EARTH SYSTEMS SCIENCE, SPRING 1998, EXTENSION #4
PLEASE LOOK AT THE FOLLOWING EXTENSIONS FOR EVALUATION IN UNIT 5. SOME OF THESE ARE VERY GOOD!
Rick Dees Kerry Friend Evan Maughan Sean Mulkey Renee Rose Ruth Scherger Tim Tharp Marilyn Tucker Gayle Weiss
Acid Rain
Acid rain is a topic that has made numerous headlines in the last few years. Many people talk about it but few realize its many causes. These activities will introduce you to the subject of acid rain and allow you to make better decisions in preventing the addition of any more.
Objectives - At the completion of this lesson you will be able to answer the following questions:
- What is acid rain?
Part I. What is an acid and how does it get into the rain?
Before we begin to discuss acid rain, we need to understand exactly what an acid is and how it relates to the pH scale. For a good explanation, let's take a look at
Acid rain and pH.1. On the pH scale, the number that represents a neutral substance is _______.
2. Any rain that has a pH of less than______ can be to considered to be acid rain.
3. The numerical value of thepH scale runs from ______ to _______.
Part II. What kind of thingshave acid in them?
Now that we have a pretty good background on acids and pH, let's do a lab activity on acids courtesy of
Beakman'sWorld.Look back to the objectives stated at the beginning ofthis lesson. To begin answering these questions, go to
Mark Bennett's Acid Rain page. For further information, lets go here.Now let's try to answer these questions:
1. What is acid rain?
2. What are some natural sources of acid rain?
3. What are some manmade sources?
4. What effect does acid rain have on plants, animals, people, buildings, rivers and ponds?
5. What can be done to prevent it?
Part IV - Acid rain in your area
The National Atmospheric Deposition Program maintains dozens of sites across the U.S. that monitor chemicals in precipitation. We will now look at some data concerning acid rain at a station near you. Locate an area on the
map that is close to your home.1. What is the name of your collecting station?
2. On what date did your station begin collecting data?
Next, we must set the criteria for which our data will be displayed. Make the following selections from the pull down menus:
Start year 1994
*At this point you may need to enter some information such as your email address, phone number, etc. This will allow the web site to put a "cookie" into your computer. The next time you log onto this site, you will not be asked for this information again. If you feel uncomfortable with this, you can abandon this activity.
Next select: Get Data
Locate the pH levels listed in the data. The pH levels indicated in these charts are measured two ways: in the field and in the lab - both have their advantages. Field measurements are done in the field and thus provide a fresher sample to be tested. These samples are then sent to a central laboratory where they are measured again. The samples received by the lab aren't as fresh as the field samples but since all of the samples are measured using the same equipment, they can be qualitatively compared. We will concern ourselves with the lab measurements in this exercise.
3. What is the average lab pH of your site for 1994?
4. What is the average lab pH of your site for 1995?
5. What is the average lab pH of your site for 1996?
6. In this three-year period, is the acid rain problem getting worse, getting better or staying
Part V
-Acid rain across the U.S.Now that you know a little bit about the causes of acid rain see if you can answer the following questions:
1. Which states do you think would have the most problem with acid rain? Why?
To see if you are correct, look at this recent
1996 Isopleth map .2. Does the map confirm your suspicions?
3. What areas are the most affected by acid rain?
4. Did some areas surprise you? Why?
The U.S. isn't the only place troubled by acid rain. Checkout this map of
Europe that shows the countries there that are affected by acid rain.Did you know that acid deposition doesn't always have to be wet? Read about
dry acid deposition at Environment Canada's web site.
If you have a pan to gather water in and a digital pH meter (ask your teacher) you can keep records of the acidity of the rain in your area. Use the enclosed chart (Student pH Data Sheet) to record your location and the month and year of your observations. Following each rain, record the date and the pH of the sample on the Data Sheet. Contact friends in other cities (or see if your teacher knows of any teachers in other cities that can assist you) to see if they will establish an acid rain station in their school. Exchange data on a monthly basis and compare your results with those that were posted in the web sites you've already viewed.
Part VII - Acid Rain Laboratory Activities
OBJECTIVES: The student will
:1. Obtain comparative data on the pH of natural bodies of water at different locations.
2. Compare data to other locations nationally as it relates to the problem of acid rainfall and the acidification of natural bodies of water.
3. Assess the effects of acid rain on aquatic ecosystems.
4. Acidify and neutralize distilled water with commonly available substances
MATERIALS:
1. pHydrion paper (Dual Range Jumbo, Micro Essential Labs, Brooklyn, NY).
2. Red cabbage water home-made pH paper (recipe and variations to be provided for participants).
3. Beckman portable digital pH meter (Optional).
4. Seeds: Early Scarlet Globe Radish, White Tip Sparkler Radish, Alfalfa, Mung Beans, Poppy Seed, Mustard Seed
I. DATABASE GENERATING ACTIVITIES
Observing Acid Rain and Acid Waters
Activity One: Participants will be provided with sample bottles and requested, at the initial session, to obtain a water sample from either a natural body of water or from a rainfall (weather permitting). The water will be tested using the following methods:
1. pHydrion paper (Dual Range Jumbo, Micro Essential Labs, Brooklyn, NY).
2. Red cabbage water home-made pH paper (recipe and variations to be provided for participants).
3. Beckman portable digital pH meter.
This will yield comparative data on the pH of natural bodies of water at different locations. This can be compared to other locations nationally as it relates to the problem of acid rainfall and the acidification of natural bodies of water. The "raw" data will be statistically manipulatable and graphically presentable. The data leads into the effects of acid rain on aquatic ecosystems.
Differential Germination: Acid Rain and Terrestrial Ecosystems
Activity Two: Participants will divide up into 3 working groups. Each group will be given three packets of seeds from the following group:
1. Early Scarlet Globe Radish
2. White Tip Sparkler Radish
3. Alfalfa
4. Mung Beans
5. Poppy Seed
6. Mustard Seed
They will count out and place 10 seeds of each type in four separate petri dishes (or appropriate containers) along with some filter paper. Each group will be responsible for eight petri dishes. Each petri dish will then be wetted (approximately 3.0 ml) with one of the water solutions acidified to differing pH's ranging from pH 3.0 top H 7.0.
On day three the % germination for each seed type and each pH will be determined by counting the germinated seedlings in each dish. The data yield will be % germination by species and % germination by pH. This data will be statistically manipulatable and graphically presentable by itself. It relates into the differential effects of acid rainfall in terrestrial ecosystems. Changing the species composition of terrestrial ecosystems through its effects on germination in addition to the effects on soil cations and on existing plant life.
II. OBSERVATIONAL AND PARTICIPATORY ACTIVITIES NOTUNDERTAKEN FOR THE PURPOSE OF GENERATING A DATABASE
Acidification/Neutralization of Water
Activity Three: Participants will be able to acidify and neutralize distilled water with commonly available substances. Measuring the changes in pH with either pH tape, a pH meter, the Cabbage water pH indicator and/or home-made Tumeric paper (Base indicator).
Acid Rain and Our Cultural Heritage
Activity Four: Participants will be able to view the effect of various concentrations of acid sprayed (HCl, lemon juice, vinegar) on marble chips. Short reading material with pictures about the disintegration of famous monuments will accompany the marble chips. Participants will be able to spray solutions on the chips.
Freshwater Aquarium: Aquatic Invertebrates
Activity Five: An aerated aquatic aquarium with common aquatic invertebrates (freshly collected) from an eutrophic body of water will be displayed. The participants will be able to view common aquatic insect larvae/adults in the aquaria and with a dissecting microscope. Material on pH indicator species and species composition changes with increasing acidity will accompany the exhibit.
Additional age appropriate activities will be provided in a handout and the facilitators will be available to advise regarding longer term projects/experiments.
All materials, with the exception of HCl, the microscope, pH paper and the Beckman pH meter, are those that are available in most grocery stores.
Collecting Soil Samples
Several approaches to collecting soil samples are detailed below. In all cases, collect several handfuls of each type of soil in a large ziplock bag or plastic bucket. Label the bag for future reference, describing where you collected the soil. Try as much as possible to preserve the collecting area, and carefully fill in the small hole your sampling will leave.
The Ideal Way
Ideally, it would be best for you to have soils with a variety of pH's and buffering capacities. This helps demonstrate the natural range of lake acidity, and the range of different effects that acid rain can have on lakes. While you might well arrive at a suitable collection of soils with the easier collection methods described below, you will not be fully assured that the soils you collect will have a range of pH and buffering capacities.
NOTE: Soils whose pH changes very little after the addition of acid solution are referred to as having a natural buffering capacity. The less the soil's pH changes, the greater its buffering capacity.
It would be most advantageous to include a rock-like or granite sample to simulate high mountain lakes with little or no buffering capacity, a soil sample high in carbonate such as limestone to demonstrate soils with a high level of natural buffering capacity, and several other soils, such as: rich garden loam, pine forest floor, soil from a burned area, maple woods, oak woods, redwood forest, ocean beach, eucalyptus woods, and so on.
Note: It is ironic that soils high in carbonate(buffer) are found in arid regions, places that receive little rain (and, therefore, little acid rain). These soils are high in carbonate because it has not been leached (washed) out of the soil by water.
If you do not have access to a forest of a certain kind of tree, get a sample from directly under a tree or small grove of that type of tree. If you live in the prairie, desert, or in a region with low diversity of environments, a phone call to you local Soil Conservation Service Officer or a conversation with an earth science teacher at your school, or in your school district, should help you locate soil samples of different pH and with high and low buffering capacities.
Soils from burned areas usually have high buffering capacity. If there is not an area near you (forest or grassland) that was burned within the last several months, you can simulate a burned soil. Collect soil from under an older tree and leaf litter from around the tree. Place the soil in your fireplace, scatter the dried litter on top and burn the litter. Another way to make "homemade burn" is to mix residual wood ash from a fire into soil. Though not as authentic as they could be, either of these methods will assure a soil that is both quite basic and has a high buffering capacity.
You can quickly test the pH of soil samples while collecting them. Shake a teaspoon of soil thoroughly with distilled water, filter the mixture through a coffee filter into a container and test the liquid with a few drops of Universal Indicator solution.
The Easy Way
Perhaps the simplest approach to collecting soil samples is to look for dramatic differences in environment. Collect a soil that is affected by a variable, and one that is not affected by that variable. Following are some suggested quick strategies for finding soils of differing pH:
Soils of different wetness: from a very wet area, from a continuously dry area, and from a somewhat moist area.
Soils affected by different plants: under perennial plants, under annual plants (collect these two soils at the same measured depth from the surface); soil under a deciduous tree, under a coniferous tree, soil that has no large plants growing on it.
Soil from beneath a very young tree, soil from beneath an older tree.
Soil that is under a post in or a yard that neighborhood dogs frequent, soil that is not affected by dog urine.
Soils affected by human use: in a fertilized field, in a fallow field, in a range land, in a uncultivated field, in an area built on fill transported from another area; soil near a parking lot, garage, or other area where internal combustion engine exhaust would settle.
Soils on very different slopes: at the apex of a hill, at the backslope, at the toeslope.
Potting soils, sand from sandboxes, kitty litter, vermiculite from packing. Call companies listed under "Soils" in the Yellow Pages. They may have different soils or fill dirt available.
Soil Histories
Many of the quick strategies for obtaining different types of soil mentioned above are based on finding soils with a variety of soil histories. A brief summary of how soil histories vary many be helpful to you. Soil histories can differ due to variations in these soil-forming factors: parent material, climate, organisms, topography, and time. These factors act in concert to form any given soil. To find soils with different pH's, locate distinct variations in these factors.
Parent material is the geologic deposit from which a soil is weathered. Examples of different geologic deposits are: volcanic ash, volcanic rock, deposits of sediments via wind or water, glacial deposits, or bedrock. Soils weathered from different parent material can differ widely in pH. For example, a soil weathered from a sedimentary sandstone rock has a markedly different acidity than a soil weathered from a limestone rock.
Climate refers to the average of cyclical differences in temperature and the amount and patterns of precipitation. To find soils affected by changes in climatic temperature, look for a soil in an open, sunny field and one under the cool shade of a building or a tree. To find soils subjected to different patterns of precipitation, look for soils on the dry and moist sides of a hill.
Organisms are the people, other animals, and plants that live in and on the soil environment. Organisms add some material to the soil and take other away from it, thereby cycling nutrients. By cycling nutrients, organisms affect the soil pH. Likewise, organisms are affected by the pH of the soil around them. When looking for samples with different pH's, due to the action of soil organisms, try: soils found under different plants, such as agricultural crops, tree roots, shrubs, grasses, or flowers; soils found in a wild field and soil found in a rangeland, soil in a lawn or park and soil found in an empty lot.
Topography is the lay of the land; how flat or hilly it is. Topography will affect the water table and erosion. A soil at a hill crest will have a different water table that one found in a creek bed or river bed, and so is likely to have a different pH.
Time is how long the soil has been forming, how long it has been undergoing chemical and physical changes. If a soil has been in place for a long time, it will have different properties than one that has been there for less time. An older soil tends to have smaller particles than one that is younger soil (an indication of how much clay there is). Often, older soils also have a reddish color. Soils on a shoulder slope have not been in place as long as soils at a toeslope, and so may have different acidities.
Hydrosphere
Extension #4
This extension is intended to be part of a larger unit on hydrology of Atascadero Creek. Students will be taking data on Atascadero Creek which is within walking distance of school. This creek does not have a monitoring station. Students will access the USGS web site about Real-Time Water Data in California. Specifically, they will access the site dealing with Central California Coastal Hydrologic Unit Code 1806. The purpose of going to the USGS site is for students to identify the creek/stream that is most similar to our creek.
As already mentioned, this lesson will fit in with an existing unit. Our school library recently was connected to the web so now students can search on their own. I feel this gives students a sense of independence, as well as making them take ownership for their learning. This lesson will be made even better when I have web access in my classroom.
I plan to have students access the web site after they have calculated data for our creek.
OBJECTIVE
The objectives from the unit that this lesson will touch on are:
1. Describe how a stream forms. Summarize the stages in a stream’s development.
2. Describe some land features formed by stream deposition.
3. Become knowledgeable about Atascadero Creek by making measurements on it.
EXPECTED OUTCOME
1. Discover how much water flows in Atascadero Creek during the school year.
2. Discover how much water is POSSIBLE to flow in the creek.
3. Understand that the amount of water flowing in the creek changes.
4. Determine which local creek, with a USGS monitoring station, most resembles Atascadero Creek.
TEACHING STANDARDS ADDRESSED
I have the Science Framework for California Public Schools: Kindergarten Through Grade Twelve. This lesson addresses the Oceanography section of Earth Science. The specific sub-section is:
1. What is the water cycle? How does the water cycle affect the climate, weather, and life on earth? How does water affect surface features of the land and the ocean floor?
NOTE: The introduction of this section states, "In the earth sciences, the disciplines of geology, oceanography, and meteorology are interconnected, and one should not be studied in isolation from the others. The water cycle should be taught as a vital part of oceanography, as well as of geology and meteorology."
TEXTBOOK referenced
Danielson, Denecke, Earth Science, Macmillan Publishing Company, New York, 1986.
EXERCISE, ACTIVITIES, AND ASSIGNMENTS
Introduction for Students
Discharge of a creek is the volume of water flowing past a given point in a creek (or stream) at a given time. How much water flows in Atascadero Creek during the school year? Do you think the amount will change during the year? We will measure discharge at various times this school year to find out. We will also measure cross sectional area and bankfull width.
The cross sectional area of Atascadero Creek will let us know how much water is possible to flow through this creek.
The bankfull width is the width measured where the stream banks abruptly change from steep to a more gently sloping surface. Usually this is where the annual vegetation starts.
To accomplish these objectives, we will use your textbook for background information and we will go to the creek for measurements.
You will need to keep a notebook to answer questions and perform activities. The notebook will be due at the end of the unit.
Measure Discharge of Atascadero Creek
MATERIALS
marked 25 ft distance
float (a stick or orange or other object that floats)
stop watch (these can be borrowed from the PE teachers)
calculators
1. The marked distance of Atascadero Creek, near the Junior High, is 25 ft.
2. Drop a float at the up-stream end (person #1) and start the stop watch. (person #2)
3. Measure the time the float takes to travel the pre-measured 25 ft. (person #3 tells person #2 to stop timing)
4. Stop the stop watch when the float reaches the 25ft mark and record the value in a data table. (person #4 is recording data)
5. Repeat at least 5 times, more if time permits.
6. HOMEWORK Calculate the mean velocity of the water. (each group member)
mean velocity of the water = 25 ft / time traveled (in seconds) * 0.85
Why 0.85? The 0.85 is used because the surface water velocity is larger than the average velocity of the stream.
"Gravity pulls the water in all streams downhill. The flowing water rubs against the banks and bed of the channel. The rubbing produces friction between the water and the channel. As a result, water close to the banks and stream bed flows slower than water in the deep, central part of a stream." (textbook p. 171)
Section 13-3 "The Work of Moving Water" p. 268 - 274
MATERIALS textbook, 2 glass jars with lids
We will use the textbook to learn how streams erode. Students will read the section before we go to the creek to observe a stream load. Questions students will see on a culminating test may include the following.
1. How does runoff erode a steep slope? How do streams erode land?
2. Describe each stage in a stream’s development.
3. Name at least four land features caused by the deposition of streams and tell how each is formed.
4. They should be able to define these words: load, flood plain, abrasion, mouth of a stream, meanders, delta, levee, alluvial fan.
The text has an exploration titled "A trip to a stream."
Objective: Observe stream load
Material: 2 glass jars with lids
Procedure:
1. Walk to Atascadero Creek after a rainfall.
2. Collect two samples of stream water: one near the edge and one farther from the shore.
3. Go back to the classroom.
4. Allow samples to stand. Observe any sediment in the water, or any sediment that settles out of the water.
Questions
1. In what ways is the stream eroding the land?
2. How does stream water carrying sediment differ in appearance from tap water?
3. What sediment did you find in the stream water?
4. What was the shape of the sediments you collected?
5. How might the stream look after several weeks without rain?
Measure the Cross Sectional Area of Atascadero Creek
MATERIALS
tape measure
wooden meter stick to measure depth
depending on depth, irrigation boots
1. Stretch the tape measure across the creek. (person #1 and person #2 holds the tape across the creek)
2. Measure the depth every 5 inches across the creek. (person #3 measures each 5 inches and person #4 records depth)
Calculate the Cross Sectional Area of Atascadero Creek
Each student completes this part.
MATERIALS
graph paper
calculators
1. Make a graph (on graph paper) of depth (in inches) vs. width (in inches)
2. Draw a best fit line. (students will have learned this in math class)
3. Count the number of squares under this best fit line.
4. Look at the graph and determine the number of squares per square feet.
5. The cross sectional area = (number of squares under best fit line) / (number of squares per square feet)
Measure bankfull width and bankfull depth of Atascadero Creek
MATERIALS
two tape measures, one to measure bankfull width and one to measure bankfull depth
1. The bankfull width is the part of the creek bordered by the creek edges. For this creek, it will be recognized by the lower edge of permanent vegetation. (Persons #1 and #2 will go to either side. Persons #3 and #4 will direct #1 and #2 where to go)
2. Record bankfull width in a data table.
3. At the bankfull width, measure the depth of the creek. (Persons #3 and #4 will measure as persons #1 and #2 are at bankfull width holding the tape measure) Realize that the water in the creek may not be this tall. What is the depth at the bankfull width? Record this in a data table.
Access the following USGS web site
Real-Time Water Data in California
Central California Coastal Hydrologic Unit Code 1806
http://wwwdcascr.wr.usgs.gov/Sites/h1806.html
Determine which creek/stream is the most similar to Atascadero Creek.
Other web sites you may wish to visit:
USGS Programs in California
http://water.usgs.gov/public/pubs/FS/FS-005-96/
USGS Water Resources of California
Take it A Way – Water.
Background:
In our town everyone knows about "The Bluff". Engineers still have not been able to overcome the instability in the bluff due to water saturation. A great deal of many has been spent to make it safe but to no avail. The road that passes along side of it is a constant hazard to drivers. To the west, our neighbors out by Westport and Ocean Shores are rapidly loosing their beaches. Why has such a simple substance – water – caused such a headache for our town council and there’s?
Water is an erosive force that continues to work away anything that is exposed to it; even mountains yield to its force. The deepest valley in the world is found in the Himalayas and is caused by the Brahamputra River. As the Himalayas rose up do to tectonic plates crashing together, the river sliced through the mountains. On the Colorado plateau, the Grand Canyon was formed by the Colorado River cutting its way through. There are many other examples. Water is a powerful shaper of our world.
Learner Outcomes:
or other towns around the country.
Exploration:
One of the ways in which data can be collected is through modeling. This is used when it is too difficult or impossible to directly observe the real event. Modeling can also be used to test a hypothesis. In the first part of this exploration you will make a model of a common form of erosion – a beach. The second phase of this will be to find a real problem caused by erosion ether local, or, using the Internet, national. Finally, provide a solution to this problem and model your solution.
Modeling simple beach erosion will be done with the following materials: a large tray, 0.5 kg of beach sand, index card or ruler, water. Fill the tray at one end with sand and pack it up to the edge. Add enough water (try not to disturb the sand) to fill the tray about half full. Using the index card or ruler –gently - move the water in a back and forth motion. Observe where the sand begins to deposit itself, which direction it moves relative to the waves, and what happens if you increase the wave's amplitude.
Questions –
Once you are finished making a simple beach model, pick a problem with erosion. Find a current problem locally, and use the Internet and find out what problems other people are having. Pick your favorite "disaster" of erosion and write a summary of what that problem is. Make a scale model showing the problem and the solution that you have devised and be prepared to "sell it" to your piers.
Questions –
http://www.epa.gov/globalwarming/impacts/coastal/index.html
http://www.erosion.com/DOC3-2.HTM
What is the main difference between the two? Which one would be more reliable for getting data?
Note: you can’t vote for yourself!
POLLUTION SOLUTION
Someone is dumping a substance in the drainage basin in Runabout County. The substance has made it into the groundwater and Primary River of the county, and the water is unusable. No one knows where the pollution is coming from, and the extent of the pollution is unknown. You have a limited budget that you are to use to track down the source of the pollution and document the extent of affected wells and stream ways. You will have one week to come up with a report for the county board that will show the extent of the problem and also make recommendations as to how to fix the problem. The board is also interested in what sort of legal action it should take if the polluting party can be identified.
Things you must do to successfully complete this lab:
Come up with a method to determine the level of pollution in a water sample.
Draw a map of the county, showing extent and degree of different levels of pollution.
Identify who you think responsible for the contamination
Recommend actions to solve the problem
You have $20,000 budget
Drilling a well costs $1000 for a quick one time sample, $2000 if you wish to make the well permanent so you may retest the water again.
Every day you work on getting samples and testing them costs you an additional $1000 in labor and equipment costs.
Every day you are in the field, you must draw a ‘Chance’ card to see what little fun things happen to field geologists.
You have a week, get moving!
The above lab would require that the teacher make up the county map ahead of time. Around the county you would have different ‘wellsites’, or jars with water samples in them that could be drilled for. I think about 25 different wellsites would be sufficient. Basically, you would have the strongest concentration just downhill from wherever you decided to make the polluting point, with the plume of foul water getting weaker as you went.
I plan on making the pollution salt water, and leaving it up to the students to figure out how to measure concentration. I will not give them hints until the second day, (created incentive for those with motivation) at which time I might suggest electrical conductivity or evaporation to determine the concentration of the solute.
Before we did this lab we would have studied groundwater using the vertical groundwater models we have to study how a plume of pollution behaves underground once it is set free. Students would also have studied drainage basins and how they work.
Evaluation:
Students correctly identified the polluter. ___/10
Students have well drawn and correct map of county showing area and degree of pollution ___/30
Students will have suggestions for cleaning up the pollution based on outside-of-class reading and sources from the internet.___/10
Earth Systems Science
#4 - Hydrosphere
I. The Water Cycle Poster
Objective: The students will learn the major aspects of the hydrological cycle and the energy transfer for each.Grade Level: Grades 6-10. This activity is set up for use at the 8th grade level.
Teaching Standards Addressed as discussed in National Science Education Standards (NAS): Content Standards: All students should develop an understanding of...
Resources:
water cycle diagram: http://www.ns.doe.ca//udo/wat1.jpg
weather links: http://www.whnt19.com/kidwx/index.html
weather sites: http://www.usatoday.com/weather, ,, , http://www.earthwatch.com
Williams, Jack, USA TODAY The Weather Book, Vintage Books, 1997. (your science text)
Materials: poster or drawing paper markers, colored pencils, assorted drawing materials blue and red markers, crayons or pencils
Procedure: 1. Use the resource list to look up the following terms. Using your own words, give a definition of each as the term relates to the water cycle. a. Transpiration = b. Evaporation = c. Condensation = d. Precipitation = e. Surface runoff = f. Groundwater = g. Evapotranspiration= h. Latent heat = 2. Using the poster or drawing paper make a diagram of the water cycle. Use arrows to show the path water molecules are following. 3. Place the following terms on your diagram in their appropriate locations: Transpiration, Evaporation, Condensation, Precipitation, Surface runoff, Groundwater. 4. If the term represents a phase change of water where heat is added to the surroundings, designate this by making the term red to represent heat released. If the term represents a phase change of water where heat is taken from the surroundings, designate this by making the terms blue to represent heat absorbed. 5. On the back of your poster, write a short essay on the water cycle from the viewpoint of a water molecule. Begin the journey from within a stately tree. Give the steps involved and whether or not the step involves a phase change. For each phase change explain whether heat is released to or absorbed from the surroundings. Be sure to include the terms latent heat and evapotranspiration in your essay. 6. Make sure your poster has a title.
Evaluation: The poster will be graded using the following criteria: 1. Diagram is clear and easy to follow. 10% 2. Water cycle terms are used correctly. 30% 3. Heat exchanges are correctly labeled. 20% 4. Essay is complete and correct. 20% 5. Creativity. 10%
II. Scale Model of Earth’s Water Resources
Understanding the distribution of water on the earth is helpful in developing an appreciation for the water that is available for human consumption. I use an activity in the classroom where I give the students a glass of water and an eyedropper for them to predict, and then measure by drops, the percentages of Earth’s water found in oceans, ice caps and glaciers, surface, groundwater, and atmosphere. After they have made their predictions I show them the actual percentages. I measure out the percentages in milliliters using blue food-colored water to give a visual effect. I thought it would be fun to have the students select their own medium to illustrate the distribution of water on earth. Some examples might be jelly beans, dried beans, corn or rice kernels, sheets of paper, inches, etc.Objective: Students will develop a better understanding of the distribution of water on earth. Grade Level: 5-12
Resources: science textbook (I had trouble locating any helpful web sites)
Teaching Standards Addressed as discussed in National Science Education Standards (NAS): Content Standards: All students should develop an understanding of..
Procedure: 1. Use resources to determine the approximate percentages of Earth’s water found in the following categories: (the approximate amounts are given in parenthesis) a. Oceans - all salt water, including inland seas and lakes (97.208%) b. Freshwater lakes and rivers ( 0.0091%) c. Antarctic Ice cap (1.9%) d. Arctic ice cap and glaciers (0.21%) e. Water in the atmosphere (0.001%) f. Ground water (0.62%) 2. Choose a medium with which to illustrate the above distribution rates. Some examples would be making a pie graph, using dried beans or seeds, pieces of paper... If oceans, for example, make up 82% of the earth’s water you might count out 82 beans and put those in one pile to represent "oceans." In order to maintain the same scale, if some of the percentages are less than one percent you might want to increase the numbers each by one hundred (or a thousand if it is workable.) 3. Present your findings and illustration to the class.
Teacher’s note: Counting hundreds of items to represent the oceans may be tedious. Students may want to count the number of beans, for example, it takes to make one cup and then calculate the number of cups needed.
Evaluation: 1. What percent of earth’s water supply is fresh water? 2. How much of earth’s fresh water is tied up in glaciers and ice caps? 3. How much of earth’s entire water supply is easily available for human consumption? 4. What are three things we can do to protect our water supply? I'm interested in your comments! To e-mail me click here.
Extension #4 EL NINO
Goals for this project:
Target audience is 8th grade Earth Science.
The Year of El Nino
The winter of 1997-1998 will long be remembered as dramatically unusual in its weather patterns. How unusual is that?
and why so? The answer lies in El Nino, a weather phenomenon overlooked for centuries. Only within the last 30 years,
have we come to realize the power that it has. For a brief history of El Nino, go to Nova's site Through Time and answer the following:
As air pressure rises in the east, it falls in ___________. What term did he coin for this?____________________
How many lives were lost?______________
What is it for?________________________________________________________________
Let's look at one of these buoys that checks on El Nino at Atlas Buoy Information.
1.What 5 things do its sensors measure?_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
2.What does TAO stand for?__________________________________________________________
*BONUS In your own words, describe the buoy. (Better the description = more points!)_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Let's take a tour of the TAO project.
1. How many moored ocean buoys are in the array?_______________________________________
2. Scroll down to find the name of NOAA 's new research ship . It is called________________________
Data from these buoys monitored by this ship is relayed to scientists who correlate it into maps such as the one you can see at the Animated Loop of the Latest SST (sea surface temperatures).
Go there to answer these:
2. What is the STARTING date on the animation? (on the left)__________________
At Image Gallery 1 you will find a number of pictures.
Which one most directly relates to ElNino?Click on it. What is its name?___________________________________________________
Go to Image Gallery 2. Click on ElNino. Write a short paragraph here to describe what you see.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
To find out more about the history of this phenomenon, read this short article, and fill in these blanks.
1. Where does the name El Nino refer to?__________________________________
2. How long does the ENSO last?________________________________________
This article gives you some idea as to why so much time and effort has been put into research on this weather pattern. Examine this map and text.
1. What happened in Tahiti (#4)? ____________________________
2. Across the Pacific (#6)? ______________________________
3. Colorado River basin (#7)? _____________________________
Survey other parts of the earth at El Nino's Reach. When you arrive at this site click on Across the Globe. List 4 of the 8 sites mentioned there, (include California) and describe what has happened at each site.
Site>>>>>>>>>>>>>>>>>>>Description
1.___________________ _________________________
2.___________________ _________________________
3.___________________ _________________________
4.___________________ _________________________
Time for your quiz! Be sure to go back and check any that you miss, as the correct answers will be given at the end. Good Luck. QUIZ
DISCUSION OF TEACHING STANDARDS
"Select teaching and assessment strategies that support the development of student understanding and nurture a community of science learners." This exercise incorporates a variety of assessments; after learning about sea surface temperature maps, the student is asked to pick out such a map from a gallery; he then must write out his interpretation of a similar map. At the very end of the exercise is a computer quiz that gives instant feedback to the student letting him know how effective his efforts have been.
"Encourage and model the skills of scientific inquiry, as well as the curiosity, openness to new ideas and data, and skepticism that characterize science." This exercise does model scientific inquiry in that it shows how data is being acquired to answer questions concerning weather phenomenon. It also delves into the history of El Nino just a bit alluding to how problems can be approached and solutions found.
"Guide students in self-assessment." The build in assessments here should be useful to the student because it would be a simple matter for him to go back and review work done if a concept were missed.
"Identify and use resources outside the school." To me this is one of the most amazing things about the Internet; one can explore places that would be impractical to visit and access information that would be very difficult to obtain elsewhere!
GENERAL DISCUSSION
I think this project will work well; there is quite a bit of interest in the topic recently due to our unusual weather currently. Students will enjoy accessing information from the Internet as this is so new to our building. (We are not on line yet, but hope to be soon -problems with old donated equipment!) The downside is of course scheduling time as we will just have one computer hookup. There is a wealth of information on this topic, and much more could have been included. I would encourage students to go back and investigate many of these links more thoroughly. I definitely will try this out with students as soon as that capability becomes available.
A frustrating note for me was that I was not able to figure out how to put the correct symbol above the n in El Nino!
I am still struggling with the software to make an html file; next time I hope to put the worksheet in a separate area that the students clicks on and then prints.
Extension 4--Storms
ESS #4 Storms
Introduction--With the increase in tornados across the United States, a study of this amazing phenomenon seemed appropriate
Grade level and course: 7-12 Social Studies and/or Earth Science
Subjects covered--Earth Science, Geography, Technology Education
Objectives: At the end of this activity, students will be able to
1. Explain the ways to categorize tornados,
2. Explain the ways to categorize hurricanes,
3. Differentiate between hurricanes, typhoons, cyclones, and tornados,
4. Describe the difference between a hurricane watch and warning,
5. Describe the difference between a tornado watch and warning.
Topics Covered--Tornados and Huricanes.
Materials--Internet Access
Lesson Plans:
This activity will probably take 1-2 class periods. Each student should be given a copy of the following worksheet and access to a computer wired to the Internet.
Beginning of WS
Storms
1. Begin at the web site: http://gate.net/~taifun/ and read about hurricanes.
2. List the different ways to categorize hurricanes by damage caused and summarize the deciding factors.
3. Go to the web site: http://www.tornadoproject.com/ and read about tornados.
4. List the different ways to categorize tornados and summarize the deciding factors.
5. Compare and contrast your two answers to questions #2 and #4.
6. Are these storms ranked by size along? Explain.
7. Go to the Weather Channel web site at http://weather.com and take the glossary link to find the definitions of hurricane, tornado, typhoon, and cyclone. Summarize your findings in a paragraph.
8. What is the difference between a hurricane watch and a hurricane warning?
9. What is the difference between a tornado watch and a tornado warning?
10. Search the web to find out the first five names of Atlantic hurricanes for this upcoming season.
End of WS
National Standards Addressed
From the National Science Education Content Standards website,
"The eight categories of content standards are
1. Unifying concepts and processes in science.
2. Science as inquiry.
3. Physical science.
4. Life science.
5. Earth and space science.
6. Science and technology.
7. Science in personal and social perspectives.
8. History and nature of science."
Mixed throughout these eight categories are various specifics such as the following:
"9-12 Energy in the Earth sytem; K-12 Abilities necessary to do scientific inquiry; 5-8 Structure of the Earth system; 5-8 Populations, resources, and environments; 5-8 Natural Hazzards; K-4 Changes in Environment, 9-12 Natural and Human Induced Hazzards"
National Geography Standards for Grades 5-8
Standard 1: Use maps and graphics to acquire, process, and report
information from a spatial perspective.
Standard 2: How to use mental maps to organize information about people, places, and environments.
Standard 3: How to analyze the spatial organization of people, places, and environments.
Standard 4: The physical and human characteristics of places and regions.
Standard 5: People create regions to make sense out of patterns.
Standard 6: How culture influences the perception of places.
Standard 7: The physical processes that shape the Earth's surface (erosion, tectonic movement, ocean currents, climate).
Standard 8: The characteristics and spatial distribution of ecosystems.
Standard 9: The characteristics, distribution, and migration of human populations.
Standard 10: The characteristics, distribution, and complexity of cultures.
Standard 11: Trade the patterns and networks of economic interdependence.
Standard 12: The processes, patterns, and functions of cities.
Standard 13: How cooperation and conflict influence the control of territory.
Standard 14: How people modify the environment.
Standard 15: How people adapt to the environment.
Standard 16: How people depend upon natural resources.
Standard 17: Use geography to interpret the past.
Standard 18: How to use geography to interpret the present and plan for the future.
This activity addresses Standards 1, 7, and 15.
sea.k.www.est
(An Internet Scavenger Hunt)
Grade Level 8
Problem: How can specific data about Earth’s oceans be located on the internet?
Objectives:
1. The learner will enhance personal knowledge of important facts about
Earth’s oceans.
2. The learner will define and use the following terms to describe marine
life forms: plankton, nekton, benthos.
4. The learner will draw a wave and label these parts: wave height, wave
depth, crest, trough.
5. The learner will explain what causes tides.
6. The learner will differentiate between high and low tides; neap and spring
tides; and will explain why each occurs.
7. The learner will apply and enhance personal knowledge of electronic
research by using the Internet as part of the problem solving process.
Rationale:
This activity correlates with the Science Framework for the State of Tennessee as follows:
1. Tennessee Standard 1.1b, Benchmark for grades 6-8: ÒScientific
investigation is enhanced through technology.Ó
2. Tennessee Standard 1.2a, Benchmark for grades 6-8: ÒShared
experiences may help to develop an inquisitive mind.Ó
3. Tennessee Standard 2.4b, Benchmark for Earth/Space Sciences:
ÒTidal forces on the Earth result from gravitational effects of the
Earth, moon, and sun.Ó
4. Tennessee Standard 4.2a, Benchmark for grades 6-8: ÒPeople
control science and technology and are responsible for its effects.Ó
5. Tennessee Standard 2.2a, Benchmark for grades 6-8: ÒThe survival of individual organisms and entire species is dependent upon environmental conditions.Ó
Time: The time allotted for this activity will be four class periods. The set and the covering of objectives 2, 3, 4, and 5 will take two class periods. Directions will be given at the end of the second class period and the actual activity will take place during a third class period. A fourth class period will be a follow-up, devoted to comparison of answers and experiences among the groups.
Set: A riddle: You can walk to my door, then have to swim back Over the top of your very own track. I’m in or near France, so just take a chance It’s easy to tell, I’m (Mont -St- Michel)!
Pose riddle to students, have them guess answers, then show photos of Mont-St-Michel at both high and low tides.
Procedure: Students will work in teams of three, with instructor appointed team chairpersons, scribes, and research technicians. The chairperson of each team will ensure that time spent on the computer is equitable and will report problems directly to the instructor. The scribe is responsible for all written materials during the activity. The research technician will be the most electronically literate of the team and will guide the team’s search for information without monopolizing team time at the computer.
This extension is basically an Internet scavenger hunt with teams competing to see who locate the most accurate answers in a given amount of time. A handout has been devised and each team will work from it, trying to find the answers to the questions somewhere on the Internet.
Evaluation: There will be two daily grades. One will be a quiz covering tides and the parts of a wave and will be given upon completion of the covering of those topics in class. The other will be based on the accuracy of answers found by each team as part of the Internet scavenger hunt and upon the team’s inclusion of the web site address where each answer was found.
Assessment: At least four correct answers must be found for the team to receive 10 out of 10 available points, as follows:
1.5 pts for each correct answer
1.0 pts for web site listing.
Teams which obtain more than four correct answers with web sites listed will qualify for special awards to be given to the teams with the top three scores above 10, with points added for additional web sites as follows: 1.5 points for each correct answer and 1.0 point for the web site listing. VALID WEB SITE LISTINGS WILL RECEIVE POINTS EVEN IF THE INCORRECT ANSWER IS GIVEN (teacher’s discretion). Bonus points are available and are noted on the team handouts.
Advantages: Making this assignment into a game should be appealing to the students, especially with the promise of rewards for going beyond the standard set for a daily grade. (Rewards will probably be candy or mints, with the top three scoring teams receiving homework passes, something I just never do.) The competitive aspect of it will intrigue some of my more clever students, the ones who are so computer literate already that they tend to be a little blase about the Internet.
I like the questions I’ve posed on the handout, I think. I tried to do a mix of oceanographic topics that might spur their interest in the subject. It will be interesting to see who knows the answer to the riddle and where they learned about Mon-St-Michel; another science class, French class, home?
Disadvantages: Some teams are going to have an unfair advantage because they will get to work on the Gateways in our library, and those machines are much faster than the Macs other students will have to use. There ought to be some way to even the playing field, but I can’t think right now what it might be. Even if I had teams swap computers midway through class some teams would have Gateways the entire time. I could always spot the MacIntosh teams a point or two?
A potential disadvantage may be my Ôpromise’ to check if I suspect some of just writing down an answer they already know and making up a web site address. It could be quite time consuming to follow through on checking everything. Actually, this probably won’t be a problem. The students who have the potential for pulling this kind of thing will be all on separate teams with enough trustworthy students interspersed so I don’t have to worry about it.
Time and space management are always a problem when we do computer activities and research because to keep teams small and maximize the time each person can spend at the computer we are spread across half our building.
Comments: Since this extension is a competition of sorts, it would be essential to have each team anchored with one student experienced in Internet research. With my classes that is possible, and is even desirable because that will pit some really skilled students, in one section in particular, against each other where they often like to work together as a team. This group tends to be a bit blase about our school computers because they have such superior equipment at home. The challenge of the competition should stir them up a little bit.
USJ: Earth Science Team:________________________
Instructor: Marilyn C. Tucker Section _______ Period________
sea.k.www.est
(An Internet Scavenger Hunt)
Directions: Each team member has been assigned a specific position. Team
chairpersons are responsible for ensuring that each person has equitable access to the computer and for reporting any problems to the instructor. Team scribes are to do the writing for the team and are responsible for seeing that the completed answer sheet is turned in at the conclusion of the activity. Team research technicians are responsible for keeping the team on track regarding the search for answers. If the research tech thinks the team is totally off track in their searching, it is his/her responsibility to suggest another topic or search vehicle.
What to do: Here is a list of questions about Earth’s oceans and about oceanographic topics of interest. Answer as many questions as you can, using only the Internet as your source of information. Each answer must be accompanied by the web site address where the information was located.
Points: To earn the full 10 points for a daily grade the team must answer at least four questions correctly and have web sites listed. Points are given as follows:
1.5 points for each correct answer
1.0 points for each valid web site listed with the answer
It is possible to receive points for web sites with an incorrect answer but only if the instructor has sufficient evidence that the team conducted an honest search, found a valid web site, and misinterpreted the information found. (So don’t just put down an answer and make up a url--I’ll be checking!!)
BONUS CATEGORY: More than four correct answers will earn the team bonus points and there are additional bonus questions on the handout. Web site addresses must be included with bonus questions!! The teams with the top three scores will receive a special treat.
Remember: three to a team, three to a computer, no visiting or
interfering with others or you risk being disqualified.
Keep these directions attached to your answer sheet.
GOOD LUCK!!!
1. Which OPEN ocean or sea has the greatest salinity and what is its salinity?
Bonus: What is the salinity of the body of water on Earth with the absolute most salinity?
2. How deep is the very deepest point in the ocean and what is the approximate latitude and longitude of that location?
3. Which place on Earth has the greatest tide differential and what is that differential?
4. Find a specific location, other than one in France, at which there is located a dam which uses tidal power to generate electricity.
5. Give the approximate latitude and longitude of each end of the longest chain of underwater mountains on Earth.
Bonus: Name the tallest mountain on Earth’s whose base is on the ocean floor.
6. Find an area known for giant waves (not tsunami, just waves) and tell just how large those waves are.
BONUS: The team reporting the tallest waves gets a bonus point.
7. Which country has the most reported attacks by a certain razor-toothed nekton?
BONUS: Which variety of above mentioned nekton is most likely to attack humans?
8. Name the largest bethos you can find and give its size.
BONUS: The team with the largest bethos earns a bonus point.
9. Find an animal which lives in such deep water it could not survive if brought to the surface without special conditions. Tell where it lives, water depth, its name.
10. Find the location of a major environmental disaster to an ocean, sea, or shore area. Give the location and the date and cause of the disaster.
BONUS: Locate the most polluted ocean water on Earth.
BONUS: Where was the island, Krakatoa, when did it disappear, and why?
The Hydrosphere
This extension is developed partly from the ESS activity on the water cycle. I have adapted it for my 9th grade Earth Science class . Additional activities which address the ocean currents were derived from various activities found through the Internet
General Objectives
- demonstrate knowledge of the hydrologic cycle
- demonstrate knowledge of the worlds ocean currents
- Read and infer science knowledge from literary source (poem)
- Read and obtain knowledge from a historical document
Teaching Standards Addressed:
- Understand and develop major concepts and principles of earth science
-Use of electronic educational technology
- Providing students with an interdisciplinary understanding of science using a variety of instructional strategies.
- Relate the study of earth science to historical issues.
Activity One: The Hydrologic Cycle
Read the following poem and discuss its implications to the movement and cycling of water.
"Recycled"
The glass of water you're about to drink
Deserves a second thought, I think,
For Avogadro, oceans and those you follow
Are all involved in every swallow.
The molecules of water in a single glass
In number, at least five times, outclass
The glasses of water in stream and sea,
Or whatever else that water can be.
The water in you is between and betwixt,
And having traversed is thoroughly mixed,
So someone quenching a future thirst
Could easily drink what you drank first.
The water you are about to taste
No doubt represents a bit of waste
From prehistoric beast and bird
A notion you might find absurd.
The fountain spraying in the park
Could well spout bits of Joan of Arc,
Or Adam, Eve, and all their kin;
You'd be surprised where your drink has been!
Just think! The water you cannot retain
Will someday hence return as rain,
Or be held as the purest dew,
Though long ago it passed through you.
Activity 2 - The Movement of Water
Picture yourself going outside on the playing field and pouring a glass of water onto the ground. Where will that water go? Who will use it along the way? In this exercise, use your imagination and your understanding of the hydrologic cycle (and nature) to mentally trace the journey of a drop of water around the world.
Describe the path a drop of water would take when poured on the ground outside of our high school to each of the following places. the first one is done for you.
A. A river in Maine
Water poured on ground - it percolates into the ground and grass takes up the water through its roots - water evaporates from grass leaves (transpiration) and enters the atmosphere as humidity - the humidity is carried eastward by the prevailing westerlies winds - water vapor condenses and forms clouds and eventually precipitates in Maine - the rainwater drains through the soil (percolates) and the groundwater seeps into the river channel.
Now you try these (each time the water starts at MUHS)
B. Lake Champlain
C. Atlantic Ocean
D. Pacific Ocean
E. Glacier in Greenland
F. A corn crop in Nebraska
G. A well in France
Activity 3. Rubber Duckies and Lost "Soles" (i.e. Nike) - What do they have to do with the Hydrosphere? (Or a chance to track ocean currents)
1. Locate the article on Why oceanographers love plastic duckies.
http:www-geology.ucdavis.edu/~GEL116/duckies.html
2. Locate a map of the worlds ocean currents on the Internet. Print this out.
Using these two resources complete the following activity:
3. Read the article on Why oceanographers love plastic duckies. (Discuss in class)
The accident that spilled the plastic toys happened during a severe storm on Jan. 10, 1992, near the international date line at approximately 100 miles north of the equator. If one degree of latitude equals approximately 69 miles, at what latitude did the accident happen.?
Show work below:
2. Plot the site of the accident your ocean current map
3. Using your knowledge of ocean currents, and the information in the article, track the path (with a heavy dashed line) that the floating toys took.
4. What currents carried the drifting shoes northward?
5. What currents would carry the shoes westward back across the Pacific?
The toys in there northward drift, began to travel counterclockwise around the Gulf of Alaska gyre, then north through the Unimak pass into the Bering Sea where, in the fall of 1994, they became entrapped and frozen in the transpolar drift which conveys ice over the North Pole at a rate of eight kilometers a day. Eventually these toys will float in to North Atlantic.
6.Plot this proposed trip!
7. What famous current will pick them up and transport them eastward to the British Isles?
Extensions (to the extension)
Activity 4 The Gulf Stream
Ben Franklin first became interested in the Gulf stream because the mail was taking two weeks longer to get form England to the Colonies then from the Colonies to England. (Discussion here!)
The mail was carried on sailing ships on those days and thus if the ships were to sail against the flow of the Gulf Stream it would slow them down. It like trying to row a boat upstream against the " current".
Read "JOURNAL OF A VOYAGE"
( http://k12science.ati.stevens-tech.edu/curriculum/oceans/voyage.html )
READ BENJAMIN FRANKLIN' JOURNAL ENTRIES FROM ONE OF HIS VOYAGES FROM ENGLAND TO THE COLONIES BEFORE HE "DISCOVERED" THE GULF STREAM. TRY TO FIND THE DAY WHEN Ben Franklin's SHIP FIRST ENCOUNTERED THE GULF STREAM. READ carefully! (HINT: THE GULF STREAM IS USUALLY A DIFFERENT COLOR THAN THE REST OF THE Atlantic THAT IT Flows THROUGH.
Activity 6: What if Ben Franklin had satellites?
This activity looks at real time satellite data of the Gulf Stream and has the students calculating the speed of the Gulf Stream, the Forward speed of a sialing ship, and utilizes knowledge of latitude and longitude.
http://k12science.ati.stevens-tech.edu/curriculum/oceans/gsvelocity.html
