Geology Stations

1
Geology Stations
2
Station 1

• Test rock samples in carbonated water vs. tap
  water.
• Label each container with tape and sharpie.
• Create a data table to record observations.
  Observations are taken initially, at 20 minutes,
  and after 48 hours.
• Fill with 25 mL of each liquid.
• Place one rock sample in each container.
• Record Observations.
• Explain the type of weathering is represented in
  this activity.
• Set off to the side to observe next class.

3

• Hoodoos subject to chemical weathering by
  carbonic acid. Bryce Canyon National Park, Utah,
  USA.

4
Station 2

• Test to show that water expands when it freezes.
• Label one container with tape and sharpie.
• Create a data table to record observations.
  Observations are taken initially and after 48
  hours.
• Fill cup with 15 mL of water.
• Place in freezer.
• Observe the water level next class.
• Explain the type of weathering is represented in
  this activity
• Dispose of ice and stack up empty containers.

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Station 3

• Test the effects of acid rain (vinegar) on copper
  (pennies).
• Create a data table to record observations.
  Observations are taken initially and again after
  5 minutes.
• Get 2 pennies from the new jar and place on a
  paper towel.
• Use the pipette to 5 drops of vinegar on the
  penny.
• Explain the type of weathering is represented in
  this activity.
• Dry off pennies and placed in used jar.

6
Effects of Acid Rain on a Statue
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Station 4

• Compare and record the reaction of antacid
  tablets in water. The comparison is a whole
  tablet vs. a crushed tablet.
• Place equal amounts of water in two containers.
• Break one tablet into small pieces.
• Place crushed tablet in cup A and the crushed
  tablet in cup B at the same time.
• Time for 3 minutes.
• Make initial observations and then again after 3
  min.
• Explain how this activity relates to the rate of
  weathering.
• Explain why chemical weathering occurs faster in
  hot, wet climates than in cool, dry climates.
• Rinse and dry out containers.

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Station 4 cont.

• More surface area means more weathering.
• Suppose that the faces of the unbroken cube of
  rock in the picture are 10 m x 10 m and the rock
  is sitting at Earths surface.
• How many square meters of rock are exposed to the
  forces of chemical weathering?
• If the rock fractures into eight pieces as shown,
  how much surface area is now exposed?

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Station 5

• Compare and record the reactions of limestone
  (chalk) in water and vinegar.
• Place two pieces of chalk in the Petri dish.
• Drop 5 drops of water on one piece of chalk.
• Record your observations initially and after 5
  minutes.
• Drop 5 drops of vinegar on one piece of chalk.
• Record your observations initially and after 5
  minutes.
• Explain the type of weathering is represented in
  this activity.
• Throw chalk away and dry out Petri dish.

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Station 6

• Test and record the effect of water on steel
  wool.
• Label one container with tape and sharpie.
• Create a data table to record observations.
  Observations are taken initially, at 30 minutes,
  and after 48 hours.
• Cut off a small piece of steel wool and place in
  container.
• Drop 5 drops of water on steel wool using the
  pipette.
• Make observations.
• Explain the type of weathering is represented in
  this activity.
• After day 2 dispose of the steel wool and clean
  out the container.
• Stack up the containers when finished.

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Oxidation
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Station 7

• Test and record the effects of sugar cubes and
  gravel shaken together in a jar.
• Make a quick sketch of the sugar cubes and the
  rock. Describe what you see.
• Place 2 sugar cubes and gravel in container.
  Close and shake vigorously 100 times.
• Place contents on paper plate and make
  observations.
• Explain the type of weathering is represented in
  this activity.
• Dispose of sugar cubes and put gravel back in the
  container.

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Station 8

• Test and record the effects of water on sugar
  cubes.
• Make a quick sketch of the sugar cube and
  describe what you see.
• Place 1 sugar cube in the Petri dish on top of
  the black paper.
• Carefully apply 10 drops of water to the sugar
  cube using the pipette.
• Record observations.
• Explain the type of weathering is represented in
  this activity.
• Rinse out Petri dish and dry off.

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Station 9

• Observe the effects of plants on rocks.
• List and describe the two different ways that
  plants can weather rock.
• Identify which picture goes with which type of
  weathering and sketch a picture of both.

15
Plant
growth
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Station 10

• Work and Energy again . . .really?
• Look at the pictures and answer the following
  questions.
• 1. Where is the stream eroding its bank? Explain
  why.
• 2. Where is the stream depositing sediment?
  Explain why.
• 3. What happens to the potential energy of the
  water in a river as gravity pulls
• the water downhill?
• 4. In what ways does a river carry its load?
• 5. How do slope, volume of flow, and streambed
  shape affect a rivers speed?

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Station 10

• Factors that Affect a Rivers Speed
• Read the information given and answer the
  following questions.
• Use a piece of graph paper to make a line graph
  of the data in the table above. Make a graph that
  represents the relationship between the angel of
  slope and stream speed. Draw one line for a
  stream with a high volume of flow and a second
  line for low flow.
• When the angle of slope is 10 and the volume of
  flow is high, what is the speed of the stream?
• When the angle of slope is 20 and the volume of
  flow is high, what is the speed of the stream?
• What is the relationship between the angle of
  slope and the speed of the stream?
• When the angle of slope is 5, how does
  increasing the volume of flow affect the stream's
  speed?
• When the angle of slope is 15, how does
  increasing the volume of flow affect the stream's
  speed?
• What is the relationship between the volume of
  flow and the speed of the stream?
• When a river floods, would its water flow faster
  or slower than its normal speed explain.

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Station 11

• Discover how particle size effects settling
  rates.
• Do not take the cover off of the bottle until
  directed to do so.
• The water bottle is filled with water and sand,
  soil, clay, and gravel.
• Hypothesize in your journal the order in which
  you think the particles will settle.
• Gently shake the bottle for 30 seconds and remove
  the cover.
• Set the bottle down and observe for 10 minutes.
• Record your observations in your journal every 2
  minutes.
• Why did the particles settle in that order.
• Place the cover back over the bottle.

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Station 12

• Stream table

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Station 13

• Its Creepy determine the effects of gravity
  Earths surface.
• Read the information and answer the following
  questions.
• What type of mass movement makes the most changes
  in Earths surface?
• What property of water is partly responsible for
  creep?
• What causes soil and rock particles to rise?
• Describe the direction in which soil and rock
  particles rise.
• What causes the soil and rock particles to fall?
• Describe the direction in which the soil and rock
  particles fall.

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Station 14

• Observe the effects of movement and water on
  Earths surface.
• Fill the container with a mix of soil, sand, and
  gravel.
• Turn the cup over and make a mountain.
• Gently shake the tray.
• Rebuild the mountain and use the pipette to
  rain on the model. Continue adding drops of
  water until some movement occurs.
• Place the soil mixture in the used bucket and
  clean off the tray.
• Answer the following questions.

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Station 14 questions

1. What does the shaking model?
2. What type of mass movement occurred when you
   shook the model?
3. What did the rainfall cause?
4. What did the water do to the mountain that caused
   mass movement to occur?
5. What force is responsible for all these types of
   mass movement?

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Station 15

• Observe the effects of glaciers on Earths
  surface.
• How do glaciers change the land?
• Ask Ms. Lauger if you can get a block of ice from
  the freezer.
• Holding the ice with the paper towel, rub the
  ice, sand side down, over a bar of soap.
• Observe what happened to the surface of the soap.
  
• Put the ice back in the freezer.
• Questions
• What type of glacial erosion did this represent?
• Use the diagram to the right and describe what
• is happening and the type of erosion.
• 3. Describe the two main types of glaciers and
  how
• they move.

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Station 15

• Profile of a Glacier
• Read the information given about Mendenhall
  Glacier and answer the following questions.
• Where is Mendenhall Glacier located?
• What type of glacier is it and how big is it?
• If you visited Glacier Bay National Park, what
  would you see?
• What is the largest glacier in North America and
  how large is it?
• What does it mean when a glacier calves?

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Station 16 17

• Observe the effects of wind and waves on the
  Earths surface.
• Copy the following data table into your journal.
• Look through the microscopes at the sand collect
  from the four different locations and make
  observations.

Location of sand Particle shapes Size Color Texture Sketch




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Station 16

• Kinds of Sand Dunes
• Read the information about sand dunes and answer
  the following questions in your journal.
• If the wind is constant and there is a great
  amount of sand, what kind of sand dunes form?
• Suppose you were going to an area where sand was
  in limited supply and the wind generally blew
  form the same direction. What kind of sand dunes
  would you expect to see?
• Describe the conditions in which star dunes form.
  
• In a desert area where the wind shifts to a
  slightly different direction, what kind of sand
  dune would result?
• What kind of sand dunes would you expect to see
  at the sea shore?

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Station 17

• Explore the effects of beach erosion on
  coastlines.
• Read the information on the Land that the
  Mississippi River Built. the whole thing
• Answer the 4 research questions found at the
  beginning of the reading in your own words.
• Complete Activity 1.1 and answer the observation
  and conclusion questions.