Earth Science 15 Sea Water - chicopeeps.org Science_HS_15-21.pdf · Curriculum for Earth Science 15...

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Curriculum for Earth Science 15 Sea Water

Content Outline Massachusetts Science

Framework Standard(s)

Concept Objective Associated Mathematics

Skills

Prerequisite Skills

I. Sea Water

A. All properties of liquid

water in the sea can be

divided into

1. chemical properties

a. characteristics of

sea water that

permit it to

dissolve other

substances

2. physical

a. characteristics that

are not associated

with dissolved

materials

1. temperature

B. physical properties

1. sun

a. one of the most

important single

influences on the

sea

b. almost all of the

solar energy

penetrates the sea

surfaces and is

absorbed into the

water

c. water is actually

able to quickly

absorb visible light

Earth Science

1.5 Explain how the

transfer of energy through

radiation, conduction, and

convection contributes to

global atmospheric

processes, e.g., storms,

winds.

1.6 Explain how the layers

of the atmosphere affect the

dispersal of incoming

radiation through reflection,

absorption, and irradiation.

1.9 Describe how the

inclination of the incoming

solar radiation can impact

the amount of energy

received by a given surface

area.

1.11 Explain the dynamics

of oceanic currents,

including upwelling,

density, and deep water

currents, the local Labrador

current and the Gulf

Stream, and their

relationship to global

circulation within the

marine environment and

climate.

Students should be able to:

1. Describe the physical

properties of sea water.

2. Describe several

conditions that change

these properties.

3. Describe the chemical

properties of sea water.

4. Explain how the salt

content and dissolved gases

in sea water affect sea life.

5. Explain how the sea can

be a valuable resource.

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and most other

forms of radiant

energy

d. of the many

wavelengths of

visible light, only

blue wavelengths

are able to travel

very far into the

water before they

are absorbed

1. at depths greater

than 10 meters,

only a blue-green

light from the

sun can be seen

a. all other

wavelengths or

colors of light

usually present

in sunlight

have already

been absorbed

2. large bodies of

water appear

blue because it is

the last color to

be absorbed

3. light rays which

strike the water at

an angle are

1.12 Describe the effects of

longshore currents, storms,

and artificial structures

(e.g., jetties, sea walls) on

coastal erosion in

Massachusetts.

1.13 Explain what causes

the tides and describe how

they affect the coastal

environment.


oceans store carbon dioxide

dissolved as a precipitate.

3.6 Explain how water

flows into and through a

watershed, e.g., aquifers,

wells, porosity,

permeability, water table,

capillary water, runoff.

3.7 Compare and contrast

the processes of the

hydrologic cycle including

evaporation, condensation,

precipitation, surface runoff

and groundwater

percolation, infiltration, and

transpiration

Chemistry

1.1 Identify and explain

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reflected rather

than absorbed

4. no light of any

kind can

penetrate the sea

at depths below a

few hundred

meters

5. all but the upper

layers of the sea

are in total

darkness

II. Surface Temperature of

The Sea

A. Sea water capable of

absorbing the longer

infrared wavelengths

(heat)

1. infrared rays are

completely absorbed

within the upper

layers of the sea

water (which means

only the upper part of

the oceans gets

heated)

a. deeper parts of sea

are always close to

freezing

2. more heat falls on the

surface at the equator

some of the physical

properties that are used to

classify matter, e.g.,

density, melting point, and

boiling point.

1.2 Explain the difference

between mixtures and pure

substances.

1.3 Describe the four states

of matter (solid, liquid, gas,

plasma) in terms of energy,

particle motion, and phase

transitions.

1.4 distinguish between

chemical and physical

changes.

4.1 Explain how atoms

combine to form

compounds through both

ionic and covalent bonding.

4.3 Relate electro-

negativity and ionization

energy to the type of

bonding an element is

likely to undergo.

4.4 Predict the geometry of

simple molecules and their

polarity (valence shell

electron pair repulsion).

4.5 Identify the types of

intermolecular forces

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than at the poles

equator than at the

poles

a. at higher latitudes,

the sun’s rays strike

the earth at an

angle, which makes

it very difficult to

be absorbed

b. freezing

temperature of sea

water if -2 C due

to dissolved salts

1. large areas of ice

exist in the

Arctic and

Antarctic that

covers the

surface

a. pack ice

1. pack will

break and

buckle under

pressure from

wind and

currents

a. ice floes

1. broken

pieces of

pack

present based on molecular

geometry and polarity

7.1 Describe the process by

which solutes dissolve in

solvents.

7.2 Identify and explain the

factors that affect the rate

of dissolving (i.e.,

temperature, concentration,

and mixing).

7.3 Describe the dynamic

equilibrium that occurs in

saturated solutions.

7.5 Use a solubility curve to

determine saturation values

at different temperatures.

7.6 Calculate the freezing

point depression and

boiling point elevation of a

solution.

8.2 compare and contrast

the nature, behavior,

concentration and strength

of acids and bases.

a. acid-base neutralization

b. degree of dissociation or

ionization

c. electrical conductivity

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3. in tropical waters,

temperatures reach

86 F.

a. leads to rapid

evaporation

1. process of water

molecules leaving

liquid water and

becoming water

vapor in the air

2. results of

evaporation

a. liquid water is

lost by the sea

and taken into

the atmosphere

as water vapor

b. heat energy is

transferred

1. when water

molecules

leave the

surface, they

take heat with

them

3. during

evaporation, only

water molecules

are removed

leaving dissolved

salts behind,

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increases salinity

III. Temperature and Depth

A. Factors that have a

major affect on the

density of water in

oceans

1. dissolved salts

a. add mass

2. temperature

B. In most place in the

sea, measurements

indicate a sudden drop

in temperature not too

far below the surface

1. thermocline

a. zone of rapid

temperature change

b. marks distinct

separation between

a warm surface

layer and colder

deep water

c. exists because there

is a density

difference between

warmed waters

from the heat of the

sun and the deeper,

less heated waters

below

d. water cannot mix

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easily

e. established at the

boundary zone

between upper and

lower layers of

water

f. changing conditions

can alter the depth

of the thermocline

or cause it to

disappear

completely

IV. Chemical Properties of

Water

A. Each year, rivers carry

about 400 million tons

of dissolved minerals,

including salts into the

ocean

B. Mineral from

1. weathered rocks

2. volcanic eruptions

3. atmospheric gases

that have dissolved in

the water

C. Some minerals used by

animals to create

1. shells

2. bones

D. formation of sediments

on the sea floor

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removes millions of

tons of material each

year

1. there is a balance

between the amount

of minerals coming

in and the amount

being removed.

E. Salinity

1. total amount of

dissolved solids

present in a sample of

water

a. oceans have a

salinity of 3.5%

with a range of 3.3

to 3.6%

1. when water

evaporates,

salinity

increases

2. when there is

heavy rainfall,

salinity decreases

b. not only are

minerals well

mixed throughout

the oceans,

pollutants can also

be found

everywhere

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1. DDT

2. lead materials

3. nuclear residue

2. dissolved gases in sea

water

a. same gases that

appear in

atmosphere are

dissolved in ocean

1. nitrogen

2. oxygen

3. argon

4. carbon dioxide

b. temperature has a

strong affect on the

amount of gas that

dissolves in water

1. cold water can

dissolve gases

better than warm

water

2. when there is an

excess of

dissolved gas in

water, it returns

to atmosphere

V. Sea Life

A. Plankton

1. free-floating

2. microscopic animals

a. phytoplankton

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1. microscopic

plants

b. zooplankton

1. microscopic

animals

B. Nekton

1. swimming organisms

C. Process that cause

deep water to move

upward

1. upwelling

a. when wind blows

steadily away from

shore along a

coastline, surface

water is moved out

to sea causing deep

water to replace it

2. overturn

a. when surface water

is chilled it

becomes dense and

sinks causing the

warmer water that

is underneath to

float

3. mixing

a. in shallow water,

wave action on the

shore may be

powerful enough to

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cause deep water to

mix with surface

water (can be done

by tides)

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Curriculum for Earth Science 16 Motions of The Sea




Skills

Prerequisite Skills

I. Motions of the Sea

A. Winds are created in

the lower atmosphere

by the sun’s energy

and are affected by

the Earth’s rotation

1. push the surface

waters of the ocean

into an ever

-changing pattern of

currents

a. gyres

2. gravitational forces

of the moon and sun

add to swirl the

waters through the

rhythm of the tides

3. difficult to trace

many of the motions

because they are

complex

B. Moving masses of

water can be identified

by their physical and

chemical

characteristics

C. Liquid water can only

be set into motion if it

receives energy

1. sun

a. heats up gases in

Earth Science

1.5 Explain how the




global atmospheric


winds.





absorption, and irradiation.

1.7 Provide examples of

how the unequal heating of

the earth and the Coriolis

Effect influence global

circulation patterns, and

show their impact on

Massachusetts weather and

climate, e.g., convection

cells, trade winds,

westerlies, polar easterlies,

land/sea breezes,

mountain/valley breezes.

1.8 Explain how the

revolution of the earth and

the inclination of the axis of

the earth cause the earth’s

seasonal variations


1. Identify the causes of sea

water movements.

2. Describe the patterns of

circulation near the sea

surface.

3. Describe the

characteristics and effects

of the gulf Stream.

4. Compare deep currents

with surface currents.

5. Describe the

characteristics of ocean

waves.

6. Explain how ocean

waves change near shore.

7. Identify the causes and

effects of a tsunami and

tides.

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the atmosphere

creating wind

patterns

b. winds are

responsible for

almost all the

surface currents

2. types of water

movement

a. vertical

1. up and down

movement caused

by changes in

salinity and/or

temperature

b. horizontal

1. surface currents,

usually caused

by winds

3. causes of water

movements

a. wind = surface

currents

b. density = deep

water currents

c. landslides (rare) =

turbidity currents

II. Patterns of Circulation

Near the Surface

A. Affects current

patterns

(equinoxes and solstices).






area.

1.10 Describe the various

conditions associated with

frontal boundaries and

cyclonic storms (e.g.,

thunderstorms, winter

storms [nor’easters],

hurricanes, and tornadoes)

and their impact on human

affairs, including storm

preparations.



including upwelling



Current and the gulf

Stream, and their




climate.




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1. winds

2. landmasses =

barriers

3. Coriolis Effect =

caused by rotation of

earth

B. Equatorial Current

1. westward current

found along the

equator

a. North Equatorial

Current

1. northern

hemisphere

(turns right toward

North Pole)

b. South Equatorial

Current

1. southern

hemisphere

(turns left toward

South Pole)

2. In the North, warm

waters move up the

east coast of the US

via the Gulf Stream

a. clockwise motion

III. Waves

A. Energy sources of

Waves

1. earthquakes


coastal erosion in

Massachusetts.

1.13 Explain what causes

the tides and describe how

they affect the coastal

environment.

1.14 Explain how scientists

study the earth system

through the use of a

combination of ground-

based observations, satellite

observations, and computer

models of the earth system,

and why it is necessary to

use all of these tools

together.

3.1 Explain that weather is

the most significant source

of erosion and how both

physical and chemical

weathering lead to the

formation of sediments and

soils, affect the shape of

rocks, and create specific

landscapes depending on

what weathering process is

dominant under a specific

climate.

3.2 Describe how glaciers,

gravity, wind, temperature

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2. underwater landslides

3. gravity of moon and

sun

4. changes in

atmospheric pressure

5. movement of ships

6. WIND

B. Swells

1. groups of large

waves that are alike

in size

a. can travel a

thousand miles

b. can determine

source

C. Characteristics of an

Ocean Wave

1. crest

a. elevated ridge

2. trough

a. depression on the

sides of a crest

D. Wave Description

1. Height

a. distance from the

bottom of the

trough to the top of

the next crest

2. wavelength

a. distance between

2 crests or troughs

changes, waves, and rivers

cause weathering and

erosion. Give examples of

how the effects of these

processes can be seen in

our local environment.

3.4 Describe the evolution

of the atmosphere.


oceans store carbon dioxide

as dissolved precipitates.

3.19 Trace the development

of a lithospheric plate from

its growing margin at a

divergent boundary (mid-

ocean ridge) to its

destructive margin at a

convergent boundary

(subduction zone). Explain

the relationship between

convection currents and the

motion of the lithospheric

plates.

Physics

1.6 Interpret and apply

Newton’s first law of

motion.


Newton’s second law of

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3. period

a. time it takes for 2

consecutive crest to

pass a given point

1. wave speed =

wavelength/period

4. wave does NOT

carry water particles

with it

a. circular motion of

particles

b. only energy moves

forward

E. Waves Near Shore

1. when a wave reaches

shallow waters

a. the movement of

the particles slow

down as they rub

against the sea floor

b. path of the wave is

now approaching

at an angle

1. refracted

a. refraction

causes the

incoming waves

to line up

parallel to the

shore

c. circular motion gets

motion to show how an

object’s motion will change

only when a net force is

applied.


Newton’s third law of

motion.

1.11 Understand

conceptually Newton’s law

of universal gravitation.

1.12 Identify appropriate

standard international units

of measurement for force,

mass, distance, speed,

acceleration, and time, and

explain how they are

measured.

2.1 Interpret and provide

examples that illustrate the

law of conservation of

energy.

2.2 provide examples of

how energy can be

transformed from kinetic to

potential and vice versa.

2.3 apply quantitatively the

law of conservation of

mechanical energy to

simple systems.

2.4 Describe the

relationship among energy,

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squeezed upward

creating a taller

wave-height

1. crest rises and

tumbles forward

into the trough

2. wave now called

a breaker

2. factors that determine

wave size

a. speed at which the

wind blows

b. length of time the

wind blows

c. distance the wind

blows across the

open water

1. fetch

3. stronger the wind, the

larger the wave

4. tsunamis

a. waves produced by

earthquake or

seismic

disturbances on the

sea floor

b. most destructive

wave type

c. not very tall

d. very long

wavelength

work, and power both

conceptually and

quantitatively.

2.5 Interpret the law of

conservation of momentum

and provide examples that

illustrate it. Calculate the

momentum of an object.

2.6 Identify appropriate

standard international units

of measurement for energy,

work, power, and

momentum.

3.1 Relate thermal energy

to molecular motion.

3.2 Differentiate between

specific heat and heat

capacity.

3.3 Explain the relationship

among temperature change

in a substance for a given

amount of heat transferred,

the amount (mass) of the

substance, and the specific

heat of the substance.

3.4 Recognize that matter

exists in four phases, and

explain what happens

during a phase change.

4.1 Differentiate between

wave motion (simple

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F. Tides

1. Occur due to the

gravitational pull of

sun and moon

2. follow a basic pattern

of 2 high and 2 low

tides every 24 hours

50 minutes

3. other conditions can

determine tides

a. unevenness of sea

floor

b. position of the

continents

c. size and depth of

basin

4. rise and fall of tides

produce strong

currents

a. tidal currents

5. when a wave of water

passes up a river

from the ocean

a. tidal bore

b. may be used as an

energy source

harmonic nonlinear motion)

and the motion of objects

(nonharmonic).

4.2 recognize the

measurable properties of

waves (e.g., velocity,

frequency, wavelength) and

explain the relationships

among them.


transverse and longitudinal

waves.


mechanical and

electromagnetic waves.

4.5 Interpret and be able to

apply the laws of reflection

and refraction

(qualitatively) to all waves.

4.6 Recognize the effects of

polarization, wave

interaction, and the Doppler

effect.

4.7 Explain, graph, and

interpret graphs of

constructive and destructive

interference of waves.


between the speed of a

wave and the medium it

travels through.

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Curriculum for Earth Science 17 Rock Record




Skills

Prerequisite Skills

I. Rock Record

A. Due to erosion and

weathering,

sedimentary rocks are

our best clues to

Earth’s history

B. Principle of

superposition

1. states that the rock

layers at the bottom

are older than the

rocks above

a. does not give age

2. revolutions

a. periods of

disturbance

1. folding

2. faulting

3. cause rock layers to

be distorted, twisted,

or turned upside

down, older layers

get pushed through

younger layers

4. uniformitarianism

a. same earth

processes directly

observed today

have occurred in

the past

b. processes are

Earth Science












climate.









3.8 Describe the rock cycle,

and the processes that are

responsible for the

formation of igneous,

sedimentary, and

metamorphic rocks.

Compare the physical

properties of these rock

types.


1. Explain the principle of

superposition.

2. Describe how this

principle relates to

conformity, unconformity,

and disconformity.

3. Explain how the half-life

of a radioactive element is

used to learn the age of a

rock.

4. Describe three means

other than radioactivity

used to measure geologic

time.

5. Describe several ways

fossils are formed.

6. Explain how fossils can

be used to relate rock layers

to one another.

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uniform, or the

same throughout

time

5. cross-bedding

a. movement of

sediments

horizontally via

wind or water

producing angled

layers

6. conformity

a. boundary between

two layers of rock

7. unconformity

a. when there are

faulted, or folded

layers eroded and

then covered by

new sediments

8. disconformity

a. when the older rock

layers have been

eroded and covered

by new sediments

1. means there is a

gap in the rock

record

2. examination of

sedimentary

rock composition

can give info on

3.9 compare the physical

properties and the mineral

combinations found in

rocks.

3.10 Explain how the

composition and

arrangement of atoms

determine a mineral’s


characteristics.

3.11 Describe the absolute

and relative dating methods


time, e.g., index fossils,

radioactive dating, law of

superposition, and cross-

cutting relationships.


of the solid earth in terms

of the major geologic eras.

3.13 Explain how seismic

data is used to reveal the

interior structure of the

layered earth.


data is used to locate an

earthquake epicenter.

3.15 Recognize the

magnitude values of

earthquakes as measured by

the Richter Scale and give

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the conditions that

existed at the time

of deposition

3. igneous rocks are

also helpful in

determining

sequence of rock

formation

9. cross-cutting

relationships

a. principle stating

that a fault or

intrusion is younger

than the rock it cuts

across

II. Measuring Geologic

Time

A. Methods based on

Radioactivity

1. one of the most

accurate ways to

determine the

absolute age of rock

is based on the rate of

radioactive decay of

certain kinds of

atoms

2. some chemical

elements have

unstable nuclei, they

go through changes

examples of relative

damage that would be

incurred at each magnitude.


magnetic field of the earth

is produced.

3.18 Explain how

paleomagnetic patterns,

preserved in rocks, provide

evidence of the earth’s

magnetic field over

geologic time.





ocean ridge) to its


convergent boundary




motion of the litlhospheric

plates.

Chemistry

2.3 Identify the major

components of the nuclear

atom (protons, neutrons,

and electrons) and explain

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by emitting some

electrically charged

particles along with

electromagnetic

energy

3. some elements lose

an “alpha particle”

which contains 2

protons and 2

neutrons

a. every time an alpha

particle is lost from

an element its mass

and atomic #

change

1. Uranium (U) has

an atomic # of

92 and a mass of

238, when it

loses an alpha

particle it

becomes

Thorium (Th)

with the atomic

# of 90 and a

mass of 234

b. some elements give

off a “beta particle”

which consists of 1

electron

1. when a beta

how they interact.

2.4 Understand that matter

has properties of both

particles and waves.

2.6 Describe the

electromagnetic spectrum

in terms of wavelength and

energy; identify regions of

the electromagnetic

spectrum.

2.8 describe alpha, beta,

and gamma particles;

discuss the properties of

alpha, beta, and gamma

radiation; and write

balanced nuclear reactions.

2.10 Describe the process

of radioactive decay as the

spontaneous breakdown of

certain unstable elements

(radioactive) into new

elements (radioactive or

not) through he

spontaneous emission by

the nucleus of alpha or beta

particles. Explain the

difference between stable

and unstable isotopes.

2.11 Explain the concept of

half-life of a radioactive

element, e.g., explain why

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particle is lost, a

neutron becomes a

proton, changing

the atomic # by +1

1. thorium has an

atomic # of 90

and a mass of

234, when it

loses a beta

particle, it

becomes

Protactinium

with an atomic #

of 91 and a mass

of 234

b. so, U-238 will

eventually become

lead (Pb-206)

through radioactive

decay

c. it takes 4.5 billion

years for an amount

of U-238 to

decrease by half

and the lost half is

changed to Pb-206

1. the half-life of

U-238 is 4.5

billion years

d. any rock that

contains U can be

the half-life of carbon

fourteen has made carbon

dating a powerful tool in

determining the age of very

old objects.


of an element’s position on

the periodic table to its

atomic number and mass.

3.3 Relate the position of an

element on the periodic

table to its electron

configuration.

4.1 Explain how atoms

combine to form

compounds through both

ionic and covalent bonding.

4.3 Relate electronegativity

and ionization energy to the

type of bonding an element

is likely to undergo.

4.4 Predict the geometry of

simple molecules and their

polarity (valence shell

electron pair repulsion).

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dated

1. igneous rocks

e. for shorter periods

of time, a

radioactive form of

carbon can be used

1. carbon-14 is

produced in the

upper atmosphere

and living things

absorb small

amounts of C-14

2. half-life of C-14

is about 6000

years

a. when things die,

they stop

absorbing C-14

b. radioactive

dating does not

tell you the

exact age of the

rock, just the

age of the

material in it.

B. Other methods

1. rate of erosion

a. great for recent

geologic features

2. rate of deposition of

sediments

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a. takes 4000 to

10,000 years for a

1’ thick layer of

sedimentary rock to

form

C. Varves

1. definite annual layers

of sedimentary rock

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Curriculum for Earth Science 18 Earth History




Skills

Prerequisite Skills

I. Earth History

A. 2 kinds of events make

up earth’s history

1. physical changes

a. include the changes

that altered the

earth and affected

the conditions on it

surface

1. began when the

earth became a

separate body

orbiting around

the sun

2. constant physical

changing of the

earth’s surface

was the cause of

#2

2. evidence of living

things over time

a. living things made

their appearances

b. most flourished for

some time and then

disappeared leaving

only traces of their

existence in the

rock

B. Earth’s calendar can be

constructed by tracing

Earth Science

3.8 Describe the rock cycle,

and the processes that are

responsible for the

formation of igneous,

sedimentary, and

metamorphic rocks.

Compare the physical

properties of these rock

types.

3.9 compare the physical

properties and the mineral

combinations found in

rocks.


composition and

arrangement of atoms

determine a mineral’s


characteristics.

3.11 Describe the absolute

and relative dating methods


time, e.g., index fossils,

radioactive dating, law of

superposition, and cross-

cutting relationships.


of the solid earth in terms

of the major geologic eras.


1. Explain how the

divisions of a geologic

calendar are determined.

2. List he names of the

divisions of the geologic

calendar.

3. Describe the events that

occurred during the

Precambrian era.

4. List the periods of the

Paleozoic era.

5. Describe the conditions

and life that existed during

each period of the

Paleozoic era.

6. Describe the tectonic

activity that occurred

during the Mesozoic era.

7. List the 2 periods of the

Cenozoic era.


and life that existed during

each period of the Cenozoic

era.

1. Climate affects life on

earth.

2. Earth’s history can be

divided into groupings

based on what happened

during a given time.

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the record that physical

changes left in the

earth’s rock

1. the end of one major

time period and the

beginning of another

on this calendar

marks a “geologic

revolution”

a. disappearance of

many living things

b. new forms of life

(better suited for

the new conditions)

replace the old

c. only 1/6 of the

earth’s history is

known well enough

to be included on a

calendar

1. largest unit of

time in the

geologic calendar

a. era

1. one era ends

and another

begins when

there is a

geologic

revolution

that causes a


data is used to reveal the

interior structure of the

layered earth.


data is used to locate an

earthquake epicenter.

3.18 Explain how

paleomagnetic patterns,

preserved in rocks, provide

evidence of the earth’s

magnetic field over

geologic time.





ocean ridge) to its


convergent boundary




motion of the lithospheric

plates.


how societies have been

affected by tectonic activity

(e.g., hazards from

eruptions and earthquakes,

bedrock type and soil

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widespread

change in

existing

conditions

2. different eras

are not all the

same length

of time

C. Eras

1. Precambrian era

a. oldest and longest

b. began when the

earth came into

existence

c. ended about

600,000,000 years

ago when fossils

show that life

became abundant

d. is divided into 2

major parts

1. Early

Precambrian

( no record of life)

2. Late

Precambrian

(1st faint record of

life)

e. from the

Precambrian to the

Present, we have 3

conditions, building

designs).

Biology

5.1 Explain how the fossil

record, comparative

anatomy, and other

evidence support the theory

of evolution.

5.2 Illustrate how genetic

variation is preserved or

eliminated from a

population through

Darwinian natural selection

(evolution) resulting in

biodiversity.


taxonomic system classifies

living things into domains

(eubacteria, archaebacteria,

and eukaryotes) and

kingdoms (animals, plants,

fungi, etc.).

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more eras

(4 total eras since

the beginning of

earth’s existence)

1. broken down into

smaller divisions

a. periods

D. Periods

1. separated from one

another by evidence

of crustal changes

and the presence of

characteristic fossils

a. usually named for

the location where

changes were best

observed

b. broken down into

1. epochs

E. Eras

1. Paleozoic era

a. lasted about

375,000,000 years

2. Mesozoic era

a. lasted about

155,000,000 years

3. Cenozoic era

a. covers the

remaining

70,000,000 years to

the present

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II. Division of Geologic

Time

A. Precambrian Era

1. world’s oldest rocks

show that the

ancestors of today’s

continents did exist 3

billion years ago

2. North America

a. rocks exposed over

a wide area of

eastern Canada and

parts of the US

1. Canadian Shield

a. contains large

deposits of

valuable

minerals

b. represents the

nucleus of the

North American

continent

b. nearly all

continents have a

center of

Precambrian rocks

from which they

formed

1. called “craton” of

a continent

a. can be exposed

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or buried

b. Grand Canyon

has been cut

through

younger rock

layers to reveal

the

Precambrian

rocks below

c. mostly

metamorphic

rock

1. evidence of

many forms of

volcanic

activity in the

rocks

c. glaciers show that

there were at least 2

ice ages in the late

Precambrian era

d. Precambrian rocks

lack fossils,

although simple life

forms may have

existed (those

without hard parts)

e. Precambrian rocks

show that mountain

building processes

took place along

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crustal plate

boundaries

f. at the end of the

Precambrian era,

there was only one

land mass

1. ancient

supercontinent

a. Pangaea

III. Eras and Periods

A. Precambrian Era

1. Early Precambrian

Period

2. Late Precambrian

Period

B. Paleozoic Era

1. Cambrian period

2. Ordovician period

3. Silurian period

4. Devonian period

5. Mississippian period

6. Pennsylvanian period

7. Permian period

C. Paleozoic Era

1. lasted about

375,000,000 years

2. Pangaea remained as

a single land mass

throughout this time

3. slow shifting of

Pangaea produced

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events that allow the

era to be divided into

periods

D. Periods

1. Cambrian period

a. earliest part

b. Pangaea was

mostly covered in

ice

c. almost all fossils

were from sea

dwellers

d. only simple forms

of plant life could

have existed on

land

e. remains of many

kinds of animals

without backbones

were buried, these

animals are called

invertebrates

1. jellyfish

2. snails

3. sponges

4. brachiopods

5. trilobite

a. most common

b. great index

fossil because

it’s span is

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until the

Permian period

2. Ordovician period

a. widespread changes

on land surfaces

1. parts of the

continental shelf

were flooded by

the sea and

much of what is

now North

America was

covered by

shallow seas

b. giant mountain

range grew along

the region that has

become the east

coast of the US

c. sea life continued to

develop during this

period

1. trilobites were

replaced by

mollusks (clams)

as well as

cephalopods

d. first vertebrates

(ancient fish)

3. Silurian period

a. a slow uplift of

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what was to be the

eastern coast of

North America

which changed the

interior land mass

into a large inland

sea

b. sea gradually

evaporated and a

large salt desert

was formed

c. earliest known land

animals first

appeared

1. small scorpions

and millipedes

that could breathe

air

4. Devonian period

a. development of

sea-dwelling

vertebrates that

began in the

Ordovician made

great advancements

during this period

b. some fish

developed the

ability to breathe

air

c. beginning of

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amphibians

d. large land plants

appeared

e. ended with the

formation of

mountains in

northern Maine and

eastern Canada

5. Mississippian and

Pennsylvanian

Periods

a. Pangaea drifted

northward

b. climate of the earth

became warmer

c. swampy forests

grew with large

ferns and horsetails

and the ancestors of

the modern trees

d. coal deposits were

made

e. together these

periods have been

called the

Carboniferous

period

f. land animals

continued to

develop

g. insects first

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appeared

h. reptiles first

vertebrates entirely

on land

i.. fish and sharks

became abundant

6. Permian period

a. most violent in

earth’s history

b. ancient

Appalachian

mountains

c. severe changes in

climate

1. inland sea of

North America

dried up leaving

behind a desert

d. trilobites became

extinct

e. reptiles became

dominant life forms

IV. Mesozoic era

A. Periods

1. Triassic period

2. Jurassic period

3. Cretaceous period

B. Pangaea began to

break up

1. first into

Gondwanaland and

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Laurasia

a. these broke down

further

C. burst in tectonic

activity greatly

influenced life on

earth

1. sea level rose 500

meters causing land

area to become

shallow seas

2. climate became warm

a. caused

disappearance of

many life forms

b. reptiles became

dominant life form

D. Triassic period

1. beginning of

Dinosaurs

E. Jurassic period

1. age of reptiles

2. reptiles were master

of land, sea, and air

3. ended with a

disturbance that

raised a chain of

mountains that

stretched from

Southern California

to Alaska (Rocky

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Mtns.)

F. Cretaceous period

1. dinosaurs still

dominated until the

near end of this

period

2. warm-blooded

animals began to

increase greatly

3. land plants similar to

trees and flowering

plants appeared

4. elevation of the

Appalachian Mtns.

V. Cenozoic Era

A. Tertiary period

1. Paloecene epoch

a. early morning of

the development of

modern mammals

b. mammals generally

small in size

c. first of the primates

thought to have

developed

1. small, tree

-dwelling

2. bushy hair

3. long tail

d. dinosaurs vanished

e. plants resembled

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modern plants

2. Eocene epoch

a. climate stable

b. mammals became

larger

c. rodents appeared

d. hoofed animals

developed

1. ancestor of the

horse made an

appearance

e. birds developed

f. whales developed in

the sea

3. Oligocene epoch

a. volcanic activity

widespread in

North America

b. climate colder

c. growth of grasses,

hardwoods, and

cone-bearing trees

d. first mammals

disappeared

replaced by more

modern forms

4. Miocene epoch

a. golden age of

mammals

b. climate was cool

and dry

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c. left abundant fossils

5. Pliocene epoch

a. closed the tertiary

period

b. series of mountain

-building and

Crustal

disturbances began

c. continued

development of

mammals

d. early forms of

human-like

creatures appear

e. continental glaciers

spread ice sheets

toward equator

1. large amount of

Earth’s water

locked in glaciers

f. widening of

existing bridges

between Asia and

Alaska

B. Quaternary period

1. Pleistocene

a. ice sheets advanced

and retreated at

least 4 times

b. climate colder and

harsher

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c. animals developed

adaptations to cold

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Curriculum for Earth Science 19 Air and Its Movement




Skills

Prerequisite Skills

I. Air and Its Movements

A. Atmosphere

1. layers of gases above

the earth

B. . Meteorology

1 study of the gaseous

region above the solid

earth

C. Greatest challenge in

meteorology

1. understanding the

effects of heat energy

in the atmosphere

II. Air

A. Composition of the

atmosphere

1. nitrogen

a. 78%

2. oxygen

a. 21%

3. aragon

4. carbon dioxide

5. trace amounts of

other gases

6. water vapor

a. influences the

amount of gases

7. solid particles

a. dust

b. smoke

c. salt crystals

Earth Science

1.5 Explain how the




global atmospheric


winds.





absorption, and re-

radiation.









cells, trade winds,


land/sea breezes,


1.8 Explain how the





1. List the materials that

make up the earth’s

atmosphere.

2. Describe air pressure and

the instruments used to

measure it.

3. Describe the chemical

balance of the atmosphere.

4. List several types of air

pollution and their effects

on earth.

5. Describe the effect of the

atmosphere on the solar

energy received by the

earth.

6. List the layers of the

atmosphere.

7. Explain how movement

of the air is caused by

heating the atmosphere.

8. Describe how the

rotation of the earth affects

the movement of air.

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III. Air Pressure

A. all gases held in place

by the earth’s gravity

giving it a weight of

14.7 pounds/sq. in.

B. Barometer

1. instrument that

measures air pressure

a. most common type

is the Torricelli

b. other types

1. mercurial

2. aneroid

IV. Chemical Balance of

Atmosphere

A. gases kept in balance

by biogeochemical

cycles

1. nitrogen cycle

2. carbon dioxide cycle

3. oxygen cycle

V. Air Pollution

A. main types of air

Pollutants

1. gases

a. that irritate

eyes, throats, lungs,

harm plants, and

even attack stone

and metal

2. solids

seasonal variations

(equinoxes and solstices)






area.










preparations.






current and the Gulf

Stream, and their




climate.



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a. especially from

automobiles

B. air pollution becomes

more serious when

weather conditions and

the topography of a

region prevent the

dispersal of pollutants

C. usually, with altitude,

temperature decreases,

when it increases it is

called a temperature

inversion.

1. caused by the warm

air trapping the

pollutants and

holding them close to

the ground.

VI. Atmosphere and the

Sun

A. Almost all of the

energy reaching the

earth from the sun is in

the form of

electromagnetic waves

1. as these waves enter

the earth’s

atmosphere, the very

short wavelengths get

absorbed by nitrogen

& oxygen molecules










climate.


of the atmosphere.

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a. X-rays, gamma rays

and UV rays

2. only longer

wavelengths of

visible light and the

infrared rays are able

to reach earth’s

surface and the lower

atmosphere

a. because the air is

denser and the gas

molecules crowd

closer together, light

gets scattered

b. some light rays get

turned back to

space

1. our sky is blue

because the blue

light gets most

affected by

scattering

c. infrared rays may

be partly absorbed

by water vapor in

the air and clouds

1. clouds may also

reflect infrared

rays back into

space

d. of the total amount

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of solar energy

which enters the

atmosphere, about:

1. 19% is absorbed

2. 36% is sent back

Into space

3. 46% actually

reaches the

earth’s surface

e. the amount of solar

energy reaching the

ground is affected

by:

1. clouds

2. dust in the air

3. latitude

4. season of the

year

3. 2 things that can

happen to rays that

carry solar energy

a. absorbed

b. reflected

c. this depends on the

type of surface the

rays encounter

4. Albedo

a. ability to reflect

light

b. earth’s albedo .35

1. when materials

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absorb infrared

rays they become

heated

c. water vapor and

carbon dioxide are

responsible for

absorbing the

longer infrared

rays that are

emitted by other

objects

1. this creates the

greenhouse effect

a. process of the

atmosphere

trapping the

sun’s heat over

the earth’s

surface

VII. Layers of the

Atmosphere

A. Each layer is

distinguished by

different temperatures

and composition

B. Layers

1. Troposphere

a. closest to the earth

b. weather occurs here

c. highest level of this

layer is the

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tropopause

1. higher at the

equator than at

the poles

2. Stratosphere

a. has a constant

temperature and

contains the ozone

layer

b. highest level of this

layer is the

stratopause

3. Mesosphere

a. temperature

decreases rapidly

with height until

the upper boundary

called the

mesopause

4. Thermosphere

a. temperature

increases steadily

5. Ionosphere

a. consists of the

upper mesosphere

and the

thermosphere

b. responsible for the

auroras

6. Exosphere

a. outermost layer that

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blends into the

vacuum of space

VIII. Winds

A. Movements of air

caused by heating

1. 3 ways heat can be

transferred to the

atmosphere

a. radiation

1. occurs when the

gases absorb

radiant heat

b. conduction

1. heat flows

directly to the

atmosphere when

the air comes in

contact with

anything that

contains more

heat

c. convection

1. movement of

gases of liquids

when they are

heated unevenly

a. it is the basic

factor

controlling the

movement of air

over the entire

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Earth

b. it is the main

cause of the

planetary

circulation

system

c. movement of

air due to

convection

takes place

when air is

heated by

radiation or

conduction

1. air that is

heated is less

dense and

lighter and

presses down

on the earth

with less

pressure so

there is lower

atmospheric

pressure

beneath a

body of warm

air

2. as cooler

denser air

moves into a

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low pressure

region, the

lighter warmer

air is forced to

rise

3. general

movement of

air is always

towards

regions of

lower

pressure

4. pressure

differences

caused by

unequal

heating and

resulting

convection

creates winds

d. because the

earth receives

more solar

energy at the

equator, the

atmospheric

pressure is

lower

1. pressure

differences

between air at

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equator & the

poles create a

general

movement of

the

atmosphere

e. air moves from

high to low

pressure there is

a general flow

from the poles

to the equator

and at higher

levels, there is a

return flow of

warm air from

the equator to

the poles

IX. Effects of the Earth’s

Rotation on Winds

A. all objects moving

over the earth’s

surface will veer off to

the right in the

Northern hemisphere

and veer off to the left

in the Southern

hemisphere

1. caused by Coriolis

Effect

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X. Earth’s Wind Patterns

A. doldrums

B. trade winds

C. subtropical high

D. prevailing westerlies

E. subpolar lows

F. polar easterlies

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Curriculum for Earth Science 20 –Atmospheric Moisture




Skills

Prerequisite Skills

I. Atmospheric Moisture

A. How water vapor

enters the air

1. difference between

water as a solid,

liquid, or gas is in


contained by the

water molecules

a. as heat energy is

added, molecules

are able to move

more freely and as

a gas

1. movement is

independent

2. calorie

a. is the amount of

heat required to

raise the

temperature of

1 gram of water

through 1

degree Celsius

at near freezing

temperatures

3. latent energy

a. heat energy that

is carried with

water vapor as

it enters the

Earth Science






and groundwater


transpiration.

Chemistry

6.4 Describe the conditions

under which a real gas

deviates from ideal

behavior.

Physics






1. Explain how water vapor

enters the atmosphere and

how it is measured.

2. Explain how water

leaves the atmosphere.

3. Describe cloud

formation.

4. List and describe the

various types of clouds.

5. Describe several causes

of precipitation.


needed for the various types

of precipitation to occur.

7. Describe several methods

used to measure

precipitation.

1. Elements recycle during

life cycles.

2. Aware that there are

different states of matter.

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atmosphere

b. sea is the main

source of

atmospheric

moisture

(evaporation)

4. transpiration

a. another source

of atmospheric

moisture

1. given off by

plants

2. small amount

of moisture

enters the air

from

volcanoes and

from burning

of fuels

B. Measurement of

atmospheric moisture

1. humidity

a. amount of water

vapor in the air

b. air’s ability to hold

water vapor

changes with

temperature

2. saturation value

a. amount of water

vapor a given

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amount of air can

hold

3. relative humidity

a. amount of water

vapor compared to

the saturation value

1. always given as

A %

4. psychrometer

a. instrument used to

measure relative

humidity using two

thermometers

1. one wet and one

dry

C. Condensation of water

Vapor

1. how water leaves the

air

a. as long as the water

molecule has its

latent energy, it

will remain in the

air

2. as the temperature is

lowered, the

capacity of the air for

holding water is

reduced

3. when relative

humidity is 100%,

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the temperature is also

known as the

a. dew point

1. any temperature

below the dew

point will result in

condensation

a. gas turning into

a liquid

4. dew and frost

a. dew

1. a form of

condensation that

is created when

heat radiates from

the grass and

ground causing

the temperature

to reach the dew

point

b. frost

1. formed when the

dew point is

below freezing

5. two other processes

can cool air

a. if a quantity of air

mixed with a mass

of colder air, a drop

in temperature will

result

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b. an upward

movement of air

(when air rises, it

expands because

pressure is

decreased causing

less collisions

between molecules

meaning less

energy and lower

temperatures

1. a downward

movement has the

opposite effect

6. adiabatic cooling

a. temperature

changes that take

place in air with no

additions or

withdrawal of heat

from the outside

II. Cloud Formation

A. Adiabatic changes are

an important factor in

cloud formation

1. a cloud can only be

formed when a body

of air is cooled below

its dew point

2. individual water

molecules must

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clump together

B. Types of clouds

1. high clouds

a. cirrus

b. cirrocumulus

c. cirrostratus

2. middle clouds

a. altocumulus

b. altostratus

3. low clouds

a. stratus

b. stratocumulus

c. nimbostratus

4. clouds with vertical

Development

a. cumulus

b. cumulonimbus

C. Fog

1. 3 types of fog

a. radiation fog or

ground fog

1. caused by the

radiation heat lost

by the earth

b. advection fog

1. produced by the

horizontal

movement of air

over a cool

surface

c. upslope fog

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1. produced by the

adiabatic cooling

of air as it moves

up a slope

III. Precipitation of

Moisture

A. Causes of precipitation

1. a cloud produces

precipitation when

its droplets or ice

crystals become large

enough to fall as rain

or snow

B. 2 ways to reach the

precipitation stage

1. larger droplets

continue to grow by

coalescence until

they contain several

million times as

much water as a

single cloud droplet

2. each microscopic ice

crystal grows by

capturing and

freezing water which

evaporates from its

neighboring water

droplets

C. Other types of

precipitation

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1. drizzle

a. the only other type

of liquid

precipitation

1. occurs when

cloud or fog

droplets fall to

earth because the

air is very still

2. snow

a. will occur if the ice

crystals fail to melt

before they reach

the ground

b. 3 types of ice

crystals

1. needles

2. plates

3. branching

crystals

3. sleet

a. occurs when rain

falls through a layer

of freezing air

4. hail

a. when raindrops are

frozen into ice

pellets

1. layers of ice

accumulate

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D. Measurement of

Precipitation

1. rain gauge

a. container which

measures the depth

of the rain water it

collects

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Curriculum for Earth Science 21 - weather




Skills

Prerequisite Skills

I. Weather

A. What is weather?

1. sum of all the

properties of the

atmosphere –

temperature,

pressure, humidity,

and winds – at any

particular time

2. almost all weather

changes are the result

of the unequal

heating of the earth’s

atmosphere

3. temperature

differences in the

atmosphere play a

key role in the earth’s

weather pattern

4. many of earth’s

changes in weather

originate at high

altitudes between the

poles and the equator

5. cold air moves from

the poles to the

equator along the

earth’s surface while

warm air moves from

the equator to the

poles at higher

Earth Science

1.5 Explain how the




global atmospheric


winds.





absorption, and reradiation.

1.7 provide examples of








cells, trade winds,


land/sea breezes,


1.8 Explain how the




seasonal variations


1. Describe the origin of air

masses.

2. Name the air masses that

influence North American

weather.

3. Explain how weather

fronts form.

4. Describe the methods

and instruments used to

observe weather.

5. Describe how to make a

weather map and forecast

weather.

6. Explain how local

weather phenomena

develop.

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elevations

6. as cold air moves

along the surface, it

pushes warm air

upward

a. where the 2 bodies

of air collide, storm

centers are

produced

b. weather changes

are largely brought

about by movement

of giant bodies or

masses of air

moving in response

to the earth’s

general wind

patterns

II. Air Masses

A. air mass

1. body of air covering

millions of square

miles of the earth’s

surface with nearly

the same temperature

and humidity

2. an air mass is created

when a large body of

air remains relatively

stationary over a

body of land or water

(equinoxes and solstices)






area.










preparations.






Current and the Gulf

Stream, and their




climate.




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for some time

a. if over the arctic

plains of North

America, the air

mass is cold and

dry

b. if over a tropical

ocean, the air mass

is warm and moist

3. air masses are

classified according

to their source

regions

a. a system of letters

is used to designate

the source and

characteristics of

the air mass

1. (P) is polar and

cold

2. (T) is tropical and

warm

3. (m) is maritime

and moist

4. (c) is continental

and dry

b. There are 4 main

types of air masses

based on this

system

1. mP


coastal erosion in

Massachusetts.












climate.














and groundwater


transpiration

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2. mT

3. cP

4. cT

c. once an air mass is

formed, it moves

away from its

source

1. an air mass is said

to be cold if it is

cooler than the

surface over

which it is

moving

2. an air mass is said

to be warm if the

temperature is

higher than the

surface over

which it passes

d. North American

air masses

(those that strongly

affect the weather

of North America)

1. 7 main source

regions

a. Polar Canadian

(cP)

1. formed in

Northern

Canada and

Biology

6.1 Explain how biotic and

abiotic factor cycle in an

ecosystem (water, carbon,

oxygen, and nitrogen).

6.4 analyze changes in an

ecosystem resulting from

natural causes, changes in

climate, human activity, or

introduction of non-native

species.

Chemistry

6.4 Describe the conditions

under which a real gas

deviates from ideal

behavior.

7.3 Describe the dynamic

equilibrium that occurs in

saturated solutions.

Physics

3.1 Relate thermal energy

to molecular motion.

3.2 differentiate between

specific heat and heat

capacity.


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moves

southeasterly

b. Polar Pacific

(mP)

1. formed over

the northern

Pacific Ocean

and moves to

the Pacific

coast

c. Polar Atlantic

(mP)

1. formed over

the northern

Atlantic

Ocean and

moves

eastward

towards

Europe

d. Tropical

Continental

(cT)

1. formed over

Mexico and

Southwest

US and

affects the

US only

during the

summer

among temperature change

in a substance for a given

amount of heat transferred,

the amount (mass) of the

substance, and the specific

heat of the substance.





4.6 Recognize the effects of

polarization, wave

interaction, and the Doppler

effect.

5.1 Recognize the

characteristics of static

charge, and explain how a

static charge is generated.


coulomb’s law.

5.3 Explain the difference

in concept between electric

forces and electric fields.

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e. Tropical gulf &

Tropical

Atlantic (mT)

1. formed over

the Gulf of

Mexico and

the South

Atlantic and

move north

across the

eastern US

f. Tropical Pacific

(mT)

1. formed over

warm parts

of the Pacific

Ocean and

rarely

reaches the

Pacific coast

of the US

III. Weather Fronts

A. Front

1. a definite boundary

between two air

masses

a. 2 air masses have

different

temperatures or

densities, they do

not mix

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b. colder of the 2 air

masses is denser

and will always lift

the warm air

2. types of fronts

a. cold front

1. when a cool air

mass overtakes

warmer air

b. warm front

1. when warm air

advances over the

edge of a mass of

cold air

3. cold fronts

a. friction against the

ground piles the

cold air mass into a

steep slope

b. cold air mass will

push the warm air

upward creating

cloud formation if

the warm air is

moist

1. cumulus

2. cumulonimbus

c. storms caused by a

cold front are

usually short and

violent (depends on

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the speed and force

of the cold air mass)

1. a long line of

heavy

thunderstorms,

called a squall

line, may be just

in front of the

fast moving cold

front

2. a slowly

moving cold

front lifts the

warm air ahead

less rapidly,

producing a less

concentrated

area of

cloudiness and

precipitation

4. warm fronts

a. slope is very

gradual

b. clouds may extend

far beyond the base

of the front

1. stratus

c. heavy but not

violent

precipitation over a

large area

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5. anticyclone

a. region of high

pressure

1. winds move

outward

2. moves in a

clockwise

direction

3. brings clear

weather

6 polar front

B. Storm centers formed

by fronts

1. wave cyclones

a. storm centers

formed at frontal

boundaries

1. not to be

confused with

tropical cyclones

(hurricanes),

tornadoes

2. consists of a very

large body of air

3. winds blow in a

circular path

toward low

pressure regions

at the center

4. may cover large

parts of an entire

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continent

5. may take 12 – 24

hours to develop

6. in the Northern

Hemisphere, they

move easterly at

30-40 mph

7. follow a well

established path

8. winds circling

into the low

pressure center

provide the

amount of moist

air needed

b. cyclone

1. region of low

pressure

2. winds move

inward toward the

low pressure

3. moves counter

-clockwise (in the

Northern

Hemisphere)

4. brings

Precipitation

C. stationary fronts

1. occur when both a

cold front and a

warm front come to

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a stand still for

several days

2. weather is similar to

a warm front

3. clouds that are

produced are

altocumulus

D. occluded fronts

1. occur when cold air

is replacing cool air

or vice versa at the

surface, with warm

air above

IV. Weather Instruments

A. to study meteorology,

the science of the

atmosphere, you need

to make accurate

observations

1. temperature

a. Celsius

b. Fahrenheit

2. pressure

a. measured in

milibars (mb)

3. precipitation

a. in millimeters (mm)

or in hundredths of

inches

4. wind speed and

direction

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a. anemometer

b. in meters per

second, miles per

hour, or in knots

(1.15 miles per

hour)

c. direction is the

direction from

which it comes

(see p. 467)

d. must get conditions

from ground level

as well as upper

level conditions

e. radiosonde

1. measures upper

atmospheric

temperature,

pressure, and

humidity

f. radar

1. can show location

and extent of

storms

V. Weather Map

A. Station model

1. circle on the map

using symbols and

numbers to describe

weather conditions

2. lines connect areas of

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equal pressure

a. isobars

3. detailed forecasts

cannot be made

beyond 48 hours

4. computers generate

plausible conditions

for up to 30 days

(cannot forecast

accurately for

particular locations)

B. Local weather

1. map shows only

large-scale weather

systems that affect

large areas of the

earth’s surface

2. weather instruments

only register the

slower changes in

atmospheric

conditions

3. breezes

a. land and sea

b. due to unequal

heating

C. Hurricanes

1. develop over warm,

tropical sea water

near the equator

2. resemble the wave

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cyclones, but are

smaller in diameter

3. see p. 473 photo

D. Thunderstorms

1. small-scale upward

movement of warm

moist air

2. 3 stages of

Development

E. Tornadoes

1. smallest

2. most violent

3. short-lived storm

4. most likely to occur

on a warm, humid

day when the sky is

filled with heavy

thunderclouds

Earth Science 15 Sea Water - chicopeeps.org Science_HS_15-21.pdf · Curriculum for Earth Science 15...

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