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Volcanoes:
Let's review:
- Why does magma rise to the crust?
- How do lava and magma differ?
- How does silica content affect lava/magma?
- How would you describe a shield volcano? Why does it form the way it does? Where are some good examples?
- What are the qualities of a cinder cone volcano? How do they form? Where is one and what is its name?
- What are composite volcanoes? How do they form? What are some examples? What is another name for a composite volcano?
- Can you name the major parts of a volcano?
- How are the Hawaiian islands different than the Cascade range volcanoes?
- Something that has high viscosity could also be described as:
- How does temperature and silica content affect the explosive behavior of lava?
- What is a magma chamber? What lithospheric features does this often cause? (Remember what you smelled at Mt.Lassen?)
- What are the warning signs of an impending eruption?
- What kind of problems can occur because of volcanic eruptions?
- What is a lahar and pyroclastic flow?
- Be able to describe how subduction zones impact volcanic activity.
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Plate Tectonic/Earth's Layers Study Guide:
- Be able to identify the layers of the Earth, what they are made of, and the scientific names of them.
- Be able to explain continental drift and who the man was that thought of it first.
- Be able to explain the three types of plate boundaries.
- Know what mid-ocean ridges are.
- Explain why the plates move.
- Explain what evidence exists to support Pangaea.
- Be able to explain a subduction zone and what usually happens at these.
- Know what plate we live on and plates we are near and what things are happening at these boundaries.
- Know the fault line that cuts through California.
- Who was the man that did some seafloor mapping for the military and began explaining seafloor spreading?
- Be able to explain how density changes in convection currents.
- Be able to describe the plate movement that is happening in California.
- Be able to describe why there is volcanic activity along the Cascade mountain range.
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Resources chapter
Earth's Material Resources
We all know that reading from many different resources will give us vast amounts of knowledge. It is important to read to gain knowledge. Reading is a task, not unlike other tasks that we do in that the more we do it the better we get at it. It is also very important to read directions. This allows you to get things correct the first time and keeps you from wasting time doing things that you don't need to or worse, having to repeat things because they aren't right. In this reading assignment you'll be reading and responding to the material in the packet. There will be times that you will be asked to highlight things and at other times you'll be asked to summarize or list things. Always use complete sentences when appropriate. A sentence contains a subject, predicate (verb or description about the noun), capital at the beginning, and punctuation at the end. If you don't use complete sentences when appropriate, you will be asked to redo it. When you are asked to list items, you won't need a complete sentence. Correct spelling is important here too. There are plenty of resources available to help you spell words correctly. Many of the words you will be spelling are right here in the packet. Please be sure to spell these correctly or you will have to go back and do it again. Your credit for all reading packets is 25 points for completeness and 25 for grammar and spelling. If you just read all of these directions, please put a happy face in the top right corner of your page.
List the four things that a complete sentence contains:
As you read through this material, be thinking about things you are seeing or hearing about in the news and around our community and see if you can see some connections between this material and what's going on. If you can bring in some evidence (newspaper article, magazine article, etc.) you'll get a prize from Mr. Pembroke.
Grade Six Science Content Standard. 6.b. Students know different natural energy and material resources, including air, soil, rocks, minerals, petroleum, fresh water, wildlife, and forests, and know how to classify them as renewable or nonrenewable. Also covers: 6.a, 6.c.
1
Before You Read
What do you think of when you hear the word resources? On the lines below, write your ideas about the resources you need to get ready for school each day. Read the lesson to learn about the variety of material resources found on Earth.
Organic Resources
Natural resources are materials and energy sources that are useful or necessary to meet the needs of Earth's organisms, including people. Plants and animals that are living, or recently were alive, are organic material resources. Highlight the previous two sentences. Think about your food. Nearly all of it is either animal or plant material. Some clothes, such as denim jeans, are made from cotton plants. Wool, silk, and leather are materials from animals. Many homes are made of wood and most home furnishings are manufactured from plant materials. All of these are made from organic material resources.
List three things in the room that come from organic resources.
Inorganic Resources
Not all natural resources come from plants or animals. Inorganic material resources include metals and minerals, which did not come from living organisms. Highlight the previous sentence. In Ghana, Africa, gold, aluminum, diamonds, and manganese are mined and exported to other countries. Gold and diamonds are used in jewelry and electronics. Aluminum is used to make soda cans, bicycles, and other common items that need to be strong and lightweight.
Coal
List three things in the room that come from inorganic resources:
What does it mean to mine something?
How does the building industry use inorganic resources?
Other inorganic resources include industrial and building materials. Steel is made from iron that is taken from the Earth. Sand and gravel are very valuable and important for construction. Sand is used to make concrete for buildings, sidewalks, and bridges. The sand and gravel production in California is worth more than $1 billion each year. California makes more money mining sand than gold.
How is sand and iron important for the construction industry?
Renewable Resources
Earth's resources that are being replaced by nature are called renewable natural resources. Highlight the previous sentence. You might think that all organic resources are renewable because they are made from living things. But organic resources are only renewable if we manage them carefully. For example, Douglas fir trees in Oregon are used for lumber. These trees take 200 years to grow into large tress. It might be difficult to replace Douglas fir trees if many are cut down in a short time. Some trees grow faster and the populations of these trees are easier to manage.
Old Growth Redwoods can be thousands of years old. Is would we categorize these as renewable?
How do we decide if a natural resource is renewable?
A
How is the United States managing forests?
Careful management of forests is important for the environment. Vegetation, like trees, give off oxygen and remove carbon dioxide from the air. Trees also slow erosion, provide homes for wildlife, clean pollutants out of the air, and filter rain water that runs off land to streams. In the United States, 155 forests are managed by the U.S. Forest Service, including many forests in California. The U.S. Forest Service determines the number of trees that can be cleared, or cut down, and the number of trees that must be planted. Think about other resources that may be affected when cutting trees. Roads must be built to allow heavy machines into forested areas to cut trees. Road building can destroy forest habitat. Although young trees usually are planted to replace those that are lost, the forest habitat may not be completely replaced. In this case, the forest habitat is a nonrenewable resource.
What things do trees provide for habitats?
How do habitats affect animal resources?
When fish are caught for food faster than the fish can reproduce, this valuable renewable resource is affected. But fish populations also can decrease if areas they need to grow and reproduce are destroyed. An estuary is a fertile area where a river meets an ocean. Highlight the previous sentence. Estuaries have a mixture of freshwater and salt water. Estuaries serve as nursery areas for many types of fish and other organisms. But the ocean and its harbors are important resources for humans, too. Goods are transported by ships into harbors. The beautiful ocean view makes coastal areas ideal for marinas, houses, and hotels. In the last two hundred years, the area occupied by wetlands in the United States has decreased by almost half. In California and many other areas of the United States, nearly 90 percent of coastal wetlands have been developed. The numbers of young fish that hatch each year and grow into adults will continue to decrease if their nursery areas are destroyed. Populations of many organisms in California and the United States are getting smaller and smaller. California has nearly 300 threatened and endangered plant and animal species. Plants and animals are interconnected through food webs. Highlight the previous sentence. A decrease in the population of one species may have a bad effect on species that serve as resources for people.
Describe What are the benefits to people and animals of managing our forests well?
Identify What state has nearly 300 threatened and endangered species?
Academic Vocabulary
resource (REE sors) (noun) a natural source of materials
Nonrenewable Resources
Resources that are used more quickly than they can be replaced by natural processes are called nonrenewable natural resources. Highlight the previous sentence. These resources are used at rates far faster than their geologically slow formation rates. Gold, a nonrenewable resource, is deposited when hot water and molten rock, called magma, flows through spaces in underground rock. The hot magma heats water and gold travels with mineral solutions in the water. When the magma and solution cools, gold collects.
Why is gold a nonrenewable resource?
Gold is extracted from two types of mines in California. Gold is a nonrenewable natural resource because it is removed from Earth faster than it is created. Gold is worth a lot of money because it can be formed into various shapes. Gold is pleasing to look at but there is a limited amount of it on Earth.
Why is gold a nonrenewable natural resource?
What was the California Gold Rush?
In 1848, large veins of gold were discovered in California. People traveled to California in hopes of striking it rich. The people who came to California were called "49ers" because most of them left home in 1849 to travel to California. Many people traveled from the eastern part of the United States. Other came from countries around the world seeking a fortune. At first, gold was easy to find. But in a short time, it became hard to make money because less and less gold was found in the mines. Those who did find gold spent most of their money on the supplies they needed to live. The people who made the most money during the California Gold Rush were merchants who sold food, shovels, clothing, and other goods. Highlight the previous sentence.
What kind of water is a nonrenewable resource?
All the water on Earth is already here. Currently, there is no way to create new water. Freshwater is an important nonrenewable resource for California. Even though most of California is arid and dry, people use large amounts of water for irrigation, industry, and personal use. Think about the size of a large, 1-L soft-drink container. How many liters of water do you think you use each day? The table below lists average water uses in the United States.
Use for a Family
Daily Activity Water Used
Flushing the toilet once 15 L
Taking a short shower 95 L
Taking a longer shower 190 L
Taking a bath 150 L
Washing clothes 190 L
Automatic dishwasher 38 L
Brushing your teeth while leaving the water running 7.5 L
Washing your hands while leaving the water running 30 L/min
Watering the lawn or plants with a hose 30 L/min
Estimate in liters the daily amount of water your household uses.
Now using that figure, how much does your household use in a year?
Where does California get its supply of freshwater?
California gets some of its freshwater from the Colorado River. Water from the lower Colorado River is divided between four states and the American Indian tribes. Many laws and treaties with Mexico have been passed to try to regulate the use of this water resource. As other states in the Colorado basin have increased their use of the river's water, Californians are trying to reduce the amount of water used each day. One way to solve the problem of limited water supplies is to reuse water. Water that has been reclaimed from city wastewater can be treated and reused.
What river supplies some of California's freshwater needs?
Look at a map and then list at least 3 other states that this river passes through.
What have you learned?
Earth has large amounts of natural resources. Humans have learned to use these resources to make materials for everyday use. Renewable resources can be replaced as fast as they are used. Other resources are used faster than they can be replaced. These resources are nonrenewable. In the next lesson you will read about how some of Earth's resources are used for energy. As you read, think about ways that you can conserve natural resources by using less energy.
Name one way that Californians can conserve water.
Read to Learn
Grade Six Science Content Standard. 6.a. Students know the utility of energy sources is determined by factors that are involved in converting these sources to useful forms and the consequences of the conversion process. Also covers: 6.b, 6.c.
Energy Resources
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Some of Earth's natural resources can be used for energy.
What You'll Learn
¦ the development and extraction of fossil fuels
¦the energy resources that eventually are used to create steam to turn turbines the advantages and disadvantages of each energy resource
Fossil Fuels
Fossil fuels are fuels formed in Earth's crust over hundreds of millions of years. Coal, oil, and natural gas are fossil fuels that supply energy. Highlight the previous two sentences. Most of the energy you use comes from these fossil fuels. Cars, buses, trains, and airplanes are powered by gasoline, diesel fuel, and jet fuel. All these fuels are made from oil. Coal is used in many power plants to produce electricity. Natural gas is often used in manufacturing and for heating and cooking. People on Earth are using more fossil fuels for energy today than ever before.
What three fossil fuels supply energy?
How do we get energy from fossil fuels?
The best energy sources can be easily changed to heat, electricity, and used for transportation. Today, people use fossil fuels as the main source for energy because we can make energy from fossil fuels into forms we can use. Fossil fuels contain a lot of stored energy and burn easily. For example, fossil fuels are burned to heat water and make steam. The steam then is used to turn large turbines that power generators, which create electricity.
How are fossil fuels and water used to create energy?
3TUDY_#OACH
Formation of Fossil Fuels
Fossil fuels are made from decayed plants and animals. The plant and animal material has been changed into fossil fuels by pressure, bacterial processes, and heat. Highlight the previous two sentences. About 300 million years ago, before the time of the dinosaurs, Earth was covered with green, leafy plants. Large amounts of algae and other small organisms grew in Earth's oceans, lakes, and rivers. Over many hundreds of years, the decaying organisms were covered by sand and clay. The sand and clay layers formed into rock. More and more layers of rock were formed over the decaying plants. The weight of the rock layers pressed down on the decaying material. Eventually, over millions of years, heat and pressure from layers of rock pressing down turned the plant and animal remains into the three main forms of fossil fuels—coal, oil, and natural gas. Highlight the previous sentence. The formation of each fuel is described in the table below. Fossil fuels are nonrenewable resources because they cannot form as fast as they are used.
Explain What are fossil fuels made of?
Fossil Fuel Description
Oil 1. Microscopic plants and bacteria are the main source of oil. Some of these organisms were producers, using energy from the Sun to make food for growth and reproduction. When the organisms died, they fell to the seafloor. 2. The microscopic organisms were buried under clay. 3. Many layers of clay and mud increased the pressure and temperature, forming liquid oil.
Coal 1. Coal is the most abundant of all the fossil fuels. 2. Coal formed from the incomplete decay of plants. The partially decayed plant material, called peat, becomes sandwiched between layers of sediment. 3. Soft coal forms under moderate pressure and heat. 4. As more heat and pressure are applied, the soft coal becomes hard coal.
Natural gas 1. Natural gas forms along with oil. Because it is less dense than oil, natural gas is usually found above oil deposits. 2. Natural gas is usually ssociated with oil in deposits that are 1 to 3 km below Earth's crust. 3. Natural gas is found in areas beneath layers of solid rock. The rock prevents the gas from escaping to the surface.
What's the partially decayed plant material called?
How did oil form?
Oil or petroleum is used for heating. It can be refined into gasoline, kerosene, or diesel fuel. As you will read later in another lesson, petroleum also is used for many other materials you use every day. Oil formed mainly from ancient, microscopic plants and bacteria that lived in the ocean and saltwater seas. When these organisms died they were quickly buried by clay. The remains did not completely decay but formed mud rich in materials that form fossil fuels. The temperature and pressure increased as more clay and mud collected on top of the dead organisms. Liquid oil formed as temperature and pressure increased. The oil flowed into spaces in the rock. To get the oil out of the rock spaces, geologists drill wells deep into Earth. Most of this oil is under pressure and flows to the surface where it is collected. Oil collected out of the ground is sometimes called crude oil. Crude oil must be refined for use in cars, trucks, airplanes, and trains.
Summarize: How is crude oil made in the Earth?
What is natural gas?
Natural gas forms along with oil. Natural gas is less dense and so it is found on top of oil pools. Highlight the previous sentence. Natural gas is valuable because it burns cleanly and can be moved easily in underground pipelines. Some families and businesses use natural gas for heating their buildings and cooking food.
How is coal used?
There is more coal than any other fossil fuel in the world. Highlight the previous sentence. Coal forms where vegetable matter collects but is prevented from complete decay. The partially decayed plant material forms layers of spongy material called peat. Over time the peat becomes buried and compressed. Increased pressure and temperature produce a solid, sedimentary rock, known as coal.
What type of rock is coal?
Name two reasons that natural gas is valuable.
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Academic Vocabulary
refine (ree FINE) (verb) to improve; to clean or remove impurities
How did coal develop?
Coal formed under moderate amounts of heat and pressure is called soft coal. If more heat and pressure is applied to soft coal, it can become hard coal. Soft coal contains some moisture and sulfur. When soft coal burns, it can release pollutants into the air. Hard coal burns more cleanly. It has the greatest amount of carbon, so it provides more energy. Coal is removed from the earth by strip mining and underground mining.
What are the ways that coal is removed from the Earth?
How is strip mining done?
In strip mining machinery is used to scrape the plants, soil, and rock layers off the ground above a vein of coal. Machines remove the surface soil, trees, and other organic material, and place it beside the mine. Once the layer of coal is exposed, it can be removed and loaded into containers for transportation. Strip mining is less expensive than underground mining if the coal is close to the surface.
Explain how strip mining alters the habitat.
How else is coal removed from the earth?
If the coal is very deep underground mines are used. Underground mines are created by digging down into the earth at an angle to form tunnels. These tunnels go deeper and deeper until they reach the coal. Wooden beams and pillars support the tunnel and make it safer for the miners. In some mines, tracks are laid to allow wagons to roll along the tunnels to move the coal toward the surface. Mining coal produces a fine, black coal dust. If miners inhale the dust, their lungs can be damaged. In the past, many miners suffered from a disease called black lung. Today, miners wear protective clothing and masks that keep them from inhaling the coal dust.
Explain Why do underground coal miners need to wear masks?
Alternatives to Fossil Fuels
Energy doesn't have to come from burning fossil fuels. Alternative energy sources, including water, wind, ocean waves, and natural heat sources beneath Earth's surface can be used to produce electricity.
What is hydroelectric power?
Hydroelectric power is a renewable resource. Large dams block the flow of water from major rivers and create lakes behind the dams. As the water moves rapidly through the narrow openings in the dam, turbines generate electricity. The amount of water that moves through the turbine can be increased to generate greater amounts of electricity. Highlight the first sentence and the third sentence.
Lake Oroville Dam
Name two power producing dams that are within 100 miles of Chico.
How is wind energy harnessed?
Energy can be produced from wind. Scientists are looking for less costly ways to use wind to produce energy. Near Palm Springs, California, wind farms with long rows of wind towers connect to generators. Wind towers need a steady wind that is not too strong or too weak. Wind farms create no pollution and have been successful on a small scale. Because winds vary in speed, wind energy will likely be used along with other forms of energy.
How is wind energy inconsistent?
What is geothermal energy?
The heat energy in Earth's crust is called geothermal energy. The extreme heat found in rocks near geysers and volcanoes can be used to generate steam for electricity. Highlight the previous two sentences. Geothermal energy is clean and safe, but there are only a few places where enough heat is near the surface.
How is nuclear energy made?
All matter is made of atoms—tiny particles that we cannot see. Even though atoms are very small, when they split, a large amount of energy is released. Splitting atoms to release energy is called nuclear fission. Highlight the previous sentence. Atoms from the element, uranium, are split in a nuclear reactor. When atoms split, the energy that is released heats water in the reactor. Steam is produced and turns a turbine. The turbine runs a generator that creates electricity. Combining atoms also makes heat. In a nuclear fusion reaction two atoms of the element, deuterium, join together to form one atom. Highlight the previous sentence. It's the same type of reaction that powers the Sun. Like nuclear fission, nuclear fusion gives off large amounts of energy. Fusion reactions are not easy to start. In order to get the atoms to fuse and start the fusion reaction, temperatures must be over 100,000,000°C. Earth has a lot of uranium and very little of it is needed to supply a nuclear fission reactor. Deuterium can be made from water. Earth has a plentiful supply of this potential fuel.
Whether using fossil fuels or nuclear reactions there is a common thing that is used to create energy. What is it?
How is solar energy captured?
Sunlight is a never-ending resource because we can never use up all the energy from the Sun. Solar energy is the process of changing the light and heat energy from the Sun into electricity. Solar cells are used to change energy for calculators and other small appliances. Solar panels are made up of many solar cells that capture energy from the Sun. The energy is stored in a series of batteries for later use. Large amounts of solar energy are needed to heat larger buildings or run large appliances. Scientists are trying to find a way to collect and save a lot of energy from the Sun.
Solar-Generated Power
Scientists in California are experimenting with solar towers to make energy. Panels are constructed at the bottom of large towers. The panels collect sunlight and heat up. As the warm air rises, it turns turbines that generate electricity. Solar energy could be a clean, endless supply of energy in the future. Highlight the previous sentence.
Problems with the Use of Solar Power
Solar energy equipment is expensive and the batteries store only a small amount of energy. Another problem is that solar panels do not work at night or on very cloudy days. Solar energy is not practical to power vehicles such as cars and trucks. Large batteries are needed to store the energy. The batteries add to the weight of the vehicle. Vehicles that weigh more use more energy. In addition, batteries can take up too much space in a small car.
List some ways that solar energy isn't effective.
How can biomass be used for energy?
Organic matter that makes up plants is known as biomass. Highlight the previous sentence. Biomass can be used to produce fuels for electricity and transportation. Food crops, such as corn and soybeans, grasses, trees, and even garbage are forms of biomass. Most biomass must be changed into usable energy forms. There are many refineries to convert oil into fuels, but there are few refineries for biomass.
What are some examples of biomass?
Can wave energy be useful?
Using the energy from waves is difficult. There are not many places with regular, strong wave action, where a system of turbines would not be damaged on the rocks and would work during low and high tides.
Energy from Resources
In the United States, about 40 percent of energy use is from oil, 23 percent is from coal, 22 percent from natural gas, 8 percent from nuclear energy, and 3 percent from hydroelectric power. The rest is from a combination of geothermal, solar, and wind energy.
Calculate What percent of the total energy use is the combined energy from
geothermal, solar, and wind energy?
What have you learned?
Billions of people all over the world use fossil fuels every day. Fossil fuels are nonrenewable; Earth's supply of them is limited. In the future, fossil fuels may become more expensive and difficult to obtain. Developing other forms of energy can reduce pollution and conserve resources.
Using Energy Resources 3
Grade Six Science Content Standard. 6.c. Students know the natural origin of the materials used to make common objects. Also covers: 6.a, 6.b.
Conserving resources can help prevent shortages and reduce pollution. Highlight the previous sentence.
What You'll Learn
¦ common objects made from natural resources
¦strategies to conserve energy
3TUDY_#OACH
Location of Natural Resources
Different resources are found in different parts of the world. If the resource is hard to find or collect it may be expensive. Buying and selling resources is an important part of the economy for different areas of the United States and other countries. The table below shows the location of some resources in the United States.
Read to Learn
Resources from Various States
Alabama cement, limestone, cotton, lumber
Alaska oil, fish, lumber, zinc, gold, sand and gravel
Arizona cotton, copper, sand and gravel
California milk, grapes, flowers, sand and gravel, cement, boron
Delaware shellfish, soybeans, sand and gravel
Florida oranges and lemons, crushed stone, fish
Hawaii sugar, pineapple, nuts, fish
Minnesota lumber, iron, corn
Montana lumber, gold, coal, natural gas
Texas oil, natural gas, crushed stone
Washington lumber, sand and gravel, apples, fish
1. Highlight the nonrenewable resources found in the table.
Manufacturing Common Objects
Fuel for energy is not the only product from fossil fuels. Oil is used to manufacture many common materials, including most plastics and synthetic clothing, such as nylon. When you use a plastic fork or open a plastic package, you are holding objects made from fossil fuels. Reusing plastics and passing on your outgrown clothes to others will help extend our energy resources. For most products you use, packaging the objects, transporting them, keeping the stores a comfortable temperature for shopping, and the other steps in making and selling things use Earth's material resources and energy.
List at least 3 examples of oil based products in the room.
What is recycling?
People can decrease their use of natural resources by reducing the amount of products they purchase, choosing products that do not use too much packaging, reusing products, and recycling. Recycling is changing or reprocessing an item or natural resource for reuse. Highlight the previous two sentences. Materials such as plastics and aluminum can be recycled. Recycling uses less energy than extracting new natural resources and helps natural material and energy resources last longer.
How is the amount of pollution controlled?
Manufacturing products from oil can also pollute our air and water. National and state laws and regulations tell companies how much pollution they are allowed to release into the environment. Local, state, and national government policies and economics influence these regulations.
Fossil Fuel Pollution
Recall that fossil fuels were once living organisms. But oil and coal can harm organisms living today. In order to refine oil into gasoline and other fuels, the crude oil must be transported from the drilling site to the refinery. Ships are the most economical way to transport crude oil. Marine life can be greatly affected if crude oil spills from a ship. Burning fossil fuels releases carbon dioxide into the air. Carbon dioxide contributes to global warming. Burning coal gives off sulfur dioxide. This gas causes acid rain. When vehicles burn gas, they release pollutants that contribute to the smog in many cities. Burning fossil fuels also releases tiny particles, called particulates, into the air. Particulates can damage lungs.
What are some negatives to burning fossil fuels?
What is the impact of driving cars?
Americans use about one quarter of the world's oil. Most of the oil is used to power vehicles. There are about 24 million vehicles registered in the state of California alone. Highlight the previous 3 sentences. The average vehicle uses one gallon of gas for every 18 miles it travels. If Californians drove vehicles that averaged 30 miles for every gallon of gas, they would save more than 500 million gallons of gasoline each month. Driving smaller cars can save gasoline. Other ways to conserve gasoline include carpooling, bicycling, walking short distances, and using buses or trains instead of driving. Scientists are also developing electric hybrid technologies that burn less fossil fuels. They are also researching ways to use fuels other than gasoline to power cars.
What are ways to use less gasoline?
What is the impact of using coal?
About 70 percent of the electricity produced in the United States is generated using fossil fuels, especially coal. Coal must be extracted from Earth, transported, processed, and burned to generate electricity. Strip mining damages the land. Landslides, erosion, and polluted streams and lakes often result from strip mining. The land is generally useless after the mining ends, unless great care is taken to reclaim the land. When coal burns, gases are released. Some gases help to form acid rain, which can damage forests, lakes, and streams. Burning coal also releases particulates and some toxic metals into the air.
What are some negatives to strip mining for coal?
How does energy use affect the environment?
Burning fossil fuels can cause air pollution. Extracting and transporting fossil fuels can damage land and water resources. Alternative energy sources can also harm the environment. Although hydroelectric power is a renewable resource, large lakes that are created by dams block the flow of rivers and destroy wildlife habitats. Dams also increase the amount of sediment and erosion downstream. Dam failure can cause devastating floods. Nuclear fission power plants produce dangerous radioactive waste. The waste must be stored safely for 10,000 years. Nuclear fission does not pollute the air with gases. However, a nuclear reactor generates a large amount of heat. Like all engines, nuclear power plants must get rid of unusable heat energy. Water is used to cool a nuclear power plant. Heated water released into the environment can harm fish and other wildlife.
What are some negative impacts on the environment from dams or nuclear power plants?
Wind Farms
Wind towers do not heat water or pollute the air. Wind farms do not destroy the environment permanently, but they do stop birds from using the area for nesting or feeding habitats. The best place to locate wind farms may be near large bodies of water, where it is windy. People might object to large wind towers obstructing their view.
Compare Name one advantage and one disadvantage to wind as a power source.
Using Energy Resources Wisely
If people continue to use nonrenewable energy resources at current levels, as shown below, there could be shortages in the future. Few people want to completely change their lives to avoid using nonrenewable energy resources, but there are many ways to reduce the amount of resources all of us use each day. Conservation means the preservation and careful management of the environment, including natural resources. Highlight the previous sentence. Conserving nonrenewable resources is one of the most effective ways to help prevent shortages.
Appliance Average Electricity Used per Hour
Lightbulb 100
Stereo 100
Television 230
Washing machine 250
Vacuum cleaner 750
Dishwasher 1,000
Toaster 1,200
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Oven 1,300
Air conditioner 1,500
Hair dryer 1,500
Microwave 1,500
Clothes dryer 4,000
Freezer 5,100
Refrigerator/freezer 6,000 |
What have you learned?
Earth's many resources supply materials and energy for all of Earth's organisms. People use these resources for everyday living. Humans use fossil fuels as their primary source of energy. Developing other energy sources will reduce demand for fossil fuels and prevent pollution. Conservation and recycling can help save resources and reduce pollution.
Now that you are done, write a few sentences (or more!) that you feel from your heart. What did you learn here? What's important? What will you do?
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In this pop-up you must show your knowledge about ecosystems. Please you're your knowledge of how to make a great pop-up page to make this one your best yet. Make certain you have sub-titles so the reader can find your information easily. You must have ALL of your facts done before you can use a laptop. Laptops can ONLY be used for titles and pictures, no facts. Since you just read these instructions, please write environment at the top of this page, right next to your name. Thanks for reading the instructions, you will go far in life for it!
Define ecosystems. 5
Define abiotic and biotic factors. Give examples of each. 10
Define species, population, and community by using an example from our park. 15
Glue your foldable onto your pop-up. 5
Have pictures of the six major biomes and label them. 12
Define the difference between deciduous and coniferous. Include pictures. 10
Use at least 2 pictures from our bicycling field trip. 5
Has a great page title and sub-titles for each fact so they are easy to find. 15
Your pop is your best work; it has few if any mistakes. It has no pencil marks or tear marks. It is very neat and looks like published work. It shows that you have pride in your work. 20
Your grammar and spelling are terrific. You use complete sentences and it is easy to read. 10
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Resource Learning Pop-up Page Rubric
Please use your reading packet, Mr. Pembroke's presentations/lectures, film, internet, and any other RESOURCES that you have used to learn about this material. Make sure it is a combination of pictures and words. It is nice if the pictures are both hand drawn as well as computer generated, however you are not allowed to use a computer until you have completed all of your handwritten facts and checked with Mr. Pembroke! Please circle your name. Thanks for reading the directions.
It covers all of this material in depth:
1.
What are natural resources? (5)
2. What is the difference between organic and inorganic resources? (5)
3. What makes a resource renewable or not and what are several examples of both? (10)
4. List the three main fossil fuels that we use to generate electricity and briefly explain how each is created. (6)
5. List at least 5 ordinary items and the natural resource that they are made from. (5)
6. What are the three R's? Explain each. (6)
7. What are some pollution solutions? (5)
8. List at least six alternative energy production systems that can be used instead of fossil fuels. Include pictures. (6)
9. What can we do at school to make a positive difference for our resources? (5)
(10 points) It is eye-catching, has a bold title, uses both pictures and words to explain the topic, and is the author's personal best work. Everything is done in pen or marker and there are no pencil markings left. It looks very good.
(10 points) It has no or very few if any spelling and grammar errors.
Total points out of 73 possible: _______________
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In this pop-up page you will be explaining volcanoes. Think about your previous pages and how you might improve this page. You may use the computer to generate your title and subtitles, but all your information must be handwritten. You may NOT use a computer until all of your handwritten facts are complete and cleared through Mr. Pembroke. So there. You must have a combination of computer generated pictures as well as handmade ones. Highlight the previous sentence. If you just read these instructions, please put a star in the top right corner of the paper. Thanks for reading the directions.
- What is a volcano and how do they form? (10)
- Where do volcanoes occur? (10)
- Explain the difference between convergent/divergent and hot spot volcanoes. (10)
- What affects how a volcano erupts? Mention: viscosity, temperature, and trapped gases. (15)
- What are the two types of magma. (Describe basaltic and granitic.) Don't forget silica content! (10)
- Describe the three types of volcanoes and include pictures. Be specific in how they are formed. Use a real example for at least one type in our area. (30)
- What are signs of predicting eruptions? (10)
- The grammar and spelling are good and there are few if any errors. (20)
- The pop-up is your best work, has few if any fix-its showing, has no pencil markings, and has a variety of pictures, writing font, and colors. (15)
Total possible: 130 My score:
Comments:
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In this pop-up page you will be explaining plate tectonics. Think about your previous pages and how you might improve this page. You may us the computer to generate your title and subtitles, but all your information must be handwritten. You must have a combination of computer generated pictures as well as handmade ones. Highlight the previous sentence. If you just read these instructions, please put your name in the top right corner of the paper. Thanks for reading the directions.
- Who was Alfred Wegener? (5)
- What is the theory of continental drift? (5)
- What was Pangaea and what evidence exists to prove that it once existed? (10)
- Explain what sea-floor spreading is and what mid-ocean ridges are. Also mention the largest known mountain range on the planet. (15)
- List the three types of faults and draw a simple picture for each one. (10)
- Explain the two ways in which scientists measure plate movement. (10)
- Describe a convergent plate boundary and show a picture. (10)
- Describe a divergent plate boundary and show a picture. (10)
- Describe a transform plate boundary and show a picture. (10)
- Describe what subduction is and how it affects the landscape. (10)
- The grammar and spelling are good and there are few if any errors. (20)
- The pop-up is your best work, has few if any fix-its showing, has no pencil markings, and has a variety of pictures, writing font, and colors. (25)
Total possible: 140 My score:
Comments:
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This pop-up will focus on the makeup of the structure of the Earth. Use your knowledge to give detailed information on each of the following items. ALL facts and information must be complete BEFORE you are allowed to use a computer. Highlight the previous sentence. You must hand write all information. It is wise to do it in pencil first, then edit it or have a peer edit it, then go over it in pen. Main page title and topic sub-titles can be made using the computer as well as computer generated pictures from clip-art or the web. If you just read these directions, put a happy face at each corner of this page. Thanks for reading the directions; you will be a winner in life for it.
- Use a picture to show the main sections of the Earth's layers. Make sure they are labeled with titles and temperatures. (10)
- Describe how changes occur on the surface through convection currents in the mantle. Be sure to discuss how convection happens because of differences in temperature and therefore, density. (15)
- Describe the asthenosphere. Mention the mantle, flowing and non-flowing rock, plastic, etc. (10)
- Describe the lithosphere. Mention crust and what similarities and differences there are between this layer and the mantle. (10)
- Describe the inner and outer core. Discuss what they are made up of and how they differer. (10)
- Describe how scientists use seismology to determine the layers of Earth. (15)
20 points: There are few if any grammar or spelling errors. Sentences are complete and thorough and do a great job of giving information.
20 points: The page uses both pictures (several) and words to describe the topic. It has a bold title, sub-titles for each topic area, looks great, and has no pencil markings. It is of final draft quality and has no evidence of sloppy fix-its.
Total Points Possible: 110. My Score: ___________________
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Ca.State Standard 1. b. Students know Earth is composed of several layers: a cold, brittle lithosphere; a hot, convecting mantle; and a dense, metallic core.
As has been the case, please read this document to learn about our Earth. You must use complete sentences except when you are asked to list items. Highlight the previous sentence. As you know, this will be information that you will be tested on and you will also use this to build a pop-up page. Remember that on your pop-up page you'll need to put these concepts into your own words. If you just read these directions, please skip the next box.
The Earth is composed of layers. We often wear our clothes in layers. Use the back of this packet to draw a picture of you with many layers of clothing on.
Earth's Interior Layers
Earth's interior is made up of three layers. Highlight the previous sentence. Each layer is different due to differences in temperature and pressure. The deeper you go into Earth's interior, the greater the temperature and pressure. Each layer is also made up of different materials.
What makes each layer different?
What do seismic waves tell us about the Earth?
Scientists have removed samples of Earth's interior to a depth of about 12 km. Volcanoes provide rock samples from as deep as 200 km into Earth's interior. Scientists need other methods to determine what the deepest parts of Earth's interior are like. Earthquakes produce seismic waves that pass through the planet. The speed and direction of seismic waves change depending on the type of material they pass through. The waves bounce off or bend as they approach a new layer. Scientists learned about the layers and insides of Earth by studying the paths of seismic waves. As the scientists study the paths of the seismic waves, they can discover new details about the makeup of Earth's interior.
How do scientists make decisions about the interior of the Earth?
What is the crust of Earth?
The crust of Earth is the thin, rocky, outer layer. Crust under the oceans is made of the igneous rock called basalt. Below the basalt is another igneous rock called gabbro. Gabbro (GAH broh) has the same composition as basalt, yet has larger grains because it cooled more slowly. Most of the continental crust is made of igneous rocks made of low-density minerals, such as granite. This makes the average continental crust less dense than oceanic crust. The crust's igneous rocks are usually covered with a thin layer of sedimentary rocks. Rocks that make up the crust are rigid and break easily.
What do both the crust under the ocean and the crust of continents have in common?
What are the crust's igneous rocks usually covered with?
What is the mantle of Earth?
The mantle is the thick middle layer of rock below the crust. Highlight the previous sentence. The rock in the upper part of the mantle is called peridotite (puh RIH duh tite). Minerals in mantle rocks have tightly packed crystal structures, making mantle rocks denser than rocks in Earth's crust. The mantle is made of two layers caused by increasing temperature and pressure. Rocks in the upper mantle are brittle. Between 100 km and 250 km deep it is so hot that tiny bits of the rock melt. This partly melted rock material allows the rock to flow. Scientists sometimes call this flowing rock plastic. This flowing, but still mostly solid layer of the mantle is called the asthenosphere. Highlight the previous sentence. If it were possible for you to visit the mantle, you would not see the flow. It moves at rates of only a few centimeters per year. Below the asthenosphere, the rock is solid, even though it is hotter than the rock material in the asthenosphere. How can this happen? The pressures deep within Earth are so great that they squeeze hot rock material into a solid state.
What is the asthenosphere?
What is the lithosphere?
The rock in the crust and mantle has different compositions. But the crust and mantle are both made of solid and rigid rock. Together, the crust and the uppermost mantle form the brittle outer layer of Earth called the lithosphere. Highlight the previous sentence.
What is the lithosphere?
What is the core of Earth?
The dense metallic center of Earth is called the core. It is made mainly of iron and nickel metals. The core is divided into two layers. The outer core is a layer of molten metal. Higher pressures in the inner core cause the metal to be in the solid state.
Describe the two layers of the Earth's core.
Heat Transfer in Earth
The heat movement in a fluid is by a process called convection. Convection moves heat in the outer core and in the mantle. This movement process is the result of changes in density.
What factors affect Earth's density?
The density of Earth's materials varies. Some minerals and rocks are denser because of their composition. Temperature and pressure can also affect density. As the temperature of a material is raised, the volume increases. The mass of a material does not change, but it takes up more space, so it is less dense.
What factors affect density?
As pressure is raised, the material is squeezed into a smaller space. This causes the material's density to increase. The three major layers of Earth are made of different materials with different densities. The core is metallic. The mantle and crust rocks are less dense than material in the core. The rocks in the crust are the least dense of all rocks. Highlight the previous three sentences.
How does convection affect the core and mantle?
Heat energy in Earth's outer core and mantle moves toward the surface mostly by convection. This is important for two major Earth processes. First, convection in the outer core produces Earth's magnetic field. This causes Earth to act a little like a huge bar magnet.
What does convection in the outer core cause?
Second, convection in the mantle is important for plate tectonics. Scientists have discovered that even solid rock can flow. In order for this to happen, the rock must be very hot in some places and cooler in other places. The flow takes place extremely slowly. The flow transfers energy and matter from the mantle to Earth's plates. Recent studies show that the plates might control the flow of the mantle below them. There still is much to learn about this movement of material in Earth's interior.
How does convection play a role in how the plates move?
What have you learned?
Now that you've thought about Earth's structure from the surface to the core, you probably realize that Earth is a dynamic planet. Material within Earth continues to move because it is energized by the decay of radioactive elements deep inside the planet. As movement of matter occurs, heat escapes and changes Earth's surface by uplift.
What does "dynamic planet" mean?
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In this reading unit, you'll be learning more about plate tectonics. Only highlight the exact lines that you are told to highlight. Please highlight the previous sentence. Answer all the questions in complete sentences. Underline the last two words of the previous sentence. After reading these directions, put a smiley face in the top two corners of this page.
What five things does a complete sentence have?
PLATE TECTONICS
1. Drifting Continents
Five hundred years ago, Europeans sailed across the Atlantic Ocean and found continents they had never seen before. Today, we call those continents North and South America. Mapmakers began to include them on their maps. When mapmakers studied at the edges of North and South America, they became curious. The edges of the Americas looked like they might fit into the edges of Europe and Africa. The observation inspired Alfred Wegener to come up with a controversial idea.
Where did it look like the Americas would fit?
2. What is continental drift?
If you look at a map, the edges of the continents bordering the Atlantic Ocean look kind of like pieces of a jigsaw puzzle. In the early 1900s a German scientist named Alfred Wegener decided the continents had been attached at one point. He proposed the theory of continental drift, the idea that the continents move slowly parallel to Earth's surface.
Who proposed the theory of continental drift?
What is the theory of continental drift?
3. What was Pangaea?
Wegener thought that a few hundred million years ago, all the continents formed a huge landmass, which he named Pangaea (pan JEE uh), which is Greek for "all lands." He hypothesized that Pangaea existed around the time of the dinosaurs. Over millions of years, Pangaea would have broken and drifted apart to form the continents we recognize today, as shown below
What does the word Pangaea mean?
When did Wegener think Pangaea existed?
4. Evidence for Continental Drift
Wegener presented four types of evidence to support his continental drift hypothesis. This evidence included:
•how the continents fit together
•fossils
•rocks and mountain ranges
•ancient climate records
Highlight the four things that support Wegener's hypothesis.
5. How did the continents fit together?
Wegener decided the continents would fit together if the Atlantic Ocean didn't separate them. For instance, the east coast of South America fits into the notch on the west coast
of Africa. And, the bulge on northwest Africa fits right into the space between North and South America. Imagine the continents pieced back together like jigsaw puzzle pieces.
Animals could have lived right over the space where the continents broke apart, and their fossils would be scattered on both sides of the break.
What continents appear to fit together if placed right next to each other?
6. What does fossil evidence show scientists?
Fossils are the remains, imprints, or traces of once-living organisms. Highlight the previous sentence. When an organism dies and gets buried in sediment, it can harden and be preserved. Remains in sediment that have hardened into sedimentary rock help scientists learn about past species, such as the dinosaurs shown above. Wegener then studied a seed plant named Glossopteris (glahs AHP tur us) with fossils scattered through South America, Africa, India, Australia, and Antarctica. Such seeds couldn't have blown or floated across the large ocean that separates the continents. Wegener reasoned when the plant was alive those continents must have been attached.
What kind of rock do fossils form in?
How did Glossopteris help prove Wegener's theory?
7. How do rock types and mountain ranges explain continental drift?
Geologists can recognize rocks as groups because of their age and composition. Wegener discovered that distinctive groups of rocks on the continents would match up if the Atlantic Ocean were removed. For instance, specific rock groups in Africa match ones in South America, and indicate where the two continents would have been attached during
the time of Pangaea. Certain mountain ranges on separate continents also connected together when Pangaea existed. For instance, Wegener realized the Appalachian Mountains in eastern North America could have matched similar mountain ranges in Greenland, Great Britain, and Scandinavia. Such evidence supports the idea of Pangaea.
In what ways do rock groups support the idea of Pangaea?
How do mountain ranges support Pangaea?
8. How does ancient climate evidence help explain continental drift?
Wegener was a meteorologist. Meteorologists are scientists who study weather and climate. Highlight the previous two sentences. Wegener traveled the world looking for rocks that contained evidence of past climates. When sedimentary rocks form, they preserve clues about the climate in which they formed. For instance, a hot, wet climate has many plants. Such plants form coal deposits in sedimentary rock. Similarly, a hot, dry climate produces rocks with preserved sand dunes. By looking at the patterns produced in sedimentary rock, Wegener determined that the climate during the time of Pangaea wasn't the same as the climate today.
9. Continental Drift Hypothesis
Wegener proposed that the continents drifted by plowing through the seafloor. He thought the forces that make the tides and waves in the ocean also moved the continents. The continental drift hypothesis is the idea that the continents move very slowly, over millions of years, across Earth's surface, as shown below. Wegener's evidence included the geographic fit of the continents, fossils, rocks and mountain ranges, and ancient climate records. Most scientists rejected Wegener's theory. They didn't think the forces that created ocean tides could possibly move continents, even over millions of years. Wegener died in 1930 without much recognition for his accomplishments. He didn't live to see the evidence that made scientists revisit his ideas.
What do you know? Is it ocean tides that move the continents?
What four things supported Wegener's theory?
10. Seafloor Spreading Hypothesis
By the 1950s, new models and technologies, such as sonar, were being developed to map and explore the seafloor. When scientists mapped the topography of the seafloor they discovered underwater mountain ranges known as mid-ocean ridges. Harry Hess studied the seafloor trying to understand how mid-ocean ridges were formed. He proposed the seafloor spreading hypothesis, which is the process by which new seafloor is continuously made at the mid-ocean ridges. Highlight the previous sentence. New evidence from around the world showed that the seafloor was spreading, as Hess had thought. Seafloor spreading seemed to explain continental drift. Studies of mid-ocean ridges continue today.
What are underwater mountain ranges called?
11. Earth's Plates
Seafloor spreading showed how the continents could move. They don't drift along the seafloor as Wegener thought. The continents and the seafloor move over a weaker layer in the mantle of the Earth. Highlight the previous sentence and read it carefully. Geologist J. Tuzo Wilson named the large pieces of Earth's surface that move across one another plates. Wilson said Earth's plates were like pieces of a splintered eggshell, outlined by cracks. He thought seven large plates covered Earth. Today, the large brittle pieces of Earth's outer shell, or surface, are called lithospheric plates.
What are the large brittle pieces of the Earth's outer shell called?
12. What is the theory of plate tectonics?
The theory of plate tectonics explains how lithospheric plates move and cause major geologic features and events on Earth. Highlight the previous sentence. The theory was founded on ideas like continental drift and seafloor spreading and is widely accepted today. Plate boundaries are shown as thin lines on the map on the next page. Earthquakes and volcanoes are common at Pacific Ocean. Many volcanoes and earthquakes are located near long, deep parts of the seafloor called ocean trenches.
What are some examples of geologic features or events on Earth?
13. What type of rocks are found in the lithosphere?
The lithosphere is made of Earth's crust and upper mantle. Rigid and brittle rocks are found in the lithosphere. When forces such as volcanoes or earthquakes act on these
rocks, the rocks bend or break. Highlight the previous sentence.
14. What's the difference between oceanic and continental lithosphere?
The two types of lithosphere are oceanic and continental. Most of the major plates have both oceanic lithosphere and continental lithosphere. Highlight the previous two sentences. Oceanic lithosphere is much thinner than continental lithosphere. Oceanic lithosphere forms near a mid-ocean ridge. It contains oceanic crust, which is made mainly of dense basalt, gabbro, and a thin layer of sediment. In contrast, continental lithosphere contains continental crust, which is made of igneous rocks like granite, metamorphic rocks like gneiss, and a covering of sedimentary rocks. Most of the rocks in the continental lithosphere are less dense than those in the oceanic lithosphere.
What are the two types of lithosphere?
How do the rocks differ between them?
15. What causes convection?
Heat has been escaping from Earth since it first formed. One way heat transfers from Earth's deep interior, or core, to the surface is by convection. Convection is a type of heat
transfer that occurs as a result of temperature differences in Earth's mantle. Convection requires a continuous supply of internal heat. One heat source comes from radioactive decay of elements like uranium in Earth's mantle. Heat and radiation get produced in rocks with radioactive elements. The heat lowers the density of the surrounding rock. The heated rock is pushed upward. This moves both rock and heat from inside Earth toward the surface. Convection currents provide matter and energy for the motion of the plates. The arrows in the figure below show the rise and fall of material deep inside Earth.
How is heat the causes convection currents created inside the Earth?
16. How might convection drive plate movement?
At a mid-ocean ridge, less dense rock is brought to Earth's surface. Because the surrounding pressure deep within Earth is so great, the rock melts into lava. The lava cools at the surface as a new part of an oceanic ridge. When a new convection current occurs, the new rock, formed from the lava, moves away from the ridge, and begins to cool. As the rock cools, it becomes more dense. As convection currents rise to Earth's surface, they move the brittle plates of Earth's lithosphere. The plates move over Earth much like ice floats on top of water. Sometimes a cooler, more dense mass of rock sinks down into the mantle. Scientists call these sinking rocks slabs. When a slab sinks, it bends and breaks. This causes an earthquake.
What are slabs?
What happens when they sink?
17. What are ridge push and slab pull?
Ridge push and slab pull are two forces that might be important in controlling the movement of plates. A midocean ridge is higher than most of the rest of the seafloor.
So when a plate rises to the top of a ridge, gravity helps push it down the ridge's slope, a process called ridge push. Slab pull occurs when one plate gets forced into the mantle.
As a cool, dense slab sinks into the mantle, gravitational forces act on the dense slab and pull it even deeper into the mantle. Scientists now study plates, mid-ocean ridges, slabs, and complex waves that travel through Earth to learn what forces control the movement of plates. Highlight the previous sentence.
18. Measuring Plate Movement
Since the 1960s, scientists have found new ways to prove the theory of plate tectonics. Now they can measure plate movement directly, with a system of satellites.
19. What is the Global Positioning System?
The Global Positioning System (GPS) is a network of satellites used to determine locations on Earth. A receiver on Earth processes signals from several satellites circling
the planet. A computer in the receiver calculates the exact coordinates of the receiver's location on Earth. Today, you can find GPS in cars, planes, and even in handheld devices.
Scientists use GPS to measure plate movements. Certain receivers monitor the direction and speed of plates as they move across the planet.
What does GPS stand for?
20. What is satellite laser ranging?
Satellite laser ranging (SLR) uses pulses of light to measure distances. These pulses of light are laser beams. Measurements using SLR show similar results to those made using GPS. The results from the two systems show us that plates move about as fast as your fingernails grow, only centimeters a year.
What two main systems are used to measure plate movement?
About how much do they move each year?
21. Plate Tectonics and the Rock Cycle
Plate tectonics make the rock cycle easier to understand. Rocks constantly move through the rock cycle. Magma rises and becomes igneous rock at the mid-ocean ridge. A plate moves away from the ridge slowly and cools, carrying igneous rock along with it. Eventually the plate drops into the mantle and causes melting in the mantle below it. So
while some rocks erode and melt on mountaintops, others form at the same time on the seafloor. The rock cycle occurs slowly, over millions of years. Rocks are constantly recycled as the rock cycle continues. Don't you think that's cool? Answer here:
22. Plate Movements
Earth's outer shell is broken into large, brittle pieces called lithospheric plates. The thickness and composition of a lithospheric plate varies. The thickness and composition
depends upon whether the plate is made of oceanic or continental material. Forces in Earth, such as earthquakes and volcanoes, occur along the boundaries of the lithospheric plates. Highlight the previous two sentences. The theory of plate tectonics explains how lithospheric plates move and cause major geologic features and events on Earth's surface. Rewrite the previous sentence in the empty box below. Some scientists hypothesize that convection currents in Earth's mantle drive the movement of plates. And, some scientists think that ridge push and slab pull are two forces that control the movement of plates. Highlight the word "lithospheric everywhere you see it in this paragraph.
Plate Boundaries and California
23. Stress and Deformation
Earth's lithosphere—the crust and part of the mantle—is broken into plates, packed closely together. The plates move in different speeds and different directions, so stress and collisions occur. The plates move slowly, but their size means collisions are extremely powerful.
24. Can rocks bend?
Rocks can bend without breaking. Rocks stressed at high temperatures may change shape by folding, but not breaking. Scientists call this plastic deformation. When stress occurs
slowly, or at high temperatures, these deformations are likely to occur. Rocks sometimes snap back to their original shape when stress no longer exists. This is called elastic
deformation. A break in a rock is called a fracture. If rocks on one side of a fracture have moved relative to the rocks on the other side, the fracture is called a fault.
What is plastic deformation?
What is elastic deformation?
What is a break in a rock called?
25. What three main types of stress lead to faulting?
Three types of stress that lead to faulting include tension, compression, and shear stress. In nature, combinations of these stresses often occur. Each type of stress can cause
more than one type of fault.
26. What is tension stress?
When two plates move apart, as shown in the figure below, the lithosphere must stretch and become thinner. The result is a deformation caused by tension.
27. What is compression?
When plates are squeezed together, as shown below, the rocks become thicker. This deformation is called compression.
28. What is shear stress?
Rocks can also be pushed sideways in opposite directions. When this occurs, the stress is called shear. Rocks do not become thinner or thicker from shear stress.
List the three types of stress that lead to faulting and for each one, use two arrows that will help remind you of the direction the stress is moving.
29. What do geologists take note of when examining a fault?
Geologists examine faults to determine which way broken sections of the rock have moved. They look for objects broken by the fault to see what stresses caused movement.
Imagine a fault in which the rocks have been pulled apart. Geologists call the upper surface, from which you could hang, the hanging wall. The block of rock below the fault is called the footwall.
30. What types of faults do geologists identify?
Rocks along faults can move up, down, or sideways. Tension stress produces normal faults. The fault at Death Valley is a normal fault. Its hanging wall has moved down
to the footwall. Compression produces reverse faults. As compression pushes rocks together, the hanging wall moves up relative to the footwall. Shear stress produces strike-slip faults. Strike-slip faults are often vertical, meaning the rocks scrape sideways, or
horizontally, past one another rather than moving up or down. The San Andreas fault is a strike-slip fault.
Rewrite the last sentence here, and use arrows to show the direction the fault moves.
31. Types of Plate Boundaries
Earth's plates meet at plate boundaries. Faults form along these plate boundaries. Highlight the previous sentence. Three types of plate boundaries exist. The type of boundary is determined by the way the rocks on either side of the boundary move. Geologic features formed at faults depend on the type of plate boundary and type of stresses generated.
32. What happens at a divergent plate boundary?
Geologists use the term divergent plate boundary when lithospheric plates are moving or pulling apart. Highlight the previous sentence. Seafloor spreading helps create mid-ocean ridges at divergent plate boundaries. Mid-Ocean Ridges As lithospheric plates move apart at mid-ocean ridges, new seafloor forms, rocks break, and earthquakes occur. Rocks cool and contract becoming denser as they move away from a mid-ocean ridge. As a result, the seafloor farther from the ridge is deeper underwater than the seafloor near the ridge. Studying mid-ocean ridges is difficult because the ridges are located about 2 km below sea level.
Continents Pull Apart
Most divergent plate boundaries are located on the seafloor. Some divergent plate boundaries form on land and pull continents apart. The process that pulls continents apart is called continental rifting. When the lithosphere stretches, tension stress occurs, causing rocks to pull apart, break, and form normal faults. As the hanging wall of a normal fault slides down the footwall, a long, flat, narrow rift valley forms. If the pulling continues, the rift valley grows. If the valley reaches a shoreline, ocean water floods into it. In time, the gap between two plates might widen to form an ocean.
33. What happens at a convergent plate boundary?
A convergent plate boundary is formed when two plates move toward each other. Eventually, the plates collide. Highlight the previous two sentences. The results of the collisions depends on what the plates are made of—continental or oceanic lithosphere. When plates collide, earthquakes occur, and new topographic features form. Rewrite the previous sentence in the box below.
34. Ocean-to-Ocean Collision
When two oceanic plates collide, a slab of one plate slides under the other, in a process called subduction. The density of the plate determines which plate subducts. Generally, a colder, denser slab is forced down into the mantle and a trench forms. As the slab sinks, temperature and pressure release water from minerals in the slab. Where the water rises into the mantle, rocks melt and create the magma that sprays out of volcanoes in the overlying plate.
What is subduction?
Ocean-to-Continent Collision
When an oceanic plate collides with a continental plate, the oceanic plate always
subducts. The subducting plate creates a curved line of volcanoes along the edge of the overlying continental plate.
36. Continent-to-Continent Collision
When two continental plates collide, neither subducts. The granite and shale rocks
of continental plates aren't dense enough to sink. Instead, compression stresses force uplift. When continents collide and are uplifted, tall mountains form.
Explain how ocean to continent collisions differ from continent to continent collisions.
37. What are transform plate boundaries?
When two plates scrape sideways past one another, a transform plate boundary exists. Lithosphere isn't formed or recycled at these boundaries. A transform plate boundary
is similar to a strike-slip fault. Plates scrape past each other and slip, rocks break, and earthquakes occur.
What happens at transform plate boundaries?
38. Oceanic
Oceanic transform plate boundaries connect pieces of mid-ocean ridges. Mid-ocean ranges are often made of many short pieces. In fact, most oceanic transform plate boundaries are short.
39. Continental
Some transform plate boundaries occur in continental lithosphere. Large earthquakes occur along the faults. The San Andreas Fault in California is a continental transform boundary. The boundary separates the North American Plate and the Pacific Plate. Highlight the previous sentence. It's really important. It affects your life. You need to know it. Why don't you memorize it because it will definitely serve you well, both in life and on the next test.
40. Deformation and Plate Boundaries
Scientists study how rocks break and bend. They identify the stresses that cause deformation such as fractures and faults. They use clues from these studies to unravel Earth's geologic history. Scientists use data to find out the direction and distance plates have moved, and to determine how plates have interacted at plate boundaries.
41. Plate Tectonics in California
A continental transform boundary cuts across California. At the northern end of the state, a convergent plate boundary sits offshore. The movement of these plates produces earthquakes, volcanoes, and mountains.
42. What is California's transform plate boundary?
Most of California is located on the North American Plate. A small part of California lies on the Pacific Plate. The plate does not slide smoothly, but moves in jerks, which causes earthquakes. The San Andreas Fault is the transform plate boundary between these two plates, as seen below. The Pacific Plate moves northwest relative to the North American Plate. The velocity of movement is about 3.4 centimeters per year. (see, I told you you would need to know this!)
What transform plate boundary is in California?
What plate does most of California sit on?
43. Bends in the Fault
The San Andreas Fault is not a straight line. Bends in the fault mean blocks of rock have
been pushed up or down, forming mountains or basins. Many of California's mountains formed because the Pacific Plate moves past the North American Plate. The Los Angeles
Basin, the VenturaBasin, and San FranciscoBay formed as blocks of rock have dropped down.
44. What forms California's convergent plate boundaries?
Just offshore of Northern California are two small oceanic plates—Gorda and Juan de Fuca. These plates are subducted beneath the coast at the Cascadia Subduction Zone. The
subduction forms a convergent plate boundary. The volcanic mountains of California's Cascade Range formed at this subduction zone.
45. California's Mountains
California's numerous mountain ranges often formed from the interactions at several plate boundaries. As rocks on one side of a transform plate boundary scrape and push
against the rocks on the other plate, mountains, such as the TransverseRanges, can form.
Why does California have such a variety of landscape features?
46. How does subduction form California's geographic features?
California's convergent plate boundaries, in the past and the present, have been important in forming California's mountains. Rocks made of granite form under volcanic mountains where plates meet. And during mountain building, forces that compress and increase heat produce metamorphic rocks. For example, the KlamathMountains and Sierra Nevada contain igneous and metamorphic rocks that formed below the surface. These rocks formed when an ancient oceanic plate subducted beneath the North American Plate.
In Northern California, granite rocks are forming deep in the crust. Volcanic activity on the continental lithosphere above the subduction zone in northern California produces
the Cascade Range. Lassen Peak and Mount Shasta in the Cascade Range are active volcanoes. Highlight the previous sentence. The next figure shows a subduction zone and what can occur at a convergent boundary between oceanic and continental plates.
47. Future Plate Movement
Scientists can estimate the directions and speeds plates move. They can predict future plate boundary interactions. The part of California that is on the Pacific Plate, including
Los Angeles, will continue to move northwest along the coast relative to the North American Plate. This means Los Angeles and San Francisco are approaching each other
about as fast as your fingernail grows, forming mountains and basins along the way.
What is likely to happen in the distance future between Los Angeles and San Francisco?
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Ecological Roles
Please read this packet carefully. You must answer all questions in complete sentences unless you are asked to list things. Please only use a highlighter or light marker. Do not use pen or pencil to underline the areas that you are asked to. Highlight the previous three sentences. Make sure your name is on the top of this. If you just read these instructions, circle the total possible points.
Grade Six Content Standard, 5.e. Students know the number and types of organisms an ecosystem can support depends on the resources available and on abiotic factors, such as quantities of light and water, a range of temperatures, and soil composition. Also covers 5.c., 5.d.
What You'll Learn
-
how organisms in an ecosystem depend on abiotic factors
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how systems depend on biotic and abiotic factors
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how changing abiotic factors can cause organisms to adapt
· What is an ecosystem?
An ecosystem consists of the organisms in an area and the physical place they live. Highlight the previous sentence. Organisms are living things. Earth has many types of ecosystems. Oceans, deserts, parks, and gardens are examples of ecosystems. The organisms that share an ecosystem interact with each other. They also interact with nonliving factors in their environment.
What things do organisms interact with?
· Abiotic Factors
Abiotic factors are the nonliving parts of an ecosystem. Highlight the previous sentence. Sunlight, soil, water, and air are important abiotic factors. They help control the growth of plants.
What are some examples of abiotic factors?
· Why is the Sun an important abiotic factor?
Most life on Earth depends on energy from the Sun. For example, green plants use the Sun's energy to make food. Other organisms eat those plants. Organisms also depend on
heat from the Sun to keep warm. The Sun's energy controls many of the abiotic factors in our environment. Highlight the previous sentence.
How is it that the sun is important?
How does the Sun affect climate?
Climate is another abiotic factor. It is the pattern of weather in an area over many years. Highlight the previous two sentences. Temperature, wind, precipitation, and sunlight are all part of an area's climate. Earth's surface is curved. As a result, different areas of Earth receive different amounts of radiation from the Sun. Sunlight hits the north and south poles at an angle. This spreads the heat, causing the poles' climate to be very cold. Few species are able to live there. However the equator is hit directly by the Sun's rays. This creates some of the warmest places on Earth. Life is abundant at the equator's regions. Temperature differences between the poles and the equator also affect wind and wave patterns around the world.
Why are there different temperatures at different areas on the planet?
What is the water cycle?
Water is an abiotic factor that is important to almost all life on Earth. Earth itself is between 70 and 75 percent water. Most of Earth's water is in oceans. Much of the rain
or snow that falls on land drains into a river or stream. Eventually it flows into the sea. The process of getting water from the sea to the sky and back to the land is called the
water cycle. It requires energy from the Sun. The water cycle is described below.
What are the steps in the water cycle?
The following steps repeat in an endless cycle. The water cycle makes water available to support life on land.
1. Water from oceans, rivers, and other bodies of water is evaporated by sunlight.
2. Water molecules condense in the sky and form clouds.
3. Water from the clouds falls back to Earth as precipitation, such as rain, snow, sleet, and hail.
4. Some of the water falls back into oceans and other bodies of water. The rest falls onto land.
5. Some of the water that falls onto land is used by plants and animals. Some soaks into the ground and flows into nearby bodies of water.
Draw and label your own version of the water cycle.
Ecological Roles
What type of soil do most plants need?
Soil is an abiotic factor that is essential for many plants. Soils are not all the same. For one thing, soil can contain minerals such as limestone and quartz. These affect the soil's
acidity. Plants grow poorly in soil that has too much or too little acid. Most farmers monitor the acidity of their soil. Soil also contains nutrients plants need. Three of these
nutrients are nitrogen, phosphorus, and potassium. Plants grow best in soil that has the right amount of each. Nutrients are added to soil when dead plants and animals decay in it. The decaying matter is called humus (HYEW mus). Humus lies in a thin layer on the soil's surface. As it decays, it adds nutrients to the soil. This helps plants grow. Humus also helps plant growth by soaking up water, which keeps the soil moist. In nature, regions that have the most humus in the soil also have the most plant growth.
What are some things that make soil good for growing plants?
How does air support life on Earth?
Humans and many other organisms need to live in places where the air contains enough oxygen. This is because our cells need oxygen to release energy. Cells in organisms begin to die after only five minutes without oxygen. Some organisms need less oxygen than others. The air in a particular ecosystem helps determine the organisms that will live there. Living things affect air too. Some organisms, like humans, take oxygen from the air and release carbon dioxide while breathing. Other organisms, such as plants, take in carbon dioxide and release oxygen. Highlight all the "oxygens" in this paragraph.
Biotic Factors
Every ecosystem is made of living and nonliving parts. Biotic factors are the living parts of an ecosystem. Highlight the previous sentence. Plants, animals, and all other living things are biotic factors. Biotic factors interact with abiotic factors to determine the numbers and types of organisms in an ecosystem.
How do living things interact?
In an ecosystem, all organisms depend on each other. Think about a coral reef ecosystem. Corals are tiny animals. Microscopic algae live inside the coral. The algae provide food and oxygen for the coral. The coral provides a place for the algae to grow. Together, they make large reefs that can be home to snails, shrimp, lobsters, and other organisms. Plants also grow in the reefs. Those plants provide hiding spaces for small fish.
Different Roles
In a coral reef, like all ecosystems, living things compete for food and space. Some help each other by providing food, a place to live, or a place to hide. A species is a group of organisms that share similar characteristics and can reproduce among themselves and produce fertile offspring. Highlight the previous sentence. Each species plays a different role. Together they make up the biotic factors of the ecosystem.
How does a population differ from a community?
Imagine a pond with frogs living in it. If it contained thirty frogs then it would have a frog population of thirty. A population is the number of individuals of one species that live in the same area. A community is all the species that occupy an area. Highlight the previous two sentences. In the case of a pond, the community includes all species of plants and animals that live in and around the pond.
Describe in your own words the difference between a population and a community:
Limiting Factors
In nature, populations expand until limited by biotic or abiotic factors. A limiting factor is something in the environment that limits how large a population can grow. Food, water, space, and shelter are common limiting factors. Highlight the previous two sentences. Limiting factors can change over time. If an ecosystem that gets lots of rain suddenly has a drought, water becomes the limiting factor. Lack of water could cause some individuals to die. Different factors limit different species. Sun-loving plants do not grow well under large trees. Access to sunlight might be a limiting factor for those plants.
Describe some potential limiting factors for Californians:
Changes in Population
The life of sea otters can show how abiotic and biotic factors affect ecosystems. Sea otters live in kelp beds. Kelp are giant algae that attach to the ocean floor. Sea urchins chew off the kelp where they are attached. Sea otters eat sea urchins. When the sea otter population declines, the sea urchin population increases and destroys the kelp beds. The populations of other organisms that depend on kelp for shelter and food, such as clams, snails, and octopuses, also decline. The sea otter population is not increasing as fast as scientists hoped. One reason may be that killer whales are eating more sea otters. The whales' usual food sources, seals and sea lions, have declined in recent years. Some scientists hypothesize that warmer ocean temperatures, an abiotic factor, and over-fishing
may be responsible for the decline in seals and sea lions.
Organisms and Ecosystems
Grade Six Science Content Standard. 5.c. Students know populations of organisms can be categorized by the functions they serve in an ecosystem. Also covers: 5.d., 5.e.
Each of Earth's biomes has its own climate and supports a variety of organisms.
What You'll Learn
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about different biomes
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how different organisms play similar roles in different ecosystems
Before You Read
Think about the differences between a desert and a forest. Write some of those differences here. Then read the lesson to find out more about Earth's biomes.
Biomes
A biome is a large geographic area that shares a similar ecosystem and climate. Highlight the previous sentence. Each biome has its own climate and type of soil. Different biomes also contain different organisms. The map below shows the major biomes found on Earth.
What are characteristics of the tundra?
The tundra biome is located near the north and south poles. During the winter it receives little water or sunlight. The ground can stay frozen all year. The tundra supports more organisms during its short summer than in the cold, dark winters. Many animals that live in the tundra in the summer migrate to warmer climates in the winter. Animals that stay either hibernate or are adapted to the cold and dark.
List some features of the TUNDRA:
What is the taiga?
The taiga (TI guh) is a cold, forest region with many evergreen trees. It is the largest biome on Earth. Highlight the previous sentence. The taiga is warmer and wetter than the tundra, though winters are long and cold. The taiga biome stretches across North America, northern Europe, and Asia.
Interior Alaska-Yukon
What are the two types of rain forests?
There are two types of rain forests. Both receive abundant rainfall and are home to many lush, green plants. As shown on the map below, tropical rain forests are found near the
equator. Tropical rainforests have more plant and animal species than any other biome. Temperate rain forests are found in coastal regions that receive much rainfall each year.
Tropical
Temperate
Describe where on the globe you will find the two different rain forests:
What are different names for grasslands?
Most grasslands have a dry season each year with little or no rain. This lack of moisture prevents forests from developing. Grasslands have different names. In North America, they are called prairies. In Africa, grasslands are known as savannahs. Highlight the previous three sentences.
What biomes are most common in California?
Several biomes are found in California. The two major biome types in California are the desert and the chaparral. There is also a biome in California called the temperature deciduous forest.
Temperate Deciduous Forests Plants: in a temperate deciduous forest include trees that lose their leaves in the winter. Some evergreens also grow in these forests. Animals found in California's deciduous forests include insects, rodents, foxes, deer, raccoons, bobcats, and wolves. California's temperate deciduous forests are found in the northern part of the state, which has abundant rainfall in the summer and cold winters.
2. Identify What are the two major biomes in California? (Circle your answer.)
a. desert and rain forest
b. desert and chaparral
Deserts
The desert has less than two centimeters of rainfall each year. Life in the desert has adapted to conserve water. Cacti and other plants that grow in the desert have tough,
waxy coatings with thick leaves that store water. Animals such as rodents, lizards, snakes, and scorpions live in California's deserts..
What are some living things found in California's deserts?
Academic Vocabulary
region (REE jun) (noun) a broad geographic area distinguished by similar features
Chaparral
Southern California's coastal regions are chaparral biomes. The chaparral biome has hot, dry summers. The winters are mild and rainy. Fires and droughts are common. Highlight the previous sentence. Chaparral plants and animals are adapted to these conditions. Some chaparral organisms depend on fire. For example, the seeds of some pine trees are sealed in resin. When there is a hot fire, the resin is melted and the seeds can grow. The picture below shows the chaparral shortly after a fire.
Habitat and Niches
Each species fills a different role in the community and needs different things to survive. The role that an organism plays in its environment is called its niche (NICH). The place an organism lives is called its habitat. Highlight the previous two sentences.
What is a niche?
A niche describes how an organism's role interacts with all the biotic and abiotic factors in its environment. An organism's niche describes where it lives, what it eats, and the environmental conditions it needs to survive. Every ecosystem has similar niches. However, niches can be filled by different species in each ecosystem. For example, all ecosystems have niches for predators. In South American rain forests, those niches are filled by animals such as sloth, monkeys, and jaguars. In your own back yard, similar niches are filled by robins and housecats.
Explain, using real world examples, in your own words what a niche is:
Academic Vocabulary
environment (ihn VI run munt) (noun) circumstances, objects, or conditions by which one is surrounded
Human Impacts on Niches
What would happen if an organism was no longer able to fill its niche in an ecosystem? The entire ecosystem would likely be affected by this change. A population decline of one type of organism affects the rest of the ecosystem. Human activities affect population size and have an impact on entire biomes. For example, if people did not allow fires to burn in chaparrals, there would be no young pine trees. As older pine trees died, they would not be replaced. The animals that depend on these trees for food and shelter would either have to move or die.
Think of another real world example of how we as humans can alter habitats and therefore niches. Explain your thinking in a couple of sentences that uses examples from our city.
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Energy and Matter in Ecosystems
In this packet you'll be learning how energy moves through systems of an ecosystem. You must answer all questions in complete sentences, unless you are asked to list something. Do not underline the areas that need to be highlighted, but instead, use a highlighter or light marker. Please highlight the previous two sentences.
Grade Six Science Content Standard. 5.c. Students know populations of organisms can be categorized by the functions they serve in an ecosystem.
Also covers: 5.a, 5.b, 5.d.
Producers and Consumers
Producers make their own food. All other organisms depend on producers as their source of energy.
What You'll Learn
- how to classify consumers as herbivores, carnivores, and omnivores
Ecosystems
An ecosystem is a community of plants and animals and the environment in which they live. Each ecosystem is made up of biotic and abiotic factors. Biotic factors are the living
things. Abiotic factors are things such as water, sunlight, and soil type. Abiotic factors determine the types of organisms that will be able to live in an ecosystem.
What types of things make up an ecosystem?
What is ecology?
Ecology (ih KAH lu jee) is the study of the ways living things interact with each other and with their environment. Highlight the previous sentence. One part of ecology is studying the ways in which energy and matter move through an ecosystem. Ecology also involves studying all the species and communities that are in an ecosystem.
What is one part of ecology?
Producers
Producers are organisms that use energy from the Sun or other chemical reactions to make their own food. Highlight the previous sentence. Green plants, algae, and some microorganisms are producers. Most use the energy from sunlight. However there are some bacteria that use energy from chemical reactions instead.
What is photosynthesis?
Photosynthesis (foh toh SIHN thuh sus) is a process in which producers use energy from sunlight to make their own food. Highlight the previous sentence. This is the most common way in which energy and carbon enter the web of life. The energy from sunlight is used to turn carbon dioxide and water into simple sugars. Those sugars are the producers' food. The figure below shows the chemical equation for photosynthesis.
How do plants grow?
Green plants make their own food through photosynthesis. They also need nutrients. Plants take in nutrients from the soil. The nutrients are combined with carbon from simple sugars. These are used to make starches, proteins, oils, and other compounds. These compounds are used to build roots, stems, leaves, and seeds.
What other organisms are producers?
Not all producers are green plants. Algae are producers too. Algae are a type of protist that makes its own food. This is done through photosynthesis. Some bacteria are producers as well. Most use a process called chemosynthesis (kee moh SIHN thuh sus). In chemosynthesis, energy from chemical reactions is used to make food. There is also one type of bacteria that makes food through photosynthesis. It is called cyanobacteria.
What are producers?
Consumers
Organisms that cannot make their own food are called consumers. All animals, including humans, are consumers. This is because we must get energy by consuming other organisms or their wastes. We cannot carry out photosynthesis to create food ourselves.
Some small consumers have only one cell. These animallike protists are called protozoans. They feed on living or dead organisms. Protozoans have special structures to digest food and get rid of wastes.
What are one-celled organisms called?
What are the types of consumers?
Think of the foods that animals eat. Different types of organisms get their energy from different types of food. Consumers can be classified by the kinds of foods they eat.
What are the differences between producers and consumers?
Herbivores
Animals that eat only plants are herbivores (HUR buh vorz). Squirrels are herbivores. This is because they eat only plant products, such as nuts and seeds.
Carnivores
Carnivores (KAR nuh vorz) are animals that only eat other animals. Some are very small. A spider is a carnivore. It lives by eating insects. A sea anemone is also a carnivore. It eats creatures that swim into the reach of its tentacles. Predators are animals that hunt and kill other organisms for food. The organisms they hunt and kill are called prey.
Omnivores
Animals that feed on both animals and plants are called omnivores (AHM nih vorz). Grizzly bears are omnivores. They eat plant products such as nuts and seeds. They also eat animals, such as fish and elk. Most humans are omnivores as well.
In the table below, list qualities and examples of each thing:
What are scavengers and decomposers?
Scavengers (SKA vun jurz) feed on dead animals. Vultures and crows are scavengers. Some other species, such as foxes and coyotes, can be both predators and scavengers. They track live prey, but also feed on dead animals.
Decomposers (dee kum POH zurz) are organisms that break down wastes made by living things. These wastes can include leaves, dead organisms, animal droppings, and other
items. Decomposers make nitrogen and other nutrients available to support new life. If they did not exist then these nutrients would remain in the bodies of dead organisms.
This would limit the growth of new things. Many species of bacteria and fungi are decomposers. Some insects, protists, and other invertebrates are also decomposers.
Describe scavengers and decomposers:
Organisms Depend on Each Other
In this lesson, you learned that producers, including green plants, some protists, and some bacteria use energy from the Sun to make their own food. Consumers gain energy from
eating other organisms, including producers. Decomposers break down dead organic matter, making nutrients available for other organisms.
Energy and Matter in Ecosystems
ð Energy flows through ecosystems.
What You'll Learn
- how energy transfers from one organism to another
- about energy pyramids
Energy Through the Ecosystem
Every second that you are alive, you are using energy. You use energy to walk, talk, and even to breathe. Energy is the ability to do work. All living things need energy. However,
energy does not cycle through ecosystems. Energy moves in one direction. Energy starts in sunlight. It moves to producers, then to consumers, and then to decomposers. Highlight the previous two sentences. If producers stopped capturing energy from the Sun, all life on Earth would end. This is because food supplies would run out.
How do organisms change energy?
Organisms do not create energy. They also do not destroy energy. They do change energy from one form into another. During photosynthesis, producers change light energy into
chemical energy. When consumers eat producers, some of the chemical energy in the food changes into heat. These are just two of the many ways in which organisms change
energy into different forms.
Make a diagram that shows how energy is transferred from a producer through some consumers.
Food as Energy
Where does your body get the energy it needs to walk, breathe, and do other things? It comes from the food you eat. The food you eat provides sugars, starches, proteins,
and fats needed by your body to grow new cells. Food also provides your body with chemical energy your body uses as fuel. Energy enters the ecosystem when producers capture energy from sunlight. They use this energy to live and grow. Other organisms gain energy by eating producers. This gives them the energy that had been stored in producers' cells. In this way, the energy captured by producers becomes available to all living things.
Where is energy stored?
What are food chains?
A food chain is a picture of one way that energy moves through an ecosystem. Most food chains start with the Sun. The next step in the food chain is a producer, such as a
berry-filled bush. Then there is a consumer that eats the berries from the bush, such as a mouse. The last step in this food chain is also a consumer, such as the black bear that eats the mouse. Notice that decomposers and scavengers are not usually shown in a food chain.
What are food webs?
Most organisms eat more than one type of food. A food web is a more complicated model of the way energy flows through an ecosystem. It is similar to a food chain in that it also begins with the Sun. However, food webs include many producers and many consumers. Food webs show that in ecosystems, energy flows through a large variety of species at the same time.
What are energy pyramids?
An energy pyramid is a picture that shows how much energy is available to different species in an ecosystem. Notice the pyramid below. The bottom level is very large.
As you move toward the top, each level gets smaller. Each level of an energy pyramid contains the organisms described below.
- First level—Producers are found at the bottom of the pyramid. Notice in the energy pyramid below that this is the largest level.
- Second level—Primary consumers eat producers.
- Third level—Secondary consumers eat the primary consumers.
- Fourth level—Tertiary consumers are the top level of the energy pyramid. These predators eat organisms from the levels below.
- Make an energy pyramid for yourself:
How do producers use energy?
What happens to the energy captured by a producer? Some is used by the producer as it lives and grows. Some is lost as heat. The rest is stored in the producer's cells. Only the energy stored in its cells is available to the organism that eats the producer. For this reason, as you get farther up the energy pyramid, less and less energy is available.
List the three things that happens to the energy that a producer makes:
What determines the size of an energy pyramid?
The number of producers in a biome will determine how large the energy pyramid will be. There are more producers in a rain forest than in a desert. The energy pyramid for the rain forest biome will have a larger first level than the energy pyramid for the desert. Highlight the previous three sentences and read them slowly to yourself. Because the first level is larger, the entire energy pyramid for a rainforest is larger than the energy pyramid of the desert biome.
What do cars and organisms have in common?
A car gets its power from the energy stored in gasoline. Not all of the energy in gasoline is burned in its engine to make the car move. Much of the energy is released to the atmosphere as heat. Once released, heat energy cannot be recaptured. The car must be refilled with gas when the gas tank is empty. In ecosystems, producers use energy from the Sun to make food. As long as the Sun shines and producers are present, food will be made for life on Earth. Primary consumers eat producers for energy and nutrients. However, not all of the energy stored in the producer is available for the activities and growth of the consumer. Like the car engine, much of the energy is released as heat. Tertiary consumers have much less energy available to them than primary consumers. This is why energy pyramids are larger at the bottom than they are at the top.
Energy and Matter in Ecosystems
Matter cycles in ecosystems.
What You'll Learn
- the cycles of matter
- where matter comes from for tree growth
Cycles of Matter
Living and nonliving things are made of matter. The total matter on Earth never changes. Instead, matter changes from one form into another. Highlight the previous three sentences. For example, when a tree grows, some matter from the environment becomes part of the tree's cells. It is changed into living parts of the tree.
Water Cycle
One important type of matter is water. Earth has only a certain amount of water. The same water is used repeatedly as it cycles through the environment. It evaporates from lakes and oceans, returns to the earth as rain or snow, and is used by plants or animals. When plants die or release water in their waste products, that water enters the atmosphere. It begins cycling through the environment again.
Use these three words and draw the agua cycle: Precipitation, Evaporation, Condensation
How do plants get nitrogen?
The cells of all living things need nitrogen. Nitrogen is plentiful in the air. However, most living things cannot use nitrogen in this form. It is changed into a form that plants can use by a type of soil bacteria, called nitrifying bacteria. After nitrogen is changed into a new form, plants can take it up through their roots. It becomes part of their cells. If an animal eats that plant, the nitrogen becomes part of the animal's cells. In this way, nitrogen enters the food chain and is used by all living things. Nitrogen returns to the environment when organisms decay. It is always cycling through living organisms and their environment. The nitrogen cycle describes how nitrogen moves from the atmosphere to the soil, to living organisms, and back to the atmosphere.
Describe the nitrogen cycle:
Phosphorous Cycle
Phosphorus is found in the soil. It gets there from the weathering of rocks. Phosphorus is a nutrient that plants take up through their roots. The phosphorus cycle describes how phosphorus moves from soil to producers, to consumers, and back to soil. Animals get phosphorous by eating plants. They can also get it by eating other animals that have eaten plants. Phosphorus returns to the soil when dead plants and animals decompose, and also through the waste products of animals.
The Carbon Cycle
The carbon cycle describes how carbon moves between the living and nonliving environment. Carbon is an essential nutrient for all organisms. This is because carbon is found in the sugars, proteins, starches, and other compounds that make up living cells. Living things must have carbon in order to grow. Highlight the previous sentence. How does carbon move between the living and nonliving environment? Carbon dioxide is taken from the air during photosynthesis. Notice below how and where photosynthesis brings carbon into the food chain. It is sent back into the air by all organisms during a process called respiration. In this way, carbon moves between the living and nonliving environment.
What have you learned?
Have you ever played with building blocks? They come in all shapes, colors, and sizes. You might have used the blocks to make buildings, or even a whole town. What happened when you had finished your building? Perhaps you tore it down and used the same blocks to build a spaceship or a car. Like building blocks, matter on Earth is used to build organisms. When organisms die, decomposers tear down the matter into their basic building blocks. It took energy for you to use the individual building blocks to make a castle, car, or boat. In the same way, organisms, including people, need energy for growth and daily activities.
Energy is needed for the functions that organisms perform, such as growth, movement, waste removal, and reproduction. It is the only requirement for life that is supplied from a source outside the biosphere. This energy is received from the Sun. Plants capture sunlight and use it to convert carbon dioxide and water into organic molecules, or food, in a process called photosynthesis. Plants and some microorganisms are the only organisms that can produce their own food. Other organisms, including humans, rely on plants for their energy needs.
The major elements or chemical building blocks that make up all living organisms are carbon, oxygen, nitrogen, phosphorus, and sulfur. Highlight the previous sentence. Organisms are able to acquire these elements only if they occur in usable chemical forms as nutrients. In a process called the nutrient cycle, the elements are transformed from one chemical form to another and then back to the original form. For example, carbon dioxide is removed from the air by plants and incorporated into organic compounds (such as carbohydrates) by photosynthesis. Carbon dioxide is returned to the atmosphere when plants and animals break down organic molecules (a process known as respiration) and when microorganisms break down wastes and tissue from dead organisms (a process known as decomposition).
What are the major elements that all living things need?
Write a short paragraph describing how the energy of the sun is transferred to corn and then to you.
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Volcano Fun
Grade Six Science Content Standard. 1.f. Students know how to explain major features of California geology (including mountains, faults, volcanoes) in terms of plate tectonics. Also covers: 1.d, 2.d.
Please read through this packet carefully. Make sure all of your writing is in complete sentences unless you are asked to list or draw something. Use a highlighter or light colored marker for highlighting. Underlining will not be accepted. Please highlight the previous three sentences. Circle your name if you just read these directions.
What does a complete sentence contain?
What you'll know:
-
the cause of volcanic activity
-
how volcanoes affect the shape of Earth's surface
What is a volcano?
A volcano is a land or underwater feature that forms when magma reaches Earth's surface. Highlight the previous sentences. Recall that magma is molten, liquid rock material that is below the surface of Earth. Magma is less dense than the solid rock around it. It is also under a lot of pressure. For these reasons, magma tends to move upward, toward the surface of Earth. Once magma reaches Earth's surface, it is called lava.
What are two reasons that magma moves upward toward the surface?
How does heat escape a volcano?
Volcanic eruptions are one of the most noticeable signs that heat is escaping from Earth's interior. Magma releases heat as it escapes through the central, circular, or oval shaped opening of a volcano, called a vent. The magma, or lava, tends to flow in all directions, creating a cone-shaped landform, such as the one shown below.
What is the opening in a volcano called?
What are fissure eruptions?
Eruptions from narrow, long cracks in Earth's crust are called fissure eruptions (FIH shur • ih RUP shunz). The magma flows smoothly along the crack resulting in long, sheet-shaped landforms. When fissure eruptions occur at a divergent plate boundary underwater, they can form mid-ocean ridges and new seafloor. Fissure eruptions can also occur on land, at divergent continental boundaries. Fissure eruptions on land produces new crust at Earth's surface.
What are fissure eruptions?
Where do volcanoes occur?
Volcanoes are not common in all regions of the world. They only occur where conditions favor the release of magma from Earth's interior. Conditions that favor the formation of a volcano are usually related to plate boundaries. Recall that plate boundaries are the areas where there is movement of Earth's lithospheric plates. Highlight the previous two sentences. The map below shows the locations of volcanoes, hot spots, and plate boundaries around the world.
What happens at convergent plate boundaries?
Convergent plate boundaries are where two lithospheric plates are being pushed together. When one or both plates are under the ocean, the colder plate sinks beneath the warmer one as shown above. Sometimes the magma finds its way to the surface and forms one or more volcanoes. When an oceanic plate sinks beneath a continental plate, a volcanic arc is formed. A volcanic arc is a string of volcanoes that forms on the edge of the continent. When two oceanic plates are pushed together, a long, curved string of volcanic islands may form. These are called island arcs.
Why do island arcs form?
What forms away from plate boundaries?
Some volcanoes are not close to any known plate boundaries. The places they are found are known as hot spots. A hot spot is where the temperature between Earth's core and mantle is particularly hot. This can melt rock and lead to volcanic activity. The Hawaiian Islands, for example, are located on a hot spot. Scientists continue to study how hot spots move and form.
How do hot spots differ from island arcs?
Formation of Volcanoes
Heat and pressure from Earth's interior cause rock to melt and become magma. Because magma is less dense than the surrounding rock, the buoyant force causes it to rise to Earth's surface. Most volcanoes form at divergent or convergent plate boundaries. However, hot spots form away from plate boundaries. Scientists continue to study hot spots to better understand how and why they form.
Volcanic Eruptions and Features
The composition of magma determines the different types of lava flow and volcanic features produced.
What You'll Learn
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the internal processes of a volcano
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the different types of volcanic landforms
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about California volcanic activity
What controls volcanic eruptions?
All lava does not flow the same way. Some types flow quickly and easily, while others are thick and slow moving. The composition of magma controls how lava flows and the way a volcano erupts. Highlight the previous sentence.
What is the composition of magma?
Scientists can predict the energy of a volcanic eruption based on the percentage of silica and oxygen that is present in the magma. Highlight the previous sentence while you read it again carefully. Viscosity (vihs KAH suh tee) is a physical property that describes a material's resistance to flow. The viscosity of magma depends on its composition. Silica increases magma's viscosity. In other words, magma that contains a lot of silica will have a high viscosity. Magma with high silica content is thick and sticky. High silica content will cause magma to flow slowly, like honey or frosting. Magma that contains only a little silica and more iron and magnesium will have low viscosity. Magma with low silica content is thin and runny and flows much more easily, like warm syrup.
List the qualities of:
High silica content:
Low silica content:
What other factors affect volcanic eruptions?
The temperature of magma also impacts the way a volcano erupts. In general, magma is less viscous at high temperatures. That means that the higher the temperature of magma, the more easily it flows. Highlight the previous two sentences. The last important factor that affects a volcanic eruption is the amount of trapped gas that magma contains. Trapped gases can include water vapor, carbon dioxide, sulfur dioxide, and hydrogen sulfide. The more gas magma contains, the more explosive its eruption is likely to be, even if the composition of the magma would suggest that is should have a quiet eruption. Highlight the previous sentence.
Considering the previous two paragraphs, what are the three main things that affect the explosive behavior of magma?
Types of Magma and Lava
Two types of magma are basaltic (buh SAWL tihk) magma and granitic (gra NIH tihk) magma. These two types differ in how much silica they contain.
What are two types of magma?
What is basaltic magma?
Basaltic magma contains a low percentage of silica. It typically has a low viscosity, meaning it flows freely. Basaltic magma is a thinner, more fluid magma. Highlight the previous three sentences. When basaltic lava erupts, it tends to flow quietly and produce quiet eruptions. Basaltic lava that erupts from a volcano tends to pour from the vent and run down the sides of the volcano. As this pahoehoe (pa HOY hoy) lava cools, it develops a smooth skin and forms ropelike patterns. If the same lava flows at a lower temperature, a stiff, slowly moving aa (AH ah) lava forms. Basaltic lava that erupts underwater forms bubble-like pillow lava.
What is granitic magma?
Granitic magma contains a high percentage of silica. When granitic magma emerges on Earth's surface, it typically will have high viscosity, meaning it flows slowly. Granitic lava will be sticky and lumpy. It also tends to trap gases, which causes pressure to build up and produce explosive eruptions.
What are the qualities of granitic magma?
Types of Volcanoes
Three main types of volcanoes are found on Earth's land surface. They are shield volcanoes, cinder cone volcanoes, and composite volcanoes. Highlight the previous sentence. There are also some volcanoes that do not fit into any of those categories.
What are shield volcanoes?
When basaltic lava erupts, it tends to spread out in flat layers. This creates shield volcanoes. Shield volcanoes are huge, gently-sloping landforms made from basaltic lava.
The Hawaiian Islands are made almost entirely of shield volcanoes. A shield volcano is illustrated below.
What are the characteristics of shield volcanoes?
Mauna Loa, Hawaii
What are cinder cone volcanoes?
Cinder cone volcanoes are made of tephra (TEH fruh), which is any solid material erupted from a volcano. Tephra can be as small as ash particles or as large as huge boulders. Highlight the previous two sentences. How are cinder cones formed? It usually happens during explosive volcanic eruptions. During such eruptions, lava is thrown high into the air. It breaks apart and hardens into tephra. This tephra falls to the ground near the vent, forming a steep landform in the shape of a cone, as shown in the figure below.
Cinder Cone Volcano, Lassen Volcano National Park, California
What are the qualities of cinder cone volcanoes and why do they have the shape they have?
What are composite volcanoes?
Composite volcanoes are made from layers of both lava and tephra. The layers of a composite volcano build up from the alternation of quiet and explosive volcanic eruptions. Highlight the previous two sentences. The quiet and explosive eruptions occur because the composition of magma in a composite volcano is somewhere between basaltic and granitic. What do composite volcanoes look like? They often form tall mountains. The top is very steep, with a gentler slope at the bottom. Composite volcanoes form along convergent plate boundaries where one plate sinks beneath the other.
How are composite volcanoes formed?
Mt.Shasta, Caifornia
Volcanoes in California
There are many volcanoes in California. Two of the most well known are Mount Shasta and Lassen Peak. They are part of a volcanic arc that formed as an oceanic plate moved under the North American plate. Mount Shasta is a composite volcano. Lassen Peak is a giant lava dome.
What types of volcanoes are Lassen and Shasta?
Intrusive Volcanic Features
Most magma never reaches Earth's surface. Instead, much of it cools underground. Magma forms rocks known as intrusive igneous rock bodies. Highlight the previous two sentences. These are always formed underground. Over time, however, these rocks may become visible at Earth's surface due to erosion. There are many types of intrusive igneous rock bodies. The most common types are batholiths, sills, dikes, and volcanic necks.
What are batholiths?
The largest intrusive volcanic features are batholiths. Batholiths form when magma bodies cool slowly deep beneath Earth, without ever reaching Earth's surface. They harden and form enormous rocks. Batholiths can be hundreds of kilometers in width and length. They can be several kilometers thick.
What are batholiths?
What are dikes and sills?
Magma sometimes squeezes into cracks in rocks below Earth's surface. Once it hardens it is called either a dike or a sill. Magma forms a dike if it hardens in cracks that cut across
rock layers. Magma creates a sill if it hardens in cracks that run parallel to rock layers. Some dikes and sills are only a few meters in length. Others are hundreds of meters long.
Other Volcanic Features
What happens when a volcano stops erupting? Magma hardens inside the vent. This creates a large, solid igneous rock that is surrounded by the rest of the volcano.
Eventually the volcano erodes away. The igneous rock that remains is known as a volcanic neck.
What are lava domes?
A very different landform is created when granitic magma erupts. This slow-moving lava piles up and creates a lava dome. Lava domes are rounded volcanic features made when lava is too viscous to move freely. Lava domes often have dangerous, explosive eruptions. This is because gases build up in its thick lava. Lava domes often appear in the
central vents of composite volcanoes.
Why do lava domes have explosive qualities?
What are lava tubes?
A lava tube is a hollow tube that forms when lava flows through a channel, cools, and hardens on the surface. Lava tubes often form underground. Swiftly moving magma flows from magma chambers and branches to the sea. The lava tube may be over 8 m in diameter and as long as 48 km when the flow of magma stops and drains.
Lava Bed, LassenPark
What are calderas?
Sometimes after an eruption, the top of a volcano can collapse. This produces a large depression called a caldera (cal DAYR uh). Calderas often fill with water and turn into
beautiful lakes.
Crater Lake, Oregon.
What is a caldera?
Characteristics of Volcanic Eruptions
The way a volcano erupts is controlled by the composition of the volcano's magma, the amount of dissolved gas in the magma, and the magma's temperature. These factors also affect the viscosity and flow of lava, which result in different volcanic features. Shield volcanoes, cinder cone volcanoes, and composite volcanoes all are common types of volcanoes. Fissure eruptions also release heat from Earth's interior through lava flows. The Cascade Range, located across California, Oregon, and Washington, contains potentially active volcanoes.
Hazards of Volcanic Eruptions
Volcanic eruptions change habitats.
What You'll Learn
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about geologic events that scientists observe to help predict volcanic eruptions
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types of technology that help scientists monitor volcanoes
Effects on Habitats
Smog created by cars and industry can cause air pollution. Volcanic eruptions affect air quality too. However, the effects of volcanic eruptions often last longer and are more
destructive than those due to smog. Volcanic eruptions can also harm habitats in a variety of ways.? There are many active volcanoes in the western United States. A volcano is active if it could erupt at any time. However some volcanoes are more active than others. For example, Mount St. Helens in Washington is an active volcano. It erupted violently in 1980, and has had many minor eruptions since then. Lassen Peak and Mount Shasta are also examples of active volcanoes. Both Lassen Peak and Mount Shasta have erupted in the last 10,000 years. When a volcano remains quiet for a long time, people tend to forget that it may erupt again. However eruptions and environmental hazards can still occur.
List three active volcanoes on the west coast of the U.S.
What is volcanic ash?
During the 1980 Mount Saint Helens eruption, a large amount of volcanic ash was released into the atmosphere. Volcanic ash is large amounts of fine-grained tephra made of tiny mineral and glasslike particles. Volcanic ash is abrasive. Highlight the previous two sentences. When it is mixed with water it becomes slippery and heavy. Volcanic ash can severely damage property. When layers of ash build up on rooftops, the weight can cause structural damage. Volcanic ash can also fall onto wildlife habitats. Ash can bury plants and animals and their food sources and contaminate the water supply.
How does volcanic ash cause landslides and mudflows?
When volcanic ash mixes with water it can become a heavy mix of materials that flows quickly downhill. This can happen with heavy rains, or when ash mixes with melting
water from glaciers or snow. The flow of material is known as a lahar (LAH har). Highlight the previous two sentences. Some of the largest lahars begin as landslides. Landslides can occur from volcanic eruptions, earthquakes, precipitation, or gravity. Volcanic ash, tephra, dirt, rock, and even trees can mix with ground water and precipitation and form a lahar. Rivers of debris can move downhill at rates up to tens of meters per second. It is not possible for humans to outrun a swiftly moving lahar. When human habitats are built in river valleys near volcanoes, the flow of debris is directed toward the town. A fast-moving lahar provides little time for warning. The effects can be disastrous. Both human and animal habitats can be buried beneath these heavy mudflows.
What is lahar made up of?
Why is it important to understand lahar when it comes to where you live?
How do the gases from volcanic eruptions impact living things?
Volcanic eruptions can release gases that are dangerous to living things. For example, sulfur dioxide and hydrogen sulfide mix with water to form sulfuric acid precipitation.
This is harmful to both plants and animals. Highlight the first two sentences of this paragraph.
What are pyroclastic flows?
In some cases, hot gases mix with volcanic ash and solids, forming a pyroclastic flow. A pyroclastic flow moves quickly down the sides of a volcano and continues downhill.
Pyroclastic flows tend to follow valleys and can destroy everything in their paths. Intensely hot gases that travel within the pyroclastic flow can also contaminate the air.
What is a pyroclastic flow?
What are the characteristics of lava flows?
Lava flows can destroy human and wildlife habitats by starting fires, destroying property and crops, and releasing smoke, which affects air quality. Lava flows cannot be controlled, but most lava flows move slowly enough that humans can be warned to leave the area.
Predicting Volcanic Eruptions
Most volcanoes show signs of activity before they erupt. Warning signs can include small earthquakes, emission of gases, and changes in the shape or temperature of the ground. Scientists monitor volcanoes in an attempt to predict dangerous eruptions. Usually before a volcanic eruption, there are many small earthquakes ranging from about 1 to 3 in magnitude. To predict earthquake activity, scientists build networks of ground-based seismic detectors. Different amounts of gases—carbon dioxide, for example—indicate how deep below the surface magma is located. Changes in the type or amount of gases coming from a volcano might signal that an eruption will occur soon. As magma moves toward Earth's surface, the ground around the volcano can bulge and increase in temperature. Using remote-sensing devices, scientists are able to detect changes in temperature and ground movement.
What are warning signs of volcanic activity?
Monitoring Volcanic Activity
Using satellites in space, scientists can detect even small changes in the shape and temperature of the land surface around a volcano. Satellites are also used after volcanic
eruptions, to track the movement of clouds of volcanic ash. This saves lives and avoids costly damage to equipment.
Volcanic Hazards
Volcanic landforms and features range in shape and size. All types of volcanoes can emit gases, solids, lava, and tephra during explosive eruptions. Gas emissions, lahars, and pyroclastic flows are some hazards that result from volcanic eruptions. Through technology, scientists are better able to monitor volcanic activity from space. This helps
them more accurately predict dangerous eruptions. Highlight this whole paragraph.
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50 pts. 25 for completeness, 25 for accuracy My score:
Forms of Energy 1
Energy exists in many forms.
What You'll Learn
- how different forms of energy affect life
- how changes relate to energy
Grade Six Science Content Standard. 3.a. Students know energy can be carried from one place to another by heat flow or by waves, including water, light and sound waves, or by moving objects. Also covers: 3.b, 3.c, 3.d.
What is energy?
What changes do you see around you? You feel the wind on your face. You see cars moving. You walk the halls of your school. All the changes around you are caused by energy. Energy (EN ur jee) is the ability to cause change and it exists in many forms.
Rewrite that last sentence and really think about it.
What is kinetic energy?
Think of a baseball traveling through the air. The energy the ball has is called kinetic (kuh NEH tihk) energy. Kinetic energy is the energy an object has because it is moving. Highlight the previous sentence. An object that is not moving does not have kinetic energy. The kinetic energy of an object depends on two things. One is the object's mass. The other is the object's speed. Highlight the previous three sentences. The kinetic energy of an object increases if the mass or speed of the object increases. If an object has a large mass and moves at a slow speed, it can have a lot of kinetic energy. For example, a glacier is a large mass of ice that has a very slow speed. It may move only a few meters a year. Even so, glaciers have enough kinetic energy to change the land as they move over it. Yosemite Valley in California was changed by the kinetic energy of slowly moving glaciers.
What valley in California was created by the kinetic energy of a glacier?
Potential Energy—Stored Energy
Would you say that a rock has energy? An object such as a rock can have energy even if it is not moving. Energy is the ability to cause change, so a rock has energy. When the rock falls, it causes a change. Even before the rock was falling, it had energy. The rock has stored energy called potential (puh TEN chul) energy. There are different forms of potential energy.
Why does a brick have energy and what kind of energy is it?
What is gravitational potential energy?
The rock hanging above ground has a form of stored energy. It is called gravitational potential energy. Highlight the previous two sentences. This type of potential energy depends on an object's mass and its height above the ground. Imagine that you accidentally dropped a plastic bottle filled with water on your foot. If the bottle fell from your waist, it might bruise your foot but it probably wouldn't break it. Now imagine the water bottle falling from the top of a roof onto your foot. Would it cause more damage to your foot? The higher an object is above a surface, the greater gravitational potential energy it has. Also, the greater the object's mass, the more gravitational potential energy it has. Highlight the previous sentence.
What two things affect gravitational potential energy?
What is elastic potential energy?
Have you ever seen a spring that stretches and then pulls back into shape? The energy stored when an object is stretched or squeezed is called elastic (ih LAS tik) potential energy. If the spring is squeezed and let go, it likely will return to its original length. If the spring is stretched and let go, it also will return to its original length. Elastic potential energy gives an object the ability to change.
Describe elastic potential energy using an object other than a spring.
Academic Vocabulary
potential (puh TEN chul) (adj.) existing in possibility
Where is chemical potential energy stored?
When you eat, you take in another type of potential energy. Chemical potential energy is stored in bonds between the atoms that make up matter. Highlight the previous sentence. Remember that atoms are joined together by chemical bonds to form molecules. A chemical reaction can release the chemical potential energy stored in chemical bonds. When these bonds are broken, new bonds are formed. You get energy by eating because food contains chemical potential energy. Oil and coal, called fossil fuels, are energy sources because they contain chemical potential energy.
What are some forms of chemical potential energy?
Light Energy and Thermal Energy
When you turn on a lamp, change occurs. Light from the lamp makes it possible for you to see things in the room more clearly. When you turn on a stove to heat a pot of water, change occurs. Heating the pot causes the temperature of the water to increase. These changes are caused by light energy and thermal energy.
What form of energy comes from sunlight?
What causes plants to change? You know that plants need sunlight to grow. Sunlight contains a form of energy called light energy or radiant energy. Light energy is the energy carried by light waves. Light energy spreads out, or radiates, in all directions from its source. Highlight the previous two sentences. Plants change light energy to chemical energy.
What is thermal energy?
If you put your hands around a warm cup of cocoa, your hands will feel warmer. The warmth is caused by thermal energy. Thermal (THUR mul) energy moves from one place to another because of differences in temperature. Thermal energy can cause changes. Highlight the previous two sentences. The cup of cocoa has a higher temperature than your hands. The thermal energy, which is sometimes called heat energy, moves from the hot cocoa to your cooler hands. This causes a change to occur. Your hands become warmer and the cocoa becomes cooler.
Thermal energy is sometimes called what?
What causes your hands to become warmer from holding a cup of hot cocoa?
Forms of Energy
All forms of energy can cause change. A moving object has kinetic energy. Potential energy is energy that is stored. Thermal energy is energy that moves because of differences in temperature.
Make a list of the three forms of energy and description for each:
Academic Vocabulary
occur (oh KUR) (verb) to come into existence; to happen
Energy Transfer 2
Moving objects transfer energy from one place to another.
What You'll Learn
how waves transfer energy from one place to another
how energy can change from one form to another
Moving Objects Transfer Energy
How is energy transferred when a pitcher throws a ball? Moving objects transfer energy from one place to another. The moving ball has kinetic energy. The ball transfers this energy to the catcher's mitt.
When is work performed?
When you push or pull on something, you are transferring energy. Scientists define work as the transfer of energy that occurs when a push or a pull makes an object move. A push or a pull is also called a force. Work is done only when an object moves in the same direction as the applied force. Highlight the previous 4 sentences. If you pull upward on a box, you cause the box to move upward. Your pull is a force that makes the box move, so you have done work. When you increase the height of the box above the ground, the gravitational potential energy of the box increases. By lifting the box, you transfer energy to the box.
What are electromagnetic waves?
Like sound waves and water waves, light is also a type of wave. However, unlike water waves and sound waves that can only travel in matter, light waves can also travel in empty space. For example, the Sun gives off light waves that travel almost 150 million km to Earth through empty space. Light waves are a type of wave called electromagnetic waves. Electromagnetic waves are waves that can transfer energy through matter or empty space. The energy carried by electromagnetic waves is called radiant energy. Highlight the previous sentence.
Academic Vocabulary
transfer (TRANS fur) (verb) to move or shift
B
Energy Conversions
Energy comes in different forms and can be transferred from place to place. Energy can also be converted from one form to another. When energy changes form, it can become more useful.
At what point is energy converted when a ball is tossed up in the air?
When you throw a ball upward, energy changes form. As it moves upward, the ball's kinetic energy changes into potential energy. When the ball reaches its highest point, all its kinetic energy has been converted to potential energy. Highlight the previous sentence. Then, as the ball falls down, potential energy is converted back into kinetic energy.
What does fuel produce?
Where does energy come from when the wood in a campfire burns? Remember that chemical potential energy is energy stored in the bonds between atoms. Atoms make up matter. Highlight the previous two sentences. Chemical potential energy changes the burning wood into thermal energy and radiant energy. If you stand near the fire, you can feel the radiant energy that is given off by the burning wood. Wood is an example of fuel. Fuel is a material that can be burned to produce energy. Highlight the previous sentence. When wood burns, most of its chemical energy changes form. Only a small fraction of the wood's chemical potential energy remains in the ashes.
What kind of energy is produced by a car's engine?
As you know, gasoline is burned in a car's engine. As the gasoline burns, most of its stored chemical potential energy changes to thermal energy. Highlight the previous sentence. The car's engine changes the thermal energy into forces that make parts of the engine move. The car's engine converts thermal energy into the kinetic energy of the moving car. Some of the thermal energy, however, is not converted into kinetic energy. It does not produce useful work. If you place your hand close to the hood of a recently driven car, you can feel unconverted thermal energy. It is wasted energy because it was not used to move the car. It was lost as heat.
What is friction?
What happens when a bike rider applies the bicycle's brakes? The bike shown below slows because its brake pads rub against the wheels. Friction (FRIK shun) is the force between surfaces that opposes the motion of an object. Highlight the previous sentence. It acts between the wheels and the brake pads, causing the bike to slow down. When the brake pads rub against the wheels, most of the kinetic energy changes to thermal energy due to friction. As a result, the bike comes to a stop.
What have you learned?
Energy can move from place to place in many ways. Energy is transferred when objects move. Waves transfer energy. Three kinds of waves that transfer energy are water waves, sound waves, and electromagnetic waves. Energy can also be converted from one form to another form. For example, burning fuels converts chemical potential energy into thermal energy and radiant energy. The chemical potential energy is stored in the bonds between atoms and molecules. Burning the fuel releases the energy in the fuel.
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Read this document carefully. Complete all the work necessary. Learn something about thermal energy and heat transfer. Write all of your answers in complete sentences when appropriate. Highlight the previous sentence. This is worth 50 points of your grade. Do a great job for some easy points!
Temperature, Thermal Energy, and Heat
Grade Six Science Content Standard. 3a. Students know energy can be carried from one place to anther by heat flow or by waves, including water, light and sound waves , or by moving objects. 3.b. Students know that when fuel is consumed, most of the energy released becomes heat energy. Also covers: 3.c, 3.d.
Thermal energy flows from areas of higher temperature to areas of lower temperature.
What You'll Learn
- how temperature depends on particle motion
- how to compare different temperature scales
J What is temperature?
You know that cooking changes the temperature of food, but what does the word temperature really mean? Temperature depends on the movement of the particles that make up matter. Highlight the previous sentence.
J Does matter contain particles in motion?
Look at objects such as desks and chairs that are sitting still. These objects, and all matter, contain particles called atoms and molecules that are always moving. Even though the object may not appear to be moving, the particles that make it up are constantly in motion. Highlight the previous sentence.
J How does temperature depend on particle motion?
Particles can move at many different speeds and in many directions. Some move slowly, while others move fast. What does particle speed have to do with energy and temperature? An object's kinetic energy depends on its speed and mass. If two particles have the same mass, the one that moves faster has more kinetic energy. Temperature
is a measure of the average kinetic energy of the particles in a material. Highlight the previous sentence.
J What is thermal expansion?
You can't see the movement of individual particles in a material, but sometimes adding thermal energy can change particle motion. If a balloon is sealed so no particles can
get in or out and you heat the balloon with a blow drier, the balloon will look like it is being inflated. Why does that happen? As the temperature of the air in the balloon increases, the particles move faster. The particles run into one another with more energy and take up more space. An increase in the volume of a substance when the temperature increases is called thermal expansion (THUR mul • ihk SPAN shun). Highlight the previous sentence. Most materials expand when their temperature increases. Usually, the greater the increase in temperature, the more the material expands.
Draw a picture of a hair dryer heating the balloon.
J Measuring Temperature
Temperature is a measure of the average kinetic energy of the particles in a material. Highlight the previous sentence. However, these particles are so small that it is impossible to measure their kinetic energies. Instead, a practical way to measure temperature is with a thermometer.
J Heat
When you put an ice cube in a glass of water, the water becomes colder. The water becomes colder because thermal energy moves from the warmer water to the colder ice
cube. The movement of thermal energy from an object at a higher temperature to an object at lower temperatures is called heat. Heat always transfers energy from something at a higher temperature to something at a lower temperature. Suppose a bowl of hot soup sits on a table. After a while, the soup and the air around the soup will have the same
temperature. Thermal energy has moved from the hot soup to the surrounding air. Thermal energy keeps moving from warmer objects to cooler objects until both objects are the same temperature. Highlight the previous sentence.
Write the words hot and cool either after or before the arrow depending on which way heat flows.
What have you learned?
Temperature measures the average kinetic energy of particles in a material. As the particles in a material move faster, the temperature of the material increases. The material also expands in volume as the temperature increases. Heat is the movement of thermal energy due to differences in temperature. Thermal energy always moves from warmer
object to cooler objects. Thermal energy stops moving when the objects have the same temperature. Highlight the previous paragraph.
Conduction, Convection, and Radiation
Thermal energy is transformed by conduction, convection, and radiation.
What You'll Learn
- how thermal energy is created
- how thermal energy is transferred by electromagnetic waves
J Conduction
You know that thermal energy moves from one material to another because of differences in temperature. A way that thermal energy moves is called conduction. Conduction
(kuhn DUK shun) is the transfer of thermal energy by collisions between particles in matter.
How do particle collisions transfer energy?
Collisions transfer energy from particles with more kinetic energy to those with less energy. For example, as heat transfers from hot soup to a cooler spoon, particles in the
soup collide with nearby particles in the spoon. Conduction also occurs within the spoon. Particles in the spoon closest to the soup are the first to gain kinetic energy from the soup. The particles in the spoon then collide with other nearby particles, passing on kinetic energy throughout the spoon.
How does conduction transfer heat in solids?
Conduction transfers thermal energy by collisions of particles. In solids, collisions only occur between particles that are next to each other. Particles in a solid are close together.
They move back and forth slightly, but stay in one place. Thermal energy is conducted in solid objects as kinetic energy passes from one particle to another. Highlight the previous sentence.
See the arrows? They indicate heat transfer by conduction!
J What is a conductor?
A conductor is a material that quickly moves thermal energy. Solids and liquids are better conductors than gases because their particles are closer together. Collisions occur more often in solids and liquids, so kinetic energy can be transferred through material faster. Metals are the best conductors, which is why cooking pans often are made of metal.
Why are pots and pans made of metal?
J What is an insulator?
An insulator is a material that does not transfer heat energy easily. The particles in gases are so spread apart that collisions occur less often. The rate of heat flow in gases is
slower than in solids and liquids. Because air is a mixture of gases, thermal energy moves slowly through it. Air is an example of a good insulator. Insulators don't allow the easy flow of thermal energy. That's why we wear a jacket in the winter. It is an insulator, not a conductor! Another great example of an insulator is a thermos. It doesn't allow heat flow because it has a space between an inner bottle and an outer bottle!
J Convection
Thermal energy is also transferred by convection. Convection (kuhn VEK shun) is the transfer of thermal energy by the movement of matter from one place to another. The particles of a material must be able to move easily from place to place for convection to take place. Solids do not have particles that move easily. A fluid is a material made of particles that can easily change their locations. Convection occurs only in liquids and gases because they are fluids. A good example is a pot of water boiling or even the weather patterns around us. It is the mixing of molecules. The hot ones rise and are replaced by the cooler ones from below. This causes a swirling pattern. Highlight the previous five sentences.
What are convection currents?
When the warm water at the bottom of the heated beaker moves to the surface of the beaker, the particles lose kinetic energy by colliding with other particles. The particles
move more slowly and get closer together. The density of water near the top of the beaker increases. It is pushed aside by rising warm water. The cooler, denser water at the
top sinks along the sides of the beaker. The water may be heated again once it reaches the bottom of the beaker. This movement of water in the beaker is called a convection current.
J Radiation
Conduction and convection are forms of thermal energy transfer that occur only in matter. Another type of thermal energy transfer is radiation. Radiation (ray dee AY shun)
is the transfer of thermal energy by electromagnetic waves. Remember that electromagnetic waves can travel in matter and in empty space. Because electromagnetic waves can travel through empty space, radiation can transfer energy between objects that aren't touching. Highlight the previous sentence. The Sun gives off enormous amounts of energy. Radiation transfers some of this energy from the Sun to Earth. You can feel this energy when the Sun shines on your skin. Life on Earth depends on the Sun's energy. Plants use some of this energy to make food, which provides energy for almost all living things. The atmosphere and Earth's surface absorb this energy and become warm enough for life to survive.
What's a great example of radiant energy? Hint: you can feel its warmth on a summer's day.
What have you learned?
Conduction, convection, and radiation are three ways that thermal energy moves from place to place. Conduction transfers thermal energy by collisions between particles in matter. Convection transfers thermal energy by the movement of matter from one place to another. Radiation transfers thermal energy by electromagnetic waves. Highlight the previous paragraph.
Draw a picture of a campfire. The campfire is being used to heat a pot of hot cocoa and being used to roast marshmallows with metal roasters. Label the three types of heat transfer on your picture.
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Energy and Heat Pop-up Page Rubric
Please be very thorough in your explanations and definitions of these items. Make your pop-up page very clear and easy to find the information and read it. Use small sub-titles for each item so the reader can find your topics. Use what you've learned from your previous pages to make this the best page yet! Double check that you have every item covered completely. Exchange your page with a classmate and edit each other's work before you ask Mr. Pembroke to grade it. Since you just read these directions, please highlight the previous sentence.
It covers all of this material in depth:
- Define Energy. (5)
- Define work. (5)
- Define kinetic energy. Give at least two different examples. Have a real-world picture. (10)
- Define potential energy. (5)
- Define gravitational potential energy and the two things that affect its strength. (10)
- Describe chemical potential energy using good examples. Be sure to mention food and fossil fuels. (10)
- Describe thermal expansion and use real world examples. (Remember the experiment?) (10)
- Describe heat transfer. Use the three main scientific methods: Conduction, Convection, and Radiation. Use examples for each. Use pictures too!!! (30)
- Describe the difference between a conductor and an insulator. Use examples: jacket, thermos, metals, etc. (10)
(10 points) It is eye-catching, has a bold title, uses both pictures and words to explain the topic, and is the author's personal best work. Everything is done in pen or marker and there are no pencil markings left. It looks very good.
(10 points) It has no or very few if any spelling and grammar errors.
Total points out of 115 possible: _______________
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In this pop-up you will be showing what you know and have learned about our local resource, Mt.LassenNationalVolcanicPark. You must use pictures that we took while on the mountain and at Bumpass Hell. Hopefully those pictures will have you personally in them! Please be thorough in your explanations and details. All your ideas MUST be written in complete sentences. Spelling and grammar are very important. You must get all of your facts written and checked by Mr. P before you are allowed to get pictures. Since you just read these instructions, put a star in the top left corner of this page. Thanks for reading the directions.
What mountain range is Mt.Lassen a part of? (5)
What kind of Volcano is Lassen Peak? (5)
What is the name of the mountain that used to be there long ago that has left Lassen and Brokeoff? (5)
When was the park made into a national park and who was the president at the time? (5)
Why is there that funny smell of rotten eggs around the area? (10)
Write a paragraph or more that describes your experience and memories of the field trip we took. This must be at least five sentences long to get full credit. Explain why you had a good time, what you learned, and what you thought about the experience. (20)
Your page must have at least 3 pictures of us at Mt.LassenNationalVolcanicPark. (5)
Write two facts of your choosing that learned that are different than the ones you already wrote about. (10)
Your page has a bold title that is easy and pleasant to read. (5)
Each of your topics has a small title so the reader can easily find the information. (5)
Your spelling and grammar are excellent and there are few if any errors. (10)
This page represents your personal best work, is attractive, has no tears or mistakes, has no pencil markings, and looks very good. NEATNESS MATTERS HERE!!! (20)
Total possible: 105 My Score: Percent: Grade:
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