Transcript SCIENCE BOOT CAMP

SCIENCE BOOT CAMP
FEBRUARY 23, 2012
EARTH SCIENCE
• http://rpdp.net/sciencetips_v2/
UNIFYING CONCEPT A
• Earth systems have internal and external
sources of energy, both of which create heat.
• KEY VOCABULARY:
FUSION
FISSION
GEOTHERMAL
SOLAR ENERGY
So what are the sources of Earth’s
energy?
SUN’ CORE
• FUSION
‘coming together’
HYDROGEN + HYDROGEN = HELIUM + ENERGY
NOTE: You need tremendous heat and pressure
Fusion occurs in the sun’s core
INSIDE THE EARTH
• GEOTHERMAL : “earth’s heat”
• Radioactive minerals decaying, giving off heat
• This process is called FISSION ‘splits apart’
– UNSTABLE ATOM SPLITS, RELEASES ENERGY
FISSION OF A URANIUM ATOM
What does this heat do?
• Sun’s energy – heats the atmosphere
– Drives the water cycle
– Drives weather and climate
• Earth’s geothermal energy – keeps the
interior molten
– Drives Plate Tectonics
E.12.A ‘BIG IDEA’
• Students understand heat and energy
transfer in and out of the atmosphere and
influence weather and climate.
• KEY VOCABULARY
CONDUCTION
CONVECTION
RADIATION
KEY VOCABULARY
CONCEPT A (continued)
• Driven by sunlight and Earth's internal heat, a
variety of cycles connect and continually
circulate energy and material through the
components of the earth systems.
– WATER CYCLE
– CARBON DIOXIDE – OXYGEN CYCLE
– NITROGEN CYCLE
WATER CYCLE
KEY VOCABULARY
• EVAPORATION
– LIQUID TO A GAS
– WATER VAPOR INTO ATMOSPHERE
• CONDENSATION
– GAS TO LIQUID
– CLOUDS
• PRECIPITATION
– RAINFALL
• INFILTRATION
– WATER SINKING INTO THE
GROUND
– GROUND WATER
Carbon Dioxide – Oxygen Cycle
• KEY VOCABULARY:
– PHOTOSYNTHESIS
– RESPIRATION
6CO2 + 12H2O + energy ----->
C6H12O6 + 6O2 + 6H2O
A1. Sun's Energy
• Students know the Sun is the major source of
Earth’s energy, and provides the energy driving
Earth’s weather and climate.
KEY VOCABULARY
• SCATTERED
– By molecules in the
atmosphere
– Nitrogen gas
– Oxygen gas
– Water Vapor
– Carbon Dioxide
– Dust/pollution
• ABSORBED
– By the surface (natural and man made)
• RADIATED
– Heat released by the surface
LAYERS OF THE ATMOSPHERE
BOUNDARIES : REVERSAL
OF THE TEMPERATURE
TREND
WARMEST:
THERMOSPHERE
COOLEST: MESOSPHERE
OZONE LAYER
TOUCHES EARTH’S
SURFACE – Weather
happens here
If it were only that easy!!
• Earth’s surface is unevenly heated
• MAJOR REASONS:
– We live on a giant sphere
– The planet is tilted
– We have land and water surfaced being heated
EARTH’S TILT
• We are tilted at 23 ½ degrees from vertical
RESULTS: 3 MAJOR CLIMATE ZONES
OF THE WORLD
• SURFACES HEAT DIFFERENTLY
– WATER Heats more slowly, cools more slowly
– LAND Heats more quickly, cools more quickly
A2. EARTH’S ATMOSPHERE
• Students know the composition of Earth’s
atmosphere has changed in the past and is
changing today.
EVOLUTION OF ATMOSPHERE
• First atmosphere very poisonous
– METHANE, AMONIA (compounds with lots of
Hydrogen)
• Appearance of photosynthetic organisms
started to build up oxygen levels
– STROMATOLITES
• Today’s composition
– MOSTLY NITROGEN GAS
A3: Greenhouse effect
• Students understand the role of the
atmosphere in Earth’s greenhouse effect.
KEY VOCABULARY:
Greenhouse Effect
• Process where heat becomes trapped
• MAIN GREENHOUSE GAS (Molecule that traps
the heat coming from the sun)
We like this greenhouse effect
• Keeps the planet within a comfortable
temperature range
• Without it – during the day it would be
brutally hot, during the night freezing cold all
the time.
TODAY’S CONCERN
• NOTED INCREASE IN CARBON DIOXIDE LEVELS
Where does this carbon dioxide
come from??
• Burning fossil fuels
• KEY VOCABULARY: FOSSIL FUEL is a nonrenewable energy source, hydrocarbons such
as wood, coal, oil, and natural gas
• When we burn these fuels, we release carbon
dioxide
CO2 in Geologic time
CURRENT DEBATE
• Is the present increase in carbon dioxide levels
due to man, or are we in a normal geologic
cycle?
• If the average temperature for the earth
increase, what effect will this have on …..
– Weather
– Climate
– Sea levels
- Plants/Animals
- Disease
- unforeseen consequences
A4. Moving heat in our
atmosphere
• Students know convection and radiation play
important roles in moving heat energy in the
Earth system.
A5: Wind and Ocean Currents
• Students know Earth’s rotation affects winds
and ocean currents.
KEY VOCABULARY
ROTATION
CORIOLIS EFFECT
Affect on ocean currents
OCEAN CURRENTS: If the current starts at the equator it
will be warm
If the current starts at the poles it
will be cold
UNIFYING CONCEPT B
• Solar System and Universe
• The universe is a dynamic system of matter
and energy. The universe is extremely large
and massive with its components separated
by vast distances.
• Tools of technology will continue to aid in the
investigation of the components, origins,
processes and age of the universe
• Earth is one part in our solar system, which is
within the Milky Way galaxy.
• The Sun is the energy-producing star for our
solar system.
• Most objects in our solar system are in
predictable motion, resulting in phenomena
such as day/night, year, phases of the moon,
tides, and eclipses.
E.12.B ‘BIG IDEA’
• Students know scientific theories of origins
and evolution of the universe.
KEY VOCABULARY:
• The major premise of the Big Bang theory is
that the universe was once in an extremely
hot and dense state that expanded rapidly
(aka "Big Bang")
Happened around 13.7 billion years ago
Components of the Universe
• B1. Students know common characteristics
of stars
– KEY VOCABULARY:
• STAR –
• ELECTROMAGNETIC SPECTRUM
• MAIN SEQUENCE STARS
ELECTROMAGNETIC SPECTRUM:
All of the energy coming form the
sun
Characteristics of stars
•
•
•
•
•
BRIGHTNESS
COLOR
SURFACE TEMPERATURE
SIZE
MASS
Temperature
• The color of the star is indicative of the
temperature at which it burns
– Hottest: Blue-white - 50,000 oC
– White - 10,000 oC
– Yellow (our sun) - 6,000 oC
– Red-orange - 5,000 oC
– Coolest: Red - 3,000 oC
MAIN SEQUENCE STARS
Most of the stars
are in this group
SUN
WHITE DWARFS
Smaller and
hotter
GIANTS
Bigger and
cooler
SUPERGIANTS
Biggest, coolest
LIFE CYCLE OF A STAR
DEATH OF A STAR
• More massive stars have a shorter life span
that smaller stars
• Fusion eventually causes a supernova
explosion
• B2: Students know stars are powered by
nuclear fusion of lighter elements into heavier
elements, which results in the release of large
amounts of energy.
• B3: Students know ways in which technology
has increased understanding of the universe
• Different types of instruments
– TELESCOPES, SATELLITES, SPECTROSCOPES
• Different locations
– MOUNTAIN TOPS, ORBIT IN OUTER SPACE
DIFFERENT TELESCOPES CAPTURE
DIFFERENT PARTS OF THE EM SPECTRUM
Formation of Universe
• B4. Students know scientific evidence suggest
that the universe is expanding
1ST PIECE OF EVIDENCE
• KEY VOCABULARY: DOPPLER EFFECT
– Think of the sound a police car makes as it is
coming towards you versus going away
– This is because the sound wave is being
compressed as it is coming towards you, stretched
as it is going away from you
– Results in a different frequency of sound
Light is a wave
• So like will also show this shift depending on
whether or not the star is coming towards us
or going away from us
• But it is the color that changes – stretched
makes it redder, compressed makes it bluer
What do we see in stars?
– Everything is showing a red shift
– Means that things are going away from each other
– FURTHER AWAY, THE GREATER THE RED SHIFT
2ND PIECE OF EVIDENCE
• BACKGROUND MICROWAVE
RADIATION supported the big
bang theory – radiation would be
left after such a huge explosion.
WILL THE UNIVERSE ‘DIE’
• OPEN UNIVERSE THEORY
– Everything keeps expanding until stars burn out
• CLOSED UNIVERSE THEORY
– Expansion eventually stops because of gravity,
which pulls everything back together
– Eventually there is another Big Bang
Celestial Motion
• B5: Students know regular and predictable
motions of Earth around the Sun and the
Moon around the Earth explain such
phenomena as the day, the year, phases of the
Moon, and eclipses.
• KEY VOCABULARY
– YEAR
– SEASON
– DAY
– ECLIPSE
– ORBIT
– ROTATION
– REVOLUTION
RELATIVE SIZES
Reason for the seasons
Animation of the earth
• http://highered.mcgrawhill.com/sites/007299181x/student_view0/ch
apter2/seasons_interactive.html
• http://mintaka.sdsu.edu/faculty/erics/teach/a
nimations.html
Moon Stats
Moon’s orbit around Earth is inclined
about 5 degrees to Earth’s plane
of orbit around the Sun
Ecliptic plane
Moon’s orbital plane
Sun
Earth
Moon
Image created by LPI staff
FORMATION OF THE MOON
Phases of the Moon:
Observing and Identifying
New (couple days)
Waxing Crescent (several days)
1st Quarter
Waxing Gibbous (several days)
Full
Waning Gibbous (several days)
3rd Quarter
Waning Crescent (several days)
New
http://www.lpi.usra.edu/education/skytellers/moon_phases/about.shtml
starchild.gsfc.nasa.gov/docs/StarChild/questions/phases.html
When the Earth’s shadow covers the Moon, we have a lunar eclipse
Solar Eclipses
• When the Moon’s shadow covers part of
the Earth
• Only happens at New Moon
Unifying Concept C
• Earth's Composition and Structure
• Earth is composed of materials that move
through the biogeochemical cycles.
• Earth’s features are shaped by ongoing and
dynamic processes.
• These processes can be constructive or
destructive and occur over geologic time
scales.
E.12.C BIG IDEA
• Students understand evidence for processes
that take place on a geologic time scale
Events are really, really slow – movement of the
continents
Events are really, really fast – earthquake,
volcanic eruption
Geologic Processes
• C1. Students know how successive rock
strata and fossils can be used to confirm the
age, history, and changing life forms of the
Earth, including how this evidence is affected
by the folding, breaking, and uplifting of layers
• KEY VOCABULARY
GEOLOGIC TIME SCALE
EON
ERA
PERIOD
EPOCH
BOUNDARIES
BASED ON THE
APPEARANCE
AND
DISAPPEARANCE
OF DIFFERENT
ORGANISMS
RELATIVE AGE DATING
• TWO BASIC RULES
• LAYERS ON THE BOTTOM ARE OLDER THAN
LAYERS ON TOP
• IF SOMETHING CUTS THROUGH THE LAYERS,
IT IS YOUNGER
• SEDIMENTARY ROCK LAYERS ARE ORIGINALLY
LAID DOWN HORIZONTALLY
ANIMATIONS
• http://www.classzone.com/books/earth_scien
ce/terc/content/investigations/es2903/es2903
page03.cfm?chapter_no=investigation
• http://video.search.yahoo.com/video/play?p=
animation%20of%20law%20of%20superpositi
on&tnr=21&vid=1326983414283&turl=http%
3A%2F%2Fts2.mm.bing.net%2Fvideos%2Fthu
mbnail.aspx%3Fq%3D1326983414283%26id%
3Dfd2b8f369508cce8aaad58f121a4bf8b%26bi
d%3D72bvef4%252bOBpzmw
FOSSIL SUCCESSION
• GEOLOGISTS CAN TELL THE AGES OF ROCKS BY
LOOKING AT SPECIAL TYPES OF FOSSILS
CALLED INDEX FOSSILS
– These organisms lived for a relatively short period
of time and can be found all over the world
– If you find these fossils you already know about
how old the rock is
Fossils can match up rock units that
are miles apart - CORRELATION
RELATIVE AGE DATING
ROCK LAYERS ON THE
BOTTOM ARE OLDER THAN
ROCKS ON THE TOP
CROSSCUTTING EVENTS
ARE YOUNGER THAN THE
ROCKS THEY CUT
UNCONFORMITIES
• Sometimes the rock is removed by erosion
• This leaves a gap in the rock record
• The boundary is called an unconformity
ORDER OF EVENTS:
B > F > C > D > E > A
REVIEW
• http://www.classzone.com/books/earth_scien
ce/terc/content/visualizations/es2902/es2902
page01.cfm?chapter_no=visualization
• http://www.wwnorton.com/college/geo/egeo
/animations/ch10.htm
Absolute Age Dating
• Radioactive elements spontaneously decay at
a regular rate
• HALF-LIFE: AMOUNT OF TIME IT TAKES ONEHALF OF A RADIOACTIVE ELEMENT DECAYS
INTO ITS DAUGHTER PRODUCT
½ gone
½
¾ gone
left
¼ left
ONE HALF LIFE
TWO HALF
LIVES
¼ gone
¾ left
7/8 gone
1/8 left
THREE HALF
LIVES
25 g
Equals
one
half of
the
original
mass
WHAT IS THE HALF LIFE OF THIS ISOTOPE?
200 YEARS
Exponential Curve
Plate Tectonics
• C2. Students understand the concept of plate
tectonics including the evidence that supports
it (structural, geophysical and paleontological
evidence
Tectonic Plates outlined by volcanic
and earthquake activity
3 TYPES OF PLATE BOUNDARIES
Divergent
Transform
Convergent
USGS Graphics
TYPES OF FAULTS
Earth's Composition and Resources
• C3. Students know elements exist in fixed
amounts and move through solid earth,
oceans, atmosphere and living things as part
of biogeochemical cycles
CARBON CYCLE
NITROGEN CYCLE
• C4. Student know processes of obtaining,
using, and recycling of renewable and nonrenewable resources
• C5. Students know soil, derived from
weathered rocks and decomposed organic
material, is found in layers
SOIL LAYERS