unit 3 resources surface processes on...

UNIT 3 RESOURCES

Surface Processes on Earth

Copyright ©

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panies, Inc.

Copyright © by The McGraw-Hill Companies, Inc. All rights reserved. Permission is granted to reproduce the material contained herein on the condition that such material be reproduced only for classroom use; be provided to students, teachers, and families without charge; and be used solely in conjunction with the Glencoe Earth Science: Geology, the Environment, and the Universe program. Any other reproduction, for use or sale, is prohibited without prior written permission of the publisher.

Send all inquiries to:Glencoe/McGraw-Hill8787 Orion Place Columbus, OH 43240-4027

ISBN: 978-0-07-879210-6MHID: 0-07-879210-X

Printed in the United States of America

1 2 3 4 5 6 7 8 9 10 009 11 10 09 08 07

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To the Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iv

Unit 3 Surface Processes on Earth

Reproducible Student Pages

Student Lab Safety Form . . . . . . . . . . . . . . . . . . . . . . . . . . vi

Chapter 7

Weathering, Erosion, and Soil . . . . . . . . . . . . . . . . . . . . . . 1

Chapter 8

Mass Movements, Wind, and Glaciers . . . . . . . . . . . . . . . . . . 27

Chapter 9

Surface Water . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53

Chapter 10

Groundwater . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79

Teacher Guide and Answers

Chapter 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106

Chapter 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109

Chapter 9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112

Chapter 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116

Table ofContents

iv

Copyright ©

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panies, Inc.To the Teacher

This unit-based booklet contains resource materials to help you teach this unit more effectively. You will find the following in the chapters:

Reproducible Pages

Hands-on ActivitiesMiniLab and GeoLab Worksheets: Each activity in this book is an expanded version of each lab that appears in the Student Edition of Glencoe Earth Science: Geology, the Environment, and the Universe. All materials lists, procedures, and questions are repeated so that students can read and complete a lab in most cases without having a textbook on the lab table. All lab questions are reprinted with lines on which students can write their answers. In addition, for student safety, all appropriate safety symbols and caution statements have been reproduced on these expanded pages. Answer pages for each MiniLab and GeoLab are included in the Teacher Guide and Answers section at the back of this book.

Transparency ActivitiesTeaching Transparency Masters and Worksheets: These transparencies relate to major concepts that will benefit from an extra visual learning aid. Most of the transparencies contain art or photos that extend the concepts put forth in the textbook. Others contain art or photos directly from the Student Edition. There are 92 Teaching Transparencies, provided here as black-and-white masters accompanied by worksheets that review the concepts presented in the transparencies. Answers to worksheet questions are provided in the Teacher Guide and Answers section at the back of this book.

Intervention and AssessmentStudy Guide: These pages help students understand, organize, and compare the main earth science concepts in the textbook. The questions and activities also help build strong study and reading skills. There are six study guide pages for each chapter. Students will find these pages easy to follow because the section titles match those in the textbook. Italicized sentences in the study guide direct students to the related topics in the text. The Study Guide exercises employ a variety of formats including multiple-choice, matching, true/false, labeling, completion, and short answer questions. The clear, easy-to-follow exercises and the self-pacing format are geared to build your students’ confidence in understanding earth science. Answers or possible responses to all questions are provided in the Teacher Guide and Answers section at the back of this book.

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Chapter Assessment: Each chapter assessment includes several sections that assess students’ understandings at different levels. • The Reviewing Vocabulary section tests students’ knowledge of the chapter’s

vocabulary. A variety of formats are used, including matching, multiple choice, true/false, completion, and comparison of terms.

• The Understanding Main Ideas section consists of two parts: Part A tests recall and basic understanding of facts presented in the chapter, while Part B is designed to be more challenging and requires deeper comprehension of concepts than does Part A. Students may be asked to explain processes and relationships or to make comparisons and generalizations.

• The Thinking Critically section requires students to use several different higher-order learning skills, such as interpreting data and discovering relationships in graphs and tables, as well as applying their understanding of concepts to solve problems, compare and contrast situations, and to make inferences or predictions.

• The Applying Scientific Methods section puts students into the role of researcher. They may be asked to read about an experiment, simulation, or model and then apply their understanding of chapter concepts and scientific methods to analyze and explain the procedure and results. Many of the questions in this section are open-ended, giving students the opportunity to demonstrate both reasoning and creative problem-solving skills.

Answers or possible responses to all questions are provided in the Teacher Guide and Answers section at the back of this book.

STP Recording Sheet: Student Recording Sheets allow students to use the Standardized Test Practice questions in the Student Edition as a practice for standardized tests. STP Recording Sheets give them the opportunity to use bubble answer grids and numbers grids for recording answers. Answers for the STP Recording Sheets can be found in the Teacher Wraparound Edition on Standardized Test Practice pages.

Teacher Guide and Answers: Answers or possible answers for questions in this booklet can be found in the Teacher Guide and Answers section. Materials, teaching strategies, and content background, along with chapter references, are also provided where appropriate.

To the Teacher continued

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Lab Safety Form

Name:

Date:

Lab type (circle one) : Launch Lab, MiniLab, GeoLab

Lab Title:

Read carefully the entire lab and then answer the following questions. Your teacher must initial this form before you begin.

1. What is the purpose of the investigation?

2. Will you be working with a partner or on a team?

3. Is this a design-your-own procedure? Circle: Yes No

4. Describe the safety procedures and additional warnings that you must follow as you perform this investigation.

5. Are there any steps in the procedure or lab safety symbols that you do not understand? Explain.

Teacher Approval Initials

Date of Approval

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Reproducible PagesTable of Contents

Chapter 7 Weathering, Erosion, and SoilMiniLab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

GeoLab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Teaching Transparency Masters and Worksheets. . . . . . . . . . . . . . 7

Study Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Chapter Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

STP Recording Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

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2 Chapter 7 Earth Science: Geology, the Environment, and the Universe GeoLab and MiniLab Worksheets

Name Class Date

Model Erosion

How do rocks erode? When rocks are weathered by their surroundingenvironment, perticles can be carried away by erosion.

Procedure

1. Read and complete the lab safety form.

2. Carve your name deeply into a bar of soap with a toothpick. Measure themass of the soap.

3. Measure and record the depth of the letters carved into the soap.

4. Place the bar of soap on its edge in a catch basin.

5. Slowly pour water over the bar of soap until a noticeable change occurs inthe depth of the carved letters.

6. Measure and record the depth of the carved letters.

MiniLab 7MiniLab 7

Analysis

1. Describe how the depth of the letters carved into the bar of soap changed.

2. Infer whether the shape, size, or mass of the bar of soap changed.

3. Consider what additional procedure you could follow to determinewhether any soap wore away.

Weathering Data

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Name Class Date

Many factors affect the rate of weathering of Earth materials. Two major factorsthat affect the rate at which a rock weathers include the length of time it is

exposed to a weathering agent and the composition of the rock.

ProblemWhat is the relationship between exposure timeand weathering?

Materialsplastic jar with lid

water (300 mL)

halite chips (100 g)

balance

timer

paper towels

ObjectivesIn this Geolab, you will:

• Determine the relationship between the lengthof time that rocks are exposed to running waterand the degree of weathering of the rocks.

• Describe the appearance of weathered rocks.

• Infer what other factors may influence the rateof weathering.

• Apply your results to a real-world situation.

Safety Precautions

Wear splash-resistant safety goggles and an apronwhile you do this activity. Do not ingest the halitechips.

Model MineralWeathering

P R E P A R A T I O N

Starting Change inShaking Mass of Final Mass Mass of

Time (min) Chips (g) of Chips (g) Chips (g)

2

4

6

8

GeoLab and MiniLab Worksheets Chapter 7 Earth Science: Geology, the Environment, and the Universe 3

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Name Class Date

Model Mineral Weathering

1. State What real-world process did you model in this investigation?

2. Infer Why did you need to soak the halite chips before conducting the expenment?

3. Compare the lab procedure with actual weathering processes. What did the haliterepresent? What process did shaking the jar represent?

A N A LY Z E A N D C O N C L U D E

1. Read and complete thelab safety form.

2. Soak 100 g of halite chips in water overnight.

3. As a class, decide on a uniform method ofshaking the jars.

4. Pour off the water, and use paper towels togently dry the halite chips. Divide them intofour piles on the paper towel.

5. Use a balance to find the starting mass of onepile of the chips.

6. Place the halite chips in the plastic jar.

7. Add 300 mL of water to the jar.

8. Secure the lid on the jar, and shake the jar forthe assigned period of time.

9. Pour the water from the jar.

10. Use paper towels to gently dry the halite chips.

11. Use a balance to find the final mass of thechips. Record your measurement in a datatable similar to the one provided.

12. Subtract the final mass from the starting massto calculate the change in mass of the halitechips.

13. Repeat Steps 4 to 12 using a fresh pile of halitechips for each period of time.

P R O C E D U R E

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Name Class Date

Model Mineral Weathering

4. Deduce How would acid precipitation affect this process in the real world?

5. Conclude How would the results of your investigation be affected if you usedpieces of quartz instead of halite?

Design an Experiment This lab demonstrated the relationship betweenexposure time and weathering. Consider other factors that affect weathering.Design an experiment to measure the effects of those factors.

C O N C L U D E A N D A P P LY

I N Q U I R Y E X T E N S I O N

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Teaching Transparency Transparency Master 16 Earth Science: Geology, the Environment, and the Universe 7

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Chemical Weathering

TEACHING TRANSPARENCYMASTER 16Use with Chapter 7

Section 7.1

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Name Class Date

1. What is chemical weathering?

2. What is hydrolysis?

3. According to the chemical equation, what happens to potassium feldspar during hydrolysis?

4. How is carbonic acid formed, and what is its role in chemical weathering?

5. What substances react and form during oxidation?

6. Which chemical processes shown involve carbon acid?

7. What substances react during the formation of acid precipitation?

8. What products result from acid precipitation formation?

9. Which chemical processes shown involve H2O?

8 Transparency Worksheet 16 Earth Science: Geology, the Environment, and the Universe Teaching Transparency

TEACHING TRANSPARENCYWORKSHEET 16

Chemical WeatheringUse with Chapter 7

Section 7.1

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Sand

bar

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Coastal Erosion andDeposition


Section 7.2

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Name Class Date

1. What causes coastal erosion?

2. Which coastal features shown were carved by erosion?

3. What is deposition?

4. What causes deposition to occur along a shoreline?

5. Which coastal features shown were created by deposition?

6. What is a sand bar, and how does it form?

7. How did the barrier island likely form?

8. Describe how sand grains carried by waves move.



Coastal Erosion andDeposition

Use with Chapter 7Section 7.2

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Stag

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Soil Formation


Section 7.3

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Name Class Date

1. What occurs at the beginning of the soil formation process?

2. Are weathered rocks the only components needed to form soil? Explain your answer.

3. Is the soil shown a residual soil or a transported soil? Explain your answer.

4. Which horizon contains the least-weathered parent material?

5. What occurs during the second stage of soil formation?

6. Which is the last horizon to form, and how does it form?

7. What process occurs during all three stages?



Soil FormationUse with Chapter 7

Section 7.3

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Study Guide Chapter 7 Earth Science: Geology, the Environment, and the Universe 13

SECTION 7.1 Weathering

In your textbook, read about weathering.In the space at the left, write true if the statement is true; if the statement is false,change the italicized word or phrase to make it true.

1. Weathering is the process by which rocks on or near Earth’s surfacebreak down and change.

2. Mechanical weathering changes the chemical composition of rocks.

3. Weathering rate depends on temperature.

4. Acid precipitation has a pH value above 5.6.

5. The repeated thawing and freezing of water in the cracks of rocksis called frost wedging.

6. Water, oxygen, carbon dioxide, and acids are significant agents ofmechanical weathering.

7. Oxidation occurs in the decomposition of iron ore.

8. The chemical reaction of carbon dioxide with other substances is called oxidation.

Circle the letter of the choice that best completes the statement or answers the question.

9. The reaction below is an example of which of the following processes?2FeO4 � �� O2 → 3Fe2O3

a. oxidation b. exfoliation c. freezing d. mechanical weathering

10. The pH scale is used to measurement which of the following?

a. oxidation b. exfoliation c. acidity d. precipitation

11. The process by which outer layers of rock are stripped away is called

a. chemical weathering. b. oxidation. c. exfoliation. d. frost wedging.

12. In which of the following climates would physical weathering most readily occur?

a. wet and warm b. dry and warm c. wet and hot d. dry and cool

13. Large amounts of carbonic acid are found in

a. the soil. b. acid precipitation. c. limestone. d. automobile exhaust.

14. Buildings and monuments that are made of limestone are greatly damaged by

a. freezing. b. acid precipitation. c. oxidation. d. frost wedging.

15. Which of the following factors does NOT exert pressure on rocks that leads to physical weathering?

a. plant roots b. overlying rocks c. freezing water d. carbonic acid

Weathering, Erosion, and Soil

Name Class Date

STUDY GUIDECHAPTER 7

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Name Class Date

SECTION 7.1 Weathering, continued

In your textbook, read about weathering and what affects the rate at which weathering occurs.Use the terms below just once to complete the passage.

water acid precipitation carbonic acid carbon dioxide

temperature mechanical composition pressure

The process by which rocks and minerals break down into smaller pieces is

(16) weathering, also called physical weathering. Two factors

that play a significant role in this type of weathering are (17) and

(18) . To some extent, the (19) of rocks determines

the effects that chemical weathering will have on them. (20) is an important

agent in chemical weathering because it can dissolve many kinds of minerals. An atmospheric gas

that contributes to the chemical weathering process is (21) , which is pro-

duced by living organisms. When this gas combines with water, it produces a weak acid called

(22) . Another agent of chemical weathering is (23) ,

which is caused mainly by emissions of sulfur dioxide and nitrogen oxides.

Answer the following questions.

24. What climate conditions promote chemical weathering?

25. What rock type is most easily weathered? Why?

26. How is surface area related to weathering?

27. How does slope affect the rate of weathering?

14 Chapter 7 Earth Science: Geology, the Environment, and the Universe Study Guide


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Name Class Date

SECTION 7.2 Erosion and Deposition

In your textbook, read about erosion and deposition.For each item in Column A, write the letter of the matching item in Column B.

Column A Column B

1. The final stage of the erosional process in which materials are dropped in another location

2. The force that tends to pull all materials downhill

3. The steeper the , the greater the potentialfor flowing water to erode earth materials.

4. Coastal areas undergo erosion by and wind.

5. Erode by scraping, gouging, and picking up largerocks and debris piles

6. A major erosional agent in areas with limitedprecipitation and high temperatures


7. Give two examples of how plants and animals move Earth’s surface materials fromone place to another as they carry on their life processes.

8. Explain rill erosion and how it differs from gully erosion.

9. Describe the formation of barrier islands.

a. slope

b. ocean waves

c. wind

d. glaciers

e. gravity

f. deposition



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Name Class Date

SECTION 7.2 Erosion and Deposition, continued

The following statements list types of erosion. Using the numbers 1–4, label them bytheir ability to transport materials.

1. wind erosion

2. water erosion

3. glacial erosion

4. plant and animal erosion

For each statement below, write true or false.

5. When a river enters a large body of water, the water generally slowsdown and deposits large amounts of sediments.

6. The Nile Delta was formed from ocean waves and currents.

7. The constant movement of water and the availability of accumulatedweathered material creates continuous erosion.

8. Unlike water, glaciers do not move material over a long distance.

9. Wind is a major erosional agent in areas on Earth that have bothlimited precipitation and high temperatures.

10. Wind barriers are trees and other vegetation planted perpendicularto the wind direction.

11. The movement of soil and other Earth materials by humans as theybuild highways and bridges, is not considered erosion.

12. Barrier islands, which form from offshore sand deposits, can continueto be built up from sediments and form sandbars.

13. The continued erosion of rill channels can develop into gully erosion.

14. Winds cannot blow against the force of gravity.

15. Wind can always move more material than water.

16. A U-shaped valley indicate that glacial erosion has taken place.

17. Waves, tides, and currents are responsible for erosion of islands.



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Name Class Date

SECTION 7.3 Soil

In your textbook, read about soils and how they form.Complete each statement.

1. is the loose covering of weathered rock particles and

decaying organic matter overlying the bedrock of Earth’s surface.

2. Soil that is located above its parent material is known as .

3. Soil that has been moved away from its parent bedrock is called

.

4. When heavy machinery digs out soil in the process of building a road,

a vertical sequence layers of soil, called a(n) ,

will often be exposed.

5. A distinct layer, or zone, located within a soil profile is known as a(n)

.

6. Soils formed in dry, hot areas with low rainfall are classified as

.

7. A(n) is a type of soil that forms in a prairie environment.

8. The layer of a soil which is composed of humus and leaf litter is called the

horizon.

9. Soil forms as a result of and biological activity that breaks

down and changes soil materials over long periods of time.

10. The relative proportions of particle sizes make up a soil’s .

11. Soil is the measure of how well a soil can support the

growth of plants.



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Name Class Date

SECTION 7.3 Soil, continued

In your textbook, read about soil profiles.Complete the soil profile by filling in the horizons. Then answer the questions.

15. Which horizon is the surface layer? Describe it.

16. Which horizon is the subsoil? Describe it.

17. Which horizon occurs directly above bedrock? Describe it.

12.

13.

14.



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Chapter Assessment Chapter 7 Earth Science: Geology, the Environment, and the Universe 19

Name Class Date

Reviewing Vocabulary

Match the definition in Column A with the term in Column B.

Column A Column B

1. the loose covering of broken rock particles and decaying organic matter overlying the bedrock of Earth’s surface

2. the repeated thawing and freezing of water in thecracks of rocks

3. a vertical sequence of soil layers

4. the process by which rocks and minerals undergochanges in their composition as the result ofchemical reactions

5. the chemical reaction of oxygen with other substances

6. soil that has been moved to a location away from itsparent bedrock

7. breakdown of rocks into smaller pieces

8. soil located above its parent material

9. the process by which outer layers of a rock arestripped away

Write the term that best completes the statement.

10. In a process known as , eroded materials are dropped in another location.

11. A major problem in farming areas is , which is the deepening and

widening of rill channels.

12. A(n) is a distinct layer, or zone, within a soil profile.

13. is the removal and transportation of weathered material from one

location to another.

14. The process by which rocks on or near Earth’s surface break down and change is .

15. is the erosion by running water of a small channel on the side of a slope.

a. residual soil

b. transported soil

c. exfoliation

d. oxidation

e. mechanicalweathering

f. soil

g. soil profile

h. chemical weathering

i. frost wedging

Weathering, Erosion, and Soil

CHAPTER ASSESSMENTCHAPTER 7

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Understanding Main Ideas (Part A)


1. Which of the following characteristics of water can be responsible for mechanical weathering?

a. Water flows downstream under gravity.b. Water expands when it freezes.c. Water combines with atmospheric gases to form acid precipitation.d. Water reacts with and can dissolve many kinds of minerals.

2. In which of the following areas is wind a major erosional agent?

a. grasslands b. temperate forests c. deserts d. tropical rain forests

3. Which of the following statements is NOT true of soil?

a. It is a loose covering of broken rock particles and decaying organic matter.b. There is one kind of soil in the United States.c. Living organisms add nutrients to it.d. It takes a long time to form.

4. Which of the following could increase the rate of chemical weathering of a rock?

a. moving it to a location with few plants and animals b. moving it to a drier climatec. increasing its total surface aread. moving it to a colder climate

5. Which of the following happens when a river enters a large body of water?

a. The river water slows down and deposits large amounts of sediments.b. The river water increases its speed and carries out gully erosion.c. The river water flows over the delta, causing exfoliation.d. The river water erodes the shoreline and deposits barrier islands.

6. The color of a soil

a. is a reliable indicator of its fertility. c. is not dependent on the amount of humus.b. is always dark brown or black. d. is determined by its composition and climate.

7. Which of the following statements is NOT true about the deposition of erodedmaterials in bodies of water?

a. It improves the quality of ecosystems.b. It limits the availability of water for hydroelectric energy.c. It reduces water supplies for personal consumption.d. It can restrict navigation through the water bodies.

8. Which of the following statements is NOT true of soils in sloped areas?

a. Smaller particles remain on the slopes, while coarser particles move downslope.b. Soils on slopes tend to be infertile.c. Valley soils are usually thick.d. South-facing slopes have somewhat thicker soils than slopes facing other directions.

9. There can be no stream erosion or glacial erosion without

a. gravity. b. oxidation. c. wind. d. deposition.

20 Chapter 7 Earth Science: Geology, the Environment, and the Universe Chapter Assessment


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Understanding Main Ideas (Part B)


1. How does climate influence the rate of weathering of earth materials?

2. Describe how soil forms.

3. How do living things impact weathering and erosion?

4. Contrast mechanical and chemical weathering, and give examples of each.



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Thinking Critically

1. What property of soil does the diagram illustrate?

2. Name the three sizes of soil particles, from largest to smallest.

3. How would you classify a soil that contains 60 percent sand, 30 percent silt,and 10 percent clay?

4. How would you classify a soil that contains equal percentages of all three sizes ofsoil particles?

5. About what proportion of sand/silt/clay makes up sandy clay?

6. In general, soil drainage is determined by particle size: the larger the particle size,the better the drainage. Compare the drainage of sand, sandy clay, and clay soils.

090 80 70 60 50

Sand (percent)40 30 20 10

10

20

30

40

50Clay (percent)60

70

80

90

100

90

80

70Silty clay

loam

Silt loam

SiltLoamy sandSand

LoamSandy loam

Sandy clayloam

Clayloam

Siltyclay

Clay

Sandyclay 60

50 Silt (percent)40

30

20

10



Study the diagram. Then answer the questions.

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Applying Scientific Methods

A golf course designer, who is about to build a championship golf course, has come to youwith a problem. He tells you that parts of his developing course cannot grow grass and tend to flood. After testing the soil, you decide that the reason it drains poorly and doesn’t retainadequate moisture is because it has too much nonporous clay. You tell him that by adding soilconditioners, the new soil will improve its drainage and retain more water. You mention thatwater retention is important because water supplies are low in the hot summer months, andgrasses need water to stay green. Improved drainage will also allow more rainfall to be soakedinto the soil, thus lessening runoff and water erosion.

You develop a simple setup to test various soil combinations for drainage and water reten-tion. You will add dry soil, which was heated to expel all moisture, to a beaker. The beaker hasa drain hole in the bottom to allow the drainage of excess water to a measuring cylinder. Youadd 200 ml of water to the beakers with the various soil combinations. After one hour, youthen reweigh the soil and measure the drainage water.

The clay is the unsuitable soil from the golfcourse. Humus and sand were picked up from a local nursery, and soils A and B are higherpriced synthetic soils produced by a chemicalcompany. Most of the soil combinations drainedin less than 30 minutes. When the drain time isgreater than 60 minutes, this indicates poordrainage and some of the water will remain ontop of the soil, where it either evaporates or runsoff. All water weights are given in grams. Onegram of water is approximately equal to one milliliter.



Clay + Clay + Clay + Clay +Clay Humus Sand Soil A Soil B

Dry soil weight 600 g 600 g 600 g 600 g 600 g

Water added 200 g 200 g 200 g 200 g 200 g

Wet soil weight 690 g 730 g 640 g 730 g 760 g

Water drainage 20 g 70 g 160 g 70 g 35 g

Time to drain >60 min 30 min 20 min 30 min >60 min

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Applying Scientific Methods, continued

1. The water added to the dry soil should equal the weight of the wet soil plus the drainage weight.If it doesn’t, it’s because some of the water evaporated or ran off. Using the data from the charton page 41, write on the table below, the amount of water that either evaporated or ran off.

2. Compare the use of sand and humus as far as their ability to retain water andimprove drainage.

3. How do Soil A and B compare to humus as far as their ability to retain water andimprove drainage.

4. Why do you suppose clay has such a high evaporation rate?

5. Why is sand not a good soil conditioner?

6. What soil combination would you recommend to the golf course designer? What are someother factors that might influence the selection of the best soil conditioner?



Clay + Clay + Clay + Clay +Clay Humus Sand Soil A Soil B

Water evaporated/runoff

Student Recording SheetC

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Name Date Class

Standardized Test Practice Multiple Choice

Select the best answer from the choices given, and fill in the corresponding circle.

1. 4. 7.

2. 5. 8.

3. 6. 9.

Short Answer

Answer each question with complete sentences.

10.

11.

12.

13.

14.

15.

Reading for Comprehension


16.

17.

18.

CHAPTER 7

Assessment

Chapter 7 Earth Science: Geology, the Environment, and the Universe 25

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Chapter 8 Mass Movements, Wind, and GlaciersMiniLab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

GeoLab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

Teaching Transparency Masters and Worksheets . . . . . . . . . . . . . 33

Study Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39



27

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Model Glacia l Deposition

How do glaciers deposit different types of rocks and sediments?Glaciers are powerful forces of erosion. As they move across the land theypick up rocks and sediments, and carry left behind and deposits form in different shapes.

Procedure


2. Work with a group of 2 to 3 other students. One student should obtainfour glaciers from your teacher.

3. Place the glaciers on a baking pan. In front of each glacier, place apopsicle stick (to prevent the glacier from sliding down the pan).

4. Place a textbook under one end of the baking pan (your glaciers shouldbe toward the elevated end of the pan).

5. Observe what happens as the glaciers melt. Record your observations inyour science journal.

6. Dispose of your materials as your teacher instructs.

Analysis

1. Discuss Did the materials differ in the way they were deposited by themelting ice cubes? Were your results similar to those of your classmates?Explain.

2. Explain how this activity modeled the formation of meltwater.

3. Apply Which materials in this activity modeled glacial till?

4. Apply How did this activity model glacial deposition and the formation of amoraine?

MiniLab 8MiniLab 8

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Around midday on April 27, 1993, in a normally quiet, rural area of New York, thelandscape dramatically changed. Unexpectedly, almost 1 million m3 of earth debris

slid 300 m down the lower slope of Bare Mountain and into Tully Valley. The debrisflowed over the road and buried nearby homes. The people who lived there had noknowledge of any prior landslides occurring in the area, yet this landslide was the largestto occur in New York in more than 75 years.

ProblemHow can you use a drawing based on a topographic map to infer how the Tully ValleyLandslide occurred?

Materials metric ruler

Map a Landslide


Imagine that you work for the United StatesGeological Survey (USGS) specializing inmass movements. You have just been asked to evaluate the Tully Valley Landslide.


2. Check the map’s scale.

3. Measure the length and width of the Tully Valleyin kilometers. Double-check your results.

P R O C E D U R E

1. Interpret Data What does the shape of the valley tell you about how it formed?

2. Determine In what direction did the landslide flow?

3. Determine In what direction does the Onondaga Creek flow?

4. Infer from the map which side of Tully Valley has the steepest valley walls.


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Map a Landslide

5. Deduce What conditions must have been present for the landslide to occur?

6. Infer At the time of the Tully Valley Landslide, the trees were bare. How could thishave affected the conditions that caused the landslide?

Explain why the mass movement event you examined in this GeoLab is classified as a landslide.Differentiate a landslide from a creep, slump. flow, avalanche, and rockfall.

W R I T I N G I N E A R T H S C I E N C E


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Map a Landslide

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Teaching Transparency Transparency Worksheet 19 Earth Science: Geology, the Environment, and the Universe 33

A. Dry conditions

B. Moist conditions

C. Wet conditions

Slump

Grain to grain frictionalcontact

Water completely surroundsall grains and eliminates all

grain to grain contact

Surface tension of thin film of water holds grains together

Water and Mass Movement


Section 8.1

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1. What is mass movement?

2. What role does gravity play in mass movement?

3. What is slump?

4. Under dry conditions, what helps to prevent a slump from forming?

5. How does the addition of small amounts of water under moist conditions affect thepotential for a slump to form? Why?

6. How does the addition of large amounts of water under wet conditions affect thepotential for a slump to form? Why?



Water and Mass MovementUse with Chapter 8

Section 8.1

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Wind direction

Dune

Leewardside

Position ofdune at anearlier time

Movement of s

and

particles

Windwardside

Wind directionSmaller particles moving

by suspension

Larger particles moving by saltation

Ventifact

Desert pavement

Desert Pavement Formation

Ventifact Formation

Dune Migration

Suspension and Saltation

Wind Processes


Section 8.2

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1. How does the wind transport sediment particles?

2. Under what climatic conditions does wind transport and erosion primarilytake place?

3. What is deflation?

4. What feature of the desert shown formed as a result of deflation?

5. What are ventifacts and how do they form?

6. What are dunes?

7. What causes dunes to migrate?

8. Name four conditions that determine the particular shape of a dune.



Wind ProcessesUse with Chapter 8

Section 8.2

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Cirque

AreteHorn

U-shaped valley

Hanging valley

Lateral moraines

Medial moraines

Glacial Deposition and Erosion


Section 8.3

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1. Which features shown are formed by glacial erosion?

2. Which features shown are formed by glacial deposition?

3. When do cirques form?

4. When does an arête form?

5. What is a horn and where does one form?

6. How do U-shaped valleys form?

7. What are moraines?

8. Compare the two types of moraines shown.



Glacial Deposition and Erosion


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SECTION 8.1 Mass Movements

In your textbook, read about mass movement.Use each of the terms below just once to complete the passage.

avalanche creep landslide mass movement mudflow slump

(1) is downward movement that results from gravity acting on loose

sediments and weathered rock. If the downward movement of loose material is slow, it is called

(2) , whereas the rapid movement of a mud and water mixture is

known as a(n) (3) . A rapid downslope slide of a thin sheet of earth

materials is a(n) (4) . If these materials rotate and slide along a curved

surface, it is called a(n) (5) . A(n) (6) occurs in

mountainous areas with thick accumulations of snow.

In your textbook, read about the different types of mass movement.Briefly describe the different types of mass movement.

7. Creep

8. Flows

9. Slides

10. Falls

Mass Movements, Wind,and Glaciers

Name Class Date


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SECTION 8.1 Mass Movement at Earth’s Surface, continued

In your textbook, read about mass movement and the factors that control it.For each item in Column A, write the letter of the matching item in Column B.

Column A Column B

11. Determines how much material is available for mass movement

12. A force that works to pull material downslope

13. Acts as a lubricant to reduce friction between soil grains

14. Occurs when a sheet of rock moves downhill on a sliding surface

15. Can trigger a sudden mass movement

16. Where all mass movements occur

In your textbook, read about people and mass movement.Answer the following questions.

17. How does mass movement affect people?

18. How do people contribute to mass movement?

a. rockslide

b. earthquake

c. gravity

d. slopes

e. water

f. climate



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SECTION 8.2 Wind

In your textbook, read about wind erosion and deposition.Use each of the terms below just once to complete the passage.

abrasion deflation dunes loess ventifacts

The lowering of the land surface caused by the wind’s removal of surface particles is

called (1) . The process of erosion in which wind causes particles

such as sand to rub against rocks is (2) . Rocks shaped by this

process are called (3) . Over time, wind-blown sand accumulates

to produce (4) . If the wind carries and drops finer particles such

as silt, then deposits known as (5) form.


6. In suspension, strong winds cause particles to stay airborne forlong distances.

7. During the 1930s in the Great Plains, poor agricultural practicesresulted in severe dust storms and the formation of deflation blowouts.

8. Most sand carried by the wind moves by saltation.

9. The steeper slope of a sand dune is on the windward side, the sideprotected by the wind.

10. Wind erosion tends to occur in areas of heavy vegetation cover.

11. Dune migration is caused by prevailing winds continuing to move sandfrom the windward side of a dune to the leeward side.



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SECTION 8.2 Wind, continued

In your textbook, read about the types of sand dunes.

Complete the table by filling in the missing information.

In your textbook, read about wind erosion and deposition.Circle the letter of the choice that best answers the question.

16. Which of the following results in the formation of desert pavement?

a. abrasion b. deflation c. deposition d. saltation

17. Which of the following is true of loess?

a. It consists of sand and gravel. c. Its soils are some of the most fertile on Earth.

b. It is deposited by melting ice. d. Its most common component is gypsum.

Wind Wind

Wind Wind

A C

B D



Diagram Type of Dune How and Where Formed

A 12.

B 13.

C 14.

D 15.

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SECTION 8.3 Glaciers

In your textbook, read about glaciers.Use each of the terms below just once to complete the passage.

cirques continental glacier drumlins eskers glacier

moraines outwash plain valley glacier

A large moving mass of ice is a(n) (1) . A moving mass of ice

formed in a mountainous area is a(n) (2) , and one that covers a

large continent-sized area is a(n) (3) . Deep depressions called

(4) are carved by mountain glaciers. When glaciers melt, they

deposit (5) , which are ridges consisting of till. A melting glacier

also forms a(n) (6) composed of sorted gravel, sand, and fine silt.

Glaciers that move over older moraines form (7) , which are elon-

gated landforms. Sometimes glacier meltwater deposits long, winding piles of sediment

called (8) .

In your textbook, read about glacial erosion and deposition.Complete the table by filling in the missing information.



Glacial Feature Description

9. Groove

10. Moraine

11. area at the leading edge of glacier where meltwater deposits outwash.

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SECTION 8.3 Glaciers, continued

In your textbook, read about glacial erosion.Label the diagram below. Choose from the following: cirque, arête, horn,hanging valley, U-shaped valley.

In your textbook, read about glaciers.Circle the letter of the choice that best completes the statement or answers the question.

17. Outwash is deposited by

a. glacial ice. c. glacial meltwater.

b. high winds. d. gravity.

18. Continental glaciers form from

a. sorted sediments deposited by meltwaters.

b. snow that accumulates and recrystallizes.

c. valley glaciers that flow downslope and meet.

d. mixed debris dropped by ice.

19. Which of the following is true of striations?

a. They are formed by plucking.

b. They are formed by deposition.

c. They occur only on glacial outwash plains.

d. They indicate a glacier’s direction of movement.

20. Sometimes ice breaks off a glacier, gets covered by sediment, and later melts.When the resulting depression fills with water, it forms

a. a kettle lake. c. a moraine-dammed lake.

b. an esker lake. d. a cirque lake.



12.

13.14.

15.

16.

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For each item in Column A, write the letter of the matching item in Column B.

Column A Column B

1. A mass of ice that forms in mountainous areas

2. A downslope movement of loose sediment and rockunder gravity

3. A broad, continent-sized mass of ice

4. Windblown deposits composed of silt

5. A deep depression carved out by an alpine glacier

6. Occurs when sand particles rub against the surfaceof rocks

7. Where meltwater flows and deposits

8. Swiftly moving mixture of mud and water sometimestriggered by an earthquake

9. A landslide in which earth material rotates and slidesalong a curved surface

10. An elongated landform produced when glaciers moveover older moraines

Circle the letter of the choice that best completes the statement.

11. The slow, steady, downhill flow of loose, weathered earth materials is called

a. deflation. b. slump. c. creep. d. loess.

12. Rocks that are shaped by windblown sediment are known as

a. dunes. b. ventifacts. c. striations. d. drumlins.

13. Streams flowing under a melting glacier deposit long, winding ridges of layeredsediments called

a. moraines. b. eskers. c. avalanches. d. landslides.

14. The lowering of the land surface that results from the wind’s removal of surfaceparticles is known as

a. suspension. b. deposition. c. abrasion. d. deflation.

a. continental glacier

b. outwash plain

c. valley glacier

d. cirque

e. drumlin

f. mass movement

g. loess

h. abrasion

i. mudflow

j. slump

Mass Movements, Wind,and Glaciers

Name Class Date


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1. Which of the following is NOT an indication that creep has occurred?

a. Parallel grooves form in bedrock. c. Trees become bent.

b. Vertical structures become tilted. d. Underground pipelines break.

2. Slumps are common after a rainfall because the water

a. reduces friction between soil grains. c. causes snow to melt.

b. breaks the underlying rock. d. washes away the vegetation cover.

3. Which of the following causes deflation?

a. glacial erosion c. wind deposition

b. deposition by meltwaters d. wind erosion

4. Glaciers covered 30 percent of Earth during the last ice age that began about

a. 10,000 years ago. c. 2000 years ago.

b. 1.6 million years ago. d. 50 million years ago.

5. Which of the following is NOT true about glaciers?

a. Glaciers can form along the equator. c. Only valley glaciers flow.

b. Glaciers carve U-shaped valleys. d. Glaciers produce moraines.

6. When two cirques on opposite sides of a valley meet, they form a(n)

a. arête. b. drumlin. c. moraine. d. avalanche.

7. A landslide that occurs on steep slopes in mountainous area with thick snow iscalled a(n)

a. rockslide. b. slump. c. avalanche. d. mudflow.


8. Name and describe the four main classifications of mass movements.

9. What are eskers and how do they form?



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1. Explain how and where valley glaciers form. Why do they move?

2. Explain how water can increase a material’s potential for movement on a slope.

3. Compare and contrast erosion by wind and by glaciers.

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Thinking Critically

1. Identify the landforms shown in the diagrams above. Then compare and contrast them.

2. A family has decided to build their dream house on a dune on the shore of Lake Michigan. Theirplans call for the natural vegetation to be dug up and construction begun. What are some possibleconsequences of their actions? What would you do differently to minimize these consequences?

3. “People impact mass movement just as mass movement impacts people.”Do you agree or disagree with this statement? Explain your answer.

A B


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Glaciers are similar to great rivers of ice. Glaciers certainly move slower, but they experiencechanges in flow rate much like rivers do. In order to determine a glacier’s flow rate, measurementsare taken by a variety of methods. Some include the measurement of the movement of stakesplaced in the ice, while other methods might include the observation of crevasses in the ice.

The table below contains measurements taken over 5 years. Two measurements were takeneach year, one in April and the other in October. Measurements 1–3 are from the top of theglacier. Measurements 4–6 are from the bottom of the glacier. The numbers, in millimeters,represent the movement since the last measurement. Positive numbers mean the glacier isadvancing. Negative numbers mean the glacier is retreating.

Movement In Millimeters

1

2

3

6

5

4

Top of Glacier Bottom of GlacierPoint 1 Point 2 Point 3 Point 4 Point 5 Point 6

Year 1 April 141 164 139 132 147 130

October �8 �22 �7 �12 �18 �13

Year 2 April 163 173 162 139 156 138

October 8 11 7 3 5 2

Year 3 April �2 �3 �1 �14 �15 �15

October �34 �46 �31 �55 �59 �54

Year 4 April 0 �5 �1 �3 �6 �3

October �14 �19 �13 �32 �49 �31

Year 5 April 80 106 78 68 92 68

October 2 7 3 1 4 1


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1. What general statement can you make about the movement of the top of the glacierrelative to that at the bottom of the glacier? Explain why this might happen.

2. Make a general statement about the movement of the glacier over the 5 years ofmeasurements. Explain your results.

3. Why might scientists wish to measure and track the movement of a glacier?


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1. 5. 8.

2. 6. 9.

3. 7. 10.

4.

Short Answer


11.

12.

13.

14.

15.

16.

17.

18.



19.

20.

21.

CHAPTER 8

Assessment


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Chapter 9 Surface WaterMiniLab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54

GeoLab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55

Teaching Transparency Masters and Worksheets . . . . . . . . . . . . . 59

Study Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65



53

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Model Lake FormationMiniLab 9

How do surface materials determine where lakes form? Lakes form whendepressions or low areas fill with water. Different Earth materials allowlakes to form in different places.

Procedure


2. Use three clear plastic shoe boxes. Half fill each one with Earth materials:clay, sand, and gravel.

3. Slightly compress the material in each shoe box. Then make a shallowdepression in each surface.

4. Slowly pour 500 mL of water into each of the depressions.

Analysis

1. Describe what happened to the 500 mL of water that was added to eachshoe box.

2. Compare this activity to what happens on Earth’s surface when a lakeforms.

3. Infer in which Earth materials lakes most commonly form.

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Geolab and MiniLab Worksheets Chapter 9 Earth Science: Geology, the Environment, and the Universe 55

Name Class Date

Predict the Velocity of aStream

Water in streams flows from areas of high elevation to areas of low elevation.Stream flow is measured by recording the water’s velocity. The velocity varies

from one stream to another and also in different areas of the same stream. Manycomponents of the stream affect the velocity, including sediment, slope, and rainfall.

ProblemDetermine how slope may affect stream-flow velocity.

Materials1-m length of vinyl gutter pipe

ring stand and clamp

water source with hose

protractor with plumb bob

sink or container to catch water

stopwatch

grease pencil

meterstick

paper

three-hole punch

ObjectivesIn this GeoLab, you will:

• Measure the time it takes for water to flowdown a channel at different slopes and depths.

• Organize your data in a table.

• Plot the data on a graph to show how streamvelocity is directly proportional to the streamchannel’s slope and depth.

• Describe the relationship between slope andrate of stream flow.

Safety Precautions



2. Work in groups of three to four.

3. Use a three-hole punch to make 10 to 15 papercircles to be used as floating markers.

4. Use the illustration below as a guide to set upthe protractor with the plumb bob.

5. Use the grease pencil to mark two lines across the inside of the gutter pipe at a distance of40 cm apart.

6. Use the ring stand and clamp to hold thegutter pipe at an angle of 10°. Place the end of the pipe in a sink or basin to collect thedischarged flow of water.

7. Attach a long hose to a water faucet in thesink.

8. Keep the hose in the sink until you are readyto use it. Turn on the water and adjust the flowuntil the water moves quickly enough toprovide a steady flow.

9. Bend the hose to block the water flow until thehose is positioned at least 5 cm above the topline marked on the pipe. Allow the water toflow. Allow the water to flow at the same ratefor all slope angles.

P R O C E D U R E

String

Protractor

Plumb bob

90°

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1. Interpret Data What is the relationship between the velocity and the angle of theslope?

2. Apply Describe one reason that a stream’s slope might change.

LINE GRAPH

10. Drop a floating marker approximately 4 cmabove the top line on the pipe and into theflowing water.

11. Measure the time it takes for the floatingmarker to move from the top line to thebottom line. Record the time in yourscience journal.

12. Repeat Step 9 two more times.

13. Repeat Steps 9 and 10, but change the slope to20°, 30°, and then 40°.

14. Make a line graph of the average velocity,using the space below.

P R O C E D U R E


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3. Infer Where would you expect to find streams with the highest velocity?

4. Predict Using your graph, predict the velocity for a 35° slope.

Design Your Own As discussed in the chapter, the texture of the streambed canaffect the rate of stream flow. Design an experiment to test this variable.


I N Q U I R Y E X T E N S I O N

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Surface Water


Section 9.1

Lake

Runo

ff

Soak

s in

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und

tobe

com

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ound

wat

er

Evap

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ion

Evap

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ion

Div

ide

Wat

ersh

edPr

ecip

itat

ion

Prec

ipit

atio

n

Stre

am c

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ing

mat

eria

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sol

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n,su

spen

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as b

ed lo

ad

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Surface WaterUse with Chapter 9

Section 9.1

1. What is runoff?

2. What is the source of the runoff?

3. What becomes of the runoff in the diagram?

4. What determines whether water on Earth’s surface will seep into the ground orbecome runoff?

5. How does the stream carry its load?

6. What is a watershed?

7. What separates one watershed from another?

8. Describe the largest watershed in the diagram.

9. What happens to surface water that evaporates?

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TEACHING TRANSPARENCYMASTER


23

MeanderMeander

MinimumvelocityMinimumvelocity

Depositiondominant

Erosiondominant

Maximumvelocity

Maximumvelocity

Max

imum

vel

ocity

Minimum velocity

Streambank

Streambank

Stream channel

Minimum velocity

Features of a Meandering Stream

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TEACHING TRANSPARENCYWORKSHEET 23Use with Chapter 9

Section 9.2

1. In a straight stream channel, where does the water have the maximum velocity?

2. In a straight stream channel, where does the water have the minimum velocity?Explain your answer.

3. What is a meander?

4. In a meandering stream channel, where does the water have the maximum andminimum velocity?

5. In a meandering stream channel, where is deposition dominant?

6. What is the narrow pathway in which stream water flows?

7. What holds a stream’s moving water within its narrow pathway?

8. How does an oxbow lake form?

Features of a Meandering Stream

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TEACHING TRANSPARENCYMASTER


24

Eutrophicationcontinues

Runoffcontainingphosphates

Dissolved oxygen continues to dropSediments and waste products continue to build upOrganisms die and decay

Eutrophicationspeeds up

Runoffcontainingphosphates

Dissolved oxygen dropsSediment and waste products build up

Evaporation

Young,healthy lake

Precipitation

RunoffRunoff

Spring Oxygen from plantphotosynthesis

Dissolved oxygen highWaste products low

Algae

Runoffcontaining

nitrates

Algae

Runoffcontaining

nitrates

Lake Pollution

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Section 9.3

1. What sources supply water to the lake?

2. Describe the characteristics of the young, healthy lake.

3. What is eutrophication?

4. How does the dissolved oxygen content of the lake change during eutrophication?

5. How does eutrophication speed up?

6. What other changes occur in the lake as eutrophication continues?

Lake Pollution

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SECTION 9.1 Surface Water Movement

In your textbook, read about surface water and the way in which it moves sediment.Complete each statement.

1. An excessive amount of water flowing downslope along Earth’s surface is called

.

2. A stream system’s , or drainage basin, is all of the land area

whose water drains into a stream system.

3. The watershed of the is the largest in North America.

4. When water runs through or over rocks containing soluble minerals, it dissolves

small amounts of the minerals and carries them away in .

5. A stream’s consists of sand, pebbles, and cobbles that the

stream’s water can roll or push along the bed of the stream.

6. is the measure of the volume of stream water that flows

over a particular location within a given period of time.


7. Soils that contain grasses or other vegetation allow more water toenter the ground than do soils with no vegetation.

8. Light, gentle precipitation is more likely than heavy rain to end upas runoff.

9. The slope of the land has little influence on water’s ability to enterthe ground.

10. A stream’s slope affects its carrying capacity.

11. Humus creates soil spaces, which increase the soil’s ability tohold water.

12. There is a greater potential for erosion and flooding on gradual slopesthan on steep slopes.

13. Carrying capacity increases as a stream’s slope and discharge increase.

Surface Water

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STUDY GUIDECHAPTER 9SECTION 9.1 Surface Water Movement, continued

In your textbook, read about water on Earth’s surface.Circle the letter of the choice that best completes the statement or answers the question.

14. The path of a stream can vary considerably, depending on the slope of the land and the

a. amount of humus present in the soil.

b. type of material through which the stream flows.

c. amount of rainfall.

d. bedload of the stream.

15. The amount of dissolved material that stream water carries is usually expressed in

a. parts per million. c. cubic feet per minute.

b. grams per 1000 gallons. d. cubic meters per second.

16. In a stream, how are particles such as silt, clay, and sand carried?

a. in solution c. as dissolved load

b. as bed load d. in suspension

17. The carrying capacity of a stream depends on both the velocity and the

a. temperature of the water.

b. type of material through which the stream flows.

c. minerals dissolved in the stream.

d. amount of water in the stream.

18. Potholes may form on the bottom of a stream because of

a. changes in the stream’s carrying capacity. c. particles rubbing and grinding against one another.

b. an increase in the dissolved load. d. an increase in suspended materials.

19. Which of the following is true about watersheds?

a. Each tributary in a stream system has its own watershed.

b. Watersheds always cover extremely large areas.

c. Some streams do not have a watershed.

d. The size of a watershed depends upon its elevation.

20. Which of the following is NOT true about streams?

a. All streams flow downslope. c. All streams flow into the ocean.

b. Tributaries are smaller streams. d. A large stream is called a river.

21. For water to enter the ground, there must be

a. a sufficient amount of sand in the soil. c. large enough spaces in the ground’s surface material.

b. heavy precipitation. d. soil particles clumping together.

22. Which of the following statements is NOT part of the water cycle?

a. Water falls as precipitation back to Earth.

b. Water evaporates from bodies of water on Earth.

c. Water soaks into the ground.

d. Water dissolves minerals from rocks it flows over.

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STUDY GUIDECHAPTER 9SECTION 9.2 Stream Development

In your textbook, read about stream development.Answer the following questions.

1. What are the stream channel and the stream banks?

2. How does a stream valley form and how deep will it be downcut?

3. Describe the formation of a meander.

4. What is a delta and how is it formed?

5. What is an alluvial fan and where are alluvial fans usually formed?

6. What is rejuvenation and under what circumstances does it occur?

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STUDY GUIDECHAPTER 9SECTION 9.2 Stream Development, continued

In your textbook, read about stream development.Use each of the terms below just once to complete the passage.

stream capture small lengthening gains

waterfalls loses headward erosion

The process by which small streams erode their forward paths through rock is called

(7) . This process involves (8) the

stream at the valley head. At this point in their development, streams are relatively

(9) . These streams flow swiftly over rough terrain and often

form (10) and rapids as they flow over steep inclines.

Sometimes, a stream erodes its way through the high area separating two

drainage basins, joins another stream, and then draws away its water in a process known

as (11) . The lower portion of the captured stream

(12) its water source, while the invading stream

(13) a source of water.

In your textbook, read about deposition of sediment.In the space at the left, write true of the statement is true; if the statement is false,change the italicized word or phrase to make it true.

14. Streams that lose headwaters lose their ability to carry sediment.

15. Alluvial fans are most common in dry, mountainous regions.

16. Streams lose velocity when they join larger streams.

17. Delta deposits usually consist of sand and clay particles.

18. Waterfalls are more common in streams on steep slopes.

19. Alluvial fans are composed mostly of sand and gravel.

20. As a delta develops, the flow of stream water slows.

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STUDY GUIDECHAPTER 9SECTION 9.3 Lakes and Freshwater Wetlands

In your textbook, read about lakes and freshwater wetlands.For each item in Column A, write the letter of the matching item in Column B.

Column A Column B

1. A depression in the landscape that collects and holds water

2. The successional process that begins with theaddition of nutrients and continues with the fillingin of a lake

3. A periodically saturated area that develops after a lakefills in with vegetation

4. Low-lying areas often located near streams thatdevelop from filled-in marshes

5. Sphagnum is common here

6. A type of lake formed when meanders get cut off

Number the stages in the formation and eutrophication of lakes in the order in which they occur.

7. The decayed material falls to the bottom of the lake,filling it.

8. Excessive algae growth occurs.

9. Water slowly dissolves calcium carbonate, forming acavern in limestone bedrock.

10. Because of algae overpopulation, huge numbers oflake plants and animals perish.

11. Agricultural fertilizers are picked up by runoff andflow into the lake.

12. Groundwater percolates through limestone bedrock.

13. The depression fills in with water from runoff andprecipitation to become a lake.

14. The ceiling of a limestone cavern collapses and leavesa depression.

a. swamp

b. wetland

c. lake

d. oxbow

e. eutrophication

f. limestone

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STUDY GUIDECHAPTER 9SECTION 9.3 Lakes and Freshwater Wetlands, continued

In your textbook, read about the origins of lakes.Circle the letter that best answers the question or completes the statement.

15. Which of the following is NOT one of the ways that a lake can form?

a. A stream cuts off a meander to leave an isolated channel of water.

b. Ocean waters recede to lower-lying areas.

c. Cirques high in the mountains fill with water.

d. Eutrophication causes a bog to become flooded.

16. A lake created by damming of glacial sediments is a(n)

a. kettle lake.

b. moraine-dammed lake.

c. oxbow lake.

d. runoff lake.

17. The basins of glacial lakes formed

a. as a result of tectonic activity.

b. during the ice ages.

c. where ocean water receded.

d. along the edges of moraines.

18. Which of the following does NOT contribute to maintaining a lake’s water supply?

a. water from direct precipitation

b. runoff

c. underground sources

d. deposition

19. Lakes usually fill in with sediment and cease to exist after

a. several thousand years.

b. hundreds of thousands of years.

c. millions of years.

d. tens of millions of years.

20. Many lakes are found in areas where there has been

a. mountain building.

b. recent volcanism.

c. glaciation.

d. droughts.

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Write the word or phrase that best completes the statement.

1. Water that flows downslope along Earth’s surface is called .

2. A stream system has a(n) , which is the land area whose

water drains into the stream system.

3. Any high land area that separates one watershed from another is termed

a(n) .

4. Material is carried in after it becomes dissolved in

a stream’s water.

5. All particles small enough to be held up by the turbulence of a stream’s moving

water are carried in .

6. A stream’s consists of all sand, pebbles, and cobbles that

the stream’s water can roll or push along the bed of the stream.

7. is the volume of stream water that flows over a particular

location within a given period of time.

8. Flowing surface water carves a narrow pathway, called a(n) , into rock.


Column A Column B

9. the ground that borders a stream and holds the water within the confines of the channel

10. a bend or curve in a stream channel

11. a triangular deposit that forms where a stream entersa large body of water

12. a stream resumes the process of downcutting

13. a depression in the land that holds water

14. an area periodically saturated with water

15. water spills over the sides of a stream’s banks

a. rejuvenation

b. lake

c. stream banks

d. flood

e. meander

f. delta

g. wetland

Surface Water

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CHAPTER ASSESSMENTCHAPTER 9Understanding Main Ideas (Part A)


1. Potholes form in the stream bottom when

a. the water dissolves the bedrock. c. an increase in suspended load occurs.

b. turbulence causes particles to grind against d. the stream’s carrying capacity decreases.each other

2. The carrying capacity of a stream is its

a. ability to transport sediment. c. volume of flow.

b. rate of runoff entering the channel. d. stream bank height.

3. Streams lengthen through

a. eutrophication. c. headward erosion.

b. suspension. d. upstream flooding.

4. V-shaped channels like the Grand Canyon are formed by

a. a sudden decrease in stream gradient. c. streams overflowing their banks.

b. stream downcutting. d. streams capturing another stream.

5. A blocked-off meander eventually becomes

a. part of the stream again. c. an oxbow lake.

b. rejuvenated. d. an alluvial fan.

6. Which of the following statements is NOT true about wetlands?

a. Wetlands result from the eutrophication of a lake.

b. Lack of oxygen and lack of minerals create an atmosphere that is inhospitable to many plants.

c. Freshwater marshes often form along the stream’s mouth and in areas with deltas.

d. Wetlands only exist in freshwater areas.

In the space at the left, write true if the statement is true; if the statement is false, change theitalicized word to make it true.

7. In a stream, small particles, such as silt, clay, and sandare carried in solution.

8. Deltas are fan-shaped deposits found on valley floorsat the base of mountains.

9. Heavy accumulations of excess water from largeregional drainage systems can result in downstreamfloods.

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CHAPTER ASSESSMENTCHAPTER 9Understanding Main Ideas (Part B)


1. Describe what causes a stream to stop downcutting its bed and what causes it tostart again.

2. Compare the velocity of water, the erosion, and the deposition along the inside andoutside of a meander curve.

3. Describe three ways a natural lake can form.

4. How does an increase in a stream’s velocity affect its discharge and carrying capacity?

5. How do vegetation and slope affect runoff?

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CHAPTER ASSESSMENTCHAPTER 9Thinking Critically

The graph shows the discharge of a river that flows through two cities, Frankston and WetGulch. At either city, the river’s banks cannot handle a discharge of 3.5 thousand cubicmeters per second or more. At that point, the river reaches its flood stage. Study the graphand answer the questions.

1. During how many days in March did the river at Wet Gulch and Frankstonoverflow its banks?

2. Wet Gulch is downstream from Frankston. How might this account for thedifference in discharge between the two towns after March 10?

3. Both cities were founded as farming communities during the 1800s on thefloodplain. Describe the physical features of a floodplain, and hypothesize as towhy people wanted to live on them.

Discharge at Frankston and Wet Gulch

Dis

char

ge(t

hous

and

cubi

c m

eter

s pe

r se

cond

) 4

3.5

3

2.5

2

1.51 2 3 4 5 6 7 8 9 10 11 12 13 14 15

Date in March, 1999

KEYFrankstonWet Gulch

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CHAPTER ASSESSMENTCHAPTER 9Applying Scientific Methods

The table lists water quality measurements that were taken over a 40-year period at Lake Smith.Measurements included dissolved oxygen, pH, phosphate, nitrogen, the number of largemouthbass, and mosses and grasses. Dissolved oxygen is the measure of the amount of oxygen availableto life-forms in the water. Largemouth bass is a common variety of fish found in healthy lakes.Mosses and grasses start to appear as the pH of the water becomes more acidic.

Water Quality at Lake Smith


1. What is eutrophication? Did it occur at Lake Smith? Explain your answer.

1950 1955 1960 1965 1970 1975 1980 1985 1990

Dissolved oxygen 20 19 18 18 16 17 15 11 9(parts per million, or ppm)

pH 7.6 7.2 7.1 7.0 6.8 6.8 6.5 6.1 5.8

Phosphate (ppm) 0.0 0.10 0.20 0.25 0.28 0.28 0.45 0.55 0.55

Nitrogen (ppm) 0.05 0.18 0.19 0.25 0.28 0.28 0.35 0.40 0.45

Largemouth bass 450 455 448 338 235 220 155 125 50

Mosses and grasses 0 0 2 5 15 18 29 35 55

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CHAPTER ASSESSMENTCHAPTER 9Applying Scientific Methods, continued

2. After 1950, farmers in the Lake Smith area increased their use of fertilizers. Doesthe data support this statement? Explain your answer.

3. How do changes in phosphate, nitrogen, and dissolved oxygen content over timecompare? Explain the changes that took place.

4. What do you predict will happen to the lake in the next 40 years?

5. The table shows that the number of largemouth bass decreased as the number of mossesand grasses increased. From this data, can you conclude that the increase of mosses andgrasses caused the largemouth bass population to decline? Explain your answer.


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1. 5. 8.

2. 6. 9.

3. 7. 10.

4.

Short Answer


11.

12.

13.

14.

15.

16.



17.

18.

19.

20.

CHAPTER 9

Assessment


79

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Chapter 10 GroundwaterMiniLab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80

GeoLab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81

Teaching Transparency Masters and Worksheets . . . . . . . . . . . . 85

Study Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91

Chapter Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . 97

STP Recording Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . 103

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Model an Artesian WellMiniLab 7MiniLab 10

How does an artesian well form? What causes the water to rise above theground surface?

Procedure


2. Half fill a plastic shoe box or other container with sand. Add enoughwater to saturate the sand. Cover the sand completely with a 1- or 2-cmlayer of clay or a similar impermeable material.

3. Tilt the box at an angle of about 10°. Use a book for a prop.

4. Using a straw punch three holes through the clay, one near the lowend, one near the middle, and one near the high end of the box. Inserta clear straw through each hole into the sand below. Seal the holesaround the straws.

Analysis

1. Observe the water levels in the straws. Where is the water level thehighest? The lowest?

2. Identify the water table in the box.

3. Analyze Where is the water under greatest pressure? Explain.

4. Predict what will happen to the water table and the surface if thewater flows from one of the straws.

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Track GroundwaterPollution

You can use a topographic map to estimate the direction of groundwater flow.Groundwater pollution spreads out from its source and follows the flow of

groundwater. The spread and movement of the pollution resembles a plume that stems from its source.

ProblemHow can you determine the movement of a pollution plume?

MaterialsUSGS topographic map of Forest City, Florida

transparent paper

graph paper

ruler

calculator


Imagine that Jim's Gas Station has discovered a major gasoline leak from one of itsunderground tanks. As the local hydrogeologist,you are asked to determine the path that thegasoline will take through the groundwater, andto notify the residents of the areas that might beaffected by the contamination.


2. Identify the lakes and swamps in the southwestcorner of the map and list their names andelevations in a data table. (Note: The elevationsare given or can be estimated from the contourlines. The elevation of the water table in eacharea can be estimated from the elevations ofnearby bodies of water.)

3. Note the location of Jim's gas station on Forest City Rd., about 1400 feet north of theSeminole County line (at the 96-foot elevation mark).

4. Take out a piece of paper to construct a crosssection of the surface topography and thewater table. Lay the paper on the map fromLake Lotus to Lake Lucien (through Jim's Gas Station).

5. On this piece of paper, mark the location ofJim's gas station.

6. Draw a small line at each place where acontour line intersects the line from LakeLotus to Lake Lucien. Also note the elevationat each hash mark and any rivers crossed.

7. Draw a table to use for your topographic profile,using the width representing the distancebetween Lake Lotus to Lake Lucien. For the y-axis, use the elevations 60, 70, 80, 90, and 100 ft.

8. Now take your paper where you marked yourlines and place it along the base of the table.

9. Mark a corresponding dot on the table foreach elevation, and mark the position of Jim'sgas station.

10. Connect the dots to create a topographicprofile.

11. Note the elevations of the nearby bodies ofwater to approximate the distance from theground surface to the water table. Use dots toindicate those distances on the topographicprofile. Connect the dots to draw the watertable on the topographic profile.

P R O C E D U R E

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Track Groundwater Pollution

1. Calculate the slope of the ground surface on either side of Jim's Gas Station.

2. Estimate the slope of the water table at Jim's Gas Station.

3. Infer the direction toward which the pollution plume will move.

4. Identify the houses and bodies of water that are threatened by this pollutionplume.

5. Conclude Prepare a written statement to present to the local community. Explainthe path the plume is predicted to take, and how this was determined.

Design Using what you have learned in this lab and in the chapter, develop a planfor stopping the pollution plume. Make a map showing where your plan will beimplemented. Indicate the sites where water quality will be monitored regularly.

A P P LY Y O U R S K I L L


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Track Groundwater Pollution


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Section 10.1World’s Water Supply

World’s Water SupplyPercentage Estimated

Surface Area Water Volume of Total Average ResidenceLocation (km2) (km3) Water Time of Water

Oceans 361,000,000 1,230,000,000 97.2 Thousands of years

Atmosphere 510,000,000 12,700 0.001 Nine days

Rivers and streams — 1200 0.0001 Two weeks

Groundwater: shallow, 130,000,000 4,000,000 0.31 Hundreds to many to a depth of 0.8 km thousands of years

Lakes (freshwater) 855,000 123,000 0.009 Tens of years

Ice caps and glaciers 28,200,000 28,600,000 2.15 Up to tens of thousandsof years and longer

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Section 10.1

1. Where is the largest percentage of the world’s water supply located?

2. Where is the smallest percentage of the world’s water supply located?

3. What percentage of the world’s water supply is groundwater?

4. What volume of water is found in the atmosphere?

5. How much more water occurs as groundwater than in rivers and streams?

6. In which location does water reside the longest? How long does it reside there?

7. In which location does water reside the shortest? How long does it reside there?

8. Which locations is water most likely to move in and out of during your lifetime?

9. What surface area of water do the world’s lakes represent?

World’s Water Supply

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Section 10.2

Partially water-filled caves

Sinking stream Sink holes

Water table

Cave Development

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Section 10.2

1. Describe and classify the topography of the region shown.

2. What is a sinkhole, and how is it formed?

3. What is a cave?

4. Where do most caves form, relative to the water table?

5. Describe how the caves shown formed and filled with air.

6. Under what circumstances might cave formation continue in this area?

7. How does a sinking stream form?

Cave Development

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Section 10.3

Wat

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Cont

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Sand

Clay

Fine

san

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avel

Gra

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Coar

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Clay

Clay

Fact

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Indu

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Dam

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tank

Groundwater Pollution

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Section 10.3

1. Is the gravel aquifer polluted, and if so, what is the source of the pollution?

2. Is the fine, sandy gravel aquifer polluted, and if so, what is the source of the pollution?

3. Is pollution from the factory likely to affect the gravel aquifer? Explain your answer.

4. To which aquifer should the factory owners dig a well in order to obtain clean well water?

5. Why is one of the wells at the house on the right able to produce pure water whilethe other well is contaminated?

6. Explain why the coarse, sandy, gravel aquifer is or is not polluted.

7. Why might the pure-water well prove to be an unreliable water source in the future?

Groundwater Pollution

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SECTION 10.1 Movement and Storage of Groundwater

In your textbook, read about the hydrosphere, precipitation and groundwater, and groundwater storage.Use the following terms to complete the statements.

freshwater hydrosphere infiltration polar ice caps

porosity precipitation water vapor weather systems

1. About 97 percent of the is contained in the oceans.

2. The and glaciers hold between 70 and 80 percent of Earth’s

freshwater.

3. Only a very small amount of all of Earth’s liquid is

contained in rivers, streams, and lakes.

4. Water evaporates from seawater and forms invisible and

visible clouds.

5. The winds and move the atmospheric water all over Earth.

6. , mostly in the form of rain and snow, falls into the oceans

and on the land.

7. Precipitation that falls on land enters the ground through the process of

and becomes groundwater.

8. Small openings in subsurface Earth materials are pores, and the percentage of pore

space in a material is its .

Groundwater

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STUDY GUIDECHAPTER 10SECTION 10.1 Movement and Storage of Groundwater, continued

In your textbook, read about the zone of saturation and groundwater movement.Use the terms below to label the diagram.

zone of saturation zone of aeration water table


Column A Column B

13. Depth below Earth’s surface at which groundwater completely fills all the pores of a material

14. Permeable layers through which groundwater flows

15. Upper boundary of the zone of saturation

16. Ability of a material to let water pass through it

17. Water found in the zone of saturation

18. Zone below the surface, but above the zone ofsaturation, where materials are moist


19. What is gravitational water?

20. What is capillary water?

21. How does the depth of the water table differ in stream valleys, swampy areas, and hilltops?

a. aquifer

b. groundwater

c. permeability

d. water table

e. zone of aeration

f. zone of saturation

10.

11.

12.

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STUDY GUIDECHAPTER 10SECTION 10.2 Groundwater Erosion and Deposition

In your textbook, read about dissolution by groundwater.Circle the letter of the choice that best completes the statement or answers the question.

1. A major role in the formation of limestone is the

a. dissolution and precipitation of calcium carbonate.

b. reaction of carbon dioxide with calcium carbonate.

c. reaction of water with limestone.

d. flooding of sinkholes.

2. Carbon dioxide and water form

a. precipitated calcium carbonate.

b. carbonic acid.

c. underground limestone deposits.

d. calcium bicarbonate.

3. Which of the following statements is NOT true about groundwater?

a. Most groundwater contains some acid.

b. Groundwater is made up of mostly H2O ions, which is why it readily dissolves limestone.

c. Carbonic acid forms when groundwater percolates through decaying organic material.

d. Calcium carbonate precipitates out when groundwater evaporates.

4. In order for caves to form in limestone, there must be

a. runoff from surface streams.

b. no zone of saturation.

c. groundwater percolating through the cracks and joints of limestone.

d. sinkholes present.

Complete each statement with the correct word or words.

5. Some caves are , while others contain underground streams

and lakes.

6. Most of significant size are formed in limestone by the

dissolving activity of groundwater.

7. A depression in the ground caused by the collapse of a cave or by the direct

dissolution of bedrock by acidic rain or moist soil is a(n) .

8. Limestone regions with sinkholes, sinks, and sinking streams are said to have

.

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STUDY GUIDECHAPTER 10SECTION 10.2 Groundwater Erosion and Deposition, continued

In your textbook, read about groundwater deposits.Use the terms below to label the photograph.

stalactite stalagmite dripstone column

9. A B C


10. Explain how A on the photograph is formed.

11. Explain how B on the photograph is formed.

12. Explain how C on the photograph is formed.

13. What kind of limestone is found in dripstone formations?

14. What do we call water containing high concentrations of calcium, magnesium, or iron?

A

B

C

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STUDY GUIDECHAPTER 10SECTION 10.3 Groundwater Wells

In your textbook, read about wells and confined aquifers.Use each of the terms below just once to complete the passage.

artesian well drawdown recharge well

To obtain water, a(n) (1) must tap into an aquifer. The difference

between the original water-table level and the water level in the pumped well is called the

(2) . In order for the water supply of the wells to be replenished,

water from precipitation and run-off must (3) the zone of satu-

ration. A(n) (4) contains water that is under pressure, which may

cause the well water to spurt into the air.

For each statement, write true or false.

5. To produce water, a well must be drilled deep into aquicludes.

6. It is very difficult to cause drawdown in an aquifer, no matter howmany wells are tapped into the aquifer.

7. An important artesian aquifer in the United States is the Ogallala Aquifer.

8. Groundwater recharge is faster during periods of heavy precipitation.

9. Wells which contain pressurized water are called ordinary wells.

10. Confined aquifers cannot become polluted.

11. Water in an aquifer with high porosity and high permeability flowsfaster than in an aquifer with low porosity and low permeability.

12. Overpumping of groundwater can form a cone of depression around a well.

13. If the water tables drop, shallow wells can go dry.

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STUDY GUIDECHAPTER 10SECTION 10.3 Groundwater Wells, continued

In your textbook, read about threats to our water supply and protecting our water supply.Answer the following questions.

14. What are four common sources of groundwater pollution?

15. What are two natural pollutants?

16. How can salt get into freshwater supplies?

17. Where does radon originate?


18. Subsidence is caused by flooding caves.

19. Most pollution plumes spread extremely slowly, and time is availablefor alternate water supplies to be found.

20. Most chemical contaminants can be removed easily from thegroundwater and aquifers.

21. If the recharge areas of confined aquifers are polluted, then the aquiferbecomes polluted, too.

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Write the word or phrase that best completes the statement.

1. Through the process of , much of the precipitation that falls

on land becomes groundwater.

2. The percentage of pore space, or , of well-sorted sand is about 30 percent.

3. The is an area below Earth’s surface that is completely

saturated with water.

4. The upper boundary of the zone of saturation is the .

5. Materials, such as sand, with large, connected pores have a high

.

6. Most groundwater flow takes place through , which are

permeable layers of material.

7. Many are three-dimensional underground passages, shafts,

and chambers that stretch for many kilometers.

8. Calcium carbonate deposits that hang from the ceiling of a cave are called

.

9. Dripstone formations are composed of , which is a type

of limestone.

10. Localized natural discharges of groundwater at Earth’s surface are called

.

Groundwater

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CHAPTER ASSESSMENTCHAPTER 10Understanding Main Ideas (Part A)

For each item in Column A, write the letter of the matching item in Column B.

Column A Column B

1. Limestone regions with sinkholes and sinking streams

2. Heated water discharged from the ground

3. Water under pressure from a confined aquifer

4. Major source of freshwater for human use

In the space at the left, write true if the statement is true; if the statement is false, change theitalicized word or phrase to make it true.

5. Only a small portion of precipitation becomes groundwater and isreturned directly to the oceans through streams and rivers.

6. The depth of the water table in stream valleys is close to Earth’s surface.

7. The flow velocity of groundwater depends on the height of the water table.

8. Groundwater is slightly acidic and evaporates limestone.

9. The combination of water (H2O) and carbon dioxide (CO2) produceshydrogen (H).

10. Common sources of groundwater pollution include sewage and harmfulchemicals.

a. hot spring

b. artesian well

c. karst topography

d. groundwater

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CHAPTER ASSESSMENTCHAPTER 10Understanding Main Ideas (Part B)


1. What two things can happen to a raindrop after it falls on land?

2. What type of subsurface material is able to store groundwater?

3. How are caves formed?

4. What is hard water?

5. How can groundwater resources be protected from pollution plumes?

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CHAPTER ASSESSMENTCHAPTER 10Thinking Critically

Use the diagram illustrating mineral size and porosity to help you answer the following questions.

Sample A Sample B

1. Describe the porosity and mineral size of Sample A and Sample B.

2. Describe groundwater flow through the two samples. Explain your answer.

3. Which of the two samples has the greater permeability? Why?

1 millimeter

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CHAPTER ASSESSMENTCHAPTER 10Applying Scientific Methods

You would like to build a house in a wooded area close to your school. Since city water is notavailable, you will need to drill a well. The well-drilling company you hired did test drillings tofind a clean, accessible, and maintainable aquifer. After completing its work, the company gaveyou a map of four available drill sites, numbered 1, 2, 3, and 4. Use the illustration to makeyour analysis. Then answer the questions that follow.

Meters

Water tableWell

1

Well2

Well3

Well4

Rubble

Clay

Sandstone

Limestone

Limestone

Shale0 100 200 300 400 500 600 700 800 900 1000 1100 1200 1300 1400 1500

Clay

Clay

Yourhouse

Industrialwaste

Factory

Sewage

Material Shale Clay Limestone Sandstone Rubble

Flow Rate 0.5 0.01 100 50 200

Flow Rate in Meters Per Year

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1. Compare and contrast wells 1, 2, and 3. Analyze the potential of each well for aclean, accessible, and maintainable water supply.

2. What is the potential for a clean, accessible, and maintainable water supply fromwell 4? Could there be a problem with the water?

3. Use the flow rate table to determine when the sewage from the broken septic tankwill contaminate the water in well 3.

4. Use the flow rate table to determine when the industrial waste will contaminate the water inwell 2. Is it possible that the waste could be made harmless before it reaches the well?

5. Which site has the best potential for your well? Explain your decision.

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1. 5. 8.

2. 6. 9.

3. 7. 10.

4.

Short Answer


11.

12.

13.

14.

15.

16.



17.

18.

19.

CHAPTER 10

Assessment


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TEACHER GUIDEand Answers

Copyright ©

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CHAPTER 7

MiniLab 7 – Model Erosion Analysis

1. Their depth decreased.

2. The shape of the bar of soap became more rounded, the size of the bar became smaller, and the mass of the bar of soap decreased.

3. Answer will very, but should include various ways to detect the presence of dissolved soap in the catch basin.

GeoLab 7 – Model Mineral Weathering Analyze and Conclude

1. mechanical and physical weathering of rocks in moving water.

2. Soaking in water is important so that the chips have already absorbed all the water they can. Absorption of water during the lab would lead to inconsistencies in data.

3. The halite represented minerals carried by water. Shaking the jar represented movement of water, such as steam movement, or waves.

4. In the real world, acid precipitation would speed up the rate of weathering of some types of rocks by making the water more acidic. Note that halite would not react with acid precipitation. This can be a topic for discussion in which students can consider how the type of parent material can affect the impact that acid precipitation has on a region. (Higher concentrations of calcite in the bedrock can help neutralize acid rain.)

5. The pieces of quartz would not wear away in the time allotted for this investigation.

Inquiry Extension Design an Experiment Answer will vary.

Teaching Transparency 16 – Chemical Weathering 1. Chemical weathering is the process by which

rocks and minerals undergo changes in their composition as the result of chemical reactions.

2. Hydrolysis is the reaction of water with other substances.

3. It reacts with water and carbonic acid to form kaolinite and, in solution, potassium ions, bicarbonate ions, and silica.

4. Carbonic acid is formed from the reaction of carbon dioxide and water. It reacts with minerals such as calcite in limestone to dissolve rocks.

5. During oxidation, ferrous oxide reacts with oxygen gas to form hematite.

6. hydrolysis and the formation of carbonic acid.

7. Sulfur dioxide and nitric oxide react with water.

8. sulfuric acid and nitric acid

9. hydrolysis, acid precipitation formation, and the formation of carbonic acid

Teaching Transparency 17 – Coastal Erosion and Deposition 1. Beach erosion is caused by ocean currents, waves,

and tides.

2. the arch and cliffs

3. Deposition is the dropping of eroded materials in another location.

4. Deposition occurs when the water carrying sediment slows down.

5. the beach, dunes, sand bar, and barrier island

6. A sand bar is an offshore sand deposit that forms as sand is repeatedly picked up, moved, and deposited by ocean currents.

7. The barrier island formed when sand continued to be built up on a sand bar.

8. They move onto and off the beach in a zigzag pattern that eventually moves them along the beach.

Teaching Transparency 18 – Soil Formation

1. Weathering breaks solid bedrock into smaller pieces, and the C horizon develops, forming a layer just above the bedrock, or parent rock.

2. No; to form soil, there must also be organisms and their decaying remains as well as water to leach minerals.

3. It is a residual soil, since it is located above its parent material.

4. C horizon

106 Chapter 7 Teacher Guide and Answers Unit 3

TEACHER GUIDE AND ANSWERS

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5. Weathering of rock pieces continues. Organisms living in the weathered material die and decay, forming the organic-rich A horizon.

6. the B horizon, which forms when water leaches soluble minerals downward from the A horizon

7. the weathering of rock

Study Guide – Chapter 7 – Weathering, Erosion, and Soil

Section 7.1 Weathering

1. true

2. chemical weathering

3. true

4. below

5. true

6. chemical

7. true

8. oxygen

9. a

10. c

11. c

12. d

13. a

14. b

15. d

16. mechanical

17. temperature

18. pressure

19. composition

20. Water

21. carbon dioxide

22. carbonic acid

23. acid precipitation

24. warm temperatures, abundant rainfall, and lush vegetation

25. Sedimentary rocks are most easily weathered because they are not as hard as igneous or metamorphic rocks.

26. The greater the surface area exposed to weathering, the more weathering that occurs.

27. Materials on slopes have a greater tendency to move under gravity, thus exposing rock surfaces and providing more opportunities for weathering to occur.

Section 7.2 Erosion and Deposition

1. f

2. e

3. a

4. b

5. d

6. c

7. Possible responses: Animals burrow into the soil and shovel it to another place. Humans excavate when building structures or highways. Humans move soil while planting a garden.

8. Rill erosion is erosion by the running water of a small channel on the side of a slope. Gully erosion occurs when streams evolve into small channels that become deeper and wider.

9. Sand along a shoreline can be repeatedly picked up, moved, and deposited by ocean currents to form a sandbar. Sandbars may continue to be built up, thus forming barrier islands.

1. 3

2. 1

3. 2

4. 4

5. true

6. false

7. true

8. false

9. true

10. true

11. false

12. false

13. true

14. false

15. false

16. true

17. true

Unit 3 Chapter 7 Teacher Guide and Answers 107


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Section 7.3 Formation of Soil

1. soil

2. residual soil

3. transported soil

4. soil profile

5. soil horizon

6. arid soils

7. mollisoil

8. desert soil

9. weathering

10. texture

11. fertility

12. Horizon A

13. Horizon B

14. Horizon C

15. Horizon A is beneath Horizon O, the surface layer. It contains topsoil, is usually rich in humus, and supports much biological activity. It ranges from black to gray in color.

16. Horizon B contains subsoils that are enriched with clay minerals. It has less-developed soil than A, and may have a zone of accumulation consisting of soluble minerals leached out form the topsoil. It may be red or brown in color as a result of the presence of iron oxides. It may also contain an accumulation of clay that forms a hardpan.

17. Horizon C occurs above bedrock and, like B, has less-developed soil than A. It contains weathered material from the bedrock.

Chapter Assessment – Chapter 7 Reviewing Vocabulary

1. f

2. i

3. g

4. h

5. d

6. b

7. e

8. a

9. c

10. deposition

11. gully erosion

12. soil erosion

13. erosion

14. weathering

15. Rill erosion


1. b

2. c

3. b

4. c

5. a

6. d

7. a

8. a

9. a


1. The interaction between temperature and precipitation has a great effect on rates of weathering. Chemical weathering occurs most readily in warm climates where rainfall is abundant and vegetation is lush. In contrast, physical weathering occurs most readily in cool, dry climates where water freezes and thaws.

2. Soil formation begins when weathering breaks bedrock into smaller and smaller pieces. Over time, tiny organisms living in the weathered material add nutrients to form soil. The processes of weathering and nutrient addition continue, and soil texture improves. As soil continues to develop, soil horizons form.

3. Possible response: Plants contribute to weathering when their roots exert pressure on rocks, and decaying organic matter contributes carbonic acid for chemical weathering. Organisms move Earth’s surface materials from one place to another as they carry on their life processes. Animals burrow into the soil and shovel it to another place. Humans excavate when building structures or highways. Humans move soil while planting a garden. Human activities, such as the burning of fossil fuels,



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is responsible for some chemical weathering through acid precipitation.

4. Mechanical weathering is the process by which rocks and minerals break down into smaller pieces. In the process of chemical weathering, rocks and minerals undergo changes in their composition as a result of chemical reactions. Examples of mechanical weathering include frost wedging, exfoliation, and weathering as a result of pressure exerted by plant roots. Examples of chemical weathering include hydrolysis, oxidation, and the dissolving of minerals by carbonic acid and acid precipitation.

Thinking Critically

1. soil texture

2. sand, silt, clay

3. sandy loam

4. clay loam

5. 50 percent sand, 10 percent silt, 40 percent day

6. Since sand has the largest percentage of large particle sizes, it should drain the best. Clay has the largest percentage of small particle sizes, so it should drain the worst. Sandy clay has a mixture of particle sizes, so it should drain somewhere between clay and sand.


1. 90; 0; 0; 10; 5

2. Sand in a soil will increase the drainage rate substantially, and also increase the water retention by a small amount. Humus not only increases the drainage rate of the soil, but also adds an organic component that retains a lot of moisture.

3. Soil A has the same drainage and water retention as humus. Soil B has more water retention than humus, but does not drain as well.

4. Clay soil has small particle sizes that compact easily. Once compacted, it does not allow the easy penetration of water. The water that cannot enter the soil usually evaporates or runs off.

5. Sand has good drainage, but retains very little water.

6. The soil that has the best combinations of water retention and drainage is the clay/humus mixture

and the clay/Soil A mixture. Answers may vary. The availability of either soil conditioner, its cost, and the long term effects of synthetic soil might be factors that would influence a decision.

CHAPTER 8

MiniLab 8 – Model Glacial Deposition Analysis

1. The sand will create a mound that formed deep cracks as it dried leaving island-like clusters. The soil should form a mound that is the shape of the ice cube. The large aquarium gravel pieces will stack on top of each other forming caves and arches, and the large pebbles will fall outward and spread apart. Answers will vary in terms of how answers compare to others.

2. Meltwater formed from the melting ice cube just as meltwater forms from the melting glacier.

3. The materials embedded in the ice cube represented glacial till.

4. The ice cubes containing various sediments represented glaciers that had picked up rocks and other debris. The materials deposited by the ice cubes created small ridges that modeled moraines.

GeoLab 8 – Map a Landslide Analyze and Conclude

1. The shape of the valley indicates that it was formed by glacial activity.

2. west to east

3. north

4. Students should infer from the map that the western side has experienced landslides in the past and is steepest.

5. The ground had to be saturated with water.

6. Trees with leaves would have soaked up more of the water in the ground and the landslide may not have occurred.

Writing in Earth Science Explain Answer should include definition of

a landslide and differentiation from other mass movements.



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Teaching Transparency 19 - Water and Mass Movement 1. Mass movement is the downslope movement of

loose sediments and weathered rock resulting from the force of gravity.

2. Gravity is the force that causes the mass to move downslope.

3. Slump is the result of a mass of material in a landslide rotating and sliding along a curved surface.

4. Grain-to-grain frictional contact, as well as friction between the material and the slope, help hold the earth materials together and in position on the slope.

5. The potential is reduced, since moisture makes the grains of earth material tend to cling together and remain in position on the slope.

6. It increases the potential for a slump to form. Abundant water increases the weight of the sediments. It also acts as a lubricant between grains, reducing friction. As a result, gravity is more likely to pull the sediment downhill.

Teaching Transparency 20 – Wind Processes 1. Wind transports smaller particles by suspension

and larger particles by saltation.

2. Wind transport and erosion primarily take place in areas with little precipitation and vegetation cover.

3. Deflation is the lowering of the land surface resulting from the wind’s removal of surface particles.

4. desert pavement

5. Ventifacts are rocks shaped by wind-blown sediments. They form as a result of abrasion when rocks become polished on the windward side and develop smooth surfaces with sharp edges.

6. Dunes are piles of sand deposited by the wind.

7. Prevailing winds continuously move sand from the windward sides of dunes to the leeward sides.

8. Conditions include the availability of sand, wind velocity, wind direction, the amount of vegetation available, and an obstruction.

Teaching Transparency 21 – Glacial Deposition and Erosion 1. horn, hanging valley, arête, U-shaped valley,

cirque

2. lateral moraine, medial moraine

3. Cirques form when valley glaciers carve out deep depressions in the mountainside.

4. An arête forms when two cirques on opposite sides of a valley meet.

5. A horn is a steep, pyramid-shaped peak that forms where there are three or more glaciers on three or more sides of a mountaintop.

6. As glaciers flow downslope, they carve and widen V-shaped stream valleys to form U-shaped valleys.

7. Moraines are the ridges of till deposited by a glacier.

8. Lateral moraines occur at the sides of a glacier. Medial moraines occur where two glaciers join and their lateral moraines mix.

Study Guide – Chapter 8 – Mass Movements, Wind, and Glaciers

Section 8.1 Mass Movements

1. Mass movement

2. creep

3. mudflow

4. landslide

5. slump

6. avalanche

7. slow, steady downhill flow of loose, weathered earth materials

8. slow to rapid flow of earth materials as if they were thick liquids

9. rapid downslope slide of earth materials

10. fall of rocks at high elevations, in steep road cuts, or on shorelines

11. f

12. c

13. e

14. a

15. b



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16. d

17. Mass movement can cause damage to property. Villages can be buried, and homes and forests can be destroyed. Mass movement can also result in loss of lives.

18. Human activities can contribute to factors that cause mass movement. Construction can make slopes unstable. Septic leaks can trigger slides, and excessive logging can promote mass movement.

Section 8.2 Wind

1. deflation

2. abrasion

3. ventifacts

4. dunes

5. loess

6. true

7. true

8. true

9. false

10. false

11. true

12. barchan

13. parabolic

14. transverse

15. longitudinal

16. b

17. c

Section 8.3 Glaciers

1. glacier

2. valley glacier

3. continental glacier

4. cirques

5. moraines

6. outwash plain

7. drumlins

8. eskers

9. large parallel scratches formed when rocks in glacial ice move over bedrock

10. ridge of unsorted till deposited by a glacier

11. outwassh plain

12. horn.

13. arête

14. U-shaped valley

15. cirque

16. hanging valley

17. c

18. b

19. d

20. a


1. c

2. f

3. a

4. g

5. d

6. h

7. b

8. i

9. j

10. e

11. c

12. b

13. b

14. d


1. a

2. a

3. d

4. b

5. c

6. a

7. c

8. Creep is the slow, steady downhill flow of loose, weathered earth materials. Flows are the slow to rapid flow of earth materials like thick liquids. Slides are a rapid downslope movement of earth material. Falls are downhill movements of loose



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rock at high elevations, in steep road cuts, and on rocky shorelines.

9. Eskers are winding ridges of layered sediment. They are deposited by streams flowing under glaciers that are melting.


1. Valley glaciers form in mountainous areas when accumulated snow packs down to recrystallize into ice. This ice becomes too heavy to maintain its rigid shape and begins to flow like a heavy liquid.

2. Too much water can increase the weight of soils and sediments, thus making them unstable and increasing their potential for movement. Water can also act as a lubricant between grains, reducing friction and increasing movement downhill.

3. Both wind and glaciers pick up and carry loose sediment. Wind transports ediment by rolling motion, suspension, and saltation and erodes rocks by abrasion. Wind erosion results in deflation blowouts and ventifacts. Like wind, glaciers also erode by abrasion, as well as by plucking. Glacial erosion results in striations, grooves, cirques, arêtes, and horns.

Thinking Critically

1. A shows a barchan dune, and B shows a transverse dune. Both are piles of sand deposited by wind. Barchan dunes are crescent-shaped dunes that form in flat areas where there is little sand or vegetation. Transverse dunes form in a series of long ridges perpendicular to the wind direction where there is plenty of sand, little or no vegetation, and strong, steady winds.

2. Dunes grow and migrate. This natural dune growth would be disrupted. After construction is completed, dune migration could bury and block off the structures and property. Also, dune vegetation helps anchor the sand. Removing the sand may increase beach erosion, and the area may suffer nearshore flooding. To minimize these consequences, one should disturb the dunes as little as possible and dig up as little vegetation as possible.

3. Students should recognize the truth in this statement. People do impact mass movement because their activities can contribute to factors that cause mass movement. Construction can make slopes unstable. Septic leaks can trigger slides and excessive logging can promote mass movement. Mass movement also impacts people in several ways. It can cause damage to property. Villages can be buried, and homes and forests can be destroyed. Mass movement can also result in loss of lives.

Apply Scientific Methods

1. The bottom of the glacier moves slower than the top of the glacier. Friction occurs on the bottom of the glacier. where it comes in contact with the ground. This friction slows down the ice.

2. The glacier does not move in a uniform manner from year to year. In some years, there is little movement or a retreat, while in other years there is an advance. The advance or retreat of a glacier is highly dependent upon the amount of snowfall and temperatures during the winter and the summer, and this varies from year to year, making the movement of this glacier unpredictable.

3. Scientists measure glacial movements as indicators of climate change. Advancing glaciers may also pose a threat to property downslope.

CHAPTER 9

MiniLab 9 – Model Lake Formation Analysis

1. The water should quickly flow through the gravel. The water will flow through the sand less quickly. The water will remain on the top of the clay the longest.

2. When water collects in an area where the spaces between the particles of surface material are small, the water is more likely to form a lake.

3. Surface materials that lead to the formation of lakes usually do not allow water to easily pass through them.



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GeoLab 9 – Predict the Velocity of a Stream Analyze and Conclude

1. There is a direct relationship between the rate of flow and the angle of the slope. Velocity increases as the angle of the slope increases.

2. As a stream erodes its base, the stream’s slope is reduced.

3. at higher elevations

4. The rate of water flow would increase.

Inquiry Extension Design Your Own Student experiments should

show adequate assessment of texture as a variable.

Teaching Transparency 22 – Surface Water 1. Runoff is an excessive amount of water that flows

downslope along Earth’s surface.

2. precipitation that falls to Earth’s surface

3. Some runoff reaches the stream and the lake. Some accumulates in puddles and eventually seeps into the ground to become groundwater. Some likely evaporates.

4. To seep into the ground, there must be large enough spaces in the ground’s surface material to accommodate the volume of water. If the spaces aren’t large enough or open, the water becomes runoff.

5. in solution, in suspension, and as bed load

6. A watershed is all of the land area whose water drains into a particular stream system.

7. a divide

8. The largest watershed is the main stream’s watershed, which covers most of the land shown, or all the area whose water drains into the main stream.

9. Evaporated water enters the atmosphere where it condenses into cloud droplets and falls back to the surface as precipitation.

Teaching Transparency 23 – Features of a Meandering Stream 1. in the center of the channel

2. The minimum velocity occurs along the sides and the bottom of the channel, where the water experiences friction as it moves against the land.

3. a bend or curve in a stream channel

4. The velocity of water is at its maximum along the outside of a meander and at its minimum along the inside of a meander.

5. along the inside of a meander

6. the stream channel

7. the stream banks

8. An oxbow lake forms when a stream deposits material along an adjoining meander, cutting off the meander and blocking its water supply.

Teaching Transparency 24 - Lake Pollution 1. precipitation, runoff, and a spring

2. The lake has a high dissolved oxygen content and a low waste product content. It supports a variety of abundant organisms, and its plants contribute oxygen to the water through photosynthesis.

3. Eutrophication is a successional process that begins with the addition of nutrients and continues with the filling in of a lake as a result of excessive organic growth.

4. It drops.

5. Phosphates and nitrates picked up by runoff enter the lake, resulting in excessive algae growth.

6. Sediment and waste products build up, filling in the lake. Algae thrive and excessive growth occurs. Many organisms die and decay.

Study Guide – Chapter 9 – Surface Water

Section 9.1 Surface Water Movement

1. runoff

2. watershed

3. Mississippi

4. solution

5. bed load

6. Discharge

7. true



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8. false

9. false

10. true

11. true

12. false

13. true

14. b

15. a

16. d

17. d

18. c

19. a

20. c

21. c

22. d

Section 9.2 Stream Development

1. A stream channel is the narrow pathway that moving surface water carves into sediment or rock. The ground areas bordering the stream on each side, which hold the moving water within the confines of the stream channel, are the stream banks.

2. As a stream flows over rock or sediment, it downcuts its path through these materials, carving a V-shaped channel. The stream continues to downcut until it reaches its base level.

3. As a stream reaches its base level, the channel enlarges. Water builds up within the stream channel and begins to erode the sides of the channel. This erosion continues in such a way that the path of the stream starts to bend or wind, which creates a meander.

4. A delta is a triangular deposit that forms where a stream enters a large, quiet body of water. It forms as a result of the stream’s velocity decreasing as it enters the larger body of water, which causes the sediments carried by the water to be deposited.

5. An alluvial fan is a fan-shaped deposit that forms when a stream’s velocity decreases and its sediment load drops. Alluvial fans usually form

in dry, mountainous regions where mountain streams flow onto broad, flat valley floors.

6. Rejuvenation is when a stream actively resumes the process of downcutting toward its base level. It occurs when the land over which a stream is flowing uplifts or when the base level of the stream lowers.

7. headward erosion

8. lengthening

9. small

10. waterfalls

11. stream capture

12. loses

13. gains

14. velocity

15. true

16. bodies of quiet water

17. silt

18. true

19. true

20. true

Section 9.3 Lakes and Freshwater Wetlands

1. c

2. e

3. b

4. a

5. f

6. d

7. 8

9. 6

10. 7

11. 5

12. 1

13. 4

14. 3

15. d

16. b

17. b



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18. d

19. b

20. c


1. runoff

2. watershed

3. divide

4. solution

5. suspension

6. bed load

7. Discharge

8. stream channel

9. c

10. e

11. f

12. a

13. b

14. g

15. d


1. b

2. a

3. c

4. b

5. c

6. d

7. suspension

8. Alluvial fans

9. true


1. During the process of stream formation, downcutting of the stream bed is a major erosional process until the stream reaches its base level and downcutting stops. If the land over which the stream is flowing uplifts or the base level drops, the process of downcutting resumes.

2. The velocity of water is greater along the outside of a meander curve, where erosion takes place.

The water moves slower along the inside of the curve, which results in deposition.

3. Possible responses: Oxbow lakes form when streams cut off meanders and leave isolated channels of water. Lakes can form when stream flow becomes blocked by sediment from landslides. Others form because glacial moraines dammed water in ice-gouged basins, or when blocks of ice melt on outwash plains.

4. As a stream’s velocity increases, its discharge increases. As its discharge increases, its carrying capacity also increases.

5. Dense vegetation allows more water to enter the ground, thus reducing runoff. The steeper the slope, the faster water flows, and the less water that seeps into the ground, thus increasing runoff.

Thinking Critically

1. Wet Gulch, 3; Frankston, 2

2. Additional tributaries and runoff likely flow into the river downstream from Frankston, resulting in a greater flood discharge at Wet Gulch.

3. A floodplain is the broad, flat area that extends out from a stream’s bank. Since it is covered by excess water during floods, and floodwater carries a great amount of sediment, floodplains are usually covered with highly fertile soil. People probably wanted to live on floodplains because they could farm the fertile soil with great success.

Applying for Scientific Methods

1. Eutrophication is the filling in of a lake due to excessive organic growth. This excessive growth then dies and decays, which depletes the available oxygen, leaving less for the other life-forms. Animals, such as largemouth bass, cannot survive in water when the dissolved oxygen falls below a certain level. And since the data show a decrease in largemouth bass, eutrophication at Lake Smith is indicated. As eutrophication continues and the lake fills in, the oxygen content decreases and the acidity increases, which the data suggest took place at Lake Smith. The data also show an increase in mosses and grasses, which thrive when eutrophication fills in a lake and a wetland forms.



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2. Possible response: Yes; phosphate and nitrogen increased in the lake water increased after 1950. Agricultural fertilizers contain phosphates and nitrogen, which may have been picked up by runoff and carried into the lake after 1950, thus accounting for the increase of these nutrients.

3. As the phosphate and nitrogen content increased, the amount of dissolved oxygen decreased. Lake organisms like algae most likely thrived on the increased phosphate and nitrogen, then grew rapidly, died, and decayed. The resulting decaying process depleted the water’s oxygen.

4. Possible response: The amounts of phosphate and nitrogen will continue to increase, the pH will drop, the dissolved oxygen will continue to decrease, bass will die, and the mosses and grasses will thrive. The lake will start to fill in.

5. No, the data do not prove a causal relationship between the increase in the number of mosses and grasses and the decline in largemouth bass population. For example, largemouth bass could be negatively affected by the other variables in the chart, such as the decrease in dissolved oxygen, the decreasing pH, and the increasing phosphate level. It is theoretically possible that the increase in vegetation has no impact, a negative impact, or a positive impact on the bass population. However, without scientific testing, it is impossible to conclude one way or another.

CHAPTER 10

MiniLab 10 – Model an Artesian Well Analysis

1. The water levels are highest in the straws toward the bottom of the slope, and lowest toward the top of the slope.

2. The water table is the level of the water in the sand.

3. The water is under the greatest pressure at the bottom of the slop, because that is where it experiences the most weight of overlying water.

4. Both the water table in the sand and the pressure surface will be lowered.

GeoLab 10 – Track Groundwater Pollution Analyze and Conclude

1. 44 ft/mi on either side

2. at most, 1/100 (10c/1000c)

3. northwest

4. none

5. answers will vary

Apply your Skill Design Answers will vary, but should include a

map with sites where water quality will be monitored.

Teaching Transparency 25 – World’s Water Supply 1. in the oceans

2. in rivers and streams

3. 0.31%

4. 12,700 km3

5. 3,998,800 km3 more

6. Water resides in ice gaps and glaciers the longest; up to tens of thousands of years or longer.

7. Water resides in the atmosphere the shortest; nine days.

8. the atmosphere, rivers and streams, and lakes

9. 855,000 km3

Teaching Transparency 26 – Cave Development 1. The region has karst topography, being a

limestone region with sinkholes, sinks, and sinking streams.

2. A sinkhole is a depression in the ground caused by the collapse of a cave or by the direct dis-solution of bedrock by acidic rain or moist soil.

3. A cave is a natural underground opening with a connection to Earth’s surface.

4. Most caves form in the zone of saturation just below the water table.

5. Groundwater percolated through the cracks and joints of limestone, gradually dissolving the adjacent rock and enlarging these passages to form an interconnected network of openings.



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Permeability of the rock increased, thus increasing downhill flow of groundwater and gradually lowering the water table, after which the caves filled with air.

6. Cave formation will continue if the water table continues to drop due to increased limestone permeability and downhill groundwater flow or due to regional uplift.

7. A sinking stream forms when a surface stream drains into a cave system, continues underground, and leaves a dry valley above.

Teaching Transparency 27 – Groundwater Pollution 1. The gravel aquifer is polluted, and the source of

the pollution is the leaking septic tank.

2. The fine, sandy gravel aquifer is polluted, and the source of the pollution is the factory’s industrial waste.

3. No; the gravel aquifer and the fine, sandy gravel aquifer are separated by an aquiclude, which is impermeable. This impermeable layer will likely block any industrial pollution in the fine, sandy gravel aquifer from entering the gravel aquifer.

4. to the coarse, sandy, gravel aquifer

5. The pure-water well is dug into the sand aquifer, which is protected by the clay aquiclude from pollution from the factory. The contaminated well is dug into the gravel aquifer, which was polluted by the leaking septic tank.

6. The coarse, sandy, gravel aquifer is not polluted because it is protected by the impermeable clay aquiclude from the pollution sources shown.

7. The well is close to the water table, and if the water table drops due to drawdown in the future, the well will go dry.

Study Guide – Chapter 10 – Groundwater

Section 10.1 Movement and Storage of Groundwater

1. hydrosphere

2. polar ice caps

3. freshwater

4. water vapor

5. weather system

6. Precipitation

7. infiltration

8. porosity

9. zone of aeration

10. water table

11. zone of saturation

12. f

13. a

14. d

15. c

16. b

17. e

18. Gravitational water is water that trickles downward because of the force of gravity.

19. Capillary water is water that is drawn upward from the water table and held in the pore spaces because of surface tension.

20. In stream valleys, groundwater is close to Earth’s surface, and the water table is just a few meters deep. In swampy areas, the water table is almost at Earth’s surface. On hilltops, the water table can be tens to hundreds of meters or more beneath the surface.

Section 10.2 Groundwater Erosion and Deposition

1. a

2. b

3. b

4. c

5. dry

6. caves

7. sinkhole

8. karst topography

9. A stalagmite, B stalactite, C dripstone

10. A stalagmite is formed by water drops splashing to the floor of a cave. The drop of water loses some carbon dioxide and deposits calcium carbonate. These deposits gradually build mound-shaped dripstone deposits.



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11. A stalactite is formed by dripping water. The drop of water on the ceiling of the cave loses some carbon dioxide and deposits calcium carbonate. These deposits gradually form conical or cylindrical structures that hang from the ceiling.

12. A dripstone column is formed when stalactites and stalagmites grow together.

13. travertine

14. hardwater

Section 10.3 Groundwater Wells

1. well

2. drawdown

3. recharge

4. artesian well

5. false

6. false

7. true

8. true

9. false

10. false

11. true

12. true

13. true

14. sewage, industrial waste, landfills, agricultural chemicals

15. salt and radioactive radon gas

16. Overpumping of wells can cause underlying salt water to rise into the wells and contaminate the freshwater aquifer.

17. Radon is generated by the radioactive decay of uranium in rocks and sediments, especially granite and shale.

18. false

19. true

20. false

21. true


1. infiltration

2. porosity

3. zone of saturation

4. water table

5. permeability

6. aquifers

7. caves

8. stalactites

9. travertine

10. springs


1. c

2. a

3. b

4. d

5. runoff

6. true

7. slope

8. dissolve

9. carbonic acid H2CO

3

10. true


1. The raindrop could become runoff, enter a stream or river, and then return to the ocean. The raindrop could infiltrate into the ground to become part of the groundwater.

2. Subsurface material that is porous, so the water is stored in the pore spaces of soil and various rocks.

3. Most caves are formed in limestone by the dissolving activity of carbonic acid in groundwater. As groundwater percolates through the cracks and joints of limestone formations, it gradually dissolves adjacent rock and enlarges passages to form an interconnected network of openings called caves.

4. Hard water contains high concentrations of calcium, magnesium, or iron.

5. Protection from pollution plumes includes identifying and monitoring the plumes, building barriers to stop them, and pumping contaminated water out for treatment.



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Thinking Critically

1. Sample A shows large pores between large particle sizes. Sample B shows small pore spaces between various sized particles.

2. Groundwater would more readily flow through Sample A because the greater porosity of well-sorted material allows for greater storage of groundwater. Groundwater flow through Sample B would be very slow because the porosity and storage capacity of poorly sorted material is reduced by the smaller grains between the larger fragments.

3. Sample A; its larger, connected pores allow more water to pass through at a higher flow velocity.


1. Well 1 would be a shallow well with a clean water supply, but is close to the water table and may not be able to sustain a large withdrawal of water. Well 2 would be a medium well with a good supply of water, but may soon be polluted by industrial wastes. Well 3 is a deep well with a

good supply of water, but might be polluted in the future by the sewage from the leaking septic tank.

2. Well 4 is a deep well with a good supply of water. It is close to a shale aquiclude that could protect it from pollution. One problem could be the cost of a deep well.

3. Well 3 is approximately 900 meters from the sewage. If the flow in limestone is 100 meters per year, it would take 9 years to reach well 3.

4. The industrial waste is approximately 400 meters from well 2. If the flow in the sandstone is 50 meters per year, it would take 8 years to reach well 2. If the industrial waste is in an ionic or molecular form, it is unlikely that it would be filtered out in the sediment before reaching the well.

5. Well 4 is the best choice. Its depth has the best potential for a good supply of water. Its location has the least potential for existing harmful pollution. Its location between aquicludes should help protect it from future pollution.


unit 3 resources surface processes on...

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