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AUTHOR -

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INSTITUTION

SPONS AGENCY

PUB DATENOTE

DOCUMENT RESUME

SE 031 31840

Bonar, John P., Ed.; Hathway, James A., Ed.Probing the Natural world, Level III, Record Book,Student Guide: Crusty Problems.'Intermediate ScienceCurriculum Study.Florida State.Univ., Tallahassee. Dept. of ScienceEducation.National Science Foundation, Washington, D.C.: Officeof Education (DREW), Washington, D.C.7252p.; For related documents, see SE 031 300-330; ED035 559-560, ED 049 032, and ED 052 940. ContainsThotographs which may not reproduce well:

EDRS PRICE MF01/PC03 Plus Postaqe.4

DzscalwoRs *Goolag_Gra_de 9: Individualized.Lnstruction:Instructional Materials: Junior High Schools:*Laboratory Manuals: Laboratdry Procedures: *NaturalResources: *Problem'Solving:-Records (Forms); ScienceAbtivities; Science Course Improvement Projects:Science Education: Secondary Education: Secondary

_Schdol Science: *OorksheetsIDENTIFIERS *Intermediate Science Curriculum-Study

ABSTRACTThis is the student's edition co'f the Record Book fot

the unit "Crusty Problems" of the Intermediate Science CurricukumStudy (ISCS), for level III students (grade 9). Space is provided foranswers to the questions from tile text as well as for the optionalexcursions and the self evaluation. An introductory note to thestudent explains the use of the book. (SA1 .

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*******************************************************4**************** ReprgductionS supplied by EDRS Are the.beSt that can be made *

from the original document. .

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ioateki, "

OIPARYMINY Of HEALTH.EDUCATION WELPAIIIENATIONAL INSTITUTE OS

EOUCATION

THIS OOCUMENT HAS SEEN REPRO-DUCED EXACTLY AS RECEIVED FROM114111 PERSON cut ORGANIZAT1ON ORIGIN-ATING IT POINTS OF VIEW OR OPINIONSSTATIC/ DO NOT NECItSfARILT REPTIE-SENT OFFICIAL NATIONAL INSTITUTE OFEDUCATION POSI T ION OR POL Icy

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TO THE 'EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC1."

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THIS BOOK IS THE PROPERTY OF:

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COUNTYEnter informationin spates

SCHOOL DISTRICTihirreft-eg

OTHERInstructed

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ISSUED TO

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YoarCONDITION

Used ISSUED RETURNED

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Ot ..441.

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PUPILS to whom this textbook, I. bsiwci not write on any pagor mark any pan of it in any way, consudabis textbooks excepted.

I. Teachers should seri that the pupil's nano is 'Clearly wribon in ink in Ph* spates ebove in'*ry book issued. 1

2. Ths following terms should b. *sod in recording Ph, condition of the books New; Goods Pairs

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_.4,199

INTERMEDIATE SCIENCE CURRICULUM STUDY

Record Book

Crusty. Prollems

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BURDETTGENERAL LEARNING GORPORATION

MorristoWnt New Jersey, Pal* Ridge, III.. Palo Alto . Dallas . Atlanta,

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ISCS PROGRAM

LEVEL 1. Probing the Natural World / Volume 1 / with Teacher's EditionStudent Record Book / Volume 1 / with Teacher's EditionMaster Set of Equlpmrt / Volume 1Test *Resource Booklet

LEVEL 11 Probing the Natural World / Volume 2 / with Teacher's EditionRecord Book / Volume 2 / with Teacher's EditionMaster Set of Equipment Volume.2Test Resource Booklet

LEVEL III Why You're You / with Teacher's Edition----Record-Booki--witit.Teeehees-Editioo--71.--Master--Set-ef--Equipment

Environmental Science / with Teacher's EditionRecord Book / with Teacher's Edition / Master Set of EquipmentInvestigating Variation / witti Teacher's EditionRecord Book / with Teacher's Edition / Master Set of EquipmentIn Orbit / with Teacher's Edition,RecOrd Boolt / with Teacher's Edition / Master S. of EquipmentWhat's Up?1/ with Teacher's EditionRecord Book / with Teacher's Edition / Master Set of EquipmentCrusty Problems / with Teacher's EditionRecord Boole/ with Teacher's Edition / Master Set of Equipment

. Winds and Weather / with Teacher's EditionRttcord Book / with Teacher's Edition / Master Set of EquipmentWeil-Being / with Teacher's EditionRecord Book / with Teacher's Edition / Master Set of Equipment

ACKNOWLEDGMENTS

The work presented or reported herein was performed pursuant to a Contract with the U. S.Offtce of Education. Department of Health. Education, and Welfare. It was supported, also, bythe National Science Foundation. However. The opinions expressed herein do not necessarilyreflect the position or policy of the U. S. Office of Education or the National Science Foundation,and no official endorsement by either agency should be Inferred.

(10 1972 THE FLORIDA STATE UNIVERSITY

AN rights reseryed . Printed In the United States of America. Published simultaneously inCanada . Copyright is defined until 1977. Except for the rights tO materials resicrved by others.the Publishers and thacopyright owner hereby grant permissigh to domestic persons of theUnited States and Canada for use of this work without 'charge% the English language in theatinIted States and Canada after 1977 provided that the publications incorporating materialsCovered by the copyrights contain an acknowledgment 'of them anh a statement that thepublication Is not endorsed by the copyright owns?. For conditions of use and permissiop to usematerials contained herein for foreign publications in other than the English language. apply to the .copyright owner. This publication, or parts thereof. may not be reproduced in any form byphotographic, electrostatic, mechanical, or any other method, for any use, including informationstorage and retrieval, without written permission from the publisher.

ILLUSTRATIONS: © 1912 GENERAL LEARNING CORPORATION.AU. RIGHTS RESERVED.

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ISCS STAFF

4 David D. Redfield. Co-DirectojWilliam R. Snyder. Co- birector

" 'Ernest Burkman, Steering Cilmmatee ehairman

Laura M. Bell. Artistlohn R. Boner, Editor

Drennen A. &Dyne. Artist"Harold L Buell. Administration 6

Robert L. Coesnougher. Art DirectorBetsy Conlon Balzano. Evalsmant :

Stewart P..- Darrow, Field Trialifeachkr EducaiionGeote 0. Dawson. Teacher EducationJames A. Hathway. Editor

ISCS ADVISORY COMMITTEE

e,

*John S. Hutchinson. Field Mal Teacher Education*Sally Diana Keleher. Art &recto:'Jane Lamm Art Director

Adrian D: Lovell. AdMinistrationAudley. C. McDonald. 'Administration )W. T..Myers. AdministrationLynn H. Rogers, Artist '

Stephen C. Smith. ArtistLOtt S. Wilson. Asstaant Editor

J. Myron Atkin. University of IllinoisBetsy Conlon BeIzano. State thgversity of New York at BrockportWerner A. Baum. University of Rhode islandHerman Branson. Lincoln UniversityMariba Duncan Camp, The Floridd.State UniversityClifton B. Clark, University of North Carolina at GreensboroSteve Edwards, The Florida State UniversityRobert M. Oagné. The Florida State UniversityEdward Haenisch. Wabash College*Michael Kasha, The Florida State UniversityRussell P. Kropp, The Florida State UniversityJ. Stanley Marshall, The Florida State UniversityWilliam V. Mayer, University of ColoradoHerman Parket. University of VirginiaCraig Sipe, State University of New York at Alban)4*Harry Sister, University of FloridaCliffool Swartz, State University oi New York at Stony BrookClaude A. We , Macalester CollegeOates Wil Manhasset Junior High Schoo4 Manhasset, N.Y.Herbert Science Writer, Tavernier, Florida

renew mener

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MATERIALS DEVELOPMENT CON7RIBUTOR1

This list includes writing-conference parucipanis and others who made significant contributions tothe materials, including text and art for the esperimental. editions.

Janet Anderson, Nyack. N..Y. 'Gerald R. Bakker. Earlhani College. Frank Balzano. F.S. U. Harald N. Km,Mayville State College. Olaf A. Boedtker. Oregon State Univ. Calvin F. Bohn. F.S.U. Earl Brakken, ProHarbors, Minn. Bobby R. Brown, F.S.U. Robed I. Callahantlr. (deceased). Bnan W. Carss. University of!BMWs Lois H. Case. Lombard. Ill. Clifton B. Clark. University of North Carolina at Greensboro., Sara, P.Craig. FS U. John D. Cunningham. kerne State College David H. Dasenbrock. F.S. U. Dons Dasenbrock,ES. U. Jeff C. Davis, University of South Florida Alan D. Dawson, Dearborn Public Schools, Mich. George0, Dawson. ESU. Genii H. DeBotr. F.S.V. Howard E. DeCamp. Glenn Ellyn. Ill James V. DeRode,Newtown Square, Pa. William A. Deskin, Cornell College. William K. Easley, Northeast Louisiana StateCollege Donald C. Edinger. University of Arizona. Camillo Fano. University of Chicago Laboratory SchoolRonald A. Fisher. Maquoketa; Iowa Edwin.H. Flemming. F. US. Paul K. Flood. F. S U. Harper W. Frantz,Pasadena City College (Emetaus). Earl Friesen. San Francisco State College. Bob Galati, Fullerton. CalifJ. David Gavenda, The University of Texas. Charles A. Gilman, Winchester. NIL Robert J. Goll, locksonvilkUnivers:1"a Ralph-H. Granger, Jr., Walpole. NH H. Winter Griffith. F.S. U. William Chum, Miami, NadiaJohn Hut, Xavier University. John R. HaiiiiiiLGForgialTirli TNT-cvAiTty.

sity. Father Francis Heyden, SJ.. Georgetown University. L.wwird Himes. Sarasota, Florida. Evelyn M.Huripurt, Montgomery Junior College John R. Jablonski. Bo4on University. Bert N. Johnson. Bosomhechigan University. Reger S. Jones, University of Minnesota. Leonard A. Kale!. Colorado School of MimsTheodore M. Kellogg. University of Rhode Island Elizabeth A. Kendzlor, University of Illinois P. J. King.F.S.U. David .Klasson.. Mil/villa, Calif Ken Kramer. Wright Slate University. Willies H. Long. ESU.Robert Lepper, California Stare College. Harold G. Liebherr. Milwaukee. Wis. William D. Laredo, Collegeof St. Thomas. Mable M. Lund, Belaverton. Oregon H. D. Luttrell. North Texas State University. MaxwellMaddock. ES.U. Solomon Malinsky. Sarasota. Mrida Eloise A. Mann. Sarasota. Florida. Harken W.McAda, University pf California at Santa BarIntra. Aulcy A. McAuley. Michigan State-University.E. WqleyMcNair. F.S.U. Marilyn Miklos, F.S.U. Floyd V. Monaghan, Michigan State University. Rutin F. Moms,Westport, Conn. Tamson Myer, F.SU. Gerald Neufeld, F.S1.1. James Okey. University of Calfoneks

'Lawrence E. Oliver, ES.U. Lany Oleas, A10, Texas Herman Parker, University of Virginia. Hany A.Pearson, Western Australia. James E. Pettirm., Randolph-Macon Woman's College Darrell G. Phillips,University of Iowa Howard Pierce. ES.U. David Poch& F.S.U. Charles 0. Pollard, Georgia Institute ofTechnology. Glenn- F. Powers, Northeast Louisiana State College 'Ernest Gene Preston. Loadsvilk, Ky.Edward Ramey. F.S.U. Eirl R. Rich, University of Miami. John Schaff, Sracuse University. Carroll A.Scott. Williamsburg. Iowa. Earle S. Soon, Ripon College. Thomai R. Spalding. F.S.U. Michael E. Stout.University of Texas. Sister Agnes Joseph Sun. Marygroiie College. Clifford Swartz. State University of NewYork. Thontas Testes. IS. U. Bill W. Tillery. University of Wyoraing. Ronald Townsend. Udiversly of loamMordecai Treblow. Bloomsburg State College. Henry .1. Triezenberg, National Unian of Christian Schools.PaulYeVestal. Rollins College. Robert I... Vickery, Western Australia. Frederick B. Voight. ESL aauck A.Welch. Macolestel .Coliege. Paul Westmeyer. F.S.U. Earl Williams, University of lempa. G. R. 'Wilson,Jr.. Univety of South Alabama. Hany K. Wong, Atherton, California. Charlesgi. Woolheater, F.S.U.Jay Young: King's College. Victor J. Young. Queensborough Community College

The genesis of some of the ISCS material stems from a summer writing conference in 1964. Theparticieants were:

1

Frances Abbott. Miami-Dade Junior College. Ronald Atwood, University of Kentucky. Georgp Assousa. .

Carnegie Institute. Colin H. barrow. University of West Indies. Peggy Bazzel, F.S.U. Robert Binger(deceioedb. Donald Bucklin. University of Wisconsin. Martha Duncan Camp. -PAU. _Roy Campbell.Bronwril Counts- Board of Public Instruction, Fla. spruce E. Cleare. Tallahassk Junior College. Ann-cileHall. Pensacola. Florida. CharlCs Holcolmb. Mississtppi State College. Robert Kemman. Mt. Prospicr.

Gregory 0*Berry. Coral Gables. Florida. Elra Palmer. Baltimore James Van Pierce. Indiana UniversitySoutheast Guenter Schwarz, IS U. James E. Smeland, FS.V C.' Richard Tillis. Pine Jog Nature Center,Florida Peggy Wiegand. Emory University. Elizabeth Woodward, Augusta College. John Woolever. Sar-asota..Florida

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A pupil's experiences between the.ages of 11 and J6 probably shape hismatc.view.of.science I v9114-.P.ur..41r t.FK.Years

. most youngsters become- more adept at thinking conceptually. Sinteconcepts are at the heart of science, this is the age at which most sty-

Foreword

dents first gain the ability to study science- in a really organized way. .

Here, too, the commitmelt for or against science as an interest or avocation is often made.

,.

Paradoxically, the students at this critical age -have been_ the onesleast affected by the- recent effort to produce new science instructional ,.

. materials. Despite a number of commendable efforts tO improve- the . ; , .

sithation, the middle years stand-today as a comparatively ireak.link.in,, .4

science eddcation between the rapidly changing elementary curricultim .. ,...,,

4

and the recently revitalized high school science -courss..Tktis volume.,

,. .7 ,and its accompanying materials represent one attempt to irovide a .

'ia " r .. 4

tsound approach to instruction for this relatively 7unCharted level. ..4

. ,, .

4 At the outset ,,the 'organizers of the !SC& PrOjeci :decided that it . ,..

would' 1* 'shortsighted and unwise to try to fill the gap in iniddletischool icience education by simply writing ani3fher textbook. We chose . ,

. .

instead to challenge some of the most' firmly established conceptsabout how to teach and just what science material can and shotild be .

taught to adolescents. The ISCS staff haves. tencleed lo .mis%rust what .,authorities believe about schools, teachers:children, and teaChing until 1 . -4

. wi have had the chance to test these assumplions in actual classrooms iwith real children. As conflicts have arisen? ourPolicy has been to rely %. . .

more Uponphat we saw happening in the schools than upon whatauthorities said could or would happen. ft is largely because of this CO .

k

. foolicy that the ISCS. materials represent a substantial departure from ..-

the norm.,-.

The primary difference between the ISCS...program and 'more con-

. nal approaches is the fact that 4 allows each student to- traVel ..v

s A.,

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, 3 14" ';',K 'J., :';'1.4.ti°;teIk " ,"' 4:i', 7"

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. at his own pace, and it permits the scope and sequence of instructionto vary with hdinieresto, abilities. and background. The ISCS writershave systematically tried to give the student more of a role in deciding

.what he should study next and how soon he should study it When thematerials are used as intended, the ISCS teacher .serves more as a"task easer" than a. "task master." It is his job to help the 'studentanswer the questions that arise from his own study rather than to tryto anticipate an&package what the student needs to know.

There is nothing radically new in the ISCS approach to instruction.Outstanding teachersfrom Socrates to Mark Hopkins have stressed theneed to. personalize-education. ISCS -has tried to do something morethan pay lip service to this goal. ISCS' major cçntribution has been todesign a system whereby an average teacher, operating under normal'canstrointk,deed give maximum attention to each student's progress.

The development of the ISCS material has lieen a group effort fromthe outset. It began in.1962, when o.utstanding educators'inet to decideWhat' might be done to improve middle-grade science teaching. The'recommendations' of these conferences were converted into a tentative

A

plan for a set of-instructional materials by a sMall group of Florida"State University faculty members. Smali-scale writing sessions con-ducted, on the FloridA State campus 'during )964 And 1965 resulted inpilot curriculum materials that were tested in selected Florida schoolsduring the. 1965-66 school year. All- this preliminary wprk was sup-ported by funds generously provided by The Florida State University.

In June of 1966, financial support was provided by the United Statei`Office of Education, and the preliminary effort was formalized intothe ISCS- Project Later, the Natiorial Science Foundation made sev-eral additional grants in support of the ISCS -effort.

The first _draft of ihese materials was produced in 1968, during asummer writing confertnce. The .conferees were scientists, scienceeducators, and -junior high _school teaChers drawn from all over flie.United States. The otiginil 'materials have been revised three timesprior to iheir publication in this volume. More than 150 writers have

-contributed 'to the materialg, and more than 18Q,000 children, in 46states, have been inyolved in their Aeld' testing.

We sincerely horie that the teachers and-students who 'will use thismaterial will find that the great amount of time, money, and effortthat has gone into its development has been worthwhile.

1.

ibridaFebrua,4 072.

The'DirectorsINTERMEDIATE SiCIENCE CURRICULUM STUDY

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Contents

- FOREWORD. .

6 .NOTES TO THE STUDENT

CHAPTERS

1 A First Look at EarthResource 1Resource '2Resource 4

2 The MountainsResource 5ResoUrce 8Resource 10Resource 11Resource 13

3 The Midlands, A Pathway to the Sea

Resource 27Resource 37

4 The ShorelandsResource 41'

How Well Am I Doing?

4

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SELF-EVALUAT1ONS

1 25 *2 263 304 32

SELF-EVAl$ATION ANSWER KEY

MY KIOGRESS

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Notes-to thp Studep

-Thii Record BOok is wh-ere you should wriyour answers.Try to fill in the. answer to each question as you come to it,

. If ths lines are not lomenough for your answers, use the mar---1- - - - ,----, -10119VV6

Fill in the blank' ables with the data from your experiments.And use the grids to plocyour. grapfis. Naturally, the answersdepend on what has come before in the particular chapter o4excursion. Do your reading in the textbook and-Ause this book

..otO for 'writing down your ansuiers..,

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Additional questions I have thought about: Chapter 11. A First Look .

-at Earth

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AUSTRALIA

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SELECTED DATA MkDETERMINATION OF EPICENTERS

Diy919T

.Origin Time

GMTGeographicCoordinates Region and Comrynts

.

DepthK M

MagnitudesERL

HR MN SEC LAT_

LONG , MB MS

I . 01 16 16.8 6.4 S 110.3 E Banda Sea 1 133 5.8 I*1 ., ' 01 56 47,0 7.5 g 156.3 E Solomon Islands 48 4.91 't .03 40 06.2 22.1 S 170.1 E Loyalty Islands Region 24

-1 05 53 34.9 21.7 N 143.0 E Minima Islands Region . 310 , 4.0 .

1 09 35 37.6 ILO S 165.0 E Santa truz lslands N I 4.41 11 58 00.9' '15.4 S 173.1 W Tonga Islands 17 5.01 12 13 27.6 36.4 N 43.4 E . Iraq . _ 16 5.1

.. . Felt at, Mosul.37 25.7 36.7 N 68.3 E Hindu KWh Region N 4.6ed14

15 42 27.0* 47.1 N 17,9 E Hungary N 4.019 01 183 *, 43.2 N 146.5 E Kuril Islands ..

..Fett on Hokkaido.56

,.

4.7.

1 20 53 29.9' 0.8 S 120.4 E Northern Ce(ebes 124 4.92 03 35 48.6 35.2 N 36.3 W North Atlantic Ridge N 4.72 4 08 01 13.3 21.0 S 68.4 * Chile-Bolivia Border Region * 115 D 1 4.82 09 18 323 P 34.2 N 117.5 W Southern California 10

.., . 3414.0' N., 11731.2' W.Preliminary Hypocenter mid Mag.

.

. - -- - (3.2) by Pas. .. . .

2 15 35 16.2* 28.0 N 111.8 W GWf of California .. N 3.8 '3 04 05 53.8 : 35.1 N 27.8 E. Dodecanese Islands . 34 4.73 04 07 44.3 213 8 179.1 W Fiji Islands Region . 600 G 5.333

0405

_ 26" 22.1,23 08.0*

413 N30.1 S -.

793 E75.4 E

Kirgiz-Sinkiang Border RegionMid-Indian Rise

.. 17

N .4.9

3 08 -103 05.2 .. 8.4 S 1113 E Java . 79 5.6.

3 15 59.7 23.9 S 66.6 Wr Jujuy Province, Argentina 197 4.73 17 18 19.2' 21.1 S 68.8 E Mid-Indian Rise - N 4.6 .3 ,..,18 28 45.2' 36.2 bi .141.1 E Near. East Coast of Honshu, Japan

'Felt35 8.3

fll JMA) in Eastern Honshu... 09 25 56.9' 56.1 S 27.4 W S9uth Sandwich Islands Region N 5.7 5.8

4 14 42 303, 1.7 N 174.1 W Andreanof Islands. Amanita Is. 26 , 4.94 18 33 18.0* 43.6 N 147,9 E Kuril Islands N 4.64 22 15 55.4 10.6 S . 69.0 W Northern Chile 86 5.04 22 51 28.9 6.9 S 1534 E - Solomon Islands . ., 62 5.05 01 21 05.1 , 33.0S 478.6 WI South of Kermadec Islands N 5.15 02 50 503 61.4N 147.8 A Southern Alaska . 48 . 3.65 16 52 47.6 41:8 N 37.5 E Turkey . 6 436 I 13 28 26.9 51.2 N 179.2 W Andreanof Islands, Aleutiaft Is. 34 .4.16 19 22 39.4 37.5 N 116.6 W Southern Nevada 5 0 3.67 05 35 15.6* 18.4 N 100.2 W Guerrero, Meiico so 4.27 11 27 34.7* 233 N 44.8 W North Atlantic Ridge . N 4.63 . 05 54 12.4 19.1 N 68.0 W North Atlantic Ocean 43 5.011 "-IV 17 05.0 41.1 S 72.6 W Near Coast Of Southern Chile' 90 4.4

- ) Felt ouyat Valdivia. -8 06 02 37.2° 0.9 S 78.5 W Ecuador 28 4.18 14 00 00.1A 37.1 N 116.I.W.... Southern Nevada . o 5.5

37'06' 36.4" N., 116'03135.1" W.Nevada Test Site. Miniat! (AEC.). -

8 14 39 56.8 19.1 N 64.4 WMag. 5 I/4 (BRIO.'Virgin Islands

,

N 4.69 03 0.). 111.7,.. 32.5 S 71.2 W Near coast of Central Chile 83 killed. 447 58 6.6

.., . injured, and widespread property damage in .

.Central Chile. 1.2-meter Tsunami (Peal to.

. Trough) at Valparaiso. Mag. 7.5 (PAS).....

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EPICENTER DATA-(continued)Day

G MTOrigin lime

G MTGeographicCoordinates

-

' . /. Region and Comments..

DepthK M

,Magnitudes

ER L...

HR. MN SEC LAT LONG MB MS

9 04 46 25.6 32.5 S 71.4 W,

Near Coast of Central Chile 69 4.59 09 52 . 50 4- 3.8 Nr 78.5 W South of Panama 57 4.3

- 9 12 27 244.5 20.5 S 178.1 W Fut ,Islands Region - 550 G 5.1

9 15 46 49.9' 53.0 S 22.9 E South of Africa N9 17 00 52.1° 8.2 A 148.2 E East New Guinea Region - .62

.4.6..:

9 17 II 55.5° 43.5 N 147.6 E Kunl Islands 4 N 4.210 00 26 35.3.' 32.4 S 71.4 W Near Coast of Central Chile 65 4.310 17 22 37.2' 40.4 N 109.6 W Utah 8 3.8I I 05 30 53.9 0.9 S 13.3 W North of Ascension Island N 5.1

I I I I 43 13.2* 23.4 N 123.7 E Southwestern Ryukyu Islands 34 4.8 .

11 12 51 33.7* 8.2 N 38.0 W Central Mid.Atlantic Ridge . N 4.512 09 02 09.2 24.0 N I 11.2 W Baja California N 4.812 23 50 15.7' 19.6 N 63.0 W Leeward Islands - . N 4.214 07 16 53.6' 5.8 S 153.2 E New Ireland Region N 4.914 14 48 41.2 47.8 N 114.4 W Montana

.

5 G . .

14 15 40 48.6* 60.0 N 152.7 W southern Alaska 82 4.014 15 5 I 58.1 32.9 S 742.1 W Off Coast of Central Chile . 62 4.814 19 53 0.8 N 29.0 W CentraeMid-Adantic Ridge N ,.2 5.3

15 01 33.14.322.3 44.8 N 10.3 E Northern Italy 8 5.2

2 killed. Damage at Parma. Felt. throughoutNorthern. Italy.

15 4:15 36 11.6 60.1 N 153.3 W Southern Alaska 150 4.415 06 15 31.4 37.2 N 36.8 E Turkey N 4.615 10 38 50.0P 34.2 N 117.5 W Southern California 10

. 34'14.1' N., 117'27.7' W. \-..- Preliminary Hypoce1iter and MAG.

. (3.0) by PAS.15 10 57 02.4' 4 I.7 N 142.6 E Hokkaido, Japan Region 57 4.1

. z Felt at Urakawa (II JMA) and Hichinehe.e. (I JMA).

1

15 18 49 07.3 44.8 N 10.3 E Northern Italy . 19 4.016 04 31 28.4' 59.3 N 154.2 W . Southern Alaska N

Mag. 33 ML (ERL). .

1616

0521

5040

23.723.1

35.0 N16.7 N

23.1 E96.1 W

Crete ,

Oaxaca. Mexico4214

4.55.2

17 03 23 53.6 15.3 N 45.3 W North Atlantic Ridge N 4.617 03 39 15.4 55.3 N 161.5 W Alaska Peninsula *- N 4.317 05 32 42.9 7.0 N 94.7 E Nicobir Islands Region

.138 D 5.8

17 IS 00 55.4 26.5 N 93.2 E Eastern India 49 5.3 5.117 17 56 13.9 4.0 S . 80.8 W Peru-Ecuador Border Region 35 0 4.817 19 30 14.1E 49.8 N 414.8 W British Columbia 0

. Strip Mine Exptortion. .17 20 10 21.5 21.5 S 68.2 W Chile-Bolivia Border Region . '`- 123 5.4

17 21 45 23.6 383 N 39.9 E TRrkey N 4.5".. 18 00 02 26.2' 34.0 N 45.2 E Iran-Iraq Border Region . N 6.7

I, '18 16 18 22.8 45.7 N 26.3 E Rumania . 137 4.6

18 19 16 41.7' 18.3 N 100.7 W Oucttero. Meak0 110 4.7

21 03 00. 32.2* 12 S 14.9 W North of Ascengion Island N 4.5

21 09 14 26.1B 36.2 N 120.9 W Ceikral CaKfornia 8 4.2

. 36'12.9' N., 120'52.7' W. . .

Hypocenter and Mag. (3.3) by Brk. f21 20 01 57.1° 30.9 N 41.6 W North Atlantic Ridge N 4.322 06 29 49.0 31.1 bl 41.6 W North Atlantic Ridge N 4.825 IS 31 11.4 41.3 N 29.5 W Azores Islands Region

'23 15 44 27.4 47.8 N 114.3 W Montana S 0Felt at Kerr Dam.Mag. 3.5. MI (ERL).

24 20 24 30.6° 37.98 .1, 49.4 E Atlantic-Indian Rise N ' 5.0-

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Sample.Number br Color Number of Components,

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Arrangement,

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02-12.

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RESOURCE 5

0°' Name Predictioni

ft esults of tests

05, .

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10

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Chapter 3The Midlands,'

A Pathwayto the Sea

0 3-1.

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. Results of Test.

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Accept prediction.Reject prediction.Revise if rejected.

Waterfalls(Figs. 3-13*and 3-141.

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am.

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3-17,and 3-18)

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Labeled sketches: qk

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RESOURCE 27

Tab 1e 1

\ Slope(in cm)

Rate of Flowinto Trough(in ml/sec)

.

..

TroughBed

Speed(in cm/sec)

Trial 1 4 10 Normal

,

Trial 2 8 10 . Normal

Trial 3 12 . 10,

Normal

Trial 4 4 20 1 ,-,. Normal

J Trial 5

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RESOURCE 31

01.

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04-4.

Chapter 4The Shorelands

4-7.

Sketch of Prediction:

Sketch of Prediction:

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How Well' Am I Doing?

You probably wonder what you are expected to learn in this sciencecourse: You would like to know how well you are doing. This sectionof the book will help you find out. It contains a Self-EValuation foeach chapter. If you can answer all the questions, you're doing verywell.

The Self-Evaluations are for your benefit. Your teacher will not usetlie results to -give you a grade. Instead, you will grade yourself, sinceyou are able to check your own answers as you go along.

Here's how .to use. the Self-Evaluations. When you finish a chapter,take the Self-Eviluation for that chapter. After answering the questions,turn to the Answer Key that is at the end of thii section. Ifhe AnswerKey will tell you whether your answers were right or wrong.

Some questions can be answered in more than one way. Your answersto these questions May not quite agree with those in the Answer Key.If you mi.* a questiont review the material upon which it was based.before going on tothe next chapter. Page references are frequentlyincluded in the Answer Key to help you revieiv.

On the. next to last page of this booklet, there i* a grid, whichyoucan use :to keep a recdrd of your own progress.,

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List the numbers of all the, resources you used for this chapter. SE t.F.-EVAWATION I

01-1. This unit is about the earth's landscape. In chapters thatfollow, you will be asked many questions about the arth's features,such as how they may have been formed and what they may look likein the future. Where will you get the information to help you answerthe questions that were referred to as resource problems?

-"N

01-2.. What observations have geologists used to support the idea thatthe continents might have been joined together in the past?

1014. Indicate with a check mark those areas.that have a large numberof earthquakes.

-western coast of the U.S.

-,eastern coast of theA

the state you live in . 25.1

36

midway between North America and Europe

eastern coast bf South America

01-4. Which theory or model explains the pattern of earthquakes onthe earth, sea-floor spreading or the contraction 4heory? Explain youranswer.

D1-5. Look at the combined drawing in your textbook of the threelandscapes. (Page 9, Figure 1-4 in your textbook.) Which section, A, B,or C (see the left margin), contains features that are most like thelahdscape where you live?

SELF-EVALUATION Z. List the numbers of all the resources you used for this chapter.

02-1. What interpretations can yOti make froin the following observa-tions: The tilt of sedimentary rocks reported on the side of a mountain .

is 210. Several fossils of animals that once lived in ocean water havebeen located within' the rocks.

[02. Obtain from your teacher the rock samples 06 and 19. Describevery carefully the appearance of each rock.

21

'

3 7

F.

Do you think the rocks were formed in different ways? Explain youranswer.

Identify at least one mineral in each rock.

02-3. Suppose you visited the mountain shown in the picture belowto collect rocks. As you collected your rocks, suppose you found thatmost of them were one of three typesglassy. frothy, or fine-grainedcrystalline. Predict how the mountain was formed.

/etAir `.

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024. Describe the proceOses,that probably formed the rock featurepictured below.

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02-5. Detcribe how the mountains* on the next page were probably-formed.

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024. Predict low the mountains showq, in question 24 will look inthe distant future. -

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02-7. gupposithe land around theGulf of f4eXieQ were uplifted inthe future. pcstribe what yo think the mountains would look like.,What kind of rocks would yO expect to 04?

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Sgt.F-EVALUA11CN 3 List the.numbers of all the resources you used for this chapter.

P3-1. Whardoes the layered rock tell you about the history of thelandscape shown in the picture below? .

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03-2. In this chapter you did several experiments with the stream tableto And out some properties of rivers. me factors you studied werethe slope ora river, the volume of , and the smoothness of thebed.'How. do changes in these facto affect- the ability of a river toerode the Irdscape?

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ns 3-3 through 3-4 refer' to. Figures A and El above.

034. What are the major differences between the two streams in termsof potential energy? kinetic energy? erosive ability? rate of flow? sizeOf particles carried in stream?

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4

03-4. Predict what you think the landscape in each picture may looklike in the future.

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[13-5. The figure below shows a river flowing toward the bottom ofthe page with a series of meandering bend's. Make a sketch showingwhat you think will be the path of the river some time in the fliture.Explain your sketch.

41.

03-6.\Some of the most fertile familand in the United States is nowon the bottom(of,the Gulf of Mexico near the mouth of the Mississippi.Where did it come from? How did it get where it is?

SELF-EVALUATION 4 List the numbers of all the resources you used for this chapter.

04.1: The following statements were made by an ISCS student aboutthe landscape shown on the next page. Place a check mark (1) nextto each statement that you agree with. For those that .you disagreewith, state your reasons.

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40 JL-to be any evidence of uplift in this area.

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The rock outcrops at A are probably more resistant rock than. the rock on the shore.

4

The waves break because of interference or friction with thebottom.

The _debris that has accumulated at the bottom of the cliff 8is evidence of storm activity.

Z A

33

. 114-2. or each diagram below, sketch a pattern that you believe/describes the waves as they approach the shore.

A

WAVES

LAND

D4.3. Use the picture below to answer the following questions.Do you think the beach house is in.a good location? Why?

a.

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Was this picture taken at low, or high, tide? Explain your answer.

Do you .think there are many sandbars in this area? Explain youranswer.

044. Predict what would happen to the New Orleans harbor (below)if the area were not continuously dredged.

104'

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044. Place the letter D next to those features that are formed bydeposition of earth material, and the letter E for those formed by theerosion of earth material.

sandbar _ipitcave _sea cliff _beach

160 ".'.. ' "717.f;;;..

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SELF EVALUATION ANSWER .KEY .

SELF-EVALUATION 11-1. Resources have been provided to help you answer the questions that are raised in each ofthe chapters of this unit. When you meet- a resource question,fyou wahe referild to a clusterof resources located at the end of tWchapter. It is your responsibility to select and do the resourceor resources that seetlill most appropriate. In some cases you will only have to do one or two11110111VA to answer si resource problem. while in other cases you may have to use all the resourcesin a cluster. There are other places you might go for informationto your library, films, or evenyour community itself.

1-2, The observatiOns that have been used to support continental drift are varied. They includethe location of glacial features, such as grooves in rock and deposits of glacial till, on continentsseparated by oceans. This has led to the inference that these features could only, exist if thecontinents were together during an ancient ice age. Another line of evidence you might havementioned is the location of similar sequences of rocks on the Southern Hemisphere continents.See Resources. I and 2 if you had trouble.

1-3. The following places would have large numbers of earthquakes: western coast of U.S. andmidway between North America and Europe (mid-ocean ridge). If you live in a western state,you might have said the state you live in. The answers to this question are based on Activity1-3, where you plotted the locations of a large number of earthquakes.. Check your completedmap of earthquakes, or look at the map on .gage 20 of Crusty Problem

1-4. Sea-floor spreading seems to account for the pattern of earthquakes. According to the theory,new crust is forming at the mid-ocean ridges and spreading aWay from these areas. Crust is pulledback into the crust at deep-sea trenches. Thus, earthquakes should occur where the sction is.In this case the action, is along the mid-ocean ridges. the western edges of continents of NorthAmerica and South America, across central Europe into Turkey and across to India. Thus, youiltould have noted that there are belts of earthquakesindicating the places where crustal platesare spreading apart dr coming together. Review 4tesources 3 and 4 if you had trouble.

14. Your answer tolhis question depends on where you live. You niay live in a mountain region.or you may live in the midlands. You may even live near the seashore. You can ask your.kracherto check your answer. More than likely, you will recognize the kind of landscape of the nearbycounuride even if you live in a city.

.1`

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4 7

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A',SELF-EVALUATION 22-1. Vou might have some of thc following interpretations. Sedimentary rocks with a tt of 21'have been uplifted from ttieir original position. The fact that fossils of sea ammals are found

'in a mountain might have led you to say that the land was uplifted from the sea (or sea levelwcnt down). Review paies 27- 30 if you missed this.

2-2. Rock sample 06. which is rtritrik Ranitem composed of more than onc component or mineral.It contains a black mineral, a pink mineral, and an ofl-white. mineral. 'the minerals (hornblende,feldsPar, and quartz respectively) have an interlocking texture and are randomly arranged in the..

, rock. Sample 19 is a sandstone. The rock is red in color, and if you examined it under a handlens you probably noted that it appear% to be competled of one mineral. It is noninterlocking.See pages 31-32 if you had trouble descnbing the rocks. -

You should have concluded from your observations that thc rocks were formed in differentways. Sample 06 was probably formed by thc coolmg of a hot molten material beneath the =SI.The sandstone was probably formed from the accumulation of quartz grains in water, which werelater cemented together. If you had trouble making interpretation, see Resources 6, 7, and 8. Ifypu could not4tittify the mineral. check'Resource 11.

2-3. The evidence suggests that the mountain is volcanic. If yon iook al the picture, you willsee the mountaintis cone-shaped zhich is typical of volcanoes. The rocks scribed are igneous,which indicates that they are formea from molten matenal: See the section on Mono craters onpages 37-39, and check Resource 13.

. t42-4. The rock was apparently a flat-lying sedimentary rpck that became folded because of Alumssqueezing in from the sides. A model used to interpret folding is described in Resource 18.

2-5. The mountains pictured arc wedge-shaped. One explanation for thc formation of wedge-shaped mountains is slippage along a fault or`an uplift. Whatevet description you gave to helpexplain the shape of the mountains and their uplift is okay as long as it provides for die steepwedge shape of the mountains. If you would like some help on this, see pages 35-37 and Resource17.

.

2-6. Today, the mountains in the picture are steep and jagged. In the'distant future, they maylook quite different. They may be. very smooth. It is also possible that folding may oCcur. Astime passes, vegetation may increase on the mountains. These are only a few, of the manypredictions you could have made. It is important for you to include in your prediction the ideathat in the distant future these mountains may look very different than they do today.

2-7. If the land around the Gulf of Mexico were uplifted in the future, jhe mountains wouldvery likely be composed oE ripple-marked, tilted rock. The area would probably have a greatdeal,ef sedimentary rock with impressions of small sea creatures and manyohells. It is not likelythat Ihis event will happen in your lifetime or even in the next few hundred years. HoWever,you might like to think about it. Since a tremendous amount of soil and silt is being dumpedinto the Gulf of Mexico from the surrounding rivers that empty into it, it is quite possible thatthis could happen someday.

SELF-EVALUATION 33-1. The rock, because of its horizontal layers, is apparently sedimentary. It was probably formedwhen sediments were deposited underwater. These sediments could have hardened into rocks bychemical action. Thus, the cliff here was probably underwater a long time ago. Seo.Resources7, 8, and 9 in Chapter 2 for informatiop about how this area may have been formed.

3-2. The greater the kinetic ei;ergy of a stream, the greater its erosive ability. Increasing the slopeof a stream makes the water flow faster. Streams with high slopes should erode more materialthan those with gentle slopes. The more water in a streapi. the greater its capacity to carry materialaway. You should have noted that the smoothness of, the bed affects the velocity. Increasedsmoothness increases the velocity. If you need to review these ideas, see Resource Cluster B in

Chapter 3.

48

0

-' 4., !' "4'.,;7

;01,4-4

1-3. The stream in picture A is a meandering stre flowing liong relatively flat.ground. Thestream in picture B is obviously a mountain stream. falling down a sloped area. The two streams

are quite different. One is moving relatively slowly, twisting and winding, while the other is movin&very rapidly. They tie alike in that they are both composed of moving water and both streamshave energy: With reference to each variable you may have included the ibilewing: You' mayhave said that the stream in picture B has more kinetic energy and the streamNir picture A hasmore potential energy if you assumed that it was at a high elevation. There is another way yoircould look at energy in these situations. You could consider that because ofits height. dle mountainstreamialso has potential energy. As the water -plunges down the mountain, its pote,htial energy'decreases. When you talk about kinetic and potential energy, evirything depends on' your pointof view.

See pages 103 and 1041or more information about energy, For the meandering stream in A,the outer bank of the river is being eroded by faster water. wlich has more kinetic energy.the mountain stream in B. most erosion is probably taking place as the water hits in the losvestpert of the picture. See Resonrces 28 and 36 for erosive ability. The rate of flow is probablygraater an river B 'than in A. The size of the particles being carried in A are probably smaller(mud and silt size) whereas, because of the higher velocity. large particles can be carried in B.Sea Reiources 27 and 28.

3-4. In the !Inure river A may change its course many times. As it changes its course, it mayleave behind small lakes and islands. It is p2ssible -that the ril<er may even disappear, leavingbehind af dry channel. It may eveh increase Mize, covering a much larger area. In the distant!Ulna, a huge waterfall may be tbrmed in the landscape ajtown in picture there may bea series o waterfalls. one after the other. There's also a lossibility that a largegorge may becaved ouif the rock. See Resource 36 for river A, and 33 for river B.

34. 'tour sketch .should show the continued erosion of the outer binds of the stream. This woulddame cutpfth or oxbcws to occur. One possible path is shown here: )

34. Tim Mississippi River drains a large portion of the midlands of the United Statei. If you jilook at the map in Resource 25, you will see that the Mississippi flows, many, many miles throughthe midlands. hs origin is about Bemidji. Minnesota, from whence it flows iouth into the Gulfof Mexico. The area' throngjr which the Mississippi flows contains some of the most fertile farmlandin the United States. As the river flows and tributaries join with the Mississippi, the water carries

away the soil from these farmlands. Eventually, this soil is dumped in the Gulf of Mexico. Ifyou ea& visit the harbor at New Orleans, you will see huge pumps that work continuously tomove the Sand from the bottom of int harbor in vier to keep the channel open.

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SELF-EVALUAT1ON 44-1. You should have checked (agreed) items b, e, and d. If you did not agree with these, checkResource 38 for b, 39 for e, and Activities 4-1 through 4-3 for d. You may not have checkeda, since there is evidence of a former beach or bench at a higher elevation. The flat surface inthe upper center of the photograph well above the current heach might have been lifted to thatelevation. Of course, you might have said that ocean level went down, and you could also be

right.

42. The wave patterns might have looked like these:

10

LAND

11=1I,

t.

A

9.

111.

WAVES

LAND

141

Check Resource 40. For your information A is an eXample of waves bending because of refractionb

and B because cf,diffraction.

444 If you studied the picture carefully, you probably came to the conclusion that this coastlinedoes not receive violent wave action except perhaps during a storm. The beach house is sittingrelatively unprotected. However, if youlook closely at the ireCS, you will notice that they do not

°seem to be bent in any one direction, indicating that this area does not receive long periods ofstrong winds from a single direction. Probably the beach house is in a good location except, ofcourse, in the event OP a hurricane. You should have come to. the conclusion that the picturewas taken at low tide. (You can see a double row of' Seaweed and trash deposited along the beachas the- tide went out) Whether or not there are sandbars in this area is a more difficult question.Yottreally have to study the picture very carefully. If you do, you will see a jetty in the foreground.This was built to prevent the transport of sand. If you visited this area, you would find that there,are litany sandbars, and sand could be transporfed up the coast. But the jetty has been builtpurposely, to interrupt the wave action thartranspons this sand. Check Resource 46 foi ffrjhorinformation.

If you have studied the chapter on the midlands, you already know that tons of and andsilt are carried by the Mississippi River as it flows into the Gulf of Mexico. As the Mississippi

or enters the Gulf, it slows down and drops some of its load, If tge harbor were not continuouslyed, it would soon disappear, because the sand would pile up higher and higher.

You should have placed O. for deporigpal features and E for erosional features as shown

'below. Yon can find flirther . information on each feature.by referringto the resources or pages

listed next.to each feature.-

P, sandbarResource 46E sea cavePage 161, and Resoles* 38

_2...spitResource 46E sea cliffResource ir

:IL beachPages 157-160

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"440-

4

LaiNiiiialliklEiMagdga.a&MAiltiVM&SlidedL61,1i.t .11MiLmUlaget3..6.-

My Progress zKeep track of your progress in the ourse by plotting the Rercentcorrect for each Self Eyaluation as you plete it.

Percent correct = Number Ci rrectWONumber of estions.

. X

To find how you are doipg, draw lines connecting these points. Afteryou've tested yourself on all chapters, you may want to draw a best-fitline. But in the meantime, unless you always get/ the same percentcorrect, your graph will, look like a series r mountain peaks.

RECORD OF MY PROGRESS

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90

70

60

50

30

10

01 2 31 4

CHAPTERS

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PICTURE CREDITS

27 Oregon %Eitel-Highway Department25-31 U.S. Forest Service33 U.S. Department of the interior. The National Park Service

34 Florida State News Bureau35 U.S. Army Corps ot Engineers '.

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