Earth Science Projects

Mary R. Stallard, Pheobus HS, Hampton, VA

with appreciation to Michael Stark, Schuylerville (NY) HS and Michael J. Passow, Dwight Morrow HS, Englewood, NJ

Choose any ONE of the 12 projects listed below, and do all parts stated for that particular project. Be sure to answer all questions as well. All projects are worth the same amount of credit, so you may choose any one you wish. This project is due, completed, January 7,2008 , no exceptions. If you have any questions at all, please do not hesitate to ask me. Again, do only ONE of the following:

Important Notes:

1- Many of the places to be visited in some of the projects have websites that give

you directions, special events, stuff to do, and discount coupons, so check online!

2- ALL PROJECTS REQUIRE A TYPED BIBLIOGRAPHY OF YOUR SOURCES!!

3. Here are some guidelines and suggestions to help you in designing a project to develop and demonstrate skills in researching a problem about Earth Science:

     a. Your idea must be approved by the teacher.  Focus on one specific objective.

     b. Choose a topic of interest to you. 

     c.. You will need to give an             oral presentation describing your project in class. 

     d.  You may work individually or in a pair.  If you work with a partner, both must 

            contribute equal effort, and both will receive the same score. 

     e. You must include appropriate references and acknowledgments.  If adults help

           you, they must be credited for  their contributions.  But the final product must be 

          your work.

     f. Plagiarism is cheating. You will receive a zero if you steal other people’s work.

     g. Things that DO NOT BELONG in your report: “I learned a lot about.... I hope you

            like.... I did a lot of work...       I had a lot fun....”   I will assume that all of these

            are true and therefore do not need to be stated.

1. Weathering album:

There are 2 major forms of weathering- physical and chemical. Within each there are

several different examples. I have listed them below.

 a) Start by explaining what weathering is in general.

 b) Then, describe the difference between physical and chemical weathering.

 c) Next, take the list (below) of different examples and briefly describe each. Be sure

to tell whether each one is an example of physical or chemical weathering.

Forms of weathering:

1) carbonation (carbonic acid rain), 2) oxidation, 3)freeze-thaw (ice Wedging or frost

action), 4) root wedging, 5) pollution acid rain, 6) abrasion, 7) plant acids (plant action),

8) pressure unloading, 9) human actions, 10) reacting with water (dissolving, hydrolysis)

d) Finally, travel around your house, neighborhood, town, or vacation location. Take some pictures of at least 3 examples from each category of weathering. You may substitute amaximum of 1 picture (from each category) from the Internet, if you are having a hard time finding 3 of your own, or you need some ideas for what to photograph. All pictures should be labeled as to what they are and where they taken

e) Create a nice album for your pictures and information.

2. Family field trip to Moorefield Mine, Amelia, VA. In the vicinity of Amelia,Virginia are world famous granitic pegmatites (Morefield, Rutherford, and 70 other mines and prospects) that have yielded gem-quality green amazonite (variety of microcline feldspar) and over 50 rare and exotic pegmatite minerals. Amethyst, garnet, quartz, topaz and the blue-grey moonstone can be found with little effort.

Take pictures of yourself at the mine and pictures of the sluicing process and of the area around the creek bed.

Research and report on the history of the mine and give a detailed account of pegmatite formation. Identify your minerals and make a display to share with the class.

3. Family field trip to Chippokes Plantation State Park and the Chuckatuck Quarr or Calvert Cliff’s State Parky, You can collect huge, very well preserved Chesapecten shells (fossil scallops) and shark’s teeth.. Chippokes Plantation State Park has three different rock units spanning 3.5 million years exposed on the cliffs along the James River. Guided fossil hunting trips are available. . Then proceed to the fossil pits south of Smithfield near the town of Chuckatuck. Over 200 species of well-preserved fossil marine shells, 3 million years old, can be collected there. Calvert’s Cliffs is world-famous for fossil whales and porpoises. and sharks’ teeth ranging in size from barely visible to Miocene monsters, 5 inches long. 

Take pictures of yourself along the cliffs and at the quarry. Research and report on the geologic history of the area, specifically the Miocene Epoch.  Identify your fossils and make a display of your fossil collection.

4. Graveyard Challenge:

There are 2 very common rocks that have been used for hundreds of years to make

gravestones, those being marble and granite. They are about the only 2 rocks you will

ever see in a graveyard. Your task will be to confirm this relationship and discover why.

a) Is marble sedimentary, metamorphic, or igneous? How is marble made? (give details)

Is granite sedimentary, metamorphic, or igneous? How is granite made? (give details)

b) Go to a cemetery. Look at several gravestones (minimum of 8), granite and marble,

both old and new. Please be respectful of where you are! Do no harm to the area!

c) Which of the 2 rocks are mostly used for older gravestones? granite or marble?

Which of the 2 rocks are mostly used for newer gravestones? granite or marble?

Prove it by recording in a chart the dates the gravestones were placed (when the

people died) and the type of stone used.

d) Find out why are most of the newer gravestones are made from that particular type of

rock? Or why is the other stone not used for stones now? Be specific; give details.

(hint: visit or talk to a company that makes and sells them? Look online?)

e) Besides general wear, there are at least 2 other visual clues as to what might be

attacking gravestones made from one the 2 rock types. Describe what the clues are

and which stones show it.

f) Take some photographs to illustrate some of your answers to (c) and (e) above.

5.  Family field trip to Luray Cavern or Skyline Cavern(choose either one)-

The formation of caves is a very important story you need to know and understand.

It involves weathering, erosion, and even some deposition. Your task is to describe

in detail how most caves form, using diagrams and pictures to help explain your answers.

Visit either one of the caves; they are both great fun!

a) What rock are most caves made of? This particular rock is really susceptible to

weathering. What is weathering? Which general form of weathering is primarily

involved with cave formation- physical or chemical weathering? Explain your choice.

b) The specific type of weathering forming caves is called carbonation (also called

carbonic acid rain). Find out what that is and explain it. Also, explain why the rock

in your answer to (a) is so easily weathered by this process and other rocks are not.

c) The agent of erosion forming caves is ground water. What is erosion? Explain how

erosion by groundwater helps in the formation of caves?

d) Ok, so now it’s time to put (a), (b), and (c) together and describe, in detail, how most

caves are created. Please use at least labeled diagrams (your own) to illustrate some

of what you are describing.

e) Sinkholes are the “first cousins” of caves. They form in almost the exact same way

as caves except for one major difference. What is a sinkhole? Compare and contrast

caves vs. sinkholes in terms of how they are made. Find a picture of some.

f) Finally, there is the process of deposition. Briefly describe what it is. Then, explain

what stalactites and stalagmites have to do with deposition and caves.

g) Add pictures from your trip to help illustrate any of your answers.

6.   Weather Project: Obtain weather data from an online source for a location during a three-month period and present a written and graphical analysis..

7. Weather Project: Collect weather data from at least four locations over a three-month period, and make a written and graphical comparison.

8.A Local Issue: Make a presentation about beach erosion, the development of White Marsh Beach or other local problem. Address the problem’s source, what can be done, or the pro’s and con’s of developing White Marsh. Write a thorough report.

9.Oceanography: Use online sources to investigate weekly changes in sea surface temperatures, salinity, nutrients or other variables in the Chesapeake Bay. Make a graphical and written analysis.

.

10. Astronomy: Observe and record the evidence of changes in the appearance and location of the moon over a 3 month-period.

1. Choose a specific time to make your observations. Choose an  evening time such as 8 pm, 9 pm or 10 pm.

2. Find a location with as clear a view as possible of the southern sky. When facing south, you should be able to look east (to your left) and west (to your right) without any major obstacles blocking your view. (NOTE: If you do not have a compass to determine directions, call the direction of the setting Sun WEST)

3. Pick a spot for viewing that you will be able to find each time you make an observation. Push a stick or stone into the ground, or make a scratch or chalk mark on a paved surface to help you find the spot. Make all your observations from this location

4. On a sheet of paper, draw the horizon features. Include buildings, trees, power lines, hills, and anything else that falls into your field of view. Mark east, south, and west along your horizon. Place south in the center of your drawing. Write the location (neighborhood and/or street name) of your observation spot on this chart. Bring your drawing to class for me to check.

5. Draw the shape of the Moon on your observation sheet, and place it where it appears in the sky. If there are any bright stars or planets nearby, include them in your drawing. Write the date next to the drawing of the Moon.

6. Keep a data table with the date, moon color, weather and a drawing of the moon’s shape.

7. After your observations are complete, transfer the information from your data sheet of paper that features the horizon and moon phases onto poster boards.

8. Answer the following questions after completing all of your observations:

 1. As seen from the earth, the moon drifts eastward relative to the stars; that is, on a

    given night the moon appears eastward of its position the night before at the same

    time. Through what angle does the moon move eastward each day relative to the

    stars?

 2. As seen in the sky, was the Moon getting farther from or closer to the Sun or did it   

     seem to stay in the same position with respect to the Sun?

 3. Over the period of your observations, did you see more or less of the “lit-up” part

     of the Moon as it changed its position with respect to the Sun?

 4. Why did the Moon’s position in the sky change as it did?

 5. Why did the Moon’s apparent shape change as it did?

 6. How many minutes later does the moon rise each day?

 7. How many minutes does high tide advance each day?

 8. What is the correlation in time  between moonrise and the time of high tide?

 9. Is the Moon in the same place in the sky at the same time every night?

10. How does the appearance of the Moon change from one night to the next?

11. Scrapbook: “The Appalachian Mountain Family Album”:

Intro: The Appalachian Mountains have a long and complex history, but a fair amount of that history is known. There is a very interesting fact about the Appalachian Mountains; the ones we see now are not the original ones, they are actually the second generation to appear, kind of the“children”.

Task:

1. Create a family album on the life story of the Appalachian Mountains inVirginia.

2- Include in the paper/album things like: “newspaper clippings”, “birth announcements”,

“obituaries”, pictures, diagrams, etc.

3- Answers the questions that follow.

Questions to discuss:

1) Family history- Early Appalachian -

A- How old were the original mountains? What time period? Era?

B- How were they formed? How did they “die”? (how did they disappear?)

C- Plants/animals around at the time? Other interesting info?

2) Family history- Newer Appalachian -

A- Where were they formed?

B- How were they formed?

C- When were they formed? How long ago? Time period? Era?

D- Stats: size? Type of rocks? Structure?

E- Names of some of the “children”?

F- Any pictures, maps, diagrams, samples collected from a visit?

G- How fast are they growing? Rate of growth?

H- Any other interesting stories about their life? About the history of the

Appalachian Mountains

I- Name some of the relatives that live near by- plants, animals.

12. Weather Study

A) Use any one of the following methods to collect your data:

- Watch the weather portion of the local news every night for 5 days straight OR

- Read the weather section of the local newspaper (make sure you can find the data below) OR

- Go online and locate a local tv station’s web site- go to the weather page and find the local

weather map…click on Hampton, Norfolk, or any nearby town (use the same one each day)

B) Create a chart and record the following data for a city or town nearby, for 5 days in a row:

Present temperature (not high or low), barometric (air) pressure, relative humidity, dew point temp.,wind direction, wind speed, weather (cloudy, clear, rainy, etc.)

C) For each question that follows do the following:

- describe the relationship you observe, based on the data you’ve collected in your chart, then,

- create a simple graph to illustrate that specific answer.

Here are the questions you need to answer using your data, and graph your responses. (If you do not see a pattern in all 5 days, but do perhaps see one in 3 – 4 days, go with it! If no pattern appears to exist, respond by describing what relationship you think should have resulted, and then graph that one. Do not leave any question blank! Put all your answers on a separate sheet, not on this one. ):

1) What is the relationship that exists between temperature and pressure?

2) What is the relationship that exists between temperature and relative humidity?

3) What is the relationship that exists between temperature and wind direction?

4) What is the relationship that exists between pressure and type of weather?

5) What is the relationship that exists between relative humidity and type of weather?

6) What is the relationship that exists between changes in pressure (how much it changes between 2 consecutive days) and wind speed?

7) Choose any given day and look at the difference between the present temperature and the dew point temperature. Then look at the type of weather. Now do the same for other days. What is the relationship that exists between that difference in temps and the type of weather? (In other words, as the present temp and the dew point get closer together or further apart…the better or worse the weather?)

D) Define the following terms:

Relative humidity / dew point / air pressure / weather / wind / cold front / warm front

E) Get 3 consecutive days of a newspaper and cut out the weather maps. Answer the questions below:

1) what does a warm front look like?

What does a cold front look like?

2) Look at the maps. What can you say, in general, about the kind of weather around a cold front?

Look at the maps. What can you say, in general, about the weather around a warm front?

3) Usually on any of these maps there is an L (low pressure) and a H (high pressure).

Look at the maps. What can you say, in general, about the kind of weather around the L?

Look at the maps. What can you say, in general, about the kind of weather around the H?

4) What is the apparent relationship, based on the maps, between the weather and the pressure system at the time?