Transcript Principle of Cross-Cutting Relationships

HEAT SAFETY:
Candles & Burners
List the 3 important components of
combustion; ________________, _______,
_______________.
In a candle we have a ______________
Reaction _________, Main ____________,
Zone & a __________________ Zone.
What are the 2 main components of
Bunsen or turill burners;
______ regulator & _______ regulator
On a burner the main parts of a
burner flame are;
A) non-__________________ zone
B) Primary _______________ zone
C) Main ____________________ zone
D) ____________
Which is hotter blue flame or yellow
flame?
IV.
Results
Flame Tests Lab
I. Purpose
To observe the characteristic light given
off by various elements
II. Background
Each element/compound has its own
spectral “fingerprint” (set of
wavelengths of light it gives off)
III. Data
Compound Name/Formula
Flame Color
Magnesium (demo)
V.
Discussion
Barium Chloride (demo)
Potassium Chloride (demo)
Lithium Chloride (LiCl)
Please set this
LAB up on pages
20-21 in your
science notebook
Sodium Nitrate (NaNO)
Calcium Chloride (CaCl)
Cupric Nitrate (CuNO)
Strontium Chloride (SrCI2)
Lithium Nitrate (LiNO)
Sodium Chloride (NaCl)
Copper Chloride (CuCl)
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Unknown (UNK)
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Compound Name/Formula
Magnesium (demo)
Barium Chloride (demo)
Potassium Chloride (demo)
Lithium Chloride (LiCl)
Sodium Nitrate (NaNO)
Calcium Chloride (CaCl)
Cupric Nitrate (CuNO)
Strontium Nitrate (SrNO)
Lithium Nitrate (LiNO)
Sodium Chloride (NaCl)
Copper Chloride (CuCl)
Unkown (UNK)
Flame Color
Academic Vocabulary
Term
Definition
1) Nebula
Standard 1 – The Solar System
Mini-Pic
Astronomy and planetary
exploration reveal the
structure, scale and
change of the solar system
over time.
2) Astronomical Unit
3) Light Year
4) Relative Dating
5) Radiometric Dating
6) Half Life
7) Asteroid
a.
8) Solar Wind
9) Crater
b.
10) Doppler Effect
11) Nuclear Fusion
c.
d.
12) Spectroscopy
13) Electro Magnetic
Spectrum
14) Supernova
15) PRINCIPLE OF
SUPERPOSITION
16) PRINCIIPLE OF
CROSS-CUTTING
RELATIONSHIPS
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p.338
e.
f.
Solar System Objects and
Scale
Solar System Formation
and Age
Changes in the Earth
Determining Astronomical
Distances
The Sun
Asteroids
p.339
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Apollo 13 (Part # 1)
1) What is the name of the astronaut
who walks on the Moon on TV at the beginning of
the movie?
2) When Jim Lovell’s son asks him how long will it
take to get to the Moon what is his answer?
3) What does Jim Lovell say is the difference
between sunlight & shadow in the interview before
the launch?
4) Why do they replace astronaut Ken Mattingly
pulled off of the Apollo 13 mission & get replaced?
5) What did the head Houston Mission Control guys
wife give him as a gift before the launch?
6) What city & state did the astronauts launch
from?
Apollo 13 (Part # 2)
1) What are fuel cells?
2) Describe how Apollo 13 returned to earth?
3) Why did the carbon dioxide levels become too
high?
4) Why was the level of carbon dioxide
dangerous?
5) How did the astronauts solve the carbon
dioxide problem?
6) Why was the spacecraft lighter than expected?
7) When Jim Lovell described trying to land on a
carrier at night, what helped him to find the
carrier?
7) As the astronauts began to orbit why did one of
the astronauts' get sick? He said he had or eat too
much _____________?
8) What did the astronauts dump in to space on
Day # 3?
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8) What turned out to be the cause of the
explosion?
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1a: Solar System Objects & Scale
Cosmic Survey
Smallest
Closest
to
Earth
Youngest
Output: Using the video “Journey to
the Edge of the Universe” as
inspiration, write a cinquain that is
related to one or more of your
academic vocabulary words for
standard 1. You must use science
vocab and concepts – not vague,
“flowery” language.
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Largest
Farthest
from
Earth
Oldest 27
Smallest
40 feet
2,000 mile diameter
75,000 mile diameter
875,000 mile diameter
60 trillion miles across
600,000 trillion miles across
600 million, trillion miles across
Largest
Closest to Earth
350 miles
250,000 miles
93 million miles
120 million miles
2400 trillion miles
200 million trillion miles
30 billion trillion miles
Farthest from Earth
Youngest (most recently formed)
22 years old
25 million years old
4.5 Billion Years ol
6 billion years old
10 billion years old
Oldest
V.
Results
Parallax Lab
I. Purpose
To model stellar parallax and how the
parallax angle changes with distance
II. Background
Parallax:
•The apparent shift in position of an
object due to motion of the observer
III. Hypothesis
Construct a line graph
of distance vs. angle
The greater the distance the
___________
the parallax angle.
IV. Data
VI.
Discussion
Distance
Angle
Paragraph 1 & 2 (standard)
Paragraph 3 discuss:
How would the angles you measured in
this activity compare to those for
actual stars?
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Light & Physics Notes:
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Speed
height
Wavelength
Frequency
towards
motion
elongate
crest
wavelength
amplitude
trough
visible
radio
radar
ultraviolet gamma rays
micro infrared x-rays
lower
longer
higher
shorter
lower energy
higher energy
red orange yellow green blue Purple (indigo + violet)
waves longer
waves shorter
planets
relative
radar
parallax
extragalactic objects
decreases
Light year
Par-sec
93 million miles
Sun
telescopes
spectroscopy
gamma rays
elements/molecules
direct sampling
robotic probes/
A star is “born” in a
_____ of gas and
dust called a
_______.
_______ dating
gives a
____________ age
but radioactive
dating gives an
________ age.
Earth formed from
gases, dust, and
debris ________
from matter
________ from the
formation of the
Sun.
The solar _______
formed the ____ and
two groups of
planets (the
___________ and ___
_______) as well as
moons, comets and
asteroids.
The ___ of the
Earth is estimated
to be around ___
_______ years as
determined by
__________ dating
of Earth and Moon
rocks.
As Earth cooled it
______________ into
layers based on
________.
Supporting
_________ for the
formation of the
Solar Nebula states
that planets share
the same _______ &
__________ of orbit.
__________ and
__________were the
major elements in
the solar nebular.
Minor elements
were _______
elements from
____________.
The________energy
found in the Earth
today is leftover
from _________ of
the Earth and from
decay of
____________
elements.
Lighter ______ blown
from solar wind
helped form the
______ planets.
Nearby supernova
explosion may
have started the
________ of the
_____ ________and
supplied ______
________ to the
solar system.
The _____
atmosphere of the
Earth had no
______ and was
probably similar to
gases emitted from
____________.
Three commonly
used _____in
astronomy are the
_____________ _____,
_____ ____ and the
______.
The ___________ planets
are made of elements
that _________ at high
temperatures – _____ to
the ____.
The ___ _____ planets
are made of elements
that _________
at______temperatures –
____ from the ____.
3 byo banded _____
formations (rust)
provide evidence
that ______ _______
added ______ to the
atmosphere.
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HISTORY CHANNEL “The Universe”
“How the Solar System Was Made”
Standard: 1.a. Solar System Objects & Scale
1) What happens to the cloud of gases that have
come together to form a star once gravity has taken
hold? (HINT: what does a top do?)
2) What happens at the “Rock Line” of our 1 million
old Sun? What can happen at the “Snow Line?
Explain.
3) What “family” is created when the Sun becomes
2 million years old?
4) What color was the Sun at about 10 million years
in as it was forming?
5) What is the slingshot effect? What do scientists
use it for?
6) What is happening during “The Late Heavy
Bombardment”? This effects Earth how?
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How the Earth Was Made: “Birth of the Earth”
1) What rocks are older than any other rock on the Earth?
2) What was the substance used in the accidental experiment by the
NASA astronaut that helped with the Solar Dust Cloud theory?
3) At the beginning of the Earth’s formation how many million years
did it take to grow to its current size?
4) At 30 million years old what was the Earth like?
Standard 1c – Changes in the Earth
Core Concepts
Answer/Notes
① Describe the
process by which
the solid Earth
formed.
• Gases, debris, dust
grains, and
__________together
from material leftover
from the __________
of the Sun
② Describe how the
Earth is layered
• Layers from high to
low _____________ 
core, mantle, crust
③ List two sources
of the Earth’s
internal heat.
• ______ leftover from
the formation of the
earth
(_______________)
• ________ ________
④ Compare the
atmosphere of
the early Earth
with today’s
• Early – similar to
_______ gases (H, HCl,
CO, CO2 & N) and no
____________
⑤ List the evidence
that shows how
life shaped
Earth’s
atmosphere.
• ________fossils– first
life produces
_________as a waste
• Evidence  ______
______(rust)
________in rocks
(3 byo)
5) What makes it hard for scientists to find very early Earth rocks? What
are the forces that have caused this?
6) Using radiometric dating, of space & Earth based rocks, scientists
most recent study dates the Earth at?
PowerPics
7) Where is the moon rock from the Apollo 16 mission in 1972 being
held today that was used as evidence?
8) How old were the Earth based amphibolite rocks that helped
support theories of the Earth’s age? Are they the oldest rocks in the
world?
9) What 2 things do the amphibolite rocks prove about the formation
of the Earth between 4 & 4.28 billion years old?
10) What was not on Earth 3.5 billion years ago that is needed for life
on Earth?
11) What was responsible for filling the Early Earth’s atmosphere with
oxygen?
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When We Left Earth: The NASA MISSIONS
EPS. # 1, SEASON #1
Project Mercury: Ordinary Supermen
1) What was the name of the first aircraft/spacecraft tested in the High Desert of
California?
2) What was the name of the first NASA space program designed to send a man into space
on a rocket?
Standard 1d – Determining Astronomical Distances
Core Concepts
① Explain how early
astronomers
determined that
planets were closer
than stars.
• Planets appeared to
_______ compared
to a _________
background of stars
② Name a direct
technique for
determining distances
to planets
• _______– uses the
_________ effect
③ Describe a
mathematical
technique used to
identify distances to
nearby stars.
• _________– uses the
________ movement
of a star when
viewed from
opposite sides of the
_________.
④ Identify and describe
a technique used to
determine distance to
distant stars and
extragalactic objects.
• _______ square law of
light
• ________ of light from
an object decreases by
the square of the
_______from the light
⑤ List these objects in
order from closest to
Earth to farthest: star
in the Andromeda
Galaxy, star in the
Milky Way, Planet in
the solar system
• ________________
• ________________
• _________________
3) Who was Ham and why was he sent to space first?
4) Who was the first man in space and what country was he from?
5) Who was the first American sent to space?
6) How long did Alan Shepard’s mission last?
7) How many times did John Glenn orbit the Earth?
8) During Astronaut Scott Carpenter’s space flight what did he use up during his orbits?
9) Who was the first Astronaut to sleep in Space & the last to orbit the Earth solo?
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Answer/Notes
PowerPics
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Results: Choose one elements
spectral fingerprint to draw using the
Project star spectrometers. Use
colored pencils and sketch in the lines
at the appropriate nanometers. Hint:
use the example at the bottom of
information sheet.
Spectral Analysis LAB
I.
Problem: to identify elements
using their spectral finger print
II. Data
Tube #
Element
Accuracy
1
2
Discussion:
3
1. Which was the easiest element to
identify? Why?
4
2. Which was the most difficult to
identify? Why?
3. How is this information used in
astronomy?
5
6
7
C
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Results: Choose one elements
spectral fingerprint to draw using the
Project star spectrometers. Use
colored pencils and sketch in the lines
at the appropriate nanometers. Hint:
use the example at the bottom of
information sheet.
Spectral Analysis
I.
Problem: to identify elements
using their spectral finger print
II. Data
Tube #
Element
Accuracy
1
Nitrogen
2
Krypton
Discussion:
3
Neon
1. Which was the easiest element to
identify? Why?
4
Helium
5
Argon
6
Hydrogen
7
Argon
C
Neon
2. Which was the most difficult to
identify? Why?
3. How is this information used in
astronomy?
Determining Relative
Ages of Lunar Features
Determining Relative Age
Principle of Superposition:
Oldest rocks are at the bottom
You May write the
youngest rocks or sediments
questions here ifundisturbed
it
at the top
gives you more
room!
Principle of Cross-Cutting Relationships:
Intrusion or fault is younger than the rocks
it cuts across
Youngest
Layer
Procedure:
1.Observe photos I & II. Use the letters to identify the oldest feature in
each photo using the principle of cross-cutting relationships. List the other
features in order of their relationships.
2. Observe, photo III. List the mare, rilles, and craters in order of their
ages.
PLEASE SET UP
THESE PAGES
IN YOUR
NOTEBOOK!
3. Observe photo IV. Use the principle of cross-cutting relationships, along
with your knowledge of lunar history to identify the features and list them
in order of other relative ages.
Conclude & Apply:
1.What would be older, a crater who's rays are crossing it or the crater that
caused the rays?
2. Is there some type of relative age dating that scientists can use to
analyze craters on Earth?
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Oldest
Layer
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DETRMING RELATIVE AGE
Principle of Superposition:
Oldest rocks are at the bottom if
undisturbed youngest rocks or
sediments at the top
Principle of Cross-Cutting
Relationships:
Intrusion or fault is younger than the
rocks it cuts across
Procedure:
1.Observe photos I & II. Use the letters to identify the oldest feature in each
photo using the principle of cross-cutting relationships. List the other
features in order of their relationships.
2. Observe, photo III. List the mare, rilles, and craters in order of their ages.
3. Observe photo IV. Use the principle of cross-cutting relationships, along
with your knowledge of lunar history to identify the features and list them in
order of other relative ages.
Conclude & Apply:
1.What would be older, a crater who's rays are crossing it or the crater that
caused the rays?
2. Is there some type of relative age dating that scientists can use to
analyze craters on Earth?
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Youngest
Y
L
K
J
I
H
G
X
F
E
D
C
B
A
Determining Relative
Age of Moon Features
Highlands: light colored,
mountainous areas,
heavily cratered
Maria: smooth areas
formed by lava flows
Craters: impact
Rille: Lava carved
channel/canyon
Standard 1b – Solar System Formation & Age
Radiometric Dating Simulation Lab
I. Introduction
IV. Results
Please set up page. 45 of your
lab there are also copies on
your tables
V. Conclusion Questions
II. Question
How does the proportion of parent (radioactive) atoms
to daughter atoms change over time?
III. Data
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45
Background
Set up Data Table on bottom of p.45
V. Data
Parent (color)
100
60
60
Daughter (color)
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Please turn to PAGE # 36 in your notebook. Write out &
answer these questions from last Thursday’s Radiometric
Dating lab.
50/50
The number of changed atoms or particles
3 grams will remain after 2 half life's
1 ½ (1.5) grams will remain after 3 half life's
4 half life's
Standard 1f – Asteroids
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Core Concepts
Answer/Notes
① Name the
geologic feature
that can be
caused by an
asteroid
• ________________
② Identify how
impacts from
asteroids have
shaped the solar
system
• Extensive cratering
on the
______________,
___________, and
other solar system
bodies
③ Explain why few
impact craters
are found on the
Earth.
• Active________of
the Earth’s surface
destroyed evidence
or cratering
④ Provide the
major piece of
evidence for the
K-T impact
• Layer of
_____________
(very rare on Earth
– common in
asteroids) at the
________________________ (K-T)
time periods
⑤ Explain the
significance of
the K-T Impact.
• May have caused
the mass
________________
_ (dinosaurs + many
others) 65 mya.
PowerPics
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Standard 1e – The Sun
Core Concept
48
Answer/Notes
① Name and
explain the
technique used
to learn about
stars.
• _______________
_____analysis
• Analyzes
__________ from
stars
② Name two pieces
of information
obtained from
spectral analysis
of stars
• ____________
present
• ______________
of elements
present
③ Name the most
abundant
element in the
Sun.
• _______________
④ Name and
describe the
process by which
the Sun produces
energy.
• Nuclear
__________
• ________
elements 
___________
elements
⑤ Describe the
fusion reaction in
our Sun
• ___________
_______________
__
(+ other
heavier elements)
PowerPic
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9) How quickly can a CME or Solar Storm reach the Earth?
(This is not the same time it takes light to reach us).
THE UNIVERSE:
10) What happened in 1989 in Quebec, Canada due to a
Solar Flare?
“Secrets of the Sun” Notes:
1) What are the two main gases that react in the Sun?
11) What are the beautiful affects of solar storms on the
Earth called?
2) What type of star is our Sun?
(Other than Main Sequence)
12) What happens to the magnetic field of the sun every
11 years?
3) What is the surface temperature of our Sun?
13) When was the last Solar Maximum?
4) How hot is the core of the sun and what type of nuclear
reaction is being created?
14) When is the only time that you can truly see the Sun’s
corona?
5) Who was the first person to indicate that the sun has
sunspots?
15) What happens during a solar eclipse?
6) Does the sun rotate? Yes or No?
7) How big was the 1998 Sun quake if it was to be measured
on the Richter Scale?
8) What does CME stand for?
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Crater Notes
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Mars
moons
140
Mercury
field
speed of sound
sonic boom
10x
1/10
angle
material
larger
lower
ejecta
melted
breccia
K-T - 65 million years ago
dinosaur
climate
meteorites
soil
75%
dust
iridium
200 km
Russia
Russia
NASA
low
high
asteroids
Jupiter
circular
Ceres
6000
3
25
30
10
eccentric
outer