8Th Grade Science Day 1 Complete “Traveling Kannemeyeria” Day 2

8th Grade Science

Day 1 Complete “Traveling Kannemeyeria”

Day 2 Complete Newtons’ Laws of Motion Practice Problems

Day 3 Complete Free-Body Diagram Practice

Day 4 Read and annotate “Mount Pinatubo and the Ring of Fire.” Complete the questions that follow.

Day 5 Complete Before Reading Questions Read and annotate “Wireless devices crowd out cosmic radio signals and more.” Complete questions. Create a concept map to organize ideas.

Traveling Kannemeyeria

One of the greatest survivors in all of Earth’s history was a humble creature named Kannemeyerid (Kannemeyeria in groups). Kannemeyeria are extinct therapsid (mammal-like reptiles) which lived approximately 250 million to 230 million years ago, during the Early to Middle Triassic Period. Kannemeyeria drawings depict this herbivore (plant eater) as a very strange looking reptile. It was about the size of an ox or large cow, had no fur and had an elongated face with a cropping beak and canine tusks. It was about 3 meters long and weighed approximately 90 kg (about 200 pounds). Kannemeyeria were land-dwellers. They traveled throughout plains and swamps, staying in warm, dry climates close to the equator.

Interestingly, fossils of Kannemeyeria have currently been found in rock layers across North America, South America, Africa, and Asia. This is very puzzling since these continents are all separated by oceans and do not all have warm, dry climates.

Images from: https://www.revolvy.com/page/Kannemeyeria https://www.renderosity.com/mod/bcs/kannemeyeriadr/92173

Question 1: The locations of the fossils of Kannemeyeria show an interesting pattern. The images on the map represent the Kannemeyeria fossils. Examine the image below to collect evidence of this pattern.

a. What do you observe about the Kannemeyeria fossils above and the pattern of fossil distribution from the map above?

______

b. Write at least 2 questions you have about the location of these fossils based on the information and the map of the fossil locations above.

______

Question 2: Rock types near and around the location of the fossils of Kannemeyeria show an interesting pattern. The “X” images on the map represent the same rock types. Examine the image below to collect evidence of this pattern.

a. What patterns do you notice in the locations of the matching rock types? What could cause these particular patterns?

Evidence (patterns) ______

______

Cause: ______

______

Question 3: Diagram 1 below demonstrates a scientific investigation in which scientists sampled rocks along a transect, a straight line of travel, across the Mid-Atlantic Ridge from South America to Africa to determine the age of the seafloor rocks. Data Table 1 shows the data collected from this investigation.

Data from: https://reporting.measuredprogress.org/NECAPPublicRI/documents/1516/Spring/NECAP_Sci_15-16_Gr8_Inquiry_Task_Booklet_Released.pdf

Part A - Using the data from Data Table 1, plot the approximate age of the Atlantic ocean floor from South America to Africa on the transect (Transect (Close Up)).

Part B - What is causing these patterns to occur?

Evidence (patterns) ______

Cause: ______

Question 4: Part A - Construct an explanation to describe how Kannemeyeria fossils have been found in such varied locations. ● Be sure to include the evidence you collected about Kannemeyeria fossils being found in such varied locations, rock type locations, and the pattern of seafloor rock ages between South America and Africa as evidence in your explanation.

______

Part B - The graphic below shows the current locations of major fossils and rock types that formed about 300 - 200 million years ago. Examine the map for patterns.

Using the evidence from your Part A explanation and the patterns you observed in the graphic, construct an explanation of the current location of the fossils and rock types. Be sure to account for the evidence that the same fossils are currently found in such varied locations.

______

______Newton’s Laws of Motion Practice

Formula: Force = Mass x Acceleration

1. Given this free body diagram of a punching bag being hit by a fist, provide a free body diagram of the fist hitting the bag.

2. If a 150kg cannonball begins accelerating at 40m/s/s, what net force does it have?

3. What force would it take to hold up a 1000kg giraffe? Remember the acceleration of gravity is 9.8 m/s/s.

4. Give the net force for the free body diagrams below

Construct free-body diagrams for the various situations described below. 1. A book is at rest on a tabletop. Diagram the forces acting on the book.

2. A gymnast holding onto a bar, is suspended motionless in mid-air. The bar is supported by two ropes that attach to the ceiling. Diagram the forces acting on the combination of gymnast and bar.

3. An egg is free-falling from a nest in a tree. Neglect air resistance. Diagram the forces acting on the egg as it is falling.

4. A flying squirrel is gliding (no wing flaps) from a tree to the ground at constant velocity. Consider air resistance. Diagram the forces acting on the squirrel.

5. A rightward force is applied to a book in order to move it across a desk with a rightward acceleration. Consider frictional forces. Neglect air resistance. Diagram the forces acting on the book.

6. A rightward force is applied to a book in order to move it across a desk at constant velocity. Consider frictional forces. Neglect air resistance. Diagram the forces acting on the book.

7. A college student rests a backpack upon his shoulder. The pack is suspended motionless by one strap from one shoulder. Diagram the vertical forces acting on the backpack.

8. A skydiver is descending with a constant velocity. Consider air resistance. Diagram the forces acting upon the skydiver.

9. A force is applied to the right to drag a sled across loosely packed snow with a rightward acceleration. Neglect air resistance. Diagram the forces acting upon the sled.

10. A football is moving upwards towards its peak after having been booted by the punter. Neglect air resistance. Diagram the forces acting upon the football as it rises upward towards its peak.

11. A car is coasting to the right and slowing down. Neglect air resistance. Diagram the forces acting upon the car.

Mount Pinatubo and the Ring of Fire

Mount Pinatubo and the Ring of Fire by ReadWorks

the June 12, 1991 eruption column from Mount Pinatubo taken from Clark Air Base

On July 16, 1990, a large earthquake struck Luzon, an island in the Philippines. The earthquake devastated cities for hundreds of miles around, and killed more than 1,600 people. Yet the destruction was not over.

Two weeks later, residents of Luzon discovered steam coming out of a volcano called Mount Pinatubo. But when scientists inspected the volcano, they did not find any evidence the volcano would erupt. However, on March 15, 1991, villagers on the northwestern side of the island were startled by a series of earthquakes. The earthquakes continued until two weeks later, when Mt. Pinatubo began to rumble.

On April 2, the mountain sent an explosion of steam, water, ash, and rock into the air. Over the next several weeks, it continued to belch volcanic ash into the air. Scientists detected increased levels of carbon dioxide, a sign that hot liquid magma was nearing the surface. By June 7, a dome of lava 130 feet high and 660 feet across had formed on the surface of the volcano.

Five days later, the volcano erupted. Hot volcanic ash rose about 20 miles into the air. An ash cloud of

ReadWorks.org · © 2013 ReadWorks®, Inc. All rights reserved. Mount Pinatubo and the Ring of Fire almost 50,000 square miles blanketed the island in darkness. The summit of the volcano was blown off, replaced by a new hole 1.6 miles wide. 847 people in surrounding communities died, most of them when their roofs, buckling under the weight of wet ash, collapsed. Geologiststh would later rank the eruption of Mt. Pinatubo as the second-largest volcanic eruption of the 20 century.

While scientists have never determined whether the earthquake in 1990 directly caused the volcanic eruption a year later, the two events are generally considered to be related. Although it's difficult to predict when or where an earthquake or a volcanic eruption will strike, these events can occur in patterns.

Mt. Pinatubo is located on the Ring of Fire. The Ring of Fire is a horseshoe-shaped zone characterized by earthquakes and more than 450 volcanoes. It is 25,000 miles long and runs roughly along the edges of the Pacific Ocean. The Ring of Fire begins on the southern edge of South America, runs north along the western coast of the Americas, cuts across the southern edge of Alaska, and down the eastern edge of Eurasia before culminating in a series of deep trenches, several thousand miles off the coast of Australia. Seventy-five percent of the world's active volcanoes are located on this ring, and almost 90% of the world's earthquakes happen there.

The reason why so many earthquakes and volcanic eruptions occur here has to do with plate tectonics. On the surface of the earth is a patchwork of enormous plates, atop which all geographic features-seas, oceans, fields, mountain ranges-sit. These plates are in constant motion, although they move very slowly-under six inches per year. These plates separate, collide, or slip past each other along their boundaries. These movements are referred to as plate tectonics. Massive events, such as earthquakes and volcano eruptions, can occur along plate boundaries.

Most earthquakes occur in areas often close to plate boundaries. Areas that are in the middle of the plates generally do not suffer from these same forces. This is why there are earthquakes in San Francisco, which is close to where two plates slide past each other, and usually not in Chicago, a thousand miles from any plate boundary.

Similarly, volcanoes tend to form near plate boundaries where the movement of the earth's plates creates vents, which are openings on the earth's surface. Magma, liquid rock located below the earth's surface, can rise toward the surface of the earth and erupt out of volcanoes. The island of Luzon, where Mt. Pinatubo erupted, is near a location where a sea plate has been sliding under a continental plate.

The location of mountain ranges is also closely linked to the activity of plates. The collision of two continental plates has formed Earth's tallest mountain ranges on land, such as the Himalayas. These mountain chains are essentially crumpled up parts of continental plates, formed when two continental plates push against each other.

Deep ocean trenches, such as the Mariana Trench of the Pacific Ocean, can also form along plate boundaries. The Mariana Trench reaches almost seven miles down.

If you look on a detailed map, one that includes physical features, such as mountain ranges and trenches, you will begin to see patterns. You may even be able to guess where some of the giant continental plates are located.

Name: ______Date: ______1. What happened in 1990 and 1991 on the island of Luzon?

A. There were a tornado and a volcanic eruption. B. There were a blizzard and a volcanic eruption. C. There were an earthquake and a volcanic eruption. D. There were an earthquake and a tornado.

2. What does this passage describe?

A. This passage describes life in Luzon, Chicago, and San Francisco. B. This passage describes the exploration of the Andes mountain range. C. This passage describes the impact of a volcanic eruption on the United States. D. This passage describes a volcanic eruption and plate tectonics.

3. Most earthquakes occur in areas close to where tectonic plates meet. There are earthquakes in San Francisco.

What can be concluded from this information?

A. San Francisco is far away from an area where tectonic plates meet. B. San Francisco is close to an area where tectonic plates meet. C. San Francisco is close to Luzon, an island in the Philippines. D. San Francisco is likely to experience a volcanic eruption in the near future.

4. Why might the 1990 earthquake and 1991 volcanic eruption in Luzon be related?

A. Both earthquakes and volcanic eruptions are caused by plate tectonics and can occur in patterns. B. Earthquakes occur in San Francisco but not in Chicago. C. Tectonic plates can form deep ocean trenches, such as the Mariana Trench in the Pacific Ocean. D. On April 2, Mount Pinatubo sent an explosion of steam, water, ash, and rock into the air.

5. What is this passage mainly about?

A. a volcanic eruption, the Ring of Fire, and plate tectonics B. an event that occurred on July 16, 1990 in the Philippines C. the similarities between the Andes and the Rocky Mountains D. how to prepare for earthquakes and volcanic eruptions

6. Read the following sentences: "Five days later, the volcano erupted. Hot volcanic ash rose about 20 miles into the air."

What does the word "erupted" mean?

A. shrank or got smaller B. aged or grew up C. burst or exploded D. built or put together

7. Choose the answer that best completes the sentence below.

First, there was an earthquake in Luzon; ______, there was a volcanic eruption.

A. currently B. second C. especially D. for instance

8. What is the Ring of Fire?

9. Why do so many earthquakes and volcanoes occur around the Ring of Fire?

10. Read this sentence from the passage:

"While scientists have never determined whether the earthquake in 1990 directly caused the volcanic eruption a year later, the two events are generally considered to be related."

What evidence from the passage supports the argument that the earthquake and volcanic eruption in Luzon were probably related?

CLASSROOM QUESTIONS Questions for 'Wireless devices crowd out cosmic radio signals and more'

This telescope in Green Bank, W. Va., collects radio signals from outer space. But radio transmissions from other sources, such as cell phones and the internet, can interfere.

NRAO/ AUI / NSF

By Science News for Students April 12, 2018 at 5:30 am To accompany feature 'Wireless devices crowd out cosmic radio signals and more'

SCIENCE Before Reading:

1. What do you think radio waves have to do with science? What do they have to do with your everyday life?

2. Do you think there could ever be so many radio signals being sent and received that there isn't room for them all? Why or why not?

During Reading:

1. What are radio waves and what kinds of information do they transmit?

2. Based on this story, what devices emit radio signals?

3. What is the radio spectrum and why is it important?

4. What is a growing problem with the radio spectrum, as described in this story?

5. Why are cell phones and Wi-Fi banned from Green Bank, W. Va.?;

6. What is a pulsar and what kind of radio signals does it emit?

7. How are scientists using radio waves to study Earth's weather, water cycle and climate change? What challenges do such scientists face?

8. What is radio interference?

9. How are researchers like Paul Tilghman trying to avoid issues of interference in the radio spectrum?

10. What may be the only way to pack more traffic into a crowded radio spectrum?

After Reading:

1. How can we share the radio spectrum for personal, military and scientific use?

2. Why is it important not to interfere with scientific st udies that use radio waves?