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:FUSIONFISSIONGEOTHERMALSOLAR ENERGY

So what are the sources of Earth’s energy?

SUN’ CORE• FUSION‘coming together’

HYDROGEN + HYDROGEN = HELIUM + ENERGYNOTE: 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 VOCABULARYCONDUCTIONCONVECTIONRADIATION

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 CYCLEKEY 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 ofEarth’s energy, and provides the energy drivingEarth’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

BOUNDARIES : REVERSAL OF THE TEMPERATURE TREND

WARMEST: THERMOSPHERE

COOLEST: MESOSPHERE

OZONE LAYER

TOUCHES EARTH’S SURFACE – Weather happens here

LAYERS OF THE ATMOSPHERE

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’satmosphere has changed in the past and ischanging 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 non-renewable 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 - Plants/Animals– Climate - Disease– Sea levels - unforeseen consequences

A4. Moving heat in our atmosphere

• Students know convection and radiation playimportant roles in moving heat energy in theEarth system.

A5: Wind and Ocean Currents

• Students know Earth’s rotation affects windsand 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 originsand 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– YellowYellow (our sun) - 6,000 oC– Red-orange - 5,000 oC– Coolest: Red - 3,000 oC

Most of the stars are in this group SUN

WHITE DWARFS Smaller and hotter

GIANTS Bigger and cooler

SUPERGIANTS Biggest, coolest

MAIN SEQUENCE STARS

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.mcgraw-hill.com/sites/007299181x/student_view0/chapter2/seasons_interactive.html

• http://mintaka.sdsu.edu/faculty/erics/teach/animations.html

Moon Stats Moon’s orbit around Earth is inclined about 5 degrees to Earth’s plane of orbit around the Sun

Ecliptic plane

Sun EarthMoon

Moon’s orbital plane

Image created by LPI staff

FORMATION OF THE MOON

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

Phases of the Moon: Observing and Identifying

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 VOCABULARYGEOLOGIC 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_science/terc/content/investigations/es2903/es2903page03.cfm?chapter_no=investigation

• http://video.search.yahoo.com/video/play?p=animation%20of%20law%20of%20superposition&tnr=21&vid=1326983414283&turl=http%3A%2F%2Fts2.mm.bing.net%2Fvideos%2Fthumbnail.aspx%3Fq%3D1326983414283%26id%3Dfd2b8f369508cce8aaad58f121a4bf8b%26bid%3D72bvef4%252bOBpzmw

• 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

FOSSIL SUCCESSION

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_science/terc/content/visualizations/es2902/es2902page01.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 ONE-HALF OF A RADIOACTIVE ELEMENT DECAYS INTO ITS DAUGHTER PRODUCT

½ gone ¾ gone ¼ gone½ left ¼ left ¾ left 1/8 left

7/8 gone

ONE HALF LIFE TWO HALF LIVES

THREE HALF LIVES

WHAT IS THE HALF LIFE OF THIS ISOTOPE?

25 gEquals one half of the original mass

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

Convergent

Transform

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 non-renewable resources

• C5. Students know soil, derived from weathered rocks and decomposed organic material, is found in layers

SOIL LAYERS