EARTH SCIENCE 1140
UNIT 1
INTERCONNECTED – AN INTRODUCTION TO EARTH SYSTEMS
LEARNING OBJECTIVES
Earth Systems
1.
Describe Earth’s 4 spheres of systems. Give an example of how these systems
are interconnected.
2.
Distinguish between open and closed systems and between positive and
negative feedback.
Application & Discussion:
A drought in northern Illinois during the summer of 2005 resulted in lower water levels in
rivers, ponds and shallow ground water aquifers. Air quality decreased with an increase
in dust particulates lifted by winds from the desiccated soils. Soy bean and corn
farmers with the help of the governor declared this year’s crop loss a disaster.
3.
Name the spheres of systems that interacted to produce the consequences of
this drought. Defend your choices.
Earth’s Grid System
1.
Locate places using latitude and longitude.
2.
Use longitude to determine solar time.
3.
Distinguish between high, middle and low latitudes.
4.
Locate each of the following:
Tropic of Cancer
Tropic of Capricorn
International Dateline
Arctic Circle
Prime Meridian
Equator
Antarctic Circle
Poles
Application & Discussion:
5.
What tools/technologies do you employ each day that require data on geographic
position or solar time?
By Diana M. Strode
College of DuPage
Use with permission only
1
EARTH SCIENCE 1140
UNIT 1
INTERCONNECTED – AN INTRODUCTION TO EARTH SYSTEMS
LEARNING OBJECTIVES
Origin of Earth & the Solar System
1.
Explain the origin of the solar system and Earth by the solar nebula hypothesis.
2.
Describe the composition, mass, density, spacing and position relative to the sun
of the terrestrial and Jovian planets.
3.
Distinguish between terrestrial and Jovian planets in terms of the characteristics
listed in objective #2.
Application & Discussion:
4.
During this time of federal budget constraints, the continued support of NASA
expeditions including the space shuttle and manned exploration of Mars
programs are in debate. In your opinion, do such programs and explorations
benefit you and society? Explain.
By Diana M. Strode
College of DuPage
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EARTH SCIENCE 1140
UNIT 2
ATMOSPHERE
LEARNING OBJECTIVES
Earth-Sun Relationships
1.
Describe how the amount of solar radiation received at Earth’s surface varies
between the equator and the poles. Explain why this pattern occurs.
2.
Identify the key factor that creates seasons on Earth. Explain how seasons
progress as a result of this factor.
3.
List the dates of each solstice and equinox and name the parallel of latitude at
which the subsolar point resides for each date.
4.
Rank the following wavelengths of electromagnetic radiation in order from
shortest to longest:
ultraviolet
x-rays
visible
gamma rays
microwave
infrared
radio waves
5.
Describe perihelion and aphelion in terms of Earth’s position in its orbit and the
affects on incoming solar radiation.
6.
Calculate solar angle for a given date and latitude.
Application & Discussion:
7.
A recent survey of college graduates at many universities including Harvard
indicate that despite the correct textbook and lecture lessons regarding the cause
of the seasons, students retain the misconception that seasons are caused by
the variation in distance between Earth and the sun (i.e., perihelion and
aphelion). Explain why distance between the Earth and sun does not generate
seasons. Why do you think this misconception is persistent?
Weather & Climate
1.
Distinguish between weather and climate.
2.
List the key components of weather.
3.
Identify where within the atmosphere Earth’s weather occurs.
By Diana M. Strode
College of DuPage
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EARTH SCIENCE 1140
UNIT 2
ATMOSPHERE
LEARNING OBJECTIVES
Weather & Climate (cont.)
Application & Discussion:
4.
Consider the extreme change in precipitation and temperatures experienced in
the summer of 2005 in northern Illinois. What conclusions, if any, can be drawn
about the areas climate as a consequence of these weather patterns? What
data would be required to determine if climate has changed here? Defend your
position.
Atmospheric Composition
1.
List the 3 primary components of dry air (i.e., nonvariable gases).
2.
List the 3 key variable components of the atmosphere.
3.
Distinguish between primary and secondary air pollutants.
Application & Discussion:
4.
How do human activities, particularly those in urban areas, impact the
composition of the atmosphere. Give examples.
Atmospheric Heating & Temperature
1.
Explain how the troposphere is heated by the greenhouse effect. Describe the
diurnal pattern of maximum and minimum temperatures as a result of the
greenhouse effect.
2.
List the greenhouse gases (3) and identify the one most important in atmospheric
heating.
3.
List and explain the multiple factors that control temperature in the troposphere.
4.
Describe how clouds affect daily maximum and minimum temperatures.
By Diana M. Strode
College of DuPage
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EARTH SCIENCE 1140
UNIT 2
ATMOSPHERE
LEARNING OBJECTIVES
Atmospheric Heating & Temperature (cont.)
5.
Explain the differential heating of land and water.
6.
Describe the winter and summer temperature patterns for oceans and continents.
7.
Indicate where on Earth the annual extreme temperatures are expected and why.
8.
Interpret graphs of monthly average temperatures to recognize the effects of
continentality and/or marine influences
9.
Interpret global isotherm maps. Use the factors controlling atmospheric
temperature to explain the seasonal, latitudinal and surface variations depicted
by global isotherms.
Application & Discussion:
10.
Where and when specifically would you travel to experience the highest
temperatures on Earth’s surface? Lowest? Explain.
11.
Read “Carbon Dioxide, Trace Gases and Global Warming” on pages 574-577 in
your text. Study Figure 20.16. Consider the sources of data used to graph
carbon dioxide levels in the atmosphere. What limitations do you observe? How
has this graph been used in regard to determining the cause of Global Warming?
As the data stands, is this a valid approach? Using what you have learned about
atmospheric processes, is the concept of global warming and its causes a
hypothesis or theory? Defend your choice.
Atmospheric Moisture
1.
Describe how energy is exchanged (i.e., absorbed or released) with the physical
state changes of water. Which physical state change occurs within Earth’s
atmosphere? Which of these generates the most energy?
2.
Describe the relationship between temperature, water vapor capacity, relative
humidity, and saturation mixing ratio. Calculate relative humidity.
By Diana M. Strode
College of DuPage
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EARTH SCIENCE 1140
UNIT 2
ATMOSPHERE
LEARNING OBJECTIVES
Atmospheric Moisture (cont.)
3.
Describe and explain the diurnal pattern of relative humidity.
4.
Describe the basic steps of cloud formation.
5.
Describe the stability and instability as it relates to cloud formation and cloud
type.
6.
Describe cirrus, stratus, nimbostratus, cumulus and cumulonimbus clouds in
terms of shape, altitude and precipitation types/intensity/duration.
Application & Discussion:
7.
Given what you’ve learned about atmospheric heating and cloud formation,
where on Earth would you expect to find the greatest amount of daily cloud
cover? The most thunderstorms? The clearest skies? Defend your choices.
Atmospheric Circulation
1.
Describe air pressure and how it changes with temperature and altitude.
2.
Describe the pressure gradient force and explain how it initiates winds.
3.
Explain how the Coriolis effect and friction influence wind direction and speed.
4.
Describe the air pressure, surface winds and generalized weather associated
with cyclones and anticyclones.
5.
Describe the global pressure and wind belts in terms of latitudinal positions,
temperature and precipitation. Label the pressure belts and wind belts on a
world map.
6.
Describe the relationship between jet stream Rossby waves and
cyclones/anticyclones.
7.
Describe the continental influences on seasonal temperature and pressure
changes. Relate these patterns to the monsoon cycle.
By Diana M. Strode
College of DuPage
Use with permission only
6
EARTH SCIENCE 1140
UNIT 2
ATMOSPHERE
LEARNING OBJECTIVES
Atmospheric Circulation (cont.)
8.
Draw surface wind arrows on an isobaric map.
Application & Discussion:
9.
Revisit your previous response to where on Earth you would expect to find the
most daily cloud cover, thunderstorms and clear skies. Do you need to modify
your response given what you have learned about the influence of air pressure
and winds on cloud formation? Explain why or why not.
Weather Patterns & Severe Storms
1.
List the characteristics used to classify an air mass and describe the general
weather associated with each air mass type.
2.
Describe and locate the source regions and impact areas of the air masses that
influence weather in the U.S.
3.
Describe the air mass interactions and weather expected with each front (warm,
cold, occluded).
4.
Describe the atmospheric conditions that produce thunderstorms and tornadoes
and the key hazards associated with each.
5.
Differentiate between a tornado watch and tornado warning in terms of the
atmospheric conditions used to issue the advisories.
6.
Describe the optimum conditions, stages of development and key hazards for a
tropical cyclone (i.e., hurricane).
Application & Discussion:
7.
Study the current weather map for the United States. Find the front boundaries
and name them. Using the concepts of air mass interaction and weather
associated with fronts, generalize the temperature, pressure, wind and
precipitation patterns expected in advance of each front. Why might the weather
forecast differ at each end of a front?
By Diana M. Strode
College of DuPage
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7
EARTH SCIENCE 1140
UNIT 3
GEOSPHERE
LEARNING OBJECTIVES
Earth’s Internal Heat Engine & Structure
1.
Describe the layered structure of Earth’s interior.
2.
Describe the geothermal gradient and explain.
Application & Discussion:
3.
Using what you know about the Earth’s interior, what similarities and differences
would you expect for other terrestrial planets?
Rock Cycle & Rock Types
1.
Describe the rock cycle model and use it to explain how:
 earth processes produce rocks
 rock types are inter-related
 rocks of the lithosphere are recycled
2.
Describe the sources of energy driving the rock cycle.
3.
Differentiate between extrusive and intrusive igneous rock in terms of formation
environment, rate of cooling and texture.
4.
List the 4 classes of igneous rock and indicate the class commonly found in
oceanic and continental crust.
5.
Use Bowen’s reaction series to explain the variation in mineral content and color
between the 4 classes of igneous rock.
6.
List the criteria used to classify igneous rocks and use them in lab to identify
common intrusive and extrusive rocks.
7.
Describe lithification and list examples of common sediment origins and
depositional environments.
8.
Identify the most common rock found on the surface of Earth’s crust.
By Diana M. Strode
College of DuPage
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EARTH SCIENCE 1140
UNIT 3
GEOSPHERE
LEARNING OBJECTIVES
Rock Cycle & Rock Types (cont.)
9.
List the criteria used to classify sedimentary rocks and use them in lab to identify
common chemical and detrital rocks.
10.
Describe the characteristics of sedimentary rocks that yield insight into Earth’s
history.
11.
Describe the agents of metamorphism.
12.
Compare and contrast regional and contact metamorphism in terms of process
and rock type produced.
13.
List the criteria used to classify metamorphic rock and use them in lab to identify
common foliated and non-foliated rocks.
Application & Discussion:
14.
Which rock type/s would you expect to find beneath Illinois soils and the glacial
sediments deposited over 1200 years ago? Explain.
Look at a geologic map of Illinois (provided by your instructor). Does your initial
idea differ or comply with the actual mapped bedrock? What does the actual
rock type imply about the geologic history of Illinois? Why do you think it is
important to know the nature of rock underlying Illinois?
15.
Many construction products are made with rock or sediment. List some of the
products you have seen used in construction and name the rocks or sediments
you think comprise them (example: brick – clay sediment from weathered rock).
Plate Tectonics
1.
Describe Wegener’s Hypothesis of Continental Drift.
2.
List and describe the evidence Wegener used to support his hypothesis. Explain
why his hypothesis was originally discounted.
3.
Describe the principles of the Plate Tectonics Theory.
By Diana M. Strode
College of DuPage
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EARTH SCIENCE 1140
UNIT 3
GEOSPHERE
LEARNING OBJECTIVES
Plate Tectonics (cont.)
4.
List and describe the evidence supporting the plate tectonic theory.
5.
Describe the 3 types of plate boundary interactions – divergence, convergence (3
types), transform – in terms of:
 geologic processes
 rock types
 landform/sea floor features.
Ocean Floor Topography & Regions
1.
List and describe the mechanisms used to chart the shape of the seafloor.
2.
Distinguish between continental margin and ocean basin floor.
3.
List and describe common topographic features of the continental margins and
ocean basin floor.
Earthquakes
1.
Describe an earthquake in terms of elastic energy, seismic waves, focus and
epicenter.
2.
List and describe each seismic wave type in terms of order of propagation,
direction of energy transfer and materials through which the waves travel.
3.
Name and describe the process by which an earthquake epicenter is located.
Use this process in lab to determine the location of a hypothetical earthquake.
4.
Locate the 3 common “belts” (i.e., zones) of earthquake activity and relate these
places to plate tectonics.
5.
Relate the amplitude of seismic waves and the amount of elastic energy released
to the Richter magnitude scale.
6.
Explain why an earthquake of moderate magnitude might result in greater
damage than a larger magnitude earthquake. Provide a list of at least 5
examples.
By Diana M. Strode
College of DuPage
Use with permission only
10
EARTH SCIENCE 1140
UNIT 3
GEOSPHERE
LEARNING OBJECTIVES
Earthquakes (cont.)
7.
List and describe the geologic processes that might be triggered by an
earthquake.
Application & Discussion:
8.
Given your understanding of Plate Tectonics, would you expect earthquakes to
be common in Illinois? Why or why not?
9.
You notice a vibration that rattles the windows and items in the cabinets. You
notice that the water in your pool begins rocking – sloshing out at one side
(called a seiche). Explain. (NOTE: a few short minutes prior to your
observations, a magnitude 4.5 earthquake was recorded with an epicenter near
Utica, IL.
Volcanoes
1.
Explain how silica content and temperature affect viscosity and the explosive
nature of a volcanic eruption.
2.
List the common gases extruded in a volcanic eruption.
3.
List and describe the types of pyroclastic/pyroclastic flows associated with
explosive eruptions.
4.
List and describe the 3 volcanic mountain types in terms of composition, eruptive
nature, size and gradient of slopes.
5.
Relate the key regions of volcanic activity to plate tectonics.
6.
List and describe the major plutonic features.
Application & Discussion:
7.
Which global societies would benefit most from the results of
seismological and volcanology research? Be specific in your examples and
defend your choices. How might these societies benefit?
By Diana M. Strode
College of DuPage
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EARTH SCIENCE 1140
UNIT 3
GEOSPHERE
LEARNING OBJECTIVES
Weathering & Mass Wasting
1.
Define chemical and mechanical weathering and give examples of each type.
2.
List and describe the factors influencing the rate of weathering.
3.
List and describe the factors influencing slope stability.
4.
List and distinguish between the types of mass wasting movements.
5.
List the possible triggers for mass wasting events and identify the most
common trigger.
By Diana M. Strode
College of DuPage
Use with permission only
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EARTH SCIENCE 1140
UNIT 4
HYDROSPHERE
LEARNING OBJECTIVES
Hydrologic Cycle & Global Water Budget
1.
Describe the hydrologic cycle in terms of the interrelationships between
evaporation, precipitation, storage, infiltration and runoff.
2.
Describe the current global water budget in terms of proportions of the world’s
water (total and fresh) in the world ocean, ice, ground water and surface runoff.
Application & Discussion:
3.
Using your understanding of global precipitation patterns, which places on Earth
would regularly receive the largest water surplus? Deficits?
4.
Using the hydrologic cycle, what water resources are available in Illinois? How
and when are these resources recharged? How did the 2005 summer drought
affect these components of the hydrologic cycle and available water resources?
The World Ocean – Composition of Seawater
1.
Define salinity and describe how it is measured.
2.
List the primary elements found in seawater in order of abundance.
3.
Describe the factors that influence salinity and the latitudinal variations in sea
surface salinity.
Application & Discussion:
4.
How does the definition of salinity differ from your prior understanding of the
“salty sea”?
5.
There is truth in the line “All drains lead to the ocean” used in the Disney film,
Finding Nemo. What materials do you think are carried to the oceans by streams
and atmospheric circulation? Explain.
.
By Diana M. Strode
College of DuPage
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EARTH SCIENCE 1140
UNIT 4
HYDROSPHERE
LEARNING OBJECTIVES
World Ocean - Temperature, Salinity and Density
1.
Describe the relationship between seawater density, temperature and salinity.
2.
Diagram and describe the layered density structure of the world ocean; include
the general patterns of temperature and salinity associated with the layers.
3.
Identify the key factor responsible for generating the density layers.
4.
Define the halocline and thermocline. Recognize them on graphs.
World Ocean -Surface Currents
1.
Name the source of energy that generates surface currents and list the factors
that influence current direction.
2.
Explain why large gyres are found in each major ocean basin.
3.
Diagram the North Atlantic and North Pacific gyres including the names and
surface temperatures of the component currents.
Describe how the Gulf Stream and California currents impact regional climates.
4.
Stream Erosion & Deposition
1.
Describe a stream system in terms of a drainage basin and drainage divide.
Locate the three continental divides on the North American continent.
2.
List and describe the three key zones of a river system and relate these to the
headlands and mouth segments of a stream profile.
3.
List and describe the 2 types of stream flow. Identify the energy source
generating streamflow.
4.
List and describe the factors that affect stream velocity.
5.
Explain the relationship between discharge, channel area and velocity. Compare
and contrast changes in the discharge and velocity in streams of humid and arid
regions.
By Diana M. Strode
College of DuPage
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EARTH SCIENCE 1140
UNIT 4
HYDROSPHERE
LEARNING OBJECTIVES
Stream Erosion & Deposition (cont.)
6.
Describe the relationship between discharge (and therefore, velocity) and a
stream’s ability to erode and transport sediment (in terms of capacity and
competence).
7.
List and describe the means by which streams transport sediment.
8.
Differentiate between bedrock channels and alluvial channels in terms of channel
width, gradient, velocity, floodplain and landforms.
9.
Compare and contrast ultimate and local base level.
Application & Discussion:
10.
Consider the local rivers – DuPage, Des Plaines, Fox and Illinois. These are
components of what continental drainage basin? Are these rivers bedrock or
alluvial channels? Defend your answer.
Floods
1.
Describe the relationship between stream discharge and velocity to the
competency and capacity of the stream sediment load.
2.
Explain the effects of urbanization on flooding.
3.
Describe recurrence interval and exceedance probability. Discuss the uses and
limitations of these 2 flood predictors.
4.
List and describe the 3 general types of flood control mechanisms. Which of
these can generate flash floods? Which is the most preferred and why?
.
By Diana M. Strode
College of DuPage
Use with permission only
15
EARTH SCIENCE 1140
UNIT 4
HYDROSPHERE
LEARNING OBJECTIVES
Ground Water
1.
Differentiate between porosity and permeability. Identify which of these 2 is key
in the flow of ground water in an aquifer.
2.
Distinguish between ground water, an aquifer and an aquiclude.
3.
Describe the relationship between ground water and surface water.
4.
5.
Distinguish between confined and unconfined aquifers
List and describe the factors affecting the elevation of the water table/pressure
surface levels in aquifers.
6.
Describe the effects of water well pumping upon ground water levels.
7.
Define aquifer mining.
8.
Describe the major surface and subsurface features of ground water erosion
(karst).
9.
List the 2 key sources of ground water contamination. Which aquifers, confined
or unconfined, shallow or deep would be most susceptible to contamination?
10.
Discuss the current ground water issues surrounding the Ogallala aquifer and the
aquifers in Northern Illinois.
Application & Discussion:
11.
Kane county residents using water from relatively shallow sand and gravel
aquifers experience poor water quality (i.e., high iron and hardness) and
seasonal drops in water pressure. When would you expect the water pressure to
drop and why?
12.
Using both shallow aquifers and rivers such as the Fox and Des Plaines for
public water supplies is one option under consideration to augment dwindling
deep ground water supplies in Northern Illinois. What are some of the concerns
you think planners must consider as they debate using both shallow water
aquifers and river water?
By Diana M. Strode
College of DuPage
Use with permission only
16
EARTH SCIENCE 1140
UNIT 4
HYDROSPHERE
LEARNING OBJECTIVES
Glaciers
1.
Describe the types and current distribution of glaciers.
2.
Describe how glacial ice flows, erodes and deposits material.
3.
Describe the glacial budget for an advancing, stagnate and retreating glacier.
4.
Describe the erosional and depositional features produced by alpine glaciers and
continental ice sheets.
5.
Distinguish between till and stratified drift.
6.
Distinguish between moraines resulting from alpine glaciers and continental ice
sheets.
7.
List and describe the factors that cause continental glaciation (i.e., ice ages).
Application & Discussion:
8.
Compare Figure 6.16 (ground moraines of the Great Lakes) on page 166 to
Figure 5.3 (continental divides) on page 118. Also review Figure 6.20 on page
169. Explain why the rivers of Northern Illinois and Indiana flow toward the
Mississippi instead of the Great Lakes. How does today’s drainage pattern differ
from that prior to the Pleistocene Ice Age?
By Diana M. Strode
College of DuPage
Use with permission only
17