Download Ch 7-8 Lessons Regular

Ch 7/8 Earth’s Changing Surface
Lesson 1
Weathering
Name: __________________________ Date: _______________ Period: _____
Types of Weathering (Begin on p. 153.):
What are the differences between physical and chemical weathering?
1.
What is physical (mechanical) weathering? ________________________________
_________________________________________________________________
a. What is frost wedging?
___________________________________________________________
___________________________________________________________
b. What is exfoliation?
___________________________________________________________
___________________________________________________________
2. What is chemical weathering? __________________________________________
_________________________________________________________________
Four factors can cause chemical weathering…
a.
How is water involved in the chemical weathering of rocks?
____________________________________________________________
What can this result in? _________________________________________
b. How is oxygen involved in the chemical weathering of rocks?
____________________________________________________________
What can this result in? _________________________________________
c.
How is carbon dioxide involved in the chemical weathering of rocks?
____________________________________________________________
What can this result in? _________________________________________
d. What is acid precipitation?
____________________________________________________________
____________________________________________________________
i. Which two gases mix with water in the atmosphere to form acid preciptation?
_________________________ AND __________________________
ii. What is the most common source of human-produced sulfur dioxide?
_______________________________________________________
iii. What is acid precipitation commonly called?
_______________________________________________________
iv. How does acid precipitation affect living and nonliving things? Give
examples.
_______________________________________________________
_______________________________________________________
_______________________________________________________
4 Factors that Affect The Rate of Weathering:
How are weathering rates affected by various factors including climate,
topography, and rock composition?
Climate (1) Affects the Rate of Weathering…
1.
In what type of climate does chemical weathering occur most rapidly?
_______________________________________________________________
What are examples of places where chemical weathering occurs most rapidly?
_______________________________________________________________
2. In what type of climate does physical weathering occur most rapidly?
_______________________________________________________________
What are examples of places where physical weathering occurs most rapidly?
_______________________________________________________________
Rock Type and Composition (2) Affect the Rate of Weathering…
1.
Which of the three main rock types is more easily weathered due to its softer and
sometimes more crumbly structure?
____________________________________
2. Which two rock types are more resistant to weathering due to the fact that they
formed from hardened magma/lava or under intense heat and pressure?
____________________________AND_______________________________
3. Review – What creates the fall line along the east coast? What was built on it?
_______________________________________________________________
The Amount of Surface Area Exposed (3) Affects the Rate of Weathering…
1.
What happens to the surface area of a rock as it is physically weathered into
smaller pieces of minerals and rocks?
_______________________________________________________________
2. How does this increased surface area affect the rate of chemical weathering?
(Remember the copper extraction lab? Malachite was crushed to increase surface area.)
_______________________________________________________________
3. Draw this concept below. See pp. 161-162.
Topography (4) and Other Variables Affect the Rate of Weathering…
1.
Where are weathered materials more likely to remain in place as they undergo
changes – on flat areas or on slopes?
2. Where are weathered materials more likely to be moved away due to the force of
gravity – on flat areas or on slopes?
Ch 7/8 Earth’s Changing Surface
Reinforcement Lesson 1
Weathering: A Concept Map…
Two main types…
is the process by which…
occurs in climates that are…
2 processes that cause this type…
is the process by which…
occurs in climates that are…
4 factors that cause this type…
caused by…
and looks like (Draw a picture!)…
Both types of weathering may be affected by these 4 factors…
Ch 7/8 Earth’s Changing Surface
Lesson 1 Lab Instructions
Class Set: The Chemical Weathering of Chalk
Purpose – To understand some of the factors that affect the chemical weathering of
rocks. The rock we will use today is chalk (organic sedimentary) which is similar to
limestone and the acid we will use is vinegar which is similar to carbonic acid.
Problem – How do the variables of heat and surface area affect the rate of the chemical
weathering of rocks?
Materials – 4 pieces of chalk, 4 small graduated cups, water (small beaker), vinegar (large beaker),
mortar & pestle, plastic knife (for scraping chalk out of the mortar), hot plate (for class), safety
goggles or glasses, cell phone as a stop watch (Only one group member may use a phone for timing.)
Procedure – Follow the instructions EXACTLY!
Manage your lab group…
1.
2.
3.
4.
5.
Select a manager to oversee the group and keep them on task.
Select a lab tech to do the lab and clean up.
Select a recorder to record data for the lab tech.
Select a timer to use a cell phone as a stop watch to time each test.
Write the names and roles of each lab group member at the top of your lab paper.
Test A – Control / Acidity and Weathering
1.
2.
3.
4.
Pour water into one of the cups up to the 10 ML line. This is your control test.
Pour vinegar into another cup up to the 10 ML line.
Place one whole piece of chalk into each of the 2 cups.
On your data table, record your observations.
Test B - Increased Surface Area and Weathering
1.
Crush a third piece of chalk in a mortar with a pestle. YOU ARE ONLY
CRUSHING ONE PIECE OF CHALK!! This will simulate physical weathering!
2. Pour vinegar into a clean cup up to the 10 ML line. Start your stop watch as you
use the plastic knife to scrap the crushed pieces into the cup with vinegar.
3. Record your observations and the time it takes for the chalk to dissolve (i.e., to
stop bubbling or fizzing) on your data table.
Test C - Heat and Weathering (DON’T CRUSH THE CHALK FOR THIS
TEST!!!)
1.
Tell your teacher when your group is ready to perform Test C and give him/her
your 4th cup. He/She will pour the boiling vinegar into your cup and bring it to you.
2. Start your stop watch as you place the last piece of chalk into the hot vinegar.
3. Record your observations and the time it takes for the chalk to dissolve (i.e., to
stop bubbling or fizzing) on your data table.
4. Clean all of your materials and wipe your tray clean! See note below!
Clean out all cups being careful not to put solid material in the sink! Pour all
chalk/water/vinegar into the garbage cans, then rinse out cups.
Ch 7/8 Earth’s Changing Surface
Lesson 1 Lab
Weathering of Chalk
Data
Test
Control/
Comparison
Observation/Results
Describe as no, slow, rapid or
very rapid reaction.
N/A
Test A Part 1:Control
Do not time
(Chalk in water)
Test A Part 2: Acid
(Chalk in vinegar)
Test B. Surface Area
(Crushed chalk in vinegar)
Test C. Heat
(Chalk in hot vinegar)
Time for Chalk
to Dissolve
Chalk in water
Do not time
Whole piece of
chalk in room
temp. vinegar
(in minutes and
seconds)
Whole piece of
chalk in room
temp. vinegar
(in minutes and
seconds)
Analysis and Conclusion
1.
Review! What is physical weathering?
__________________________________________________________________
How did you physically weather the chalk? _________________________________________
2.
Look at your Lesson 1 notes. What are two real-life processes that physically weather rocks?
______________________________ AND _______________________________
3.
Look at your data chart at the result of Test B and compare it to Test A Part 2. Does chalk
weather faster or slower with increased surface area? (Circle one.)
4.
In what climate does physical weathering occur most readily? __________________________
5.
Review! What is chemical weathering?
__________________________________________________________________
What did you do to chemically weather the chalk? ___________________________________
6.
Look at your Lesson 1 notes. What are four real-life processes that chemically weather rocks
and what do they result in?
a.
b.
c.
d.
______________________________ results in:
______________________________ results in:
______________________________ results in:
______________________________ results in:
_______________________
_______________________
_______________________
_______________________
7.
What factor (investigated in test C) can affect the rate of chemical weathering? __________
How did this factor affect the rate of weathering? __________________________________
8.
In what climate does chemical weathering occur most readily? __________________________
9.
Read on the back of your Lesson 1 notes about Surface Area. Explain how physical weathering
and chemical weathering work together to break down rock.
_________________________________________________________________________
Ch 7/8 Earth’s Changing Surface
Lesson 2
What effect does running water have on Earth’s surface? What features are left
behind or deposited by running water?
Use your book or the powerpoint to answer the following questions. Begin on p. 162.
Introduction…
1. What is erosion?
________________________________________________________________
2. Why is gravity associated with many agents of erosion?
________________________________________________________________
Erosion…
1.
Which has more power to move large particles – wind or water?
2. What is rill erosion? Draw rill erosion on a hill in the left margin.
_______________________________________________________________
3. What is gully erosion? Draw a gully in the left margin. Draw yourself in it.
_______________________________________________________________
4. Look at Fig 7-12 B on p. 163. What causes gully erosion in a farming area?
_______________________________________________________________
5. What carries billions of metric tons of weathered sediments to the sea?
_______________________________________________________________
6. What have the Green/Colorado Rivers carved in the Colorado Plateau?__________
7. What force weathers rocky coastlines? ________________________________
Deposition…
1.
Which U.S. river carries sediment into the Gulf of Mexico? _________________
2. How are deltas formed? Draw a delta in the margin.
_______________________________________________________________
3. What is an alluvial fan? Draw one in the margin.
_______________________________________________________________
4. What color would the sand of a beach be if the following rocks or minerals were
carried and deposited on it by a river or runoff water? Where would you find each?
a. olivine - _________________________ found in __________________
b. basalt - ________________________ found in __________________
c. coquina - ________________________ found in __________________
d. limestone - ______________________ found in __________________
e. quartz (from granite) _______________ found in __________________
Visual 2! Raging Planet: Floods
As you watch the episode, concentrate on how running water has shaped and changed
Earth’s surface.
1.
Where was the first flood? __________________________________________
a. What caused it?
_________________________________________________________
b. What type of objects did the running water move?
_________________________________________________________
c. What kind of sediment was moved by this flood? ____________________
d. Did the young lady on the trapped car survive? __________
2. Where was the second flood? ________________________________________
a. What caused it?
_________________________________________________________
b. What type of objects did the running water move?
_________________________________________________________
c. What kind of sediment was moved by this flood? ____________________
d. Did the stranded couple survive? ___________
3. Where was the third flood? _________________________________________
a. What caused it?
_________________________________________________________
b. What type of objects did the running water move?
_________________________________________________________
c. What kind of sediment was moved by this flood? ____________________
d. Was anyone killed? ___________
4. Where was the fourth flood? ________________________________________
a. What caused it?
_________________________________________________________
b. What type of objects did the running water move?
_________________________________________________________
c. What kind of sediment was moved by this flood? ____________________
d. How many people were killed? ________________
e. What was the depositional feature left by the Venezuela flood?
___________________________
5. What caused the flooding in New Orleans? ______________________________
a. What happened to the gentleman’s 3 year old granddaughter?
_________________________________________________________
b. What is the last thing we are told about flooding?
_________________________________________________________
6. Flood Safety…What are we told to NEVER do in order to avoid being a flood victim?
_______________________________________________________________
Ch 7/8 Earth’s Changing Surface
Lesson 2 Lab
Erosion & Deposition by Water on Coastlines (AKA…The Beach Sand Lab)
Station 1:
1.
Environment Around the Beach and Water Clarity
Compare the pictures and describe the water clarity in the two pictures.
a. Myrtle Beach: clear or murky? Look at the pictures of Mr. Koeval on
Myrtle Beach. What empties out on the beach? _____________________
b. Half Moon Cay: clear or murky? Look at the map of Half Moon Cay. Do
you see any rivers or streams that flow into the lagoon? _______________
2. Explain the difference in water clarity. That is, what do rivers carry & deposit into
an ocean or bay that causes the water at beaches such as Myrtle to be murky?
_______________________________________________________________
Station 2:
1.
Sand Particle Size
Sand particles can range in diameter size from 1/16 – 2 mm. As a result, the size of the sand
grains can vary greatly from beach to beach. Look at the four sand samples under the
microscope and draw one particle of each to depict its shape and relative size.
Myrtle Beach Sand
Castaway Cay Sand
Flagler Beach, Fl
Source: _________
Source: _________
Source: _________
2.
Hawaiian Black Sand Beach
Source: _________
What determines the size of weathered sand grains? (p. 415, “Beaches”)
______________________________________________________________________
______________________________________________________________________
Station 3:
1.
Myrtle Beach, SC Sand
What color is Myrtle Beach sand (with the naked eye!)? _____________________
2. What do you see under the microscope that might make the sand look this color?
_______________________________________________________________
Do you see any shells in the sand? ________
3. Look at the map of Myrtle Beach. Is there a river that empties into the Atlantic to
the north or south of Myrtle Beach? __________
4. Look at the granite. This could be the weathered and eroded source rock for the
sand at Myrtle Beach. How did it get there? (Hint – See the question above!)
_______________________________________________________________
Station 4:
1.
False Klamath Beach, CA; Ruby Beach, WA; Pacific Beach, WA
What color is this sand (with the naked eye!)? ___________________________
2. What do you see under the microscope that might make the sand look this color?
_______________________________________________________________
Do you see any shells in the sand? _________
3. Look at the map of False Klamath Beach near Klamath, CA. Is there a river that
empties into the Pacific Ocean nearby? __________
4. Look at the basalt and the granite. These could be the weathered and eroded
source rocks that compose the sand at False Klamath Beach.
a. What is the source of these rocks? ______________________________
b. How did these weathered pieces get to the beach? __________________
5. Look at the picture of Ruby Beach, Washington. What force weathered the granite
monoliths into sand-size grains? ___________________
Station 5:
1.
Cape Cod, MA Sand
What color is the Cape Cod sand (with the naked eye!)? _____________________
2. What do the sand grains look like under the microscope? ____________________
a. List all the colors you see! _____________________________________
b. Do you see ANY shells in this sand? ___________
3. Look at the quartz mineral. This could be the weathered and eroded rock that
composes the sand at Cape Cod. How did it get there?
_______________________________________________________________
Station 6:
1.
Flagler Beach, FL Sand
What color is the Flagler Beach sand (with the naked eye!)? __________________
2. What do the pieces look like under the microscope? ________________________
3. Look at the coquina. What evidence do you see in the sand that shows that coquina
could be the source rock for the sand at Flagler Beach?
_______________________________________________________________
4. Coquina is rock that forms just offshore. What force pounds the beach and
weathers the coquina into sand-size grains? ___________________
Station 7:
1.
Sand from Hawaiian Black Sand Beach
What color is the Hawaiian Black Beach sand (with the naked eye!)? ____________
2. What do the sand grains look like under the microscope? ____________________
3. Look at the basalt. This is the weathered and eroded source rock of the black sand.
a. How does basalt form? _______________________________________
b. How does it get to the coast? __________________________________
Station 8:
1.
Sand from Hawaiian Green Sand Beach
What color is the Hawaiian Green Beach sand (under the scope)? ______________
2. What do the sand grains look like under the microscope? ____________________
3. Look at the olivine. What evidence is there that this is the source of weathered and
eroded rock for the sand at the Hawaiian Green Sand Beach?
_______________________________________________________________
How did the olivine get to the coast? ___________________________________
What is your favorite beach and why? ______________________________________
Ch 7/8 Earth’s Changing Surface
Lesson 3
What effect do glaciers have on Earth’s surface? What features are left behind
or deposited by glaciers?
Introduction… p. 164
1.
What are three ways that glaciers change Earth’s surface?
a. __________________________________________________________
b. __________________________________________________________
c. __________________________________________________________
2.
In which area of the USA are features of glacial erosion/deposition common?
_______________________________________________________________
3. What is a glacier? (p. 198) __________________________________________
Of all the erosional agents, glaciers are the most _________________________.
4. Where do valley glaciers form? _______________________________________
a. What shape valleys do valley glaciers carve into mountains? ______________
b. What is an example of a valley glacier? _____________________________
5. What is a continental glacier? _______________________________________
a. What are continental glaciers also called? ___________________________
b. Where are the two major continental glaciers? _______________________
Erosion… Draw & label a mountain landscape with these features on your Study Guide.
1.
Glacial erosion creates distinct features in all the Earth’s major mountain ranges.
a. Cirque - ____________________________________________________
b. Arête - ____________________________________________________
c. Horn - _____________________________________________________
2. What are glacial grooves caused by?
_______________________________________________________________
Deposition… Draw these depositional features on your Study Guide.
1.
What is glacial till? ________________________________________________
2. What is a moraine? ________________________________________________
3. What is an outwash plain? _______________________________________
4. What are 2 types of lakes formed by glaciers?
______________________________ and _____________________________
a. Which famous Northern U.S. lakes formed when glaciers melted?
___________________________
b. Can you name all five?
__________________________________________________________
Visual 3! Planet Earth: Mountains
As you watch the episode, concentrate on how glaciers have shaped and changed Earth’s surface.
The Andes…
1.
These mountains were formed by ______________ tectonics and shaped by
_______________________.
2. What type of glacier is present in the Andes? valley or continental? (Circle one.)
3. The rocks that the pumas move around are examples of glacial _______________.
The Rockies…
1.
Circle the glacial features that can be seen in these mountains: horn arête cirque
2. The rocks that the bears are walking around have been weathered by frost
wedging. Is this an example of physical or chemical weathering? (Circle one.)
3. What forces wear down (weather) the mountain? __________________________
The Alps…
1.
The permanent snow found on the mountains of the Alps is an example of which type
of glacier? Hint - See Question 2. ____________________________________
2. The distinct jagged peaks of the Alps are carved by _____________________
and could be called __________________. (Hint – see Question 4)
3.
Glaciers could be defined as moving masses of ________________ laden with
rocks. They are the most powerful _____________________ force on Earth.
The Mountains of Pakistan…
1.
How big is the biggest mountain glacier on Earth? _____ miles long by ____ miles
wide.
2.
How is the snow leopard physically suited (adapted) for mountain life?
_______________________________________________________________
The Himalayas…
1.
How are the golden snub-nosed monkeys suited for living in such a cold place?
_______________________________________________________________
2. What glacial feature of Mt. Everest do the cranes attempt to fly over? _________
Do the cranes make it to their destination? yes or no (Circle one.)
North Carolina…
1.
Which mountain chain flanks the western edge of our state? _________________
2. Do these mountains show any evidence of glacial erosion? yes or no (Circle one.)
Why do you think that is?
______________________________________________________________
3.
What mountain is closest to Winston-Salem? ____________________________
Does it show evidence of glacial erosion or frost wedging? yes or no (Circle one.)
Ch 7/8 Earth’s Changing Surface
Lesson 3 Lab
Glacial Erosion
Part A: Creating a Glacial Landscape
1. Build a round mound of sand in the center of your sand tray. This is
your mountain. Place some gravel “rocks” on one side of your mountain.
2. Gently release your glacier from its cup by wetting the bottom of the
cup until the glacier comes out.
3. Hold the glacier with a paper towel, rock side down, and use it to
carve a cirque out of the side of your mountain on which you’ve placed
the rocks. (Start at the top of the mountain and push down gently
into the sand as you carve your way down the mountain.) “Bulldoze”
the rocks that are on the mountainside in front of the glacier.
a. What are arêtes and cirques? Did you create any?
b. Do you see any glacial grooves in the cirque?
c. What causes glacial grooves in real life?
4. Carve out at 2 or 3 other sides of your mountain in the same manner
as above.
a. What is a horn? Did you create a horn?
b. Point out all the cirques and arêtes.
Part B: Glacial Deposition
5. Leave your glacier at the bottom of the “valley” that has the rocks at
the bottom (the first one you made).
a. What shape valley did you create?
b. What is the mound of debris bulldozed by the glacier called?
c. When your glacier melts, the rocks will fall out of it. What is
this debris called?
d. What is an outwash plain? Where are they found?
Ch 7/8 Earth’s Changing Surface
Lesson 3 Lab
Glacial Erosion
Part A: Creating a Glacial Landscape
1.
Which way does a glacier move? ________________________________________
What force causes this? ____________________
2. What is an arête? __________________________________________________
Did you create an arête on your landscape? ________
3. What is a cirque? __________________________________________________
Did you create a cirque on your landscape? ________
4. How are glacial grooves created in real life?
_______________________________________________________________
Do you create any glacial grooves in the cirque? ________
5. What is a horn? ___________________________________________________
Did you create a horn on your landscape? _________
6. In the space below, draw the erosional features you created and label them: arêtes,
cirques, and horn.
Part B: Glacial Deposition
1.
What shape valley did you create? (Answer with a capital letter!) _______
2.
What is the mound of debris bulldozed by the glacier called? _________________
3.
When your glacier melts, the rocks will fall out of it. What is this debris called?
___________________
4. What produces an outwash plain? _______________________________________
5. Add the depositional features you created to your diagram and label them: U-shaped
valley, till, the moraine, and the outwash plain.
Ch 7/8 Earth’s Changing Surface
Lesson 3 Glacial Rebound
Introduction…
A thick accumulation of ice on a continent causes the crust to sink into the mantle. When the ice melts and
disappears, the crust rises again.
Large land areas that were pushed down by the weight of glaciers during the ice age are still rising slowly today.
The eastern part of Canada near Hudson Bay is a good example. This region is said to be undergoing rebound.
Rebound, a type of uplift, occurs when land rises because the weight that was on it is removed.
One way to tell if a region is being uplifted is to find areas that were ocean beaches in the past. Beaches are
shoreline features, so they must have formed at sea level. Finding a beach at an elevation above modern sea level
is evidence of crustal uplift.
In this map activity, you will study a contour map of an area in eastern Canada that has been rebounding since the
ice age ended.
Procedure…
1.
2.
3.
4.
Color the areas on the map over 90 red,
70–90 purple, 50-70 orange,
30-50 blue, and 10-30 yellow.
Locate each of the cities and towns on the map.
Determine the amount of rebound (meters).
Record this on the data table.
City/Town
Baker Lake
Arctic Bay
Coral Harbor
Fort George
Esker
Quebec
Rebound (m)
Years of
Rebound
6000
3700
5800
5700
4600
2700
Map goes here!
Analysis…
1.
Why do glaciers cause subsidence (lowering) of the ground? _________________________
2.
Where do you think the ice was the thickest? (Which color on the map?) _______________
Why? _________________________________________________________________
3.
Which town had the thickest ice over it during the ice age? _________________________
Why did you pick this one? _________________________________________________
4.
What is the relationship between the meters of rebound AND the number of years the
ground took to rebound?
______________________________________________________________________
Why do you think this is? __________________________________________________
5.
Which of the following events would cause the crust to subside (get lower) and which would
cause it to rebound (get higher)?
a. The formation of a large delta
_________________________
b. Exfoliation of the outer layers of a mountain
_________________________
c. The formation of a large lake behind a dam
_________________________
d. The emptying of an underground aquifer (water)
_________________________
e. The melting of a continental glacier
_________________________
Ch 7/8 Earth’s Changing Surface
Lesson 4
What effect does wind have on Earth’s surface? What features are left behind or
deposited by wind?
Introduction… Use your book to answer the following questions. Begin on p. 165.
1.
At which types of places on Earth is wind a major erosional issue?
______________________________________________________________
2.
Look at Fig 7-17 on p. 165. How do plants guard against wind erosion?
______________________________________________________________
3.
What are windbreaks (wind barriers) and how do they reduce soil erosion by wind?
_______________________________________________________________
4. (Skip to p. 191.) How is wind erosion different from water erosion?
_______________________________________________________________
Erosion…
1.
2.
3.
What is deflation? ________________________________________________
_______________________________________________________________
What is the coarse surface left behind by deflation? ______________________
What conditions created the Dust Bowl?
a. … a severe ________________________,
b. … poor _______________________ practices in which huge areas of
natural vegetation were removed,
c. … strong _________________ picked up the dry surface particles and
created severe dust storms.
What is abrasion and how does it affect rocks? __________________________
______________________________________________________________
What are ventifacts? ______________________________________________
Draw a ventifact with you standing on top of it in the margin.
Deposition…
1. What is a sand dune? ______________________________________________
In the space below, draw a sand dune and indicate the direction of the wind. Also
label the gently sloping side and the steep side. (Fig 8-18, p. 196)
2. What is loess and in which states are loess deposits found?
______________________________________________________________
Why are loess deposits used as farmlands? ______________________________
Visual 4! Planet Earth: Deserts
As you watch the episode, concentrate on how the wind has shaped and changed Earth’s
surface.
The Sahara Desert…
1.
Review! Unlike water, wind can move particles uphill / downhill. (Circle one.)
2. In the Sahara Desert, the wind can blow dust (upwards!) up to a ___________ high!
3. The wind scours the desert like ______________ paper. This process is known as
____________________.
4. The odd rock features found in Egypt’s white desert are called _______________.
They are formed when existing rock is sand-blasted by the wind in a process known
as ________________________. (See Question 3.)
5. Deserts are ever-changing due to erosion by _________________!
The Atacama Desert…
1.
What is the term for the desert surface that the guanacos are walking on?
______________________________________________________________
2. This surface was formed when the wind eroded away lighter surface particles like
sand and dust in a process called: ____________________________.
The Sonoran Desert…
1.
Life struggles to take root here because there is little to no ____________ due to
wind erosion.
2. The soil that is here is _______________________ in color.
The Namib Desert…
1.
2.
What surface are the desert elephants walking on? (Q 6) ___________________
How have these desert elephants adapted to the heat? _____________________
3.
What desert structures do the oryx escape to in order to avoid the lions?
____________________________
4.
What processes form sand dunes?
______________________________________________________________
a. Which side of the dune is gently sloping? windward or leeward (Circle one.)
b. Which side of the dune is steepest? windward or leeward (Circle one.)
5.
What is the last critter we see in this episode? How does it affect the landscape?
_______________________________________________________________
6. What is the last thing we are told about the desert in this episode?
_______________________________________________________________
Ch 7/8 Earth’s Changing Surface
Lesson 5
How do mass movements change Earth’s surface?
Introduction… Begin on p. 181.
1.
What are mass movements? __________________________________________
________________________________________________________________
2. Where do all mass movements occur? (p. 182) ______________________________
Erosion By Mass Movements…
1.
What is creep? ____________________________________________________
a. On what type of slope does creep occur? ___________________________
b. What does creep do to trees and objects on slopes?
__________________________________________________________
c. On your Study Guide, draw Figure 8-3 p. 184, a creep.
2. What is a mudflow? _________________________________________________
a. Mudflows occur in what type of environments? ______________________
b. How do mudflows affect people and objects?
_________________________________________________________
c. What are mudflows that are caused by the melting snow of an erupting
volcano called? ______________________.
3. What is a landslide? ________________________________________________
a. Landslides occur on what types of slopes? ___________________________
b. What are two factors that can trigger a landslide?
____________________________ and __________________________
c. What damage does a landslide cause? ______________________________
d. On your Study Guide, draw Figure 8-5, p. 186 A, a landslide.
4. What is a slump? ___________________________________________________
a. Where do slumps occur? ________________________________________
b. What shape “scar” does a slump leave behind? ________________________
c. How do slumps differ from landslides?
__________________________________________________________
d. On your Study Guide, draw Figure 8-6, p. 187, a slump.
5. What is an avalanche? _______________________________________________
a. Where do avalanches occur? _____________________________________
b. Avalanches cause death by: _________________________
6. What is a rock fall? _________________________________________________
a. On what type of slope does a rock fall occur? ______________________
b. How can rock falls affect people? ______________________________
c. On your Study Guide, draw Figure 8-8, p. 188, a rock slide.
Visual 5! Raging Planet: Avalanche
As you watch the episode, concentrate on how an avalanche can shape and change Earth’s surface.
Anatomy of an Avalanche…
1. How many avalanches occur each year? ____________________
2. Avalanches occur on slopes with angles of ________ to ________ degrees.
3. What factors create weak layers in the snow?
_____________________________________________________________
Avalanche Experts…
1. When a person is hit by an avalanche, it is with the same force as ________
compact cars.
2. The majority of avalanche victims are ________________________________.
Avalanche Prevention and Protection…
1. How are explosives and antitank guns used in avalanche protection each year?
_______________________________________________________________
2. What is built along railroad tracks in mountainous areas to protect trains from
avalanches? __________________________
Snow and Avalanche Research…
1. What type of snow flake makes weak layers? _____________________________
2. What was the first sign of the avalanche in Austria in 1999?
_______________________________________________________________
3. What steps were taken to prevent future avalanches in this Austrian town?
_______________________________________________________________
Gallitan County, Montana…
1. What do rescue personnel use to find avalanche victims? ____________________
2. What is more effective? probe poles or dogs (Circle one.)
3. What should a person have in his/her possession to best ensure that they are
“found” if caught in an avalanche? _____________________________________
4. Below which burial depth are your chances of surviving an avalanche very low? __ ft
White River National Forest, Colorado…
1. Did Jesse survive? _________
2. According to the episode we just watched, how does a person die in an avalanche?
_______________________________________________________________
North Carolina…
1. Why might a person visiting North Carolina NEVER experience an avalanche?
______________________________________________________________
2. What type of mass movement is most common on the highways in the mountains of
North Carolina? __________________________________________________
Ch 7/8 Earth’s Changing Surface
Lab Lesson 5
Mass Movements
Class Set!
Materials – pan or basin, sand, water source, 30ml cup, plastic cup
Procedure
Part A – The Influence of Tectonic Activity
1. Fill the bottom of a basin or pan with sand and moisten it (but don’t soak it!).
If you are not the first class to do this lab, this step will be done for you.
Don’t add any more water! (But you may need to add more sand.)
2. Make a “mountain” using a cup. Put your sand castle mountain on a smooth
layer of sand in the middle of your tray and build up a small base around it to
prevent it from sliding.
3. Shake the pan gently back and forth on your tray ONLY until a mass
movement occurs. Keep the tray and pan level. Do not tilt it!
4. Record your observations on your worksheet. Draw it!
Part B – Increased Steepness of Slope
1. Make another “mountain.” Place it directly on the tray in the middle without a
layer of sand underneath it. Don’t build up a base around it.
2. Slowly tilt the tray to cause a mass movement.
3. Record your observations on your worksheet. Draw it!
Part C – The Influence of Flowing Water…
1. Make another “mountain.” Place it in the middle of a smooth layer of sand but
don’t build up a base around it.
2. Slowly pour 30 milliliters of water onto the edge of the sandcastle being
careful to pour in one place. Please do not use any more water than this.
3. Record your observations on your worksheet. Draw it!
Ch 7/8 Earth’s Changing Surface
Lab Lesson 5
Mass Movements
Introduction…
1.
Review! There are four agents of erosion that change the face of Earth. They
are…
______________________________________________________________
2. The force of gravity causes a type of erosion known as ____________ movements.
3. Three factors that encourage mass movements are the steepness of the slope,
tectonic activity, and the presence of excess __________________.
4. Review the terms… creep, slump, landslide, mudflow, rock fall.
Observations…
A. Simulated Tectonic
Activity (Shaking!) p.
187
B. Increased Steepness
of Slope (Tilting!) p.
186
C. The Influence of
Flowing Water (Pouring
rain!) p. 189
In your own
words, describe
what happened.
Which mass
movement was
simulated?
Draw the results
of each simulation
Conclusions…
1.
What did the shaking of the pan simulate? _______________________________
2. What type of mass movement did your results in Part A most resemble? (See the
pictures/diagrams on pp. 184 to 187.)
__________________________________________________________________
3. Why would this not be considered a landslide? (See p. 186, definition of a landslide.)
__________________________________________________________________
4. What did the tilting of the pan increase? __________________________________
5. What type of mass movement did your results in Part B most resemble? (See the
pictures/diagrams on pp. 184 to 187.)
__________________________________________________________________
6. Why might this be considered a landslide?
__________________________________________________________________
7. When the soil and weathered bedrock on a mountainside are saturated with water, what
types of mass movements can occur? (See pp. 186-187.)
__________________________________________________________________
8. What did the added water simulate in Part C? _______________________________
9. What type of mass movement did you cause in Part C? (See p. 185.)
__________________________________________________________________
10. How did your simulated mudflow differ from a real-life mudflow?
__________________________________________________________________
11. Did you see a fan-shaped deposit at the bottom of your “mountain” in Part C? _______
12. What are these fan-shaped deposits called? (Fig 9-21, p. 226)
__________________________________________________________________
13. How could you cause your mountain to “creep?” (See p. 184 for a hint!)
__________________________________________________________________
14. How does a rock fall differ from the other forms of mass movements?
__________________________________________________________________
15. What part of North Carolina has rock falls? ________________________________
16. Why do we NOT have landslides, slumps, avalanches, and mudflows in the Piedmont of North
Carolina (The foothills - where we live!)?
__________________________________________________________________
__________________________________________________________________
17. Review! What are three factors that can encourage mass movements? (Hint - Read the
introduction!)
a. ____________________________________
b. ____________________________________
c. ____________________________________
Ch 7/8 Earth’s Changing Surface
Lesson 6
Soil
What processes form soil? What types of weathered particles compose soil?
What factors affect the characteristics and fertility of soil?
Development of Soil (Begin on p. 167.)…
1. What is the first step in soil formation?
________________________________________________________________
Why are mosses and lichens called pioneer organisms?
________________________________________________________________
2. What is the second step in soil formation?
________________________________________________________________
What is humus?
________________________________________________________________
Soil Profile…
1.
What is a soil profile? Draw and label one in the margin with all three horizons.
_______________________________________________________________
2. There are three major soil horizons – A, B, and C.
a. How can Horizon A be described?
____________________________________________________________
____________________________________________________________
b. How can Horizon B be described?
____________________________________________________________
____________________________________________________________
c. How can Horizon C be described?
____________________________________________________________
Factors Affecting Soil Profiles…
1. Topography: How does the slope of the land affect soil thickness and fertility?
a. Soils on ________________________________ tend to be thin and infertile
b. Soils in _________________________________ are thicker and fertile.
2. Age of Soil: Which soil is thicker and richer?– older soils or younger soils – Why?
_______________________________________________________________
3. Climate:
a. What types of climate tend to have intensely weathered soil? Why?
____________________________________________________________
b. What types of climate tend to have lighter-colored soil? Why?
____________________________________________________________
c. What types of climate tend to have permanently-frozen soil (permafrost)?
____________________________________________________________
d. What types of climate tend to have thick, rich soil? Why?
____________________________________________________________
Soil Textures… (See diagram of the soil textural triangle on p. 173.)
1. How are soil particles classified? _______________________________________
2. What are the particles of soil – from smallest to biggest?
________________________________________________________________
3. What determines a particular soil sample’s texture?
_________________________________________________________________
You should know how to use a soil texture triangle to figure out the texture of a given
soil sample!
4. What does the texture of a soil affect?
_________________________________________________________________
Soil Fertility…
1.
What is soil fertility?
________________________________________________________________
2. Why do farmers use fertilizer? ________________________________________
a. What is commercial inorganic fertilizer?
____________________________________________________________
What is the disadvantages of using this type of fertilizer?
____________________________________________________________
b. What are 2 types of natural, organic fertilizer and what is the source of each?
____________________________ AND____________________________
What are the advantages of using this type of fertilizer?
_________________________________________________________
3. Why do farmers plant legumes – peas, beans - and clover – in their fields?
________________________________________________________________
4. What are nitrogen-fixing bacteria? Why are they important?
________________________________________________________________
Ch 7/8 Earth’s Changing Surface
Lab Lesson 6
Soil Components and Profile
One lab partner will hold the tray while the other three lab partners collect the following…
1. … a soil sample (Make sure it contains some grass and other plants.)
2. … a sprig of grass with roots.
3. … a clover plant with roots.
In the chart below, describe the various components of your sample…
Description of the following components:
Inorganic (the dirt!) What types of sediments/minerals do you see in your sample?
Organic (the living or once-living things) What types of living things – plants,
animals, fungi, algae – do you see in your sample?
Erosion and Soil Fertility
Gently shake the soil off of the roots of the grass plant and the clover plant. Draw each root
system below. Point out and label the nodules on the clover roots.
The root system of grass
The root system of clover
Don’t forget to label the nodules!
Soil Texture
To determine the percentages of sand (biggest particles), silt (mid-size particles), and clay
(smallest particles)…
1. Place a sample of dirt into a glass jar, fill it with water to about an inch below the rim,
and shake.
2. Let it sit for a couple of days.
3. Follow the directions under Part B of the Analysis.
Analyze – Part A: Soil Components, Fertility, and Erosion
1.
How does Horizon A differ from Horizon B of a soil sample?
_________________________________________________________
a.
What are two important functions of humus (organic matter) in the soil?
____________________________________________________
b. Without humus, it’s just ____________________!
2.
What is erosion?
_________________________________________________________
What feature of the root system of both plants do you think allows them to prevent erosion?
_________________________________________________________
3.
What do you find that is different about the roots of the clover?
_________________________________________________________
a.
b.
c.
What grows in the nodes of the clover roots? _____________________________
Why are they important? ___________________________________
What does the term “nitrogen-fixation” mean?
____________________________________________________
Analyze – Part B: Soil Texture Triangle – Follow the instructions…
1. Measure each layer of the mud in your jar. (The layers will be arranged with the sand on the
bottom, the silt in the middle and the clay on the top.)
2. Determine the percentage of each particle type using the following equation…
height of particle layer
total height of soil column X 100 = percentage of particle type
3. Do your calculations below for clay, silt, and sand and then record your answers in Q #4.
4. What percent of your soil sample was composed of … (Do your calculations in the margin.)
clay - ___________ silt - ___________ sand - ___________
5. Circle the point on the Soil Texture Triangle below where the percentages of the three
particles intersect. This is the texture of your soil sample.
http://www.eslarp.uiuc.edu/la/LA437-F94/soils/texture.gif
Ch 7/8 Earth’s Changing Surface
Practice Lesson 6
Soil Texture Triangle
Clay: 25%
Silt: 45%
Sand: 30%
Soil type:
_____________________
Clay: 75%
Silt: 0%
Sand: 25%
Soil type:
_____________________
Clay: 10%
Silt: 30%
Sand: 60%
Soil type:
_____________________
Ch 7/8 Earth’s Changing Surface
Lesson 7
Land Use, Abuse, and Conservation…
What are the reasons for and consequences of urbanization, deforestation, and conventional
agriculture?
Natural Resources: An Overview… Begin on p. 655.
1.
What are renewable resources? ______________________________________
______________________________________________________________
List at 3 renewable resources. _______________________________________
2. What is a nonrenewable resource? ____________________________________
_______________________________________________________________
List 3 nonrenewable resources. _______________________________________
3. What is conventional/traditional agriculture?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
4. What is sustainable agriculture?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Human Impacts on the Lithosphere: Farming, Urbanization, Land Use…
Desertification…
1.
What is desertification? p. 660
_______________________________________________________________
What impact does it have on the soil? __________________________________
2. How can it be prevented? (List 2 ways.)
a. __________________________________________________________
b. __________________________________________________________
3. Draw a cow grazing in the desert!
Monoculture and Biodiversity Loss… (p. 718)
1.
What is biodiversity ?
______________________________________________________________
What types of ecosystems are healthier – those with high or low biodiversity?
2. What is monoculture? _____________________________________________
Why is it used conventional (traditional) agriculture? ______________________
3. How does monoculture impact our land resources in terms of biodiversity?
_______________________________________________________________
What is a sustainable (conservation) method of agriculture that can be used
instead of monoculture?
_______________________________________________________________
Pesticides… p. 719
1.
What are pesticides? ______________________________________________
Why are pesticides are used in conventional (traditional)?
______________________________________________________________
2. How do pesticides impact our land? ____________________________________
_______________________________________________________________
What is a sustainable (conservation) method of pest control?
_______________________________________________________________
3.
Draw a dead bug in the margin.
Topsoil Loss (Erosion)… Draw a farmer using traditional plowing.
1.
Why is topsoil hard to replace? _______________________________________
2. How does traditional (conventional) plowing cause erosion?
_______________________________________________________________
Why is it done? ___________________________________________________
3. What impact does erosion have on the soil?
_______________________________________________________________
Two sustainable practices that help conserve topsoil are shown and explained in Fig
27-11. What are they?
________________________________AND___________________________
Deforestation… Draw a lumberjack USING SELECTIVE LOGGING in the margin. p. 720
1.
What is deforestation? ____________________________________________
2. How does clear-cutting (removing ALL the trees in an area) impact the land?
_______________________________________________________________
Two ways to log sustainably in order to prevent erosion and sediment accumulation in
streams include…
a. ______________________ logging
b. ______________________ zones of trees along streambeds.
Urbanization… Draw a city in the margin. p. 721
1. What is urbanization? ______________________________________________
2. How does it impact our land?
_______________________________________________________________
_______________________________________________________________
a. Construction causes the ________________________________ of topsoil.
b. Development takes land away from _____________________________ use.
c. Increasing urbanization produces large volumes of _______________ waste.
3. How can the problems of urbanization be solved?
_______________________________________________________________
Ch 7/8 Earth’s Changing Surface
Lesson 8
Erosion, Development, and Stabilization on Shorelines
What are the effects of erosion, development and stabilization efforts on shorelines?
Erosion and Deposition on Shorelines… See pics on pp. 414 – 417.
1.
What causes sediments on shorelines to be eroded? (p. 417)
_______________________________________________________________
2. What causes sediments to be deposited on shorelines? (p. 417)
_______________________________________________________________
Development on Shorelines… See pics on p. 418.
1.
Look at and read Fig 16-8, p. 418. What happened to the developed areas of…
a. …Pacifica, CA - _____________________________________________
b. …Galveston, TX? ____________________________________________
2. What is a barrier island? (p. 418) _____________________________________
_______________________________________________________________
Why is it often a bad idea to build houses on barrier islands? (p. 418 2nd paragraph)
_______________________________________________________________
Stabilization Efforts on Shorelines… See pics on p. 419.
1.
Protective structures: Why are each built and what problems can each create?
a. Seawall - __________________________________________________
_________________________________________________________
b. Groin - ___________________________________________________
_________________________________________________________
c. Jetty - ___________________________________________________
_________________________________________________________
d. Breakwater - _______________________________________________
_________________________________________________________
Seawall
Groin
Jetty
Breakwater
2. Dredging: Sand on a shoreline can be replenished by dredging – pumping sand from
offshore and depositing it on the beach.
a. What is the positive effect of dredging? __________________________
b. What is the negative effect of dredging? _________________________
3. Replanting: Erosion on a shoreline can be prevented by preserving or restoring
natural vegetation of a marsh or estuary. How do these places protect shorelines?
_______________________________________________________________
Erosion, Development, and Stabilization on Mountainsides
What are the effects of erosion, development and stabilization efforts on
mountainsides?
Erosion on Mountainsides… See pics on pp. 184-189 and review Lesson 5.
1.
Review! What are the 6 mass movements that erode mountainsides?
_______________________________________________________________
2. What 4 factors influence mass movements? (Read p. 182-3)
_______________________________________________________________
Development on Mountainsides…
1.
2.
3.
4.
5.
6.
Read the last sentence of p. 185. Where are mudflows destructive to people?
_______________________________________________________________
Read about avalanches on pp. 187-8. Where in our state might an avalanche occur?
_______________________________________________________________
Read about landslides on p. 186. Where are landslides common?
_______________________________________________________________
Why is it often a bad idea to build houses on or at the base of a mountain?
_______________________________________________________________
Read about slumps on p. 187. Why is it a bad idea to build a highway next to a
mountainside of thick soil?
_______________________________________________________________
Read about rock falls on p. 188. Why is it a bad idea to cut a steep cliff into a
mountain to build a highway?
_______________________________________________________________
Stabilization Efforts on Mountainsides… Read p. 190 Preventative Actions.
1.
2.
3.
4.
5.
6.
What can engineers do to control water drainage on a slope?
_______________________________________________________________
What can engineers do to control landslides on a steep slope?
_______________________________________________________________
What can protect highways from rock slides (falls)?
_______________________________________________________________
What can be built to protect the base of a weakened slope?
_______________________________________________________________
What is the best way to prevent the loss of life and property from mass
movements?
_______________________________________________________________
What is the best way to save your own life should a mass movement occur?
_______________________________________________________________
Ch 7/8 Earth’s Changing Surface
Lesson 8 Reinforcement
Erosion, Development, and Stabilization on Shorelines and Mountainsides
Procedure: Stabilization on Shorelines…http://njscuba.net/biology/misc_coast.html
1.
2.
3.
4.
5.
6.
7.
Color the sand brown, land green, & water blue.
Draw a small boat between the left breakwater and shore.
To the right of the jetty, draw a bigger boat entering the inlet (harbor).
To the left of the breakwaters, draw a flatbed boat with a backhoe on it dredging sand onto the beach.
Color the roofs of the beach houses Bermuda pink (or purple, if you don’t have pink!).
Draw a seawall on the beach side of each house.
Draw yourself on the beach.
1
A
2
B
Analysis…
1.
What is the purpose of a jetty? ______________________________________
2. What is the function of a breakwater? _________________________________
3. What is the function of a groin? ______________________________________
4. Which house does NOT benefit from groin 1? ____ Why not?
_______________________________________________________________
5. Where does the dredged sand come from? offshore or inland (Circle one.)
6. Why isn’t dredging a permanent solution to shore erosion?
_______________________________________________________________
7. Why might owners of a beachfront home build a seawall?
_______________________________________________________________
8. Look at the pictures provided. Why isn’t it wise to build too close to the water?
_______________________________________________________________
Procedure: Stabilization on Mountainsides…
1.
Color the mountains gray, the grass at the foot of the mountains green, the car red, the houses purple.
2.
3.
4.
5.
Draw
Draw
Draw
Draw
a sign at the foot of the cliff by the car that warns of “Falling Rocks.”
a fence (to prevent rock falls on roads) covering the cliff.
a retaining wall by the house at the base of the mountain.
channels around the house on the side of the mountain.
Analysis…
1.
What type of weathering produces the loose rocks that might fall? (Hint: Think ice!)
_______________________________________________________________
2. What is the danger of cutting a road through mountainous areas?
_______________________________________________________________
3. What is the purpose of the fence you drew on the cliff?
_______________________________________________________________
4. What is the danger of building a house ON a mountainside?
_______________________________________________________________
5. What is the purpose of the channels you drew around the mountain house?
_______________________________________________________________
6. What is the danger of building a house at the BASE of the mountain?
_______________________________________________________________
7. What is the purpose of the retaining wall you drew?
_______________________________________________________________
8. What are two circumstances that could endanger people who live on or next to a mountain?
______________________________and______________________________
9. In what state is it most dangerous to build on mountains due to the threat of earthquakes?
_______________________________________________________________
10. What caused the landslide in the spring of 2014 in Washington State?
_______________________________________________________________
11. How can you best survive a landslide? __________________________________
Draw yourself on the dune, planting sea oats. Color the water blue, sand brown, oats green.
http://coastalcare.org/wp-content/images/learn/shoreline-engineering/figure-17.jpg
Draw yourself in the tidal marsh replanting marsh grasses.
http://www.habitat.noaa.gov/restoration/techniques/lsimplementation.html
Group Work! Take one of the issues listed above and make a poster/collage depicting the issue –
how it is defined, how it affects the soil or use of the soil, where it occurs, & how it can be prevented.
Cover this material with Ch 26 on retrieving fossil fuels or Ch 4-6
on mineral resources?
Ch 7/8 Earth’s Changing Surface
Lesson
Human Impact on Land Resources
Name: __________________________ Date: _______________ Period: _____
b.
Protected Land…
1.
How much of our country’s land is public? ____ % Where is most of our public land?
_______________________________________________________________
2. Fill out the following chart to show the distribution and use of public land.
Type of Public
Land…
National Forests
National Parks
Purpose…
Uses of Land…
National Wildlife
Refuges
3. Observe and read Figure 25-5 on p. 659. Why was the Aransas NWR established?
_______________________________________________________________
Draw a whooping crane in the margin.
4. Which National Park(s) have you been to?
_______________________________________________________________
_______________________________________________________________
c.
Ores and Environmental Concerns …
1.
4.
5.
6.
7.
8.
Review! What is an ore? ____________________________________________
Write examples of ores that form in the following ways…
Settling of crystals - _________________________________________
Hydrothermal fluids - ________________________________________
Chemical precipitation - _______________________________________
Placer deposits - ____________________________________________
Concentration by weathering - __________________________________
2. Fill in the blanks to describe some of the negative effects of using land resources…
a. Mines can __________________ the original ground contours.
b. Open-pit mines can leave behind ________________ rock that release
pollutants.
c. Toxic elements like ________________ are often used to separate ores.
d. Mining can expose other materials that form acids as they weather which
can ____________________ ground water.
Extraction of Mineral Resources… Begin on p. 716.
d.
1.
Surface Mining is used to extract substances such as:
_______________________________________________________________
It involves removing huge amounts of overlying ____________ and ____________.
This completely _______________ the landscape! Draw a picture of a strip mine
and an open-pit mine below. Include some miners in your pictures!
Coal Strip Mine
Open Pit Mine
2. Underground Mining is used to extract mineral resources that …
_______________________________________________________________
It is less disruptive than surface mining but still creates piles of waste rock through
which _____________________ can seep and cause _____________________.
3. Reclamation is the process of _______________________ the land to its original
contours and _____________________ vegetation.