s crust. sulfide Smokey quartz (left) and orthoclase feldspar (right) are examples of silicate minerals. SECTION OUTLINE Dolomite is an example of a carbonate mineral. CHAPTER 5 Atoms to Minerals VOCABULARY carbonate oxide sulfide CHAPTER HOME 5.4 Mineral Groups Silicates and carbonates are the most common minerals in Earth’s crust. Quartz and feldspars are the most common silicates. Iron-rich oxides and sulfides are less common but economically important minerals. SECTION OUTLINE Hematite is the most common iron oxide. Rock and Mineral Identification • https://www.youtube.com/watch?v=YyyJz6ze Usg&feature=player_embedded Warm- up (11-11-15) • What are the five characteristics of a mineral? Outline • Objectives • Rock and mineral identification lab • Specific Gravity Mini Lab Objectives • Identify the characteristics of minerals • Explain how minerals form • List the physical characteristics of minerals that are influenced by their crystalline structure • Identify rock-forming minerals by inspection, using physical properties such as color, luster, and crystal shape • Identify rock-forming minerals using simple tests that identify both physical and chemical properties, for example, streak, specific gravity, and the acid test Rock and Mineral Identification Measuring Specific Gravity Mini Lab • P. 107 • Materials – Beaker – Water – String – Mineral sample – Spring scale • Procedure 1. Fill the beaker ¾ full of water. Tie one end of the string around the mineral. Tie the other end to the scale’s hook 2. Hold the scale so that the sample hangs freely. Measure and record the mass in grams (M1) 3. Lower the mineral into the beaker so that it is completely covered by water. Do not let the sample touch the bottom or the sides of the beaker. Record the mass (M2) 4. (M1-M2) is the mass of the water displaced by the mineral. Calculate the specific gravity using the equation M1 / (M1-M2) Analysis How might a larger sample change your results? The specific gravity of water is 1. Pure gold has a specific gravity of about 19. Higher numbers indicate higher densities. Compare the density of your sample with those of water and gold. Warm- up (11-12-15) • What type of compounds are most rockforming minerals? Outline • Objectives • Rock and mineral identification lab • Specific Gravity Mini Lab Objectives • Identify the characteristics of minerals • Explain how minerals form • List the physical characteristics of minerals that are influenced by their crystalline structure • Identify rock-forming minerals by inspection, using physical properties such as color, luster, and crystal shape • Identify rock-forming minerals using simple tests that identify both physical and chemical properties, for example, streak, specific gravity, and the acid test Measuring Specific Gravity Mini Lab • P. 107 • Materials – Beaker – Water – String – Mineral sample – Spring scale • Procedure 1. Fill the beaker ¾ full of water. Tie one end of the string around the mineral. Tie the other end to the scale’s hook 2. Hold the scale so that the sample hangs freely. Measure and record the mass in grams (M1) 3. Lower the mineral into the beaker so that it is completely covered by water. Do not let the sample touch the bottom or the sides of the beaker. Record the mass (M2) 4. (M1-M2) is the mass of the water displaced by the mineral. Calculate the specific gravity using the equation M1 / (M1-M2) Analysis How might a larger sample change your results? The specific gravity of water is 1. Pure gold has a specific gravity of about 19. Higher numbers indicate higher densities. Compare the density of your sample with those of water and gold. Rocks and Minerals Video • Rocks and Minerals video • https://www.youtube.com/watch?v=-f9wrB5yEY&list=PL6obg8JjDOPUp9KZ9OyZB2Qu2m_BL_JT • Magic School Bus • https://www.youtube.com/watch?v=MyPYzr0 caVw&list=PLdjszxhxlsIENK9eCSDImy3njS3uoc 9HG Warm- up (11-13-15) • The hardness of a mineral is found to be between 9 and 10 on the Mohs scale. Can you accurately state that the mineral’s hardness is 9.5? Why or why not? Outline • Objectives • Rock and Mineral ID lab • Chapter 5 Review p. 114 -115 #1-22 Objectives • Identify the characteristics of minerals • Explain how minerals form • List the physical characteristics of minerals that are influenced by their crystalline structure • Identify rock-forming minerals by inspection, using physical properties such as color, luster, and crystal shape • Identify rock-forming minerals using simple tests that identify both physical and chemical properties, for example, streak, specific gravity, and the acid test Warm- up (11-16-15) • Explain why streak is a useful property for identifying minerals Outline • • • • Objectives Rock and Mineral ID lab Chapter 5 Review p. 114 -115 #1-22 Chapter 6 Notes Objectives • Identify the characteristics of minerals • Explain how minerals form • List the physical characteristics of minerals that are influenced by their crystalline structure • Identify rock-forming minerals by inspection, using physical properties such as color, luster, and crystal shape • Identify rock-forming minerals using simple tests that identify both physical and chemical properties, for example, streak, specific gravity, and the acid test Warm- up (11-17-15) • Distinguish between a rock and a mineral. How are they similar? How are they different? Outline • Objectives • Chapter 6 Notes Objectives • Differentiate among the three major types of rocks • Compare and contrast the processes in the rock cycle • Distinguish between intrusive and extrusive igneous rocks and how they form • Contrast the types of plutons that form as the result of intrusive igneous activity Warm- up (11-18-15) • What are the similarities and differences between igneous rocks and metamorphic rocks? Outline • • • • Objectives Chapter 5 Quiz Chapter 6 Notes Studying Rocks in Thin Section Objectives • Differentiate among the three major types of rocks • Compare and contrast the processes in the rock cycle • Distinguish between intrusive and extrusive igneous rocks and how they form • Contrast the types of plutons that form as the result of intrusive igneous activity Chapter 5 quiz Warm- up (11-19-15) • What factors cause metamorphism? Which of those factors is most important for each type of metamorphism (regional, contact, and deformational)? Outline • Objectives • Chapter 6 Notes • Studying Rocks in Thin Section Objectives • Differentiate among the three major types of rocks • Compare and contrast the processes in the rock cycle • Distinguish between intrusive and extrusive igneous rocks and how they form • Contrast the types of plutons that form as the result of intrusive igneous activity CHAPTER 6 CHAPTER HOME Rocks VOCABULARY rock igneous magma sedimentary sediment 6.1 How Rocks Form In general, a rock is a group of minerals bound together. Igneous, sedimentary, and metamorphic rocks are formed, broken down, and reformed in a recurring process called the rock cycle. metamorphic rock cycle SECTION OUTLINE click image to enlarge CHAPTER 6 CHAPTER HOME Rocks VOCABULARY felsic mafic pluton batholith SECTION OUTLINE 6.2 Igneous Rock Igneous rocks form as molten rock solidifies, as magma deep in the crust or lava at Earth’s surface cool. Felsic magmas form light-colored, silica-rich rocks. Mafic magmas form dark-colored rocks rich in iron and magnesiums. Igneous rock texture depends mainly on the rate at which magma or lava cools. Granite is igneous rock formed from felsic magma. Basalt is igneous rock formed from mafic magma. CHAPTER 6 CHAPTER HOME Rocks VOCABULARY felsic mafic pluton batholith 6.2 Igneous Rock Igneous rocks are grouped into families by mineral composition and texture. Chemical Composition Texture coarsegrained SECTION OUTLINE felsic granite felsicintermediate granodiorite intermediate diorite mafic gabbro ultramafic peridotite, dunite, pyroxenite finegrained glassy porous rhyolite obsidian most pumice andesite diabase basalt basalt glass scoria CHAPTER 6 CHAPTER HOME Rocks VOCABULARY felsic mafic 6.2 Igneous Rock Magma that solidifies underground forms various types of igneous intrusions. pluton batholith Volcanic neck Laccolith Volcano Stock Dike SECTION OUTLINE Sill Batholith CHAPTER 6 CHAPTER HOME Rocks VOCABULARY cementation stratification fossil SECTION OUTLINE 6.3 Sedimentary Rock Sedimentary rocks form from sediments that result from weathering and erosion of rock at Earth’s surface. They often occur in layers, formed over time as different sediments are deposited on top of each other. CHAPTER 6 CHAPTER HOME Rocks VOCABULARY cementation stratification fossil 6.3 Sedimentary Rock Sedimentary rocks are grouped by the type of sediment from which they form: clastic, chemical, or organic. Clastic: Sandstone SECTION OUTLINE Chemical: Rock Salt Flat Organic: Limestone Cliffs CHAPTER 6 CHAPTER HOME Rocks VOCABULARY cementation stratification fossil 6.3 Sedimentary Rock Clastic sediments are often sorted by water action before pressure and mineral cements turn them into rock. 1. A river moves sediment into a lake. 2. Particles are sorted by size. The largest gravels are the first to be deposited, followed by sands, and then silt and clay. Sands and Gravels Sands Conglomerate SECTION OUTLINE Sandstone Silt and Clay Shale 3. Over time, the sediments are buried, compacted, and may be cemented. CHAPTER 6 CHAPTER HOME Rocks VOCABULARY cementation stratification fossil 6.3 Sedimentary Rock Clastic sediments are often sorted by water action before pressure and mineral cements turn them into rock. Fossils, ripple marks, mud cracks, nodules, concretions, and geodes features associated with sedimentary rocks. SECTION OUTLINE CHAPTER 6 CHAPTER HOME Rocks VOCABULARY parent rock metamorphism 6.4 Metamorphic Rock Metamorphic rocks form when heat or pressure or both alter parent, or preexisting, rocks. deform becomes Shale becomes Slate becomes SECTION OUTLINE Phyllite Schist CHAPTER 6 CHAPTER HOME Rocks VOCABULARY parent rock metamorphism deform 6.4 Metamorphic Rock Metamorphic rocks form when heat or pressure or both alter parent, or preexisting, rocks. Metamorphism can occur across a region, as in mountain building events, or it can occur in smaller local areas. A metamorphic rock may be described and identified according to its parent rock, mineral composition, and texture. SECTION OUTLINE p. 138 Studying Rocks in Thin Section • Procedure – Look at the diagram of Rock A on the next page. Use the key to determine and list the name of each mineral found in Rock A – Use the chart at left to estimate the percent of one mineral present in Rock A. Record the data on a separate sheet. Repeat for each of the minerals in Rock A. Your values should total 100% – Repeat steps 1 and 2 for Rock B – Using the metric ruler, measure the diameter of the circular diagram for Rock C. Record your measurement – Look at the mineral grains in Rock C. Measure the widths in any direction across five different mineral grains. Record your data. Calculate an average width for the grains. p. 138 Studying Rocks in Thin Section • Analysis and Conclusions – Please answer the questions #1-7 using complete sentences p. 138 Studying Rocks in Thin Section • Procedure – Look at the diagram of Rock A on the next page. Use the key to determine and list the name of each mineral found in Rock A – Use the chart at left to estimate the percent of one mineral present in Rock A. Record the data on a separate sheet. Repeat for each of the minerals in Rock A. Your values should total 100% – Repeat steps 1 and 2 for Rock B – Using the metric ruler, measure the diameter of the circular diagram for Rock C. Record your measurement – Look at the mineral grains in Rock C. Measure the widths in any direction across five different mineral grains. Record your data. Calculate an average width for the grains. p. 138 Studying Rocks in Thin Section • Analysis and Conclusions – Please answer the questions #1-7 using complete sentences Warm- up (11-20-15) • Name two examples of nonfoliated metamorphic rocks. Explain why they do not exhibit foliation. Outline • Objectives • Chapter 6 Notes • Studying Rocks in Thin Section Objectives • Differentiate among the three major types of rocks • Compare and contrast the processes in the rock cycle • Distinguish between intrusive and extrusive igneous rocks and how they form • Contrast the types of plutons that form as the result of intrusive igneous activity p. 138 Studying Rocks in Thin Section • Procedure – Look at the diagram of Rock A on the next page. Use the key to determine and list the name of each mineral found in Rock A – Use the chart at left to estimate the percent of one mineral present in Rock A. Record the data on a separate sheet. Repeat for each of the minerals in Rock A. Your values should total 100% – Repeat steps 1 and 2 for Rock B – Using the metric ruler, measure the diameter of the circular diagram for Rock C. Record your measurement – Look at the mineral grains in Rock C. Measure the widths in any direction across five different mineral grains. Record your data. Calculate an average width for the grains. p. 138 Studying Rocks in Thin Section • Analysis and Conclusions – Please answer the questions #1-7 using complete sentences Warm- up (11-23-15) Why do igneous rocks have different textures? Outline • Objectives • Chapter 6 Notes • Studying Rocks in Thin Section Objectives • Differentiate among the three major types of rocks • Compare and contrast the processes in the rock cycle • Distinguish between intrusive and extrusive igneous rocks and how they form • Contrast the types of plutons that form as the result of intrusive igneous activity p. 138 Studying Rocks in Thin Section • Procedure – Look at the diagram of Rock A on the next page. Use the key to determine and list the name of each mineral found in Rock A – Use the chart at left to estimate the percent of one mineral present in Rock A. Record the data on a separate sheet. Repeat for each of the minerals in Rock A. Your values should total 100% – Repeat steps 1 and 2 for Rock B – Using the metric ruler, measure the diameter of the circular diagram for Rock C. Record your measurement – Look at the mineral grains in Rock C. Measure the widths in any direction across five different mineral grains. Record your data. Calculate an average width for the grains. p. 138 Studying Rocks in Thin Section • Analysis and Conclusions – Please answer the questions #1-7 using complete sentences Warm- up (11-24-15) A sample of magma flows very quickly. Would you expect it to contain high or low amounts of silica? Why? Outline • Objectives • Chapter 6 Notes • Studying Rocks in Thin Section Objectives • Differentiate among the three major types of rocks • Compare and contrast the processes in the rock cycle • Distinguish between intrusive and extrusive igneous rocks and how they form • Contrast the types of plutons that form as the result of intrusive igneous activity p. 138 Studying Rocks in Thin Section • Procedure – Look at the diagram of Rock A on the next page. Use the key to determine and list the name of each mineral found in Rock A – Use the chart at left to estimate the percent of one mineral present in Rock A. Record the data on a separate sheet. Repeat for each of the minerals in Rock A. Your values should total 100% – Repeat steps 1 and 2 for Rock B – Using the metric ruler, measure the diameter of the circular diagram for Rock C. Record your measurement – Look at the mineral grains in Rock C. Measure the widths in any direction across five different mineral grains. Record your data. Calculate an average width for the grains. p. 138 Studying Rocks in Thin Section • Analysis and Conclusions – Please answer the questions #1-7 using complete sentences Warm- up (11-30-15) • How do you think the age of the Earth is determined? • In other words, what are the steps needed in order to figure out how old something is on Earth? Outline • Objectives • Studying rocks in thin section Objectives • To determine the difference between relative and absolute time and to determine the necessary steps to figuring out each type of dating. p. 138 Studying Rocks in Thin Section • Procedure – Look at the diagram of Rock A on the next page. Use the key to determine and list the name of each mineral found in Rock A – Use the chart at left to estimate the percent of one mineral present in Rock A. Record the data on a separate sheet. Repeat for each of the minerals in Rock A. Your values should total 100% – Repeat steps 1 and 2 for Rock B – Using the metric ruler, measure the diameter of the circular diagram for Rock C. Record your measurement – Look at the mineral grains in Rock C. Measure the widths in any direction across five different mineral grains. Record your data. Calculate an average width for the grains. p. 138 Studying Rocks in Thin Section • Analysis and Conclusions – Please answer the questions #1-7 using complete sentences Warm- up (12-1-15) • How have your ideas about the Earth’s crust changed based on the activities last week? • How do we figure out the age of the Earth? Outline • • • • • Objectives Studying Rocks in thin section Relative vs. Absolute dating Chapter 6 Review Continental Drift Map Activity Objectives • To gain background information about the history of the Earth, and it’s formation Warm- up (12-2-15) • Write down any questions you have for chapter 6 that weren’t answered yesterday Outline • Objectives • Chapter 6 Quiz • Continental Drift Map Activity • Relative vs. Absolute dating Objectives • To gain background information about the history of the Earth, and it’s formation Warm- up (12-3-15) • Draw a picture of what you think the Earth looked like 3 billion years ago. • Think about the structure of the continents and the oceanic structure Outline • • • • • Objectives Continental Drift Map Activity – Chapter 8 Read 8.4 Relative vs. Absolute dating HOMEWORK: read 8.1 – 8.2 Objectives • Discuss some of the evidence that Alfred Wegener used to support his idea of continental drift • Explain how the theory of plate tectonics helps to predict the locations of earthquakes and volcanoes • Discuss the differences among the three types of plate boundaries • Contrast the three different types of convergent boundaries ***Map Activity – Continental Drift • Use the pieces that you have been provided to try to develop the same ideas as early explorers. • Observations: Your job is to write down observations in your lab notebook about what you see when dealing with these different pieces. Continental Drift Map activity Pangea Theory of Continental Drift • Early 1500s explorers noticed the fit between Africa and South America • 1912 Alfred Wegener • The idea that the continents used to form a super continent called Pangea • The continents then slowly drifted apart over time to their current locations • Used fossil evidence as well as the fact that the continents looked like puzzle pieces – Mesosaurus – reptile lived 270 million years ago, found only in parts of South America and Africa Continental Drift • Wegener’s idea did not explain how the continents moved – He thought that maybe the continents float on top of deeper earthly fluid and that the internal heat of the planet helped move those continents, but he had no evidence What do you notice about the map? What can you predict based on this map? What do the dots follow? Plate Tectonics • 1950s and 1960s • Earthquakes, magnetism, and age of ocean floor rocks – Provided some support to Wegener’s idea, but the motion paths did not match with the evidence • The theory – Continents and ocean basins are adhered to lithospheric plates which cause the continents to move when the plates are moving. Warm- up (12-4-15) • What are the different types of plate boundaries? Outline • • • • • Objectives Plate Boundaries – Chapter 8 Relative vs. Absolute dating Geologic Time Scale HOMEWORK: Read 8.3 Objectives • Discuss the differences among the three types of plate boundaries • Contrast the three different types of convergent boundaries • Discuss mantle convection as a possible cause of plate movements • Compare and contrast ridge push and slab pull • Define Fossil • Describe how different kinds of fossils form • Summarize the principles scientists use to determine the relative age of Earth’s rocks. • Describe three types of unconformities • Identify methods scientists use to correlate rock layers Magnetism of the Ocean Floor Plate Boundaries Divergent Plates are moving away from each other new crust is created Convergent (collision) Plates are moving towards each other old crust is recycled Transform Plates are sliding past one another Subduction Zone • Occurs at a conform boundary • Called a deep sea trench • More dense crust slides under the less dense crust and gets recycled into the mantle • Typically find volcanoes along this boundary Type of Boundary Process involved Characteristic features Current examples Divergent Sea floor spreading • • • • • Mid-Atlantic Ridge East Pacific Rise • Mid-ocean ridges Rift valleys Earthquake activity at fracture zones along midocean ridges Volcanic activity Ocean-ocean subduction • • • Deep-sea trenches Volcanic island arcs Earthquake activity • • Islands of Indonesia Mariana Islands Ocean-continent subduction • Deep-se4a trench bordering continent Volcanoes along coast of continent Earthquake activity • Western coast of South Africa • Himalayas • High continental mountain chains Earthquake activity • Earthquake activity • • San Andreas Fault North Anatolian Fault (Turkey) Fracture zones along mid-ocean ridges Convergent • • Continent-continent collision Transform Plates sliding past each other • • What Causes Plate Motion? • The convection current in the mantle is responsible for the movement of the plates. • The Earth’s crust is behaving like an object on a conveyor belt. Why do we study the past? • In your notes, develop a hypothesis about why you believe we study the past? • Why is it important to understand the events that happened in the past? Geologic Time Scale General Composition of the Earth • Two types of rocks / crust on the Earth • Basalt: (mafic) oceanic, more dense • Igneous: (silicate) continental, less dense Discovering the Age of the Earth • Relative Time: about how old something is in relation to other things 1. Principle of Superposition 2. Principle of Cross-Cutting Relationships 3. Principle of Embedded Fragments 4. Unconformities Relative Time 1. Superposition – Strata of the soil, oldest is on the bottom, youngest is on top 2. Cross-Cutting Relationships – Magma intrusion is the youngest if it cuts across layers 3. Embedded Fragments – The pieces of rock inside of the overall fragment are the oldest when compared to the surrounding magma 4. Unconformities – – – – Layers of rock are missing from the original strata Angular unconformity Disconformity Nonconformity Superposition Cross-Cutting Relationships Embedded Fragments Unconformities • Angular – New sediment deposits on original tilted sediments • Disconformity – Uplift occurs and top layers are eroded, some layers are missing, hard to identify, no folding or tilting • Nonconformity – Sediments deposited on igneous or metamorphic rock Warm- up (12-7-15) • How does radioactive decay help us determine a more accurate age of objects? Outline • Objectives • Radioactive isotopes lab Objectives • Explain the process of radioactive decay • Define half-life • Describe how radiometric dating is used to measure absolute time Angular Unconformity Disconformity Geologic Time Scale • Place your group set of events in the order in which they occurred. • Then try to come up with a classification for your events. (What do they all have in common? How can they be grouped?) • Set Up your Composition notebook Geologic Time Scale Creation 1. What patterns do you notice about events of similar color? Give each group a name based on patterns 2. How might extinctions affect the evolution of organisms that survive the event? 3. In what ways have geologic changes influenced evolutionary events and/or extinctions? 4. How does the length of the history of life help to explain the evolution of single-celled organisms to complex organisms like mammals? Discovering the Age of the Earth • Absolute time – actual dates that events occurred • We have methods for relative dating but we need other methods to figure out absolute time – Varve – sediment deposited on a yearly cycle – Radioactive decay – measuring radioactive isotopes and the particles they emit • Half-life : the rate at which a radioactive element decays, the amount of time it takes for half of the radioactive atoms in a sample to decay to a stable point Radioactive Decay Lab Geologic Time • Summary of major events in Earth’s past preserved in the rock record • All time scales are based on evidence even though there are some differences between various scales • Eons, eras, periods, and epochs Warm up (12-8-15) • What does evolution refer to in terms of the geologic time scale? • Why is it important to keep in mind that a million years is a short time frame when referring to the geologic time scale? (Think about how evolution relates to this question and include that in your answer) Outline • Objectives • Mass Extinctions Objectives • To discover evidence that supports the mass extinctions that have occurred throughout Earth’s History Geologic Time • Eon: longest segment of time – Archaeon Eon: oldest, begins with forming Earth’s crust 4 billion years ago, oldest rocks formed – Proterozoic Eon: 2.5 billion years ago, rocks contain earliest fossils, simple ocean organisms, no evidence of life on land – Phanerozoic Eon: most recent, signs of visible life, has three eras Geologic Time • Era: – Underneath the Phanerozoic Eon – Paleozoic Era: 543 million years ago, land and ocean plant and animal fossils – Mesozoic Era: 248 million years ago, Dinosaurs thrived in this period – Cenozoic Era: most recent, began 65 million years ago and continues now, last Ice Age, appearance of humans in fossil record Geologic Time • Period: – Differ from each other by characteristic plant and animal life – Less dramatic differences when compared to the differences between eras • Epochs: – Briefer divisions – Distinguishing changes in life are not as great when compared to differences in periods • Keep in mind… a million years is a pretty short period of time in terms of geologic time. Changes in Time • P. 667 • Read through those two paragraphs at the bottom right hand side of the page • Write down some of the major changes that occurred over Earth’s history. • Think about changes in the atmosphere and to the Earth’s surface • **If you finish reading, take a look at the geologic time scale on the next couple of pages** Evolution through the Fossil Record • Organisms used to be simple, now they are complex… what happened? – Variety developed – Organisms went extinct – New organisms emerged • Evidence shows changing (evolving) pattern of life forms • Evolution: process of change that produces new life forms over time Evolution through the Fossil Record • Theory of evolution – Gives scientific explanation for the past and current diversity of life that we see around us and in the fossil record – Charles Darwin: British naturalist, 1859 suggested natural selection • Theory of Natural Selection: organisms that survive to produce offspring are those that have inherited the most favorable traits for surviving in a particular environment – Species adapted to their environments over time with gradual evolution Evolution through the Fossil Record • Does evolution always happen slowly and visibly? – What about the sudden disappearance of a particular organism? – Evolution can occur in short bursts • Extinction (disappearance of a species) • Appearance (a species suddenly appears in the fossil record) Precambrian Time • All geologic time before the Cambrian period in the Paleozoic Era • Common reference to Proterozoic and Archaeon Eons – Cover majority of Earth’s past • Rock record is hard to interpret – Vast time period – Severely bend and folded (plate movement, erosion, deposition) – Lack index fossils Precambrian Rocks • Craton is oldest continental rock – Precambrian mountain and highland evidence exists within this layer – Exposed area of the craton is called a shield • N. American Craton experienced 4 orogenies (mountain building) • Last Precambrian orogeny, Grenville Orogeny, occurred 1 billion years ago – This is thought to have formed the Adirondack Mountains of New York – Economical importance (iron, copper, gold, silver, uranium – Few fossils – Metamorphic or igneous rock Precambrian Rocks • Igneous rocks don’t have fossils • Metamorphic rocks destroy fossil evidence • Microscopic organisms during Precambrian – Didn’t always have hard shells that could remain fossilized • First evidence of life is found in Archean rocks – – – – African and Australian 3.5 billion years old Resemble bacteria Stromatolites: layered domes or columns of cyanobacteria and trapped sediments • Greatest number of Precambrian fossils Paleozoic Era • 6 periods – Cambrian, Ordovician, Silurian, Devonian, Carboniferous, and Permian • Beginning of abundant fossil record – Rapid increase in life forms – called Cambrian Explosion – Hard shelled organisms, easily preserved Paleozoic Era – Cambrian Period • All fossil evidence is Oceanic life forms, no land plants or animals • Trilobite: most common fossil, crablike invertebrate • Brachiopod: resembles a clam • Evidence for first vertebrates – Bony “skin” of ostracoderms (primitive fish) • • • • Soft-bodied animals existed as well 120 types of animals Little mountain-building Warm oceans covered N. America, marine life Paleozoic Era – Ordovician Period • Similar to common Cambrian invertebrates • Graptolite: index fossil of the ordovician – Tiny animals, lived in colonies, oceanic organism • All organisms were oceanic • Brachiopods became more numerous than trilobites • Cephalopods, gastropods, and echinoderms were common • First appearance of corals and pelecypods (clams) • Taconic Orogeny (mountain building) Paleozoic Era – Silurian Period • Eurypterid – interesting and common animal during this period, but not unique to this period – sea scorpion, may be related to trilobites • Most animals resembled Ordovician period • Bryozoans, brachiopods, echinoderms, and corals • Appearance of terrestrial animals – First land animals included distant relatives of spiders, millipedes, and scorpions • Club mosses spread over land • Climate in Northern US became dry, shallow seas evaporated (salt deposits across the country) Paleozoic Era – Devonian Period • Age of Fishes – – – – Appearance of many types of fish Jawless fish (lampreys) Jawed fish covered with heavy plates First fossils of Lungfish • First forests: land plants multiplied in number and variety – Ferns, giant rushes, primitive conifers, trees with scaly bark • Acadian Orogeny: mountains from Newfoundland to Appalachian region Paleozoic Era – Carboniferous Period • Divided into the Mississippian and Pennsylvanian Epochs • Crinoids (sea lilies, look like plants but are invertebrate animals) and foraminifera (one-celled organisms with tiny calcite shells) are two common fossils • Later Pennsylvanian is marked by appearance of first true land vertebrates • Insects increased • Huge freshwater swamps (interior basins of the eastern US flooded) – Swamps later became coal deposits • Allegheny Orogeny: parts of the Appalachian mountains Paleozoic Era – Permian Period • • • • • • • • Dry climate Great ice age Widespread mountain building – continental collisions By the end of the period…Most of the continental crust had merged to form the supercontinent Pangaea Corals, algae, sponges By the end of the Paleozoic Era, almost half of all known animal groups had become extinct Almost all seed ferns, scale trees, and early conifers were extinct Marine cephalopods and reptiles were survivors Mesozoic Era • • • • 248 million years ago – 65 million years ago Triassic, Jurassic and Cretaceous Periods Mild climate Some evidence of no glacial ice at poles – Forests grew in polar regions and coral grew in Europe • Dinosaurs – dominant life form, lived on all continents, US and Canada have good fossil locations (indicate favorable climate) Mesozoic Era – Triassic Period • 248 mya – 206 mya • Dinosaurs first appeared on land – Many were small, quick, walked on hind legs – Some adapted to marine life • Ichthyosaurs- reptiles resembled dolphins • Plesiosaurs- long-necked marine organisms, 5m long • • • • Ammonites – index fossil, cephalopod Tree ferns, spore-bearing ferns, rushes Forests of cycads and conifers Land was combined into Pangaea at first – End of the period, faulting and igneous activity occurred in Europe, N. and S. America and Africa – Laurasia and Gondwanaland Online Practice Questions • Some of these questions we have not gone over. Use your resources to try to come up with the answers. Make sure that you are trying your best to remember and focus on the information. Some of these questions might show up again in the future… • http://www.glencoe.com/qe/science.php?qi=278 • http://www.proprofs.com/quizschool/story.php?title=plate-tectonics-quiz_1 • http://www.proprofs.com/quizschool/story.php?title=atmosphere-practice-quiz • http://apps.usd.edu/esci/exams/atmosph.html Mesozoic Era – Jurassic Period • • • • • • 206 mya – 144mya Large dinosaurs, large in number and size Brachiosaurus – large plant eater, 20 meters or more in length Allosaurus – meat eater Stegosaurus – armored plant eater Flies, grasshoppers, other form changing insects (caterpillars to butterflies) • First true mammals – rodentlike • First animal generally recognized as a bird – Protoavis and Archaeopteryx • Mosses, cycads, and conifers were abundant • Ginkgo was widespread • Bodies of water still existence today formed in this period, South Atlantic Ocean, Indian and North Atlantic oceans, N. America was covered by a sea in the west and in the center • Morrison Formation formed in the Rocky Mountains Mesozoic Era – Cretaceous • 144mya – 65mya • Largest dinosaurs • T-Rex may not be the biggest dinosaur, Carcharodontosaurus had a bigger skull • Evergreen conifers • Appearance of flowering plants • South Atlantic became major ocean • Australia and Antarctica were still joined, and so were N. America and Eurasia • Rocky Mountains formed, re-elevation of Appalachians • End of the period – mass extinction, over 50% loss of plant and animal groups – Hypotheses: climate change, rise of mammals, drop in global sea level, massive volcanic eruptions, *most widely accepted – large asteroid struck 65 mya near the Yucatan Peninsula in Mexico. Dust from impact blocked sunlight for years Cenozoic Era • 65mya – present • 3 periods – Paleogene (41my), Neogene (22my), Quaternary (2mya-present) – Paleogene and Neogene are sometimes called Tertiary – Epochs: oldest to most recent – Paleocene, Eocene, Oligocene, Miocene, Pliocene, Pleistocene, Holocene • Scientists have detailed information that are characteristic to each Epoch Cenozoic Era • Early Cenozoic – Warm and humid climate – Global temperatures decreased as Era progressed – Beginning of the Quaternary Period ice sheets covered ¼ of all land • Life characterized by the rise of mammals • Modern plants • Plate movements continued to break up continents to their current location • Appearance and disappearance of land bridges helped disperse organisms Cenozoic Era - Paleogene and Neogene (Tertiary Period) • All major mountain ranges existed or began to form • Read the bottom paragraph on page 681 to learn more about the mountain building that occurred during this time. • Western US was volcanically active • Paleogene period began, warm humid climate meant tropical plants, even in N. US – Palm, fern, fig, and camphor trees – As temperatures dropped, so did fauna. – Grasses adapted to cold temps. Thrived • Appearance of more grazing animals – Neogene • Creodonts were first mammals of Paleogene • Horses were about the size of cats (organisms at the beginning of this period were much smaller than their current descendants) Cenozoic Era - Paleogene and Neogene (Tertiary Period) • Spiders, centipedes, scorpions, insects thrived • Birds evolved and looked similar to today • Neogene – appearance of horses, camels, elephants • Oceans had nearly same invertebrates as today – Sponges, corals, starfish, sand dollars – Mollusks (clams, mussels, snails – Sharks and sting rays Cenozoic Era – Quaternary Period • 2mya – present • Pleistocene and Holocene Epochs • Relatively minor geologic activity – Andes were raised as Nazca Plate subducted under S. American Plate • Formation and thawing of glacial ice • Pleistocene is called Great Ice Age, ended when ice disappeared from N. America, Europe, and Siberia – 10,000 years ago Cenozoic Era – Quaternary Period • Late in Cenozoic, temperatures cooled – Tropical plants died, remained around equator due to climate • Scientists think that these great changes caused species to adapt more quickly • Many mammals became extinct – Might have caused the migration of humans to find more food Humans • Hominid – modern human or recent humanlike ancestor – Larger brains, bipedal (walk upright, 2 legs) • As old as 6 million years ago fossils • Australopithecus – oldest generally accepted hominid – Apelike brains, humanlike jaws and bipedal • Homo sapiens – wide variety under this group – Tracing evidence is difficult – Humans have only been present for short geologic time Warm up (12-9-15) • What does evolution refer to in terms of the geologic time scale? • Why is it important to keep in mind that a million years is a short time frame when referring to the geologic time scale? (Think about how evolution relates to this question and include that in your answer) Outline • Objectives • Mass Extinctions Objectives • To discover evidence that supports the mass extinctions that have occurred throughout Earth’s History Mass Extinctions • http://www.bbc.co.uk/nature/extinction_eve nts Model of the Geologic Time Scale Interactive Geologic Time Scale • http://www.ucmp.berkeley.edu/help/timefor m.php • Check out this interactive time scale to learn some interesting new facts about each time period Warm up (12-10-15) How did the plate tectonics activity help your understanding of plate tectonics? (the puzzle activity) How do plate boundaries influence types of disasters that occur? (earthquakes, or creation of volcanoes?) Outline • Objectives • Review Plate Tectonics and Plate Boundaries • Subduction zone graph based on earthquake data Objectives • To review plate tectonics and explain how different boundary types influence surface features. • Determine which characteristics of plate boundaries to model • Discuss analogies for different types of volcanism • Create a model for a type of plate interaction Plate Boundary Activities • http://www.pbslearningmedia.org/resource/e ss05.sci.ess.earthsys.lp_platetectonics/platetectonics/ Warm up (12-11-15) What do you remember about the occurrence of earthquakes and volcanoes in relation to the plate boundaries? Why do you think such events occur more commonly at plate boundaries when compared to other areas on Earth? Outline • Objectives • Atmosphere Lab • How volcanoes affect the atmosphere Objectives • To determine what effect volcanoes have on the atmosphere • To construct a tool to measure aerosols in the school environment • To use that tool to measure aerosol levels and make conclusions based on those levels Edible Plate Tectonics • Work in groups to complete the activity! Plate boundary model • Create your own model of a plate boundary: choose between divergent boundary, convergent boundary, and transform boundary • Whipped cream: mantle • Vanilla wafers: continental crust • Graham crackers: oceanic crust • Chocolate chips: volcanoes in subduction zones • Chocolate frosting: volcanoes at divergent boundaries and hot spots Warm up (12-14-15) What are some things that you really enjoyed about this semester? What is one thing you did this semester to help you be successful in this class? What is one thing you need to do next semester in order to help you be more successful? Outline • Objectives • Wrap up any last minute lessons / information • Begin review for final (movie?) Objectives • To wrap up all of the necessary information for the final. • To begin reviewing information from this semester in order to prepare for the final exam. Warm up (12-15-15) Write down any questions you have about this semester. Please be specific. Think about the solar system, plate tectonics, Earth’s history, geologic time scale, human history, and atmosphere. Outline • Objectives • Review For Final Objectives • To review all of the major scientific concepts that were discussed this semester to prepare for the final semester test. Questions to answer about your graphs • Answer in your composition notebooks • Do you see a pattern in some of the graphs? What is the pattern? • What do you notice about the depth of the focus of the earthquakes as you go further inland from the coast of South America? • What appears to be happening to the two plates that meet along the west coast of South America according to your model? How do you know this? • Describe the type of plate boundary which you think is present along the west coast of south America? • How can our model explain the deep trench that lies just off the coast of South America? • Explain how earthquake data can be used to discover and determine types of plate boundaries in other areas of the world. How do volcanoes affect Climate? • http://www.cotf.edu/ete/modules/volcanoes/ vclimate.html Map of Earthquakes in US Volcanoes along Californian coast • GREAT FOR THE GEOSPHERE UNIT!!!! Heating of Water and Land p. 376 Water • Warms more slowly – Heat energy spreads through a greater depth in water – Water spreads heat easily by convection – Some solar energy is used in evaporation • Less available to raise temp of water – Needs more energy to raise the temperature by the same amount • High specific heat Land • Heats quickly • Low specific heat • Less depth to spread the heat through to get an even temperature Heating of Land vs. Heating of Water Experiment