New
York State Standards:
Standard
1 Analysis, Inquiry and Design
Key
idea 1- The central purpose of scientific inquiry is to develop
explanations of
natural phenomena in a continuing, creative process.
STANDARD 2
Students
will access, generate,
process, and transfer information, using appropriate technologies.
|
Key
Idea 1: Information
technology is used to retrieve, process, and communicate information as
a tool to enhance learning. |
|
STANDARD 2
INFORMATION SYSTEMS: |
Standard
6-Interconnectness; Common Themes
Key
Idea 2-
Models
are simplified representatives of
objects, structure or systems used in analysis, explanation,
interpretation or
design
PATTERNS OF
CHANGE:
Key Idea 5: Identifying
patterns of change is
necessary for making predictions about future conditions.
Standard
4
2.1l
The lithosphere consists of
separate plates that ride on the more fluid asthenosphere and move
slowly in
relationship to one another, creating convergent, divergent, and
transform
plate boundaries. These motions indicate Earth is a dynamic geologic
system.
2.1n
Many of Earth’s surface features
such as mid-ocean ridges/rifts, trenches/subduction zones/island arcs,
mountain
ranges (folded, faulted, and volcanic), hot spots, and the magnetic and
age
patterns in surface bedrock are a consequence of forces associated with
plate
motion and interaction.
Questioning
What is a pattern? Can you give me an example of a pattern in nature? What kind of patterns can you have?
Repeating mirrored patterns, radial, cyclic ..... Show them examples of data and have them identify the pattern. In which direction does the compass point at present time? Has it always pointed in the same direction?
Does a pattern have to repeat itself perfectly?
Phenomenon
1.Students will be shown the large tectonics puzzle. The individual maps of the oceans will be available to look at. They will then be asked to look at the maps. Students will be asked to write down any patterns they observe on the map and any questions that they have on the map. What are they wondering about? Class dicussion will follow.
2.Teacher will use a box with a slit and draw out a large example of sea-flooring spreading by using a wide foam brush and two colors of tempera paint and have students paint a wide line at the section where the paper comes up each time the paper is drawn up with a resulting mirrored pattern on each side.
3.Students will be given sample polar reversal (magnetic anolomies) strips(Hillary can you link this) and will be asked to draw how the other side should look? Assessment: check to see if the sides are mirrored
Site to show how to construct demo with box http://volcano.und.nodak.edu/vwdocs/vwlessons/activities/p_number5.html
What patterns do you see on the map? Do you know what the strips represent? Does your pattern match?
Why do the strips look different? What could cause the different patterns? Can the poles change their magnetic pull? How do scientist know it?
Why does this map look different? What are the marks down the Atlantic Ocean? How do you know the ocean is splitting? What does the paint represent? Why are we pulling it outward? What are magnetic anol anolomies?............
Why are the patterns the same on either side of the ridge?
What is reverse polarity?
What causes the strips to develop the patterns?
What are the broken lines that are in the ocean?
What do the difference colors represent?
Why are some of the lines wider than others?
How do they know that this happens?
How is it recorded in the rock?
Where is the oldest and youngest bedrock in the ridge?
Students will be taught the unit on Plate Tectonics first. This will be a lesson focusing on sea-floor spreading or divergent boundaries focusing on heat, age of the bedrock and the pattern of polar reversal recorded on the ocean floor near a spreading center.
Examples of questions from their observations:
- What
is polar reversal?
- How is reverse polarity used to date the
oceans?
- How
is the age of the ocean determined?
- What
is a divergent boundary?
- How
do you determine the youngest section of the ocean?
- What is causing the heat to vary in the ocean?
- Why is a pattern formed in the magnetic anolomies?
- What causes the ridge to be higher than the surrounding area?
- What
facts would you select to show a divergent boundary exists in an ocean
basin?
- What
is the relationof the age of the rock and the distance from the ridge?
Identify
researchable hypothesis examples:
The
highest heat is located at the ridge .
The
oldest rock is located farthest from the spreading center.
- What
is polar reversal?
- How is reverse polarity used to date the
oceans?
- How
is the age of the ocean determined?
- What
is a divergent boundary?
- How
do you determine the youngest section of the ocean?
- What is causing the heat to vary in the ocean?
- Why is a pattern formed in the magnetic anolomies?
- What causes the ridge to be higher than the surrounding area?
- What
facts would you select to show a divergent boundary exists in an ocean
basin?
- What is the relationship of the age of the rock and the distance from the ridge?
Students will use the SIO site to research the data that will prove their hypothesis
achieve this stage.
The students will be asked to use the following scientific data to research their hypothesis. They will then record their finding in the data section of a lab report.They can search the web if necessary. They must validate their hypothesis by citing a minimum of 6 sites.
Standard lab format:
Title
Question
Hypothesis
Materials
Procedure
Data
Analysis
Error
Suggested sites:
http://pubs.usgs.gov/publications/text/ridge.html-mid-atlantic ridge
http://www.ucmp.berkeley.edu/geology/tecmech.html - geomagnetic anolomies
http://www.igpp.ucla.edu/mpg/lectures/mkivelson/faculty97/7.html symmetry
http://www.soest.hawaii.edu/hmrg/Mesotech/index.htm East Pacific Rise
http://pubs.usgs.gov/publications/text/stripes.html- magnetic strips
http://www.pbs.org/wgbh/aso/tryit/tectonics/# - hands on plate motion
http://www.platetectonics.com/oceanfloors/index.asp - interactive map of the plates
http://www.igpp.ucla.edu/mpg/lectures/mkivelson/faculty97/6.html - magnetics
http://www.ngdc.noaa.gov/mgg/image/global_topo_large.gif- wo
M0001
Age of the
seafloor along the Reykjanes Ridge
Magnetic Polarities along the
Reykjanes Ridge
Definition of
Mid-ocean ridge
Definition
of seafloor spreading
M0002
<> Seafloor Spreading AnimationMagnetic
Anomalies off the Coast of the Pacific Northwest
Magnetic
Anomaly Data for multi Seafloor locations
M00006
Magnetic
Reversal Video Along A Spreading
Center
Map of N.A. Plate
and the Eurasian Plate
Diverging over Iceland
M00017
Heat Level Data Over Divergent BoundaryTeacher will act as a consultant during the investigation.
Students will be asked to choose one of the suggested hypothesis's and will then be allowed to go and gather data that proves or disproves it.
Students will complete the data table on heat level. add attachment
Students will complete the data table on age of the ocean ridges.
Using a tectonic plate map identify the age of the following locations.
| Location on Plates |
Age in Millions of years |
Location |
Age in millions of years |
| Iceland |
a |
||
| Hawaii |
b |
||
| Chile Trench |
c |
||
| Argentina
Coast |
d |
||
| Labrador
sea |
e |
||
| Juan de Fuca
Ridge |
f |
||
| West Coast
of Africa |
g |
||
| East Coast
of the USA |
h |
||
| Japan |
i |
Students will complete the magnetometer activity.
Instructions on how to make the magnetometer Recommended to make these ahead of time.
http://www.windows.ucar.edu/tour/link=/teacher_resources/magnetism/teach_magnetometer.html
Lab can be downloaded from Windows of the Universe
http://www.windows.ucar.edu/tour/link=/teacher_resources/magnetism/teach_extension.html
M0001
Age
of the seafloor along the Reykjanes Ridge
Shows the increasing age as the
distance increases from the ridge and the latitude /longitude will
assist them in locating it on
the ESRT Tectonic plate page 6
Magnetic
Polarities along the Reykjanes Ridge
This shows the pattern of
reversals on either side of the Iceland ridge. Pink- North
Blue-south
Definition
of Mid-ocean ridge
Discussion of what a divergent
ridge is, where the highest heat is located and where the oldest
seafloor is located.
Definition
of seafloor spreading
M0002
Seafloor
Spreading Animation
Shows the age and development of
the mid-ocean ridge in the Atlantic. Shows the symmetry.
Magnetic
Anomalies off the Coast of the Pacific Northwest
distance from the ridge increases
Magnetic
Anomaly Data for multi Seafloor locations
M00006 Magnetic Reversal Video Along A Spreading
Center
Video
shows a spreading center. the pattern and age of the rock is
shown. The youngest is at the center. A symmetric pattern
is formed on either side of the ridge.
M00013
Map of N.A. Plate and the Eurasian Plate Diverging over Iceland
Iceland
is located on the mid-Atlantic Ridge. The ridge is young
therefore, Iceland is young.
M00017
Heat Level Data Over Divergent Boundary
The graph
shows that the highest heat is located near the center if the ridge.
Identify
most likely observations
The
youngest part of the Atlantic Ocean is down the center of it.
Iceland
is located at the youngest part of the
Atlantic Ocean the mid-ocean ridge.
Juan
De Fuca Ridge is a divergent boundary.
Students will complete the lab report
Standard lab format:
Title
Question
Hypothesis
Materials
Procedure
Data
Analysis/Conclusion
Error