Earths History Unit 8 and Unit 2 Chapters 45672930 Warm up 102915 What do you know about the Earth What can you infer about Earths history how it formed based on the formation of the solar system ID: 769155
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Earth’s History Unit 8 and Unit 2 Chapters 4,5,6,7,29,30
Warm- up (10-29-15) What do you know about the Earth? What can you infer about Earth’s history, how it formed, based on the formation of the solar system?
Outline Objectives Introduction to Earth’s History Chapter 4.1 Read Chapter 4.1 Notes Earth’s Interior Model Creation
Objectives Explain how most scientists explain the formation of our solar system Describe Earth’s size and shape and the arrangement of its layers List three sources of Earth’s internal heat Describe Earth’s magnetic field
Read Chapter 4 Read through all of chapter 4, you may read individually or as a group you don’t need to answer the questions in the section review section on paper, but you do need to make sure that you are discussing the questions as a table group.
Chapter 4 Notes
CHAPTER HOME Earth’s Structure and Motion Earth formed about 4.6 billion years ago from a whirling cloud of dust and gas. It developed layers as it cooled and dense material sank to its center. 4 CHAPTER SECTION OUTLINE VOCABULARY The four layers are the inner core, outer core, mantle, and crust. 4.1 Earth’s Formation Inner Core • solid • 6371 km from surface • approx. 6000K Outer Core • liquid • 5150 km from surface • 3700–5500K (increases with depth inner core outer core mantle crust lithosphere asthenosphere magnetic field
CHAPTER HOME Earth’s Structure and Motion Earth formed about 4.6 billion years ago from a whirling cloud of dust and gas. It developed layers as it cooled and dense material sank to its center. 4 CHAPTER SECTION OUTLINE VOCABULARY The four layers are the inner core, outer core, mantle, and crust. 4.1 Earth’s Formation Mantle • solid with liquid properties • 2890 km from surface • 1500–3200K (increases with depth Crust • solid • 0–65 km from surface • <1000K (increases 10–30K/km with depth inner core outer core mantle crust lithosphere asthenosphere magnetic field
CHAPTER HOME Earth’s Structure and Motion 4 CHAPTER SECTION OUTLINE VOCABULARY The four layers are the inner core, outer core, mantle, and crust. The crust and top of the mantle are further classified by their properties into the lithosphere and the asthenosphere. 4.1 Earth’s Formation Crust Asthenosphere Mantle Lithosphere inner core outer core mantle crust lithosphere asthenosphere magnetic field
CHAPTER HOME Earth’s Structure and Motion 4 CHAPTER SECTION OUTLINE VOCABULARY 4.1 Earth’s Formation Meteorite impacts, the weight of overlying material, and the decay of radioactive isotopes caused Earth to heat up soon after its formation. Since then, Earth has been losing heat. Earth has a characteristic magnetic field. inner core outer core mantle crust lithosphere asthenosphere magnetic field
Earth’s Structure and Motion 4 CHAPTER The solid innermost layer of Earth, composed of iron and nickel under extremely high pressure and temperature. SECTION OUTLINE VOCABULARY CHAPTER HOME inner core inner core outer core mantle crust lithosphere asthenosphere magnetic field
Earth’s Structure and Motion 4 CHAPTER The layer of Earth’s interior located between the inner core and mantle, composed of iron and nickel in a liquid state. SECTION OUTLINE VOCABULARY CHAPTER HOME outer core inner core outer core mantle crust lithosphere asthenosphere magnetic field
Earth’s Structure and Motion 4 CHAPTER The thickest of Earth’s layers, located between the outer core and Earth’s crust, composed mostly of compounds rich in iron, silicon, and magnesium. SECTION OUTLINE VOCABULARY CHAPTER HOME mantle inner core outer core mantle crust lithosphere asthenosphere magnetic field
Earth’s Structure and Motion 4 CHAPTER The very thin outer layer of Earth above the mantle, composed of a rigid layer of lighter rocks that can extend 65 kilometers at its deepest point. SECTION OUTLINE VOCABULARY CHAPTER HOME crust inner core outer core mantle crust lithosphere asthenosphere magnetic field
Earth’s Structure and Motion 4 CHAPTER The outer shell of the Earth consisting of the crust and uppermost portion of the mantle. SECTION OUTLINE VOCABULARY CHAPTER HOME lithosphere inner core outer core mantle crust lithosphere asthenosphere magnetic field
Earth’s Structure and Motion 4 CHAPTER The partially melted layer of the mantle that underlies the lithosphere. SECTION OUTLINE VOCABULARY CHAPTER HOME asthenosphere inner core outer core mantle crust lithosphere asthenosphere magnetic field
Earth’s Structure and Motion 4 CHAPTER An area in which the motion of charged particles creates a magnetic force, such as the field of magnetic force generated by the movement of fluid in Earth’s outer core. SECTION OUTLINE VOCABULARY CHAPTER HOME magnetic field inner core outer core mantle crust lithosphere asthenosphere magnetic field
CHAPTER HOME Earth’s Structure and Motion Earth makes one complete 360° turn on its axis about every 24 hours, rotating at a rate of 15° per hour. Its axis of rotation is tilted 23.5° with respect to Earth’s orbital plane. 4 CHAPTER SECTION OUTLINE VOCABULARY Effects of this rotation include the Coriolis effect, Foucault pendulum behavior, day and night, and sunrise and sunset. 4.2 Earth’s Rotation 23.5° Orbital plane Axis of rotation rotation standard time zones time meridian prime meridian International Date Line
CHAPTER HOME Earth’s Structure and Motion Earth is divided into 24 worldwide standard time zones that begin at the prime meridian. 4 CHAPTER SECTION OUTLINE VOCABULARY 4.2 Earth’s Rotation The prime meridian SUNLIGHT A time meridian A standard time zone is 15° wide. rotation standard time zones time meridian prime meridian International Date Line
Earth’s Structure and Motion 4 CHAPTER The turning of a body, such as Earth, on its axis. SECTION OUTLINE VOCABULARY CHAPTER HOME rotation rotation standard time zones time meridian prime meridian International Date Line
Earth’s Structure and Motion 4 CHAPTER Areas roughly defined by twenty-four 15° sections of longitude, each centered on a time meridian that establishes the hour of the day. SECTION OUTLINE VOCABULARY CHAPTER HOME standard time zones rotation standard time zones time meridian prime meridian International Date Line
Earth’s Structure and Motion 4 CHAPTER A line of longitude exactly divisible by 15° on which each standard time zone is roughly centered. SECTION OUTLINE VOCABULARY CHAPTER HOME time meridian rotation standard time zones time meridian prime meridian International Date Line
Earth’s Structure and Motion 4 CHAPTER The imaginary line dividing Earth’s surface into Eastern and Western Hemispheres, established as 0° at Greenwich, England; the starting point for standard time zones. SECTION OUTLINE VOCABULARY CHAPTER HOME prime meridian rotation standard time zones time meridian prime meridian International Date Line
Earth’s Structure and Motion 4 CHAPTER The imaginary line placed at roughly 180° longitude where the new calendar day begins, moving east to west. SECTION OUTLINE VOCABULARY CHAPTER HOME International Date Line rotation standard time zones time meridian prime meridian International Date Line
June 21–22 March 21–22 Dec. 21–22 Sept. 21–22 CHAPTER HOME Earth’s Structure and Motion Earth revolves around the sun in an elliptical orbit with the sun as one focus. Evidence for Earth’s revolution includes seasonal constellation changes and parallax, the apparent shift in a star’s position. 4 CHAPTER SECTION OUTLINE VOCABULARY Earth makes one revolution around the sun every 365.24 days. 4.3 Earth’s Revolution revolution parallax summer solstice winter solstice vernal equinox autumnal equinox
CHAPTER HOME Earth’s Structure and Motion Combined with Earth’s tilt, revolution causes seasonal changes. The summer and winter solstices are the longest and shortest days of the year in the Northern Hemisphere, respectively. 4 CHAPTER SECTION OUTLINE VOCABULARY 4.3 Earth’s Revolution Sun’s rays revolution parallax summer solstice winter solstice vernal equinox autumnal equinox
CHAPTER HOME Earth’s Structure and Motion Combined with Earth’s tilt, revolution causes seasonal changes. The summer and winter solstices are the longest and shortest days of the year in the Northern Hemisphere, respectively. 4 CHAPTER SECTION OUTLINE VOCABULARY On the vernal and autumnal equinoxes, day and night are of equal lengths. 4.3 Earth’s Revolution Sun’s rays revolution parallax summer solstice winter solstice vernal equinox autumnal equinox
Earth’s Structure and Motion 4 CHAPTER The movement of one body around another, such as the Earth in its orbit around the sun. SECTION OUTLINE VOCABULARY CHAPTER HOME revolution revolution parallax summer solstice winter solstice vernal equinox autumnal equinox
Earth’s Structure and Motion 4 CHAPTER The apparent shift in one object’s position relative to another caused by a change in the location of the observer. SECTION OUTLINE VOCABULARY CHAPTER HOME parallax revolution parallax summer solstice winter solstice vernal equinox autumnal equinox
Earth’s Structure and Motion 4 CHAPTER The first day of summer in the Northern Hemisphere, which occurs on or about June 21 each year when the noon sun appears to reach its most northern point in the sky. SECTION OUTLINE VOCABULARY CHAPTER HOME summer solstice revolution parallax summer solstice winter solstice vernal equinox autumnal equinox
Earth’s Structure and Motion 4 CHAPTER The first day of winter in the Northern Hemisphere, occurs on or about December 21 each year when the noon sun appears to reach its most southern point in the sky. SECTION OUTLINE VOCABULARY CHAPTER HOME winter solstice revolution parallax summer solstice winter solstice vernal equinox autumnal equinox
Earth’s Structure and Motion 4 CHAPTER Start of spring in the Northern Hemisphere, occurring on or about March 21 each year when the noon sun is directly over the equator; one of two days each year when day and night are of equal length in both hemispheres. SECTION OUTLINE VOCABULARY CHAPTER HOME vernal equinox revolution parallax summer solstice winter solstice vernal equinox autumnal equinox
Earth’s Structure and Motion 4 CHAPTER Start of fall in the Northern Hemisphere, occurring on or about September 22 each year when the noon sun is directly over the equator; one of the two days each year when day and night are of equal length in both hemispheres. SECTION OUTLINE VOCABULARY CHAPTER HOME autumnal equinox revolution parallax summer solstice winter solstice vernal equinox autumnal equinox
Warm- up (10-30-15) Explain what the interior layers of the Earth are made of.
Outline Objectives Introduction to Earth’s History Chapter 4.1 Read Chapter 4.1 Notes Earth’s Interior Model Creation
Objectives Explain how most scientists explain the formation of our solar system Describe Earth’s size and shape and the arrangement of its layers List three sources of Earth’s internal heat Describe Earth’s magnetic field
Warm- up (11-2-15) Explain what you know about the inner layers of the Earth. Be as specific as possible.
Outline Objectives Read Chapter 4 Notes Chapter 4 Magnetism Lab Introduction and Prep HOMEWORK: Pre-lab questions for the exploring magnetism lab
Objectives Explain how most scientists explain the formation of our solar system Describe Earth’’s size and shape and the arrangement of its layers List three sources of Earth’s internal heat Describe Earth’s magnetic field
Layers of the Earth
Earth’s Interior Facts Inner Core: Solid iron and nickel, 5,000-7,000 degrees C Outer Core: Liquid iron, 4,000-5,000 degrees C, creates Earth’s magnetic field Mantle: Displays plasticity, made of silicate compounds, convection currents Crust: Oceanic and continental, average of 8km-40km thick,
Earth’s Crust Bill Nye https:// www.youtube.com/watch?v=i5izYXBht3Q
Warm- up (11-3-15) Explain the purpose of the exploring magnetism lab.
Outline Objectives Bill Nye – Earth’s Crust Exploring Magnetism Lab Prep Read 5.1
Objectives Investigate the response of a magnetic field sensor in the presence of a magnet under various conditions Investigate the relationship between the orientation of the sensor and the strength of the magnetic field
Read 5.1 and Discussion Review Matter and Atoms and their structure
CHAPTER HOME Atoms to Minerals Matter is anything with mass and volume, and is made of elements. All known elements are listed and classified by properties on the periodic table. 5 CHAPTER SECTION OUTLINE VOCABULARY 5.1 Matter and Atoms A diamond is made of the element carbon. element atomic number isotope mass number compound molecule ion metal nonmetal
CHAPTER HOME Atoms to Minerals Matter is anything with mass and volume, and is made of elements. All known elements are listed and classified by properties on the periodic table. 5 CHAPTER SECTION OUTLINE VOCABULARY An atom is the smallest part of an element that has all the element’s properties. An atom has a nucleus containing protons and neutrons. The nucleus is surrounded by electrons in an electron cloud. 5.1 Matter and Atoms A carbon atom consists of six protons, electrons, and neutrons. Protons Neutrons Electron element atomic number isotope mass number compound molecule ion metal nonmetal
CHAPTER HOME Atoms to Minerals Two or more chemically bound elements may form a compound; most substances on Earth are compounds rather than pure elements. Compounds often have properties very different than those of the elements of which it is made. 5 CHAPTER SECTION OUTLINE VOCABULARY Compounds are bound by three main types of bonds: ionic, covalent, and metallic. 5.1 Matter and Atoms Covalent Bond: Water Hydrogen Hydrogen Oxygen Ionic Bond: Salt Sodium Ion Chlorine Ion element atomic number isotope mass number compound molecule ion metal nonmetal
Atoms to Minerals 5 CHAPTER A substance composed of atoms that are chemically alike and that cannot be broken down into simpler parts by ordinary chemical or physical means. SECTION OUTLINE VOCABULARY CHAPTER HOME element element atomic number isotope mass number compound molecule ion metal nonmetal
Atoms to Minerals 5 CHAPTER The number of protons in the nucleus of an atom. SECTION OUTLINE VOCABULARY CHAPTER HOME atomic number element atomic number isotope mass number compound molecule ion metal nonmetal
Atoms to Minerals 5 CHAPTER Any of two or more forms of the same chemical element that differ in atomic mass. SECTION OUTLINE VOCABULARY CHAPTER HOME isotope element atomic number isotope mass number compound molecule ion metal nonmetal
Atoms to Minerals 5 CHAPTER The sum of the numbers of protons and neutrons in an atom. SECTION OUTLINE VOCABULARY CHAPTER HOME mass number element atomic number isotope mass number compound molecule ion metal nonmetal
Atoms to Minerals 5 CHAPTER A substance that contains atoms of two or more elements that are chemically combined. SECTION OUTLINE VOCABULARY CHAPTER HOME compound element atomic number isotope mass number compound molecule ion metal nonmetal
Atoms to Minerals 5 CHAPTER A group of atoms linked together by chemical bonds. SECTION OUTLINE VOCABULARY CHAPTER HOME molecule element atomic number isotope mass number compound molecule ion metal nonmetal
Atoms to Minerals 5 CHAPTER An electrically charged atom or group of atoms. SECTION OUTLINE VOCABULARY CHAPTER HOME ion element atomic number isotope mass number compound molecule ion metal nonmetal
Atoms to Minerals 5 CHAPTER An element that loses electrons easily to form positive ions. SECTION OUTLINE VOCABULARY CHAPTER HOME metal element atomic number isotope mass number compound molecule ion metal nonmetal
Atoms to Minerals 5 CHAPTER An element that gains electrons easily to form negative ions. SECTION OUTLINE VOCABULARY CHAPTER HOME nonmetal element atomic number isotope mass number compound molecule ion metal nonmetal
Warm- up (11-4-15) What is the hypothesis for the origin of the Earth’s magnetic field?
Outline Objectives Exploring Magnetism Lab
Objectives Investigate the response of a magnetic field sensor in the presence of a magnet under various conditions Investigate the relationship between the orientation of the sensor and the strength of the magnetic field
Warm- up (11-5-15) Explain how a magnet works. Be sure to include the interaction with Earth’s magnetic field.
Outline Objectives Exploring Magnetism Lab
Objectives Investigate the response of a magnetic field sensor in the presence of a magnet under various conditions Investigate the relationship between the orientation of the sensor and the strength of the magnetic field
Warm- up (11-6-15) Explain the connection between matter, atoms, elements, and compounds. Be sure to explain what each of these terms means.
Outline Objectives Chapter 4 Quiz Chapter 5 Reading and Review Chapter 5 review notes
Objectives Identify the characteristics of matter Compare the particles that make up atoms of elements Describe the three types of chemical bonds
CHAPTER HOME Atoms to Minerals A mineral is a naturally occurring, inorganic solid with a definite chemical composition and orderly atomic arrangement. 5 CHAPTER SECTION OUTLINE VOCABULARY Minerals may be either elements or compounds, and form in a variety of ways. 5.2 Composition and Structure of Minerals Crystal Structure of Salt Sodium ion Chlorine ion mineral crystal silicate silica tetrahedron cleavage
CHAPTER HOME Atoms to Minerals The atomic, or crystal, structure determines a mineral’s properties, including cleavage, melting point, and hardness. 5 CHAPTER SECTION OUTLINE VOCABULARY 5.2 Composition and Structure of Minerals Most of Earth’s crust consists of silicate minerals. Diamond Graphite Carbon Structures Covalent bond mineral crystal silicate silica tetrahedron cleavage
Atoms to Minerals 5 CHAPTER A naturally occurring inorganic solid with a distinct chemical composition and crystalline structure. SECTION OUTLINE VOCABULARY CHAPTER HOME mineral mineral crystal silicate silica tetrahedron cleavage
Atoms to Minerals 5 CHAPTER A solid substance in which the atoms or ions are arranged in an orderly pattern that repeats over and over again. SECTION OUTLINE VOCABULARY CHAPTER HOME crystal mineral crystal silicate silica tetrahedron cleavage
Atoms to Minerals 5 CHAPTER Any mineral that has as its building block a tetrahedron of silicon and oxygen. SECTION OUTLINE VOCABULARY CHAPTER HOME silicate mineral crystal silicate silica tetrahedron cleavage
Atoms to Minerals 5 CHAPTER A grouping of one silicon ion and four oxygen ions that forms the basic building block of silicate. SECTION OUTLINE VOCABULARY CHAPTER HOME silica tetrahedron mineral crystal silicate silica tetrahedron cleavage
Atoms to Minerals 5 CHAPTER The tendency of a mineral to split along planes of its crystalline structure where bonds are weakest. SECTION OUTLINE VOCABULARY CHAPTER HOME cleavage mineral crystal silicate silica tetrahedron cleavage
Warm- up (11-9-15) Compare and contrast a proton and a neutron. How are they alike? How are they different?
Outline Objectives Chapter 5 Reading Chapter 5 Notes
Objectives Identify the characteristics of matter Compare the particles that make up atoms of elements Describe the three types of chemical bonds
CHAPTER HOME Atoms to Minerals A mineral is identified by its properties. Simple inspection reveals a mineral’s crystal shape, color, and luster. 5 CHAPTER SECTION OUTLINE VOCABULARY 5.3 Identifying Minerals Mineral Crystal Shape Color Luster lead or silver-gray; may have bluish tint metallic to dull glassy to earthy bright yellow crystals; pale yellow as powder mineralogy rock-forming mineral luster streak fracture specific gravity
Rating 1 2 3 4 5 6 7 8 9 10 gypsum potassium feldspar talc fluorite calcite apatite Reference Mineral quartz corundum topaz diamond Reference Tool fingernail (2.5) glass plate (5.5) copper penny (3.5) steel file (6.5) Moh’s Scale of Hardness CHAPTER HOME Atoms to Minerals 5 CHAPTER SECTION OUTLINE VOCABULARY 5.3 Identifying Minerals Simple tests reveal a mineral’s streak, cleavage, fracture, and hardness. mineralogy rock-forming mineral luster streak fracture specific gravity
CHAPTER HOME Atoms to Minerals 5 CHAPTER SECTION OUTLINE VOCABULARY 5.3 Identifying Minerals Simple tests reveal a mineral’s streak, cleavage, fracture, and hardness. Other ways to identify minerals include finding the specific gravity, chemical testing, and measuring special properties unique to some minerals. mineralogy rock-forming mineral luster streak fracture specific gravity
Atoms to Minerals 5 CHAPTER The study of minerals and their properties. SECTION OUTLINE VOCABULARY CHAPTER HOME mineralogy mineralogy rock-forming mineral luster streak fracture specific gravity
Atoms to Minerals 5 CHAPTER A specific group of minerals known to form rocks. SECTION OUTLINE VOCABULARY CHAPTER HOME rock-forming mineral mineralogy rock-forming mineral luster streak fracture specific gravity
Atoms to Minerals 5 CHAPTER The property of a mineral that describes the quality or appearance of light reflected from its surface. SECTION OUTLINE VOCABULARY CHAPTER HOME luster mineralogy rock-forming mineral luster streak fracture specific gravity
Atoms to Minerals 5 CHAPTER The property of a mineral that describes its color in powdered form. SECTION OUTLINE VOCABULARY CHAPTER HOME streak mineralogy rock-forming mineral luster streak fracture specific gravity
Atoms to Minerals 5 CHAPTER The property of a mineral that describes an irregular pattern of breakage in a direction other than along cleavage planes. SECTION OUTLINE VOCABULARY CHAPTER HOME fracture mineralogy rock-forming mineral luster streak fracture specific gravity
Atoms to Minerals 5 CHAPTER The ratio of the weight of a substance to the weight of an equal volume of water; property used to identify minerals. SECTION OUTLINE VOCABULARY CHAPTER HOME specific gravity mineralogy rock-forming mineral luster streak fracture specific gravity
Warm- up (11-10-15) Name and describe the three types of chemical bonds
Outline Objectives Chapter 5 Reading Chapter 5 Notes Identifying rocks and minerals video Rock and mineral identification lab
Objectives Identify the characteristics of matter Compare the particles that make up atoms of elements Describe the three types of chemical bonds Identify the characteristics of minerals Explain how minerals form List the physical characteristics of minerals that are influenced by their crystalline structure
and carbonates are the most common minerals in Earth’s crust. CHAPTER HOME Atoms to Minerals Silicates 5 CHAPTER SECTION OUTLINE VOCABULARY 5.4 Mineral Groups Smokey quartz (left) and orthoclase feldspar (right) are examples of silicate minerals. Dolomite is an example of a carbonate mineral. carbonate oxide sulfide
CHAPTER HOME Atoms to Minerals Silicates and carbonates are the most common minerals in Earth’s crust. 5 CHAPTER SECTION OUTLINE VOCABULARY 5.4 Mineral Groups Quartz and feldspars are the most common silicates. Iron-rich oxides and sulfides are less common but economically important minerals. Hematite is the most common iron oxide. carbonate oxide sulfide
Atoms to Minerals 5 CHAPTER A nonsilicate mineral that has as its major building block one carbon atom covalently bonded to three oxygen atoms. SECTION OUTLINE VOCABULARY CHAPTER HOME carbonate carbonate oxide sulfide
Atoms to Minerals 5 CHAPTER A mineral consisting of a metal element combined with oxygen. SECTION OUTLINE VOCABULARY CHAPTER HOME oxide carbonate oxide sulfide
Atoms to Minerals 5 CHAPTER A mineral consisting of a metal element combined with sulfur. SECTION OUTLINE VOCABULARY CHAPTER HOME sulfide carbonate oxide sulfide
Rock and Mineral Identification https:// www.youtube.com/watch?v=YyyJz6zeUsg&feature=player_embedded
Warm- up (11-11-15) What are the five characteristics of a mineral?
Outline Objectives Rock and mineral identification lab Specific Gravity Mini Lab
Objectives Identify the characteristics of minerals Explain how minerals form List the physical characteristics of minerals that are influenced by their crystalline structure Identify rock-forming minerals by inspection, using physical properties such as color, luster, and crystal shape Identify rock-forming minerals using simple tests that identify both physical and chemical properties, for example, streak, specific gravity, and the acid test
Rock and Mineral Identification
Measuring Specific Gravity Mini Lab P. 107 Materials Beaker Water String Mineral sample Spring scale
Procedure Fill the beaker ¾ full of water. Tie one end of the string around the mineral. Tie the other end to the scale’s hook Hold the scale so that the sample hangs freely. Measure and record the mass in grams (M1) Lower the mineral into the beaker so that it is completely covered by water. Do not let the sample touch the bottom or the sides of the beaker. Record the mass (M2) (M1-M2) is the mass of the water displaced by the mineral. Calculate the specific gravity using the equation M1 / (M1-M2) Analysis How might a larger sample change your results? The specific gravity of water is 1. Pure gold has a specific gravity of about 19. Higher numbers indicate higher densities. Compare the density of your sample with those of water and gold.
Warm- up (11-12-15) What type of compounds are most rock-forming minerals?
Outline Objectives Rock and mineral identification lab Specific Gravity Mini Lab
Objectives Identify the characteristics of minerals Explain how minerals form List the physical characteristics of minerals that are influenced by their crystalline structure Identify rock-forming minerals by inspection, using physical properties such as color, luster, and crystal shape Identify rock-forming minerals using simple tests that identify both physical and chemical properties, for example, streak, specific gravity, and the acid test
Measuring Specific Gravity Mini Lab P. 107 Materials Beaker Water String Mineral sample Spring scale
Procedure Fill the beaker ¾ full of water. Tie one end of the string around the mineral. Tie the other end to the scale’s hook Hold the scale so that the sample hangs freely. Measure and record the mass in grams (M1) Lower the mineral into the beaker so that it is completely covered by water. Do not let the sample touch the bottom or the sides of the beaker. Record the mass (M2) (M1-M2) is the mass of the water displaced by the mineral. Calculate the specific gravity using the equation M1 / (M1-M2) Analysis How might a larger sample change your results? The specific gravity of water is 1. Pure gold has a specific gravity of about 19. Higher numbers indicate higher densities. Compare the density of your sample with those of water and gold.
Rocks and Minerals Video Rocks and Minerals video https ://www.youtube.com/watch?v=- f9wrB5-yEY&list=PL6obg8JjDOPUp9KZ9OyZB2Q-u2m_BL_JT Magic School Bus https:// www.youtube.com/watch?v=MyPYzr0caVw&list=PLdjszxhxlsIENK9eCSDImy3njS3uoc9HG
Warm- up (11-13-15) The hardness of a mineral is found to be between 9 and 10 on the Mohs scale. Can you accurately state that the mineral’s hardness is 9.5? Why or why not?
Outline Objectives Rock and Mineral ID lab Chapter 5 Review p. 114 -115 #1-22
Objectives Identify the characteristics of minerals Explain how minerals form List the physical characteristics of minerals that are influenced by their crystalline structure Identify rock-forming minerals by inspection, using physical properties such as color, luster, and crystal shape Identify rock-forming minerals using simple tests that identify both physical and chemical properties, for example, streak, specific gravity, and the acid test
Warm- up (11-16-15) Explain why streak is a useful property for identifying minerals
Outline Objectives Rock and Mineral ID lab Chapter 5 Review p. 114 -115 # 1-22 Chapter 6 Notes
Objectives Identify the characteristics of minerals Explain how minerals form List the physical characteristics of minerals that are influenced by their crystalline structure Identify rock-forming minerals by inspection, using physical properties such as color, luster, and crystal shape Identify rock-forming minerals using simple tests that identify both physical and chemical properties, for example, streak, specific gravity, and the acid test
Warm- up (11-17-15) Distinguish between a rock and a mineral. How are they similar? How are they different?
Outline Objectives Chapter 6 Notes
Objectives Differentiate among the three major types of rocks Compare and contrast the processes in the rock cycle Distinguish between intrusive and extrusive igneous rocks and how they form Contrast the types of plutons that form as the result of intrusive igneous activity
Warm- up (11-18-15) What are the similarities and differences between igneous rocks and metamorphic rocks?
Outline Objectives Chapter 5 Quiz Chapter 6 Notes Studying Rocks in Thin Section
Objectives Differentiate among the three major types of rocks Compare and contrast the processes in the rock cycle Distinguish between intrusive and extrusive igneous rocks and how they form Contrast the types of plutons that form as the result of intrusive igneous activity
Chapter 5 quiz
Warm- up (11-19-15) What factors cause metamorphism? Which of those factors is most important for each type of metamorphism (regional, contact, and deformational)?
Outline Objectives Chapter 6 Notes Studying Rocks in Thin Section
Objectives Differentiate among the three major types of rocks Compare and contrast the processes in the rock cycle Distinguish between intrusive and extrusive igneous rocks and how they form Contrast the types of plutons that form as the result of intrusive igneous activity
CHAPTER HOME Rocks In general, a rock is a group of minerals bound together. 6 CHAPTER SECTION OUTLINE VOCABULARY Igneous, sedimentary, and metamorphic rocks are formed, broken down, and reformed in a recurring process called the rock cycle. 6.1 How Rocks Form click image to enlarge rock igneous magma sedimentary sediment metamorphic rock cycle
Rocks 6 CHAPTER A naturally formed group of minerals bound together; can consist largely of one mineral or several different minerals in varying quantities. SECTION OUTLINE VOCABULARY CHAPTER HOME rock rock igneous magma sedimentary sediment metamorphic rock cycle
Rocks 6 CHAPTER Describing rock formed by the cooling and hardening of magma; one of three types of rock in the rock cycle. SECTION OUTLINE VOCABULARY CHAPTER HOME igneous rock igneous magma sedimentary sediment metamorphic rock cycle
Rocks 6 CHAPTER The hot molten rock that forms beneath Earth’s surface. SECTION OUTLINE VOCABULARY CHAPTER HOME magma rock igneous magma sedimentary sediment metamorphic rock cycle
Rocks 6 CHAPTER Describing rock formed by the compaction and cementing of layers of sediments; one of three types of rock in the rock cycle. SECTION OUTLINE VOCABULARY CHAPTER HOME sedimentary rock igneous magma sedimentary sediment metamorphic rock cycle
Rocks 6 CHAPTER Solid particles such as weathered rock fragments, plant and animal remains, or minerals that settle out of solution onto lake and ocean bottoms. SECTION OUTLINE VOCABULARY CHAPTER HOME sediment rock igneous magma sedimentary sediment metamorphic rock cycle
Rocks 6 CHAPTER Describing rock that has undergone chemical or structural change due to the effects of heat and pressure; one of three types of rock in the rock cycle. SECTION OUTLINE VOCABULARY CHAPTER HOME metamorphic rock igneous magma sedimentary sediment metamorphic rock cycle
Rocks 6 CHAPTER A repeated series of events by which rock gradually and continually changes between igneous, sedimentary, and metamorphic forms. SECTION OUTLINE VOCABULARY CHAPTER HOME rock cycle rock igneous magma sedimentary sediment metamorphic rock cycle
CHAPTER HOME Rocks Igneous rocks form as molten rock solidifies, as magma deep in the crust or lava at Earth’s surface cool. 6 CHAPTER SECTION OUTLINE VOCABULARY Felsic magmas form light-colored, silica-rich rocks. Mafic magmas form dark-colored rocks rich in iron and magnesiums . 6.2 Igneous Rock Basalt is igneous rock formed from mafic magma. Granite is igneous rock formed from felsic magma. Igneous rock texture depends mainly on the rate at which magma or lava cools. felsic mafic pluton batholith
Texture coarse- grained fine- grained glassy porous Chemical Composition felsic ultramafic felsic- intermediate intermediate mafic CHAPTER HOME Rocks Igneous rocks are grouped into families by mineral composition and texture. 6 CHAPTER SECTION OUTLINE VOCABULARY 6.2 Igneous Rock diabase obsidian basalt glass most pumice scoria granite granodiorite diorite gabbro peridotite, dunite, pyroxenite rhyolite andesite basalt felsic mafic pluton batholith
CHAPTER HOME Rocks Magma that solidifies underground forms various types of igneous intrusions. 6 CHAPTER SECTION OUTLINE VOCABULARY 6.2 Igneous Rock Laccolith Volcanic neck Sill Volcano Batholith Stock Dike felsic mafic pluton batholith
Rocks 6 CHAPTER A type of magma rich in silica that forms light-colored igneous rock containing minerals such as quartz and feldspars. SECTION OUTLINE VOCABULARY CHAPTER HOME felsic felsic mafic pluton batholith
Rocks 6 CHAPTER Type of magma rich in iron and magnesium and low in silica; forms dark-colored igneous rock containing minerals such as hornblende, augite , and biotite . VOCABULARY CHAPTER HOME mafic felsic mafic pluton batholith SECTION OUTLINE
Rocks 6 CHAPTER Intrusion of magma into Earth’s crust, creating igneous rock formations such as dikes, sills, laccoliths, volcanic necks, and batholiths. VOCABULARY CHAPTER HOME pluton felsic mafic pluton batholith SECTION OUTLINE
Rocks 6 CHAPTER A large mass of igneous rock exposed by erosion at Earth’s surface; forms the core of many mountain ranges. VOCABULARY CHAPTER HOME batholith felsic mafic pluton batholith SECTION OUTLINE
CHAPTER HOME Rocks Sedimentary rocks form from sediments that result from weathering and erosion of rock at Earth’s surface. They often occur in layers, formed over time as different sediments are deposited on top of each other. 6 CHAPTER VOCABULARY 6.3 Sedimentary Rock cementation stratification fossil SECTION OUTLINE
CHAPTER HOME Rocks 6 CHAPTER VOCABULARY Sedimentary rocks are grouped by the type of sediment from which they form: clastic, chemical, or organic. 6.3 Sedimentary Rock Clastic: Sandstone Organic: Limestone Cliffs Chemical: Rock Salt Flat cementation stratification fossil SECTION OUTLINE
CHAPTER HOME Rocks Clastic sediments are often sorted by water action before pressure and mineral cements turn them into rock. 6 CHAPTER VOCABULARY 6.3 Sedimentary Rock 1. A river moves sediment into a lake. 2. Particles are sorted by size. The largest gravels are the first to be deposited, followed by sands, and then silt and clay. 3. Over time, the sediments are buried, compacted, and may be cemented. Sands and Gravels Sands Silt and Clay Conglomerate Sandstone Shale cementation stratification fossil SECTION OUTLINE
CHAPTER HOME Rocks Clastic sediments are often sorted by water action before pressure and mineral cements turn them into rock. 6 CHAPTER VOCABULARY Fossils, ripple marks, mud cracks, nodules, concretions, and geodes features associated with sedimentary rocks. 6.3 Sedimentary Rock cementation stratification fossil SECTION OUTLINE
Rocks 6 CHAPTER The process by which minerals precipitate out of solution to fill the spaces between sand grains, pebbles, or other rock particles and bind the fragments together. SECTION OUTLINE VOCABULARY CHAPTER HOME cementation cementation stratification fossil
Rocks 6 CHAPTER The arrangement of layers of sedimentary rock. VOCABULARY CHAPTER HOME stratification cementation stratification fossil SECTION OUTLINE
Rocks 6 CHAPTER The remains, impression, or any other evidence of life from another geologic age preserved in rock. VOCABULARY CHAPTER HOME fossil cementation stratification fossil SECTION OUTLINE
CHAPTER HOME Rocks Metamorphic rocks form when heat or pressure or both alter parent, or preexisting, rocks. 6 CHAPTER SECTION OUTLINE VOCABULARY 6.4 Metamorphic Rock becomes Slate Phyllite Schist becomes becomes Shale parent rock metamorphism deform
CHAPTER HOME Rocks Metamorphic rocks form when heat or pressure or both alter parent, or preexisting, rocks. 6 CHAPTER VOCABULARY Metamorphism can occur across a region, as in mountain building events, or it can occur in smaller local areas. 6.4 Metamorphic Rock A metamorphic rock may be described and identified according to its parent rock, mineral composition, and texture. SECTION OUTLINE parent rock metamorphism deform
Rocks 6 CHAPTER The original rock material that forms metamorphic rock. VOCABULARY CHAPTER HOME parent rock parent rock metamorphism deform SECTION OUTLINE
Rocks 6 CHAPTER The process by which a rock’s structure or composition is changed by pressure, heat, and moisture. VOCABULARY CHAPTER HOME metamorphism parent rock metamorphism deform SECTION OUTLINE
Rocks 6 CHAPTER The changing of a rock’s shape by heat, friction, stress, and pressure. VOCABULARY CHAPTER HOME deform parent rock metamorphism deform SECTION OUTLINE
The Rock Cycle Igneous Rock Metamorphic Rock Sedimentary Rock EXIT
p. 138 Studying Rocks in Thin Section Procedure Look at the diagram of Rock A on the next page. Use the key to determine and list the name of each mineral found in Rock A Use the chart at left to estimate the percent of one mineral present in Rock A. Record the data on a separate sheet. Repeat for each of the minerals in Rock A. Your values should total 100% Repeat steps 1 and 2 for Rock B Using the metric ruler, measure the diameter of the circular diagram for Rock C. Record your measurement Look at the mineral grains in Rock C. Measure the widths in any direction across five different mineral grains. Record your data. Calculate an average width for the grains.
p. 138 Studying Rocks in Thin Section Analysis and Conclusions Please answer the questions #1-7 using complete sentences
p. 138 Studying Rocks in Thin Section Procedure Look at the diagram of Rock A on the next page. Use the key to determine and list the name of each mineral found in Rock A Use the chart at left to estimate the percent of one mineral present in Rock A. Record the data on a separate sheet. Repeat for each of the minerals in Rock A. Your values should total 100% Repeat steps 1 and 2 for Rock B Using the metric ruler, measure the diameter of the circular diagram for Rock C. Record your measurement Look at the mineral grains in Rock C. Measure the widths in any direction across five different mineral grains. Record your data. Calculate an average width for the grains.
p. 138 Studying Rocks in Thin Section Analysis and Conclusions Please answer the questions #1-7 using complete sentences
Warm- up (11-20-15) Name two examples of nonfoliated metamorphic rocks. Explain why they do not exhibit foliation.
Outline Objectives Chapter 6 Notes Studying Rocks in Thin Section
Objectives Differentiate among the three major types of rocks Compare and contrast the processes in the rock cycle Distinguish between intrusive and extrusive igneous rocks and how they form Contrast the types of plutons that form as the result of intrusive igneous activity
p. 138 Studying Rocks in Thin Section Procedure Look at the diagram of Rock A on the next page. Use the key to determine and list the name of each mineral found in Rock A Use the chart at left to estimate the percent of one mineral present in Rock A. Record the data on a separate sheet. Repeat for each of the minerals in Rock A. Your values should total 100% Repeat steps 1 and 2 for Rock B Using the metric ruler, measure the diameter of the circular diagram for Rock C. Record your measurement Look at the mineral grains in Rock C. Measure the widths in any direction across five different mineral grains. Record your data. Calculate an average width for the grains.
p. 138 Studying Rocks in Thin Section Analysis and Conclusions Please answer the questions #1-7 using complete sentences
Warm- up (11-23-15) Why do igneous rocks have different textures?
Outline Objectives Chapter 6 Notes Studying Rocks in Thin Section
Objectives Differentiate among the three major types of rocks Compare and contrast the processes in the rock cycle Distinguish between intrusive and extrusive igneous rocks and how they form Contrast the types of plutons that form as the result of intrusive igneous activity
p. 138 Studying Rocks in Thin Section Procedure Look at the diagram of Rock A on the next page. Use the key to determine and list the name of each mineral found in Rock A Use the chart at left to estimate the percent of one mineral present in Rock A. Record the data on a separate sheet. Repeat for each of the minerals in Rock A. Your values should total 100% Repeat steps 1 and 2 for Rock B Using the metric ruler, measure the diameter of the circular diagram for Rock C. Record your measurement Look at the mineral grains in Rock C. Measure the widths in any direction across five different mineral grains. Record your data. Calculate an average width for the grains.
p. 138 Studying Rocks in Thin Section Analysis and Conclusions Please answer the questions #1-7 using complete sentences
Warm- up (11-24-15) A sample of magma flows very quickly. Would you expect it to contain high or low amounts of silica? Why?
Outline Objectives Chapter 6 Notes Studying Rocks in Thin Section
Objectives Differentiate among the three major types of rocks Compare and contrast the processes in the rock cycle Distinguish between intrusive and extrusive igneous rocks and how they form Contrast the types of plutons that form as the result of intrusive igneous activity
p. 138 Studying Rocks in Thin Section Procedure Look at the diagram of Rock A on the next page. Use the key to determine and list the name of each mineral found in Rock A Use the chart at left to estimate the percent of one mineral present in Rock A. Record the data on a separate sheet. Repeat for each of the minerals in Rock A. Your values should total 100% Repeat steps 1 and 2 for Rock B Using the metric ruler, measure the diameter of the circular diagram for Rock C. Record your measurement Look at the mineral grains in Rock C. Measure the widths in any direction across five different mineral grains. Record your data. Calculate an average width for the grains.
p. 138 Studying Rocks in Thin Section Analysis and Conclusions Please answer the questions #1-7 using complete sentences
Warm- up (11-30-15) How do you think the age of the Earth is determined? In other words, what are the steps needed in order to figure out how old something is on Earth?
Outline Objectives Studying rocks in thin section
Objectives To determine the difference between relative and absolute time and to determine the necessary steps to figuring out each type of dating.
p. 138 Studying Rocks in Thin Section Procedure Look at the diagram of Rock A on the next page. Use the key to determine and list the name of each mineral found in Rock A Use the chart at left to estimate the percent of one mineral present in Rock A. Record the data on a separate sheet. Repeat for each of the minerals in Rock A. Your values should total 100% Repeat steps 1 and 2 for Rock B Using the metric ruler, measure the diameter of the circular diagram for Rock C. Record your measurement Look at the mineral grains in Rock C. Measure the widths in any direction across five different mineral grains. Record your data. Calculate an average width for the grains.
p. 138 Studying Rocks in Thin Section Analysis and Conclusions Please answer the questions #1-7 using complete sentences
Warm- up (12-1-15) How have your ideas about the Earth’s crust changed based on the activities last week? How do we figure out the age of the Earth?
Outline Objectives Studying Rocks in thin section Relative vs. Absolute dating Chapter 6 Review Continental Drift Map Activity
Objectives To gain background information about the history of the Earth, and it’s formation
Warm- up (12-2-15) Write down any questions you have for chapter 6 that weren’t answered yesterday
Outline Objectives Chapter 6 Quiz Continental Drift Map Activity Relative vs. Absolute dating
Objectives To gain background information about the history of the Earth, and it’s formation
Warm- up (12-3-15) Draw a picture of what you think the Earth looked like 3 billion years ago. Think about the structure of the continents and the oceanic structure
Outline Objectives Continental Drift Map Activity – Chapter 8 Read 8.4 Relative vs. Absolute dating HOMEWORK: read 8.1 – 8.2
Objectives Discuss some of the evidence that Alfred Wegener used to support his idea of continental drift Explain how the theory of plate tectonics helps to predict the locations of earthquakes and volcanoes Discuss the differences among the three types of plate boundaries Contrast the three different types of convergent boundaries
***Map Activity – Continental Drift Use the pieces that you have been provided to try to develop the same ideas as early explorers. Observations: Your job is to write down observations in your lab notebook about what you see when dealing with these different pieces.
Continental Drift Map activity
Pangea
Theory of Continental Drift Early 1500s explorers noticed the fit between Africa and South America 1912 Alfred Wegener The idea that the continents used to form a super continent called Pangea The continents then slowly drifted apart over time to their current locations Used fossil evidence as well as the fact that the continents looked like puzzle pieces Mesosaurus – reptile lived 270 million years ago, found only in parts of South America and Africa
Continental Drift Wegener’s idea did not explain how the continents moved He thought that maybe the continents float on top of deeper earthly fluid and that the internal heat of the planet helped move those continents, but he had no evidence
What do you notice about the map ? What can you predict based on this map? What do the dots follow?
Plate Tectonics 1950s and 1960s Earthquakes, magnetism, and age of ocean floor rocks Provided some support to Wegener’s idea, but the motion paths did not match with the evidence The theory Continents and ocean basins are adhered to lithospheric plates which cause the continents to move when the plates are moving.
Warm- up (12-4-15) What are the different types of plate boundaries?
Outline Objectives Plate Boundaries – Chapter 8 Relative vs. Absolute dating Geologic Time Scale HOMEWORK: Read 8.3
Objectives Discuss the differences among the three types of plate boundaries Contrast the three different types of convergent boundaries Discuss mantle convection as a possible cause of plate movements Compare and contrast ridge push and slab pull Define Fossil Describe how different kinds of fossils form Summarize the principles scientists use to determine the relative age of Earth’s rocks. Describe three types of unconformities Identify methods scientists use to correlate rock layers
Magnetism of the Ocean Floor
Plate Boundaries Divergent Plates are moving away from each other new crust is created Convergent (collision) Plates are moving towards each other old crust is recycled Transform Plates are sliding past one another
Subduction Zone Occurs at a conform boundary Called a deep sea trench More dense crust slides under the less dense crust and gets recycled into the mantle Typically find volcanoes along this boundary
Type of Boundary Process involved Characteristic features Current examples Divergent Sea floor spreading Mid-ocean ridges Rift valleys Earthquake activity at fracture zones along mid-ocean ridges Volcanic activity Mid-Atlantic Ridge East Pacific Rise Convergent Ocean-ocean subduction Deep-sea trenchesVolcanic island arcsEarthquake activityIslands of Indonesia Mariana IslandsOcean-continent subductionDeep-se4a trench bordering continentVolcanoes along coast of continentEarthquake activity Western coast of South AfricaContinent-continent collisionHigh continental mountain chainsEarthquake activityHimalayasTransformPlates sliding past each otherEarthquake activity San Andreas FaultNorth Anatolian Fault (Turkey)Fracture zones along mid-ocean ridges
What Causes Plate Motion? The convection current in the mantle is responsible for the movement of the plates. The Earth’s crust is behaving like an object on a conveyor belt.
Why do we study the past? In your notes, develop a hypothesis about why you believe we study the past? Why is it important to understand the events that happened in the past?
Geologic Time Scale
General Composition of the Earth Two types of rocks / crust on the Earth Basalt : (mafic) oceanic, more dense Igneous : (silicate) continental, less dense
Discovering the Age of the Earth Relative Time: about how old something is in relation to other things Principle of Superposition Principle of Cross-Cutting Relationships Principle of Embedded Fragments Unconformities
Relative Time Superposition Strata of the soil, oldest is on the bottom, youngest is on top Cross-Cutting Relationships Magma intrusion is the youngest if it cuts across layers Embedded Fragments The pieces of rock inside of the overall fragment are the oldest when compared to the surrounding magma Unconformities Layers of rock are missing from the original strata Angular unconformity Disconformity Nonconformity
Superposition
Cross-Cutting Relationships
Embedded Fragments
Unconformities Angular New sediment deposits on original tilted sediments Disconformity Uplift occurs and top layers are eroded, some layers are missing, hard to identify, no folding or tilting Nonconformity Sediments deposited on igneous or metamorphic rock
Warm- up (12-7-15) How does radioactive decay help us determine a more accurate age of objects?
Outline Objectives Radioactive isotopes lab
Objectives Explain the process of radioactive decay Define half-life Describe how radiometric dating is used to measure absolute time
Angular Unconformity
Disconformity
Geologic Time Scale Place your group set of events in the order in which they occurred. Then try to come up with a classification for your events. (What do they all have in common? How can they be grouped?) Set Up your Composition notebook
Geologic Time Scale Creation What patterns do you notice about events of similar color? Give each group a name based on patterns How might extinctions affect the evolution of organisms that survive the event? In what ways have geologic changes influenced evolutionary events and/or extinctions? How does the length of the history of life help to explain the evolution of single-celled organisms to complex organisms like mammals?
Discovering the Age of the Earth Absolute time – actual dates that events occurred We have methods for relative dating but we need other methods to figure out absolute time Varve – sediment deposited on a yearly cycle Radioactive decay – measuring radioactive isotopes and the particles they emit Half-life : the rate at which a radioactive element decays, the amount of time it takes for half of the radioactive atoms in a sample to decay to a stable point
Radioactive Decay Lab
Geologic Time Summary of major events in Earth’s past preserved in the rock record All time scales are based on evidence even though there are some differences between various scales Eons, eras, periods, and epochs
Warm up (12-8-15) What does evolution refer to in terms of the geologic time scale? Why is it important to keep in mind that a million years is a short time frame when referring to the geologic time scale? (Think about how evolution relates to this question and include that in your answer)
Outline Objectives Mass Extinctions
Objectives To discover evidence that supports the mass extinctions that have occurred throughout Earth’s History
Geologic Time Eon : longest segment of time Archaeon Eon : oldest, begins with forming Earth’s crust 4 billion years ago, oldest rocks formed Proterozoic Eon : 2.5 billion years ago, rocks contain earliest fossils, simple ocean organisms, no evidence of life on land Phanerozoic Eon : most recent, signs of visible life, has three eras
Geologic Time Era : Underneath the Phanerozoic Eon Paleozoic Era : 543 million years ago, land and ocean plant and animal fossils Mesozoic Era : 248 million years ago, Dinosaurs thrived in this period Cenozoic Era : most recent, began 65 million years ago and continues now, last Ice Age, appearance of humans in fossil record
Geologic Time Period : Differ from each other by characteristic plant and animal life Less dramatic differences when compared to the differences between eras Epochs : Briefer divisions Distinguishing changes in life are not as great when compared to differences in periods Keep in mind… a million years is a pretty short period of time in terms of geologic time.
Changes in Time P. 667 Read through those two paragraphs at the bottom right hand side of the page Write down some of the major changes that occurred over Earth’s history. Think about changes in the atmosphere and to the Earth’s surface **If you finish reading, take a look at the geologic time scale on the next couple of pages**
Evolution through the Fossil Record Organisms used to be simple, now they are complex… what happened? Variety developed Organisms went extinct New organisms emerged Evidence shows changing (evolving) pattern of life forms Evolution : process of change that produces new life forms over time
Evolution through the Fossil Record Theory of evolution Gives scientific explanation for the past and current diversity of life that we see around us and in the fossil record Charles Darwin: British naturalist, 1859 suggested natural selection Theory of Natural Selection : organisms that survive to produce offspring are those that have inherited the most favorable traits for surviving in a particular environment Species adapted to their environments over time with gradual evolution
Evolution through the Fossil Record Does evolution always happen slowly and visibly? What about the sudden disappearance of a particular organism? Evolution can occur in short bursts Extinction (disappearance of a species) Appearance (a species suddenly appears in the fossil record)
Precambrian Time All geologic time before the Cambrian period in the Paleozoic Era Common reference to Proterozoic and Archaeon Eons Cover majority of Earth’s past Rock record is hard to interpret Vast time period Severely bend and folded (plate movement, erosion, deposition) Lack index fossils
Precambrian Rocks Craton is oldest continental rock Precambrian mountain and highland evidence exists within this layer Exposed area of the craton is called a shield N. American Craton experienced 4 orogenies (mountain building) Last Precambrian orogeny, Grenville Orogeny, occurred 1 billion years agoThis is thought to have formed the Adirondack Mountains of New YorkEconomical importance (iron, copper, gold, silver, uraniumFew fossilsMetamorphic or igneous rock
Precambrian Rocks Igneous rocks don’t have fossils Metamorphic rocks destroy fossil evidence Microscopic organisms during Precambrian Didn’t always have hard shells that could remain fossilized First evidence of life is found in Archean rocks African and Australian 3.5 billion years old Resemble bacteria Stromatolites : layered domes or columns of cyanobacteria and trapped sediments Greatest number of Precambrian fossils
Paleozoic Era 6 periods Cambrian, Ordovician, Silurian, Devonian, Carboniferous, and Permian Beginning of abundant fossil record Rapid increase in life forms – called Cambrian Explosion Hard shelled organisms, easily preserved
Paleozoic Era – Cambrian Period All fossil evidence is Oceanic life forms, no land plants or animals Trilobite: most common fossil, crablike invertebrate Brachiopod: resembles a clam Evidence for first vertebrates Bony “skin” of ostracoderms (primitive fish) Soft-bodied animals existed as well 120 types of animals Little mountain-building Warm oceans covered N. America, marine life
Paleozoic Era – Ordovician Period Similar to common Cambrian invertebrates Graptolite: index fossil of the ordovician Tiny animals, lived in colonies, oceanic organism All organisms were oceanic Brachiopods became more numerous than trilobites Cephalopods, gastropods, and echinoderms were common First appearance of corals and pelecypods (clams) Taconic Orogeny (mountain building)
Paleozoic Era – Silurian Period Eurypterid – interesting and common animal during this period, but not unique to this period sea scorpion, may be related to trilobites Most animals resembled Ordovician period Bryozoans, brachiopods, echinoderms, and corals Appearance of terrestrial animals First land animals included distant relatives of spiders, millipedes, and scorpions Club mosses spread over land Climate in Northern US became dry, shallow seas evaporated (salt deposits across the country)
Paleozoic Era – Devonian Period Age of Fishes Appearance of many types of fish Jawless fish (lampreys) Jawed fish covered with heavy plates First fossils of Lungfish First forests: land plants multiplied in number and variety Ferns, giant rushes, primitive conifers, trees with scaly bark Acadian Orogeny: mountains from Newfoundland to Appalachian region
Paleozoic Era – Carboniferous Period Divided into the Mississippian and Pennsylvanian Epochs Crinoids (sea lilies, look like plants but are invertebrate animals) and foraminifera (one-celled organisms with tiny calcite shells) are two common fossils Later Pennsylvanian is marked by appearance of first true land vertebrates Insects increased Huge freshwater swamps (interior basins of the eastern US flooded) Swamps later became coal deposits Allegheny Orogeny: parts of the Appalachian mountains
Paleozoic Era – Permian Period Dry climate Great ice age Widespread mountain building – continental collisions By the end of the period…Most of the continental crust had merged to form the supercontinent Pangaea Corals, algae, sponges By the end of the Paleozoic Era, almost half of all known animal groups had become extinct Almost all seed ferns, scale trees, and early conifers were extinct Marine cephalopods and reptiles were survivors
Mesozoic Era 248 million years ago – 65 million years ago Triassic, Jurassic and Cretaceous Periods Mild climate Some evidence of no glacial ice at poles Forests grew in polar regions and coral grew in Europe Dinosaurs – dominant life form, lived on all continents, US and Canada have good fossil locations (indicate favorable climate)
Mesozoic Era – Triassic Period 248 mya – 206 mya Dinosaurs first appeared on land Many were small, quick, walked on hind legs Some adapted to marine life Ichthyosaurs- reptiles resembled dolphins Plesiosaurs- long-necked marine organisms, 5m long Ammonites – index fossil, cephalopod Tree ferns, spore-bearing ferns, rushes Forests of cycads and conifersLand was combined into Pangaea at firstEnd of the period, faulting and igneous activity occurred in Europe, N. and S. America and AfricaLaurasia and Gondwanaland
Online Practice Questions Some of these questions we have not gone over. Use your resources to try to come up with the answers. Make sure that you are trying your best to remember and focus on the information. Some of these questions might show up again in the future… http :// www.glencoe.com/qe/science.php?qi=278 http:// www.proprofs.com/quiz-school/story.php?title=plate-tectonics-quiz_1 http:// www.proprofs.com/quiz-school/story.php?title=atmosphere-practice-quiz http:// apps.usd.edu/esci/exams/atmosph.html
Mesozoic Era – Jurassic Period 206 mya – 144mya Large dinosaurs, large in number and size Brachiosaurus – large plant eater, 20 meters or more in length Allosaurus – meat eater Stegosaurus – armored plant eater Flies, grasshoppers, other form changing insects (caterpillars to butterflies) First true mammals – rodentlikeFirst animal generally recognized as a birdProtoavis and ArchaeopteryxMosses, cycads, and conifers were abundantGinkgo was widespreadBodies of water still existence today formed in this period, South Atlantic Ocean, Indian and North Atlantic oceans, N. America was covered by a sea in the west and in the center Morrison Formation formed in the Rocky Mountains
Mesozoic Era – Cretaceous 144mya – 65mya Largest dinosaurs T-Rex may not be the biggest dinosaur, Carcharodontosaurus had a bigger skull Evergreen conifers Appearance of flowering plants South Atlantic became major ocean Australia and Antarctica were still joined, and so were N. America and Eurasia Rocky Mountains formed, re-elevation of Appalachians End of the period – mass extinction, over 50% loss of plant and animal groups Hypotheses: climate change, rise of mammals, drop in global sea level, massive volcanic eruptions, *most widely accepted – large asteroid struck 65 mya near the Yucatan Peninsula in Mexico. Dust from impact blocked sunlight for years
Cenozoic Era 65mya – present 3 periods – Paleogene (41my), Neogene (22my), Quaternary (2mya-present) Paleogene and Neogene are sometimes called Tertiary Epochs: oldest to most recent – Paleocene, Eocene, Oligocene, Miocene, Pliocene, Pleistocene, Holocene Scientists have detailed information that are characteristic to each Epoch
Cenozoic Era Early Cenozoic Warm and humid climate Global temperatures decreased as Era progressed Beginning of the Quaternary Period ice sheets covered ¼ of all land Life characterized by the rise of mammals Modern plants Plate movements continued to break up continents to their current location Appearance and disappearance of land bridges helped disperse organisms
Cenozoic Era - Paleogene and Neogene (Tertiary Period) All major mountain ranges existed or began to form Read the bottom paragraph on page 681 to learn more about the mountain building that occurred during this time. Western US was volcanically active Paleogene period began, warm humid climate meant tropical plants, even in N. US Palm, fern, fig, and camphor trees As temperatures dropped, so did fauna. Grasses adapted to cold temps. Thrived Appearance of more grazing animals – Neogene Creodonts were first mammals of Paleogene Horses were about the size of cats (organisms at the beginning of this period were much smaller than their current descendants)
Cenozoic Era - Paleogene and Neogene (Tertiary Period) Spiders, centipedes, scorpions, insects thrived Birds evolved and looked similar to today Neogene – appearance of horses, camels, elephants Oceans had nearly same invertebrates as today Sponges, corals, starfish, sand dollars Mollusks (clams, mussels, snails Sharks and sting rays
Cenozoic Era – Quaternary Period 2mya – present Pleistocene and Holocene Epochs Relatively minor geologic activity Andes were raised as Nazca Plate subducted under S. American Plate Formation and thawing of glacial ice Pleistocene is called Great Ice Age, ended when ice disappeared from N. America, Europe, and Siberia – 10,000 years ago
Cenozoic Era – Quaternary Period Late in Cenozoic, temperatures cooled Tropical plants died, remained around equator due to climate Scientists think that these great changes caused species to adapt more quickly Many mammals became extinct Might have caused the migration of humans to find more food
Humans Hominid – modern human or recent humanlike ancestor Larger brains, bipedal (walk upright, 2 legs) As old as 6 million years ago fossils Australopithecus – oldest generally accepted hominid Apelike brains, humanlike jaws and bipedal Homo sapiens – wide variety under this group Tracing evidence is difficult Humans have only been present for short geologic time
Warm up (12-9-15) What does evolution refer to in terms of the geologic time scale? Why is it important to keep in mind that a million years is a short time frame when referring to the geologic time scale? (Think about how evolution relates to this question and include that in your answer)
Outline Objectives Mass Extinctions
Objectives To discover evidence that supports the mass extinctions that have occurred throughout Earth’s History
Mass Extinctions http:// www.bbc.co.uk/nature/extinction_events
Model of the Geologic Time Scale
Interactive Geologic Time Scale http:// www.ucmp.berkeley.edu/help/timeform.php Check out this interactive time scale to learn some interesting new facts about each time period
Warm up (12-10-15) How did the plate tectonics activity help your understanding of plate tectonics? (the puzzle activity) How do plate boundaries influence types of disasters that occur? (earthquakes, or creation of volcanoes?)
Outline Objectives Review Plate Tectonics and Plate Boundaries Subduction zone graph based on earthquake data
Objectives To review plate tectonics and explain how different boundary types influence surface features. Determine which characteristics of plate boundaries to model Discuss analogies for different types of volcanism Create a model for a type of plate interaction
Plate Boundary Activities http://www.pbslearningmedia.org/resource/ess05.sci.ess.earthsys.lp_platetectonics/plate-tectonics /
Warm up (12-11-15) What do you remember about the occurrence of earthquakes and volcanoes in relation to the plate boundaries? Why do you think such events occur more commonly at plate boundaries when compared to other areas on Earth?
Outline Objectives Atmosphere Lab How volcanoes affect the atmosphere
Objectives To determine what effect volcanoes have on the atmosphere To construct a tool to measure aerosols in the school environment To use that tool to measure aerosol levels and make conclusions based on those levels
Edible Plate Tectonics Work in groups to complete the activity!
Plate boundary model Create your own model of a plate boundary: choose between divergent boundary, convergent boundary, and transform boundary Whipped cream: mantle Vanilla wafers: continental crust Graham crackers: oceanic crust Chocolate chips: volcanoes in subduction zones Chocolate frosting: volcanoes at divergent boundaries and hot spots
Warm up (12-14-15) What are some things that you really enjoyed about this semester? What is one thing you did this semester to help you be successful in this class? What is one thing you need to do next semester in order to help you be more successful?
Outline Objectives Wrap up any last minute lessons / information Begin review for final (movie?)
Objectives To wrap up all of the necessary information for the final. To begin reviewing information from this semester in order to prepare for the final exam.
Warm up (12-15-15) Write down any questions you have about this semester. Please be specific. Think about the solar system, plate tectonics, Earth’s history, geologic time scale, human history, and atmosphere.
Outline Objectives Review For Final
Objectives To review all of the major scientific concepts that were discussed this semester to prepare for the final semester test.
Questions to answer about your graphs Answer in your composition notebooks Do you see a pattern in some of the graphs? What is the pattern? What do you notice about the depth of the focus of the earthquakes as you go further inland from the coast of South America? What appears to be happening to the two plates that meet along the west coast of South America according to your model? How do you know this? Describe the type of plate boundary which you think is present along the west coast of south America? How can our model explain the deep trench that lies just off the coast of South America? Explain how earthquake data can be used to discover and determine types of plate boundaries in other areas of the world.
How do volcanoes affect Climate? http:// www.cotf.edu/ete/modules/volcanoes/vclimate.html
Map of Earthquakes in US
Volcanoes along Californian coast
GREAT FOR THE GEOSPHERE UNIT!!!!
Heating of Water and Land p. 376 Water Warms more slowly Heat energy spreads through a greater depth in water Water spreads heat easily by convection Some solar energy is used in evaporation Less available to raise temp of water Needs more energy to raise the temperature by the same amount High specific heat Land Heats quickly Low specific heat Less depth to spread the heat through to get an even temperature
Heating of Land vs. Heating of Water Experiment