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Physical Geology

Course Description

Physical Geology is a one year laboratory course that will provide students with a comprehensive view of geologic science concepts and principles, offer students opportunities to develop science process skills, and use the themes of Energy, and Systems and Interaction to interrelate ideas from Chemistry, Physics, and Earth Science. This course meets UC/CSU (Laboratory Science-d) requirements.

Use and subscribe to this page to stay updated on class activities in Mr. Kirschman's Physical Geology Class.  

Posts

Class Update 4/7/20

Please click on the file in the title of this post to sign up for my virtual class on Shmoop.  Use the first pages to sign up for a shmoop account.  Then, use the last page of the file to join my Physical Geology class. 
 
My class code is 654b7
 
Once you are in my online class: 
 
A.  Complete the Semester A "Earth's Innards" unit work to make up missing assignments.  Each lesson in the unit represents a missing assignment.  
 
B.  Complete the Semester B unit work to earn extra credit for my class.  This is for students who aren't missing work but want to increase their grade.  Each lesson can replace a low scoring assignment, project, or quiz.  
 
Please contact me with any questions.  Also, you MUST CONTACT ME WHEN YOU COMPLETE WORK SO I KNOW TO GO IN AND GRADE IT!
 
Pressure bursts pipes and makes diamonds.  Let's choose diamonds. 

Class Update 3/25

I hope this post finds you physically and mentally healthy as we have all been shaken up by the high magnitude being felt by the global virus pandemic.  As far as class goes, there is no content for Physical Geology in the LEUSD enrichment opportunities.  However, there are things you can use your time for to be productive as a Geology student:
 
1.  I have shared an instructional unit about Weather and Climate in PLATO for you to work on.  This work will count for extra credit in the class until we can actually meet again. 
 
2.  You can earn partial credit by going back and completing any assignments by using IC and the dated posts on this page below. 
 
3. You can earn extra credit by locating and reading news articles about EARTHQUAKES and writing or recording your response to it.  Include a summary of the data from the article, your conclusions, how it relates to something we discussed in class, and what more you are interested in about it.  
 
Please email me personally with any questions or communications going forward.  What a strange time this is.  Being away has made me realize that I have taken you all for granite and am realizing that you are all diamonds in the rough, weather I want to admit it or knot.  Don't let the pressure from this situation weigh on you too much.  We will be together and bored in room 813 before you know it.  
 
Love, 
 
Mr. Kirschman
 

3/13/20: Sub Plan

1.  Watch the video about how buildings are made to survive earthquakes.   Answer the questions on paper
 
2. Login to PLATO and choose the assignment for Weather and Climate.  Complete the tutorial called "Uneven Heating of the Earth".  Write all blue word definitions and answer all review questions on paper.  
 
3.  Turn in all work
 
4.  Enjoy your break.  Email Mr. Kirschman if you are interested in earning extra credit over break.  [email protected]
 
 

3/5/20 - Measuring Earthquakes

Learning Goal:  NGSS HS ESS 2-3 Develop a quantitative model to demonstrate how seismic waves move during an earthquake in order to determine the epicenter for the earthquake.  
 
1.  Brainstorm:  How would you set up a search area for a missing person?  
 
     A.  How far could an able bodied person travel on foot in 1 hr.? 
     B.  How far could a not fully abled person travel on foot in 1 hr.? 
     C.  How far could a person travel in 1 hour in a car? 
     D.  How far could a person travel in 3 hours in a car?    
     E.  What shape would be used to draw a search area on a map? 
     F.  Explain how the search areas' size (shape) would change based on the speed of the missing person/thing.  
 
2.  View the video and take notes on how a seismometer works
 
 
3.  View the video and take notes on how data from a seismometer (seismogram) can be converted to find the area and epicenter of an earthquake.
 

3/4/20: Reading-Earthquakes

1. Read the article attached in the title of this post. 
 
2.  Write the answers to the following questions in complete sentences.  Turn them in at the end of the period

 

Questions: Standing on Shaky Ground

  1. Define the bold terms in the article
  2. About how many earthquakes happen every year?
  3. Why is it practically impossible to know exactly how many times the earth releases seismic waves ?
  4. What causes earthquakes?
  5. What can be the damaging result of a large earthquake?
  6. What is the epicenter of an earthquake?
  7. What are some “unnatural” ways that an earthquake can be caused?
  8. Which type of fault involves horizontal, or side to side movement of Earth’s crust?
  9. Compare and contrast the two types of “dip-slip” faults.
  10. Which type of fault created the largest earthquake ever recorded on Earth? Where was it and what was the magnitude?
  11. What information does a seismometer measure?
  12. How many times more powerful is each magnitude on the Richter scale?
  13. Draw a picture of a seismometer measuring the energy waves from an earthquake.
  14. Can humans use data from seismometers to predict earthquakes?
  15. Which animal does the article say can predict an earthquake?

 

 

3/3/20- Earthquake Research/Discussion

A.  Use the following link to do some research about recent Earthquakes
 
 
1.  Explain what you observe about where recent earthquakes have happened
 
2.  What is the magnitude (measured number) of the  largest recent Earthquake on Earth?  
 
3.  Where was the largest recent Earthquake on Earth?  
 
4.  Where is there the most frequency (total number) of recent Earthquakes? 
 
5.  Why do you think this map only includes earthquakes that are above 2.5 magnitude? 
 
B.  Use the following link to do some research about significant Earthquakes
 
 
6.  Using the link "Top 20 Largest Earthquakes",  where was the largest Earthquake ever recorded?  
 
7.  What was the magnitude of the largest Earthquake ever recorded?  
 
8.  Which location in the United States has earthquakes on the top 20 list?  
 
9.  Using the state data at the bottom, what are the top 3 states for earthquakes above 3.0?  
 
10.  Which of the top 3 states doesn't fit in with the others based on location?  
 
For 11-15, Click on the tab "Search Earthquake Catalog" --> Change the start year to 1900--> Select "Draw rectangle on Map"---> Draw the rectangle around Southern California (Include Los Angeles, San Diego, and Wildomar/Lake Elsinore) 
 
11.  How many significant Earthquakes have there been in the area in your lifetime? 
 
12.  How many significant Earthquakes have there been in the area since 1900?
 
13.  What is the strongest magnitude Earthquake in our area in your lifetime? 
 
14.  What is the strongest magnitude Earthquake in our area since 1900?  
 
15.  How long ago was the most recent Earthquake in our area over 6.0?  Do you think this means we are "due" for a big earthquake? 
 
UPLOAD YOUR ANSWERS INTO THIS ELECTRONIC FORM FOR CREDIT!!!
 
 

3/2/20- Ch. 16 Earthquake Reading #1

1. Read Pg. 383-390
 
2.  Define all bold terms on these pages
 
3.  Answer questions 1-5 on pg. 410

aging the ocean floor

When we were younger, we loved telling people how old we were. However, at a certain point, it stopped being exciting, because we stopped wanting that number to get bigger.

Luckily, we can often estimate others' ages based on clues, like how big they are or how many gray hairs they have. The same is true for the planet. We can't just ask the crust how old it is, though, so scientists have figured out ways to figure it out.

We've discussed some of these in earlier units, like using radiometric dating or looking at the stratigraphic record. Seafloor spreading gives us another method to determine the ages of rocks, and in this activity that's what we'll be looking at.

Complete the attached worksheet (in title) on a separate piece of paper. 
 
 

2/25/20: Scientific Inquiry - Earth's Magnetic Field

1.  In your lab groups, go to Canvas and follow procedures for the Lab activity.  Be sure to prove you are engaged and doing an equitable part of the procedures.   
 
2.  Write page 4 answers on a white board and save a photo of your work to submit at the end of the assignment.  
 
3.  All students will complete the post lab questions on a piece of paper when done. 

2/21/20: Reading- Continental Drift Evidence

1.  Read the article attached to the title of this post
 
2.  Use the article and your own research to complete the following questions.  
 
A.  Which continents look like they "fit together"  as was described initially by Alfred Wegener in his continental drift theory. 
 
B.  Describe a situation where it "looks like" somebody did something but the visual evidence is not strong enough to lead to the correct conclusion.  
 
C. Which continents do fossils of the plant GLOSSOPTERIS appear?  
 
D.  Do some research and describe the plant GLOSSOPTERIS.  Which current continent(s) would this plant most likely not be able to live on today based on its location?  Why? 
 
E.  Which continents have fossils of the reptile Lystrosaurus been found on? 
 
F.  Do some research and describe the retile Lystrosaurus.  Which current continent(s) would this animal most likely not be able to survive on today based on its location?  Why? 
 
G. Wegener found geologic patterns in coal that "line up" with which two continents?  
 
H.  What data does GPS technology help measure to support the continental drift theory?  
 
I.  Summarize the Continental Drift Theory and the Evidence that supports it. 

2/19/20: Earth's Puzzle Pieces Part 2

***Be sure to turn in the textbook reading assignment from yesterday (Chapter 19 definitions and Testing your Knowledge Quesitons)
 
IN CANVAS (leusd.instructure.com), complete the scientific modeling project "Earth's Puzzle Pieces"  part 2.  You will follow directions to make models out of Play-Doh/Clay, labeling them, and writing responses about them.  
 
When you are done with the project, upload evidence of the following in Canvas: 
A.  Part 1 Map
B.  Part 1 Written Responses
C.  Part 2 Pictures, labels and descriptions of clay models
D.  Part 2 Written Responses
 
Remember each person in your lab group is responsible for an equal amount of the work and the teacher must know who did what.