Science 2008-2009

Santiago Chaparro 7th Grade

RDJ Academy of Ave Maria Florida, U.S.

3rd Quarter Assignments (Spring 09)

1. Volcano Drawling 2. True Color of Mineral 3. Finding Density of Minerals 4. Crystal Tree 5. Crystal Systems Handout 6. Who Owns the Ocean’s Minerals 7. How Do Rocks Compare 8. Rock Collection 9. Sedimentary Rock Formation 10. Mystery Rocks 11. Rock Cycle Drawing 12. Rusty Rock 13. What is Soil 14. Sandy Hills 15. Course of a River 16. Protecting Homes in Flood Plains 17. Triassic Period Brochure 18. Fossils

I. Title: What is the true color of mineral?

II. Purpose: To observe the color made by streaking various minerals across a plate III. Minerals: quartz, hematite, galena, azurite, granite, and a plate IV. Procedure: #1. Streak mineral across plate #2. Observe and record color #3. Repeat steps # 1-2 for all minerals

V. Data: Data Table Mineral Color Granite No Hematite Yes Azurite No Galena Yes Quartz No

VI. Analyze and Conclude:

#1. Did any minerals leave a different color? Yes! #2. Did any minerals have the same streak color? Yes, white. #3. If you answered yes to question #2, what else can be used to identify a mineral? Color, streak, luster, hardness, and density.

I. Title: Finding the Density of Minerals

II. Problem: How can you compare the density of different minerals? III. Materials: graduated cylinder, 3 mineral samples, water, balance

IV. Procedure:

#1. Check to make sure that the mineral samples are small enough to fit in the graduated cylinder. #2. Copy the data table into your notebook. Place the pyrite on the balance and record its mass in the data table. #3. Fill the cylinder with water to the 50-mL mark. #4. Carefully place the pyrite in the cylinder of water. Try not to spill any of the water. #5. Read the level of the water on the scale of the graduated cylinder. Record the level of the water with the pyrite in it. #6. Calculate the volume of water displaced by the pyrite. To do this, subtract the volume of water without the pyrite from the volume of water with the pyrite. Record your answer. #7. Calculate the density of the pyrite by using this formula.

V. Data:

Data Table Minerals Graphite Pyroxene Halite Mass of mineral 40grams 7grams 1gram Volume of water without mineral 50mL 50mL 50mL Volume of water with mineral 7mL 6mL 6mL Volume of water displaced 57mL 56mL 56mL Volume of water displaced 7cm3 6cm3 6cm3 Density (g/cm3) 0.6 0.161616 0.161616

I. Title: The Crystal Tree

II. Problem: To observe the process of crystallization. III. Materials: tree parts, growing crystals, growing stand, mixing cup, syringe IV. Procedure:

#1. Using syringe, put 5mL of water into a mixing cup. #2. Use 2 LEVEL scoops of Growing Crystals.

#3. Pour the crystals into the water in the mixing cup. #4. Swirl the crystals and water to dissolve the crystals. Almost all of the crystals will dissolve in water, forming the growing liquid #5. Place the growing stand on the table. #6. Pour the growing liquid into the space at the top of the growing stand. #7. Assemble tree. #8. Place in growing liquid. #9. Watch it grow!

V. Data: It looked normal. Stuff started to grow on its tips. It grew. It grew more and

more. It looked about finished. The were crystals at the ends of the tree. It was an amazing sight and an awesome experience.

VI. Analyze and Conclude:

#1. The process by which atoms are arranged to form a material with a crystal structure. #2. About 2-4min. About 5-10min.

#3. If it were hot it would take longer than when it was cold. #4. It looks like a snowflake.

I. Title: Who Owns the Ocean’s Minerals

II. Procedure: Answer the following questions into a paragraph each. #1. Summarize the controversy about ocean mineral rights? #2. Who should own the minerals on the ocean floor?

#3. Do the people of wealthy nations have any obligation to share profits from mining these minerals with developing nations?

#1. It is not unfair to landlocked countries that neither have the money nor do they have accesses to the ocean. Because of this the ocean is now free for every nation to find minerals and it is also fair to obtain profits from other nations. Every country depends on this for money. Bigger nations also have to spread the word on how to build these types of machines. It is a benefit for everyone. #2. It is a free environment for all nations to go looking for minerals. Every nation must help other nations by telling them about new technology. They also have the freedom to build or make profits to smaller nations. Under the guidance of some rules, it is free for all. There is also a treaty signed by 157 nations, which is called, the Law of the Sea treaty. #3. It is not said that it is a demand, but it is agreed to help other nations who pursue to collect diamonds and to search for them. They should (wealthy nations) share profits to other nations that can’t do what they can. It is fair to all. It is also said that wealthier nations should get a profit of this too. It is a grand quest.

I. Title: How do rocks compare?

II. Purpose: To compare different kinds of rocks. III. Materials: a hand lens, conglomerate, marble, granite, basalt, obsidian IV. Procedure:

#1. Examine each rock with a hand lens. #2. Describe the rocks. What is the color? What is the texture? #3. Try scratching the surface of each rock. Which rock seems harder? #4. Hold the rocks in your hand. Which rocks seem denser?

V. Data

Data Table Rock Color Texture Hardness Conglomerate White/gray Coarse grain Soft Marble White Coarse grain Medium/soft Granite Red/black Coarse grain Medium/soft Basalt Blue/gray Fine grain Hard Obsidian Black No visible Hard/medium

VI. Analyze and Conclude:

#1. Based on your observations, how would you compare the physical properties of the rock? Marble and obsidian: white/black; coarse grain/no visible; soft/medium / hard/medium. #2. What 3 characteristics do geologists use to classify rocks? Mineral composition, texture, and color. #3. What does it mean to say that rock is course grained? It is large and visible. #4. Identify the three main groups of rock. How do they form? Sedimentary rocks form when particles of other rocks or remains of plants and animals are pressed and cemented together. Igneous rocks form from the cooling of magma or lava. Metamorphic rocks form when an existing rock is changed by heat, pressure, or chemical reactions.

I. Title: Rock Collection

Numbers Description Type 1 Fine Sedimentary 2 Course Metamorphic 3 Course Sedimentary 4 Course Sedimentary 5 Course Sedimentary 6 Course Sedimentary 7 Fine Sedimentary 8 Fine Metamorphic 9 Course Metamorphic 10 Fine Metamorphic 11 Fine Sedimentary 12 Fine Sedimentary 13 Course Sedimentary 14 Fine Sedimentary 15 Fine Sedimentary 16 No visible Metamorphic 17 Course Metamorphic 18 Fine Sedimentary 19 Fine Sedimentary 20 Course Sedimentary 21 Fine Sedimentary 22 Fine Sedimentary 23 Fine Sedimentary 24 Fine Sedimentary 25 Fine Metamorphic

I. Title: Mystery Rock

II. Problem: What properties can be used to classify rocks? III. Materials: 1 “mystery rock”, 2 unknown igneous rocks, 2 unknown sedimentary

rocks, 2 unknown metamorphic rocks, a hand lens IV. Procedure:

#1. For this activity, you will be given six rocks and one sample that is not a rock. They are labeled A – G.

#2. Copy the data table into your notebook. #3. Using the hand lens, examine each rock for clues that show the rock formed from molten material. Record the rock’s color and texture. Observe if there are any crystals or grains in the rock. #4. Use the hand lens to look for clues that show the rock formed from particles of other rocks. Observe the texture of the rock to see if it has any tiny, well-rounded grains. #5. Use the hand lens to look for clues that show the rock formed under heat and pressure. Observe if the rock has a flat layer of crystals or shows colored bands. #6. Record your observations in the data table.

V. Data Table

Data Table Sample Color Texture Foliated Rock group #5 Tan Fine grain Banded Sedimentary #2 Gray Course grain Banded Sedimentary Mystery rock Brown No grain Non banded Fossil #14 White Course grain Non banded Sedimentary #6 Red No visible Non banded Igneous #29 White No visible Non banded Metamorphic#8 Black Fine grain Non banded Igneous

VI. Analyze and Conclude:

#1. 4 were sedimentary, 2 were igneous, and 1 was metamorphic #2. 6, and 8; some are both non-banded. Some are both fine grained. In color and in the pattern. #3. 5, 2, 14 #4. 29; texture, color, and pattern #5. Mystery rock because it looked like it had many shells stuck together. It is a fossil.

#6. The texture because each rock is different in this. The color because it could be anyone kind of rock.

I. Title: Rusty Rock

II. Purpose: To demonstrate how oxygen causes a rock to crumble III. Materials: steel wool, paper, plate, water IV. Procedure:

#1. Moisten a piece of steel wool with water. #2. Allow it to sit for three days.

#3. Pick up the steel wool after 3 days and rub it against your fingers. #4. Take a new piece of wool and rub it against your fingers.

V. Data: Observations It is new wool It is oxidized It feels fuzzy It is rough It is gray It is brown It sheds The water is gone It has pieces of string It has pieces of string It is thick It is thick It is shinny It is dull

VI. Analyze and Conclude: #1. If you kept the steel wool moist for longer, what would have happened? It would have gotten rustier and it would have broken down into pieces. #2. How is weathering of steel wool like the weathering of a rock? Because they are both broken down by chemical weathering and they still break down.

VII. Title: What is soil?

VIII. Purpose: To observe what makes up soil IX. Materials: soil, paper, plate, tooth pick

X. Procedure: #1. Use a toothpick to separate a sample of soil into individual particles. With a hand lens, try to identify the different types of particles in the sample. Wash your hands when you are finished. #2. Write a “recipe” for the sample of soil, naming each of the “ingredients” that you think the soil contains. Include what percentage of each ingredient would be needed to make up the soil. #3. Compare your recipe with those of your classmates.

Data: Data Table

Recipe for soil Comparison w/ classmate Pebbles Pebbles Nutrients Fertilizer Dirt Wood chips Minerals Nothing-- Soil Soil Moss Nothing--

I. Title: Sandy Hills

II. Purpose: What is the relationship between the height and width of a sand hill? III. Materials: Dry sand (100mL), cardboard tube, tray, wooden BBQ skewer, spoon,

ruler, graduated cylinder (10mL & 100mL) IV. Procedure:

#1. Begin by observing how gravity causes mass movement. To start, place the cardboard tube vertically in the center of the tray. #2. Using a spoon, fill the cardboard tube with sand. Take care not to spill the sand around the outside of the tube. #3. Carefully lift the sand-filled tube straight up so that all the sand flows out. As you lift the tube, observe the sand’s movement. #4. Develop a hypothesis explaining how you think the width of the sand pile is related to its height for different amounts of sand. #5. Empty the sand in the tray back into a container. Then set up your system for measuring the sand hill. #6. Copy the data table into your lab notebook. #7. Follow steps 1-3, make a new sand hill. #8. Measure and record the sand hill’s height and width for Test 1.

Data: Data Table Test 1 2 3 4 5 Amount of sand 60mL 70mL 80mL 90mL 100mL Height (cm) 2.5 cm 3 cm 3 cm 3.5 cm 4 cm Width (cm) 9.5 cm 10 cm 11 cm 11.5 cm 12 cm

V. Analyze and Conclude: #1. Make a graph showing how the sand hill’s height and width changed with each

test. #2. What does your graph show about the relationship between the sand hill’s

height and width? They both increase a little each time.

#3. Does your graph support your hypothesis about the sand hill’s height and width? Why or why not? It is correct because the amount of sand increased and the hill got larger taller and wider.

#4. How would you revise your original hypothesis after examining your data? Give reasons for your answer. I would tell more about what other things would happen because I only wrote what happened in one way but there were other things that occurred.

#5. Predict what would happen if you continued the experiment for five more tests.

Extend your graph with a dashed line to show your prediction. How could you test your prediction? Do steps 1-3 over with more sand. I think that the height and the width will rise.

#6. Write a paragraph in which you discuss how you measured your sand hill. Did

any problems you had in making your measurements affect your results? How did you adjust your measurement technique to solve these problems?

I put sand in a graduated cylinder. I poured the sand into a cardboard tube, which lead to a sand hill. I measured the width and the height. As my group added more sand to the hill, everything got larger. The more the bigger. I jotted the notes down and we were finished.

Protecting Homes in Flood Plains

Flood insurance cost a lot of money and many people can’t afford it. Floods only

occur 2-3 times in only 12 years in an area near Sacramento, California. It is a risk many people take. People look upon the government to pay the funds but there are so many people. Houses can be prepared or built for flooding but it is very costly. People should still be able to live where they want. They just have to be warned about the damages.

I think that when someone is going to buy a house, they should be told about how

many flood occur in a couple years and what you could do. The government should have this as something that everyone needs to know about. The person buying the house should sign papers on this subject. But what ever they decide has to be left alone. In other words the government shouldn’t get involved. If a flood does occur, then the money will have to pill up or stay the same depending on what that person did before to get ready.

I think that if the people have flood insurance that they should use it and if they

don’t that, they and everyone in the same situation be moved to higher grounds or to a temporal home in a small portable. I would rescue everyone. Next I would have the town evacuated and vacant so that when the flood level lowers, I would have people built a wall to protect the city from the body of water. I would have people move back in again and have other states help support. If the city could be repaired, that would me my goal.

I. Title: Fossils

II. Purpose: To separate and identify fossils III. Materials: fossil sample, magnifying lens IV. Procedure:

#1. You take the pack of fossils and rocks and you distinguish the rocks from the fossils. #2. Count the fossils. Give the pack to another group to see how many they can find. Write down and answer your data table. #3. Put the most common fossils in one group and put the number too.

Data: Initial count # Of fossils 76Second count # Of fossils 95Separation efficiency 80.00%

Kind of Fossil # Of Fossil Small teeth 19Big teeth 11Shells 20

V. Analyze and Conclude: #1. How did your % compare with other teams? We didn’t look as carefully. It was different.

#2. Which species were easiest to find? Teeth from big sharks. Teeth. #3. Are any of your species extinct? Yes, one. #4. Why are teeth the most common fossil body part and not other structures? Because sharks’ teeth are the only things that do not decay in a shark.