nys landforms
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Website example and instructions for unit project involving field trips to local landforms and website creation for NYS Earth Science Class.TRANSCRIPT
This project exceeds the requirements set forth in the assignment and receives this seal of excellence in recognition of work well done.
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NYS LandformsHomeAdirondack MountainsFinger LakesNiagara FallsHowe CavernsThousand IslandsMoraines and DrumlinsGlaciersTeacher PageRubrics and Student FormsGoogle Maps Landform Locations
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This project exceeds the requirements set forth in the assignment and receives this seal of excellence in recognition of work well done.
NYS
NYS LandformsHomeAdirondack MountainsFinger LakesNiagara FallsHowe CavernsThousand IslandsMoraines and DrumlinsGlaciersTeacher PageRubrics and Student FormsGoogle Maps Landform Locations
Adirondack Mountains
Towering above New York's landscape, the Adirondack Mountains stand as a monument to the ice age. Five million years ago, small alpine glaciers carved their way through the Northeastern United States. As they moved through what is now the Adirondack Region, stones deposited by the glacier were scattered across the landscape. Massive chunks of ice broke away from the glacier, and were buried beneath sand and gravel washed from the ice. As these ice chunks melted, depressions, called kettle holes, were formed. When the kettle hole extended below the water table, a pond was created. Many of the small, circular ponds you see while hiking in the high peak began as kettle holes.
Over thousands of years, as glaciers carved away the landscape, the mountains began to take shape. Unlike the Rockies and the Appalachians, the Adirondack Mountains do not form a connected range, but rather a 160-mile wide dome of more than 100 peaks. Although the mountains are formed from ancient rocks more than 1,000 million years old, geologically, the dome is a newborn. The Adirondack Peaks can be anywhere from 1,200 feet tall to well over 5,000 feet tall, and the 46 tallest summits above 4,000 feet are called the High Peaks. Although four peaks were later discovered to measure less than 4,000 feet, they are still considered Adirondack High Peaks.
The highest of all the peaks is Mount Marcy, towering 5,344 feet above sea level. It is one of the most distinctive features of the Adirondack landscape. Mount Marcy is home to Lake Tear of the Clouds, the highest lake in New York State at 4,292 feet, and the source of the Hudson River. The Adirondack Mountains are about 6 million acres of forests, streams, rivers, lakes, and mounatins. They are located in Northern New York, about 225 miles north of New York City and 75 miles south of Montreal, Canada. In 1892 the Adirondacks were named a State Park. (Ref: http://visitadirondacks.com/adirondack-mountains.html)
Interesting Facts About the Adirondack Mountains
• Mt. Marcy is the tallest of the Adirondack Mountains at 5,344 ft. • There are 2,000 miles of foot trails. • There are 2,300 lakes & ponds. • There are 1,500 miles of rivers.
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This project exceeds the requirements set forth in the assignment and receives this seal of excellence in recognition of work well done.
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NYS LandformsHomeAdirondack MountainsFinger LakesNiagara FallsHowe CavernsThousand IslandsMoraines and DrumlinsGlaciersTeacher PageRubrics and Student FormsGoogle Maps Landform Locations
Finger Lakes
The Finger Lakes are made up of eleven lakes. Their names, from east to west, are: Otisco, Skaneateles, Owasco, Cayuga, Seneca, Keuka, Canandaigua, Honeoye, Canadice, Hemlock, and Conesus. They are called finger lakes because they are shaped like the fingers of a hand.
During the last Ice Age, the ice was over a mile thick. As time went on, the ice sheet grew and with its force created valleys, lakes, rivers, and even rounded mountain ranges. As this glacier withdrew, it carved out valleys. Then, as the glacier melted, the waters began to fill these new valleys forming the Finger Lakes. The deep weight of the glacier made some parts of this area deeper than others. The Finger Lakes are stretched in the direction of the ice movement. This is how the different shapes and sizes of the Finger Lakes came to be. (Ref: http://www.fingerlakes.org/)
Interesting Facts About the Finger Lakes
• Cayuga Lake is 40 miles long and 1 to 3 miles wide, 435 feet deep and 380 feet above sea level. • Cayuga and Seneca Lake are connected at their northern ends by a canal.• The Finger Lakes are home to more than 100 wineries.
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This project exceeds the requirements set forth in the assignment and receives this seal of excellence in recognition of work well done.
NYS
NYS LandformsHomeAdirondack MountainsFinger LakesNiagara FallsHowe CavernsThousand IslandsMoraines and DrumlinsGlaciersTeacher PageRubrics and Student FormsGoogle Maps Landform Locations
Niagara Falls
During the last ice age, a large sheet of ice covered Canada and parts of New York. As this sheet of ice started to melt, water began to flow back to the ocean through a channel that went across New York to the Hudson River Valley. As the flow continued, the water levels began to drop. Eventually, a new channel was exposed which would become the Niagara River. Water from Lake Erie now flowed into Lake Iroquois (the name for a lake that stood where Lake Ontario is but was larger). As the last remaining parts of the sheet of ice melted from the Thousand Islands, a great rush of water drained Lake Iroquois through the St. Lawrence River and emptied into the Atlantic Ocean. Now the waters flowed from Lake Erie through the Niagara River into Lake Ontario and out the St. Lawrence River to the Atlantic Ocean. (Ref: http://www.niagarafallsstatepark.com/Formation-and-Discovery.aspx)
Interesting Facts About Niagara Falls
• A 7 year old boy wearing only life jacket and bathing suit accidentally went over the Canadian Falls and survived during the summer of 1960.• More than 6 million cubic feet of water goes over the falls every minute during peak daytime hours.• Niagara Falls is comprised of three waterfalls: American Falls, Bridal Veil Falls and Horseshoe Falls.• The Canadian Falls, shaped like a horseshoe, are 177 feet high and the American Falls are184 feet high.
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This project exceeds the requirements set forth in the assignment and receives this seal of excellence in recognition of work well done.
NYS
NYS LandformsHomeAdirondack MountainsFinger LakesNiagara FallsHowe CavernsThousand IslandsMoraines and DrumlinsGlaciersTeacher PageRubrics and Student FormsGoogle Maps Landform Locations
Howe Caverns
Howe Caverns is a limestone cave located the eastern central part in Schoharie County 156 feet underground. Since it is so far underground, the temperature stays at 52 °F year round. Caverns are very humid, which means they are not only cool but also damp. To explore the caverns you need to take a 32 second elevator ride underneath the earth. These caverns stretch a little less than a mile and end at an underground lake. During tours of the caverns, after walkting to the end, you are allowed to take a short boat ride on the underground lake. Like other landforms, Howe Caverns took a long time to form. At one time, this area would have been a solid piece of limestone. Over time, rain found its way into the limestone. As the rain fell from the sky it absorbed carbon dioxide and turned into a very weak carbonic acid. This acidic water slowly dissolved the limestone over thousands of years. As a result, chambers, rooms, and passageways were carved out ultimately creating the cavern as we know it today. (Ref: http://howecaverns.com/history)
Intersting Facts About Howe Caverns
• Lester Howe accidentally found Howe Caverns on May 22, 1842. Howe noticed that his cows seemed to be grazing in the same spot every day. When he went to find out why, the temperature seemed to be quite cooler where the cows were grazing. As he approached that same spot, he found an opening to the cave all because of one cow named Milicent that stood closest to the opening. • Howe Caverns has little animal or plant life. It is a closed ecological system, which means that the food web
stays only in the cave. • Unique stone formations grow deep inside the caverns. Large formations known as stalactites grow down
from the cavern ceilings. Large formations known as stalagmites grow up from the ground. (A neat way to learn the meanings of these terms and not be confused is to remember the “c” (grows down from ceiling) in stalactites and the “g” (grows up from ground) in .stalagmites.
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This project exceeds the requirements set forth in the assignment and receives this seal of excellence in recognition of work well done.
NYS
NYS LandformsHomeAdirondack MountainsFinger LakesNiagara FallsHowe CavernsThousand IslandsMoraines and DrumlinsGlaciersTeacher PageRubrics and Student FormsGoogle Maps Landform Locations
Thousand Islands
How many islands make up the Thousand Islands? There are at least 1,700 islands between Canada and the United States in the region called Thousand Islands in the St. Lawrence River. Most of the islands are relatively small, but there are a few that stretch 5 to 6 miles long. These islands are found in about a 40-mile stretch on the river where it turns very wide as it leaves Lake Ontario. The Thousand Islands reach the Canadian side from Wolfe Island near Kingston, Ontario to Brockville, Ontario and goes over to the American side from Tibbets Point on Lake Ontario to Morristown, New York. Long before the French explorers found this area, this land was occupied by the five member nations of the Iroquois. This included the Mohawk, Oneida, Onondaga, Seneca, and the Cayuga Indians.
During the last Ice Age, which happened about 18,000 years ago, the ice was over a mile thick. As time went on, the ice sheet grew and with its force, created valleys, lakes, rivers, and even rounded mountain ranges when it began to withdraw. It also crushed things that did not move like a huge bulldozer. As it withdrew, the glacier left a large channel to the valley. As the glacier melted, the waters began to fill this new channel. The deep weight of the glacier made some parts of this area deeper than others. This is how the different shapes and sizes of the Thousand Islands came to be. (Ref: http://oliver_kilian.tripod.com/1000islands/IsIn2-Rocks/rocks.htm)
Interesting Facts About the Thousand Islands
• There are at least 1,700 islands that make up the Thousand Islands.• Seventeen of these islands are included in the St. Lawrence Islands National Park. • First European settlement in this area was located in Kingston in 1675, with the opening of Fort Frontanac.
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This project exceeds the requirements set forth in the assignment and receives this seal of excellence in recognition of work well done.
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NYS LandformsHomeAdirondack MountainsFinger LakesNiagara FallsHowe CavernsThousand IslandsMoraines and DrumlinsGlaciersTeacher PageRubrics and Student FormsGoogle Maps Landform Locations
Moraines and Drumlins
The "Ice age" was really a series of many advances and retreats of glaciers. The Finger Lakes were probably carved by several of these episodes. Ice sheets more than two miles thick flowed southward, parallel but opposite to the flow of the rivers, gouging deep trenches into these river valleys. Traces of most of the earlier glacial events have vanished, but much evidence remains of the last one or two glaciers that covered New York.
The latest glacial episode was most extensive around 21,000 years ago, when glaciers covered almost the entire state. Around 19,000 years ago, the climate warmed, and the glacier began to retreat, disappearing entirely from New York for the last time around 11,000 years ago.
The most obvious evidence left by the glaciers are the gravel deposits at the south ends of the Finger Lakes called moraines and streamlined elongated hills of glacial sediment called drumlins. Moraines are visible south of Ithaca at North Spencer, along Route 13 west of Newfield, and near Willseyville. Drumlins are visible northeast of Ithaca at the northern end of Cayuga and Seneca lakes in a broad band from Rochester to Syracuse. (Ref: http://www.britannica.com/EBchecked/topic/172086/drumlin)
Interesting Facts About Morains and Drumlins
• The long axis of a drumlin lies parallel to the direction of the advance.• Drumlins can vary widely in size, with lengths from 0.6 to 1.2 miles, heights from 50 to 100
feet, and widths from 1300 to 2000 feet.• Most drumlins are composed of till, but they may vary greatly in their composition. Some
contain significant amounts of gravels, whereas others are made up of rock underlying the surface till.
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This project exceeds the requirements set forth in the assignment and receives this seal of excellence in recognition of work well done.
NYS
NYS LandformsHomeAdirondack MountainsFinger LakesNiagara FallsHowe CavernsThousand IslandsMoraines and DrumlinsGlaciersTeacher PageRubrics and Student FormsGoogle Maps Landform Locations
Glaciers
Even though you've probably never seen a glacier, they are a big item of importance when we talk about New York State's geology.
In a way, glaciers are just frozen rivers of ice flowing downhill. Glaciers begin life as snowflakes. When the snowfall in an area far exceeds the melting that occurs during summer, glaciers start to form. The weight of the accumulated snow compresses the fallen snow into ice. These "rivers" of ice are tremendously heavy, and if they are on land that has a downhill slope the whole ice patch starts to slowly grind its way downhill. Even when they are melting and receeding they maintain their downhill movement. These glaciers can vary greatly in size, from a football-field sized patch to a river a hundred miles long.
Glaciers have had a profound effect on the topography in NYS, other states in the northern U.S and in Canada. Imagine how a billion-ton ice cube can rearrange the landscape as it slowly grinds its way overland. In this picture you can see the bowl-shaped valley in a glacial valley glacier forces its way through the landscape. Many lakes, such as the Great Lakes, and valleys have been carved out by ancient glaciers. (Ref: http://ga.water.usgs.gov/edu/earthglacier.html)
Interesting Facts About the Glaciers
• During the last ice age (when glaciers covered more land area than today) the sea level was about 400 feet lower than it is today. At that time, glaciers covered almost one-third of the land.
• During the last warm spell, 125,000 years ago, the seas were about 18 feet higher than they are today. About three million years ago the seas could have been up to 165 feet higher.
• Glaciers store about 69% of the world's freshwater, and if all land ice melted the seas would rise about 70 meters (about 230 feet).
•
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This project exceeds the requirements set forth in the assignment and receives this seal of excellence in recognition of work well done.
NYS
NYS LandformsHomeAdirondack MountainsFinger LakesNiagara FallsHowe CavernsThousand IslandsMoraines and DrumlinsGlaciersTeacher PageRubrics and Student FormsGoogle Maps Landform Locations
Teacher Page
Overview
Note: This is one piece of what could be a full year project with each unit. It will be important for the teacher to be aware of each student’s situation so that alterations can be made for the independent portion if necessary. Students will be working in groups, independently and with technology as well as making real world observations and practicing real world reporting. Ideally this project could be taken on by schools across the state or country and students could share their local landforms with each other.
As students progress through a unit on landforms, they will use their observation skills in a real world application and then report their findings. Students will make observations, recall or research the processes that created the landforms, utilize digital photography, GPS technology and create a personal review website.
Students will participate in a field trip to at least 3 local landforms that are discussed in class. At the end of the unit (following the field trip) each student will be responsible for creating their own website that will include their authentic photograph of the landform, their observations, formation information, GPS location, and three facts about the landform that the student found interesting.
Students will work in groups of 3 to photograph, take GPS coordinate readings of their location, map it on a map (perhaps Google Earth) and make authentic observations.In addition to the 3 landforms observed on the field trip, each student will be required to independently seek out 1 additional landform and complete all the previously mentioned components. Each student will then share their information on the landform with the others in their group. It will be the responsibility of each student to verify that the information that they include on their website is accurate and complete.
If a student is unable to seek out a local landform on their own due to a lack of transportation or family responsibility, they will be allowed to research and use an available image of a well known landform.
After the websites are completed, the teacher will grade them with the use of a rubric. Badges will be awarded as follows: 1-the teacher will award a “Teachers Seal of Excellence” to websites that meet and or surpasses all required elements. 2- Each student will view all classmates’ websites and choose a favorite. The one with the most votes will be awarded a “Class Favorite” badge.
Additionally, each student will be required to peer review 3 other students work (these may NOT be group members). Students will use the Peer Review Form.
The goals of this project are to get students out of the classroom to actually see, touch and experience the landforms they have learned about and to work on their observation and reporting skills. Students will also benefit from group work and the sharing of their finding of their individual component.
Prior Knowledge and Standards
As students begin this project, they will need some prior knowledge to successfully complete it. Students will need to understand that Landforms are the result of Earth processes and time. Students will need to have a basic knowledge of GPS and what it is used for as well as an understanding of how to make and report observations.
Students will be exposed to many NYS standards during this project.
Standard 2: Information SystemsKey Idea 1: Information technology is used to retrieve, process, and communicate information as a tool to
enhance learning.
Key Idea 2: Knowledge of the impacts and limitations of information systems is essential to its effective and ethical use.
Standard 6: Interconnectedness, Common Themes: Key Idea 1: Systems Thinking: Through systems thinking, people can recognize the commonalities that
exist among all systems and how parts of a system interrelate and combine to perform specificfunctions
Key Idea 3: Magnitude and Scale: The grouping of magnitudes of size, time, frequency, and pressures or other units of measurement into a series of relative order provides a useful way to deal with the immense range and the changes in scale that affect the behavior and design of systems.
Standard 4, Key Idea 2, Performance Indicators2.1m Many processes of the rock cycle are consequences of plate dynamics. These include the production
of magma (and subsequent igneous rock formation and contact metamorphism) at both subduction and rifting regions, regional metamorphism within subduction
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Page 1 of 2Teacher Page - NYS Landforms
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zones, and the creation of major depositional basins through down-warping of the crust.
2.1n Many of Earth’s surface features such as mid-ocean ridges/rifts, trenches/subduction zones/island arcs, mountain ranges (folded, faulted, and volcanic), hot spots, and the magnetic and age patterns in surface bedrock are a consequence of forces associated with plate motion and interaction.
2.1p Landforms are the result of the interaction of tectonic forces and the processes ofweathering, erosion, and deposition.
2.1r Climate variations, structure, and characteristics of bedrock influence the development of landscape features including mountains, plateaus, plains, valleys, ridges,escarpments, and stream drainage patterns.
2.1t Natural agents of erosion, generally driven by gravity, remove, transport, anddeposit weathered rock particles. Each agent of erosion produces distinctive changesin the material that it transports and creates characteristic surface features and landscapes. In certain erosional situations, loss of property, personal injury, and loss of life can be reduced by effective emergency preparedness.
2.1u The natural agents of erosion include:• Streams (running water): Gradient, discharge, and channel shape influence a stream’s velocity and the erosion and deposition of sediments. Sediments transported by streams tend to become rounded as a result of abrasion.Stream features include V-shaped valleys, deltas, flood plains, and meanders. A watershed is the area drained by a stream and its tributaries.• Glaciers (moving ice): Glacial erosional processes include the formation of U-shaped valleys, parallel scratches, and grooves in bedrock. Glacial features include moraines, drumlins, kettle lakes, finger lakes, and outwash plains.• Wave Action: Erosion and deposition cause changes in shoreline features, including beaches, sandbars, and barrier islands. Wave action rounds sediments as a result of abrasion. Waves approaching a shoreline move sand parallel to the shore within the zone of breaking waves. • Wind: Erosion of sediments by wind is most common in arid climates and along shorelines. Wind-generated features include dunes and sand-blasted bedrock.• Mass Movement: Earth materials move downslope under the influence of gravity.
2.1v Patterns of deposition result from a loss of energy within the transporting systemand are influenced by the size, shape, and density of the transported particles. Sedimentdeposits may be sorted or unsorted.
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Teacher overview.pdf Benjamin Rosenthal, v.1
Page 2 of 2Teacher Page - NYS Landforms
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This project exceeds the requirements set forth in the assignment and receives this seal of excellence in recognition of work well done.
NYS
NYS LandformsHomeAdirondack MountainsFinger LakesNiagara FallsHowe CavernsThousand IslandsMoraines and DrumlinsGlaciersTeacher PageRubrics and Student FormsGoogle Maps Landform Locations
Rubrics and Student Forms
Landforms Project
You will be putting your observation and reporting skills to work and creating your own review website that will help you get to know the wondrous world right outside your door!
As we move through our unit on landforms, we will be continually working towards each of you creating your own website. Your website will include several components that will be useful to you especially when you begin to review for the final exam.
You will be put into groups of 3. when we take our field trip to some local landforms, your group will be required to:a. take a photograph of the landform, b. take a GPS coordinate reading, c. pin point the GPS reading on a map that will be put onto each of your websites, d. make authentic observations and write them into your journals.
*You each will also be adding 3 interesting facts about each landform to your individual sites
After the field trip you each will make your own website using the information that you gathered along with your independent landform observation and photo. Each of you will be required to individually seek out, identify, photograph, observe and describe one landform other than the ones found on the field trip.
***Attached is the rubric that explains the project and my expectations. Please see me if you have any questions or do not fully understand the project or directions.***
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Earth Science Reference Tables - 2011.pdf Benjamin Rosenthal, v.1
Peer Review Doc.pdf Benjamin Rosenthal, v.1
Project Rubric.pdf Benjamin Rosenthal, v.1
Student Field Trip Sheet.pdf Benjamin Rosenthal, v.1
Student overview.pdf Benjamin Rosenthal, v.1
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Page 1 of 1Rubrics and Student Forms - NYS Landforms
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Heat energy gained during melting . . . . . . . . . . 334 J/g
Heat energy released during freezing . . . . . . . . 334 J/g
Heat energy gained during vaporization . . . . . 2260 J/g
Heat energy released during condensation . . . 2260 J/g
Density at 3.98°C . . . . . . . . . . . . . . . . . . . . . . . . 1.0 g/mL
New York State Fossil
2011 EDITIONThis edition of the Earth Science Reference Tables should be used in theclassroom beginning in the 2011–12 school year. The first examination forwhich these tables will be used is the January 2012 Regents Examination inPhysical Setting/Earth Science.
The University of the State of New York • THE STATE EDUCATION DEPARTMENT • Albany, New York 12234 • www.nysed.gov
Reference Tables forPhysical Setting/EARTH SCIENCE
Eccentricity = distance between focilength of major axis
Gradient =change in field value
distance
Density =mass
volume
Rate of change =change in value
time
Equations
RADIOACTIVEISOTOPE
DISINTEGRATION HALF-LIFE(years)
Carbon-14
Potassium-40
Uranium-238
Rubidium-87
C14
K40
U238
Rb87
N14
Pb206
Sr87
5.7 × 103
1.3 × 109
4.5 × 109
4.9 × 1010
Ar40
Ca40
Specific Heats of Common MaterialsRadioactive Decay Data
Properties of Water
Average Chemical Compositionof Earth’s Crust, Hydrosphere, and Troposphere
MATERIAL SPECIFIC HEAT(Joules/gram • °C)
Liquid water 4.18
Solid water (ice) 2.11
Water vapor 2.00
Dry air 1.01
Basalt 0.84
Granite 0.79
Iron 0.45
Copper 0.38
Lead 0.13
ELEMENT(symbol)
CRUST HYDROSPHERE TROPOSPHEREPercent by mass Percent by volume Percent by volume Percent by volume
Oxygen (O) 46.10 94.04 33.0 21.0
Silicon (Si) 28.20 0.88
Aluminum (Al) 8.23 0.48
Iron (Fe) 5.63 0.49
Calcium (Ca) 4.15 1.18
Sodium (Na) 2.36 1.11
Magnesium (Mg) 2.33 0.33
Potassium (K) 2.09 1.42
Nitrogen (N) 78.0
Hydrogen (H) 66.0
Other 0.91 0.07 1.0 1.0
Eurypterus remipes
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NN
SY
LV
AN
IA
LAKE
AT
LAN
TIC
OC
EA
N
Mile
s
Kilo
met
ers
Genesee River
LON
G IS
LAN
DR
IVE
RH
EA
D
River
Hudson
WA
TE
RT
OW
N
050
4030
2010
080
6040
20
MASSACHUSETTS
41
°
AL
BA
NY
ER
IE
LON
GIS
LAN
DS
OU
ND
CHAMPLAIN
Physical Setting/Earth Science Reference Tables — 2011 Edition 3
mod
ifie
d fr
omG
EO
LO
GIC
AL
SUR
VE
YN
EW
YO
RK
STA
TE
MU
SEU
M19
89
NiagaraRiver
GE
OL
OG
IC P
ER
IOD
S A
ND
ER
AS
IN N
EW
YO
RK
CR
ETAC
EOU
S an
d PL
EIST
OC
ENE
(Epo
ch) w
eakl
y co
nsol
idat
ed to
unc
onso
lidat
ed g
rave
ls, s
ands
, and
cla
ys
LATE
TR
IASS
IC a
nd E
ARLY
JU
RAS
SIC
con
glom
erat
es, r
ed s
ands
tone
s, re
d sh
ales
, bas
alt,
and
diab
ase
(Pal
isad
es s
ill)
PEN
NSY
LVAN
IAN
and
MIS
SISS
IPPI
AN c
ongl
omer
ates
, san
dsto
nes,
and
sha
les
DEV
ON
IAN
limes
tone
s, s
hale
s, s
ands
tone
s, a
nd c
ongl
omer
ates
SILU
RIA
NSI
LUR
IAN
also
con
tain
s sa
lt, g
ypsu
m, a
nd h
emat
ite.
OR
DO
VIC
IAN
limes
tone
s, s
hale
s, s
ands
tone
s, a
nd d
olos
tone
sC
AMBR
IAN
CAM
BRIA
N a
nd E
ARLY
OR
DO
VIC
IAN
san
dsto
nes
and
dolo
ston
es
mod
erat
ely
to in
tens
ely
met
amor
phos
ed e
ast o
f the
Hud
son
Rive
rC
AMBR
IAN
and
OR
DO
VIC
IAN
(und
iffer
entia
ted)
qua
rtzite
s, d
olos
tone
s, m
arbl
es, a
nd s
chis
tsin
tens
ely
met
amor
phos
ed; i
nclu
des
porti
ons
of th
e Ta
coni
c Se
quen
ce a
nd C
ortla
ndt C
ompl
exTA
CO
NIC
SEQ
UEN
CE
sand
ston
es, s
hale
s, a
nd s
late
ssl
ight
ly to
inte
nsel
y m
etam
orph
osed
rock
s of
CAM
BRIA
N th
roug
hM
IDD
LE O
RD
OVI
CIA
N a
ges
MID
DLE
PR
OTE
RO
ZOIC
gne
isse
s, q
uartz
ites,
and
mar
bles
Line
s ar
e ge
nera
lized
stru
ctur
e tre
nds.
MID
DLE
PR
OTE
RO
ZOIC
ano
rthos
itic
rock
s
} }
}} }Dom
inan
tly
sedi
men
tary
orig
in
Dom
inan
tly
met
amor
phos
ed
rock
s
Inte
nsel
y m
etam
orph
osed
rock
s(re
gion
al m
etam
orph
ism
abo
ut 1
,000
m.y.
a.)
N S
WE
020
40
020
4060
80K
ilom
eter
s
Mile
s10
3050
Gen
eral
ized
Bed
rock
Geo
logy
of
New
Yor
k S
tate
Physical Setting/Earth Science Reference Tables — 2011 Edition 4
Su
rfac
e O
cean
Cu
rren
ts
Physical Setting/Earth Science Reference Tables — 2011 Edition 5
Peru-Chile Trench
Haw
aii
Hot
Spo
t
San
And
reas
Fau
lt
Juan
de
Fuc
a P
late
Phi
lippi
neP
late
Ale
utia
nT
renc
hY
ello
wst
one
Hot
Spo
t
Nor
th A
mer
ican
Pla
te
Afr
ican
Pla
teC
ocos
Pla
teC
arib
bean
Plat
e
Mid-Atla
nticRidge C
anar
yIs
land
sH
ot S
pot
Sout
hA
mer
ican
Pla
te
Gal
apag
osH
ot S
pot
Naz
caP
late
Ant
arct
icP
late
Indi
an-A
ustr
alia
nP
late
Pac
ific
Pla
teF
iji P
late
Eas
tPacific
Ridge
Ant
arct
icP
late
Arabian
Plate
Eur
asia
nP
late
Eur
asia
nP
late
Icel
and
Hot
Spo
t
EastAfricanRiftM
id
-Indian Ridge
South
east
Indi
anR
idge
South
west I
ndia
n
Ridge
Scot
iaP
late
Sand
wic
hP
late
Mid-AtlanticRidge
Eas
ter
Isla
ndH
ot S
pot
St.
Hel
ena
Hot
Spo
t
Bou
vet
Hot
Spo
t
Key
NO
TE
:N
ot a
ll m
antle
hot
spo
ts, p
late
s, a
ndbo
unda
ries
are
show
n.
Com
plex
or
unce
rtai
npl
ate
boun
dary
Rel
ativ
e m
otio
n at
plat
e bo
unda
ryM
antle
hot s
pot
Div
erge
nt p
late
bou
ndar
y(u
sual
ly b
roke
n by
tran
sfor
mfa
ults
alo
ng m
id-o
cean
rid
ges)
Con
verg
ent p
late
bou
ndar
y(s
ubdu
ctio
n zo
ne)
subd
uctin
gpl
ate
over
ridin
gpl
ate
Tran
sfor
m p
late
bou
ndar
y(t
rans
form
faul
t)
Tec
ton
ic P
late
s
Tas
man
Hot
Spo
t
M
ariana Trench
TongaTrench
Physical Setting/Earth Science Reference Tables — 2011 Edition 6
Ero
s ion
Wea
ther
ing
&E
rosi
on(U
plift
)
Metam
orphism
MeltingSolid
ificat
ionMeltingWeathering & Erosion
(Uplift)
Metamorphism
Weathering & Erosion
(Uplift)
Heat and/or Pressure
Heatand /or
Pressure
Melting
Cementation and Burial
Compactio
n and/or Deposition
IGNEOUSROCK
SEDIMENTS
MAGMA
METAMORPHICROCK
SEDIMENTARYROCK
0.0001
0.001
0.01
0.1
1.0
10.0
100.0
PAR
TIC
LE
DIA
ME
TE
R (
cm)
Boulders
Cobbles
Pebbles
Sand
Silt
Clay
1000500
50100
10510.5
0.10.05
0.01
STREAM VELOCITY (cm/s)
This generalized graph shows the water velocityneeded to maintain, but not start, movement. Variationsoccur due to differences in particle density and shape.
25.6
6.4
0.2
0.006
0.0004
Rock Cycle in Earth’s Crust
Scheme for Igneous Rock Identification
Relationship of TransportedParticle Size to Water Velocity
Pyroxene(green)
Amphibole(black)
Biotite(black)
Potassiumfeldspar
(pink to white)
(rel
ativ
e by
vol
ume)
MIN
ER
AL
CO
MP
OS
ITIO
N
Quartz(clear towhite)
CH
AR
AC
TE
RIS
TIC
S
MAFIC(rich in Fe, Mg)
HIGHER
DARKER
FELSIC(rich in Si, Al)
LOWER
LIGHTER
CRYSTALSIZE
TEXTURE
Pumice
INT
RU
SIV
E(P
luto
nic)
EX
TR
US
IVE
(Vol
cani
c)
EN
VIR
ON
ME
NT
OF
FO
RM
AT
ION
Plagioclase feldspar(white to gray)
Olivine(green)
COMPOSITION
DENSITY
COLOR
100%
75%
50%
25%
0%
100%
75%
50%
25%
0%
IGN
EO
US
RO
CK
S
non-
crys
talli
ne
GlassyBasaltic glassObsidian
(usually appears black)
less
than
1 m
m FineBasaltAndesiteRhyolite
1 m
mto
10
mm
CoarsePeri-dotiteGabbro
DioriteGranite
Pegmatite
10 m
mor
larg
er Verycoarse
Scoria Vesicular(gas
pockets)
Du
nit
e
Non-vesicular
Non-vesicular
Vesicular basaltVesicular rhyolite Vesicularandesite
Diabase
Physical Setting/Earth Science Reference Tables — 2011 Edition 7
INORGANIC LAND-DERIVED SEDIMENTARY ROCKS
COMPOSITIONTEXTURE GRAIN SIZE COMMENTS ROCK NAME MAP SYMBOL
Rounded fragments
Angular fragmentsMostlyquartz,feldspar, andclay minerals;may containfragments ofother rocksand minerals
Pebbles, cobbles,and/or bouldersembedded in sand,silt, and/or clay
Clastic(fragmental)
Very fine grain
Compact; may spliteasily
Conglomerate
Breccia
CHEMICALLY AND/OR ORGANICALLY FORMED SEDIMENTARY ROCKS
Crystalline
Halite
Gypsum
Dolomite
Calcite
Carbon
Crystals fromchemicalprecipitatesand evaporites
Rock salt
Rock gypsum
Dolostone
Limestone
Bituminous coal
. . . . .. . . .
Sand(0.006 to 0.2 cm)
Silt(0.0004 to 0.006 cm)
Clay(less than 0.0004 cm)
Sandstone
Siltstone
Shale
Fine to coarse
COMPOSITIONTEXTURE GRAIN SIZE COMMENTS ROCK NAME MAP SYMBOL
Fineto
coarsecrystals
Microscopic tovery coarse
Precipitates of biologicorigin or cemented shellfragments
Compactedplant remains
. . . . .. . . .
Bioclastic
Crystalline orbioclastic
FO
LIA
TE
D
Fine
Fineto
medium
Mediumto
coarse
Regional
Low-grademetamorphism of shale
Platy mica crystals visiblefrom metamorphism of clayor feldspars
High-grade metamorphism;mineral types segregatedinto bands
Slate
Schist
Gneiss
COMPOSITIONTEXTUREGRAINSIZE COMMENTS ROCK NAME
TYPE OFMETAMORPHISM
(Heat andpressureincreases)
MIN
ER
AL
ALI
GN
ME
NT
BA
ND
-IN
G
MAP SYMBOL
Foliation surfaces shinyfrom microscopic micacrystals
Phyllite
GA
RN
ET
PY
RO
XE
NE
FE
LD
SPA
R
AM
PH
IBO
LE
MIC
AQ
UA
RT
Z
Hornfels
NO
NF
OLI
AT
ED
Metamorphism ofquartz sandstone
Metamorphism oflimestone or dolostone
Pebbles may be distortedor stretched
Metaconglomerate
Quartzite
Marble
Coarse
Fineto
coarse
Quartz
Calcite and/ordolomite
Variousminerals
Contact(heat)
Various rocks changed byheat from nearbymagma/lava
VariousmineralsFine
Anthracite coalRegional Metamorphism ofbituminous coalCarbonFine
Regional
or
contact
Scheme for Metamorphic Rock Identification
Scheme for Sedimentary Rock Identification
Physical Setting/Earth Science Reference Tables — 2011 Edition 8
PLEISTOCENEPLIOCENE
MIOCENE
OLIGOCENE
EOCENE
PALEOCENE
LATE
EARLY
LATEMIDDLE
EARLY
LATE
MIDDLEEARLYLATE
MIDDLE
EARLY
LATE
MIDDLE
EARLY
LATE
MIDDLE
EARLY
LATE
EARLY
LATE
MIDDLE
EARLY
LATE
MIDDLE
EARLY
EARLYLATE
GEOLOGIC HISTORY
ElliptocephalaCryptolithus
Phacops Hexameroceras ManticocerasEucalyptocrinus
CtenocrinusTetragraptus
Dicellograptus EurypterusStylonurus
B LA EC D G HF I J NK M
CentrocerasValcouroceras Coelophysis
(Index fossils not drawn to scale)
EraEon
PH
AN
ER
O-
ZO
ICP
RE
CA
MB
RI
AN
AR
CH
EA
NP
RO
TE
RO
ZO
IC
LATE
LATE
MIDDLE
MIDDLE
EARLY
EARLY
0
500
1000
2000
3000
4000
4600
Million years ago
CENOZOIC
MESOZOIC
PALEOZOIC
QUATERNARY
NEOGENE
PALEOGENE
CRETACEOUS
JURASSIC
TRIASSIC
PERMIAN
CA
RB
ON
IF-
ER
OU
S
DEVONIAN
Period Epoch Life on Earth
SILURIAN
ORDOVICIAN
CAMBRIAN
580
488
444
416
318
299
200
146
Million years ago
NY RockRecord
PENNSYLVANIAN
HOLOCENE
65.5
251
1.85.3
0.010
23.033.9
MISSISSIPPIAN
Humans, mastodonts, mammoths
55.8
Large carnivorous mammalsAbundant grazing mammalsEarliest grasses
Many modern groups of mammalsMass extinction of dinosaurs, ammonoids, and many land plants
Earliest flowering plantsDiverse bony fishes
Earliest birds
Earliest mammals
Mass extinction of many land and marine organisms (including trilobites)
Mammal-like reptiles
Abundant reptiles
Extensive coal-forming forests
Abundant amphibiansLarge and numerous scale trees and seed ferns (vascular plants); earliest reptiles
359Earliest amphibians and plant seedsExtinction of many marine organisms
Earth’s first forestsEarliest ammonoids and sharksAbundant fish
Earliest insectsEarliest land plants and animals
Abundant eurypterids
Invertebrates dominantEarth’s first coral reefs
Burgess shale fauna (diverse soft-bodied organisms)Earliest fishes
Earliest trilobites542
Abundant stromatolites
Ediacaran fauna (first multicellular, soft-bodied marine organisms)
Extinction of many primitive marine organisms
First sexually reproducingorganisms
Oldest known rocks
Estimated time of originof Earth and solar system
Sediment
Bedrock
Abundant dinosaurs and ammonoids
Earliest dinosaurs
Great diversity of life-forms with shelly parts
1300
Evidence of biologicalcarbon
Earliest stromatolitesOldest microfossils
Oceanic oxygenproduced bycyanobacteriacombines withiron, formingiron oxide layerson ocean floor
Oceanic oxygen begins to enterthe atmosphere
Physical Setting/Earth Science Reference Tables — 2011 Edition 9
Grenville orogeny: metamorphism ofbedrock now exposed in the Adirondacksand Hudson Highlands
Advance and retreat of last continental ice
Sands and clays underlying Long Island andStaten Island deposited on margin of AtlanticOcean
Dome-like uplift of Adirondack region begins
Intrusion of Palisades sill
Initial opening of Atlantic OceanNorth America and Africa separate
Pangaea begins to break up
Catskill delta formsErosion of Acadian Mountains
Acadian orogeny caused by collision ofNorth America and Avalon and closing of remaining part of Iapetus Ocean
Salt and gypsum deposited in evaporite basins
Erosion of Taconic Mountains; Queenston deltaforms
Taconian orogeny caused by closing of western part of Iapetus Ocean and collision between North America and volcanic island arc
Widespread deposition over most of New Yorkalong edge of Iapetus Ocean
Rifting and initial opening of Iapetus Ocean
Erosion of Grenville Mountains
OF NEW YORK STATE
MastodontBeluga Whale
CooksoniaBothriolepis
Maclurites EospiriferMucrospiriferAneurophyton
CondorNaples Tree CystiphyllumLichenaria Pleurodictyum
PO RQ S T U V W X Y Z
Platyceras
Time Distribution of Fossils(including important fossils of New York) Important Geologic
Events in New YorkInferred Positions ofEarth’s Landmasses
ADU (2011)
The center of each lettered circle indicates the approximate time of existence of a specific index fossil (e.g. Fossil lived at the end of the Early Cambrian).
PL
AC
OD
ER
M F
ISH
A
Alleghenian orogeny caused bycollision of North America andAfrica along transform margin,forming Pangaea
119 million years ago
359 million years ago
458 million years ago
232 million years ago
59 million years ago
TR
ILO
BIT
ES
C
B
A
BIR
DS
S
E
D
F
NA
UT
ILO
IDS
AM
MO
NO
IDS
G
CR
INO
IDS
H
I
J
K
GR
AP
TO
LIT
ES
L
DIN
OS
AU
RS
MA
MM
AL
S
O
N
EU
RY
PT
ER
IDS
M P
Q
VA
SC
UL
AR
PL
AN
TS
T
U
V
CO
RA
LS
R
BR
AC
HIO
PO
DS
GA
ST
RO
PO
DS
W
X
Y
Z
Physical Setting/Earth Science Reference Tables — 2011 Edition 10
Inferred Properties of Earth’s Interior
24
23
22
21
20
19
18
17
16
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
1 2 3 4 5 6 7 8
EPICENTER DISTANCE (× 103 km)
P
9 10
S
TR
AV
EL
TIM
E (
min
)
00
Physical Setting/Earth Science Reference Tables — 2011 Edition 11
Earthquake P-Wave and S-Wave Travel Time
1– 33– 28– 24– 21–18–14–12–10– 7– 5– 3–11468
10121416192123252729
2
– 36– 28– 22–18–14–12– 8– 6– 3–11368
111315171921232527
0– 20–18–16–14–12–10– 8– 6– 4– 2
02468
1012141618202224262830
– 20–18–16–14–12–10– 8– 6– 4– 2
02468
1012141618202224262830
3
– 29– 22–17–13– 9– 6– 4–11469
1113151720222426
4
– 29– 20–15–11– 7– 4– 2
1469
11141618202224
5
– 24–17–11– 7– 5– 2
1479
121416182123
6
–19–13– 9– 5– 2
147
101214171921
7
– 21–14– 9– 5– 2
147
1012151719
8
–14– 9– 5–1248
10131618
9
– 28–16–10– 6– 2
258
111416
10
–17–10– 5–2369
1114
11
–17–10– 5–1269
12
12
–19–10– 5–137
10
13
–19–10– 5
048
14
–19–10– 4
15
15
–18– 9– 3
1
12840485561667173777981838586878888899091919292929393
2
1123334148545863677072747678798081828384858686
0100100100100100100100100100100100100100100100100100100100100100100100100100100
– 20–18–16–14–12–10– 8– 6– 4– 2
02468
1012141618202224262830
3
1320323745515659626567697172747576777879
4
112028364246515457606264666869707172
5
111202735394348505456586062646566
6
61422283338414548515355575961
7
10172428333740444649515355
8
61319252933364042454749
9
410162126303336394244
10
28
1419232730343639
11
17
12172125283134
12
16
111520232629
13
51014182125
14
49
131720
15
49
1216
Difference Between Wet-Bulb and Dry-Bulb Temperatures (C°)
Difference Between Wet-Bulb and Dry-Bulb Temperatures (C°)Dry-BulbTempera -ture (°C)
Dry-BulbTempera -ture (°C)
Dewpoint (°C)
Relative Humidity (%)
Physical Setting/Earth Science Reference Tables — 2011 Edition 12
Temperature
Freezingrain
Haze
Rain
FogSnow
Hail Rainshowers
Thunder-storms
Drizzle
Sleet
Smog
Snowshowers
Air Masses
cA
cP
cT
mT
mP
continental arctic
continental polar
continental tropical
maritime tropical
maritime polar
Cold
Warm
Stationary
Occluded
Present Weather Fronts Hurricane
Tornado
Pressure
196
+19/
.25
28
27
12
Station Model Station Model Explanation
Water boils220
200
180
160
140
120
100
80
60
40
20
0
–20
–40
–60
Room temperature
Water freezes
110
100
90
80
70
60
50
40
30
20
10
0
–10
–20
–30
–40
–50
380
370
360
350
340
330
320
310
300
290
280
270
260
250
240
230
220
One atmosphere
30.701040.0
1036.0
1032.0
1028.0
1024.0
1020.0
1016.0
1012.0
1008.0
1004.0
1000.0
996.0
992.0
988.0
984.0
980.0
976.0
972.0
968.0
30.60
30.50
30.40
30.30
30.20
30.10
30.00
29.90
29.80
29.70
29.60
29.50
29.40
29.30
29.20
29.10
29.00
28.90
28.80
28.70
28.60
28.50
Key to Weather Map Symbols
Physical Setting/Earth Science Reference Tables — 2011 Edition 13
Physical Setting/Earth Science Reference Tables — 2011 Edition 14
Gamma rays
X rays
Ultraviolet Infrared
Microwaves
Radio waves
Visible light
Violet Blue Green Yellow Orange Red
Decreasing wavelength Increasing wavelength
(Not drawn to scale)
Electromagnetic Spectrum
Planetary Wind and MoistureBelts in the Troposphere
The drawing on the right shows the locations of the belts near the time of anequinox. The locations shift somewhatwith the changing latitude of the Sun’s vertical ray. In the Northern Hemisphere,the belts shift northward in the summerand southward in the winter.
(Not drawn to scale)
Selected Properties of
Earth’sAtmosphere
Physical Setting/Earth Science Reference Tables — 2011 Edition 15
Solar System Data
CelestialObject
Mean Distance from Sun
(million km)
Period ofRevolution
(d=days) (y=years)
Period ofRotation at Equator
Eccentricityof Orbit
EquatorialDiameter
(km)
Mass(Earth = 1)
Density(g/cm3)
SUN — — 27 d — 1,392,000 333,000.00 1.4
MERCURY 57.9 88 d 59 d 0.206 4,879 0.06 5.4
VENUS 108.2 224.7 d 243 d 0.007 12,104 0.82 5.2
EARTH 149.6 365.26 d 23 h 56 min 4 s 0.017 12,756 1.00 5.5
MARS 227.9 687 d 24 h 37 min 23 s 0.093 6,794 0.11 3.9
JUPITER 778.4 11.9 y 9 h 50 min 30 s 0.048 142,984 317.83 1.3
SATURN 1,426.7 29.5 y 10 h 14 min 0.054 120,536 95.16 0.7
URANUS 2,871.0 84.0 y 17 h 14 min 0.047 51,118 14.54 1.3
NEPTUNE 4,498.3 164.8 y 16 h 0.009 49,528 17.15 1.8
EARTH’SMOON
149.6(0.386 from Earth)
27.3 d 27.3 d 0.055 3,476 0.01 3.3
Characteristics of Stars(Name in italics refers to star represented by a .)
(Stages indicate the general sequence of star development.)
Color
Surface Temperature (K)
0.0001
0.001
0.01
0.1
1
10
100
1,000
10,000
100,000
1,000,000
Lu
min
osi
ty(R
ate
at w
hich
a s
tar
emits
ene
rgy
rela
tive
to th
e S
un)
20,000 10,000 8,000 6,000 4,000 3,000
Blue Blue White White Yellow
2,000
RedOrange
Sirius
Spica
Polaris
Rigel
Deneb Betelgeuse
SUPERGIANTS(Intermediate stage)
(Intermediate stage)GIANTS
Barnard’sStar
ProximaCentauri
Pollux
Alpha Centauri
Aldebaran
Sun
Procyon B SmallStars
MassiveStars
WHITE DWARFS(Late stage)
MAIN SEQUENCE
(Early stage)
40 Eridani B
30,000
1–2�
silver togray
black streak,greasy feel
pencil lead,lubricants C Graphite
2.5 �metallicsilver
gray-black streak, cubic cleavage,density = 7.6 g/cm3
ore of lead,batteries PbS Galena
5.5–6.5 �black to
silverblack streak,
magneticore of iron,
steel Fe3O4 Magnetite
6.5 �brassyyellow
green-black streak,(fool’s gold)
ore ofsulfur FeS2 Pyrite
5.5 – 6.5or 1 �
metallic silver orearthy red red-brown streak ore of iron,
jewelry Fe2O3 Hematite
1 �white togreen greasy feel ceramics,
paper Mg3Si4O10(OH)2 Talc
2 �yellow toamber white-yellow streak sulfuric acid S Sulfur
2 �white to
pink or grayeasily scratched
by fingernailplaster of paris,
drywall CaSO4•2H2O Selenite gypsum
2–2.5 �colorless to
yellowflexible in
thin sheets paint, roofing KAl3Si3O10(OH)2 Muscovite mica
2.5 �colorless to
whitecubic cleavage,
salty tastefood additive,
melts ice NaCl Halite
2.5–3 �black to
dark brownflexible in
thin sheetsconstruction
materialsK(Mg,Fe)3
AlSi3O10(OH)2Biotite mica
3 �colorless
or variablebubbles with acid,
rhombohedral cleavagecement,
lime CaCO3 Calcite
3.5 �colorless
or variablebubbles with acidwhen powdered
buildingstones CaMg(CO3)2 Dolomite
4 �colorless or
variablecleaves in
4 directionshydrofluoric
acid CaF2 Fluorite
5–6 �black to
dark greencleaves in
2 directions at 90°mineral collections,
jewelry(Ca,Na) (Mg,Fe,Al)
(Si,Al)2O6Pyroxene
(commonly augite)
5.5 �black to
dark greencleaves at
56° and 124°mineral collections,
jewelryCaNa(Mg,Fe)4 (Al,Fe,Ti)3
Si6O22(O,OH)2
Amphibole(commonly hornblende)
6 �white to
pinkcleaves in
2 directions at 90°ceramics,
glass KAlSi3O8Potassium feldspar
(commonly orthoclase)
6 �white to
graycleaves in 2 directions,
striations visibleceramics,
glass (Na,Ca)AlSi3O8 Plagioclase feldspar
6.5 �green to
gray or browncommonly light green
and granularfurnace bricks,
jewelry (Fe,Mg)2SiO4 Olivine
7 �colorless or
variableglassy luster, may form
hexagonal crystalsglass, jewelry,
electronics SiO2 Quartz
6.5–7.5 �dark redto green
often seen as red glassy grainsin NYS metamorphic rocks
jewelry (NYS gem),abrasives Fe3Al2Si3O12 Garnet
HARD- COMMON DISTINGUISHINGLUSTER NESS COLORS CHARACTERISTICS USE(S) COMPOSITION* MINERAL NAME
Nonm
etal
lic lu
ster
*Chemical symbols: Al = aluminum Cl = chlorine H = hydrogen Na = sodium S = sulfur C = carbon F = fluorine K = potassium O = oxygen Si = siliconCa = calcium Fe = iron Mg = magnesium Pb = lead Ti = titanium
� = dominant form of breakage
Met
allic
lust
erEi
ther
FRAC
TURE
CLEA
VAG
E
Properties of Common Minerals
Physical Setting/Earth Science Reference Tables — 2011 Edition 16
Earth Science Peer Review Worksheet
Attention Earth Scientists! Use this form to review your peers’ work. (Hint: This can be used to review websites, wikis, papers, or any type of project!) Remember to be positive and fair. Here are your tasks:
1. Insert your name, your peer’s name, and the title of the project. 2. Carefully review your fellow student’s efforts. 3. Tell your peer what you like. Example: “I like the way you referred to your picture
and created an easy link to the picture for reference.” 4. Suggest some ways to make your peer’s work better. Example: “It was nice that
you put the title of each landform at the top. I think they would be easier to see if the titles were larger.”
Name of reviewer: _____________________________
Name of person whose work is being reviewed: ____________________________
Title of the project: __________________________________________________
Here are some things I like: ______________________________________________________
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Here are some things I think you could improve upon: ________________________________
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________
On a scale of 1-10, I think your website is a . (Use the guidance provided below to help you decide. Feel free to select numbers between those suggested.) Suggested guidance: “10” Your website is interesting and attractive and I would find it to be a useful tool from which to study. “5” Your website has a few significant errors but still contains good information that I consider useful. “1” Your website needs a lot of work to make it useful as a study tool.
Landform Unit Project Rubric
This is an interesting unit where we will learn about many of the landforms you see around you on an everyday basis. This will be especially fun because you will be in charge of finding, recording, and describing certain landforms and creating a website to display them. This website will be yours to use for study and review. You will spend some of your time working in groups. As always, your ability to effectively work with your team members is important to your learning. If you do your share, you will learn more and others will too! You are also expected to visit the websites of your classmates to review the work they have done. Not only will you learn from their efforts, but they will learn from you. You will be able to tell them what is good and what needs improvement. The information contained in this rubric describes how you will be assessed for this unit. Read carefully and good luck!
Assessed TaskAttend NYS Landform Field Trip or accomplishes authorized replacement task and works diligently toward project completion
Student is present and actively engages tasks
Student is present but is occassionally distracted from tasks
Student is present, but is often distracted from tasks
Student is present but distracts others from tasks
Student not present and does not accomplish replacement task
Document one landform (solo work); must include the following: Name of the landform typeAuthentic photograph of the landformAuthentic observation of the landformGPS coordinates plotted on a map of their location during observationInformation about the landform such as how it was created (what processes), its size, its importance to the area/ landscape etc.
Documentation of landform is complete, accurate, well presented, and organized
Documentation of landform lacks one or two important details; presentation style is good
Documentation of landform lacks several important details; presentation of information is fair
Documentation of landform lacks many important details; presentation is distracting or poor
Little or no documentation of landform
Create a website that communicates important information about landforms. This site must: Be Visually Attractive Be Scientifically Accurate Contain all required information (from #6 above) for three landforms (one solo, two additional from team members)
Website is attractive, accurate, and contains all required information
Website lacks one or two pieces of information or contains minor distractions
Website lacks several important pieces of information or has significant distractions
Website lacks a logical flow, is missing significant information and is poorly designed
Website not accomplished
Work effectively in Group Context: Share workload with two group members Visit a minimum of three peer websites and complete Peer Review Document *Team members will be assessed based on their individual efforts toward group effort
Workload is shared and accomplished in a healthy team environment
Workload is mostly shared but some evidence of resistance to team effort
Workload partially shared but team dynamics distracted from task accomplishment
Workload uneven due to team dynamics
No effort made toward team accomplishment
Timeliness: Accomplish all tasks no later than assignment due date
All tasks accomplished and submitted no later than due date
Not Applicable Not Applicable Not Applicable Some or all tasks not submitted on time
Landforms Field Trip
Items to bring: _____ Camera (1 per group) _____ GPS Unit (1 per group) _____ Pen/Pencil _____ Journal Reminders:You will be visiting landforms and will be outdoors. Please bring appropriate clothing for the day’s weather forecast. ex) sunglasses, raincoat, sweaterWe will be walking around a bit so wear sneakers or boots.We will be off of school property, but school rules still apply- BE COURTEOUS AND CAREFUL! Directions:At each landform that we visit: YOUR GROUP will: Take a photo of the landform Take a GPS reading of your location YOU will: Write your authentic (your own) observations in your journals. Don’t forget to be on the lookout for those 3 interesting facts, some of them could come from your observations. OBSERVATIONS:Be sure to take notice of what the landform looks like as well as the area around it. It may be wise to be watching the landscape on the bus ride to each landform. Write a lot about what you see, you will have your picture, but nothing is like seeing a landform in real life.
This project exceeds the requirements set forth in the assignment and receives this seal of excellence in recognition of work well done.
NYS
NYS LandformsHomeAdirondack MountainsFinger LakesNiagara FallsHowe CavernsThousand IslandsMoraines and DrumlinsGlaciersTeacher PageRubrics and Student FormsGoogle Maps Landform Locations
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