1. SCIENCE BOOT CAMP
FEBRUARY 23, 2012

2. EARTH SCIENCE

4. UNIFYING CONCEPT A
Earth systems have internal and external sources of energy, both of which create heat.
KEY VOCABULARY:
FUSION
FISSION
GEOTHERMAL
SOLAR ENERGY

5. So what are the sources of Earth’s energy?
Radioactive
Decay
SUN

6. SUN’ CORE FUSION ‘coming together’
HYDROGEN + HYDROGEN = HELIUM + ENERGY
NOTE: You need tremendous heat and pressure
Fusion occurs in the sun’s core

7. INSIDE THE EARTH GEOTHERMAL : “earth’s heat”
Radioactive minerals decaying, giving off heat
This process is called FISSION ‘splits apart’
UNSTABLE ATOM SPLITS, RELEASES ENERGY

8. FISSION OF A URANIUM ATOM

9. What does this heat do? Sun’s energy – heats the atmosphere
Drives the water cycle
Drives weather and climate
Earth’s geothermal energy – keeps the interior molten
Drives Plate Tectonics

10. E.12.A ‘BIG IDEA’
Students understand heat and energy transfer in and out of the atmosphere and influence weather and climate.
KEY VOCABULARY
CONDUCTION
CONVECTION
RADIATION

11. KEY VOCABULARY

12. CONCEPT A (continued)
Driven by sunlight and Earth's internal heat, a variety of cycles connect and continually circulate energy and material through the components of the earth systems.
WATER CYCLE
CARBON DIOXIDE – OXYGEN CYCLE
NITROGEN CYCLE

13. WATER CYCLE KEY VOCABULARY EVAPORATION CONDENSATION PRECIPITATION
LIQUID TO A GAS
WATER VAPOR INTO ATMOSPHERE
CONDENSATION
GAS TO LIQUID
CLOUDS
PRECIPITATION
RAINFALL
INFILTRATION
WATER SINKING INTO THE GROUND
GROUND WATER

14. Carbon Dioxide – Oxygen Cycle
KEY VOCABULARY:
PHOTOSYNTHESIS
RESPIRATION

15. 6CO2 + 12H2O + energy -----> C6H12O6 + 6O2 + 6H2O

17. A1. Sun's Energy Students know the Sun is the major source of
Earth’s energy, and provides the energy driving
Earth’s weather and climate.

19. KEY VOCABULARY SCATTERED By molecules in the atmosphere Nitrogen gas
Oxygen gas
Water Vapor
Carbon Dioxide
Dust/pollution

20. ABSORBED
By the surface (natural and man made)

21. RADIATED
Heat released by the surface

22. LAYERS OF THE ATMOSPHERE
BOUNDARIES : REVERSAL OF THE TEMPERATURE TREND
WARMEST: THERMOSPHERE
COOLEST: MESOSPHERE
OZONE LAYER
TOUCHES EARTH’S SURFACE – Weather happens here

23. If it were only that easy!!
Earth’s surface is unevenly heated
MAJOR REASONS:
We live on a giant sphere
The planet is tilted
We have land and water surfaced being heated

24. EARTH’S TILT
We are tilted at 23 ½ degrees from vertical

26. RESULTS: 3 MAJOR CLIMATE ZONES OF THE WORLD
POLAR
TEMPERATE
TROPICAL
TEMPERATE
POLAR

27. SURFACES HEAT DIFFERENTLY
WATER Heats more slowly, cools more slowly
LAND Heats more quickly, cools more quickly

28. A2. EARTH’S ATMOSPHERE Students know the composition of Earth’s
atmosphere has changed in the past and is
changing today.

29. EVOLUTION OF ATMOSPHERE
First atmosphere very poisonous
METHANE, AMONIA (compounds with lots of Hydrogen)
Appearance of photosynthetic organisms started to build up oxygen levels
STROMATOLITES
Today’s composition
MOSTLY NITROGEN GAS

31. A3: Greenhouse effect
Students understand the role of the atmosphere in Earth’s greenhouse effect.

32. KEY VOCABULARY: Greenhouse Effect
Process where heat becomes trapped
MAIN GREENHOUSE GAS (Molecule that traps the heat coming from the sun)
WATER VAPOR

33. We like this greenhouse effect
Keeps the planet within a comfortable temperature range
Without it – during the day it would be brutally hot, during the night freezing cold all the time.

35. TODAY’S CONCERN
NOTED INCREASE IN CARBON DIOXIDE LEVELS

36. Where does this carbon dioxide come from??
Burning fossil fuels
KEY VOCABULARY: FOSSIL FUEL is a non-renewable energy source, hydrocarbons such as wood, coal, oil, and natural gas
When we burn these fuels, we release carbon dioxide

37. CO2 in Geologic time

38. CURRENT DEBATE
Is the present increase in carbon dioxide levels due to man, or are we in a normal geologic cycle?
If the average temperature for the earth increase, what effect will this have on …..
Weather - Plants/Animals
Climate - Disease
Sea levels - unforeseen consequences

39. A4. Moving heat in our atmosphere
Students know convection and radiation play
important roles in moving heat energy in the
Earth system.

41. A5: Wind and Ocean Currents
Students know Earth’s rotation affects winds
and ocean currents.
KEY VOCABULARY
ROTATION
CORIOLIS EFFECT

42. Bands of wind

43. Affect on ocean currents
OCEAN CURRENTS: If the current starts at the equator it
will be warm
If the current starts at the poles it
will be cold

44. UNIFYING CONCEPT B Solar System and Universe
The universe is a dynamic system of matter and energy. The universe is extremely large and massive with its components separated by vast distances.
Tools of technology will continue to aid in the investigation of the components, origins, processes and age of the universe

45. Earth is one part in our solar system, which is within the Milky Way galaxy.
The Sun is the energy-producing star for our solar system.
Most objects in our solar system are in predictable motion, resulting in phenomena such as day/night, year, phases of the moon, tides, and eclipses.

46. BIG BANG THEORY E.12.B ‘BIG IDEA’
Students know scientific theories of origins
and evolution of the universe.
KEY VOCABULARY:
BIG BANG THEORY

47. The major premise of the Big Bang theory is that the universe was once in an extremely hot and dense state that expanded rapidly
(aka "Big Bang")
Happened around 13.7 billion years ago

48. Components of the Universe
B1. Students know common characteristics of stars
KEY VOCABULARY:
STAR –
ELECTROMAGNETIC SPECTRUM
MAIN SEQUENCE STARS

49. ELECTROMAGNETIC SPECTRUM: All of the energy coming form the sun

50. Characteristics of stars
BRIGHTNESS
COLOR
SURFACE TEMPERATURE
SIZE
MASS

51. Temperature
The color of the star is indicative of the temperature at which it burns
Hottest: Blue-white ,000 oC
White ,000 oC
Yellow (our sun) - 6,000 oC
Red-orange - 5,000 oC
Coolest: Red - 3,000 oC

52. MAIN SEQUENCE STARS SUN WHITE DWARFS Smaller and hotter GIANTS
Most of the stars are in this group
SUN
WHITE DWARFS
Smaller and hotter
GIANTS
Bigger and cooler
SUPERGIANTS
Biggest, coolest

53. LIFE CYCLE OF A STAR

54. DEATH OF A STAR
More massive stars have a shorter life span that smaller stars
Fusion eventually causes a supernova explosion

55. B2: Students know stars are powered by nuclear fusion of lighter elements into heavier elements, which results in the release of large amounts of energy.

57. Different types of instruments Different locations
B3: Students know ways in which technology has increased understanding of the universe
Different types of instruments
TELESCOPES, SATELLITES, SPECTROSCOPES
Different locations
MOUNTAIN TOPS, ORBIT IN OUTER SPACE

58. DIFFERENT TELESCOPES CAPTURE DIFFERENT PARTS OF THE EM SPECTRUM

59. Formation of Universe
B4. Students know scientific evidence suggest that the universe is expanding

60. 1ST PIECE OF EVIDENCE KEY VOCABULARY: DOPPLER EFFECT
Think of the sound a police car makes as it is coming towards you versus going away
This is because the sound wave is being compressed as it is coming towards you, stretched as it is going away from you
Results in a different frequency of sound

61. Light is a wave
So like will also show this shift depending on whether or not the star is coming towards us or going away from us
But it is the color that changes – stretched makes it redder, compressed makes it bluer

64. RED SHIFT What do we see in stars? Everything is showing a red shift
Means that things are going away from each other
FURTHER AWAY, THE GREATER THE RED SHIFT
RED SHIFT

65. 2ND PIECE OF EVIDENCE
BACKGROUND MICROWAVE RADIATION supported the big bang theory – radiation would be left after such a huge explosion.

67. WILL THE UNIVERSE ‘DIE’
OPEN UNIVERSE THEORY
Everything keeps expanding until stars burn out
CLOSED UNIVERSE THEORY
Expansion eventually stops because of gravity, which pulls everything back together
Eventually there is another Big Bang

68. Celestial Motion
B5: Students know regular and predictable motions of Earth around the Sun and the Moon around the Earth explain such phenomena as the day, the year, phases of the Moon, and eclipses.

69. KEY VOCABULARY
YEAR
SEASON
DAY
ECLIPSE
ORBIT
ROTATION
REVOLUTION

70. RELATIVE SIZES

75. Reason for the seasons

76. Animation of the earth

77. Moon Stats
Moon’s orbit around Earth is inclined about 5 degrees to Earth’s plane of orbit around the Sun
Ecliptic plane
Moon’s orbital plane
Moon
Earth
Sun
Moon’s orbit around the Earth is elliptical:
~0.15% out of circular.
Tilted by 5º from the Ecliptic.
Mean Distance: 384,400 km
Perigee (Closest Approach): 363,300 km
Apogee (Maximum Distance): 405,500 km
Appears ~11% larger at Perigee than at Apogee
Understanding this is fundamental to understanding why eclipses do not happen every month, or getting the reason for phases confused with eclipses.
Image created by LPI staff

78. FORMATION OF THE MOON

79. Phases of the Moon: Observing and Identifying
New (couple days) Waxing Crescent (several days) 1st Quarter Waxing Gibbous (several days) Full Waning Gibbous (several days) 3rd Quarter Waning Crescent (several days) New
Images from
In some states, young elementary students may be required in their science standards to observe the changing patterns in the Moon’s appearance. Making observations part of the classroom assignments is a fundamental part of this; the students can bring in drawings of the Moon’s appearance on paper or on paper plates, and they can be placed on the wall over a period of 1-2 months. Students can also make phases out of Oreo cookies.

80. Also from StarChild: http://starchild. gsfc. nasa
starchild.gsfc.nasa.gov/docs/StarChild/questions/phases.html

81. When the Earth’s shadow covers the Moon, we have a lunar eclipse
Additional details are at
When the Earth’s shadow covers the Moon, we have a lunar eclipse

82. Solar Eclipses When the Moon’s shadow covers part of the Earth
Only happens at New Moon
Diagram from Fred Espenak, may be found along with lots of good information at

84. Unifying Concept C Earth's Composition and Structure
Earth is composed of materials that move through the biogeochemical cycles.
Earth’s features are shaped by ongoing and dynamic processes.
These processes can be constructive or destructive and occur over geologic time scales.

85. E.12.C BIG IDEA
Students understand evidence for processes that take place on a geologic time scale
Events are really, really slow – movement of the continents
Events are really, really fast – earthquake, volcanic eruption

88. Geologic Processes
C1. Students know how successive rock strata and fossils can be used to confirm the age, history, and changing life forms of the Earth, including how this evidence is affected by the folding, breaking, and uplifting of layers

89. KEY VOCABULARY
GEOLOGIC TIME SCALE

90. EON
ERA
PERIOD
EPOCH

91. BOUNDARIES
BASED ON THE APPEARANCE AND DISAPPEARANCE OF DIFFERENT ORGANISMS

92. RELATIVE AGE DATING TWO BASIC RULES
LAYERS ON THE BOTTOM ARE OLDER THAN LAYERS ON TOP
IF SOMETHING CUTS THROUGH THE LAYERS, IT IS YOUNGER

93. younger
older

95. SEDIMENTARY ROCK LAYERS ARE ORIGINALLY LAID DOWN HORIZONTALLY

97. ANIMATIONS

98. FOSSIL SUCCESSION
GEOLOGISTS CAN TELL THE AGES OF ROCKS BY LOOKING AT SPECIAL TYPES OF FOSSILS CALLED INDEX FOSSILS
These organisms lived for a relatively short period of time and can be found all over the world
If you find these fossils you already know about how old the rock is

100. Fossils can match up rock units that are miles apart - CORRELATION

101. RELATIVE AGE DATING
ROCK LAYERS ON THE BOTTOM ARE OLDER THAN ROCKS ON THE TOP
CROSSCUTTING EVENTS ARE YOUNGER THAN THE ROCKS THEY CUT

103. UNCONFORMITIES Sometimes the rock is removed by erosion
This leaves a gap in the rock record
The boundary is called an unconformity

106. ORDER OF EVENTS: B > F > C > D > E > A

109. REVIEW

110. Absolute Age Dating
Radioactive elements spontaneously decay at a regular rate
HALF-LIFE: AMOUNT OF TIME IT TAKES ONE-HALF OF A RADIOACTIVE ELEMENT DECAYS INTO ITS DAUGHTER PRODUCT

111. ½ gone
¾ gone
7/8 gone
¼ gone
½ left
¼ left
¾ left
1/8 left
ONE HALF LIFE
TWO HALF LIVES
THREE HALF LIVES

112. 25 g
Equals one half of the original mass
WHAT IS THE HALF LIFE OF THIS ISOTOPE?
200 YEARS

113. Exponential Curve

114. Plate Tectonics
C2. Students understand the concept of plate tectonics including the evidence that supports it (structural, geophysical and paleontological evidence

115. Tectonic Plates outlined by volcanic and earthquake activity

116. 3 TYPES OF PLATE BOUNDARIES

117. Divergent Transform Convergent
Plates can have three kinds of motion across boundaries: [note video lecture on next slide]
1. Plates can move away from each other at a divergent boundary (= spreading ocean ridge or a rift zone). Use parallel hands moving apart.
2. They can slide past each other horizontally at a transform boundary. Slide left and right hands past each other.
3. Plates can move toward each other at a convergent boundary. Use parallel hands moving together. Can slide one hand beneath the other to show subduction.
When two plates carrying continents converge, a continental collision occurs where continental crust piles up. Continental crust is lower density than mantle rocks, so continental rocks cannot be “subducted” into the mantle. If continental rocks are pushed into the mantle, they will soon pop up again. This is like trying to push a piece of Styrofoam into a swimming pool. You can push the Styrofoam into the water (with some force) but, when you let it go, it pops back to the surface because it is much less dense than the water on which it floats.
CLASSROOM ACTIVITY: For classroom lesson plans that can help students understand different kinds of faults and different kinds of plate boundaries, see: (1) Types of Faults #1: Teaching About Faults Using Foam Model (Six-page guide to using foam faults to teach about geometry of faults, including instructions for making foam fault models); (2) Types of Faults #2 (classroom activity on types of faults including instructions for students to build a three-dimensional geologic block model used in the activity), and Types of Faults #3. All of these documents are on Teachers on the Leading Edge web site under “Lesson Plans” under the topic “Introduction to Plate Tectonics and Earthquakes”.
Teaching About Faults Using Foam Model URL:
Types of Faults #2 URL:
Types of Faults #3 URL:
Background graphics from “This Dynamic Planet, World Map of Volcanoes, Earthquakes, Impact Craters, and Plate Tectonics.” A Smithsonian, USGS, US Naval Research lab publication. Available at (Note that this material is copyright protected; the content may only be used for personal, educational or noncommercial purposes.)
USGS Graphics

118. TYPES OF FAULTS

121. Earth's Composition and Resources
C3. Students know elements exist in fixed amounts and move through solid earth, oceans, atmosphere and living things as part of biogeochemical cycles

122. CARBON CYCLE

123. NITROGEN CYCLE

124. C4. Student know processes of obtaining, using, and recycling of renewable and non-renewable resources

125. C5. Students know soil, derived from weathered rocks and decomposed organic material, is found in layers

126. SOIL LAYERS