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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