ERESE Master Document    Index:

• Teachers Log

• CP0001 Expedition - Cruise Planning

• M00001 Simple Seafloor Spreading (Reykjanes Ridge)
• M00002 Complex Seafloor Spreading (Vancouver)
• M00003 Geological Time Scale
• M00004 The Earth's Magnetic Field
• M00005 Plate Motion -- Geometry on a Sphere
• M00006 Magnetic Reversals
• M00007 Oceanic Crust
• M00008 Seamounts
• M00009 Hotspots
• M00010 Biomediation of Lavas
• M00011 Planetary Magnetics
• M00012 Evolution of the Earth's Magnetic Field
• M00013 Tectonic Plates
• M00014 Pangaea
• M00015 Reading Maps
• M00016  Convergent Boundaries
• M00017  Divergent Boundaries
• M00018 Strike Slip Boundaries

• Teacher will review the connection between electricity and magnetism, like poles (charges) repel, opposites attract, metals like iron are strongly magnetic. 

• Teacher demos bar magnet surrounded by 8 compasses (on overhead)
  
• Students draw picture of what they see 
• Teacher removes bar magnet and rotates it 180 degrees
• Students draw picture of what they see
• Teacher will move set-up to large rectangular table and move compasses outward from magnet to greater and greater distances until orientation of compasses no longer reflects field of the bar magnet.
  

• Students will observe that magnetic fields change over time and that change can be recorded. 
  

• Direct students in completing the simulation.
• Guide their observations of their own work and that of others.

<>1. Teacher gives each student graph paper and they prepare as directed (Each square represents specific time period)<>
2.  Teacher sets up bar magnet and compasses reproduces drawings and instructs students that North at top of drawing
     represented by colored marker South at top represented by no color.<> <>
3. Teacher orients magnet N and counts to 5.  Students color in 5 squares.  Teacher orients magnet S and counts to 7.  Students
     leave 7 squares blank.  Teacher continues alternating N and S with bar magnet several more times
4.  Teacher sets up an activity that mimics the action of a magnetometer as it is dragged perpendicular to a spreading center.  
     Teacher lays a strip of paper showing the  recent  magnetic reversal pattern across a table and places a series of bar magnets
      under the paper oriented  appropriately.  Students will walk slowly along the table holding a compass close the the edge of the
      paper strip observing the  changes in compass orientation.

• During the Spreading Center Simulation I  intend behave as a #1 - Provides an experience to generate student observations.
• During the Observations of Figures, Graphs and other Data section I intend to behave as a 2 - Provides a focus for observations that allows for adaptations.

• During the Spreading Center Simulation, students should be functioning about 3.5 - Generates observations based on provided actviity.  The students should be saying things like "How and why do rocks get magnetized.?  What is happening to the rocks when the magnetic field reverses? Why are the bands of color and no color different widths?  What does that mean?"  After Procedure #4 - "What does the pattern of the color bands on the paper mean? "
  
• During the Observations of Figures, Graphs and other Data section, students should be functioning at 4- Generates independent observations

• If the rocks being formed at the spreading centers record the earth’s magnetic field at the time of their formation, they can be used to measure changes in the field over geologic time.