DOCUMENT RESUME ED 094 956 SE 016 611 AUTHOR Bolles, William H.; And Others TITLE Earth and Space Science. A Guide for Secondary Teachers. INSTITUTION Pennsylvania State Dept. of Education, Harrisburg. Bureau of Curriculum Services. PUB DATE 73 NOTE 200p. EDRS PRICE MF-$O.75 HC-$9.00 PLUS POSTAGE DESCRIPTORS Aerospace Education; *Astronomy; *Curriculum Guides; *Earth Science; Geology; Laboratory Experiments; Oceanology; Science Activities; Science Education; *Secondary School Science IDENTIFIERS Pennsylvania ABSTRACT Designed for use in Pennsylvania secondary school science classes, this guide is intended to provide fundamental information in each of the various disciplines of the earth sciences. Some of the material contained in the guide is intended as background material for teachers. Five units are presented: The Earth, The Oceans, The Space Environment, The Atmosphere, and The Exploration of Space. The course is organized so that students proceed from the familiar, everyday world to the atmosphere and the space environment. Teaching geology in the fall takes advantage of weather conditions which permit field study. The purpose of the Earth and Space Science course is to encourage student behaviors which will be indicative of a broad understanding of man1s physical environment of earth and space as well as an awareness of the consequences which could result from changes which man may effect.(PEB) BEST COPY AVAILABLE U S DEPARTMENT OF HEALTH. EDUCATION & WELFARE NATIONAL INSTITUTE OF 6 Fe elz+C EDUCATION Try,' DOCUMENT FIRSBEEN REPRO 4,..ATN!, (,1041151, DuCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGIN Pf 1.11 . AT Nc, POINTS OF VIEW OR OPINIONS 4,1 .4, 0444 STATED 00 NOT NECESSARILY REPRE ,,,!till,,,4,i1r 1,11 SENT OFFICIAL NATIONAL INSTITUTE 01 EDuCA ON POSITION OR POLICY EARTH AND SPACE SCIENCE A Guide For Secondary Teachers The coordination of the writings of the contributing authors and the final preparation of the teaching guide was the responsibility of: WilliamH.Bolles,Science Education Adviser, Pennsylvania Department of Education, Bureau of Curriculum Services. John H. Moss, Chairman, Environmental Studies, Franklin and Marshall College. Alan Geyer, Chief, Environmental Geology Divi- sion, Pennsylvania Department of Environmental Resources, Topographic and Geologic Survey. Bureau of Curriculum Services Pennsylvania Department of Education 1973 Copyright 1973 Commonwealth of Pennsylvania 9 EST COPY AVAILABLE Commonwealth of Pennsylvania Milton J. Shapp, Governor Department of Education John C. Pittenger, Secretary Office of Basic Education Donald M. Carroll Jr., Commissioner Harry K. Gerlach, Deputy Commissioner Bureau of Curriculum Services Michael E. Flanagan, Acting Director Division of Science and Technology Carl E. Heilman, Coordinator William H. Bolles, Science Education Adviser George Mettler,Production Coordinator John Wert, Artist Designer William H. Bolles, Photography Tom Ross, Cover Design Earth and Space Science Writing Committee Chairman John H. Moss, Chairman Environmental Studies Franklin and Marshall College Lancaster, Pennsylvania Pennsylvania Department of Education Box 911 Harrisburg, Pa. 17126 COVER PHOTOGRAPHS Rocket LaunchThe Apollo 15 Saturn V space vehicle carrying astronauts David R. Scott, Alfred M. Worcl.n and James B. Irwin lifts off to the Moon at 9:34 A.M., EDT, July 26, 1971 from the Kennedy Space Center's Launch Complex 39A. NASA Photo. SynclineThis striking example of a syncline is exposed along 1-81 in Schuylkill County. Photo by W. Bolles. Solar Eclipse--This photograph of a total solar eclipse was taken March 10, 1970 near Chesapeake, Virginia. Photo by W. Bolles. HailstoneCross-section of a hailstone under polarizedlight. National Center for Atmospheric Research, Boulder, Colorado. CatamaranThe Marine Science Consortium Catamaran operat- ing out of Lewes, Delaware. Grant Heilman Photo. CONTENTS Page Preface Introduction vii General Purpose vii The Scope of the Earth and Space Sciences vii Individual Aims viii Approach viii Unit 1.The Earth 1 Introduction 1 Fields of Student Investigation 1 The Landscape 1 Rocks and Minerals 3 Weathering Mass Wasting 16 Work of Ground Water 18 Work of Streams 25 Work of Glaciers 29 Structure of the Earth 36 Geologic History of the Earth ............ 53 Environmental Geology and Man 61 Unit 2.The Oceans 67 Introduction 67 Fields of Student Invey:;gation 67 Oceanographic Surveying and Research at Sea 67 Waves, Tides and Currents 68 Geology of the Oceans . 69 Physical Properties of Sea Water 70 The Chemistry of Sea Water 71 Biological Oceanography 71 Conservation and the Importance of the Sea to Man 73 Unit 3.The Space Environment 77 Introduction 77 Fields of Student Investigation 77 Environmental Effects of Earth Motion 78 The Moon . .................. 82 The Solar System 87 The Nearest StarOnr Sun 90 Aspects of the Sky 92 Locating Celestial Objects 92 Shadow Stick Astronomy .......... 110 The Use of Telescopes 112 Design of a Sundial 115 Telling Time by the Stars in the Northern Hemisphere 118 Role of the Planetarium 119 Using the Classroom as a Planetarium 119 The Milky Way r 121 The Stars ............. 123 The Universe 129 iii CONTENTS (Cont'd.) Pvc Unit 4.The Atmosphere 135 Introduction . ... ..... ......... 135 Fields of Student I nvestigation 135 Weather Elements and Their Observation 136 Pressure 136 Temperature 136 Humidity 139 Precipitation 144 Wind 146 Clouds 148 Visibility ....... 149 Upper-Air Observations 149 Basic Principles and Concepts 149 The Atmosphere's Energy Supply 149 Water in the Atmosphere.. 151 Hydrologic Cycle 152 Heat Transfer . 156 Air Masses and Fronts:Air Motion 158 Atmosphere Stability 162 Severe Weather 164 Unit 5.The Exploration of Space 167 Introduction . ................. 167 Fields of Student Investigation 167 The Early History of Space Flight 169 Satellites and Space Probes 171 Manned Space Exploration 175 Problems of Man in Space 175 Project Mercury 175 Project Gemini 177 Project Apollo 178 The Next Decade in Space 187 iv Preface This teaching guide is not intended as a course of study to be taken by the teacher and taught to students, but rather, as a true guide which places emphasis upon the basic funda- mentals in each of the various discipiines of the earth sciences. Some of the material in the guide is for the background information of the teacher and is not necessarily appropriate for secondary school students. The committee which produced the guide feels that the Earth and Space Science course has been, and should continue to be, a course for all students. Throughout the guideevery attempt has been made to indicate the relevance to man of the material being studied. The con- tent of the course, however, must be adapted to the ability levels of the students if any sem- blance of interest in science is to be achieved. Nothing is ever gained by teaching a too rigorous course which is beyond the grasp of most students and then basing success on the fact that a high percentage of pupils are unable to pass the course. Experience has shown that the grade placement of the Earth and Space Science course need not be fixed at any particular level.Schools have successfully taught the course as a preparatory offering, laying the foundation for more advanced courses, and as a terminal science course for the general student. A number of schools also offer Earth and Space Science II as an advanced course in the junior or senior year. The order of the units may be varied at the discretion of the teacher; however, the sequence of the units in the guide is based upon the assumption that students should begin their study of the earth-space sciences with the familiar, everyday world which they see around them and then proceed to the less tangible areas of the atmosphere and the space environment. This pro- cedure also allows the teaching of geology in the fall, which is the most desirable time for field trips; Oceanography next, in the hope that this rapidly developing and important discipline will be included instead of omitted as is often the case when it is scheduled last; astronomy in the winter, when darkness comes early and the familiar winter constellations are in the night sky; meterology in the spring, at a time when weather patterns show a great variety of changing conditions; and the exploration of space last because of its interrelationships with all the other earth sciences which have been previously taught. Recommendations as to the time to be spent on any one unit would be extremely difficult due to the variation in length of class periods, the number of times the class meets per week, the extent of laboratory exercises, the ability levels of different groups of students and the training and interests of the teachers.It is strongly recommended, however, that no single dis- cipline of the earth sciences be given a disproportionate share of time and that no discipline be omitted entirely. The quantity of material in the guide is such that only the most advanced classes will be able to proceed through all of it in a single school year. The teacher must exer- cise judgment as to what is essential with respect to the objectives of the course, for students of lesser ability. However, a portion of each of the units should be taught in each class. There has been no attempt to approach the comprehensiveness of the materials produced by the National Science Foundation funded science projects such as PSSC, CHEMS, CBA, BSCS and ESCP.It is hoped, however, that this guide will suggest some additional