Objective 46 Students will be able to define vocabulary related to surface processes.

Objective 47 Students will be able to predict relationships between slope (gradient), runoff, infiltration, permeability, porosity and capillarity.

Objective 48 Students will be able to determine whether an area is humid or arid, based on a water budget.

Objective 49 Students will identify that mechanical (physical) weathering reduces the size of Earth’s materials but does not change their chemical composition.

Objective 50 Students will identify that chemical weathering breaks down Earth’s materials by changing their chemical composition. (i.e. the material that you start with is not the same material that you end up with!)

Objective 51 Students will identify that mechanical weathering is favored by cool wet climates that experience alternating cycles of freezing and thawing. Students will identify that chemical weathering is favored by warm and wet climates.

Objective 52 Students will predict the relationship between particle size and rate of weathering. That is, for the same volume of material, finer particles will weather more rapidly than coarser particles.

Objective 53 Students will recognize that different climates have different soil profiles.

Objective 54 Students will be able to identify the primary characteristics of the A, B, and C soil horizons.

Objective 55 Students will identify that a stream’s ability to erode depends primarily on its velocity. Students will further identify that a stream’s velocity depends primarily on its gradient and its discharge.

Objective 56 Students will identify that a stream has its greatest potential energy at its source and as water flows down gradient towards the stream’s mouth, that potential energy decreases. Students will identify that a stream has its greatest kinetic energy, where the stream velocity is the greatest.

Objective 57 Students will identify that stream deposition results in horizontal and vertical sorting.

Objective 58 Students will predict the effects of particle size, density, and shape on sedimentation rates.

Objective 59 Students will identify that during the last ice age the landscape of New York was extensively altered by glaciers. Glaciers form many erosional and depositional features, including U-shaped valleys and hanging valleys.

Objective 60 Students will identify that: glaciers directly deposit unsorted sediments, called till. Ridges of till are called moraines. Small tear-drop shaped hills of till are called drumlins. Their orientation indicates the direction of glacier movement. Small depressions called kettles were formed when small blocks of glacial ice melted, leaving a depression. Glaciers leave scratches and grooves in the bedrock that indicates the direction of glacier movement.

Objective 61 Students will identify that the Finger Lakes were formed by glaciers. Their orientation indicates that glaciers moved in a north to south direction across most of New York.

Objective 62 Students will identify that: wind erosion is a dominant form of erosion in arid (desert) climates. Wind can typically carry clay, silt and fine sand and deposits these materials as dunes.

Objective 63 Students will identify that: Mass-movement is primarily due to the force of gravity. The steeper the slope the greater the likelihood of a landslide or flow occurring. Water is often a primary “ingredient” in initiating a slide or flow.

Objective 64 Students will identify that: Beach erosion – primarily happens when strong waves act on the beach, typically during storms. A long-shore current moves at an angle to the shoreline and will erode sand from one location to another. Groins and Jetties are two constructed structures that reduce beach erosion due to long-shore currents.