Earth and Environmental Science
Mrs. Kunkle
Renaissance School at Olympic
Christy.Kunkle@cms.k12.nc.us
www.kunkle.cmswiki.wikispaces.net
This book belongs to: _____________________
EARTH ENVIRONMENTAL SCIENCE
Mrs. Kunkle
Dear Student and Parent/Guardian,
Welcome to Earth and Environmental Science! I hope we will have many exciting and meaningful lessons this year.
We will be learning about the world around us, how we are affecting it, and how we can make decisions that will lead us
towards a more sustainable future. This class fits in well with our schools mission and goal to have well-rounded responsible
citizens. I look forward to our journey together!
Classroom Expectations:
1. Be on time. That means be in the room and heading towards your seat before the bell rings. Once the bell rings, if
you are not inside the room you are late.
2. Bring all necessary materials to class. You will need a three ring binder, a bunch of note cards and something to
write with as well as any homework or assignments that are due. You also will want a Ziploc baggie for your note
cards as we make them.
3. Respect others. Respect their right to be themselves, their clothing, their accent, their religion, their race, their
space and of course their personal belongings! This also includes not disrupting class so others can learn, by staying
in your seat and not talking when others are talking. Behavior that interferes with the learning of others will not be
tolerated!
4. Students are to be active participants in class, no sleeping, gossiping, iPods or cell phones EVER! The first time I will
confiscate it until the end of class, the second time it will go to Mrs. McInnis until the end of the day. You don’t
want to get to the third time; administration may keep it for a week.
5. Good Attendance is important to your success. If you miss more than 10 days you will automatically fail unless you
do recovery. Recovery will recover your current grade; it doesn’t automatically make you pass. If you do miss class,
it is your responsibility to make up the work. The only thing you may copy from somebody else is their notes; you
must do your own work.
6. I do not tolerate lying, cheating or thieves; please do not lose my trust.
7. My golden rule that covers everything else and most of the above: Maintain appropriate behavior verbal and
nonverbal at all times.
Materials Needed:
 WorkBook ($10 to replace or you may print out from wiki page on your own)
 Pencil and/or pen (you will need a pencil for tests)
 Lined notebook paper
 Note cards (index cards)
 You may also want: colored pencils or markers
Grading Procedures
Formal Assessments
70% (tests, quizzes, projects, essays, lab reports)
Informal Assessments
30% (notebook, Pictionary cards, homework, classwork)
Please contact me anytime with concerns or questions. Please do NOT leave a voice mail at school. Please email
me at: Chrsity.Kunkle@cms.k12.nc.us or if necessary call me at 704-562-8817. Email is really best for me as I can get
back to you quickly. Please leave a message if I don’t answer and I will call you back as soon as possible.
www.kunkle.cmswiki.wikispaces.net
Goals to Master!
EEn.1.1 Explain the Earth’s role as a body in space.
EEn.1.1.1 Explain the Earth’s motion through space, including precession, nutation, the barycenter, and galaxy path
EEn.1.1.2 Explain how the Earth’s rotation&revolution about the Sun affect its shape and is related to seasons and tides.
EEn.1.1.3 Explain how the sun produces energy which is transferred to the Earth by radiation.
EEn.1.1.4 Explain how incoming solar energy makes life possible on Earth.
EEn.2.1 Explain how processes and forces affect the lithosphere.
EEn.2.1.1 Explain how the rock cycle, plate tectonics, volcanoes, and earthquakes impact the lithosphere.
EEn.2.1.2 Predict the locations of volcanoes, earthquakes, and faults based on information contained in maps.
EEn.2.1.3 Explain how natural actions such as weathering, erosion, and soil formation affect Earth’s surface.
EEn.2.1.4 Explain the probability of and preparation for geohazards such as landslides, avalanches, earthquakes and
volcanoes in a particular area based on available data
EEn.2.2 Understand how human influences impact the lithosphere.
EEn.2.2.1 Explain the consequences of human activities on the lithosphere (such as mining, deforestation, agriculture,
overgrazing, urbanization, and land use) past and present.
EEn.2.2.2 Compare the various methods humans use to acquire traditional energy sources (such as peat, coal, oil, natural
gas, nuclear fission, and wood).
EEn.2.3 Explain the structure and processes within the hydrosphere.
EEn.2.3.1 Explain how water is an energy agent (currents and heat transfer).
EEn.2.3.2 Explain how ground water and surface water interact.
EEn.2.4 Evaluate how humans use water.
EEn.2.4.1 Evaluate human influences on freshwater availability.
EEn.2.4.2 Evaluate human influences on water quality in North Carolina’s river basins, wetlands and tidal environments.
EEn.2.5 Understand the structure of and processes within our atmosphere.
EEn.2.5.1 Summarize the structure and composition of our atmosphere.
EEn.2.5.2 Explain the formation of typical air masses and the weather systems that result from air mass interactions.
EEn.2.5.3 Explain how cyclonic storms form based on the interaction of air masses.
EEn.2.5.4 Predict the weather using available weather maps and data (including surface, upper atmospheric winds, and
satellite imagery).
EEn.2.5.5 Explain how human activities affect air quality.
EEn.2.6 Analyze patterns of global climate change over time.
EEn.2.6.1 Differentiate between weather and climate.
EEn.2.6.2 Explain changes in global climate due to natural processes.
EEn.2.6.3 Analyze the impacts that human activities have on global climate change (such as burning hydrocarbons,
greenhouse effect, and deforestation).
EEn.2.6.4 Attribute changes to Earth’s systems to global climate change (temperature change, changes in pH of ocean,
sea level changes, etc.).
EEn.2.7 Explain how the lithosphere, hydrosphere, and atmosphere individually and collectively affect the
biosphere.
EEn.2.7.1 Explain how abiotic and biotic factors interact to create the various biomes in North Carolina.
EEn.2.7.2 Explain why biodiversity is important to the biosphere.
EEn.2.7.3 Explain how human activities impact the biosphere.
EEn.2.8 Evaluate human behaviors in terms of how likely they are to ensure the ability to live sustainably on
Earth.
EEn.2.8.1 Evaluate alternative energy technologies for use in North Carolina.
EEn.2.8.2 Critique conventional and sustainable agriculture and aquaculture practices in terms of their environmental
impacts.
EEn.2.8.3 Explain the effects of uncontrolled population growth on the Earth’s resources.
EEn.2.8.4 Evaluate the concept of “reduce, reuse, recycle” in terms of impact on natural resources
NAME ________________________________________________________________________ GRADE ____________
BLOCK____________
OBJECTIVE MASTERY CHART
OBJ.
1.01
GOAL
Identify ?s in EES
1.02
Scientific Methods
1.03
Satellite Images
1.04
Lab Safety
1.05
Analyze Scientific Reports
1.06
Human Impact-local, national, global
2.01
Minerals
2.02
Plate Tectonics
2.03
Rock Cycle
2.04
Earth Quakes
2.05
Maps
2.06
Exploiting Resources
2.07
Renewable vs. Non-renewable
3.01
Geological History
3.02
NC Geological History
4.01
Erosion and Deposition
4.02
Ocean Currents and Upwelling
4.03
Shorelines and Landforms
4.04
Water Resources
4.05
NC’s Water
5.01
Air Masses and Weather
5.02
Meteorology
5.03
Global Warming
6.01
Formation of Earth/Universe
6.02
Planetary Motion
6.03
Star Life Cycles
6.04
Doppler Effect
6.05
Astronomer’s Tools
QUIZ
TEST
RETEST
MIDTERM
FINAL
EARTH AND ENVIRONMENTAL SCIENCE (KUNKLE)
Each unit students will maintain an organized binder and set of Pictionary cards, these will be collected on test day
and graded. Below is the syllabus of what students should be able to do for each unit and how they will be assessed.
Unit 1: Scientific Method and Maps
 Create a simulated controlled experiment with correct set up
 Analyze a topographic map of Grandfather Mountain
Assessments:
 Quiz on Scientific Methods
 Unit Test
Unit 2: Astronomy
 Analyze how the mass of an object affects Barycenter location
 Analyze an HR diagram and classify stars based on patterns
 Calculate the phases of the moon using a Moon Dial
 Create a RAFT using Astronomy words in pairs to show relationships among vocabulary
Assessments
 RAFT (must be typed)
 Lab Report (must be typed)
 Test
Unit 3: Lithosphere
 Create a Rock Cycle movie tracing a path of rock through the rock cycle
 Classify soil types using a texture triangle
 Create a RAFT using Lithosphere words in pairs to show relationships among vocabulary
 Analyze recent volcanic data and make conclusions on relationships to tectonic plates
 Calculate the epicenter of an earthquake (after interpreting seismographs)
 Analyze how technology advances in Engineering can be used to survive earthquakes
Assessments:
 Lab Report (must be typed)
 Movie
 RAFT(must be typed)
 Quiz
 Test
Unit 4 Human Impact on Lithosphere
 Create a “How to Survive a Geohazard” project
 Analyze the renewable and nonrenewable resources we use on a daily basis
 Create a presentation on an assigned energy source
 Evaluate the building of more nuclear power plants
 Evaluate a sustainable or unsustainable Agricultural practice and present your findings
Assessments:
 Geohazard Project
 Energy Source Presentation
 Nuclear Power Plant Essay
 Agricultural Project
 Test
Unit 5: Hydrosphere
 Create a ground water vs. surface water RAFT
 Determine and analyze sources of pollution
 Pollution Project
 Analyze how land use affects water quality (lab)
 Compare and Contrast water usage between countries
 Analyze personal water usage
Assessments:
 Lab reports
 Pollution Project
 Personal water usage analysis
 Test
Unit 6: Meteorology
 Analyze the relationship between wind and atmospheric pressure
 Create a skit demonstrating how a front is formed and what kind of weather it produces
 Create and analyze a weather map
 Analyze conditions that produce severe weather
 Analyze how air density affects wind, fronts and storm systems
 Differentiate between the greenhouse effect and global warming
Assessments:
 Meteorology RAFT with paired words
 Front Skit
 Test
Unit 7: Sustainability
 Create a story about an assigned Biome
 Create an ecosystem with a stable food web, analyze how it will respond to an “event”
 Analyze population graphs
 Calculate and analyze your ecological footprint
 Evaluate human activities and their impact on the environment
Assessments:
 Biome story
 Ecosystem Project
 Test
In addition to this, there will be a midterm exam, summative exam (state test) and a final exam. Students should keep all
their work for the entire semester as they will need it to study for the summative and final. Also, all pictionary cards will be
collected the day of the final exam.
Lab Report Part
Description
State the Problem
Write out the problem you
are investigating in the form
of a question. (How does the
amount of Co2 affect the rate
of photosynthesis?)
5 sentences on the TOPIC
being investigated, not about
the lab…about the topic (ex.
Photosynthesis)
If…..then….. (If plants use
carbon dioxide to
photosynthesize, then they
will remove all the CO2 from
the test tube and it will be
blue)
Write out step by step what
you did and how you did it, a
10 year old should be able to
follow your instructions.
Data table and graph. You
may not always have a graph,
but most likely you will.
Choose the correct type of
graph.
5 or more sentences about if
your data supported your
hypothesis, what you learned
etc. Include the answers to
any analysis questions.
Gather Information
Form a Hypothesis
Experiment
Record and Analyze
Data
Conclusion
Total Points
Possible
Points
5
10
5
10
10
10
Your
Points
General R.A.F.T. GUIDELINES
R – stands for ROLE, From WHOSE POINT OF VIEW is your product written or drawn? Is it written in the first person, third
person? An inanimate object? what role are you in your product? Who is writing/drawing this?
A – stands for AUDIENCE, who is it written to? Is there a particular person? Type of person? Animal? Plant? Planet? Mom?
F – stands for FORMAT, what is it you have made? A poem, short story, letter, newscast, rap, comicstrip, talkshow,
storyboard, advertisement?
T – stands for TOPIC. I will usually give this to you, although sometimes you may have a choice.
Some things to always remember:
1. Highlight or underline your words or facts. I should not have to search for them, and I won’t.
2. Plagerism will get you a zero. Do your own work. Use your Pictionary cards and notes to help you. You
must express yourself in your own words.
3. Be neat – I should be able to read it and this is a partial test grade, so make sure what you turn in is work
you would want hung up on the wall. Typing is extra credit, but you must print it out on your own.
4. Choose something that you are good at. If you can’t draw, please don’t do a comic strip unless it is a
computer generated one that looks super cool. Likewise, if rhyming isn’t your thing, you might not want to
write a rap.
5. If you are doing a talk show or newscast or similar idea, you can’t just have a question and answer session.
See the example below:
Oprah: Good afternoon, nice to have you on the show Mr. Einstein. Can you tell us all about the Big Bang Theory?
Einstein: Well, the Big Bang Theory is the theory that the universe was created from singularity, a point of infinite
gravity …
Your First RAFT is on Astronomy, put this at the top of your page and fill in the missing letters for how you are going
to do this assignment!
R:
A:
F:
T: Astronomy
cut here and turn in with your product!
*****************************************************************************************************
Words included
RIGOR –depth of
understanding
Format:
Neatness and Creativity
Grammar and Spelling
10
All words are included and
highlighted
Evidence of your
understanding is
exceptional!
You followed standard
conventions with your choice
of product
Your project is neat and an
original work by you! You did
above average work.
No grammar or spelling
mistakes
5
Half of the words are
included and highlighted
Evidence of your
understanding is average
2
A few words are included
and highlighted
Evidence of your
understanding is not present
You followed some of the
standard conventions with
your product
Average effort was put into
creativity and neatness. You
did the bare minimum to get
by.
A couple grammar and
spelling mistakes
You made up your own rules,
your product lacks direction
Very little effort was put into
creativity or neatness. You
did the assignment, but paid
little attention to detail.
Many grammar and spelling
mistakes
UNIT 1: Scientific Methods and Maps
Pictionary Cards
Pretest
Lab safety
Notes
Sponge Bob Controlled Experiment Problems
How to Read a Contour Map
Mount Woodson Model and Question Activity
Grandfather Mountain Topo-Map Activity
Longitude and Latitude
Missing Maps Mission
Study Guide Unit 1
1. Your Name
2. Earth Science
3. Geology
4. Oceanography
5. Meteorology
6. Astronomy
7. Environmental Science
8. Scientific Method
9. Controlled Experiment
10. Control Group
11. Experimental Group
12. Independent Variable
13. Dependent Variable
14. Topographic Map
15. Relief
16. Contour lines
17. Contour Intervals
18. Contour Map Rules
19. Componenets of a map
20. Lattitude
21. Longitude
22. Google Docs and Gaggle
Underlined words are homework. All cards must have the number, word and picture on the front. On the back
there should be a definition, sentence and two examples or analogies.
Unit 1 Grades
Notebook: ______%
Student Information Sheet: _____
Pictionary cards: _______%
Student Survey: _____
Quiz: ______%
Lab Safety Questions: _____
Test: ______%
Completed Mastery Chart: _____
GOALS:
Scientific Methods
EEn.2.1.2 Predict the locations of volcanoes, earthquakes, and faults based on information contained in maps.
Unit 1 Pre-Test: What do you already know?
1.
A)
B)
C)
D)
Which of the following is the correct steps of the scientific method in order?
SCORE: ______%
Hypothesis, experiment, state the problem, conclustion, data, repeat, publish
Experiment, gather information, data, conclusion, state the problem, publish, repeat
State the problem, gather information, hypothesis, experiment, collect data, conclusion, repeat and publish
None of these is correct
2. A theory is our best guess based on current knowledge, but a law:
a. has been proven
b. must be followed
c. has evidence to back it up
d. a and c only
A scientist planted 4 plants in the same soil and gave them the same amount of water every week. Plant 1 got white light,
plant 2 got red light, plant 3 got blue light and plant 4 got green light. At the end of 3 moths, the plant heights were
measured.
3. The control group is:
4. The experimental groups are:
5. The Independent Variable is:
6. The dependent variable is:
7.
Which of the following measure distance north and south of the equator?
a. Longitude
b. latitude
c. prime meridian
d. parallels
8. Using the map to the right,
give the coordinates for point B.
Use the topographic map to the right to answer the last two
questions:
9. The arrow is pointing to a _________________.
10. The contour interval of this map is: ______.
Bonus: draw what this mountain would look like from the
side:
Questions on promethean board….turn in to Mrs. Kunkle
Brain Storm with your partner: How do we know something is True?
Add to the list above from the class discussion
STEPS of the __________________________________
Evidence from the Video Clip
Is She a Witch? Write a thesis statement and back with FACTS:
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
___________________________________________________________________
CONTROLLED EXPERIMENTS
Water
Light
Fertilizer
½ cup
6 hours
5 grams
½ cup
6 hours
5 grams
½ cup
6 hours
5 grams
½ cup
6 hours
5 grams
Color of light
yellow
green
red
blue
_______________: condition in the experiment that can be kept the same
or changed.
_________ __________: the plain group, used to compare the
experimental groups to. By comparing you can measure the change. This is
sometimes considered the “normal” group.
_______________ __________ (S): This may be one or more groups that
have the factor being tested. There will be ONE thing that is different in
these groups. It will be something that the scientist changed, not
something that just happens on its own.
__________________ ______________: This is the factor being tested.
The scientist chose it and made it different in each group.
______________ _______________: This “depends” on the independent
variable. The independent variable CAUSES it to happen. It is the thing that
you measure and record during and after the experiment. It happens on its
own, it is the “results”
Scientific Method Controls and Variables: SpongeBob and his Bikini Bottom pals have been busy doing a
little research. Read the description for each experiment and answer the questions.
Patty Power
Mr. Krabbs wants to make Bikini Bottoms a nicer place to live. He has created a new sauce that he thinks will
reduce the production of body gas associated with eating crabby patties from the Krusty Krab. He recruits 100
customers with a history of gas problems. He has 50 of them (Group A) eat crabby patties with the new sauce. The
other 50 (Group B) eat crabby patties with sauce that looks just like new sauce but is really just mixture of
mayonnaise and food coloring. Both groups were told that they were getting the sauce that would reduce gas
production. Two hours after eating the crabby patties, 30 customers in group A reported having fewer gas problems
and 8 customers in group B reported having fewer gas problems.
Which people are in the control group?
What is the independent variable?
What is the dependent variable?
What should Mr. Krabs’ conclusion be?
Why do you think 8 people in group B reported feeling better?
Slimotosis
Sponge Bob notices that his pal Gary is suffering from slimotosis, which occurs when the shell develops a nasty
slime and gives off a horrible odor. His friend Patrick tells him that rubbing seaweed on the shell is the perfect cure,
while Sandy says that drinking Dr. Kelp will be a better cure. Sponge Bob decides to test this cure by rubbing Gary
with seaweed for 1 week and having him drink Dr. Kelp. After a week of treatment, the slime is gone and Gary’s
shell smells better.
What was the initial observation?
What is the independent variable?
What is the dependent variable?
What should Sponge Bob’s conclusion be?
Marshmallow Muscles
Larry was told that a certain muscle cream was the newest best thing on the market and claims to double a person’s
muscle power when used as part of a muscle-building workout. Interested in this product, he buys the special
muscle cream and recruits Patrick and SpongeBob to help him with an experiment. Larry develops a special
marshmallow weight-lifting program for Patrick and SpongeBob. He meets with them once every day for a period
of 2 weeks and keeps track of their results. Before each session Patrick’s arms and back are lathered in the muscle
cream, while Sponge Bob’s arms and
back are lathered with the regular lotion.
Time
Patrick
Sponge Bob
Which person is in the control group?
Intial
18
5
What is the independent variable?
amount
What is the dependent variable?
After 1
24
9
What should Larry’s conclusion be?
week
After 2
33
17
Microwave Miracle
weeks
Patrick believes that fish that eat food exposed to microwaves will
become smarter and would be able to swim through a maze faster. He decides to perform an experiment by placing
fish food in a microwave for 20 seconds. He has the fish swim through a maze and records the time it takes for each
one to make it to the end. He feeds the special food to 10 fish and gives regular food to 10 others. After 1 week, he
has the fish swim through the maze again and records the times for each.
What was Patrick’s hypothesis?
Which fish are in the control group?
What is the independent variable?
What is the dependent variable?
Look at the results in the charts. What should Patrick’s conclusion be?
Krusty Krabs Breath Mints
Mr. Krabs created a secret ingredient for a breath mint that he thinks will “cure” the bad breath people get from
eating crabby patties at the Krusty Krab. He asked 100 customers with a history of bad breath to try his new breath
mint. He had fifty customers (Group A) eat a breath mint after they finished eating a crabby patty. The other fifty
(Group B) also received a breath mint after they finished the sandwich, however, it was just a regular breath mint
and did not have the secret ingredient. Both groups were told that they were getting the breath mint that would cure
their bad breath. Two hours after eating the crabby patties, thirty customers in Group A and ten customers in Group
B reported having better breath than they normally had after eating crabby patties.
Which people are in the control group?
What is the independent variable?
What is the dependent variable?
What should Mr. Krabs’ conclusion be?
Why do you think 10 people in group B reported fresher breath?
Squidward’s Symphony
Squidward loves playing his clarinet and believes it attracts more jellyfish than any other instrument he has played.
In order to test his hypothesis, Squidward played a song on his clarinet for a total of 5 minutes and counted the
number of jellyfish he saw in his front yard. He played the song a total of 3 times on his clarinet and
repeated the experiment using a flute and a guitar. He also recorded the number of jellyfish he observed when he
was not playing an instrument. The results are shown in the chart.
What is the independent variable?
What is the dependent variable?
What should Squidward’s conclusion be?
Are the results reliable? Why or why not?
SpongeBob Clean Pants
SpongeBob noticed that his favorite pants were not as clean as they used to be. His friend Sandy told him that he
should try using Clean-O detergent, a new brand of laundry soap she found at Sail-Mart. SpongeBob made sure to
wash one pair of pants in plain water and another pair in water with the Clean-O detergent. After washing both
pairs of pants a total of three times, the pants washed in the Clean-O detergent did not appear to be any cleaner than
the pants washed in plain water.
What was the problem SpongeBob wanted to investigate?
What is the independent variable?
What is the dependent variable?
What should Sponge Bob’s conclusion be?
How to Read a Topographic Map
www.artofmanliness.com/2012/06/27/how-to-read-a-topographic-map
1. What factors will aid you in the visualization of the terrain from a 2D map?
2. What is represented on the topographic map?
3. What is a contour line and what does it represent?
4.
5.
6.
7.
How is a flat area indicated on a map?
What do lines drawn very, very close together represent?
The elevation at the top of mountain or peak can be a triangle or an ___ with the elevation written next to it.
What do each of the following colors represent:
a. Brown
b. Green
c. Blue
d. Black
e. Red
d. Purple
8. What are the 5 other names for a stream?
9. What do concentric circles represent?
10. What is a saddle and how does it look on a map? How would it look if you were standing on the ground?
www.usc.edu/org/cosee-west/glaciers/HowToReadTopoMaps.pdf
the map for these 4 questions is at the above website:
1.) Which is higher, hill A or hill B? Which is steeper, hill A or hill B?
2.) How many feet of elevation are between the contour lines?
3.) How high is hill A? How high is hill B?
4.) Are the contour lines closer together on hill A or hill B? What does this mean when the
contour lines are close together?
The Questions
that go with
this picture
are on the
website!
1.) Circle the symbol for a church and draw that symbol here.
2.) Put a square around the map symbol for a bridge and then draw the bridge symbol here.
3.) Put an X on the oceanside cliff.
4.) What is the elevation of the contour line at the top of that cliff?
5.). Locate a stream that flows to the main river. Draw a colored line down that stream. Put an *where the stream
joins the main river. On a actual topographic map, streams are shown in blue and contour lines are shown in brown.
6.) Draw a colored line along the road that is found along the coast.
Mount Woodson Topographic Map
Mount Woodson Topographic Map Questions
1. Look at your topographic map you created. What information do topographic maps show?
2. Now find Mt. Woodson. Find the 2000 foot contour interval. Measure the length along the axis, of Mt. Woodson
from the 2000 foot contour interval on one side to the 2000 foot contour interval on the other side. (HINT: the 2000
foot level is the big bold line with the arrow – your first level) How many inches?
3. If 1 inch equals .5 miles, how long is Mt. Woodson? How wide? Draw the cross section by making a graph.
Length =
width =
4. What is the highest elevation on your map?
5. What is the total relief shown on the map?
Highest elevation (_________ feet) – Lowest elevation (__________ feet) =Total relief (___________ feet)
6. What are three features shown on a topographic map?
7. Give two rules of using contour lines when creating topographic maps?
8. Using a dashed line, draw the best place to put a hiking trail to the peak of Mt. woodson. Justify the location of your
trail.
9. Locate the small towns on the map. Why are these good locations to build homes?
10. If you needed to get to the top of this mountain (pretend there is no road, or hiking trail) how would having this map
be useful?
Grandfather Mountain Topographic Mountain Activity
All work to be done on map except questions #3 and #5
1. If you were at the “X” at the bottom of the page, draw in the route you would take to each of the peaks marked with
a triangle. Use a dashed line and draw in a trail that would be the easiest route. You should have three separate
trails.
2. Name each of the Mountains, be sure to put it well out of the way of your trails.
3. Describe the trails you have made to each peak in terms of elevation and difficulty.
4. Now using one of the trails you have already create, make a trail that would allow you to hike to all three peaks and
back to your starting point (a loop trail)
5. Describe this route in terms of elevation and difficulty:
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
Using a third color (preferably a light one…like yellow) shade in the valleys.
Trace rivers and creeks in blue.
Place a blue “W” for where there might be a waterfall.
Place a red “X” on any areas that would require rock climbing.
Place a triangle on the top of each peak you can find. There should be more than ten when you are finished.
Use brown to highlight dirt roads.
Using the color you drew your trails in, highlight existing trails.
This map is using 50 foot contour intervals. Estimate the hight of each peak you drew a triangle on.
Find the Parkway and highlight it in purple.
Calculate the distance of all trails and write the distance next to the trail on the map.
What is Latitude?
Latitude is defined as a measurement of distance in
degrees north and south of the equator. The word
latitude is derived from the Latin word, “latus”,
meaning "wide." There are 90 degrees of latitude from
the equator to each of the north and south poles.
Latitude lines are pictured
on the globe to the right. Latitude lines are parallel,
that is they are the same distance apart. In fact, they
are sometimes called parallels.
`
At 7,926 miles (12,756 km) in length, the equator is
the longest of all lines of latitude. It divides the earth
in half and is measured as 00 ( zero degrees).Positions
on latitude lines above the equator are called
“north”and are in the northern hemisphere. Miami,
Florida, for example, is nearly twenty-five degrees
north of the equator. Its approximate latitude is
written as 25o N. Positions on latitude lines below the
equator are called “south”. Brisbane Australia, for
example, is near the thirty degree latitude line too,
but in the southern hemisphere. Its latitude is written
as 300 S.
a. Lines of latitude are ____________________ to the
equator.
b. There are _________ degrees of latitude north and south
of the equator.
c. The equator is _____ degrees.
d. Another name for latitude lines is _________________ .
e. The equator divides the earth into __________ equal parts.
Write a definition of latitude:
What is Longitude?
Longitude is defined as measurement of distance in degrees east or west of the prime meridian. The word longitude is
derived from the Latin word, “longus”, meaning "length". The prime meridian divides the earth in half too. It is also 0 o.
It passes through the community of Greenwich, England. The prime meridian, as do all other lines of longitude, pass
through the north and south pole. This is shown in the diagrams to the right. Longitude lines are not parallel. They make
the earth look like a peeled orange. There are 180 lines of longitude on the each side of the prime meridian. But on the
opposite side, the prime meridian is not zero
degrees but 1800. Here, it is called the International Date line. Longitude lines to the left of the prime meridian give
locations west, in the western hemisphere. Longitude lines to the right of the prime meridian give locations east, in the
eastern hemisphere. Miami, Florida, for example, is near the 80 o line of longitude. It is west of the prime meridian and
is written 800 W.
Complete the Following
a. Longitude lines connect the__________
pole with the ___________ pole.
b. The line of 0oC longitude is called the
____________________________ .
c. Longitude lines give directions
____________ and ____________ of the
prime meridian.
d. There are ___________ degrees of
longitude each side of the prime meridian.
e. Longitude lines are not ________________
like latitude lines.
Write a definition of longitude:
.
Using Latitude and Longitude
To find your exact location on a map, you need to determine which latitude line and which longitude line
meet where you are standing. When writing locations, the latitude is given first. Miami, Florida then,
has a location of 250 North and 800 West. This is usually written in a short form as 250 N 800 W.
Give the latitude and longitude of the shapes positioned on the grid below.
bird
Viking ship
NOTES:
tourist
A unit of distance on a globe to determing
position is called a _________________
There are 60 __________ in one degree.
Whale
canoeist
hurricane
rafter
Viking Ship
_____________________
Hurricane
_____________________
Tourist
_____________________
Rafter
_____________________
Whale
_____________________
Canoeists
_____________________
Flying Bird
_____________________
Prepared by Jim Cornish, Gander,
Newfoundland, Canada
Graphics used with permission of The
Mariners’ Museum
http://www.mariner.org/age/index.htm
Your Mission, you have no choice but to accept it…is to
Crack the code to find out where the thieves are taking the loot.
This message will NOT self-destruct (but your grade might if you don’t do it!)
Briefing
Crafty robbers broke into the Royal Geographical Society in London and stole armfuls of priceless maps.
Finding them would be hopeless, except that they dropped a scrap of paper with some odd scribbles on it.
At the top is a rhyme that seems to be an instruction from the thieves' boss:
First letters from each place-name read.
Spell out the town and come with speed.
But the note doesn't mention any places! All you see are weird combinations of letters and numbers. Luckily,
a sharp-eyed geographer peers over your shoulder and says, "Coordinates. How fascinating!" She refreshes
your memory on latitude and longitude, those imaginary lines that help us locate places.
The numbers, you realize, are the coordinates for cities all over the planet. (1) Find those places in an atlas
or on a map. (2) As you find each place, write its name next to the coordinates. (3) Circle the first letter of
each name. (4) Read the letters from top to bottom, and they should spell the name of a city. Now you know
where to nab those cartographic crooks.
The thieves who broke into the Royal Geographical Society left behind this code. (As a bonus clue, we’ve
added the number of letters in each city’s name.)
First letters from each place-name read.
Spell out the town and come with speed.
KEY: ° represents degrees of latitude or longitude.
’ represents minutes (out of 60) within a degree.
LATITUDE LONGITUDE LETTERS
40° 58’ N 5° 39’ W (9)
21° 18’ N 157° 51’ W (8)
36° 52’ S 174° 46’ E (8 )
1° 17’ S 36° 49’ E (7)
6° 48’ N 58° 10’ W (10)
21° 2’ N 105° 51’ E (5)
16° 51’ N 99° 55’ W (8)
41° 1’ N 28° 58’ E (8)
What city are the precious maps in? ____________________________________
UNIT 2: ASTRONOMY
Pictionary Words
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
41.
42.
43.
Big Bang Theory
Solar Nebular Theory
Accretion
Planetesimals
Keplar’s Laws
Jovian Planets
Terrestrial Planets
Barycenter
Nutation
Precession
Retrograde Motion
Satellite Planet
Tides
Tidal Range
Spring Tide
Neap Tide
Tidal Patterns
Fusion
Electromagnetic Radiation
Earth’s Magnetic Field
Photosynthesis
28
29
Astronomy Pretest
Big Bang Theory Lab
Big Bang Theory Lab write up
Planet Gravity Lab and Graph
Too Many Planets Reading
Barycenter Lab
Sun and Earth Video Questions
Exploring the Universe: Guided Notes
Hertzsprung-Russell Diagram
Electromagnetic Spectrum WebQuest
Why Leaves Chang color
Photosynthesis graph and analysis
Atronomy Study Guide
Unit 2 Grades
Notebook: ______%
Barycenter Lab: _____
Pictionary cards: _______%
Astronomy Raft: _____
Quiz: ______%
Test: ______%
GOALS:
EEn.1.1 Explain the Earth’s role as a body in space.
1.1.1 Explain the Earth’s motion through space, including precession, nutation, the barycenter, and galaxy path
1.1.2 Explain how the Earth’s rotation&revolution about the Sun affect its shape and is related to seasons and tides.
1.1.3 Explain how the sun produces energy which is transferred to the Earth by radiation.
1.1.4 Explain how incoming solar energy makes life possible on Earth.
Astronomy PreTest
1.
2.
3.
4.
5.
6.
7.
8.
The Universe is:
a. Expanding
b. Shrinking c. colliding
d. cooling
Planets travel in a(n) _______________ orbit around the sun.
a. Circular
b. elliptical
c. random
d. wandering
What causes the season on Earth?
a. Distance from the sun
c. tilt of the Earth’s axis
b. Time of year
d. gravitational pull of the moon
Tides are caused by which TWO of the following? (YES _ CIRCLE TWO!!!!)
a. Gravity
b. sun
c. moon
d. Oceans
The inner and outer planets differ mainly by:
a. Color
b. size
c. life
d. water
_______ causes day and night, while ____ causes the length of our year to be 365 days.
a. Rotation, Revolution
c. Seasons, sunlight
b. Revolution, Rotation
d. Sun, moon
All energy on Earth comes from:
a. Plants and photosynthesis
b. The sun and nuclear fusion
c. Combustion on the sun
d. The Big Bang
The chemical equation for photosynthesis is demonstrated in the diagram below. What substance should be
where the “X” is?
X
Use the following H-R diagram to answer questions 9 and 10:
9. What does this diagram show?
10. Which stars are the brightest?
Bonus? What is the connection between temperature
and brightness?
Big Bang Theory Lab
Is the Universe Really Expanding?
According to the big bang theory, almost all galaxies are moving outward from all other galaxies. You can demonstrate the
principals of this expansion with the simple model below.
Materials:
Large balloon
30 cm long String
Ruler
Permanent marker
Procedure:
1.
2.
3.
4.
5.
Mark a pair of dots .5 cm apart across the MIDDLE of an UNIFLATED balloon. Label them A and B.
Make a third dot 5 cm away from dot B. Label this dot C.
Blow into the balloon for three seconds. Pinch the balloon and do not let any air escape – do not tie it!
Use the string and ruler to measure the distance between A and B, and B and C. Record this in the chart.
Now you will calculate the rate of change in the distances between the points. To do this, subtract the
original starting distance (.5 or 5) from the distance measured after inflation. Divide this number by the
number of seconds you blew into the balloon.
Distance after inflation – initial distance
3 seconds
6. With the balloon still inflated, blow into the balloon for an additional 3 seconds, measure the distances
between the dots again and record.
7. Calculate the rate of change again, using the data from #4 as the initial distance apart.
Data Chart:
Trial 1
A-B
B-C
Initial distance
.5cm
5 cm
Final distance
Rate of Change
Trial 2
A-B
B-C
Initial distance
Final distance
Rate of Change
Analysis and Conclusions:
1. Did the distance between A and B or B and C show the greatest rate of change in both sets of
measurements?
2. Did the rate of change for either set of dots (A and B/B and C) differ in steps 4 and 7? Be specific and
support your answer with data.
3. Suppose dots A and C represent galaxies and B represents Earth. How does the distance between the
galaxies and the Earth relate to the rate at which they are moving apart?
Bonus: Which spectra would these galaxies have if they were being observed with a spectroscope.
Big Bang Theory Lab
See lab report
Rubric Page 8
By________________
State the Problem:
_____________________________________________________________________________________________
Gather Information:
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
Hypothesis: __________________________________________________________________________________
____________________________________________________________________________________________
Experiment:
1. Mark a pair of dots .5 cm apart across the MIDDLE of an UNIFLATED balloon. Label them A and B.
2. Make a third dot 5 cm away from dot B. Label this dot C.
3. Blow into the balloon for three seconds. Pinch the balloon and do not let any air escape – do not tie it!
4. Use the string and ruler to measure the distance between A and B, and B and C. Record this in the chart.
5. Now you will calculate the rate of change in the distances between the points. To do this, subtract the
original starting distance (.5 or 5) from the distance measured after inflation. Divide this number by the
number of seconds you blew into the balloon.
Distance after inflation – initial distance
3 seconds
6. With the balloon still inflated, blow into the balloon for an additional 3 seconds, measure the distances
between the dots again and record.
7. Calculate the rate of change again, using the data from #4 as the initial distance apart.
Data:
Trial 1
A-B
B-C
Initial distance
.5cm
5 cm
Final distance
Rate of Change
Trial 2
A-B
B-C
Initial distance
Final distance
Rate of Change
Conclusion:
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
Gravity Exploration Worksheet
Part A: How much would you weigh on the moon and planets?
The more mass a planet has compacted within its size, the stronger its gravitational constant. Earth has a
gravitational constant of 9.8 N/kg. Planets that have more matter compressed within their volumes than
Earth would have stronger gravitational constants at their surfaces. As a result, a person would weigh more
on these planets than they do on Earth. On the moon a person would weigh less. Find your weight on the
moon and each of the planets in the solar system.
Weight on Earth (N)*
X
Gravitational constant
compared to Earth
=
Calculated Weight on… (N)
Location
Weight in lbs = ______
You can convert you
weight in pounds to
newtons by multiplying
pounds by 4.45N/lb.
_______________
For instance, a person
weighing 100lb on Earth
would also weigh 445N on
Earth
X
0.17
=
Moon
X
0.38
=
Mercury
X
0.86
=
Venus
X
0.38
=
Mars
X
2.87
=
Jupiter
X
1.32
=
Saturn
X
0.93
=
Uranus
X
1.23
=
Neptune
Part B: How far could you jump on the moon and planets?
Determine how far you can jump from a standing start on Earth. To do this, place a piece of tape on the
floor as a starting line. Jump as far as you can, keeping both feet together. Have your partner mark where
your feet hit the ground (not where you end up!). Measure this distance in centimeters and record in the
table. Do this five times, then find the average.
Jump #1
Jump #2
Average Jump on Earth
(cm)
Jump #3
÷
Jump #4
Jump #5
Gravitational constant compared to
Earth
Average Jump
=
Calculated Jump
on…(cm)
Location
÷
0.17
=
Moon
÷
0.38
=
Mercury
÷
0.86
=
Venus
÷
0.38
=
Mars
÷
2.87
=
Jupiter
÷
1.32
=
Saturn
÷
0.93
=
Uranus
÷
1.23
=
Neptune
Conclusion: Complete each statement with the moon and/or your favorite planets.
1. A person would weigh more on _______________ than on _______________, because
_____________________________________________________
______________________________________________________________________________
________________________________________.
2. A person could jump further on _____________ than on _______________, because
_____________________________________________________
______________________________________________________________________________
_______________________________________.
3. The force of gravity between two objects depends on ___________________
______________________________________________________________________________
______________________________________________________________________________
_____________________.
4. While a person’s weight would be different on the moon and planets, would the amount of matter making
up the person (mass) be the same or different? Why?
___________________________________________________________
Directions: Highlight the FACT (you may use a light colored marker) and underline the opinions. Decide if you
think Pluto should or should not be considered a planet. Write a minimum of two paragraphs and include at least
two facts from this article giving them credit for the information. Write neatly on notebook paper and turn in. You
may type for extra credit. Be sure to pay attention to grammar and spelling.
Too Many Planets Numb the Mind
New York Times
Published: August 2, 2005
When a Caltech astronomer, Michael Brown, announced last year that his team had found a distant object threefourths the size of Pluto orbiting the Sun, he declined to call it a planet, and he even suggested that Pluto should not
be considered a planet either. There was, he said, just no good scientific rationale for considering either of those
distant bodies in the same league as the eight indisputable planets that circle the Sun at closer range.
Now Dr. Brown has found something orbiting the Sun that's bigger than Pluto and even farther away. He's changed
his mind and proposed that Pluto keep its designation, and that the new object, an extremely big lump of ice and
rock, should also be deemed a planet. There is still no good scientific rationale for the judgment, he admitted, but
this is a case where habit - 75 years of calling Pluto a planet - should trump any scientific definition.
There is no real debate that the four terrestrial planets - Mercury, Venus, Earth and Mars - and the four gaseous
giants - Jupiter, Saturn, Uranus and Neptune - deserve their status as planets. But scientists have long been uneasy
about including Pluto, an icy ball smaller than our Moon, whose orbit is more eccentric than the others and tilts in a
different plane.
Try as they might, scientists could not come up with a definition that would retain Pluto as a planet without
requiring that scads of other objects be deemed planets as well. Nor could they satisfy the legions of space
enthusiasts who remain certain from their grade school lessons that there are nine planets - no more, no less.
So now Dr. Brown proposes that scientists give up the battle and accept a cultural definition of what a planet is. It's
either the nine planets we learned about in grade school, or those nine plus any new-found object orbiting the Sun
that turns out to be bigger than Pluto. He opts for the latter approach on the theory that most people, deep down,
accept that definition. This definition would also, of course, qualify Dr. Brown for the historical footnotes as the
discoverer of a new planet.
Our own preference is to take a cleaner way out by dropping Pluto from the planetary ranks. Scientists may well
discover many more ice balls bigger than Pluto, and it's a safe bet that few in our culture want to memorize the
names of 20 or more planets. Far better to downgrade Pluto to the status of an icy sphere that was once mistakenly
deemed a planet because we had not yet discovered its compatriots on the dark fringes of the solar system.
Barycenter Lab
Background Information
Binary bodies are two celestial bodies held together by mutual gravitational attraction. Gravity is a force of attraction
between all objects in the universe. Examples of binary bodies are two stars, a planet and its sun, or a planet and its moon.
Binary bodies behave somewhat as if they were connected by a dowel. Their center of gravity or center of mass is called the
barycenter (the point between two binary bodies where their mass seems to be concentrated and the point about which they
rotate). If the masses of the binary bodies are equal, the barycenter lies at an equal distance from each body. If the masses of
the binary bodies are not equal, the barycenter is located closer to the larger mass. Binary bodies revolve (move in a circular
path about a point) about their barycenter.
The average barycenter of our solar system lies just outside the surface of the Sun. It changes depending on the location of the
planets. Jupiter, the most massive planet, has the greatest effect. Find out more about the barycenter of binary bodies in the
solar system. Where does the barycenter lie for most planet-satellite (moon) systems? Which planet has such a massive moon
that the barycenter lies in the space between them? For information, see Thomas R. Watters, Planets: A Smithsonian Guide
(New York: Macmillan, 1995).
Materials
 Hole paper punch
 1/2-by-3-inch (1.25-by-7.5-cm) piece of thick paper, such as a file folder
 Cord
 Play-doh
 Scale
 Wooden dowel
 Ruler
Procedure
1. Use the paper punch to make a hole in each end of the piece of paper.
2. Bend the paper to bring the holes together. Thread one end of the cord through the holes. Tie a knot to hold the holes
together. You have made a paper sling for the dowel.
3. Tape the string to a supporting object (like a desk or table edge). If you do not have a desk or table edge, you can
simply hold the string.
4. Using the food scale, measure two 50 gram pieces of play-doh. Shape each piece into a ball.
5. Stick one end of the dowel into one of the clay balls to a depth equal to the radius of the ball, celestial body #1.
6. Slide the free end of the dowel through the paper sling.
7. Repeat step 5 using the remaining clay ball on the other end of the dowel.
8. Determine the balancing point by moving the dowel back and forth in the sling until it balances (see Figure 11.1).
9. Measure the distance between the center of celestial body #1 and the center of the paper sling. The center of the
paper sling is the barycenter between celestial body #1 and celestial body #2.
10. For trials 2 -5 you will mold the play-doh into a larger ball (M1) and a smaller ball (M2). Record the mass and
distance for each play-doh ball.
Pre-Lab Discussion:
1.
2.
3.
4.
A celestial body can be a _____________________, ___________________, or ___________________.
In this lab, the celestial body is represented by _____________________________________________.
The distance between two celestial bodies is represented by _________________________________.
The point of balance between the two balls of play-doh is their center of gravity. This represents the
center of _____________________, or the ___________________________ of two celestial bodies.
Hypothesis:
1. The independent variable(s) for this lab include: _____________________________________________
2. The dependent variable(s) for this lab include: ______________________________________________
3. My hypothesis for this lab is:____________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Data:
Table: _______________________________________________________________________
Trial
Mass of Celestial
Body A
Mass of Celestial
Body B
Distance to
Celestial Body A
Distance to
Celestial Body B
Trail 1
Trail 2
Trail 3
Trail 4
Trail 5
Data Analysis:
Graph: __________________________________________________________________
Results:
What did your graph show you? Was your hypothesis supported or not?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
___________________________________________________________
The Sun and the Earth: a love-hate relationship!
Things you already know and will make this process much easier to understand:
The Earth’s axis is __________________ at ____________ degrees.
Longer days occur in the ________________________, shorter days occur in the _________________________.
We receive more direct sunlight in the ____________________ than in the __________________________.
Part 1
1. What causes the seasons?
2. Why is the Northern hemisphere getting less sunlight in this diagram?
Part 2
Autumn Equinox
Northern
Date
Hemisphere
Sun location
Season starting
Amount of light
Length of day
Angle of sun
Southern
Date
Hemisphere
Sun location
Season starting
Amount of light
Length of day
Angle of sun
Winter Solstice
Spring Equinox
Summer Solstice
Exploring the Universe Guided Notes
Stars (page 701)
Characteristics
1.
2.
Star color and Temperature – Are temperature and color
related? Red means a ________________ temperature and
blue means a ___________________ temperature.
Binary stars are stars pulled together by ____________.
They are used for what purpose?
Stellar Evolution (page 707)
1. Star birth begins in dark, cool _________________ clouds. The
stages in order are:
a.
b.
c.
Star Death (page 710)
1. Do you think all stars die?
2. Do they actually?
3. Why do they?
4. Death of low mass stars basically run out of fuel and collapse into
smaller stars called white dwarfs. This is different from deaths of massive
stars because these massive stars end by ___________________________
called supernova.
Black Holes: A black hole in actuality is _________________________. If
you were to get too close to a black hole, what would happen?
Why?
H-R Diagram
The Hertzsprung - Russell diagram – a graph, actually - sorts stars based upon brightness, energy, and temperature. Brightness
is measured as absolute magnitude, the inherent brightness of a star regardless of its distance from earth. (Note the inverse
scale for magnitude.) Luminosity is a measure of the total radiant energy output of a star. Temperature is plotted in degrees
Kelvin and is also reflected in the spectral class each star is assigned. All three factors, which serve to distinguish one star
from another, are determined by a star’s mass.
Using the H-R diagram, astronomers are able to assess what stage of stellar evolution any single star is in, as well deduce the
time spent in each stage by stars in general.
A. Answer the following using the Figure I: The H - R diagram.
1. What type of star are most of those plotted on the H-R diagram?
• Which stage of the star life cycle are these in?
• What can you infer about the length of this stage, based upon the number of stars on the diagram?
2. In which half of the diagram are found the ...
• hottest stars?
• brightest stars?
• most energetic stars?
3. Which type of radiating source is ...
• hot, yet dim?
• low temperature, yet bright?
• high temperature and bright?
4. Which spectral classes contain ...
• main sequence stars?
• white dwarfs?
• giants?
B. Apply the H-R diagram to the brightest stars from Earth, listed in Table I.
5. Plot any 5 stars onto the H-R diagram. Have your partner do a different 5. You’ll need to add in increments 1-9 for each
spectral class.
• Which stage of life are most of these brightest stars in? Infer why there are few dwarfs in the group.
6. Apparent magnitude describes how bright a star appears to us on Earth.
• Which of these stars looks brightest to us?
• Compare and contrast the apparent and absolute brightness of Vega and Capella.
Infer why these two stars differ.
7. Use the spectral class and apparent magnitude data to determine which star ...
• is hottest?
• has the greatest absolute magnitude?
• is least luminous (energetic)?
Follow Up:
1. What accounts for the fact that some main sequence stars are hot & bright, and others cool & dim?
2. How can a main sequence star be as bright as a giant?
3. Why are most stars on the main sequence?
4. Your cousin, a neophyte stargazer and the family know-it-all, claims that Rigil Kentaurus is the biggest and brightest star in
the sky. Diplomatically correct him.
5. Create a mnemonic to remember the sequence of the spectral classes.
TABLE I: Brightest Stars as Seen From Earth
Name
Apparent magnitude
(negative = brighter)
Spectral
class
Absolute magnitude
(negative = brighter)
Distance
(ly)
Sirius
-1.47
A1
1.4
8.7
Canopus
-0.72
F0
-3.1
98
Rigil Kentaurus
-0.01
G2
4.4
4.3
Arcturus
-0.06
K2
-0.3
36
Vega
0.04
A0
0.5
26.5
Capella
0.05
G8
-0.6
45
Rigel
0.14
B8
-7.1
900
Procyon
0.37
F5
2.7
11.3
Betelgeuse
0.41
M2
-5.6
520
Achernar
0.51
B3
-2.3
118
Hadar
0.63
B1
-5.2
490
Altair
0.77
A7
2.2
16.5
Aldebaran
0.86
K5
-0.7
68
Acrux
0.90
B2
-3.5
260
Spica
0.91
B1
-3.3
220
Antares
0.92
M1
-5.1
520
Fomalhaut
1.15
A3
2.0
22.6
Pollux
1.16
K0
1.0
35
Deneb
1.26
A2
-7.1
1600
Beta Crucis
1.28
B0.5
-4.6
490
H-R Diagram Worksheet
Textbook Pages 598-605
1. Most stars belong to this category:
.
2. Which star is the brightest white dwarf?
.
3. Which star is the hottest super giant?
.
4. What color is Deneb?
.
5. What is the temperature of Sirius B?
.
6. What temperature is Bernard’s Star?
.
7. Which star is the dimmest (least bright) on the chart?
.
8. In which category you find the hottest star on the chart?
.
9. What color are the coolest stars?
.
10. Which star is a Red Giant?
.
11. What category of stars is hot but not very luminous?
.
12. If you know a star’s color you can determine its:
.
13. State the relationship between X & Y values for main sequence stars:
Introduction to the Electromagnetic Spectrum
URL: http://imagine.gsfc.nasa.gov/docs/science/know_l1/emspectrum.html
1. What is the name given to a bunch of types of radiation when scientists want to talk about them as a group?
2. What do we call energy that travels and spreads out as it goes?
3. Are aircraft and shipping radio band wavelengths longer or shorter than the waves you receive on your radio when you tune
into 107.3 on your FM dial?
4. Name something else besides a radio station that can emit radio waves.
5. What can these radio waves tell you about the object that emits them?
6. Besides cooking their popcorn in 3 minutes and 20 seconds, for what do astronomers use microwaves?
7. What type of radiation is used to map the dust between stars in space?
8. What substances in the universe emit X-rays?
9. True or false: The light emitted by fireflies is considered visible radiation.
10. Name three things that can produce gamma rays.
13. Are gamma rays and radio waves really different things?
14. What is the mass of the particles that form the stream of electromagnetic radiation? 15. In what type of pattern do these
particles travel?
16. What is the speed of these particles?
17. What is the bundle of energy called that is contained in these particles?
18. What is the difference between the various types of electromagnetic radiation?
19. True or false: Because microwaves can actually be used to cook your food, they contain lots of energy.
20. What are the most energetic waves of all?
21-23. Name three terms that can be used to describe the electromagnetic spectrum?
24. In what units is frequency is measured?
25. Give a one-word term for your answer to # 24.
26. What units are used to measure wavelength?
27. Electron-volts measure what?
28. True or False: Scientists LOVE to use big numbers---even when they don’t have to.
29. The radio portion of the EM spectrum contains waves of what lengths? (Give a range.)
30. What is the frequency range of these radio waves?
31. What is the term for a millionth of a meter?
32. Which is larger: an angstrom or a nanometer?
33. Name the colors that fall between 400 and 700 nanometers in wavelength.
34. What units do scientists refer to the energies of the photons in the UV to gamma-ray region of the EM spectrum?
35. True or False: Gamma-rays have energies greater then 100 thousand electron volts?
36-37. Name two types of radiation that can reach the earth from space.
38. What types of radiation can be observed from mountaintops or from telescopes in airplanes?
39. Balloons with instrumentation aboard can reach what altitudes?
40. What is the best vehicle for long-term observations of EM radiation from space?
41-47. Clicking on the link, “Show me a chart of the wavelength, frequency and energy regimes of the spectrum!” Draw and
label the electromagnetic spectrum in the space below.
Why Leaves Change Color
The hidden colors of the leaf appear as the chlorophyll breaks down. The leaf may then show the yellow
color of the pigment xanthophylls or the orange-red tones of the carotene pigments. In addition, a group of red
and purple pigments called anthocyanins forms in the dying leaf. The color of the autumn leaf depends on which
of the pigments is most plentiful in the leaf.
The leaf dies. After the chlorophyll breaks down, the leaf can no longer make food. The tiny pipelines
between the leaf and the stem become plugged. These pipelines carried water to the leaf and food from it. The
cells in the abscission zone separate or dissolve, and the dying leaf hangs from the stem by only a few strands.
These strands dry and twist in the wind. When the strands break, the dead leaf floats to the ground.
After the leaf falls, a mark remains on the twig where the leafstalk had been attached. This mark is called
the leaf scar. The broken ends of the water and food pipelines can be seen within the leaf scar.
On the ground, the dead leaf becomes food for bacteria and fungi. They break the leaf down into simple
substances, which then sink into the soil. There, these substances will be absorbed by plant roots and provide
nourishment for new plant growth.
1. When do the hidden colors of the leaf appear?
2. What is the pigment that makes leaves appear yellow called?
3. What is the name of the orange-red pigment?
4. What is the red-purple pigment called?
5.
Why do leaves die after chlorophyll is no longer produced?
6. What is a leaf scar?
7. What can you see in a leaf scar?
8. Describe useful purposes of dead leaves:
Energy and Life Extenstion: The Absorption of Light by Photosynthetic Pigments
Chlorophyll A and Chlorophyll B are two types of chlorophyll that are common in green plants. The chart below
shows the percentage of different wavelengths of light absorbed by the two different kinds of chlorophyll. Plot the chart
data on the blank graph using two different colors and create a key. Then answer the questions.
Wavelength
(nanometers)
400
425
450
500
550
600
625
650
700
Chlorophyll A
% absorption
30
60
10
5
5
10
10
45
10
Chlorophyll B
% abroption
0
30
70
0
5
10
30
10
10
400
450
500
550
600 650 700
Wavelength (nanometers)
1.
Chlorophyll A absorbs the greatest amount of light at a wavelength of _____________ nanometers.
2. What color does chlorophyll A best absorb? _______________________
3. Chlorophyll B absorbs the greatest amount of light at a wavelength of _______________ nanometers.
4. What color does chlorophyll B best absorb? _______________________
5. What happens to the light that is absorbed by the chlorophyll? ________________________________
___________________________________________________________________________________
___________________________________________________________________________________
6.
What happens to the light that is not absorbed? _____________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_____________________________________________________________________________________________
7.
Why would artificial plant-growth lights have a light spectrum that favors blue and red? _____________
_____________________________________________________________________________________
_____________________________________________________________________________________
8.
Explain why plants are green: ____________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
Astronomy Study Guide
Once upon a time, Aristotle and Ptolemy thought the universe was Earth centered, or _______________________. Then
Copernicus came along and brought them science and now we know that our solar system is sun centered, or
________________________. The people felt pretty silly. They started to realize the four inner planets, including Earth were
_____________________ planets, and the outer planets were the ____________________ planets. At some point the
__________ ______________ Theory was developed as an explanation for how our universe was formed. This theory
states that the universe was created from SINGULARITY or infinite _____________ and __________________. According to
this theory, the universe is _______________________....for now. There is another more specific theory about our solar
system called the Solar ____________________ theory, which states our solar system formed from a cloud of __________,
called a ___________________. Once our solar system began to form, a process called
__________________________________ helped to clean it up and gather up all the loose dust and particles.
____________________ came up with three laws that state basically how and why planets travel around the sun. He said
planets travel in and ____________________________ orbit with ____ foci points. He also said that planets move
___________ when they are closer to the sun and ____________ when they are farther away, this is because the planets
cover an equal amount of area in equal amount of time.
Word Bank:
Kepler
Accretion
Heliocentric
Nebular
Gravity
2
Expanding
Geocentric
Jovian
Big Bang
Terrestrial
Dust
Density
Nebula
Elliptical
Faster
Slower
Terrestrial Plant
Both
Jovian Planet
Barycenter:
Equation:
Picture:
Vocabulary
Definiton
Results in
Picture or example
Rotation
Revolution
Elliptical Orbit/tilted
axis
Retrograde motion
Precession
Nutation
The electromagnetic spectrum is
produced by the ______________.
Nuclear _________________ on the
sun is responsible for the EMR
spectrum.
The product of nuclear fusion is
_________________
Fill in the missing words on the diagram to the
right.
The energy of a PHOTON is related
to its ________________ and
Write the equation
for photosynthesis:
_______________________
What color wavelengths are abosorbed by the
plant: __________ and _____________.
What are the reactants:
_____________________
What are the products:
______________________
Unit 3: The Lithosphere
Pictionary
44. Rocks
45. Igneous Rock
46. Sedimentary Rock
47. Metamorphic Rock
48. Rock Cycle
49. Erosion
50. Weathering
51. Soil Formation
52. Parent Rock
53. Sand
54. Silt
55. Clay
56. Loam
57. Soil Horizons
58. Lithospheric Plate Movement
59. Continental Drift
60. Theory of Plate Tectonics
61. Abraham Ortielius
62. Arthur Holmes
63. Alfred Wegner
64. Gondwanaland
65. Laurasia
66. Harry Hess
67. Pangea
68. Sea Floor Spreading
69. Divergent Plate Boundaries
70. Convergent Plate
Boundaries
71. Transform Plate
Boundaries
72. Cindercone Volcano
73. Composite cone volcano
74. Sheild Volcano
Pretest
Belting it Out: Geologic Rocks and Minerals of NC
Rock Cycle Diagram
Rock Cycle story
Weathering Chart
Problem Soils
Soil Triangle
America’s Explosive Park: Yellowstone
Ring of Fire
Recent Active Volcanoes Plotting
Shockwaves: 100 years after the San Andres Earthquake
Locating the Epicenter
Virtual Earthquake: online epicenter practice
75. Volcanic Effects on the
Lithosphere
76. Layers of the Earth
77. Isostasy
78. Faults (normal, reverse,
thrust, strike-slip)
79. P-waves
80. S-waves
81. L-waes
82. Focus
83. Epicenter
84. Tsunami
Unit 3 Grades
Notebook: ______
Rock Cycle Story: _____%
Pictionary cards: _______
Pangea RAFT: _____%
Quiz: ______%
Test: ______%
EEn.2.1 Explain how processes and forces affect the lithosphere.
EEn.2.1.1 Explain how the rock cycle, plate tectonics, volcanoes, and earthquakes impact the lithosphere.
EEn.2.1.2 Predict the locations of volcanoes, earthquakes, and faults based on information contained in maps.
EEn.2.1.3 Explain how natural actions such as weathering, erosion, and soil formation affect Earth’s surface.
EEn.2.1.4 Explain the probability of and preparation for geohazards such as landslides, avalanches, earthquakes and
volcanoes in a particular area based on available data
Lithosphere Pretest
1. A tectonic plate consists of ____.
a. the crust and uppermost mantle
b. the oceanic and continental crust only
c. the crust and entire mantle
d. the asthenosphere only
2. New ocean crust is formed at ____.
a. divergent boundaries
c. continental volcanic arcs
b. convergent boundaries
d. transform fault boundaries
3. Which of the following is NOT one of the three types of rock?
a. igneous
c. sedimentary
b. magma
d. metamorphic
4. All of the energy that drives Earth’s rock cycle comes from ____.
a. the wind
b. Earth’s interior and the sun
c. the breakdown of organic matter
d. the movement of water over Earth’s surface
5. Sedimentary rocks with ripple marks suggest that the rocks formed ____.
a. along a beach or stream bed
b. when ancient animals walked over them
c. from the shell fragments of ancient sea-dwelling animals
d. when wet mud dried and shrank
6. Fossils are only found in ____.
a. intrusive igneous rocks
b. foliated metamorphic rocks
This goes with question #10
c. sedimentary rocks
d. nonfoliated metamorphic rocks
Match the Fault type with the correct picture.
9
8
7
A. Strike Slip Fault
B. Normal Fault
C. Thrust Fault
D. Reverse Fault
10. Use figure 5-1 at the top of the page to determine what a soil is called if it has 20 percent clay, 60 percent silt, and 20
percent sand.
a. sandy clay loam
c. silty loam
b. loam
d. loamy sand
Bonus: To find the epicenter of an earthquake, the minimum number of seismic stations that are needed is:
a. One
b. three
c. four
d. five
Belting It Out: Rocks and Minerals of North Carolina
Use Geologic Belts from West to East on back of map:
1.
North Carolina is divided into 10 geologic belts that trend from northeast to southwest. List their names:
2. Which geologic belt is the largest?
3. The eastern half of the Piedmont is divided into four geologic belts. List their names:
4. List the 4 geologic belts that make up the western piedmont.
5. In which geologic belt is your school located?
Use the Principal Mineral Producing Area Map
6. Name two economic materials mined in the coastal plain:
7. What materials are mined in the Charlotte Belt in Mecklenburg County?
8. Gemstones are mined in which two counties?
9. Mica and kaolin are mined in what two geologic belts?
Use the Generalized Geologic Map of North Carolina
10. What four rock formations occurred during the Cretaceous Period, 66 to 138 million years ago?
11. Mt. Jefferson State Natural Area (Southern Ashe County) has metasedimentary and metavolcanic rocks of
the ________________________________ Suite, which includes rocks such as gneiss,
__________________, metagraywacke, _______________________ and calc-silicate granofels.
12. How many counties, other than Ashe county, have rocks that are similar in age and composition to the rocks
at Mt. Jefferson? Hint: Look for the green zone, list counties.
13. The dark burgundy (deep red) color on the map indicates what type of rock?
14. The lavender color on the map indicates what type of rock?
15. Use the map scale and a ruler, determine the distance between Charlotte and Cape Lookout in a straight line.
Hint: 1.5 inches = 50 miles __________ miles
Now find the straight line distance between Winston-Salem and Asheville? ________miles
16. How old are the rocks of Ashe County? Express your answer as a range in millions of years: _________
17. What rocks in Ashe County are older – the felsic gneiss found in Northern Ashe County or the
metasedimentary and metavolcanic rocks found in southern Ashe County?
18. The geologic time scale for NC give the age of the oldest dated rock in NC. What is it in millions of years?
19. During which geologic period did the Atlantic Ocean form and erosion of the Piedmont and Appalachian
Mountains occur?___________ How many of millions of years ago did this happen? __________
20. What is the approximate age of the Earth in millions of years?
Rock Type
Igneous
Metamorphic
Sedimentary
How it is formed
What is it made out of
Classified By
Examples
Hi. My name is ___________________ Rock. I started out as magma way down in
the earth's _________________________. One day, a ______________________
errupted, and out I flew. I went from being magma to _______________________ very
fast! Before I knew what was happening, I started to cool off and soon turned into an
_________________________ rock. Well, I was okay with that. I thought I looked
pretty cool.
After a while, I started to notice that I was shrinking. I thought it was my imagination,
but I was definitely eroding into _________________________. The next thing I
knew I was splashing around in some water, until finally I got stuck. A whole bunch
of other sediment came rushing at me, and I was being buried! I started getting
_____________________________ really hard. When it was all over, I noticed
that I had changed into a _____________________________ rock!
Well, fine. This was a cool new look. I wasn't going to complain, but before I knew
it (rocks don't keep time), I started shaking and bumping around. I think you people
would call that an earthquake. I started getting super ______________________
and I thought I was going to melt! My body was killing me from all the
______________________ of being squeezed!
I think I fell asleep for a while, because when I finally thought to check if I was still in
one piece, I discovered that I had changed once again. I thought I looked better than
ever. I couldn't believe it, but I had turned into a ____________________________
rock! I don't quite know what to expect next, but I hope I stay this way for a long time!
THIS IS AN MUCH SHORTER EXAMPLE OF THE ROCK STORY YOU ARE ABOUT TO
WRITE!!!
Mechanical Weathering
Type
Frost Action Weathering
Biological/Organism
Weathering
Abrasion Weathering
Unloading Weathering
Spheriodal Weathering
Differential Weathering
Process
Examples
Picture
Chemical Weathering
Type
Process
Example
Picture
Oxidation
Carbonation
Sulfuric Acid
Organism Acid
Mechanical Weathering
Both
Chemical Weathering
THE SOIL TEXTURAL TRIANGLE
Soil Textural Triangle Practice Exercises
% Sand
% Silt
% Clay
Texture Name
a)
75
10
15
sandy loam
b)
10
83
7
_______________________
Soil Texture Worksheet
Directions: Using your soil texture chart and example, determine the following soil textures using the percentages
given.
% sand
% silt
% clay
75
10
15
sandy loam
a)
42
_____
37
__________________
b)
______
52
21
__________________
c)
______
35
50
__________________
d)
64
30
______
__________________
e)
50
_____
40
__________________
example
Soil Texture
Now for a challenge::
f)
36
______
______ Clay Loam
g)
_____
______
h)
_____
______ ______
i)
_____
______
______
silt loam
______
______
______
__________________
______
______
______
__________________
42
Silty Clay
Loamy sand
Make your own!!
Problem Soils
1. What problems can soil cause?
2. Soil expansion or collapse is caused by the amount of clay present. What else must happen for this to
be a problem?
3. What is the minimum amount of expansion that can cause damage?
4. What causes popcorn texture?
5. Why would it be important to know the location of expansive soils in Arizona (if you lived there)
6. How can expansive soil be identified?
7.What does mitigaton mean? (read the enitre paragraph - you can figure it out from context!)
8.What causes Hydrocompaction?What is it?
9.Why is hyrdocompaction a problem?
10.What can be done to prevent compactiong soils?
Write a paragraph (5 sentences) about how this could relate to Charlotte and turn in to your teacher.
America's Explosive Park
By Larry O'Hanlon
Yellowstone National Park sits atop a subterranean chamber of molten rock and gasses so vast that the region, known for
its geysers and grizzlies, is arguably one of the largest active volcanoes in the world.
Granted, it's not your typical volcano, either in scale (it's huge), appearance (it's a vast depression, not a single
mountain) or frequency of eruption (at least hundreds of thousands of years apart).
But it is active, and the evidence is everywhere.
A relatively close-to-the-surface magma chamber — as close as 5 miles underground in some spots — fuels
thousands of spewing geysers, hissing steam vents, gurgling mud pots and steaming hot springs that help make
Yellowstone such an otherworldly and popular tourist attraction, with 3 million summer visitors.
Molten rock and gas in a chamber near the Earth's surface is similarly present below "traditional" cone-shaped
active volcanoes, like Mount St. Helens in Washington state.
But there are differences. Huge differences.
The crater atop Mount St. Helens is about 2 square miles. The Yellowstone "caldera" — a depression in the Earth
equivalent to a crater top — is some 1,500 square miles.
The 1980 Mount St. Helens eruption blew 1,300 vertical feet off the mountain, sent an eruption column 80,000 feet
high in 15 minutes, ejected 1.4 billion cubic yards of ash detectable over 22,000 square miles, and killed 57 people.
But the last major eruption at Yellowstone, some 640,000 years ago, ejected 8,000 times the ash and lava of Mount
St. Helens.
And that wasn't even the largest eruption in Yellowstone's prehistoric past.
"Yellowstone is much larger than any other volcanic feature in North America," says geophysicist Bob Smith of the
Yellowstone Volcano Observatory and the University of Utah. "People don't realize this."
While many visitors to Yellowstone may be oblivious to the science at work, geologists and volcano experts have long
known about the region's explosive prehistoric past.
An explorer identified the massive caldera in 1871. But satellite-based global positioning systems (GPS), gravity
mapping and a seismic network are all helping scientists isolate more details of the area. And other new information
is being uncovered all the time.
In fact, the Yellowstone caldera is the place where Smith and other geophysicists are beginning to finally pull aside
the curtain that's been hiding one of geology's most stubborn secrets: the strange workings of Earth's "hot spots."
These "hot spots" are areas of volcanic activity not found in the usual location, at the edges of Earth's tectonic
plates. Why they exist is a subject of scientific debate. And there are many around the world, not just Yellowstone.
But at this hot spot's current position under Yellowstone there have been three massive eruptions: 2.1 million, 1.3
million and 640,000 years ago. While those eruptions have been spaced roughly 800,000 and 660,000 years apart,
three events are not enough statistically to declare this an eruption pattern, explains Smith.
Though Yellowstone could erupt again someday, there is no evidence that the caldera is readying for another
massive blast, says Smith. That outlook is shared by Jake Lowenstern, the U.S. Geological Survey's lead geologist
at the Yellowstone Volcano Observatory.
Volcanologists with the U.S. Geological Survey believe that supervolcanoes are likely to give decades — even
centuries — of warning signs before they erupt. The scientists think those signs would include lots of earthquakes,
massive bulging of the land, an increase in small eruptions, "swarms" of earthquakes in specific areas, changes in
the chemical composition of lavas from smaller eruptions, changes in gasses escaping the ground and, possibly,
large-scale cracking of the land.
None of those indicators are present at Yellowstone, says Smith.
There is no argument that a major eruption at Yellowstone in modern times would be devastating. It would
obliterate the national park and nearby communities, spread ground-glass-like volcanic ash from the Pacific coast to
the Midwest, and cause worldwide weather changes from the airborne dust and gases, according to Smith, who
described the potential effects in detail in his book Windows Into the Earth, published in 2000.
A modern full-force Yellowstone eruption could kill millions, directly and indirectly, and would make every
volcano in recorded human history look minor by comparison. Fortunately, "super-eruptions" from supervolcanoes
have occurred on a geologic time scale so vast that a study by the Geological Society of London declared an
eruption on the magnitude of Yellowstone's biggest (the Huckleberry Ridge eruption 2.1 million years ago) occurs
somewhere on the planet only about once every million years.
But there are several levels of eruptions smaller than Huckleberry Ridge and yet still much larger and more destructive than
any volcano ever witnessed by modern man.
One way of looking at the power of volcanoes is what scientists call the Volcano Explosivity Index (VEI) — sort of a Richter
scale for eruptions. And like the Richter scale used to measure earthquakes, the power of an eruption increases
exponentially from number to number in the VEI index.
The VEI scale runs from zero to eight. The higher the VEI number, the bigger — and less frequent — the eruptions.
On one end there are the burbling, rather gentle eruptions that happen on the big island of Hawaii. These happen
daily on Earth, and even with their occasional impressive fountains of lava, they rate a zero on the VEI.
At the other extreme is the Yellowstone eruption of 2.1 million years ago, which is described on the VEI as an
eight: mega-colossal, with a towering ash cloud 10 miles high that pours out at least a thousand cubic miles of ash.
That Yellowstone eruption had 10 times the ejected material as a VEI 7 volcano, which modern humans have never
seen either.
In fact, the last VEI 7 eruption was in Toba, Indonesia, 74,000 years ago, and it caused such global cooling that
some scientists think it nearly drove humans to extinction.
The largest known eruption in the last several thousand years is believed to be that of Tambora, Indonesia, in 1815.
It was tens of times more massive an eruption than Mount St. Helens in 1980. Despite pouring out 7 cubic miles of
ash and causing short-term global cooling, Tambora was small fry compared with any of Yellowstone's big
eruptions, or even the eruption of Toba 74,000 years ago.
No eruptions of this magnitude have happened since the dawn of civilization, about 10,000 years ago — which is
lucky for us, and perhaps one reason civilization has been able to develop.
As with Yellowstone, none of the other caldera-based supervolcanoes around the globe fit the classic volcano
image.
Calderas are broad, sunken areas often filled with lakes, ringed with hot springs and landscaped with domes of lava.
They are something like cauldrons, after which they were named, and tend to be the largest volcanoes on the planet
— hence the less formal name they are sometimes given: supervolcanoes.
Like other calderas worldwide, the Yellowstone caldera landscape was created by the "roof collapse" on a
subterranean chamber after molten rock — called magma — was ejected in massive prehistoric eruptions. It's
almost as if there was a giant magma balloon under the surface that suddenly deflated. The deflation itself is the
super-eruption, and the sunken land left behind is the caldera.
Also, as with many other calderas, there is still hot material not far underground at Yellowstone, which is why there
are so many hot springs and geysers today.
As for what caused the land to inflate with magma and explode in the first place, it was a powerful "hot spot"
welling up from deep in the Earth and melting rock closer to the surface into magma, says Smith.
But what caused the hot spot? And what can explain it today? Scientists are still learning answers to these
questions.
"A hot spot is a long-lived point spot of magmatism," explains geologist Paul Ihinger of the University of
Wisconsin at Eau Claire. Among the most famous places made by hot spots are the Hawaiian Islands, Iceland and,
of course, Yellowstone.
In the case of Yellowstone, the hot spot has left a 350-mile trail marked by several generations of ever-older and
deader calderas marching away to the southwest of Yellowstone.
The oldest is a 15- to 16.5-million-year-old dead caldera straddling the Oregon-Nevada state line near McDermitt,
Nev. The trail of dead calderas is evidence that the hot spot has remained in place while the North American
continent has moved southwest over it.
Yellowstone gives geologists an opportunity to look inside the Earth at an active hot spot.
Taking advantage of the park's size and location on dry land, Smith and other geophysicists have built a network of
sensors that pick up the seismic waves from earthquakes as they pass under and are altered by the structures
beneath Yellowstone.
The seismic network has recently revealed a 3,600-cubic-mile banana-shaped body located a half-mile to several
miles underneath part of Yellowstone. This chamber slows down seismic waves, which means it could contain 10
to 20 percent melted rock, Smith says.
And a broader seismic array has just recently revealed an even deeper feature: a tilted pipe rising up through the
Earth from the northwest, from 400 miles down.
"It's this pipe that's bending over in the wind," says Ihinger. "That is at the heart of the matter." The "pipe" appears
to be the track of a slow, viscous upwelling of hot rock from below the crust. The upwelling could cause rocks in
the crust to melt, creating the magma chamber below Yellowstone.
But what causes the upwelling, and why is the pipe tilted under Yellowstone? There are currently two schools of
thought, says Smith. One argues that something happens down at the boundary between the Earth's core and the
mantle to create a narrow, upwelling plume of hot material.
"One of the main controversies is the plume idea," says geophysicist Eugene Humphreys of the University of
Oregon. "In the last 10 years, it's been under quite a bit of attack."
The second school of thought says the upwelling is caused by spreading of the Earth's crust.
Scientists know that a good portion of the western United States is spreading wider, at a rate of at least a couple of
centimeters every year. The Yellowstone Volcano Observatory's GPS network has revealed a spreading rate at the
park that's even faster, says Smith.
So much extending of the land means something has got to give somewhere. The crust gets thinner and weaker in
some places. When that happens, rocks deeper down get a load lifted off them and decompress — which is another
way rocks can shift from solid to a liquid, magma phase, says Ihinger. "And when it becomes liquid, it has to come
up," he says.
Most geologists studying Yellowstone aren't convinced either scenario alone describes what is happening under
Yellowstone. It may be, for instance, that the hot spot is caused by melting of the long-lost Farallon Plate, which
was driven under North America's western edge 80 million years ago. Perhaps that has something to do with the
odd tilt to the "pipe" under Yellowstone, Ihinger suggests.
"Often times we're stuck in this complicated middle ground," said Humphreys. It's the nature of a science where it's
hard enough to observe what's happening, much less conduct experiments. "In Earth science it's interesting that
nature does the experiments."
And that's exactly what makes Yellowstone one of the best laboratories in the world.
Analysis Questions: ANSWER ON YOUR OWN PAPER AND TURN IN FOR A GRADE!!!
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Explain several (3) of the evidences that the volcano under Yellowstone National Park (YNP) is active.
How does the volcano under YNP compare to Mount Saint Helens?
What are “hot spots” and why are they unsual?
Why do they believe YNP is safe for tourists….why are they pretty sure it won’t erupt?
List and describe two uses of technology used to study YNP.
Summarize how the YNP caldera was formed.
What are some other famous “hot spots”?
What have geologist discvovered with their sensors?
What are the two theories about the cause of the upwelling and tilted pipe under YNP?
What is meant by “In Earth Science it’s interesting that nature does the experiments”?
Volcanoes and Plate Tectonics
Observations and Analysis:
1. Are most of the volcanoes located in the Ring of Fire?
2. Are most of the volcanoes located near the boundaries or on the interior of the tectonic plates?
3. At which type of boundary (convergent, divergent, transform) are volcanoes more likely to be found?
4. Which process occurs at this type of boundary: subduction or divergence?
5. Please list the number of each type of volcano on your map.
________ # of Composite
_______ # of shield volcanoes
_______ # of cinder cones
6. What type of volcano is most common in the Ring of Fire?
7. Do you observe a relationship between volcano type (Composite, shield volcano, cinder cones) and type of
plate boundary (oceanic, continental, both)? Please explain.
Conclusions
Write 5 sentences summarizinzg what you have learned about how the different types of tectonic plates,
plate boundaries, and volcanoes are related. Turn in to your teacher.
SHOCKWAVES
Youtube: “USGS shockwaves: 100 years after the 1906 Earthquake” 46:26 min
1. What time was the initial earthquake?
2. List the aftershock times:
3. How strong was the earthquake?
4. How many total aftershocks?
5. How far was this earthquake felt, worldwide?
6. Why was the Earthquake Investigation Committee started?
7. How long is the San Andreas fault?
8. What is the Lawson Report?
9. How far away was the MOST damage?
10. How did the shaking intensity change with each of the following:
Distance:
Solid rock:
Soft material:
Bay fill:
11. What are shake maps used for?
12. How is LIDAR more useful than an aerial photograph of a fault?
13. How are digging trenches useful in studying earthquakes?
14. What is BART? (No, it is NOT Homer’s son!)
15. How far has the San Andreas Fault moved?
16. What theory helped explain how the San Andreas Fault moved?
17. How far does the North American Plate slide past the Pacific Plate per year?
18. What is the Elastic Rebound Theory?
19. How fast are the plates moving in an earthquake?
20. Why is a damaging earthquake more likely to occur in the bay area?
21. What are structural engineers doing to help reduce damage to each of the following:
Buildings –
Bridges –
Parking garages-
22. How does base isolation reduce earthquake damage?
23. Why is a shake table an important research tool?
24. What are some AFFORDABLE things people can do in their home to prevent some damage?
25. When do they think the next big earthquake will happen with the San Andreas fault?
26. What kind of fault is the San Andreas fault?
27. How BIG will future earthquakes be?
28. How is Alexander McCatty responsible for what we know today about earthquakes?
29. How many of each of the following from the 1906 Earthquake:
DeathsHomelessBuildings destroyedMoney lost30. What needs to happen between now and the next big Earthquake?
Geology Labs Online: Virtual Earthquake
http://www.sciencecourseware.org/virtualearthquake/vquakeexecute.html
1.
2.
3.
4.
5.
6.
7.
Why do P waves get recorded first on a seismograph?
How would you calculate the S-P interval?
What is the S-P interval in the sample picture?
How many seismograms are needed to determine the epicenter of an earthquake?
Pick an Earthquake: ____________________________
Record your three S-P intervals in the table below:
Use the graph to determine the distance from the epicenter, complete the chart below:
Recording Station
S-P Interval
Distance
8. Did you predict correctly?
9. Click on View True Epicenter: What did you do wrong?
10. How do we measure how strong an earthquake is?
11. What does magnitude refer to on a seismograph? (What two measurements are needed?)
12. Record the amplitude of the S waves at the three recording stations:
Recording Station
Amplitude
13. What is the Magnitude of your earthquake?
14. Were you correct? If not, where did you make a mistake?
15. Complete final tabulation of data and send to me at Christy.kunkle@cms.gaggle.net
Repeat for another one of the earthquakes:
16. Pick an Earthquake: ____________________________
17. Record your three S-P intervals in the table below:
18. Use the graph to determine the distance from the epicenter, complete the chart below:
Recording Station
S-P Interval
Distance
19. Did you predict correctly?
20. Click on View True Epicenter: What did you do wrong?
21. Record the amplitude of the S waves at the three recording stations:
Recording Station
Amplitude
22. What is the Magnitude of your earthquake?
23. Were you correct? If not, what did you do wrong?
24. What did you learn about accuracy in measurement today? Why is it so important????
Introduction:
Triangulation is one method scientists use to locate the epicenter of an earthquake. The epicenter is the location at the
surface of the Earth that represents the focus inside the Earth where the earthquake originates on a fault line.
Triangulation requires seismic information from three different recording stations. Seismic recording stations are located all
over the world. Scientists time how long it takes seismic waves to reach each recording station. Seismic waves will arrive at
recording stations that are close to the epicenter before they reach stations farther away from the epicenter. This
information is converted into a length measurement to find the distance from the station to the earthquake. Recall that a
radius is the distance halfway across a circle (from its center to its edge!). Using the recording station as the center, circles
are now drawn with the radius equaling the distance from the station to the epicenter. The epicenter lies somewhere along
this circle, but we need more information to find out its exact location.
Earthquakes can occur at any point on the circle, however, when three separate circles are drawn, the circles will intersect at
one point, which represents the epicenter of the earthquake.
Purpose:
In order to practice triangulation we will use data from three separate earthquakes and locate three epicenters. Table 1
shows the distance of three separate earthquakes from each of the recording stations provided on the data map. Each
earthquake is labeled by the date on which it occurred (October 9, October 16, and March 17).
Problem:
Where are epicenters of three separate earthquakes?
Pre-Lab: (complete sentences!)
1. In your own words, describe what is meant by the process of “triangulation.” _________
__________________________________________________________________
__________________________________________________________________
2. What is the difference between the “focus” of an earthquake and the “epicenter” of an earthquake?
_________________________________________________________
__________________________________________________________________
3. What is the “radius” of a circle? _________________________________________
__________________________________________________________________
4. Draw and label a the radius on the circle to the right:
*
5. When the three circles are drawn, what occurs at the location where they all intersect?
__________________________________________________________________
Materials:




Lab Sheet (Do Not Write On!—Class copy!)
Table 1 & Los Angeles County Map. (Write on this & attach it to your lab write-up!)
Compass
Colored Pens
Procedure:
1. Start by locating the epicenter for the October 9th Earthquake.
2. Place the compass at one recording station. (Van Nuys, Westwood, or Simi Valley). Make sure that the
clear plastic circle is directly above the recording station dot on your map.
3. Notice that the map key shows us that 1 cm = 1 mile (mi.)
4. Set the length of your compass to “correspond” (match up!) with the distance value for your recording
station (Ex: Van Nuys = 7.5 miles = 7.5 cm).
5. Slide the compass’ red middle piece until one arrow lines up with the correct length. Now hold the clear
plastic piece above the recording station dot and place your pencil tip through the correct hole in the
sliding red piece. * we have different compasses….I will give directions.
6. Use this corresponding length to trace a circle around the recording station. Make sure that the radius
is equal to the corresponding length.
7. Repeat this procedure for the two remaining recording station measurements.
8. Trace over your three circles for the October 9th Earthquake with one colored pen.
9. Locate the city nearest the epicenter. (Recall that the epicenter is located where the three circles
intersect!)
10. Repeat steps 1-9 for the data from the other 2 earthquakes (October 16th, & March 17th)
Observations:
Follow the given procedure to locate the cities nearest to the epicenters of each earthquake. Label your
Map Worksheet “Observations” and staple it to your lab write-up.
DATA TABLE 1:
(Hint: This Table is also found on your Map Worksheet)
Recording Station
October 9th Quake
Van Nuys
Westwood
Simi Valley
City Nearest to Epicenter
7.5 mi
8.5 mi
4.0 mi
October 16th Quake
8.5 mi
4.0 mi
8.0 mi
March 17th Quake
4.5 mi
8.0 mi
11.0 mi
Analysis and Conclusion
1. Which station was closest to the epicenter of the March 17th Earthquake?___________________
___________________________________________________________________________
2. Which city probably felt October 16th Earthquake last? Why did you choose this answer?
___________________________________________________________________________
___________________________________________________________________________
3. Which earthquake occurred directly along a fault line?__________________________________
___________________________________________________________________________
4. Why must we use data from at least three recording stations to locate an epicenter? ___________
___________________________________________________________________________
___________________________________________________________________________
Thinking: Besides proximity (how close something is) to an epicenter, what other factors might contribute
to the amount of destruction at a certain location? Give at least 2 examples.
_____________________________________________________________________________
Student instructions
You are a seismologist on duty in the Earthquake Data Centre. Data coming in from recording stations in the North Island
indicates that a medium-sized earthquake has occurred. You must analyze the seismograms from these stations and locate
the epicenter of the earthquake. You will then be able to assess possible damage near that location.
An earthquake makes several different types of seismic waves, which travel through the Earth at different speeds. P waves
are fastest, so they arrive at a seismograph first. S waves are a bit slower, so arrive after the P waves. S waves also have
larger amplitude (cause bigger peaks on the seismogram). You can use the difference in arrival time of the P and S waves to
work out the distance from the epicenter. By doing this for at least three widely spaced recording stations, you can work out
the epicenter of the earthquake.
1. Look at the seismograms from three North Island recording stations.
What to look for on a seismogram
Code to identify
recordng station
Station URZ
Amplitude - the height
of the signal peaks
P wave
arrival
S wave
arrival
2. Read the P and S wave arrival times off the three seismograms and enter your answers in this data table
Station
P wave
S wave
Time difference
Distance from
code
arrival time
arrival time
epicentre (km)
MRZ
URZ
HIZ
(In this activity, time zero for each seismogram is 09:15:00, so if you think a wave arrives at 100s (1 minute and 40s),
record this as 09:16:40.)
3. Calculate the difference in time between the arrival of the P waves and the S waves, and enter your answers in the table
above. Time difference = (S wave arrival time) minus (P wave arrival time).
4. Use the graph to determine the distance of each recording station from the epicenter.
How to use the graph
For example, if your time difference is 32 seconds, find 32 on the y-axis of the graph.
Use a ruler to draw a horizontal line from that point, until it meets the line of the
graph. From this intersection point on the line, draw a vertical line down to the xaxis, and read the distance (240km).
5. You are now ready to plot the location of the epicenter on a map:
 Find the three recording stations on the outline map of the North Island.

For Station MRZ, use the scale at the top of the map to set a drawing compass to have a radius equal to the distance
to the epicenter. Place the point of the compass on the MRZ triangle on the map and draw a circle.
 Repeat this for the other two stations.
 The earthquake epicenter is located near where all three circles intersect. (On the right is an indication of what it
might look like, but it’s not the answer!)
You now know where and when the earthquake occurred. The computer linked to the recording stations tells you that the
magnitude of the earthquake was 5.2, and it was 9km deep.
6. Look at a detailed map of the North Island and decide what sort of landscape the earthquake happened in. Try and
answer the following questions, and others you may think of:
 Is it hilly or flat?
 Are there rivers?
 Are there any big towns nearby?
 Are there any small settlements nearby?
 What is the land communication like (are there roads or railways)?
7. Write a short report about the earthquake:
 Start with all you know about the earthquake – where, when and how big.
 Then write about the damage that could be expected. Your report could be used to tell emergency services what to
expect before detailed reports from the area come in. Think about how many buildings are in the area and what
would happen if they were destroyed.
 What is the chance of people being killed or injured? This might depend on the time of day – where will people be at
the time of the earthquake?
 What could happen if there were landslips?
 Don’t forget that not all the damage happens at the epicentre – quite a large area could be affected in some way.
Graph for calculating the distance from an earthquake epicentre, using the difference in time between
arrival of P and S waves
P wave velocity 6.2 km per second, S wave velocity 3.4 km per second
70
60
50
40
30
20
10
0
0
50
100
150
200
250
distance from epicentre (km)
300
350
400
Outline map of the North Island of New Zealand,
showing location of three earthquake recording stations
0
50
100
150
200 km
Auckland
Hamilton
Tauranga
Rotorua
Taupo
HIZ
URZ
Gisborne
New
Plymouth
Napier
Wanganui
Palmerston
North
MRZ
Masterton
Wellington
Unit 4: The Lithosphere - Review Guide
Label the missing parts of the rock cycle
PART 2: Plate Tectonics
Scientist
What did they do?
Abraham Ortelius
Alfred Wegener
Harry Hess
Andrija Mohorovicic
How do the plate boundaries relate to plate tectonics?
Causes of Plate Motion page 269
Plate Boundary
Forms/Destroys
Direction of Movement
Convergent
Divergent
Strike/Slip (Transform)
Mechanism
Description
Direction of movement
Slab(gravity) Pull
Ridge Push
Mantle Convection
Part 3: Volcanoes
Where are most volcanoes located?
Label the three types of volcanoes and describe them in the space to the left:
Picture
Part 4: Earthquakes
Label the footwall and tell what type of fault it is.
Label the diagram with the
following words:
Epicenter
Fault
Fault line
Seismic waves
Focus
Type of WAVE
P
S
L
Stands for….
Arrival
Travels Through
Unit 4 Review Kunkle-Notes
(like Cliff Notes, but free…..and you have to fill in the blanks)
The continents were not always where they are now, and are not going to stay where they are now forever. They
used to be stuck together as one giant super continent called ___________________. This broke apart into two smaller
landmasses called ___________________________ and __________________________________.
The _____________ of the earth is very hot. We know that hot air and liquids ___________ and that cool stuff
sinks. These are called __________________________ currents. These currents happen in the mantle and move the
_______________________ plates. The movement of the tectonic plates is called _____________________________ drift.
Alfred _________________________ came up with that theory, but Arthur _____________ is the one who figured out
convection currents caused it. Another explanation for how the continents move is called sea-floor
_______________________, a man named Harry _________ came up with that.
When two tectonic plates come together, they are called ______________________ plates, and when they move apart they
are called ___________________plates. At either of these types of plate boundaries, ___________________ may occurr as
magma is able to reach the surface. The third type of plate boundary is called a ___________________ boundary, and
___________________________ can happen at all three of these plate boundaries and anywhere else there happens to be a
___________________.
There are four types of faults, ________________________, ________________________,
_____________________, and ___________________________________. What type of fault it is, depends on which
direction the ________________ wall moves relative to the foot wall. Regardless of what type of fault it is, it does
_________ have to occur at a plate boundary. All plate boundaries are ________________, but not all faults are
______________ ___________________________________.
An earthquake can be measured by an instrument called a _____________________. It records wave vibrations in
the Earth, the _____ waves are the first to arrive, but they are not very strong. The ____ waves come next and they are
stronger but not as strong as the ____ waves, which cause the most damage. A ______________________________ scale is
used to rank the earthquake according to how strong it is.
Divergent
Thrust
Tectonic
Gondwanaland
Fault
Tectonic
Reverse
Earthquakes
Pangea
Moment Magnitude
Continental
Convection
Transform
Wegener
Hanging
Holmes
Volcanoes
L
Hess
Rise
P
Core
NOT
Faults
Normal
Plate boundaries
Seismograph
Convergent
S
Spreading
Strike-slip
Laurasia
Unit 4: Human Impact on the Lithosphere
Pictionary
85. Mining
86. Deforestation
87. Agriculture
88. Overgrazing
89. Urbanization
90. Land Use
91. Non-renewable Resource
92. Renewable Resource
93. Recycleable Resource
Human Impact Chart
Energy Chart
Agriculture Chart
Mining Webquest
Renewable vs. Nonrenewable Scavenger Hunt
Alaska Oil Spill Video Questions
Three-Mile Island Video Questions
The Lorax Questions
Unit 3 Grades
Notebook: ______
Geohazard Survival Guide: _____%
Pictionary cards: _______
: _____%
Quiz: ______%
Test: ______%
EEn.2.2 Understand how human influences impact the lithosphere.
EEn.2.2.1 Explain the consequences of human activities on the lithosphere (such as mining, deforestation, agriculture,
overgrazing, urbanization, and land use) past and present.
EEn.2.2.2 Compare the various methods humans use to acquire traditional energy sources (such as peat, coal, oil, natural
gas, nuclear fission, and wood).
Human Impact on the Lithosphere Pretest
1. Which of the following is an example of a renewable resource?
a. cotton
c. natural gas
b. copper
d. Coal
Score: _______%
2. Renewable resources ____.
a. can be replenished over months, years, or decades
b. are all living resources
c. have finite supplies that will one day be used up
d. include iron, natural gas, and copper
3. Which of the following is an example of a nonrenewable resource?
a. cotton
c. cattle
b. trees
d. Uranium
__ 4. Which of the following lists presents forms of coal in the correct order from the first stage of development
to the last stage of development?
a. peat, lignite, bituminous, anthracite
b. bituminous, anthracite, peat, lignite
c. anthracite, bituminous, lignite, peat
d. peat, lignite, anthracite, bituminous
5. Which of the following alternative energy sources is exhaustible?
a. tidal energy
c. geothermal energy
b. solar energy
d. wind energy
___6. The fuel for nuclear fission in nuclear reactors is ____.
a. petroleum
c. hydrogen
b. carbon
d. Uranium
7. How does nuclear fission produce energy?
a. Moving water turns turbines to produce electricity.
b. Controlled nuclear chain reaction produces heat, driving steam turbines to produce energy.
c. Uncontrolled nuclear reaction produces heat, driving steam turbines to produce energy.
d. Carbon atoms are bombarded by neutrons.
8. One problem with wind energy as a major source of electricity is ____.
a. it is nonrenewable
b. it causes major air pollution
c. it does not work during the night
d. the expense of large tracts of land in populated areas
9. Hydroelectric power is produced by ____.
a. falling water that turns a turbine
b. tides that pour through a dam barrier
c. hot water that comes from deep underground
d. electric current that flows across a dam
10. What is the source of geothermal energy?
a. sunlight heating surface waters
b. the splitting of atoms to release energy
c. natural underground reservoirs of steam and hot water
d. very hot minerals deep underground
Human Impact Directions:
1. Using an ipad or computer, research and complete the chart on the other side of this paper.
Write a letter to Gina McCarthy, Head Administrator of the Environmental Protection Agency.
http://www2.epa.gov/aboutepa/administrator-gina-mccarthy Make it look like a letter!
2. In your letter, choose 2 of the topics from the chart to solicit more money be spent in that area. Give at least
4 reasons why each topic should have more money allotted for mitigation and back them up with FACTS.
(Look up the words “solicit” and “mitigation” so you know what to do)
3. Relate why the money should be spent to the EPA’s Mission (http://www2.epa.gov/aboutepa/our-missionand-what-we-do)
Factors
Description
Effect on
Environment
Effect on
Population
Other
Acid Rain
Deforestation
Resource Use
Sustainability:
Invasive
Species
Native:
Factors
Pesticide Use
Description
Effect on
Environment
Effect on
Population
Other
DDT:
Biomagnification:
Overfishing
Mining
Animal
Extinction
Poaching:
Global
Warming
Greenhouse
effect:
Volcanoes:
Overgrazing
Dustbowl:
Renewable vs Non Renewable Scavenger Hunt
1. Look around the room and make a list of all of the renewable and nonrenewable
items that you see. Remember to look at things your classmates are wearing! Put
an R by the things that you believe are renewable. and put an N by the things
that you think are nonrenewable. You should list at least 15 of each type.
2. What are the water pipes and electrical wires in the room made of?
renewable or nonrenewable? Are they recyclable?
Are they
3. WHAT ARE YOU WRITING WITH AND WHAT ARE YOU WRITING ON? Are these items renewable
or recyclable?
4. Where does the light in the room come from?
nonrenewable energy source?
Is it from a renewable or
5. Are there more renewable or more nonrenewable items in the classroom?
6.
Why do you think you are surveying the classroom to see how many renewable
resources there are compared to nonrenewable?
7. What are the windows made of? Is this a renewable or nonrenewable resource?
8.
Is air and water renewable or not?
Explain why you answered as you did.
9. Look at your list from #1 above and write down the items that are recyclable.
10. With permission from your neighbor, look at the label on their shirt or blouse
and write down what it is made of. Polyester, Rayon, and Dacron are man-made
fabrics which come from petroleum products. Cotton comes from an agricultural
crop. Is your neighbor’s shirt renewable, or nonrenewable?
11. Write down the renewable resources and nonrenewable resources that you have used
in the last 24 hours.
12. In # 11 above write an L by those items you would consider luxury. Write an E
by those items you would consider essential for survival. Write an S by those
items you feel you need in order to maintain your lifestyle.
13. What things could you give up on the list so that you would not consume so many
resources? Are the things you gave up renewable or nonrenewable?
14. Are people renewable or nonrenewable?
15. Are your shoes and belt renewable or not? Where do they come from?
16. What did you eat for breakfast or lunch today? Is it renewable or nonrenewable?
Was the package your food came in renewable or nonrenewable?
17. How did you get to school today?
Did you use renewable or nonrenewable energy?
18. List as many energy sources as you can and tell me whether they are renewable or
nonrenewable.
19. Are new automobiles made of renewable or nonrenewable resources?
20. Can you suggest reasons why people should recycle, conserve, and use less
nonrenewable resources?
21. Do you think the War in Iraq was related to renewability versus nonrenewability
of resources? Why or why not? (4 sentences)
ENERGY PERFORMANCES
In your group, choose one of the following in which each person will equally perform and last at least 5 minutes in front of
the class:
Song or Rap:
Group Members:
Must have a beat, or music
Must be written out
Must be understandable
Must cover all the points listed below
Play:
Must have a plot
Must have a written script
Must have characters
Must have some props
Energy source:
Newscast:
Must have cue cards and written script
Must have pictures to display on board
Project Choice:
Commercial:
Must have written script
Must have a product to sell or represent
Must have props
Keynote/Power Point:
Must have pictures with a few words on each slide
Must have sound effects
Must not read it to us, be able to explain
*****************************************************************************************************
The following are facts that must be included somewhere in your performance:








Renewable or non-renewable
How we get it out of the Earth
How it is converted to electricity
What percentage it is used in USA and world
Advantages
Disadvantages
Impact on the Environment
Efficiency (how much gets converted to electricity)
Rubric for Grading:
Information
Creativity
Voice
Equal Participation
Props/Music/Photo
Written script
Possible Points
40
20
20
10
10
Not having will reduce your grade by a
letter grade (~10points)
Your Points
NON-RENEWABLE ENERGY SOURCES (TRADITIONAL, CONVENTIONAL)
PEAT:
How do we convert it to energy?
Advantages
Disadvantages
LIGNITE:
How do we convert it to energy?
Advantages
Disadvantages
COAL:
How do we convert it to energy?
Advantages
Disadvantages
BITUMINOUS COAL:
How do we convert it to energy?
Advantages
Disadvantages
ANTHRACITE:
How do we convert it to energy?
Advantages
Disadvantages
OIL :
How do we convert it to energy?
Advantages
Disadvantages
OIL SHALE:
How do we convert it to energy?
Advantages
Disadvantages
NATURAL GAS:
How do we convert it to energy?
Advantages
Disadvantages
NUCLEAR FISSION: :
How do we convert it to energy?
Advantages
Disadvantages
RENEWABLE RESOURCES
BIOMASS
How do we convert it to energy?
Advantages
Disadvantages
GEOTHERMAL
How do we convert it to energy?
Advantages
Disadvantages
HYDROPOWER
How do we convert it to energy?
Advantages
Disadvantages
TIDAL POWER
How do we convert it to energy?
Advantages
Disadvantages
PASSIVE SOLAR ENERGY
How do we convert it to energy?
Advantages
Disadvantages
ACTIVE SOLAR ENERGY
How do we convert it to energy?
Advantages
Disadvantages
WIND (AEROGENERATORS)
How do we convert it to energy?
Advantages
Disadvantages
MINING WEBQUEST
www.coalwoodwestvirginia.com/coal_mining.htm
1. What are the four types of mines?
2. Using the link “what we get from a ton of coal” copy and fill in the following chart (click on Coal products
picture – black and white photo on right side)
Processed Ton of coal
How much of it?
What products?
yields
Coke
Coal Tar
Light Oil
Chemicals
Coal Gas
Now go back up to the top of the page and click on the link below the picture of the different types of coal mines, it says
“Click here to visit UK's page with a larger drawing and explanatory text.”
3.
4.
5.
6.
7.
What are the three modes of access for types of underground mines? Give a brief description of each one.
Which is the deepest underground mine?
Compare and contrast pillar and longwall mining
Describe surface mining
This page, nor the page that linked you there, has not mentioned any of the environmental side effects or
possible human dangers. Why do you think this is?
8. Go to: www.worldcoal.org/coal-the-environment/coal-mining-the-environment copy and complete the chart
Description
How they control it
Land
Subsidence
Water
Acid Mine Drainage
Dust and Noise
Rehabilitation
Methane
9. Go to http://ecorestoration.montana.edu/mineland/guide/problem/impacts/default.htm
And then go to http://cfpub.epa.gov/npdes/indpermitting/mining.cfm
How is the tone of these two websites different from the one in number 8? Why do you think this is?
10. Of these last three websites, which provides the best factual and scientific information? Justify your answer.
11. What is clean coal technology? Who came up with it? Is it real?
12. What is your opinion of mining? I might suggest googling “coal mine disasters”.
13. Why do you think the government isn’t stricter with mining regulations?
14. What is a solution for all these negative affects? Come up with three that you have researched and believe
will work.
15. HOMEWORK: write a letter to the president, telling him how you feel about mining and energy and what
you would like to see done during the next four years. You are not limited to just coal, but you must back
up your opinion with facts and you must include at least three you learned today!
Scientists and the Alaska Oil Spill (VHS tape)
1. What spill happened on March 24, 1989?
2. How long was the ship and how much oil was it carrying?
3. How many gallons of oil were released into the ocean? What happened to the rest of it?
4. What two tasks did the scientists work on first?
5. Why did they need to rescue the sea otters?
6. What other animals were in danger?
7. How many were taken to rehabilitation centers?
8. How many animals were found dead?
9. Why were other sea mammals not affected?
10. How much shoreline was affected?
11. What was the clean up method used on the beaches?
12. What is BIOREMEDIATION?
13. How much did bioremediation speed up the clean up process?
14. When was most of the oil gone? How many years did it take?
15. What are the three areas that were assessed after the cleanup was complete?
16. What are some signs that the Prince William sound is recovering?
17. What did you like or find interesting about this topic?
18. What did you dislike or find boring about this topic?
Meltdown at Three Mile Island
1.
2.
3.
4.
5.
6.
7.
8.
Youtube: “meltdown at three mile island 1999” 51:16 minutes
What do you think this movie is about?
Where was Three Mile Island?
What was the date of the incident?
What caused the incident on Three Mile Island?
Why couldn’t operators do anything once it started?
At what temperature does a meltdown occur?
When did they declare the first general emergency?
What did Dick Thornburg and William Scranton do in their first press conference?
9. What impression did the nuclear power plant five the press in their first press conference?
10. Why was it abnormal about everybody wearing anti-contamination suits?
11. Why were there issues with communication?
12. How did they “stabilize” the incident?
13. What was the sign “Hell No We Won’t Glow” protesting?
14. Why did nuclear power plants become so popular?
15. How many times had the valve malfunctioned? ___ How could this have been prevented?
16. How much radiation had Scranton been exposed to?
17. Where was the radiation mostly located?
18. Why did they want to evacuate the area?
19. What was creepy about the movie “The China Syndrome”?
20. Who was to leave in the evacuation?
21. Who was president? _______________What did Thornburg ask him for?
22. What was discovered above the core and why was it dangerous?
23. What was the second worry about the hydrogen bubble?
24. What error was there in the calculations? Explain the significance.
25. What did the other theory/calculations say?
26. Why/How was the explosion theory finally disproven?
27. How long did it take to shut down the reactor?
28. What happened in 1082? What did they see?
29. What happened as a result?
30. How many nuclear power plants have been built since Three Mile Island?
THE LORAX and SUSTAINABLE DEVELOPMENT
Developed by: Dr. John Ramsey, University of Houston
The focus of this activity is to introduce and understand the concept of sustainable development by using ideas
found in The LORAX.
The LORAX is a fictional story about a man whose activities abused the environment and about what he learned
from the experience. The story contains many common components found in the environmental problems and
issues facing humans around the world. Further, The LORAX also contains many of the components associated with
sustainable development (SD), an idea that is probably new to many of you.
Sustainable development is an important (and complicated) idea for all human beings to understand. SD is the
current worldwide attempt by planners, leaders, and scientists to conduct human activities in such a way that the
environment is preserved. Although there is still much confusion and discussion, there appear to be four basic parts
of SD - human needs, technology needs, economics needs, and environmental needs. Let's consider each of these.
"Human needs" refers to the basics of human life. The primary needs include income, shelter, food, water, safety,
and health. Certainly, others might argue that educational and spiritual components should be included. And
certainly there are differences between regions, nations, and continents. Individuals living in developed,
industrialized countries have, for the most part, greater opportunities to meet basic needs than individuals living in
developing or underdeveloped countries.
"Economic needs" refers to monetary systems used by human beings in their activities. With the exception of
primitive tribes, few humans in today's world can themselves meet all their basic needs. Rather, they specialize in a
particular good and/or serviced by others. For example, bakers make bread; ranchers raise cattle; truckers transport
bread, cattle and other goods. These goods and/or services that are needed by others are then bartered (i.e. traded)
or exchanged for money. Money is a symbol of the value humans place on goods and/or services. Then, the bakers,
ranchers, and others buy other goods and/or services they need. Thus, over time the exchange of goods and services
for money has developed into complicated economic systems, the discussion of which is far beyond the scope of
The LORAX. The important idea is that in today's world, individuals and nations operate within a complicated
system based on the exchange of money for resources, goods, knowledge, and/or services. Further, most individuals
(and nations) seek to improve their economic status, increasing their incomes in order that more goods and/or
services can be bought.
"Technology needs" refers to the tools, methods, and/or systems used by humans. These include energy production,
the use of natural resources, manufacturing, communication, transportation, and others. Humans use technologies to
help them meet their economic needs. For example, bakers need ingredients and ovens; truckers need fuel, trucks
and highways. Technology assists by saving labor and/or time, increasing production, or increasing health and
safety. Unfortunately, the use of technology can sometimes have negative environmental consequences. For
example, the mechanical plow led to both increased agricultural production and to increased soil erosion. Many
experts now believe that new "environmentally-friendly" technologies must be developed. These technologies
should be pollution-free and use renewable energy and natural resources.
"Environmental needs" refers to the protection, preservation, and conservation of biotic and abiotic resources in the
natural world. Man's modern history is that of technological development without adequate consideration of
environmental effects. Many of the current environmental problems stem from side-effects of inappropriate
technology use, e.g., pollution, habitat destruction, resource depletion. Many humans now believe that preservation
of the environment must be an important part of all future human activity.
You can see that sustainable development is a tricky idea. It suggests that humans "sustain" the environment by
preserving, protecting, and conserving. Yet, economic development is still necessary in all countries, regardless of
their current economic status. Many experts believe that this apparent conflict between outcomes is the key to the
quality of future human life on the planet and that economic development using environmentally-friendly
technology can help promote economic development that sustains the environment. The central SD focus is to
balance quality of life with quality of the environment.
Interpreting Events and Meaning in The LORAX
The LORAX is a fictional story about a man who abused the environment and about what he learned. The story
begins in the most run-down part of a dull, gray town. A small boy asks the Once-ler to share the secret of the
Lorax and how he was "taken away." Thus, the story is told as a "flashback" as the Once-ler talks about the Lorax
and past events.
The characters of the story include:


the Once-ler, a businessman
the Lorax, a leader of the plants and animals in the natural world.
Refer to both the text and pictures in The LORAX as you respond to the following questions.
The Once-ler's Story: The Beginning
1. The Once-ler moved across the land in his wagon. He came upon a new region with an important natural
resource. (A natural resource is a plant, animal, or mineral that can be used by people.) What was this natural
resource the Once-ler found?
The Natural Resource?
Name an important natural resource in your region.
2. Humans often appreciate the beauty of the natural world. Experiences such as finding sea shells on a beach or
seeing a rare bird often cause strong feelings. Did the Once-ler have feelings about the region and natural resource
that he found?
Setting Up Shop and Doing Business
3. The Once-ler used the land's natural resource to start a business which made and sold a product. What was the
product? How was it used by buyers?
The Once-ler's Product?
The Product's Uses?
4. The Lorax appeared at this point and asked the Once-ler some angry questions. What did the Lorax want to know
of the Once-ler? How did the Once-ler answer?
What the Lorax asked?
What the Once-ler answered?
5. The Once-ler, like other humans in business, organized a system to manufacture and distribute his product.
Listed below are several parts of a manufacturing process. Describe if and how each of the following was used in
the story. Remember, you may refer to both the text and the pictures.
a. raw materials? __________________________________________
b. product design? ________________________________________
c. labor (workers)? _______________________________________
d. assembly line? _________________________________________
e. energy? ______________________________________________
f. shipping, transportation? __________________________________
g. communication? ________________________________________
h. profits/ losses? ________________________________________
Using Technology
6. Businessmen, like the Once-ler, sometimes try to make more money by increasing the number of products they
can sell. Often new machines and other systems are invented to do this. Other people use machines to work faster,
more easily, and more accurately. For example, students, engineers, and others use calculators. Robots are
sometimes used to weld sections of cars. Sometimes machines are used to do work humans cannot do. X-ray
machines, for example, allow doctors to "see" inside the human body. All these machines are examples of
"technology". Often the word "technology" means complicated sets of machines, like those found working together
in an automobile plant assembly line. Sometimes "technology" refers to a simple machine like a pencil.
Name an example of technology YOU use at home. ________________________
Name an example of technology YOU use at school. _______________________
Name an example of technology that YOUR parent might use at work. _________
7. Now back to the story. What technology did the Once-ler invent to increase the production of
thneeds?_______________________________________________
_____________________________________________________
8. What are several other examples of technology presented in the story?
____________________________________________________
___________________________________________________
Environmental Effects
9. The use of technology requires the use of natural resources. The use of natural resources often has an effect on
the environment. How did the production of thneeds affect a key biotic (i.e., living) natural resource, truffula trees?
10. Threatened and endangered species are those plant and animal populations facing extinction. Often, this is a
result of human activity. Can you name several threatened or endangered species and describe why they face this
condition?
11. Certain animals depended on truffula trees. Name the animals. Explain why these animals needed truffula trees.
Animals? ___________________________________________
The Need for Trees? __________________________________
12. Interdependence is an important characteristic of the environment. Living things depend on certain abiotic (nonliving) and biotic (living) factors. can you think of a real example in which man's activities have altered the
interdependence in natural systems?
13. Often, technological production creates "byproducts." For example, a byproduct of sawing wood is sawdust.
Sometimes the byproducts of technology are unwanted or dangerous (for example, poisonous chemicals) and are
pollutants in the environment. Sometimes byproducts are useful. (For example, wood chips can be used to make
particle board.) Name two byproducts that resulted from making thneeds.
Byproduct - 1? ________________________________________
Byproduct - 2? _______________________________________
14. Were the byproducts that resulted from the making of thneeds harmful or helpful to the environment? Check the
line beside the answer of your choice.
Byproduct 1: Helpful ________ Harmful ________ I can't decide. _________
Byproduct 2: Helpful ________ Harmful ________ I can't decide. _________
15. The fish and swans were affected by the byproducts of making thneeds. Explain how the byproducts and
making thneeds affected these animals.
UNSUSTAINABLE AGRICULTURE PRACTICES
Notes
Picture
Free Range Grazing
Description: livestock are given free range to graze on naturally growing
plants; there are little or no fences!
Benefits: 1. _________________
2. Animals get to grow, develop and be FREE
Drawbacks: 1. over grazing can occur;
2. ____________
Pesticides
Description: Chemicals used to _____pests or keep them __________
Benefits: 1. helps produce _____________ crops
2. ________________ crop yield.
Drawbacks: 1_____________
2_______________
3. Biomagnification:
Irrigation
Description: altering the _______________ flow of water to use to
water crops or livestock.
Benefits: 1. Saves _______________ and _______________
2. Can be done ____________________________.
Drawbacks: 1. Dries up ________
2. Alters the ________ cycle
3. alters natural path of the _______ 4. _______________
5. ________________ costs a lot of money
Manure Run-Off
Description: when feces from farm animals end up in our ______
sources, such as rivers, lakes and ponds.
Benefits: 1. ______________ don’t have to deal with it!
Drawbacks: 1________ oxygen
3. ________________
2_______________
4. Parasites in our WATER!
SUSTAINABLE AGRICULTURE
Natural Predators/Biological Pest Control
Description: using the natural predators of a pest to control and kill the
pest population.
Benefits: 1. _________________ 2. __________________
3. Doesn’t pollute the ecosystem
Drawbacks: 1. Might not be a predator for it 2. May eat plant
3. Might be an invasive species 4. __________ food chains
NOTE: This can be done sustainably or unsustainably!!!!!!
Cover Crops
Description: legumes, grasses and other plants that recycle soil
nutrients, reduce fertilizer need and prevent weed growth
Benefits: 1. Helps prevent: ____________________, ______________
And ______________.
2. Provides _______________
Drawbacks: 1. Can attract _____________ 2. ___________ to establish
3. can ________________ with cash crop
Controlled Grazing
Description: Managing the ______________period and ______densities
to improve nutrient cycling.
Benefits: 1. Helps increase: ____________________, ______________
And ______________ capacity of pasteurs.
Drawbacks: 1. Must be _______________ frequently
2. Must have a lot of ___________ and ____________
3. Must _____________ animals.
Contour Plowing
Description: Plowing _______________the hills instead of straight up
and down, or into the side.
Benefits: 1. Helps reduce ____________ erosion
Drawbacks:
1. Destroys _______________________
2. hard to use ____________________
3. land can be too _________________
Crop Rotation
Description: rotating crops between different ________________.
Benefits: 1. _________________ loss of nutrients
Drawbacks:
1.Lots of physical ______________
2. ____________________
3. Need more _________________ to farm
Strip Cropping
Description: alternates rows of _____ growing crops with ___________
growing crops
Benefits: 1. Prevents ______________ erosion
2. Increased ___________________
3. More __________________ soil
4. Retains _______________________
Drawbacks:
1. ____________________ of land
2. More ___________, need large _____________
3. land can be too _________________
In the space below, write two paragraphs about why you think most farmers do
NOT practice sustainable agriculture and why they should:
Geohazard
Locations
Cause/Effect
Precautions
Warning Systems
# People Affected
!!!GEOHAZARDS!!!
Landslides
Floods
Hurricanes
Geohazard
Locations
Cause/Effect
Precautions
Warning Systems
# People Affected
Tornadoes
Wild Fires
Volcanoes
Geohazard
Locations
Cause/Effect
Precautions
Warning Systems
# People Affected
Tsunamis
Sinkholes
Avalanches
GEOHAZARDS SURVIVAL GUIDE!
Your mission is to redeem your grade this quarter. You have no choice but to accept it or
spend another semester with me (insert evil laugh). After completing the research on the
geohazards, create a “__?___Survival Guide” video that we will watch in class. While watching
your survival guide, be sure to include the necessary information so your classmates can
complete their chart. You will have one class to research and three classes to create. This is
worth a test grade, so make it good! Below is the rubric (how you will be graded), please read it
so you understand BEFORE you start working on your project.
For your Geohazard
POINTS
Description (cause
and effect)
Excellent work:
10
You gave a detailed
and clear cause/effect
for your geohazard
Location and people
affected
You gave multiple and
specific locations
where your
geohazard could
occur
You mentioned and
explained your
geohazard’s warning
system or signs
You gave at least 5
tips for your
geohazard
Your project
demonstrates effort
and creativity
Warning system
Tips for survival or
avoidance
CREATIVITY!
Relevant
Pictures/Special
Effects or Props
You created a movie
that demonstrated or
showed the effects of
your geohazard
clarity of sound and
video
We could hear what
you were saying and
it made sense. You
had a well written
script.
Average work:
5
You described your
geohazard, but not in
detail or left out
important facts
You gave at least two
locations for your
geohazard
Poor Work:
0
You did not describe
your geohazard and
left out some
important facts
You gave no locations
for your geohazard
You mentioned your
geohazard’s warning
system or sign, but
did not explain
You gave at least 3
tips for your
geohazard
You just did it to get it
done and meet all
requirements
You failed to mention
warning signs and
systems for your
geohazard
You only mention 1 or
none for your
geohazard
You barely put any
effort into the project
and want to spend
next year with me
again
You had no props,
pictures or special
effects
You had some
pictures that really
helped set the
“mood” for your
geohazard
We could hear you
but it didn’t always
make sense or it
made sense and we
could only hear you
sometimes
What? Huh? I
couldn’t hear a
thing…
UNIT 5 WATER
Pictionary
Pretest
94. Density
95. Surface Currents
96. Upwelling
97. Coriolis Effect
98. Deep Ocean Current
99. Water Cycle
100.
Ground Water
101.
Surface water
102.
Groundwater labeling
103.
Wells
104.
Aquifer Depletion
105.
Salt water intrusion
106.
Dams
107.
Dam removal
108.
Agriculture affect on freshwater
109.
Recreational effect on freshwater
110.
Non-point source pollution
111.
Point source pollution
112.
Primary waste water treatment
113.
Secondary waste water treatment
114.
Tertiary waste water treatment
115.
Sludge
Water Cycle
Ground Water vs Surface Water
Ground water Picture
Catawba River Movie Questions
Streams in the City
Old MacDonalds Farm
Water Pollution Chart
Waste Water Treatment
Water Webquest and Water Analysis
Water Study Guide
Unit 5 Grades
Notebook: ______
Venn Diagram: _____%
Pictionary cards: _______
Water RAFT: _____%
Quiz: ______%
Test: ______%
EEn.2.3 Explain the structure and processes within the hydrosphere.
EEn.2.3.1 Explain how water is an energy agent (currents and heat transfer).
EEn.2.3.2 Explain how ground water and surface water interact.
EEn.2.4 Evaluate how humans use water.
EEn.2.4.1 Evaluate human influences on freshwater availability.
EEn.2.4.2 Evaluate human influences on water quality in North Carolina’s river basins, wetlands and tidal environments.
Water Pretest
1. Where is most of our freshwater located?
A. Icecaps and glaciers
B. Oceans
C. Surface or groundwater
D. Ponds and Lakes
2—4 label the missing portions of the water cycle:
5. Surface water includes all of the following EXCEPT:
A. lakes
B. streams
c. aquifers
d. oceans
6. The water table is higher near the _____ than it is here in Charlotte.
A. piedmont
B. Mexican border
C. coast
D. mountains
7. Which of the following uses the most water?
A. Residential
B. Industrial
C. Agricultural D. Factories
8. When a body of water is drained faster than it is filled, it is called:
A. overdraft
B. drought
C. zone of dischage
D. artesian well
9. The 5 steps of water purification in order are:
A. sterilization, aeration, filtration, sedimentation, screening
B. aeration, sedimentation, screening, sterilization, filtration
C. screening, sedimentation, filtration, aeration, sterilization
D. sedimentation, screening, filtration, aeration, sterilization
10. Which of the following is the largest source of water pollution today?
A. Agriculture B. Sewage
C. creating energy
D. b and C only
1. HOW DOES WATER LEAVE THE LITHOSPHERE AND ENTER THE
ATMOSPHERE?
2. HOW DOES WATER RETURN TO THE LITHOSPHERE FROM THE ATMOSPHERE?
3. NAME THREE TYPES OF PRECIPITATION.
4. WHAT AFFECTS WHICH TYPE OF PRECIPITATION FALLS?
5. HOW DOES WATER GET INTO LAKES, RIVERS, STREAMS AND OCEANS?
6. HOW DOES WATER GET UNDERGROUND?
7. WHAT ROLE DOES THE SUN PLAY IN THE WATER CYCLE?
8. LIST THREE WAYS HUMANS ALTER THE WATER CYCLE.
9. WHAT RESULTS FROM HUMAN INTERFERENCE IN THE WATER CYCLE?
10. WHAT ARE SOME SIMPLE THINGS YOU CAN DO TO HELP CONSERVE WATER
Surface Water vs Ground Water
Ground water is water that comes from the ground. Sounds easy, doesn’t it?
Amazingly many people use groundwater but don’t even know it. In fact, half of everyone in the United States
drinks groundwater every day. Groundwater is even used to irrigate crops which grow food for tonight’s dinner.
Where does the groundwater come from? Groundwater comes from rain, snow, sleet and hail that soaks
into the ground. The water moves down into the ground because of gravity. It passes between particles of soil,
sand, gravel or rock until it reaches a depth where the ground is filled, or saturated, with water. The area that is
filled with this water is called the saturated zone and the top of this zone is called the water table. Makes sense
doesn’t it? The top of the water is a table! The water table may be very near the ground’s surface or it may be
hundreds of feet below.
Think about this: have you ever dug a hole in sand next to an ocean or a lake? What happens? As you’re
digging, you eventually reach water, right? That water is groundwater. The water in lakes, rivers, or oceans is
called surface water…it’s on the surface. Groundwater and surface water sometimes trade places. Groundwater
can move through the ground into a lake or stream. Water in a lake can soak down into the ground and become
groundwater.
Groundwater is stored in the ground in materials like gravel or sand. It’s kind of like the Earth is a big
sponge holding all that water. Water can also move through rock formations, like sandstone or through cracks in
rocks.
An area that holds a lot of water, which can be pumped up with a well is called an aquifer. Wells pump
groundwater from the aquifer and then pipes deliver the water to the cities, houses in the country, or to crops.
Most groundwater is clean, but like surface water, it can become polluted, or contaminated. It can
become polluted from leaky underground tanks that store gasoline, leaky landfills, or when people apply too
much fertilizer or pesticides on their fields or lawns. When pollutants leak, spill or are carelessly dumped on the
ground, they can move through the soil.
Because it is deep in the ground, groundwater pollution is generally difficult and expensive to clean up.
Sometimes people have to find new places to dig a well because their own became contaminated.
SURFACE WATER
BOTH
GROUND WATER
Groundwater Picture
Answer the following questions based on the activity:
1) THE HORIZONTAL SCALE OF THE CROSS SECTION IS 1 INCH=1 MILE. THE VERTICAL
SCALE IS 1 INCH = 50 FEET. HOW MANY MILES ARE HORIZONTALLY REPRESENTED IN
YOUR CROSS SECTION? HOW MANY FEET ARE REPRESENTED VERTICALLY?
2) HOW MANY FEET BELOW THE SURFACE IS THE WATER TABLE?
3) IMAGINE A DROP OF WATER FALLS ON THE SURGACE ABOVE YOUR WELL.WHAT
POLLUTANTS MIGHT THIS DROP OF WATER PICK UP AS IT FILTERS INTO THE GROUND?
4)DESCRIBE THE MOVEMENT OF THIS DROP OF WATER THROUGH EACH LAYER. WHERE WILL
IT MOVE THE FASTEST? THE SLOWEST?
5) AT WHICH LAYER MIGHT THE DROPS MOVEMENT BE RESTRICTED?
6) Locate the following terms on the cross section of the ground water
diagram:water table, zone of saturation, permeable layers, impermeable
layers(2), confined aquifers(2), unconfined aquifer, well.
7) what direction is the groundwater moving in the unconfined aquifer?
8) what are the water sources for the unconfined aquifer?
9) how long would it take the water in the sandstone formation to move from
well #1 to well #15? (Assume the water moves at a constant rate and flows 100
feet per day - 1 mile = 5280 feet)
10)Look at the cone of depression diagram, locate the cone of depression on
the well log ground water chart.
11)What are possible sources of water for the confined aquifer portion of the
well?
Our Gentle River
1. How far is it from the mountains to Lake Wylie?
2. What does Catawba mean?
3. What caused the water to turn red?
4. What did cotton farming cause to the Catawba river?
5. Southern Power, which became Duke Power and eventually Duke Energy constructed the first hydroelectric dam
when and where?
6. Why is the Catawba river considered the most electric river in the US?
7. What does the Catawba provide for people in our area?
8. What are some of the different points of view about the River and clean water?
9. What bad news is there about the Catawba?
10. What does the saying “water is life and rivers are life lines” mean?
11. What can be done or is being done to help the river?
12. What is the largest manmade lake in NC?
13. Why do we need to protect the watershed and tributaries?
14. What types of tests can they run to see how “healthy” the lake is?
15. Why do you think growth has had such a big impact on the Catawba river?
16. What does Eutrophic mean?
17. What are riparian buffers and how have they helped?
18. What is happening to the bald eagle population along the Catawba?
19. Why are land owners a critical piece of the puzzle?
20. Is the Catawba worth all of this? Why or Why not?
21. How are WE people of the river?
Streams in the City
1. Explain what is meant by, "Walden comes to mind, not Walmart"?
2. What are two ecological services provided by streams and why are they important?
3. How are forest streams different from urban streams?
4. What does "percent impervious" mean, and how are cities better or worse than forests?
5. What affect does the lack of infiltration of water directly into the ground have? Explain all
FOUR.
Improving Old MacDonalds Farm
1. What is the leading source of pollution? What affects is it causing?
2. Explain how sedimentation is a source of pollution.
3. Animal waste is a big problem. What solution could you suggest?
4. How are chemicals designed to help farming also harmful?
5. Choose three steps farmers can take to reduce pollution and explain why they should.
WATER POLLUTION CHART
Type of WATER Pollution
Inorganic Chemicals
Organic Chemicals
Radioactivity
Thermal
Sediments
Sewage
Source
Examples
Problems
The Treatment of Wastewater
Background Informaton
The water we use everyday is recycled back to the environment. This recycling process is known as the
hydrologic cycle. A name for used water is wastewater. By recycling wastewater, we are renewing our water supplies.
Sometimes wastewater is not clean. Used water may come from factories, homes or farms. But it still must be
returned to the free environment.
Before the 19th century, wastewater was often dumped into the streets and streams of all sizes. This dumping
polluted many water supplies. Bacteria in the water spread diseases. To protect water supplies, we now collect and
treat (clean) wastewater. Treating wastewater helps protect public health and water quality.
We use two methods to treat wastewater. These are wastewater treatment plants and septic systems.
Wastewater treatment plants clean used water from public sources. The process is very much like the process used by
water treatment plants to clean water before it is used. Septic systems use a different process to clean wastewater.
They are used to treat wastewater from private or rural sources.
Wastewater Treatment Plants. The purpose of wastewater treatment plants is to clean water before releasing
it into the environment. Most homes, businesses and other public buildings connect to a wastewater treatment plant
by underground pipes and sewers. The underground pipes and sewers carry billions of gallons of wastewater to
treatment plants each day. Another name for wastewater is sewage. The water treatment process usually involves
three steps (Figure 6.1):
Step 1: The first step is primary treatment. This step removes solid materials from wastewater. Two processes
for removing solid materials are screens and sedimentation. Large screens trap and remove big objects from the
wastewater. The screens keep items such as sticks, branches and large pieces of garbage out of the treatment plant.
This solid waste is collected and taken to a landfill. The second process is the grit chamber. Grit, such as sand and
gravel, settles out (sinks to the bottom) of the wastewater. After the water leaves the grit chamber, the water goes to
the primary sedimentation tank. Here, particles not screened out are allowed to settle out of the water. Sludge is
formed from these particles that settle out. The physical methods used in this step remove 45 to 50 percent of the
impurities present.
Step 2: The name of the next step is secondary treatment. Secondary treatment uses biological methods to further
clean wastewater. One method is the use of microorganisms, such as bacteria. Bacteria help break down waste
products. The bacteria actually absorb and digest much of the materials left in wastewater after primary treatment.
Air is often added at this point. This process is known as aeration. Oxygen helps speed up bacterial growth. After the
Bacteria digest a lot of the waste products; the water goes to a secondary sedimentation tank. The bacteria and solid
particles both settle to the bottom. This process is similar to the primary sedimentation tank used in step one. More
sludge is removed during this step. The wastewater is then disinfected. Disinfecting kills many remaining bacteria.
Chemicals, such as chlorine, are used for disinfecting because they kill off the remaining bacteria. After this step,
up to 85 percent of the impurities have been removed. Then, clean water may be ready to be released into a nearby
water source, such as a stream, lake, or river.
Step 3: Tertiary treatment is the third step. This step is not always used. If used, this step can remove even more
solids, bacteria or other contaminants. Beds of sand are often used in tertiary treatment to filter out the remaining
solid particles. Chemicals may also be added and special filters may be used during this step. After step three, up to
95% of the impurities have been removed. Many communities now use this third step. This treatment provides
additional protection to the local lakes and streams. Sludge is a by-product of treated wastewater. Sludge may be
buried in landfills, cleanly burned, or, if properly treated, sludge may be reusable as a fertilizer or as potting material.
Before reusing, water and harmful organisms must be removed from sludge. The final product after this process is a
dry material called cake. It contains nutrients and may be used for fertilizing field crops on farms.
Septic Systems. Septic systems treat wastewater from homes and businesses not connected to public
wastewater treatment plants. A septic system has two main parts: a septic tank and an absorption field. Water flows
through a pipe into a septic tank. The septic tank is a watertight box. It is buried underground. In this box, sludge
sinks to the bottom and a scum layer that contains grease and other fats or oils, may float to the top. Natural bacteria
help to digest the sludge and scum. This part is similar to the process in public wastewater treatment plants. The
leftover water in the tank flows to buried perforated pipes. This is called the absorption field. The absorption field is
where the water slowly seeps from the pipes into the soil. The soil serves as a filter for the wastewater. To work
properly, the soil needs to contain the right amount of sand, fine soil, and clay particles. Too much sand and the
wastewater moves too fast and contaminates groundwater. Too much clay and the water moves too slow for the
system to work. Microorganisms in the soil help digest the waste material left in this water. It is important to place
the septic tank and absorption field of a septic system according to Health Department recommendations. The septic
system should be a safe distance from certain places, such as wells. Placing a septic system in the wrong place can
pollute drinking water supplies. Homeowners should take good care of their septic tanks. Certain types of chemicals
and products should be kept out of septic systems. Some examples of these are drain cleaners, bleach, paper, and
certain types of food products. These may cause a septic system to work improperly. Some of the chemicals may even
kill the helpful bacteria. We should keep our water supplies free from contamination. Properly maintaining our
wastewater treatment plants and our septic systems helps us clean our wastewater. Clean water may be returned to
the environment and recycled back into the water cycle.
Questions for Review
1. What is the name of the process of naturally recycling water?
2. Who has the responsibility for cleaning water after it has been used?
3. What is the name of water that has been used?
4. What are the two types of systems for cleaning wastewater?
5. What is the main difference in the two systems used for cleaning wastewater?
6. List the steps for cleaning water in wastewater treatment plants.
7. How much of the impurities are removed with each step?
8. What is in cake that makes it valuable as a farm fertilizer?
9. What treatment method do rural households use to treat wastewater?
10. Name the two parts of a home septic system.
Questions for Thought
1. What would be the danger of releasing used water that has not been properly cleaned back into the environment?
2. Which type of used water do you think is more dangerous: water that has been used in factories and industry or
household water? WHY?
3. If you were a large scale farmer, how could you turn wastewater from your farm into either a profit or something
that is beneficial?
4.
What would be a health hazard of placing a septic tank and/or field lines in the wrong place?
WATER WEBQUEST and DATA ANALYSIS
Go to www.worldwatercouncil.org/index.php?id=25
1. Why will the demand for water continue to increase? Give three reasons and explain how they will increase
the demand.
2. How many people lack access to safe drinking water?
3. How many children die everyday from water borne diseases?
4. How is agriculture putting an increased demand on water?
5. What is water stress?
6. Where are the high water stress areas? Why do you think this is?
7. Whys does it take less water to grow 1 kg of potatoes than 1kg of beef?
Use the data table on the next page to create a bar graph. Make three bars for each country, and make all the domestic bars
on color, all the industrial bars another color and the agricultural bars a third color. Then, answer the questions on the back
of this page.
Country
Domestic use %
Industrial Use %
Agricultural Use %
Botswana
41
18
41
Ethiopia
6
0
94
Congo
59
29
12
Canada
20
69
12
United States
13
46
41
Mexico
14
9
77
Brazil
28
17
55
Peru
8
10
82
Columbia
50
4
46
China
12
23
63
India
7
2
91
Singapore
45
51
4
8. What trends do you see? Think about each individual country and the continents they are on.
9. What surprises you when you look at this data? WHY?
10. What did not surprise you? WHY?
11. What is the correlation between population and water usage?
12. Why do you think they United States data is the way it is?
13. Why do you think the data for Peru is the way it is?
14. Which type of use do you think is the most wasteful and why?
15. Which type of use do you think is the greatest worldwide? Why?
16. Do you think developed or developing countries are more guilty of water overuse? Justify your answer.
The average American uses enough water to fill an Olympic sized swimming pool yearly. An Olympic sized
swimming pool is like the one uptown, at the aquatics center. That means each of us, uses approximately 2.5 million
gallons per year. We use twice the world average of water, some might call us “water hogs”. One bottle of water
takes 7 liters of water to produce, how wastefull is that?? Another area that is cause of our high water usage is our
beef and meat eating habits. It takes almost 2,400 liters of water to make one hamburger. That’s a lot of water! Look
at the data table below and answer the questions that follow.
Country
Untied States
Australia
India
Japan
Mexico
Spain
Norway
France
Austria
Denmark
Germany
Brazil
Peru
Phillipines
UK
Liters per person/day
575
493
386
374
366
320
301
287
250
210
193
187
173
164
149
Country
India
China
Bangladash
Kenya
Ghana
Nigeria
Burkina Faso
Niger
Angola
Cambodia
Ethiopia
Haiti
Rwanda
Uganda
Mozambique
Liters per person/day
135
86
46
46
36
36
27
27
15
15
15
15
15
15
4
17. Why are the top 8 countries the most guilty of being water hogs? List specific things we use more water for
than the last 8 countries.
18. India has one of the largest populations in the world, and has really struggled with water scarcity in past
years. However, many of the small villages have started collecting rainwater, becoming more water selfsufficient. Why else might their footprint be so low?
19. China has very low individual water usage rates, but why would their country’s footprint raise?
20. What do you think the underlying cause of water wastefulness and overconsumption is?
UNIT 5 WATER REVIEW GUIDE
Water Percentage
Source
Oceans
Surfafce and Groundwater (drinkable, useable)
Ice Caps and Glaciers
Draw and Label the water cycle
What drives the water cycle?
How is water a renewable resource?
Groundwater
Both
Surface Water
Use the following words in a paragraph in a way that shows how they are related, you may attach your own paper.
Ocean currents
coriolis effect
wind
upwelling
plankton
Nutrients
density currents
ocean density
salinity
conveyer belt
Poles (north/south)
The 5 Steps to Water Purification: describe what happens in each step, and create an acronym below it/
1. Screening:
2. Sedimentation:
3. Filtration:
4. Aeration:
5. Sterilization:
Acronymn:
Pollutant
Inorganic Chemicals
Examples, source, problems
Organic Chemicals
Radioactive Chemicals
Thermals Pollution
Sediment Pollution
Sewage
Label the diagram with the following words: drainage basin, permeable, impermeable, zone of saturation, water table,
well, Artesian well, confined aquifer, unconfined aquifer. Draw in a well that would be dry and a cone of depression.
Safe Drinking Water Act:
Clean Waters Act:
Unit 6 Meteorology
Layers of the Atmosphere
Pictionary
118. Layers of the Atmosphere
119. Changing States of Water
120. Latent Heat
121. Saturation Point
122. Relative Humidity
123. Hygrometer (sling psychrometer)
124. Dew Point
125. Adiabatic Rates
126. Clouds
127. Air Mass
128. Air pressure
129. Barometer
130. Wind
131. Isobar Map
132. Factors affecting winds
133. Condensation nuclei
134. Cyclones
135. Anticyclones
136. Cold Front
Cloud Chart
Pressure Systems and Air Masses
Lab 29: Pressure Gradient, wind and air masses
How to Read a Weather Map
Making Weather Map
Severe Weather Questions
Severe Weather Maps
Trail of the Missing Ozone
137. Warm Front
138. Stationary Front
139. Occluded Front
140. More Factors Affecting Wind
141. El Nino
142. La Nina
143. Doppler Effect
144. Ozone Layer
145. Greenhouse Effect
146. Global Warming
Unit 6 Grades
Notebook: ______
El Nino vs La Nina Venn Diagram: _____%
Pictionary cards: _______
Climate Change Debate RAFT: _____%
Quiz: ______%
Test: ______%
EEn.2.5 Understand the structure of and processes within our atmosphere.
EEn.2.5.1 Summarize the structure and composition of our atmosphere.
EEn.2.5.2 Explain the formation of typical air masses and the weather systems that result from air mass interactions.
EEn.2.5.3 Explain how cyclonic storms form based on the interaction of air masses.
EEn.2.5.4 Predict the weather using available weather maps and data (including surface, upper atmospheric winds, and
satellite imagery).
EEn.2.5.5 Explain how human activities affect air quality.
EEn.2.6 Analyze patterns of global climate change over time.
EEn.2.6.1 Differentiate between weather and climate.
EEn.2.6.2 Explain changes in global climate due to natural processes.
EEn.2.6.3 Analyze the impacts that human activities have on global climate change (such as burning hydrocarbons,
greenhouse effect, and deforestation).
EEn.2.6.4 Attribute changes to Earth’s systems to global climate change (temperature change, changes in pH of ocean,
sea level changes, etc.).
Meteorology Pretest
1) Which answer best describes Earth's atmosphere?
A.
B.
C.
D.
mostly oxygen with about 21% nitrogen
mostly nitrogen with about 21% oxygen
mostly carbon dioxide with about 21% oxygen
mostly oxygen with about 21% carbon dioxide
2) What is the highest layer of the atmosphere?
A.
B.
C.
D.
stratosphere
mesosphere
troposphere
thermosphere
3) What happens to air temperature as you go farther up into the atmosphere?
A.
B.
C.
D.
it gets colder
it gets hotter
it varies
it changes all the time
4) Energy transferred as heat through a material is called
A.
conduction
B.
convection
C.
radiation
D.
retaliation
5) What causes wind?
A.
B.
C.
D.
differences in air pressure
differences in oxygen
differences in gravity
differences in atmosphere
6) The protective ozone layer is found in the
A.
B.
C.
D.
thermosphere
troposphere
mesosphere
stratosphere
7) What explains the fact that a pan on a stove gets hot when it is above a flame?
A.
B.
C.
D.
radiation
conduction
convection
greenhouse effect
8) What kind of weather does a cold front usually bring?
A.
B.
C.
D.
warm
sunny
stormy
windy
9) The layer of the atmosphere where most weather occurs is called the
A.
B.
C.
D.
troposphere
mesosphere
stratosphere
thermosphere
10) Which loses its heat faster, water or land?
A.
B.
C.
D.
land
water
it varies
both lose heat at the same rate
SCORE: ______%
Layers of the Atmosphere
by Jack Fearing from Hibbing Minnesota
BACKGROUND NOTES:
The atmosphere can be divided into four layers based on _______________________ variations. The layer
closest to Earth is called the _________________________. Above this layer is the ____________________________,
followed by the ____________________________ then the ________________________________. The upper boundaries
between these layers are known as the tropo________________, strato_____________, and the meso_____________
respectively.
Temperature variations in the four layers are due to the way solar energy is______________ as it moves
downward through the atmosphere. The Earth’s _______________is the primary absorber of solar energy. Some of this
energy is reradiated by the Earth as__________, which warms the overlying troposphere. The global average temperature
in the troposphere rapidly ____________________ with altitude until the tropopause, the boundary between the
troposphere and the stratosphere.
The temperature begins to ____________with altitude in the stratosphere. This warming is caused by a
form of oxygen called ______________(O3) absorbing ultraviolet radiation from the sun. Ozone protects us from most of
the sun’s ultraviolet radiation, which can cause___________, genetic mutations and sunburn. Scientists are concerned that
human _____________is contributing to a decrease in stratospheric ozone. _______________which is the exhaust of high
flying jets, and chlorofluorocarbons (______’s), which are used as refrigerants, may contribute to ozone depletion.
At the stratopause, the temperature stops increasing with altitude. The overlying mesosphere does not __________
solar radiation, so the temperature __________________with altitude. At the mesopause, the temperature begins to
_________________with altitude, and this trend continues in the thermosphere. Here solar radiation first hits the Earth’s
atmosphere and ______________ it. Because the atmosphere is so thin, a thermometer cannot measure the temperature
accurately and special instruments are needed.
Altitude (km)
0
5
10
12
20
25
30
35
40
45
48
52
55
60
65
70
75
80
84
92
95
100
Temp (C)
15
-18
-49
-56
-56
-51
-46
-37
-22
-8
-2
-2
-7
-17
-33
-54
-65
-79
-86
-86
-81
-72
Directions:
1.
Graph the points to the left, connecting the dots as you go. Pay careful attention
to the negative numbers.
2. Label the different layers of the atmosphere and the separating boundaries
between each layer.
3. Mark the location of the ozone layer. You should place 8 words on your graph in
the correct locations: troposphere, tropopause, stratosphere, stratopause,
mesosphere, mesopause, thermosphere and ozone layer
Questions after Graphing:
1. What is the basis for dividing the atmosphere into four layers?
2. Does the temperature increase or decrease with altitude in the :
Troposphere _________________
Mesosphere __________________
Stratosphere ___________________
Thermosphere __________________
3.
What is the approximate height and temperature of the:
Tropopause ___________________________
Stratopause____________________________
Mesopause____________________________
4. What causes the temperature to increase with height through the
stratosphere and decrease with height through the mesosphere?
5. What causes the temperature to decrease with height in the troposphere?
Graph of Temperature at Various Altitudes
-100
-90
-80
Conclusion Statement:
-70
-60
-50
-40 -30
-20
-10
Temperature in Celsius
-5
0
10
20
CLOUDS!
Page 517
Clouds are classified on the basis of their _______________________ and ______________________.
Three forms are:
1)________________: (curl of hair) 2)____________________: (a pile)
3)___________________: (a layer)
These clouds are ______________,
These clouds consist of ___________
These clouds are _____________ or
__________ and ______________.
individual cloud masses. They usually
_______________ that cover much or
They can occur in ______________
have a ________ base and rising
all of the sky. There may be _________
or ________________________ or
___________ or _______________.
breaks, there are no distinct __________
____________________________.
They may look like _____________.
cloud units.
In the space below, draw the diagram that is on pages 518 and 519. Be sure to indicate the any precipitation that is
associated with each type of cloud.
What must happen in order for precipitation to occur?
Describe how the temperature profile of air near the Earth’s surface controls the type of precipitation that falls to the
ground.
What type of precipitation would fall to Earth’s surface if a thick layer of air near the ground was -8 degrees Celsius?
AIR MASSES –CONNECT THE DOTS (but wait for instructions)
Purpose
The purpose of this lab is to have you identify the relationship between winds on the Earth and atmospheric
pressure. You will also be able to identify the global patterns of planetary scale winds.
Procedure A
Complete the following steps.
1. On the blank diagram of the Earth in Figure 36–1, label the location of the equator, the north pole, south pole,
and the following lines of latitude: 30 degrees north, 60 degrees north, 30 degrees south, and 60 degrees south.
2. Using your textbook, add the locations of the equatorial and subpolar low pressure centers with a red “L.”
3. Next, add the locations of the subtropical and polar high pressure centers with a blue “H.”
4. Finally, add purple arrows that show the direction of, and label, the following planetary scale winds: the
prevailing westerlies, the northeast Trade Winds, the southeast Trade Winds, and the Polar easterlies.
Procedure B
Pressure gradient force, also known as wind, is an important variable in the atmosphere that helps to define weather
on Earth. By analyzing the differences in pressure between two points on the Earth’s surface, it is often possible to
predict local wind direction and speed.
Using the surface weather map (Figure 36–2), calculate the pressure gradient in millibars per mile between the
points shown in Table 36–1. Show your calculations and record your answers in the spaces provided on Table 36–1.
Procedure C
1. Using your textbook, fill in the information on Table 36–2 on the characteristics of the five types of air masses.
2. On the blank map of North America in Figure 36–3, label the source areas for the five air mass types you
identified in Table 36–2.
How to Read a Weather Map
Reading A Weather Map
What do you see when you look at a weather map? The first thing you should look for are the areas of high and low pressure. The
centers of these high and low pressure weather systems are labeled "H" and "L," respectively.
You'll also want to look for isobars. Isobars are lines of equal air pressure; in most cases they are labeled with a number that
represents the air pressure in hectopascals, or millibars. The air pressure is higher near the center of a high-pressure weather system,
while it is lower near the center of a low-pressure system.
You can tell a lot about the weather by the isobars' proximity to each other. Isobars that are closely spaced mean strong winds, which
usually go hand-in-hand with low-pressure systems. Bars that are spaced far apart generally indicate calm, high-pressure
systems. In other words, blue skies!
The isobars will also show how the winds are flowing around the primary highs and lows on a weather map, as well as whether they are
drawing in air from lower or higher latitudes. In the Northern Hemisphere, wind flows in a counter-clockwise direction around lows and in a
clockwise direction around highs; in the Southern Hemisphere the opposite is true. By following the isobars out from the center and
determining the wind direction, you can tell where the wind is coming from.
These air flow patterns are important, because a wind's direction and source will greatly influence the type of weather it brings. For
example, air from high latitudes in winter is cold and dry, while air drawn from low latitudes will be humid and warm.
Weather maps can also show boundaries between air masses of differing temperatures. These boundaries, called fronts, are indicated by
cold front and warm front lines. Cold fronts are indicated by lines with triangles; warm fronts are indicated by lines with hemispheres. In
most cases, frontal systems will bring weather changes.
The triangles and hemispheres on a front line indicate the direction of frontal movement. A non-moving, stationary front is indicated by a
line
How low pressure systems affect weather
By Chad Palmer, USATODAY.com
When forecasters say a low pressure area or storm is moving toward your region, this usually means cloudy weather and precipitation are on the way. Low
pressure systems have different intensities with some producing a gentle rain while others produce hurricane force winds and a massive deluge. The centers
of all storms are areas of low air pressure.Air rises near low pressure areas. As air rises, it cools and often condenses into clouds and precipitation.
If the low pressure area is the center of a Northern Hemisphere extratropical storm, a steady rain or snow can fall to the north of the warm front as warm
moist air from the south rises up and over the cold air ahead of the warm front. Showers and thunderstorms often fire up ahead of the cold front in the warm,
unstable air.
Usually, showers and thunderstorms ahead of the cold front don't last a long as the precipitation ahead of the warm front.Due to the counterclockwise
circulation around low pressure areas in the Northern Hemisphere, cold air will likely be found to the north and west of low pressure areas while warm air is
most often found to the south and east of low pressure areas with triangles on one side and hemispheres on the other side.
High-pressure system brings sunny days
Often, you hear a weather forecaster say that an area of high pressure will dominate the weather. This usually means your region has several partly to mostly
sunny days in store with little or no precipitation. Air tends to sink near high-pressure centers, which inhibits precipitation and cloud formation. This is why
high-pressure systems tend to bring bright, sunny days with calm weather.
Air flows clockwise around a high-pressure system in the northern hemisphere. As a result, regions to the east of a high-pressure center often have northerly
winds bringing in relatively cold air while regions to the west have southerly winds bringing in relatively warm air. Sometimes, high-pressure systems stall over
a particular region for long periods of time and bring several days of sunny, calm weather with little or no precipitation.
High pressure systems usually form where the air converges aloft. As the air converges in the upper-levels of the atmosphere, it forms an area of higher
pressure and is forced to sink. The sinking air spirals outward, clockwise in the Northern Hemisphere, counterclockwise south of the Equator. High pressure
systems are steered by upper-level winds much the same way low pressure systems are steered.
Warm fronts not as nice as they sound
The term "warm front" sounds like something you'd like to have coming your way on a cold winter's day. Think again. A warm front is the boundary between
warm and cool, or cold, air when the warm air is replacing the cold air. That sounds like what you want. However, warm fronts often bring days of inclement
weather. Warm fronts often form to the east of low pressure centers, where southerly winds push warm air northward.
As the warm air advances northward it rides over the cold air ahead of it, which is heavier. As the warm air rises the water vapor in it condenses into clouds
that can produce rain, snow, sleet or freezing rain, often all four. The warm front symbol on a weather map marks the warm-cold boundary at the earth's
surface. The circles on the red line point in the direction the warm air is moving. As you move into the cold air the warm-cold boundary is overhead. The
boundary, along with clouds and precipitation, can stretch hundreds of miles over the cold air. This is why a slow-moving warm front can mean hours, if not
days, of cloudy, wet weather before the warm air finally arrives.
Since warm air is lighter and less dense than cold air, the cold air ahead of a warm front at the surface must retreat before warm air can move in. Sometimes,
cold air is very stubborn and hard to move, which slows the warm front down and can lead to several days of wet weather. This happens often
during winter along the East Coast as cold air banks up against the Appalachian Mountains. It is commonly referred to as
cold air damming. Cold fronts arenot always all that cold
The term "cold front" is one of meteorology's most misused terms. Many people say "cold front" when they are really talking about the mass of cold air that
moves in behind the front. (In weather, all fronts are boundaries between masses of air with different densities, usually caused by temperature differences. A
cold front is a warm-cold air boundary with the colder air replacing the warmer.
While a winter cold front can bring frigid air, summer cold fronts often can more accurately be called "dry" fronts. As anyone who's ever suffered through a few
days of hot, humid air anywhere east of the Rockies can tell you, cold fronts are welcome visitors because they often bring air that might be only a few
degrees cooler, but much less humid. The weather map symbol for a cold front is a blue line with triangles pointing the direction the cold air is moving.
As a cold front moves into an area, the heavier, cool air pushes under the lighter, warm air it's replacing. The warm air cools as it rises. If the rising air is
humid enough, water vapor in it will condense into clouds and maybe precipitation. In the summer, an arriving cold front can trigger thunderstorms,
sometimes severe thunderstorms with large hail, dangerous winds and even tornadoes.
As a cold front arrives in a particular place, the barometric pressure will fall and then rise. Winds ahead of a cold front tend to be from a southerly direction
while those behind the front - in the cooler air - tend to be northerly. In fact, weather stations use the shift from a southerly to a northerly wind direction as the
indication that a cold front has passed the station. During winter along the East Coast as cold air banks up against the Appalachian Mountains. It is commonly
referred to as cold air damming.
Occluded fronts can signal weakening of storm
Often, in the later stages of a storm's life cycle, a frontal occlusion occurs. This happens when the air in the warm sector of the storm is lifted off the ground.
This can happen in two ways:
 A cold occlusion, which occurs when the air behind the front is colder than the air ahead of the front. In this situation, the coldest air undercuts the
cool air ahead of the front and the occluded front acts very similar to a cold front.
 A warm occlusion, which occurs when the air behind the front is warmer than the air ahead of the front. In this situation, the cool air is lighter than
the coldest air ahead of the front. As a result, the cool air rises up and over the coldest air at the surface and the occluded front acts very similar to
a warm front.
In both types of occlusions, the occluded front has well defined vertical boundaries between the coldest air, the cool air, and the warm air.Many weather
textbooks state that occluded fronts occur when the cold front catches up with and overtakes the warm front, but many scientists disagree. They say that
frontal occlusions occur when storms redevelop farther back into the cold air. In most cases, storms begin to weaken after a frontal occlusion occurs.
Stationary fronts prolong bad weather
A cold front is the boundary between cool and warm air when the cool air is replacing the warm air. A warm front is the boundary when the warm air is
winning the battle. When the pushing is a standoff, the boundary is known as a stationary front. Stationary fronts often bring several days of cloudy, wet
weather that can last a week or more., Since neither the warm air nor the cold air is advancing, the stationary front weather map symbols combine both the
cold front and the warm front symbols. Maps show stationary fronts with alternating triangles pointing away from the cold air and half circles pointing away
from the warm air. Color maps alternate the cold front blue and warm front red. A weather map's frontal position shows where the boundary touches the
Earth. The boundary can be thousands of feet above the ground a couple of hundred miles away from the surface front.If there's enough humidity in the air,
clouds and precipitation will form as warm air overruns cool air along a stationary front. Sometimes, stationary fronts can stay stationary or nearly so for days.
When this happens, the sky can stay gray with rain or snow. Stationary fronts are also good places for new low pressure areas to begin and grow into storms.
How troughs influence weather
A trough is an elongated area of low atmospheric pressure that can occur either at the Earth's surface or at higher altitudes. Upper-level troughs influence
many surface weather features, including the formation and movement of surface low pressure areas and the locations of clouds and precipitation.
Precipitation tends to fall to the east of the trough axis while colder, drier air tends to prevail to the west of the trough. This happens because air rises to the
east of troughs. As air rises, it cools, and its humidity begins condensing into clouds and precipitation. Air sinks on the west side of troughs, which inhibits
clouds and precipitation. On weather maps of the Northern Hemisphere, troughs are shown by upper-air winds, or jet streams, blowing south and then
turning back to the north. Strong upper-level troughs can be become negatively tilted and are associated with Arctic outbreaks and major snowstorms during
winter. Surface low pressure areas tend to develop to the east of upper-level troughs in the rising air.
1. How are the centers of high and low centers labeled?
2. What does the number on the isobar represent?
3. IF the numbers on the isobars decrease as they get closer to the center of the pressure system you label it
with a(n) _____.
4. If there are strong winds, the isobars will be:
5. How are weather maps like topographic maps?
6. What direction does wind flow in the United States?
7. What is a FRONT? Draw a cold and warm front symbol:
8. Describe what type of weather is associated with a low pressure area?
9. Why does this weather occur with low pressure systems?
10. What kind of weather do high pressure systems bring? Why?
11. Why aren’t warm fronts warm in the winter?
12. Why does it take so long for the warm air to arrive?
13. Why is a cold front not always cold?
14. What type of weather is associated with a cold front?
15. How does an occluded front form?
16. What is the disagreement about occluded fronts?
17. Why do stationary fronts prolong bad weather?
18. Is a front on the surface of the earth or up in the atmosphere?
19. What kind of pressure system form with a stationary front?
20. What is a trough and how does it influence weather?
All About Tornadoes
http://teacher.scholastic.com/activities/wwatch/tornadoes/indepth.htm
1. Define wind shear:
2. Explain how three different types of air come together to form tornadoes.
3. How is the geography of the US Great Plains uniquely suited to tornado development?
4. What is “Tornado Alley” and where is it located?
5. What are the peak months of tornado activity in the US?
6. Why is it so difficult to warn people of forming tornadoes?
7. Would you want to live in an area where tornadoes are an ever-present threat? Why or why
not?
Hurricanes
http://www.kimbertonfire.org/hurricane.htm
1. What are the peak months for hurricanes?
2. Where does the most vilent weather occur in a hurricane?
3. What are the 3 classifications of tropical cyclones?
4. What is the basiss for creating different categories of tropical cyclones?
5. What is another name for a hurricane?
6. What are some hazards of hurricanes?
7. Where does the heaviest rain from a hurricane occur?
8. What is a storm surge?
9. How are tornadoes produced as a result of hurricanes?
10. What time of day are tornadoes most likely to form? WHY?
On the Trail of the Missing Ozone
http://www.epa.gov/spdpublc/science/missoz/index.html
1. Where is the ozone layer (in what zone of the atmosphere)? How high is this?
2. What is the purpose of the ozone layer?
3. Which types of UV radiation are absorbed by ozone?
4. What is the “enemy” of the ozone layer?
5. Why did we use CFC’s?
6. Is it dangerous to use CFC’s? When are they dangerous?
7. How do CFC’s destroy ozone?
8. Is the ozone hole over the Antarctic really a hole? What is it? How much of it is destroyed?
9. Is the ozone layer thinning over North America?
10. By how much have ozone levels fallen in the middle latitudes during the winter? During the summer?
11. Explain why most ozone depletion is over the poles.
12. What are some effects of ozone depletion and increased UV radiation on :
a. Human health:
b. Plants
c. Marine ecosystems
13. What did section 604 of the Clean Air ACT Amendments of 1990 do?
14. What are the 3 R;s being done to help with CFC pollution?
15. Is the ozone hole permanent? Why or why not?
The Greenhouse Effect is pictured to the
right. What are some observations you
can make from this diagram?
Global Warming thickens the atmospheric
CO2 and thus traps more heat, making it
warmer.
GREENHOUSE EFFECT
BOTH
GLOBAL WARMING
Write 5 sentences on wether or not you think Global Warming is happening and use at least two facts you learned
today in your paragraph:
Unit 7 SUSTAINABILITY
Pictionary
147. Biotic
148. Abiotic
149. Producer/Autotroph
150. Consumer/Hetertroph
151. Food Chain
152. Biome
153. Biosphere
154. Biodiversity
155. Exponential Growth
156. Logistic Growth
157. Carrying Capacity
Pretest
Biome Chart
Climatogram
What is a Food Pyramid?
Deer vs Wolf Graph
Population Growth Graphing
Human Impact on Biosphere
Conventional and Sustainable Agriculture
Human Population Growth
Recycle City
Alternative Energy in North Carolina
Ecological Footprints
Unit 7 Grades
Notebook: ______
Letter to McCrory: _____
Pictionary cards: _______
Recycle City: _____
Quiz: ______%
Letter to Grandma: ______
Test: ______%
Paper: _______%
EEn.2.7 Explain how the lithosphere, hydrosphere, and atmosphere individually and collectively affect the
biosphere.
EEn.2.7.1 Explain how abiotic and biotic factors interact to create the various biomes in North Carolina.
EEn.2.7.2 Explain why biodiversity is important to the biosphere.
EEn.2.7.3 Explain how human activities impact the biosphere.
EEn.2.8 Evaluate human behaviors in terms of how likely they are to ensure the ability to live sustainably on
Earth.
EEn.2.8.1 Evaluate alternative energy technologies for use in North Carolina.
EEn.2.8.2 Critique conventional and sustainable agriculture and aquaculture practices in terms of their environmental
impacts.
EEn.2.8.3 Explain the effects of uncontrolled population growth on the Earth’s resources.
EEn.2.8.4 Evaluate the concept of “reduce, reuse, recycle” in terms of impact on natural resources
Biome Chart
Biome
Tropical Rainforest
Savannah
Desert
Grassland
Temperate
Decidious Forest
Tiaga
Tundra
Climate
Flora (Plants)
Fauna (animals)
CLIMATOGRAM!
ANALYSIS
1. How was it possible to link a biome to its climate graph?
2. What abiotic factor in your biome was most useful in matching up a biome to a climate
graph?
3. Do all ecosystems in a particular biome have the same abiotic characteristics?
4. Which biomes are the most sensitive to human disruption?
5. How do you think global warming would affect the biome that you have?
VORTEKS, SNIVES, AND KLUKES
INTRODUCTION:Energy moves through an ecosystem on the shoulders of carbon atoms.
________________________________(self-feeding) organisms, known as________________________,
can convert carbon and the sun’s energy into glucose molecules.
__________________________________ (other feeders) cannot capture carbon and energy
directly from the environment. Because heterotrophs must obtain
carbon and energy from producers, they are called____________________________________.
Consumers that eat primary consumers are known as______________________________________.
Consumers that eat secondary consumers are called _______________________________________.
FOOD CHAIN: A series of organisms through which energy flows from a producer to one or
more consumers.
Biologists in the year 2014 observe a food chain which is part of an ecosystem on a distant planet.
They find that it has many of the characteristics of food chains on Earth. On a particular plot of
land, a small, plant-like organism capable of photosynthesis, called a VORTEK, serves as a source of
food for an animal called a SNIVE.
The snive, in turn, is preyed upon by a KLUKE. Please note:
100 vorteks, 50 snives, and 25 klukes. Draw the food chain in the box below. You may be creative,
but keep in mind where they get their nutrition.
Now place the organisms in the energy pyramid. The producers always go on the bottom.
less energy
more energy
How would the food chain -vorteks, snives, and klukes- change over the course of time in
each of the following situations?
1. The biologists visiting the planet consume all the vorteks for food.
Vorteks –
Snives –
Klukes –
2. A deadly disease wipes out all of the klukes.
Vorteks –
Snives –
Klukes –
3. Animals called skunkolas travel to the area being studied from another region of the planet.
The skunkolas prey upon the vorteks. The klukes dislike the taste of skunkolas.
Vorteks –
Snives –
Klukes –
4. The biologists remove all the snives for study.
Vorteks –
Snives –
Klukes –
5. More vorteks are planted.
Vorteks –
Snives –
Klukes –
6. Why do you think the food pyramid has a pyramid shape?
7. Is it more energy efficient to eat “lower on the food pyramid” or “higher on the food pyramid”?
Explain.
8. Reflecting on question 7, would it be more energy efficient for humans to eat algae or beef
cattle? Explain.
9. If all humans ate lower on the food chain, how would that impact human hunger world wide?
10. What is the 10% rule and how does it apply to questions 7 to 9?
Deer: Predation or Starvation
Introduction: In 1970 the deer population of an island forest reserve about 518 square kilometers in size was about
2000 animals. Although the island had excellent vegetation for feeding, the food supply obviously had limits. Thus
the forest management personnel feared that overgrazing might lead to mass starvation. Since the area was too
remote for hunters, the wildlife service decided to bring in natural predators to control the deer population. It was
hoped that natural predation would keep the deer population from becoming too large and also increase the deer
quality (or health), as predators often eliminate the weaker members of the herd. In 1971, ten wolves were flown
into the island.
The results of this program are shown in the following table. The Population Change is the number of deer born
minus the number of deer that died during that year. Fill out the last column for each year (the first has been
calculated for you).
Year
Wolf
Population
Deer
Population
Deer Offspring Predation Starvation
Deer Population
Change
1971
10
2,000
800
400
100
+300
1972
12
2,300
920
480
240
1973
16
2,500
1,000
640
500
1974
22
2,360
944
880
180
1975
28
2,224
996
1,120
26
1976
24
2,094
836
960
2
1977
21
1,968
788
840
0
1978
18
1,916
766
720
0
1979
19
1,952
780
760
0
1980
19
1,972
790
760
0
Graph the deer and wolf populations on the graph on the next page. Use one color to show deer populations and
another color to show wolf populations.
Analysis
1. Describe what happened to the deer and wolf populations between 1971 and 1980.
2. What do you think would have happened to the deer on the island had wolves NOT been introduced?
Most biology textbooks describe that predators and prey exist in a balance. This "balance of nature"
hypothesis has been criticized by some scientists because it suggests a relationship between predators and
prey that is good and necessary. Opponents of this hypothesis propose the following questions:
3.Why is death by predators more natural or "right" then death by starvation?
4.How does one determine when an ecosystem is in "balance"?
5. Do predators really kill only the old and sick prey? What evidence is there for this statement?
6. What is your opinion of the balance of nature hypothesis? Would the deer on the island be better off, worse off,
or about the same without the wolves. Defend your position.
POPULATION GROWTH
When looking at population growth, there are generally two types of graphs: Exponential growth (J-curve) and Logistic
growth (S-curve) Use the data below to create two line graphs and answer the questions after you have made the graph.
EXPONENTIAL GROWTH
Generation
1
3
5
10
15
20
25
30
# Bears
10
15
20
40
70
130
250
540
1. What trend do you see in your graph?
2. What does this tell us about the population?
3. Under what circumstances might a population have this type of growth?
4. Carrying capacity is the number of organisms and area can support. Do you think this population has
reached its carrying capacity?
5. If wolves were introduced into this habitat, predict what would happen to the bear population the first, fifth
and 10th year. You may draw a double line graph in the space below for your answer.
LOGISTIC GROWTH
Days
5
10
15
20
25
30
35
40
1.
Mosquitos
15
40
200
300
320
345
345
350
What trend do you see in this graph?
2. How is it different from the first graph (exponential growth)?
3. What does this tell us about the population?
4. Under what circumstances might a population have this type of growth?
5. Has this population reached carrying capacity? How do you know?
World Population Study
Activity #1 Rich Aunt
PART 1: Imagine you are four years old. A rich aunt wants to provide for your future. She has offered to do one of the
following two options:
1. She would give you $1000 a year until you are twenty-one years old.
2. She would give you $1 the first year, $2 the next year, and so on, doubling the amount each year until you are
twenty-one.
Which would you choose?
PART 2: Using the blank graph below, create a data table and a line graph that shows each option. (Hint: Use the vertical
axis for money in increments of $5000 and years on the horizontal axis) Each line should be a different color…don’t forget to
include your key!
YEAR
OPTION 1
OPTION 2
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
PART 3: Answer the following questions:
1. How much money would you have when you were 21 if you chose option 1?
2. How much money would you have when you were 21 if you chose option 2?
3. If you only received money for the first 10 years, which option would give you the most money? Why?
4. Why did the money in option 2 increase so rapidly after the fourteenth year?
5. Which line do you think would look most like the world’s population growth from 1650 to 2000? Why?
6. Look at the graph. Option 1 represents a simple, direct relationship and is called a linear relationship. Option 2
shows an exponential relationship in which for every year the amount doubles. Give at least one other example for
each option 1 and two that would produce the same graph.
7. What kind of graph do you think human population growth will look like? Why?
ACTIVITY 2: WORLD POPULATION GROWTH
PART 1: Graph the estimated human population
YEAR
POPULATION (millions)
1650
500
1700
600
1750
700
1800
900
1850
1300
1900
1700
1950
2500
1976
4000
2000
7000
PART 2: Explain why your graph represents linear or exponential growth.
PART 3: Making babies! Read each of the following family scenarios, and answer the questions.
Family A: A has one child. If that child has one child, how many grandchildren does A have? If the grandchild has one child,
how many great-grandchildren does A have?
Family B: B has two children and each of them has two children. How many grandchildren does B have? If each grandchild
has two children how many great-grandchildren does B have?
Family C: C has three children and each of them has three children. How many grandchildren does C have? If each
grandchild has three children how many great-grandchildren does C have?
Family D: D has four children and each of them has four children. How many grandchildren does D have? If each grandchild
has four children how many great-grandchildren does D have?
ANALYSIS AND CONCLUSION QUESTIONS
1. What is the difference between logistic and exponential growth? Give two examples of each.
2. What might cause exponential growth in a population of animals?
3. What is causing exponential growth in humans? List at least 5 things and explain how they cause exponential
growth.
4. What pressures does the environment place on populations to try and keep them in balance? List and explain how
for at least two things.
5. What do you think will happen if the human population keeps growing exponentially?
6. What affects will an exponentially growing population have on each of the following:
a. Economics
b. Ecosystems
c. Land
d. Water
e. Resources
7. Write a summary paragraph about what you have learned from this activity!
Human Impact on the Biosphere
Use the following websites to help you complete the chart:
http://adpartners.org/state_fact_sheets/North%20Carolina.pdf
http://www.invasivespeciesinfo.gov/unitedstates/nc.shtml
http://www.environmentnorthcarolina.org/search/site/pollution
http://www.nytimes.com/2011/04/20/dining/20forage.html?pagewanted=all&_r=0
http://www.thepilot.com/news/2012/feb/17/save-the-frogs-day-declared/
feel free to google other appropriate web sites….
Human Activity
Deforrestaion
Invasive Species
Pollution
Overharvesting
Plants
Overharvesting
Animals
Description
Affect on
plants/animals
Examples in NC
Conventional and Sustainable Agriculture
Use the following website to discover how sustainable and conventional agriculture affect our world:
http://kids.mongabay.com/lesson_plans/lisa_algee/agriculture.html
Conventional Agriculture Sustainable Agriculture
Advantages
Disadvantages
Economic Impact
Environmental Impact
Write at least 5 sentences about which you believe is better and why. You must back your opinion up with 1 fact
for your choice, and 1 fact for the other choice.
Human Population Growth
Watch the video: (it will be on the front computer)
http://www.youtube.com/watch?v=9_9SutNmfFk
http://www.umac.org/ocp/CarryingCapacity/info.html
1. How do ecologists define carrying capacity?
2. Do you think this definition also applies to the human population? Justify your answer.
3. What do many scientists believe the carrying capacity of the Earth is?
4. How long do current scientists think it will take us to reach carrying capacity?
5. Explain the consequences of overfishing and carbon dioxide emissions.
6. If the human population is causing these problems now (overfishing and carbon dioxide emissions) what could
be done to prevent it from getting worse as the population rises towards its carrying capacity?
Limiting Factors
http://www.biology.iupui.edu/biocourses/N100/2k4ch39pop.html
Scroll down to "Human Population Growth"
7. Explain how human populations have overcome a few of their limiting factors throughout history?
8. The global human population is growing exponentially, although the population is not growing in all countries.
What does exponential growth mean?
http://geography.about.com/od/populationgeography/a/populationgrow.htm
9. What continent is the most populated? (Click on "Most Populous Countries".)
10. What is doubling time? How is it calculated? At its current rate of population growth, how long will it take the
current global population of about 6 billion to double?
http://www.pbs.org/wgbh/nova/worldbalance/earth.html
Click on "Launch Interactive"
http://www.pbs.org/wgbh/nova/worldbalance/easter.html
11. Read about potential limiting factors of the human population. What factors do you think may eventually slow
down and limit the human population growth rate? Include a few possible factors in your answer.
Affect on Natural Resources
http://www.globalissues.org/issue/198/human-population
12. Explain how increased human population has caused wars.
Click on “Populations: A Number Game”
13. Explain how a smaller country can have a more negative affect on natural resources than one with a higher
population (Europe vs China)
Reduce, Reuse, Recycle
http://www.epa.gov/recyclecity
Do this on your own paper and turn in for a grade!
1. Name ways that each of these items can be reused, instead of throwing them away.
a) cardboard box b) Plastic milk carton
c) Glass jar
d) Newspaper
2. Where in Recycle City where you can get information on what to do with leftover cleaning products.
Why is it important that we not throw chemicals into the regular trash?
3. Visit some houses in Recycle City. Make a list of 4 hazardous wastes that can be found in those
houses.
4. Cruise around Recycle City and write down 2 tips you can use to reduce pollution and waste that
come from cars.
5. Gas stations aren't just places to fill up the tank. Can you find 2 things that Shaq at the Recycle City
gas station does to help the environment?
6. Identify 2 recycling activities that Recycle City students use to help raise money for class projects.
7. Name 4 car parts that can be re-used rather than thrown away.
8. Find at 3 places in Recycle City where books are resold or reused.
9. Harlin Hazzard of the Recycle City Hazardous Waste Center wants to hire you as his assistant
manager. Before you can accept, you must name the 4 characteristics that make hazardous waste
hazardous.
10. You've been hired to build a landfill for a neighboring community. Use Recycle City's landfill to help
you. What are the 5 layers that a landfill needs to be safe?
11. How can your family could cut down on the amount of junk mail you receive at home?
12. Name 3 places in Recycle City can you find used tires. Look carefully.
13. Look at some businesses in Recycle city. List 2 things businesses can do to reduce the amount of
waste.
14. What are compost bins?
Name two places in recycle city where you can find a compost bin?
Play the Dumptown Game: Click on the link on the road sign that says "Dumptown Game". Carefully
read the instructions before playing the game. The overall idea is that you start with a dumpy dirty city,
and you will start recycling programs that will improve your city.
Your goal is to reduce the amount of paper going into the landfill, while spending as little money as
possible. Determine what combiation of programs will cause the greatest effect for the least cost.
(Remember, you're only worried about paper at this point)
1. What combination of program did you use? 2. Check the bar graph, how many tons of paper and cardboard did you end up with?_________
3. How much did it cost ?___________
Now try to reduce the overall waste in the city. You cannot spend more that $200,000. Try different
combinations of programs to determine which combinations will get you the most benefits for you
money.
4. What combination of programs did you use?
5. Total Waste recovered?
6. How much did it cost ?___________
Alternative Energy and North Carolina
Energy Source
Benefits
Cost
Environmental
Impact
Best Places in NC
Solar
Wind
Biofuels
Nuclear Fusion
Fuel Cells
Wave Power
Geothermal
On your own paper, write a letter to Governor McCrory telling him which energy sources you think we should use
here in Charlotte and why. Make sure you back up your choice with facts and the letter needs to be at least 10
sentences long. (two paragraphs)
Ecological Footprints
Water Footprint
Go to http://environment.nationalgeographic.com/environment/freshwater/water-footprint-calculator/
1. Write down facts or tips for each step of the Quiz.
2. Read the Water conservation tips and facts. Pick three that you will try to incorporate into your life and
write them down.
Ecological Footprint
www.myfootprint.org
1. How many Earths would we need if everybody lived like you?
Click on “reduce my footprint”
2. For each of the following, tell two ways you will try to reduce your footpring:
cleaner transport
energy-saving features to your home
Adopt energy-saving habits
Food Footprint
Housing Footprint
sustainable building materials, furnishings, and cleaning products.
water-saving habits
Goods and Services Footprint
Write a letter to your grandma telling her why your carbon footprint will be larger in your
lifetime than hers, and ways you plan on reducing your carbon footprint. Turn this in to your
teacher.