Science Notes: Rocks and The Rock Cycle
Rocks are classified into 3 major groups
Igneous Rock
- forms when hot magma (or lava) cools and solidifies
- Magma is melted rock found below the Earth's crust
- Types of Igneous rock are:
•intrusive (cooled and hardened magma below the Earth's surface
•extrusive (rock that forms when lava - magma released during a volcanic eruption - cools on the surface)
- Magma can contain crystals, their size depending on how quickly or slowly the rock cools (large crystals form when the rock cools slowly)
- Investigation 5-B Forming Crystals p.362-363
Sedimentary Rock
- is formed from sediment (loose material - rock, minerals, plant and animal remains - that is layered and compacted together by the pressure of the material above it)
- stratification is the visible evidence of the layers
- cementation - some of the minerals that dissolve with the addition of water, makes a natural cement that glues the pieces of sediment together.
Types of sedimentary rock include:
•shale (formed from fine clay or mud)
•sandstone (sand, made of quartz)
•conglomerate (pebbles and small stones cemented together)
•limestone (organic sedimentary rock, containing fossils - plant and animal remains)
Metamorphic Rock
This type of rock has changed its form from what it was originally. It is formed below the Earth's surface by extreme pressure and heat
- the parent rock will become another type of rock depending on how much pressure and heat is used to change it
- example: shale ---» slate ---» schist
http://www.cotf.edu/ete/modules/msese/earthsysflr/rock.html
another visual
Rocks are constantly changing. The Rock Cycle does not have a set order as they are weathered, consolidated, buried, melted and solidified
Techniques for Identifying Rocks
- appearance
- type of mineral/s present (viewed through a microscope)
Sediment and Soil
Some sediment becomes soil
- soil formation is determined by climate, type of rock present, amount of water, organic material, air spaces, living organisms in the soil.
- decaying material in the soil is called compost, when mixed with other matter, it becomes the dark-coloured portion of the soil called humus
- humus is rich in nitrogen, phosphorus, sulphur and potassium, which dissolve in water, making the soil fertile (supplying nutrients for plant growth)
Soil Profiles
Soil forms slowly over time.
It has been classified into layers, giving it a soil profile.
- topsoil (dark rich soil containing humus and small grains of rock
- subsoil (lighter in colour with little or no humus - contains minerals that have been leached from the topsoil) Leaching is the removal of materials in the soil that can be dissolved in water.
- the bottom layer contains partly weathered rock and minerals leached from above and closely resembles the parent rock below it.
Applications
- Igneous derived from Latin ignis, meaning fire
- Building and road construction, pulp and paper and ornamentation uses limestone (which is easily cut and shaped) and sandstone (which is easily mined)
- Space rocks land on the surface from Meteorites - which are highly magnetic and similar to earth rocks
- Granirex (made from granite) is a building material that is only 1cm thick. Find out more at http://www.granirex.com/
Also: this link provides details about the residential and commercial use of this product
http://www.cdkstone.com.au/granirex/gprodspc.htm
Welcome to the Wonderful World of Science through the Earth Science Course for eighth grade. This course is widely described as a journey through Planet Earth and beyond our atmospheric boundaries. Students will study basic principles of Earth Science and will continue to use science tools, expand and build on their knowledge base, and work on their ability to comprehend science reading and to write clearly and coherently in the context of science.
Tuesday, August 31, 2010
Study and Review Notes
Science Notes: Minerals
Rocks contain naturally occuring, non-living minerals. Most minerals are rare and can be elements (pure substances) or compounds (combinations of pure substances). Minerals are not only found in rocks, but they are also found in your body.
Moh's Hardness Scale
- Friedrich Mohs developed a scale with 10 values of 'hardness' in 1812
- Diamond is the hardest and talc is the softest (check the table to find out how hard common objects, like your fingernail)
Crystals
- Crystals are the building blocks of minerals. They occur naturally, having straight edges, flat sides and straight angles.
- There are 6 different crystal types: cubic, tetragonal, hexagonal, orthohombic, monoclinic and triclinic.
Identification of Minerals
The properties that can be used to identify minerals are:
- Lustre: this refers to the 'shininess' of the mineral (how light is reflected off the surface)
- Colour: colour can vary even within the same mineral, like corundum (it can be white, blue or red), depending on what other elements are present.
- Streak: a streak is the color, of the powdered form, of the mineral. (it can be made by scratching a porcelain tile)
- Cleavage and Fracture: is the way a mineral breaks apart. If it breaks along smooth, flat surfaces or planes, it has cleavage. If it breaks with rough or jagged edges, it has fracture.
- Transparency: it can be transparent (see through), translucent (shadowy), opaque (non-see through).
Applications
- Iron and pyrite help the blood carry oxygen
- Kidneys produce crystals, called kidney stones
- Calcium and dolomite help regulate water in body cells
- Diamonds are used in surgery, razor blades, computers, dentistry, oil drilling and a glass-cutter's wheel has diamonds embedded in it.
Rocks contain naturally occuring, non-living minerals. Most minerals are rare and can be elements (pure substances) or compounds (combinations of pure substances). Minerals are not only found in rocks, but they are also found in your body.
Moh's Hardness Scale
- Friedrich Mohs developed a scale with 10 values of 'hardness' in 1812
- Diamond is the hardest and talc is the softest (check the table to find out how hard common objects, like your fingernail)
Crystals
- Crystals are the building blocks of minerals. They occur naturally, having straight edges, flat sides and straight angles.
- There are 6 different crystal types: cubic, tetragonal, hexagonal, orthohombic, monoclinic and triclinic.
Identification of Minerals
The properties that can be used to identify minerals are:
- Lustre: this refers to the 'shininess' of the mineral (how light is reflected off the surface)
- Colour: colour can vary even within the same mineral, like corundum (it can be white, blue or red), depending on what other elements are present.
- Streak: a streak is the color, of the powdered form, of the mineral. (it can be made by scratching a porcelain tile)
- Cleavage and Fracture: is the way a mineral breaks apart. If it breaks along smooth, flat surfaces or planes, it has cleavage. If it breaks with rough or jagged edges, it has fracture.
- Transparency: it can be transparent (see through), translucent (shadowy), opaque (non-see through).
Applications
- Iron and pyrite help the blood carry oxygen
- Kidneys produce crystals, called kidney stones
- Calcium and dolomite help regulate water in body cells
- Diamonds are used in surgery, razor blades, computers, dentistry, oil drilling and a glass-cutter's wheel has diamonds embedded in it.
Wednesday, August 11, 2010
Cool Mineral Websites
8th Graders, check the following mineral sites,
www.mineralatlas.com
www.webmineral.com
www.mineralatlas.com
www.webmineral.com
Monday, August 9, 2010
Earth Science Syllabus
American School of Tegucigalpa
Dear Earth Science Students/Parents:
Welcome to the Wonderful World of Science through the Earth Science Course for eighth grade. This course is widely described as a journey through Planet Earth and beyond our atmospheric boundaries. However, since the American School now offers the unique opportunity of preparing the students for International Baccalaureate studies through the Middle Years Program, it is also the foundation of a successful career in science. Let’s work together to excel in setting the right knowledge and attitude towards study in the students. Please take a few minutes to examine this short introduction and the classroom textbook to get acquainted with this course.
Course Compliance:
The course is designed to meet and/or exceed the requirements of the Ministerio de Educación de la República de Honduras and also the American School Science Benchmarks and Standards, which are based upon those suggested by the U.S. National Science Teachers Association, and the International Baccalaureate Diploma Program.
Course Elements:
The course is supported by a textbook: Pearson Prentice Hall’s Science Explorer; M.Padilla, I. Miaoulis and M. Cyr, and is divided into four quarters:
First Quarter
Chapter 3: MINERALS
Chapter 4: ROCKS
Chapter 8: WEATHERING AND SOIL FORMATION
Chapter 9: EROSION AND DEPOSITION
Second Quarter:
Chapter 10: A TRIP THROUGH GEOLOGIC TIME
Chapter 11: ENERGY RESOURCES
Chapter 12: FRESH WATER
Chapter 13: OCEAN MOTIONS
Third Quarter:
Chapter 14: OCEAN ZONES
Chapter 15: THE ATMOSPHERE
Chapter 16: WEATHER FACTORS
Chapter 17: WEATHER PATTERNS
Fourth Quarter:
Chapter 18: CLIMATE AND CLIMATE CHANGE
Chapter 19: EARTH, MOON, AND SUN
Chapter 20: THE SOLAR SYSTEM
Course Implementation:
In order to asses the student’s comprehension, the course requires a grading procedure divided as follows:
• On task 10%
• Homework and Classroom Work 20%
• Tests 25%
• Projects and Lab Activities 30%
• Quizzes 15%
You might have noticed that Class Participation is graded and required. I cannot stress enough the importance of personal attributes such as being prepared, on-time, follow directions, work well with others, show good classroom manners and display a positive attitude and effort all around, as these are roughly the matters that make class participation. Homework and classroom work are obviously graded to encourage completion of the assigned task. You might also have noticed that there are quizzes and tests. In a subject like Science, learning comes predominantly through observation, just like the original discoverers of many scientific processes did; Projects and Lab Activities will be part of the tools used to reinforce lectures, and will also be graded. Tests are chapter evaluations that will be announced and expected at the end of each chapter. Since students are also expected to review the material covered in class on a daily basis, they should be ready for a Quiz at any time, be it announced or unannounced.
Miscellaneous:
It is always important to read the Student/Parent Handbook as it is a good reference as to what is expected, permitted, prohibited and otherwise. If the need arises, you can contact me by making an appointment through the secretary to the Middle School Principal, or via email to the following address: merrazuriz@amschool.org
Best regards,
Marici Errázuriz-Giron
Dear Earth Science Students/Parents:
Welcome to the Wonderful World of Science through the Earth Science Course for eighth grade. This course is widely described as a journey through Planet Earth and beyond our atmospheric boundaries. However, since the American School now offers the unique opportunity of preparing the students for International Baccalaureate studies through the Middle Years Program, it is also the foundation of a successful career in science. Let’s work together to excel in setting the right knowledge and attitude towards study in the students. Please take a few minutes to examine this short introduction and the classroom textbook to get acquainted with this course.
Course Compliance:
The course is designed to meet and/or exceed the requirements of the Ministerio de Educación de la República de Honduras and also the American School Science Benchmarks and Standards, which are based upon those suggested by the U.S. National Science Teachers Association, and the International Baccalaureate Diploma Program.
Course Elements:
The course is supported by a textbook: Pearson Prentice Hall’s Science Explorer; M.Padilla, I. Miaoulis and M. Cyr, and is divided into four quarters:
First Quarter
Chapter 3: MINERALS
Chapter 4: ROCKS
Chapter 8: WEATHERING AND SOIL FORMATION
Chapter 9: EROSION AND DEPOSITION
Second Quarter:
Chapter 10: A TRIP THROUGH GEOLOGIC TIME
Chapter 11: ENERGY RESOURCES
Chapter 12: FRESH WATER
Chapter 13: OCEAN MOTIONS
Third Quarter:
Chapter 14: OCEAN ZONES
Chapter 15: THE ATMOSPHERE
Chapter 16: WEATHER FACTORS
Chapter 17: WEATHER PATTERNS
Fourth Quarter:
Chapter 18: CLIMATE AND CLIMATE CHANGE
Chapter 19: EARTH, MOON, AND SUN
Chapter 20: THE SOLAR SYSTEM
Course Implementation:
In order to asses the student’s comprehension, the course requires a grading procedure divided as follows:
• On task 10%
• Homework and Classroom Work 20%
• Tests 25%
• Projects and Lab Activities 30%
• Quizzes 15%
You might have noticed that Class Participation is graded and required. I cannot stress enough the importance of personal attributes such as being prepared, on-time, follow directions, work well with others, show good classroom manners and display a positive attitude and effort all around, as these are roughly the matters that make class participation. Homework and classroom work are obviously graded to encourage completion of the assigned task. You might also have noticed that there are quizzes and tests. In a subject like Science, learning comes predominantly through observation, just like the original discoverers of many scientific processes did; Projects and Lab Activities will be part of the tools used to reinforce lectures, and will also be graded. Tests are chapter evaluations that will be announced and expected at the end of each chapter. Since students are also expected to review the material covered in class on a daily basis, they should be ready for a Quiz at any time, be it announced or unannounced.
Miscellaneous:
It is always important to read the Student/Parent Handbook as it is a good reference as to what is expected, permitted, prohibited and otherwise. If the need arises, you can contact me by making an appointment through the secretary to the Middle School Principal, or via email to the following address: merrazuriz@amschool.org
Best regards,
Marici Errázuriz-Giron
Annual Plan 2010-2011 EARTH SCIENCE
Annual Plan 2010-2011
Teacher: Mrs. Giron
FIRST QUATER
Unit I
Chapter 1: Introduction to Earth Science
Section 1: What Is Science?
Section 2: The Study of Earth Science
Section 3: The Nature of Technology
Section 4: Safety in the Science Laboratory
Standards: 1a,1b
Two weeks
Chapter 3: Minerals
Section 1: Properties of Minerals
Section 2: How Minerals Form
Section 3: Using Mineral Resources
Standards: 1a,1b,2a,4a,5a,5b
Two weeks
Chapter 4: Rocks
Section 1: Classifying Rocks
Section 2: Igneouse Rocks
Section 3: Sedimentary Rocks
Section 4: Rocks From Reefs
Section 5: Metamorphic Rocks
Section 6: The Rock Cycle
Standards: 1a,1b,4a
Two weeks
Unit II
Chapter 8: Weathering and Soil Formation
Section 1: Rocks and Weathering
Section 2: How Soil FOrms
Section 3: Soil Conservation
Standards: 1a,1b,2a,4a
Two weeks
Chapter 9: Erosion and Deposition
Section 1: Changing Earth's Surface
Section 2: Water Erosion
Section 3: Final Digestion and Absorption
Standards: 1a,1b,4a
One week
SECOND QUARTER
Chapter 10: A Trip Through Geologic Time
Section 1: Fossils
Section 2: The Relative Age of Rocks
Section 3: Radioactive Dating
Section 4: The Geologic Time Scale
Section 5: Early Earth
Section 6: Eras of Earth's History
Standards: 1a,1b,3a,3b,3c,5a,5b
Two weeks
Chapter 11: Energy Resources
Section 1: Fossil Fuels
Section 2: Renewable Sources of Energy
Section 3: Nuclear Energy
Section 4: Energy Conservation
Standards: 1a,1b,2a,4ª
Two weeks
Unit III
Chapter 12: Fresh Water
Section 1: Water on Earth
Section 2: Surface Water
Section 3: Water Underground
Section 4: Using Freshwater Resources
Standards: 1a,1b,3c,4a,5a
Two weeks
Chapter 13: Ocean Motions
Section 1: Wave Action
Section 2: Tides
Section 3: Ocean Water Chemistry
Section 4: Currents and Climate
Standards: 1a,1b,2a,3c,4a,5a
Two weeks
THIRD QUARTER
Chapter 14: Ocean Zones
Section 1: Exploring the Ocean
Section 2: Ocean Habitats
Section 3: Resources from the Ocean
Section 4: Changes in Communities
Standards: 1a,1b,3b,3c,5a,5b
Two weeks
Unit IV
Chapter 15: The Atmosphere
Section 1: The Air Around You
Section 2: Air Pressure
Section 3: Layers of the Atmospjere
Section 4: Air Quality
Standards: 1a,1b,3a,3c,4a
Two weeks
Chapter 16: Weather Factors
Section 1: Energy in Earth's Atmosphere
Section 2: Heat Transfer
Section 3: Winds
Section 4: Water in the Atmosphere
Section 5: Precipitation
Standards: 1a,1b,2a,4a,4b,5a
Two weeks
Chapter 17: Weather Patterns
Section 1: Air Masses and Fronts
Section 2: Storms
Section 3: Predicting the Weather
Standards: 1a,1b,2a,4a,4b,5a
Two weeks
FOURTH QUARTER
Chapter 18: Climate and Climate Change
Section 1: What Causes Climate?
Section 2: Climate Regions
Section 3: Long-Term Changes in Climate
Section 4: Global Changes in the Atmosphere
Standards: 1a,1b,2a,3c,4a,4b,5a
Three weeks
Unit V
Chapter 19: Earth, Moon, and Sun
Section 1: Earth in Space
Section 2: Gravity and Motion
Section 3: Phases, Eclipses, and Tides
Section 4: Earth's Moon
Section 5: Traveling Into Space
Standards: 1a,1b,2a,4a,4b,5a
Two weeks
Chapter 20: The Solar System
Section 1: Observing the Solar System
Section 2: The Sun
Section 3: The Inner Planets
Section 4: The Outer Planets
Section 5: Comets, Asteroids, and Meteors
Section 6: Is There Life Beyond Earth?
Standards: 1a,1b,2a,4a,4b,5a,5b
Two weeks
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