...refer to multiple chapters. Please keep in mind that because this is a take-home, open book test, your answers should demonstrate that you understand the material. Your answers should be well thought out, complete yet succinct, well written, with references cited. This is not a group effort; please make sure your work is your own. Please be careful with the use of images, if you do not explain your images you will receive no credit for them. Please e-mail me the test completed, including the multiple choice questions that follow the essay/shot answer questions, as a doc, docx or pdf file. Good Luck! 1. Differentiate between relative and absolute dating. List, define and discuss the principles used to define relative age. Discuss isotopic dating: what atomic particles are involved, what are some common isotopes that are used, and what are some uses of isotopic dating? Be sure to explain the calculation of the age of a rock. Relative dating is telling us the age of something compared to that of the substances around it, more plainly stated the sequence of events. Absolute dating tells how old something is, an amount of time can be associated with an object unlike in relative dating. There are four stratigraphy principles used to determine geologic history of a locality or a region: 1) original horizontally, 2) superposition, 3) lateral continuity, and 4) cross-cutting relationships. Original horizontally states that beds of sediment (sedimentary strata) deposited in...
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...1. Dry Ice Bubble This fun, simple demonstration of how to create a giant soap bubble with dry ice will have your students' eyes popping. 2. Glow Sticks-Liquid Light Kids love glow sticks. Ask them how they work and the likely answer will be "batteries." The answer is simple science. This cool experiment on the luminescent science behind glow sticks is one of many fantastic and informative videos on YouTube hosted by Steve Spangler. 3. Inertia Experiment This basic experiment using a pen cap, a bottle, and a crochet hoop demonstrates one of Sir Isaac Newton's most fundamental principles-"an object at rest stays at rest." 4. How to Make a Rain Cloud in a Bottle Teach kids the curious process of condensation with a bicycle pump, a soda bottle, and a few other simple items. This is a great way to teach the science behind everyday weather. 5. Afraid of Pop Rocks? Discovery Channel's venerable Mythbusters team uses science to debunk the popular urban legend that the combination of Pop Rocks and soda could cause your stomach to explode. Use this video to talk with your class about how to pose scientific questions. 6. How Do You Keep an Egg from Breaking? How Stuff Works creator Marshall Brain offers a kid-friendly look at the science behind a shattering egg. How can you drop an egg from a height of two feet and not have it break? Watch this video with your students and invite them to figure it out! 7. What Is Surface Tension? Surface tension is what allows a paper...
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...University of Phoenix Material Soil and Glaciers Worksheet From Visualizing Earth Science, by Merali, Z., and Skinner, B. J, 2009, Hoboken, NJ: Wiley. Copyright 2009 by Wiley. Adapted with permission. Part 1 Size grades of soil are named sand, silt, and clay, which includes colloids. Size grades are defined using the metric system. Use Figure 4.8 from the textbook to fill in the following chart. Specify the type and size and description of the particle. In some cases, particle size will be less than some value or greater than another value. For instance, gravel is greater than 2.0 mm. |Name |Size |Description | |Gravel |>2.0 mm |Gravel is very small, irregular pieces of rock and stone. Gravel is more rough and rocky than sand, and | | | |smaller than stones. The word gravel comes from the French word gravele, "gravel or sand," which in turn | | | |comes from grave, "seashore or sand ("Gravel ", 2015). | |Sand |0.05 |sedimentary material, finer than a granule and coarser than silt, with grains between 0.06 and 2.0 | | | |millimeters in diameter ("Sand", 2003-2015). | |Silt |0.0002 |Silt is very...
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...formula, usually abiogenic, and has an ordered atomic structure. It is different from a rock, which can be an aggregate of minerals or non-minerals and does not have a specific chemical composition. The exact definition of a mineral is under debate, especially with respect to the requirement a valid species be abiogenic, and to a lesser extent with regard to it having an ordered atomic structure. * Know the basic definition of a rock. * In geology, rock is a naturally occurring solid aggregate of one or more minerals or mineraloids. For example, the common rock granite is a combination of the quartz, feldspar and biotite minerals. The Earth's outer solid layer, the lithosphere, is made of rock. * Know how atoms of the same element are related. What do they have in common? All atoms of the same element have the same number of protons in the nucleus and consequently have the same atomic number. All atoms of the same neutral element have the same number of electrons as well. Atoms of an element usually have the same number of neutrons as protons. Atoms of the same element that have a different number of neutrons are called isotopes. Isotopes have the same atomic number but different atomic masses. Atoms of an element share that element's chemical and physical properties, such as boiling point, melting point and stability. * Know definitions for the following terms: valence electrons, nucleus, atom, element, ion, and chemical compound. Valence electron: an...
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...Gertrude Obeng Geology Geology and National Parks Final 11/27/2013 PART 1 Weathering is the gradual destruction of rock when it comes to certain surface donitions, it can occur with a physical process as well as chemically and of course living things can and will weather as well. The breakdown of minerals can and will vary from surface to surface and depending on the type of weathering that’s happening, it can either have a tiny effect over a long period of time or a major effect over a short and long period of time. It’s known to loosen and alter material and transform minerals and material into a whole different landform. Then we have erosion which is the breakdown and movement of a planet’s urface by the action of gravity, running water, waves, currents, ice and wind, this too also gradually wears away landforms. Which makes weathering and erosion completely two different things but also one in the same. The major importance of both weather and erosion when speaking about flat landforms is the fact that these two occurrences had probably created that flat landform. We are able to experience and have the pleasure of having mountains, slopes, and different shaped landforms because of weathering and erosion. National Parks like Nevada’s Great Basin are prime examples of what weathering and erosion can create over time. The basin is home to many landforms and mountains that have been narrowed and shaped by running water, different types of weathering like snow, hail...
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...the Earth’s surface but has retreated to the polar regions. * Accumulation: the net gain in an ice mass. The sources of accumulation are direct snowfall and avalanching from higher slopes. * Sublimation: a transition from the solid state to gas with no intermediate liquid stage. * Ablation: the process of wastage of snow or ice, especially by melting. * Steady State: when the amounts of accumulation and ablation are equal over the course of a year. As a result, the snout of the glacier will remain stationary. * Surge: a short-lived phase of accelerated glacier flow. * Pressure Melting Point (PMP): the temperature at which ice under pressure will melt. * Extensional Flow: also known as extending flow, this is the extension and related thinning of glacier ice in those zones where velocity increases. * Compressional Flow: also known as compressing flow, this is the type of glacier flow whereby a reduction in velocity leads to an increase in thickness of a glacier. * Weathering: the breakdown of rocks in situ (in their original location, without them being moved away). This produces finer particles that can then be moved by agents of erosion such as wind and running water. The Global Distribution of Cold Environments: Ice Ages: * Begin as a result of global climatic changes. *...
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...is adding to the earth’s greenhouse gases. The resulting affect of global warming is triggering warmer temperatures around the world, and ecosystems are taking the toll. One of the most publicized looming catastrophes is the plight of the polar bears. Once the glaciers are gone, the polar bear will be extinct in the wild. Although, scientists say it is caused by the pollution that humans are creating, global warming is a natural phenomenon. Snow capped mountains are a wondrous sight to behold, and can be found on every continent. But, these massive ice shelf’s have a purpose that many people take for granted. Many people do not realize that glaciers are responsible for part of the world’s water supply. Revkin (2003) states “The melting is likely to threaten water supplies in places like Peru and Nepal” (¶ 19). The result from the melting glaciers will raise water levels and potentially create devastating floods over time. The eventual outcome that these countries will face once the glaciers are gone is drought. Many communities are also dependent on hydroelectric dams and water reservoirs to create electricity. Once the glaciers are gone then what? Scientists think that without water from the glaciers to create electricity, these communities that are so dependent on the hydroelectric dams will need to use coal or oil to create the necessary...
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...in a random direction, but on average the energy is moving either "up" or "down." The atmospheres get thinner as altitude increases, so eventually the radiation will reach a layer high enough and thin enough to escape to space. If you increase the concentrations of a greenhouse gas in the atmosphere, the thin upper layers will become denser. The place where the majority of the energy finally escapes moves higher, these higher levels are much colder and so they do not radiate heat very well. The rate that radiation escapes to space is lower, and the planet will take in more than it radiates. As the higher levels emit some of the excess radiation downwards, the lower levels will warm all the way down to the surface. The imbalance will remain until the higher levels get hot enough to radiate as much energy back out as the planet is receiving. Though all natural processes, they are not always helpful. On the other side of the spectrum, we as humans are not always helpful to the processes. Because of this, we find ourselves at a time of question. What are we doing to our planet and how will it affect us? Many are attempting to take action now, others try to not believe. Eventually, however, we are all going to see what we have truly been doing. Global warming is possibly the most debated topic today, but it is also the biggest problem our world faces today. Our ignorant way of living has now become harmful to the only earth we have to live on. Although some may not see the effects...
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...Introduction: My investigation looks into how environmental characteristics change with an increase in altitude along a 750m transect of Dumyat. Dumyat is the frontier hill of the Ochill range, which lies on the north side of the fourth valley, approximately 3.5 miles north east of Stirling. It was formed from the build up of layers of basalt, ash and volcanic mud from the Lower Devonian period, some 410 million years ago. Dumyat is also composed of Andesite, a dark grey igneous rock. The distinctive south facing cliff, known as a scarp was formed when movement in the Ochill fault line caused land to the north to move upwards and land to the south to slip downwards. The Ochill fault is no longer visible today due to it being covered with top soil and glacial moraine. The formation of the scarp exposed areas of hard and soft rock. Millions of years later glaciers moved through the the Fourth Valley, in doing so they eroded the soft rock (e.g. Red Sandstone) by plucking, abrasion and freeze-thaw. Plucking is when the glacier freezes onto rocks on the sides and base, before pulling them out, creating moraine that will later be deposited. Abrasion occurs...
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...Study Guide: Midterm Exam Concentrate your studies in the following areas. Questions for the Midterm Exam will come principally from this material. Lutgens and Tarbuck Textbook: Minerals (Chapter 1) * Know the definition of a mineral. a solid inorganic substance of natural occurrence * Know the basic definition of a rock. the solid mineral material forming part of the surface of the earth and other similar planets, exposed on the surface or underlying the soil or oceans * Know how atoms of the same element are related. Atoms of the same element must have the same number of protons which is the atomic number. What do they have in common? They all have protons * Know definitions for the following terms: valence electrons, an electron of an atom, located in the outermost shell (valence shell) of the atom, that can be transferred to or shared with another atom. An electron in one of the outer shells of an atom that can participate in forming chemical bonds with other atoms nucleus, the central and most important part of an object, movement, or group, forming the basis for its activity and growth. atom, the basic unit of a chemical element element, ion, and chemical compound. * Know the difference between ionic and covalent bonds. Ionic compounds contain a metal cation bonded to a nonmetal anion. This means that the first element in the compound's name and formula is to the left of the zig-zag line on the periodic table above. Covalent compounds contain NO...
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...following: Describe the various geologic events that have occurred in the region around your feature. Describe the geological features and various types of rocks that formed in the area, such as mountains, craters, canyons, volcanoes, fault lines, or folds. What is the most prevalent rock type of your feature? Describe the rock type’s mineral composition. How old is your geologic feature? Estimate the absolute age of the feature, and discuss methods used to determine the age. What geologic event created your feature? Discuss the process of plate tectonics related to the formation. Explain the significance of igneous, sedimentary, and metamorphic rocks in your region. Describe the types of weathering and erosion processes that have likely affected the physical appearance of your feature. Describe any significant water, ocean, desert, or glacial features associated with your region, and the process involved with creating one of them. Explain what resources are abundant in the region and the importance and economic value of these resources to the region. In conclusion, explain why you selected this geologic feature for your presentation. Include graphics. Include details in speaker notes . http://wisconsingeologicalsurvey.org Climate change—the long view Updated December 12, 2011 URL: http://www.uwex.edu/wgnhs/reverse_grading.htm © 2009 by Board of Regents of the University of Wisconsin System Equal Opportunity/Affirmative Action...
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...at the United Nation Earth Summit in Rio de Janeiro in 1992(Qtd. Harf p. 141). Global warming is the unusual rapid increase in the average temperature of the earth's atmosphere and is responsible for changes in global climate patterns. It occurs when greenhouse gasses including carbon dioxide, methane, black carbon, and other toxic gasses trap the heat and light from the sun in the earth's atmosphere, which increase the temperature. Some scientists agree that human consumption of the earth's natural resources and activities over the years had contributed to the earth's current state of being. However, opposing sides claim that there is no evidence to support this; rather it is just a bogus statement. They believe human action has nothing to do with the earth’s hot temperature. The controversy involves a disagreement over the fact, cause and consequences of the global warming. Both sides of the issue can find multiple experts to support their case that the earth is or is not warming, that global warming is either the consequences of human activities or a cyclical phenomenon and that global warming will be good for us or will bring tragedy. Global warming has created awareness amongst the public and government officials because of its effects on our ecosystem and future ability to maintain a stable environment. Yet it has not been given the political or financial attention it needs. Global warming is an epidemic that must be addressed immediately by the government and society because...
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...University of Phoenix Material Soil and Glaciers Worksheet From Visualizing Earth Science, by Merali, Z., and Skinner, B. J, 2009, Hoboken, NJ: Wiley. Copyright 2009 by Wiley. Adapted with permission. Part 1 Size grades of soil are named sand, silt, and clay, which includes colloids. Size grades are defined using the metric system. Use Figure 4.8 from the textbook to fill in the following chart. Specify the type and size and description of the particle. In some cases, particle size will be less than some value or greater than another value. For instance, gravel is greater than 2.0 mm. Name Size Description Gravel >2.0 mm Rock that is unconsolidated with fragments that have a general particle size range Sand 0.05 Sand particles are largerly formed by the physical break up of rocks. Sand has small surface areas and have an almost negligible role in the chemical activity of the soil. Sand particles are chemically insert or inactive. Silt 0.002 Silt is formed by physical weathering. Finer silits, which approach colloidal sizes, may exhibit some of the characteristics properties of clay. Clay Below 0.002 milimeters The clay fraction differs from the sands and silts in that it is composed predominantly of minerals formed as products of secondary weathering. The rock mineral will go through change before becoming clay minerals. Colloids 0.0001 – 0.00001 milimeters Like other soil particles, some colloids are minerals, whereas others are organic. Minerals colloids...
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...Have you ever wondered why in areas where’s it’s typically hot its now become colder, and in areas where it’s typically cold it’s now become warmer. For many year now, people have wondered if global warming is a true topic to be worried about. Throughout the years, the world has encountered people who believe that global warming is natural, and that the temperatures change over time regardless of human interference. On the other hand, there are people who believe that global warming is very serious, and will eventually affect future generations. As of now, scientist may only research the reason behind temperature changes. And for us people, we may decide on our own whether global warming is serious, or is only a natural thing. The controversy of global warming and its effect on temperature has been around for many years. Scientifically, global warming is described as the increasing air temperatures near the Earth’s surface. An increase in temperature can affect many things such as: weather patterns (potentially causing natural disasters) as well as animal adaptations. An example of how global warming affects animals and their adaptations to certain environments is shown by the following: Twenty years before...
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...(7 pts) 2. The Anza-Borrego desert is at 33°N of the equator. In terms of global influences, why do we find a desert there? - There is a desert 33°N of the equator because air expands and rises at the equator and moves towards the poles high in the troposphere. Due to this, this creates low pressure at the surface near the equator. Since the desert is 33°N of the equator, the air moving from the poles up creates high pressure at the surface. Through the high pressure, air flows back towards the equator and the air sinks down which replaces the air that is moving towards the equator. What this does is rises air at the equator and then descends it once it hits 33°. The winds which blow back to the equator at the surface are due to the Coriolis effect. Since rising air produces cloud and rain, it cannot happen at 33°N because the air is descending which produces little to no cloud which would not allow rainfall, only desert. (7 pts) 3. Imagine that a sample of plants are taken from Yosemite National Park and a sample of plants are taken from Merced and grown together in the same location (i.e., in a common garden). If plants from the two...
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