zilongwang/ReadingBank huggingface dataset:
D Recognition and basic understanding of some geographical concepts. Some awareness and understanding of aspects of the natural, built, economic, or social characteristics of places. Basic consideration and description of the interactions between, and interdependence of, people and environments at local, national, or global levels. Superficial consideration of information to describe possible outcomes and recommendations. Some development and application of geographically significant questions to frame an inquiry. Some application of different geographical skills, which may include the use of spatial technologies. Basic communication of some geographical information, using occasional subject-specific terminology and visual representations. E Identification of one or more geographical concepts. Emerging awareness of aspects of the natural, built, economic, or social characteristics of places. Brief or attempted description of the interactions between, or interdependence of, people and environments at local, national, or global levels. Description of information linked to a possible outcome or recommendation. Attempted development and application of geographically significant questions to frame an inquiry. Limited application of geographical skills. Attempted communication of geographical information, with limited use of subject-specific terminology or visual representations. Support materials Assessment Integrity The SACE Assuring Assessment Integrity Policy outlines the principles and processes that teachers and assessors follow to assure the integrity of student assessments. This policy is available on the SACE website (www.sace.sa.edu.au) as part of the SACE Policy Framework. Resources for teachers: Student work samples and explanatory videos Australian Curriculum: Geography Mr Malcolm McInerney Australian Curriculum: Geography Year 10 Work Samples Australian Curriculum: Geography – Resources for Year 10 teachers from the Leading Learning Series – Making the Australian Curriculum work for us
Where do I live? Criteria A B C D E The student work demonstrates evidence of: Ability to label and recognise the major geographical features of the world on a world map I can recognise and label all of the major geographical divisions of the world I can apply my knowledge of the major geographical divisions of the world using a map with a different projection I can recognise and label most of the major geographical divisions of the world – Continents and oceans without using a reference map I can recognise and label the major geographical divisions of the world – Continents and oceans by using a reference map I can recognise and label the major geographical divisions of the world – Continents and oceans by using a reference map with some errors. Without support I cannot recognise and label the major geographical divisions of the world – Continents and oceans by using a reference map. Ability to describe an address using a variety of scales I can explain the lines of my address and give information about its location and features (home, street, suburb/town, state, country, continent, hemisphere, coastal, tropical and the Aboriginal and Torres Strait Islander place name) I can explain the lines of my address and also give information about the location of Australia (home, street, suburb/town, state, country, continent, hemisphere and the Aboriginal and Torres Strait Islander place name) I can explain the lines of my address (home, street, suburb/town, state, country and the Aboriginal and Torres Strait Islander place name) I can explain the lines of most of my address (home, street, suburb/town, state, country) I am unable to explain the lines of my address (home, street, suburb/town, state, country) Feedback Signed: Date:
Geography and Rural Social Structure in Pre-industrial England We measure social structure and inequality for rural English parishes using the ratio of male farmers to all men employed in farming in 1831. In Figure 1 the yellow squares show parishes and townships with fewer than 1 farmer per 10 male farm workers. The black squares show parishes and townships with more than 5 farmers per 10 adult males in farming. There was a marked difference in social structure across regions. In the of England a large proportion of the population in rural areas comprised landless labourers, working for wages. In the north-west the majority of the rural adult male population comprised independent farmers, working for themselves. Even in the small compass of rural England there were differences in social structure that echoed those between pre-industrial North America and the Caribbean and Latin America. Figure 1: Social Structure in Rural England, 1831 Notes: In parishes shown as black squares at least half of the adult male population engaged in farming was listed as a farmer in 1831. In parishes shown as yellow squares the corresponding farmer share was less than 10 percent. Source: British Parliamentary Papers, 1833. Ordnance Survey, Gazetteer of England and Wales (parish grid coordinates). Figure 2: High and Low Degree Days above 10° C Notes: Yellow = more than 800 degree-days above 10º C. Black = less than 675 degree days above 10º C. Sources: Smith, 1976. Ordnance Survey, Gazetteer of England and Wales.
‘Approaching’ Grade 1 Grade 2 Grade 3 I can answer questions verbally and in writing using information I have in front of me. I can match definitions to the correct meanings with no help. I can draw simple graphs without the use of a template. I can usually label the axis and give graphs a suitable title. I can understand basic map symbols on OS maps. I can remember basic geographical facts from the topics I have studied. I can use this information to correctly answer questions verbally and in writing. I can draw simple graphs without a template and label the axis without error. I can use basic map skills such as compass directions and map symbols. I can use my Geographical knowledge to describe processes such as the formation of a waterfall. I can use information to form a sequence of events such as how an earthquake occurs. I can use simple Geographical terminology in my answers. I can draw graphs perfectly with no assistance. I may need assistance with more complicated graphs such as climate graphs. I can use a range of map skills including 4 figure grid references, direction and symbols I can use my Geographical knowledge to explain why processes take place. For example why earthquakes happen. I can use Geographical terminology with some mistakes in my answers. I can draw more complicated graphs well, such as climate graphs. I can use a wide range of map skills including 6 figure grid references, scale and direction.
Quick Method of Units To change cm into km, move your decimal five places to the left. ex. 550 000 cm = 5.5 km Practice 1. Make the following conversions using the shortcut method. a) 27 000 cm = km c) 7 500 cm = km b) 330 000 cm = km d) 2 426 000 cm = km Section C: Changing from Scale to Scale It is easiest to calculate distance using a Stated Scale, but most maps don’t include Stated Scales. So, to change Ratio Scale into Stated Scale, do the following. Write the Ratio Scale. 1:550 000 Change it to a Stated Scale. 1 cm = 550 000 cm Change the Stated Scale Units from cm into km, by moving your decimal ______________ to the left. 1 cm = 5.5 km Practice 2. Find the ratio scale of the map in the Nystrom Atlas and change it to a stated scale. Ex. p108 1 : 17 400 000 1 cm = 17 400 000 cm 1 cm = 174 km a) p40 b) p49 c) p64 d) p96 Section D: Solving scale questions using . Now that you know how to change a ratio scale into a stated scale, you can calculate the real distance between two places shown on a map. To do so though, you need to know how to Practice 3. Solve these questions using cross-multiplication.
HISTORY: 8. Where did the Aborigines come from? 9. Describe Aboriginal culture: 10. What do the Aborigines and the Aztec/Inca have in common? 11. Which weapon did the Aborigines invent? 12. Which country’s culture had the greatest impact on the language & religion of Australia? 13. What advantages did the British have over the Aborigines? 14. Why did the British want to start a colony in Australia? 15. Who were the first settlers in Australia? When did they colonize the country? 16. What did the British do to the Aborigines?
“Celebrity Travel” table number three. Pupils read the table. 25 min Complete the sheet number three. Split the class into pairs. The teacher moves between the groups and helps if necessary. Pupils choose their celebrity and plan a fun summer day out. Pupils complete the written task. 10 min Pupils introduce their celebrity and their planning. Whole class The teacher helps to correct errors and will display finished works. Pupils listen to each other. Pupils read their written production.
PREP YEAR ONE YEAR TWO YEAR THREE YEAR FOUR YEAR FIVE YEAR SIX K&U Skills K&U Skills K&U Skills K&U Skills K&U Skills K&U Skills K&U Skills Geography Content Description Checklist (Prep-Year 6)
Take Away Homework Topics for the month of April: The Murray river , Mountains and weather& The growth of cities GRADE6 THE MURRAY RIVER: Compare river Murray with another river. Make a Venn diagram to show three similarities and three differences.(e.g. physical location, it’s length, habitat found near the rivers etc.) MOUNTAINS AND WEATHER List down the causes and effects of weathering. use a graphic organizer to consolidate the information. THE GROWTH OF CITIES Make a picture album and stick 5 picture of different places to show past and present. Write short notes to tell how these cities were changed. THE MURRAY RIVER: Research about the ‘snowy river scheme’ and list down at least six facts about it. MOUNTAINS AND WEATHER Collect and cut out five newspaper cutting to show how the weather affects our lives. THE GROWTH OF CITIES Design what a modern city in future 2030 would look like? You can draw or create a 3-d image to show new buildings, new mode of transport etc. THE MURRAY RIVER: Why river Murray is important? State some of the sports and leisure activities that takes place every year on the river. MOUNTAINS AND WEATHER How is a rain shadow formed? Explain with the help of a diagram. THE GROWTH OF CITIES There’s a clear distinction between the urban rich (townhouses constructed around newly laid-out green squares) and the urban poor (slums or along rivers)
Geography (At the end of this unit you should know, understand, and be able to do the following :) Know Understand Do Geographic Tools Prime Meridian latitude longitude degree equator legend cardinal directions grid intermediate directions scale compass rose symbols Physical Characteristics region boundary landform plain plateau fall line valley ridge glacier port tributary harbor peninsula climate elevation soil continents hemisphere country state county borough Human Characteristics rural urban suburban culture population heritage density ethnicity religion Geographic Tools Geographic tools help you locate places on a map. Physical Characteristics They have a global address. Pennsylvania has 5 distinct physical regions. Human Characteristics Pennsylvania has cultural characteristics, making it diverse. Geographic Tools Locate a place on a map using coordinates. Read a map. Find distance on a map using scale. Use cardinal and intermediate directions to determine the relationships between two places. Physical Characteristics Describe their place in the world. Name and describe each of the 5 physical regions of Pennsylvania and what makes them unique. Human Characteristics Name the three types of areas where people live (rural, urban, and suburban) and the characteristics of each.
Geography Key Learning: Maps help us locate places and offer a wealth of information about our world. Unit Essential Question: How do maps help us to better understand our world? Geographic Tools Physical Characteristics Human Characteristics Lesson Essential Questions: How do you determine the relationship between two places? How do you find a place on a map? How do you find distances on a map? Lesson Essential Questions: Where in the world is Pennsylvania? What are the important geographical features in Pennsylvania and where are they located? What similarities and differences exist among geographic regions? Lesson Essential Questions: What are the human and natural characteristics of Pennsylvania? Vocabulary: Prime Meridian, latitude, longitude, degree, equator, legend, symbols, scale, grid, compass rose, cardinal directions, intermediate directions Vocabulary: region, boundary, landform, plain, plateau, fall line, valley, bridge, glacier, port, tributary, harbor, peninsula, climate, elevation, soil, continents, hemisphere, country, state, county, borough Vocabulary: rural, urban, suburban, culture, population, heritage, density, ethnicity, religion
☐ Scale ☐ Change Learning Framework ☐ Community Contributor ☐ Leader and Collaborator ☐ Active Investigator ☐ Effective Communicator ☐ Designer and Creator ☐ Quality Producer Cross Curricula Priorities ☐ Catholic Ethos ☐ Aboriginal and Torres Strait Islander Histories and Cultures ☐ Social Emotional Learning ☐ Asia and Australia’s Engagement with Asia ☐ Inclusive Education ☐ Sustainability Education General Capabilities ☐ Literacy ☐ Numeracy ☐ Information and Communication
Cross Curricula Priorities ☐ Catholic Ethos ☐ Aboriginal and Torres Strait Islander Histories and Cultures ☐ Social Emotional Learning ☐ Asia and Australia’s Engagement with Asia ☐ Inclusive Education ☐ Sustainability Education General Capabilities ☐ Literacy ☐ Critical and Creative Thinking ☐ Numeracy ☐ Ethical Behaviour ☐ Information and Communication Technology ☐ Personal and Social Competence Links to other LA’s
Geography of India Assignment Social Studies 8 (pages 340-341) Ms. McDade For our unit on India, complete the following map assignment using Figure 11-1 on page 341 and answer the questions that follow PART A: MAP (25 points) On the map provided, LIGHTLY colour the following countries as specified (5 points) India – yellow Sri Lanka – red Pakistan – light green Bangladesh – orange China – red Myanmar – darker green Afghanistan – purple Bhutan – pink Nepal – brown On your map, label the following land features in black: Great Indian Desert, Vindya Mountains, Western Ghats, Esastern Ghats, Northern Plains, Hindu Kush Mountains, Himalaya Mountains Northern Plains, Deccan Plateau (5 points) On your map, draw (for rivers only) and label the following hydrographic features in blue: Ganges River, Indus River, Brahmaputra River, Indian Ocean, Bay of Bengal, Andaman Sea, Arabian Sea (5 points) On your map, label (in black)the capital cities of each of the nine country listed under question 1 (accurately placed) and the cities of Bombay and Madras (5 points) ***Use the internet or an atlas Overall neatness of your map (5 points)
Geography of the Rome—the Roman Empire Rome began as a small city-state in Italy but ended up ruling the entire Mediterranean world. The story of the Romans and how they built a world empire starts with the land where they live. Italy is a peninsula, which is land surrounded by three sides of water. The peninsula is centrally located in the Mediterranean, and the city of Rome is in the center of Italy. Rome further benefited from its position at the center of the Mediterranean Sea. Its central location made Rome a desirable trading post even before the city's rise to power. This centrality later helped the Romans administer their empire effectively by reducing communication times. Rome's central location attracted immigrants and traders from all parts of the ancient Mediterranean world. The diversity of the early Roman state helped it expand its influence. The Romans were unusually adaptable and willing to change their strategy when compared to the rest of the ancient world. That flexibility enabled the Romans to overcome new challenges as the centuries passed. It also made the Roman Empire more accepting of outsiders, which encouraged foreign powers to cooperate with rather than oppose Roman forces Because of its geography, Italy was easy to unify. The Apennine Mountains run down the length of the Italian peninsula and are not rugged (rocky). The main advantage of Italy was its broad, fertile plains. In addition, two mountain ranges, the Alps and the Apennines, helped to protect Rome from invasion. The Apennines divide the Italian peninsula in half and allowed the Romans to mass forces for counter-attack whenever they were threatened. Any army attempting to attack Rome would be at risk of attack from the other side of the mountains. The Alps, located on the northern border of modern-day Italy, seal off the peninsula from the rest of Europe during winter. This natural roadblock protected Rome from outside invasions by forcing attackers to move slowly through narrow passes, giving the Romans time to respond. Rich volcanic soil makes the Po and Tiber river valleys ideally suited for agriculture. Volcanic ash made the soil near Rome some of the best in all of Europe. Rome attracted new settlers during its rise to power due to its agricultural potential. The Roman population grew quickly, thanks to surplus production of grains, olives and other crops. The extra population later helped Rome's military expansion by providing a large supply of troops. The surplus also helped Rome to establish trade ties with other Mediterranean powers, enhancing the city's economic might.
accountable for planning lessons weekly using the schools topic planning format. These are to be saved on the teachers’ accounts, but may be asked to save on the school server. Early Years Foundation Stage (EYFS) We teach geography in the foundation stage as an integral part of the topic work covered during the year. We relate the geographical aspects of the children’s work to the objectives set out in the Early Learning Goals (ELGs) which underpin the curriculum planning for children aged three to five. Geography makes a significant contribution to the ELG objectives of developing a child’s knowledge and understanding of the world through activities such as collecting postcards from different places and singing songs from around the world. Assessment for Learning No formal assessment is to be carried out for Geography, but teachers may decide to input their assessments on the school Target Tracker system. Work should be marked on the day of the lesson and could be marked by the Teacher or Teaching Assistant. No written comments in books is needed, just outline which Success Criteria the child has met. Where possible, use this as a basis to form lessons and planning in the future. Children may use peer or self-assessment as a way of marking. Teachers analyse pupils’ progress in the units of work they have completed at the end of each school year to complete the annual report to parents/guardians. This report takes the form of a summary of the teacher’s observations and continued assessment of the pupils at work and a level at which the pupil is currently working.
Differentiation In all classes there are children of differing ability and age. We recognise this fact and provide suitable learning opportunities for all children (including those who may be gifted and talented or have additional needs) by matching the challenge of the task to the ability of the child. Each child is valued, respected and challenged regardless of ability, race, gender, religion, social background, culture or disability. Tasks may be differentiated by success criteria, talk partners, groupings, teacher/ta support or task. Monitoring The Geography subject leader and class teacher are responsible for monitoring the standard of the children’s work and the quality of teaching in Geography. The subject leader is responsible for supporting colleagues in the teaching of Geography, for being informed about current developments in the subject and for providing a strategic lead and direction for the subject in the school. The subject leader will complete an annual action plan where they evaluate the strengths and weaknesses in the subject and indicate areas for further improvement throughout each academic year. The action plan will be RAG rated at the end of each term and will be reported to the Head of Teaching and Learning and Strategic Head.
Connected and Conceptual Big?’s What fashion labels exploit child or adult labour? Possible Sub-questions —Where are our clothes made by the brands you are investigating? —Who are the workers in these clothing factories? —What are the working conditions of the labour force (physical surroundings, payment, hours worked and so on)? —Have you identified examples of labour exploitation? If so, what action will you take? What size population is sustainable for Australia? Could Nemo survive in the Barron River? (Change to local river or Tinaroo Dam) —What is the population of Australia? Where do people live? —Where are the under-populated parts of Australia and why? —What size population is sustainable to Australia? What evidence supports this claim? How can we determine an optimal population size for Australia? —Whose interests are served/not served by the range of possible population targets? -What evidence do we have of what lives in the river system? - What do fish need to survive and thrive? -What goes into the river system? What interconnections will impact on the level of survival?
Long Term Planning A curriculum map is available for the Geography department and has been posted on the Moodle Website. A summary of this document is shown below: Sep - Oct Oct - Dec Jan - Feb Mar - April April - June Year 7 Otzi Mystery & Making Connections Written assessment France, Europe & The World & Map Skills Natural Hazards Tornadoes Earthquakes Volcanoes Landscapes in a Box End of year examination Year 8 Everest & Carcassonne Connection Everest Geography of My Stuff Globalization assessment Val Tolosa Shopping Centre DME Sinkholes Topical Geography e.g. World Cup or Olympic Games End of year examination Year 9 Water & Us Niagara Falls Project assessment Ecosystems – Tundra to Rainforest Uncontacted Tribes Palm Oil & Me Written assessment Global Development Supervolcano Adventure Landscapes. End of year exam Assessment Year 10 IGCSE Population Settlement Brazil Settlement France Earthquakes & Volcanoes Coasts, Rivers Fieldwork & Coursework End of year examination Year 11 IGCSE Weathering Rainforests & Deserts Agriculture Examinations Industry & Energy Water & Economic Activity
GEOGRAPHY OVERVIEW, TERM ??? Unit Title: Achievement Standard Geographical Concepts Content Descriptions Assessment (A) Place Space Environment Interconnection Sustainability Scale Change Learning Framework Community Contributor Leader and Collaborator Active Investigator Effective Communicator Designer and Creator Quality Producer Cross Curricula Priorities Catholic Ethos Aboriginal and Torres Strait Islander Histories and Cultures Social Emotional Learning Asia and Australia’s Engagement with Asia Inclusive Education Sustainability Education
GEOGRAPHY TERM Unit Title: Developing Inquiring and Reflective Learners General Capabilities Cross Curricular Priorities Community Contributor Leader and Collaborator Effective Communicator Active Investigator Designer and Creator Quality Producer Literacy Critical and Creative Thinking Numeracy Ethical Behaviour Information and Communication Technology Personal and Social Competence Intercultural Understanding Catholic Ethos Sustainability Education Aboriginal and Torres Strait Islander Histories and Culture Social Emotional Learning Asia and Australia’ Unit Outline Content Descriptions Assessment Geographical Knowledge and Understanding Geographical Concepts Place Space Environment Scale Interconnection Sustainability Change Geographical Skills Integration with other Learning Area’s
Geography Assessment Task Sheet Insert logo here Date commenced: Date due: Learning Area/s: Geography Student Name: Year Level: Name of Task: Teacher: Type of Task: Oral Written Other Task Conditions: Individual Pair Group Work In Class Homework Other Task Description:
Unit V: Human Geography Vocabulary Industrialization Acid rain Agglomeration Agglomeration economies Air pollution Aluminum industry (factors of production, location) Assembly line production/Fordism Bid rent theory Break-of-bulk point Canadian industrial heartland Carrier efficiency Comparative advantage Cumulative causation Deglomeration Deindustrialization Economic sectors Economies of scale Ecotourism Energy resources Entrepôt Export processing zone Fixed costs Footloose industry Four Tigers Greenhouse effect Growth poles Heartland/rimland Industrial location theory Industrial regions (place, fuel source, characteristics) Industrial Revolution Industry (receding, growing) Infrastructure International division of labor Labor-intensive Least-cost location Major manufacturing regions Manufacturing exports Manufacturing/warehouse location (industrial parks, agglomeration, shared services, zoning, transportation, taxes, environmental considerations) Maquiladora Market orientation Multiplier effect NAFTA Outsourcing Ozone depletion Plant location (supplies, “just in time” delivery) Postindustrial Refrigeration Resource crisis Resource orientation Special economic zones (China) Specialized economic zones Substitution principle Threshold/range Time-space compression Topocide Trade (complementarity) Transnational Corporation Ubiquitous Variable costs Weber, Alfred Weight-gaining Weight-losing World cities
Geography Y9 Assessment Summary 2017-2018 Date Topic / Task Type of Assessment Assessment One September 4th – November 13th Assessment 1 - in class exam Topics to include: Natural Hazards & Climate Change Exam – Marked and given a grade. Comment Only DIRT carried out Assessment Two November 20th – February 19th Revision Week w/c February 19th Assessment 2 - in class exam Topics to include: Natural Hazards & Climate Change Changing Economic World Exam – Marked and given a grade. Comment Only DIRT carried out Assessment Three March 5th – May 25th Revision Week w/c 4th June Exam fortnight w/c June 11th Assessment 3 - Mock Exam Living with the Physical Environment & Challenges in the Human Environment and Challenges in the Human Environment Natural hazards and climate change Changing Economic World. Living World – Ecosystems (Rainforests) Exam – Marked and given a grade. Comment Only DIRT carried out
Year One Geography “Features of Places” Criteria Sheet Name: __________ Task Very High High Sound Developing Support Required ASSESSMENT TASK 1: What are the features of the local park? Students are provided with three photographs to identify as natural, managed or constructed and write a sentence to explain. Comprehensive and insightful application of knowledge to describe the natural, managed and constructed features of places. Logical and detailed application of knowledge to describe the natural, managed and constructed features. Satisfactory and relevant application of knowledge to describe the natural, managed and constructed features. Narrow application of knowledge to describe the natural, managed and constructed features. Student may require direction to describe the natural, managed and constructed features of places and share some observations of personal significance. ASSESSMENT TASK 2: What changes can I observe? Students are provided with an historical and current photograph of a familiar place. They are asked to consider “What changes can I observe?” and annotate the photographs to record these observations. Proficient communication of a variety of changes showing astute and perceptive observations. Effective communication of a range of changes showing clear and detailed observations. Appropriate communication of evident changes showing satisfactory observations. Variable communication of obvious changes showing simple observations. Minimal or directed communication of most obvious changes showing rudimentary observations. ASSESSMENT TASK 3: How we can care for an important place? Students annotate a photograph of the local environment to show how and why places can be cared for. Response is elaborate and detailed, clearly articulating a variety of ways that places can be cared for. Response is detailed and sensitive, articulating a range of ways that places can be cared for. Response is sound, suggesting a small range of ways that places can be cared for. Response is simple, suggesting obvious and familiar ways that places can be cared for. Response is basic or directed, suggesting a relevant way that places can be cared for.
Catalog Policy on Religious Observance. Attendance: Attendance is strongly advised at the lecture since questions on the exams will come from lecture material and documentaries. Campus Senate policy requires students who are absent due to illness/injury to furnish documentary support to the instructor. I require students to contact me by email or prior to class time in which you indicate that you have an illness or an injury. You must provide written documentation verifying your illness/injury immediately upon your return to class. You will not be allowed to turn in missed assignments or make up quizzes, tests, papers, etc. if you have not provided this documentation. Documentation not presented to me in a timely manner will not be accepted. In addition, if it is found that you have falsified the documentation provided, I will refer you to the University’s Student Conduct Office. Attendance at discussion sections is mandatory. You are expected to take an active part in all class exercises. For the purposes of this course, attendance means arrive to discussion at the proper time, participate when asked, and not leave until class is dismissed. The philosophy of this course is based on interactive learning, so be prepared to participate, learn, and think. College sponsored events: If you must miss class for a college sponsored event, please furnish written documentation of the event. Grading: There will be three exams, and assignments relating to your discussion sections. You are bound by the Honor Code for all assignments and exams. Each exam is worth 25 % of your final grade and your discussion section is worth 25 % of your final grade. First letter grades will be broken down in the following way: 96 – 100 A+ 92 – 95 A 90 – 91 A- 88 – 89 B+ 82 – 87 B 80 – 81 B- 78 – 79 C+ 72 – 77 C 70 – 71 C- 60 – 69 D Less than 60 F
Buildings and property washed away or damaged by water and mud Crops ruined and farmland saturated for months afterwards preventing new planting Economic - impacts on individuals, industries, insurance companies and governments People and Animals can drown in fast flowing water IMPACTS OF FLOODING Positive impacts of flooding include - deposition of fertile silt, washing away of pollutants and replenishing groundwater Transport can be interrupted - airports can be closed, road and rail networks submerged and river traffic closed down. Sewage contaminates drinking water supply and causes diseases such as cholera & typhoid Flood Control Hard Strategies Dams - built in the upper river valley and are designed to store water and therefore control the discharge of the river. Levees - This increases the height of the river banks and therefore the river can contain more water. Straightening Meanders - This increases the speed of the river to remove water from affected areas.
EON ERA PERIOD EPOCH FOSSIL DOMINANCE GEOLOGIC EVENT Phanerozoic of Visible Life” Cenozoic “Age of Mammels” Quarternary (1.6 mya) Holocene (10,000 y) “The Age of Man” Human Civilization Dominates Great Lakes Form, Wisconsin Glaciation Pleistocene (1.6 mya) “Ice Age” First humanoids evolve, mega fauna Ice Age Tertiary (65 mya) “Age of Mammels” Mammals dominate, modern birds appear Alps & Himalayas form, Columbia Plateau Mesozoic “Age of Reptiles” Cretaceous (145 mya) “Age of Dinosaurs” K-T extinction (75%) First flowering plants Meteorite impacts Earth’s surface, Rocky Mountains form Jurassic (200 mya) “Age of Reptiles” Reptiles dominate, first birds appear Triassic (251 mya) “Age of Ammonites” Dinosaurs and mammals first appear Pangea Breaks apart Paleozoic “Age of Invertebrates” Permian (300 mya) “Age of Amphibians” Largest mass extinction, amphibians dominate Pangea Forms Carboniferous (355 mya) “Coal Age” Pennsylvanian (314 mya) Formation of coal swamps and limestone deposits Southern Glaciation, shallow North American seas Mississippian (355 mya) Devonian (418 mya) “Age of Fishes” Fish dominate, first amphibians and trees appear Appalachian Mountains form, cool climate Silurian (441 mya) “Age of Eurypterids” Invertebrates dominate, first land plants and insects appear All land masses are generally flat Ordovician (490 mya) “Age of Graptolites” First fish and fungus appear Global shallow seas, warm climate Cambrian (544 mya) “Age of Trilobites” Rhodinia breaks apart, Burgess Shale forms Precambrian Proterozoic (2500 mya) “Age of Stromatolites” Continents merge into a supercontinent, Rhodinia, Oxygen builds up in the atmosphere Archeozoic (4000 mya) “Age of Ancient Life” Earliest recorded life, biological evolution begins Hadean (4600 mya) “The Rockless Eon” Formation of the Earth, chemical evolution begins
Paleozoic Era Mesozoic Era Cenozoic Era Began with the early invertebrates, such as trilobites and brachiopods; continued to develop early vertebrate fish, then arachnids and insects; later came the first amphibians, and near the era’s end the reptiles became dominant. o Early land plants included simple mosses, ferns, and then cone-bearing plants. o By the end of the era, seed plants were common. o The mass extinction that ended the era caused most marine invertebrates as well as amphibians to disappear. o A major geologic event of the Paleozoic was the formation of the super continent of Pangaea. Reptiles were the dominant animals of this era, including the various dinosaurs. o Small mammals and birds also appeared. o Toward the end of the era, flowering plants appeared and the kinds of mammals increased. o The mass extinction that ended the era caused the dinosaurs to become extinct. o A major geologic event of the Mesozoic was the break-up of the super continent of Pangaea into several large continents. o New mammals appeared while others became extinct. o The diversity of life forms increased. o Flowering plants became most common. o Humans are also part of the most recent period of this era. o Present day Earth is in this era. o A major geologic event of the Cenozoic is the further splitting and moving of continents to their current positions.
Geologic Time Scavenger Hunt Directions: Using your computer/google place the following events in this order Oldest to youngest. In addition use the following to label your timeline: Label your timeline with the approximate age and each time designation. Events (in random order) Snakes evolve Great Oxygenation event Sharks evolve Rodina Forms Rocky mountains, Alps, Himalayas all form Reptiles evolve Pangaea Forms Pangaea breaks apart Mammals appear Laurasia forms Largest mass extinction event occurs Humans migrate to North America Homo sapiens evolve Gymnosperms become dominate Gondwana Forms Formation of Earth First Vascular plants form First organisms appear First jawless fish evolve First dinosaurs appear First birds evolve First amphibians appear Eukaryotes evolve Ediacarian Life evolves Continents move to their current positions Coal beds formed Chicxulub crater forms Burgess shale laid down Angiosperms appear Allosaurus evolve Late heavy bombardment occurs
MTA Approved Form 20 Mineral Titles Act – Section 93(3) Regulation 98 COMPANY DETAILS: Operating Company: Date: Postal Address: Contact Name: Phone No: Email: DRILLING DETAILS: (Please complete one form for each hole drilled) Drill Hole Name/No.: GDA94 UTM Coordinates: Locality/Prospect Name: m EAST Depth of Hole (m): m NORTH Drilling Completion Date: Zone: Title Type/No.: Source of Coordinates: (eg. Hand held GPS) Geological Province: 1:250K Map Sheet Name: Azimuth: 1:100K Map Sheet Name: Declination: Does core contain radioactive minerals? Core to bedding angle: Radiation level above background µSv/hr SAMPLES TO BE SUBMITTED: Core Intervals: Core Diameter: No. of Core Trays: No. of Pallets: No. of Cutting Samples: Comments (e.g. 5 trays missing, trays 1-3 damaged) Cutting Intervals: Note: Form to be submitted to Core Facility Manager with sample. Refer to Geological Sample Submission (Core and Cuttings) procedure. Department of Primary Industry and Resources use only Report No.: Rack Location: Recorded by: Date Recorded:
Dinosaurs: Geological Periods and Eras, and their Nicknames Phanerzoic (Years: 542 million years ago [mya] to present day) Defining Nickname: "Not That Many Million Years Ago" Cenozoic (65.5 mya – present) Defining Nickname "The Age of Mammals and Dead Dinos" Mesozoic Paleozoic Quaternary (2.588 mya to present) Sub-eras and Defining Nickname: Holocene (11,700 years – present)—"The Age of Man" Pleistocene (2.588 mya – 11,700 years)—"The Ice Age" Precambrian (Years: 4600 to 542 mya) Proterozoic Archean Hadean
Which fossil would make the best index fossil? Beetle Flower Frog Fish Outcrop #1 Outcrop #2 If a student used the analogy of her stacking books in her locker, which law of relative dating is she referring to? Law of Superposition Law of Crosscutting Law of Inclusions Law of Inertia ©KeslerScience.com, 2017 Which statement is incorrect about the Geologic Time Scale? It is believed that the moon was created very soon after the Earth was created. Prokaryotes showed up on Earth long before reptiles and small plants. Modern humans have only been on Earth for a tiny fraction of Earth’s existence. Dinosaurs showed up just after the Earth was created. ©KeslerScience.com, 2017 Which era best represents when humans first appeared on Earth? Cenozoic C. Archean Mesozoic D. Hadean ©KeslerScience.com, 2017
Go to Answer the questions on your lab sheet. You are looking at a clock that represents the entire history of Earth. Click on each of the different eons and write a one sentence summary of what was happening during that eon on your lab sheet. ©KeslerScience.com, 2017 ©KeslerScience.com, 2017 When do scientists believe the first life form showed up on Earth? Hint: use the categories on the left hand side. About what “time” was it on Earth’s geologic scale when dinosaurs showed up? ©KeslerScience.com, 2017 When did the first Homo sapiens (early humans) show up? When do scientists believe the moon was formed?
When undisturbed, the oldest rock layers are underneath the newest rock layers Features like faults and dikes are newer than the rock they cut through Rocks found inside of other rocks are the older of the two A process of determining the rocks age by using radioactive material to find the half-life Analogy – Making a casserole and layering it one ingredient at a time Analogy – Inserting a knife into a layered cake and removing a piece Analogy – an omelet which includes ingredients like ham and green onions throughout each bite Carbon-14 Dating Analogy – Students turning in work into a large stack where the first paper turned in is on the bottom Analogy – Removing a scoop of 7-layer dip and putting it onto your plate. Analogy – a loaf of banana bread that has pieces of banana throughout the bread Potassium- Argon Dating
Earth Science 11: Geologic Time Unit Text: Chapters 8 Lab: Exercise 6 Name________________________________ Geologic Time Unit -By the end of this unit, students are expected to be able to: 1. Assess the significance of age dating, the fossil record and the Geologic Time Scale: a) Distinguish between relative and absolute age b) Relate principles of relative age dating and absolute dating to the interpretation and correlation of geological sequences. c) Outline the process of absolute dating by means of radioactive elements and solve simple problems related to absolute time. d) Explain the process of fossil formation. e) Describe the significance of fossils in interpreting past events. f) Describe the Earth’s geological history in terms of the development of life. g) Describe major events in the Earth’s history using the Geological Time Scale.
Use the dot chart: In the “events” column, each event has a letter or number code that can be found in the chart. Fill in the following chart: Event #/Letter Era Period (System) Epoch (Series) Amphibians A Paleozoic Devonian Bacteria 4 Precambrian (Archean Era) Fish 7 Paleozoic Oridvician Mammals G Mesozoic Triassic Monkeys V Cenozoic Tertiary Eocene Cells w/nucleus 5 Precambrain (Proterozoic Era) Reptiles D Paleozoic Carboniferous Mississippian Earth formed 0 Precambrian (Hadean Era) T-Rex P Mesozoic Cretaceous Dog & Cats R Cenozoic Tertiary Paleocene Life originates 1 Precambrian (Hadean Era) Flowering Plants M Mesazoic Cretaceous Now that you have been introduced to the history of life you may be surprised by what you have learned. Discuss some of the things that surprise you from what you learned while working with the time scale activity and explain why you were surprised Student answers will vary …flowering plants evolved so late… … grasses weren’t always around…
A model of renewable and nonrenewable resources is shown below. Part A Describe a renewable and a nonrenewable resource shown in the model. Part B Explain the formation of coal. Examine this model and compare it to the model in the passage. Which model is the most useful to explain the formation of coal? Explain your answer. Part C Explain how models about renewable and nonrenewable resources can help educate people about the importance of conserving resources. Part D Describe two methods used to conserve the resources shown in the diagram. Physical processes like erosion, deposition, and the movement of tectonic plates cause changes to the geological features of Earth. These processes are continually interacting. Part A Describe how water erosion may change a geological feature on Earth. Part B Describe an example of physical deposition changing Earth's surface. Part C Describe the process of beach erosion. Part D Describe the effects that the movement of tectonic plates may have on Earth's surface. Erosion of topsoil is a problem in many places. In some crop fields the plant material is left in the soil after harvest. Explain why having plant material in fields helps to prevent erosion. The characteristics of soil depend on where the soil forms. Over time, different layers of soil form. Plant growth and health depends on the quality of the soil. 24. Which of the following describes the layer of soil that would contain the highest quality soil for plant growth? A) mostly larger rock pieces
11/1/18 WEEK 2 Day 4 1.6.1 Classification of Sedimentary Rocks 12/1/18 WEEK 2 Day 5 1.6.1 Classification of Sedimentary Rocks 13/1/18 WEEK 2 Day 6 1.6.1 Classification of Sedimentary Rocks WEEK 3 15/1/18 WEEK 3 Day 1 2.1.1 Unit-2 Metamorphic Rocks Introduction 16/1/18 WEEK 3 Day 2 2.2.1 Metamorphism 17/1/18 WEEK 3 Day 3 2.3.1 Definition of metamorphism 18/1/18 WEEK 3 Day 4 2.4.1 Factors affecting metamorphism 19/1/18 WEEK 3 Day 5 2.4.1 Factors affecting metamorphism 20/1/18 WEEK 3 Day 6 2.5.1 Types of Factors metamorphism 22/1/18 WEEK 4 Day 1 2.5.1 Types of Factors metamorphism 23/1/18 WEEK 4 Day 2 2.6.1 Metasomatism 24/1/18 WEEK 4 Day 3 2.7.1 Metamorphic grades 25/1/18 WEEK 4 Day 4 2.7.1 Metamorphic grades 27/1/18 WEEK 4 Day 6 2.8.1 Metamorphic Zones WEEK 5 WEEK 5 Day 1
WEEK 10 5/3/18 WEEK 10 Day 1 1.6.1 Standard Geological Time scale 6/3/18 WEEK 10 Day 2 2.1.1 Unit-2 Introduction 7/3/18 WEEK 10 Day 3 2.2.1 Morphological Characters 8/3/18 WEEK 10 Day 4 2.2.1 Morphological Characters 9/3/18 WEEK 10 Day 5 2.3.1 Geological History of Brachiopods Shell 10/3/18 WEEK 10 Day 6 2.3.1 Geological History of Brachiopods Shell WEEK 11 12/3/18 WEEK 11 Day 1 2.4.1 Brachial Skeleton 13/3/18 WEEK 11 Day 2 2.4.1 Brachial Skeleton 14/3/18 WEEK 11 Day 3 2.4.1 Brachial Skeleton 15/3/18 WEEK 11 Day 4 2.5.1 Morphology and Geological History of Corals 16/3/18 WEEK 11 Day 5 2.5.1 Morphology and Geological History of Corals 17/3/18 WEEK 11 Day 6 2.5.1 Morphology and Geological History of Corals WEEK 12 19/3/18 WEEK 12 Day 1 3.1.1 Unit-3 Introduction 20/3/18 WEEK 12 Day 2 3.2.1 Characters of Cephalopods 21/3/18 WEEK 12 Day 3
STUDENT INFORMATION Student’s Name: NAU ID: E-mail Address: @nau.edu Phone Number: Enrollment Term: (ex. Summer 2016) Expected Graduation: (ex. Spring 2019) Advisor: Total Required Credits for this Degree Program: 32 This is the: Initial (upon admission) Final (submitted with Graduation Application) Program of Study * Course No. Course Title Replacement Course Semester Year Units Grade T/E/P** Required Courses (8 units required) * EES 605 Regional Topics in Earth and Environmental Science Policy * EES 606 Research Methods in Earth and Environmental Science * GSG 699+ Thesis Subject Matter Coursework (24 units required): Select coursework in consultation with your research committee to reflect breadth in subject matter. All of your coursework may be in geology, but you may include appropriate courses from other disciplines agreed upon by your committee. * * * * * * * * *
Drawing The Boundaries Divergent Boundary – Oceanic Example: Effects Divergent Boundary – Continental Example: Effects Convergent Boundary – Oceanic/Continent Example: Effects Convergent Boundary - Oceanic/Oceanic Example: Effects Convergent Boundary – Continent/Continent Example: Effects Transform Boundary - Continental Example: Effects
Representations in Logical Arguments Conditional if p, then q p→q Converse if q, then p q→p Inverse if not p, then not q ~p→~q Contrapositive if not q, then not p ~q→~p
Alternate exterior angles are congruent 1 8 2 7 Consecutive interior angles are supplementary m3+ m5 = 180° m4 + m6 = 180° Midpoint (Definition) divides a segment into two congruent segments Example: M is the midpoint of
Preimage Image A(-3,0) A(0,3) B(-3,3) B(3,3) C(-1,3) C(3,1) D(-1,0) D(0,1) Pre-image has been transformed by a 90 clockwise rotation about the origin. Reflection Preimage Image D(1,-2) D(-1,-2) E(3,-2) E(-3,-2) F(3,2) F(-3,2)
No congruent sides At least 2 congruent sides 3 congruent sides No congruent angles 2 or 3 congruent angles 3 congruent angles All equilateral triangles are isosceles. Classifying Triangles by Angles Acute Right Obtuse Equiangular