Interactive Student Notebook ~ Chapter 1
Introduction to Earth Science
Observation Skills
Branches of Earth
Science
Metric Measure
Lab Safety
Scientific Inquiry /
Scientific Method
Engineering
Name:
Date:
Class Period:
0
Next Generation Science Standards: Engineering
& Applications of Science
What does a Scientist do?
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Making Observations
What can you observe with each of these senses?
Sight:
Hearing:
Smell:
Touch:
Taste:
Which of these senses will we NEVER use in sixth grade science labs?
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Observation Skills
Can you use your five senses to make observations, then describe an object’s
physical characteristics? Give it a try below.
List the observable properties of your pencil. Do
NOT list the function of a pencil (what it’s USED for)
or the pencil’s composition (what it is MADE of).
Name of Item: Pencil
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
List the physical properties of one other item in your
binder. Be sneaky! Don’t let your classmates see
which item you are observing.
Name of Item:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
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Table of Contents
What is a table of contents?
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How is a table of contents used?
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In the science textbook, how is the Contents in Brief (page v) different than
the Contents (pages vi – xvi)?
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Using only the table of contents, look up which page Chapter 1, Section 1 starts
on. Write the page number.
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What is the title of Chapter 1, Section 1?
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How many sections are in Chapter 1? (Remember, only use the table of
contents to find this information.)
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Now, turn to Chapter 1 and take a quick look through Section 1. List three
things that an Earth scientist studies. Be specific, and use information from
the text.
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3
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Chapter 1, Section 1 Notes:
Earth Scientists
Test your memory! Without looking at your notes, can you name the four branches of
Earth science and describe what each type of scientist studies? Give it a try!
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Branches of Earth Science
Geology
Oceanography
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Branches of Earth Science
Meteorology
Astronomy
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Chapter 1, Section 1 Notes (textbook pages 10-11)
Special Branches of Earth Science
Ecology:
Geochemistry:
Environmental Science:
Geography:
Cartography:
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The World of Earth Science
Directions: What type of Earth scientist is being described? Write the answer in the blank at the
bottom of each description. Be sure to look at your notes or your textbook to spell each one correctly.
1. In the desert of New Mexico, a young woman
observes the stars every night and makes star
charts. She notices a speck of light in the
“Square Constellation” that she has never
noticed before.
5. A scientist is studying earthquake patterns in
Oregon and notices that major earthquakes
happen approximately every 300 years, and
the last one was in the 1700s.
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6. A woman in Florida is using satellite
information to track tropical storms and
record when they grow strong enough to turn
into hurricanes.
2. A university professor is at Point Reyes
National Seashore in California, measuring
the depth of the tidal pools. As the day grows
later, she notices that the tidal pools get
deeper.
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7. A scientist is making a map to record the
geography of the Earth.
3. It is winter in Michigan. A young man in
Kalamazoo is looking at a satellite weather
map. He predicts snow flurries across
southern Michigan for the next two days.
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8. A scientist is studying images that show the
moons of Saturn. He notices that the moon,
Titan, is covered with clouds.
4. It is a cloudy day in the state of Washington.
An experienced scientist is observing Lava
Canyon on the volcano Mount St. Helens.
She notices that all of the trees on the canyon
floor are missing limbs near their bases.
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9. A scientist in New Mexico studies the
fossilized bones of Seismosaurus, one of the
largest known dinosaurs, who is nicknamed
“the Earth shaker”.
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10. Choose one of the branches of Earth science that interests you the most. Write a paragraph
explaining why you find it to be the most interesting. Also explain what things you would study if
you became that type of scientist. Use complete sentences, and indent the first line of your
paragraph.
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Draw a sketch of yourself as the scientist that you described above. Add color.
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Chapter 1, Section 4: Metric Measurement Notes:
Measurement
Tool
Unit
Length
Meniscus
Volume
Mass
Temperature
Time
Test your memory! Cover up the “Units” column, and see if you
can remember the units for each type of measurement.
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Metric / SI Measurement Lab
Can you correctly use each of the metric measurement tools?
It’s time to practice!
Station #1 - Length
Use a metric ruler to complete the “Practicing Measurement Skills” page of this workbook.
Station #2 - Mass
Name of the object________________________________________________________
Mass of the object_________________________________________________________
Station #3 - Volume and Time
Volume of the liquid______________________________________________________
Name of the person saying ABC’s____________________________________________
Time___________________________________________________________________
Station #4 - Temperature
Temperature of the room__________________________________________________
Temperature of the ice water________________________________________________
Work together to complete the “Temperature” page of this workbook.
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Lab: Practicing Measurement Skills
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Temperature
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Safety Notes (textbook p. 626-629)
The most important safety rule is…FOLLOW DIRECTIONS!!!
Eye Safety
• If a substance gets into eyes, tell teacher & flush w/ running water for 15 minutes
•
Safety Equipment
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Neatness
•
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Sharp / Pointed Objects
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Heat
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Electricity
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Chemicals
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Animal Safety
•
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Plant Safety
•
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Glassware
•
•
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Safety Slacker
Study the picture below.
Which safety precautions are not being
followed?
Use complete sentences to describe five
ways the student can improve his safety
procedures.
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2. ____________________________________________________________________________________________
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3. ____________________________________________________________________________________________
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4. ____________________________________________________________________________________________
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5. ____________________________________________________________________________________________
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Laboratory Safety Rules Story
Directions: Read the following story and underline/highlight all lab safety violations.
The bell rang, students sat in their seats, and they began to write down their homework. Ryan
eagerly asked Mr. Jones, “What are we doing today?”
Mr. Jones impatiently said, “As always Ryan it is listed on the board under AGENDA.”
Ryan looked embarrassed and responded, “Oh yeah, there it is, we have a Chemistry lab.”
Mr. Jones gave the class a brief overview of what they would be doing during the lab and he
stressed to the class, “Please be sure to follow appropriate lab safety procedures.”
Ryan and John sprinted to a lab station, yelling, “We got this station!” Once at the station, Ryan
asked John if he read the lab last night for homework to which John replied, “Nope, did you?”
Ryan responded to John’s question by saying, “Are you serious, I didn’t have time.” They both
looked at each other and decided to just start the lab.
“Ryan, you go get the chemicals and I’ll light up the Bunsen burner,” said
John. Even though all of their classmates went to the safety goggle cabinet
prior to starting the lab, Ryan and John decided not to go. John said in a
smug way, “Forget the goggles; we are too cool to wear those things.”
Ryan walked up to the front lab bench where the chemicals were, removed the lids, picked up
the flasks, and started to smell the different chemicals. “I am just going to bring back the ones
that smell the best,” said Ryan. Little did Ryan know that one of the chemicals was sulfuric acid,
and after taking a deep breath, he thought that his nose hairs were on fire.
“Hey Ryan, you didn’t even put the lid back on,” yelled one of Ryan’s classmates. Ryan ignored
the comment, and somehow he made it back to his lab station without passing out. Upon making
his way back to the lab station, Ryan saw John trying to light the Bunsen burner.
“John, John, your hair!” Ryan yelled in an excited voice.
“That was a close one,” said John. “My mother has been telling me to get a
haircut. That’s probably not what she had in mind. I don’t have anything to tie
my hair back with, so I’ll just be more careful not to lean over the flame.”
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The two partners then proceeded with the lab. Ryan reached across the flame in order to get a
beaker filled with acetic acid while John grabbed a test tube to put the chemical in. “Oops!”
said Ryan, “I just spilled some of the chemicals on the tabletop. I’ll just wipe it up with my shirt
sleeve.”
“Should you tell Mr. Jones?” John asked.
“No, it isn’t a big deal, I already wiped it up,” Ryan nonchalantly said. A few seconds later, Ryan
said, “Man, my arm is warm.”
In an excited voice, John said, “Oh no, look at your shirt! There is a hole in it! That chemical you
wiped up must have eaten through your shirt. How is your arm?”
Ryan said, “It hurts a little, but I’ll be fine.”
“Should we tell Mr. Jones?” asked John.
“No, I’ll be fine,” Ryan said confidently.
The lab partners then poured some chemicals into a test tube to begin heating.
“Ryan, do you see that crack in the test tube?” questioned John.
“Who cares,” Ryan whispered. “As long as the test tube is not leaking, it must be fine.” The boys
proceeded to heat the test tube. Ryan asked, “Is anything happening?”
“I don’t know, point the test tube in this direction so that I can look into the opening,” John
replied.
“Maybe we should just add some of the other chemicals if nothing is happening yet,” said Ryan.
“Should we ask Mr. Jones?” wondered John.
“No,” Ryan smugly said. Ryan then continued, “He will first ask us if we read all of the
procedures and then he will say, ‘I put a lot of time and effort into writing these labs for you
guys and the least you could do is read them. If you have read it and then have additional
questions, I would be more than happy to help you, but you have to do your part first.’ I
certainly don’t want to hear all of that, do you?”
“No way,” said John.
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The lab partners proceeded to add some random chemicals to the test tube. Shortly
thereafter, the contents of the test tube began to bubble over. “Wow that was amazing!” Ryan
yelled.
“Yeah, that was pretty cool, but it’s everywhere,” John said in a concerned voice.
“Good thing we have all of these papers laying around our lab station because most of the
chemicals have just spilled onto them. We can just throw all of the papers into the garbage,”
Ryan said confidently.
“Hey, it got onto my planner,” John said in an annoyed voice.
“Oops. You’d better buy another one or you’ll be in detention again for being unprepared.” Ryan
said.
The students began to clean up the spilled chemicals when John said, “This stuff smells really
good, kind of like lemonade.”
“Well, if it smells like lemonade, it must be lemonade, just taste it,” Ryan said in a convincing
manner.
John proceeded to taste the chemical mixture by sipping what was left in the test tube.
“Oh man, the bell is going to ring soon,” Ryan said in a rushed voice.
“Just leave it, I really want to go to lunch because it is Taco Day,” John said.
“Are you sure?” Ryan questioned.
“Yeah let’s just get out of here; the next class is going to be doing the lab again anyway, so they
can clean it up. Besides, my stomach really hurts, so I think I need to eat, like, right now. Or,
maybe I need to get to the bathroom, like, right now,” John said in a worried voice.
Without washing their hands, Ryan and John left the classroom.
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Mystery Powders
1. Get one sample of each powder. Set the samples in the middle
of the table.
• 10 ml powder A
• 10 ml powder B
• 10 ml powder C
2. Before you start mixing, observe the dry powders and form a hypothesis.
Hypothesis – a possible explanation or answer to a question.
Powder A:
My hypothesis is that Powder A is __________________________________________________.
What have you observed or learned about before today that made you form that hypothesis?
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Powder B:
My hypothesis is that Powder B is __________________________________________________.
What have you observed or learned about before today that made you form that hypothesis?
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Powder C:
My hypothesis is that Powder C is __________________________________________________.
What have you observed or learned about before today that made you form that hypothesis?
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Mystery Powders
3. Gather the following materials and put them in the middle of your table.
• 1 beaker of water
• 1 graduated cylinder
• 1 stir stick
4. Mix Powder A with 10 ml of water and stir.
How did Powder A react with the water? Describe your observations. What did you see, smell, hear and feel?
Powder A Observations:
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5. Mix Powder B with 10 ml of water and stir.
How did Powder B react with the water? Describe your observations. What did you see, smell, hear and feel?
Powder B Observations:
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6. Mix Powder C with 10 ml of water and stir.
How did Powder C react with the water? Describe your observations. What did you see, smell, hear and feel?
Powder C Observations:
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Mystery Powders
7. Based on today’s observations, has your hypothesis changed or stayed the
same? After mixing the powders with water, what do you think they are?
Powder A:
My hypothesis is that Powder A is ____________________ because ____________________________________
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Powder B:
My hypothesis is that Powder B is ____________________ because ____________________________________
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Powder C:
My hypothesis is that Powder C is ____________________ because ____________________________________
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8. Clean up your table.
Put away all materials and wipe up any spills with a paper towel.
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The Atmosphere (15(15-1)
Read Chapter 15, Section 1. Answer the following questions with complete
sentences.
sentences.
1.
What is the atmosphere?
2.
What is the most abundant gas in
in the atmosphere?
3.
Which layer of the atmosphere do we live in?
4.
Why is the atmosphere important?
5.
Color code the pie chart.
chart.
Composition of the Atmosphere
1%
21%
78%
Nitrogen
Oxygen
Argon, Carbon Dioxide, Water Vapor and Other Gases
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Candle Lab: Forming a Question and Hypothesis
Fire!
Background Information:
What does a flame need for it to keep burning?
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When a burning candle is covered with a jar, why does the flame go out?
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Question:
Will a smaller jar cause the flame to go out faster?
Hypothesis:
I think the smaller jar will ____________________________________________________________________
because___________________________________________________________________________________.
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Candle Lab: Designing an Investigation
Materials:
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•
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•
One large glass jar
One small glass jar
One tealight candle
One stopwatch
One lighter
Procedures:
1. Light the candle.
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Candle Lab: Collecting and Presenting Data
Title of Data Table:
Trial
Large Jar
1
2
3
4
5
Average
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Small Jar
Candle Lab: Collecting and Presenting Data
Title of Bar Graph:
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Candle Lab: Analyzing and Interpreting Results
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What is engineering?
Steps of Engineering Design
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On Target!
Engineers (partners):
Your engineering firm has been
contracted by the Oregon Recreation
and Park Association (ORPA) to
design a prototype for a zip line.
Challenge…
As a team you will explore the engineering design process by modifying a paper cup to
carry a marble down a zip line and drop it precisely on a target.
Materials (per zip line)
● 3 meters (9 feet) of smooth line (e.g., fishing line or kite string)
●
index card
●
marble
●
masking tape
●
1 square of tin foil
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1 paper clip
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1 medium-sized paper cup
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scissors (use to cut
materials, not to include
in design)
●
target on a piece of paper
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Brainstorm and Design
Think about how you might design a way to carry and launch a marble:
●
How will you modify the cup so it can carry a marble down a zip line
and also drop it onto a target?
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How will you remotely release the marble from the cup?
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At what point do you need to launch the marble so that it will hit the target?
Criteria
List the design requirements. What must the zip line have? What must it do?
1. The design must release the marble onto the target.
2. The marble must not roll off of the target after it lands.
3. ________________________________________________________________________
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4. ________________________________________________________________________
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5. ________________________________________________________________________
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Constraints
List the limitations of the design.
1. The design is limited by the list of available materials.
2. The angle of the zip line will limit the design.
3. ________________________________________________________________________
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4. ________________________________________________________________________
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5. ________________________________________________________________________
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Plan
Draw plans to build your prototype. Remember to include labels and any measurements.
Build
1.
First, set up a zip line. Tie 1.8 m (6 feet) of the
smooth line to two objects (e.g., two chairs or a
table and chair). Make sure the line is stretched
tight and that one end is 50 cm (20 in.) below
the other. Measure from the floor up to where
the string is tied, and calculate the difference.
2.
Next, modify the cup to carry the marble down
the zip line. Will it travel inside the cup?
Outside the cup on a platform? Underneath?
3.
Then, add a remote release or a release mechanism. Decide how you will tip the
cup at just the right instant to release the marble and launch it toward the target.
You may not directly touch the cup or marble during release.
4.
Finally, clip the cup to the zip line. Figure out how to hook the cup onto the zip
line so it slides easily from one end of the line to the other without stopping in the
middle.
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Test, Evaluate, and Redesign
Send the cup down the zip line. Measure how far the marble lands from the target. After
each trial, remember to modify your prototype so it will land closer to the target.
Distance the Marble Landed from the Target
Trial
Distance from
Target
(centimeters)
Trial 1
cm
Trial 2
cm
Trial 3
cm
Evaluation Notes:
What was NOT successful in this trial.
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Observation and Extension Questions
1. What changes did your team make to the design after the first test?
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2. What changes did your team make to the design after the second test?
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3. What parts of your team’s design were most important in getting the marble to hit
the target?
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4. How did your group work together and problem solve to complete the challenge?
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5. What did your team think was most challenging about this engineering project?
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