Geology 110: Earth and Space Science

Geology 110: Earth and Space Science

Chapter 1 (Introduction to Earth Science)

Homework

Self-Reflection Survey (page 7)

#1: Explain how you interact with components of the earth system on a daily basis.

#2: Which of the following earth science phenomena have you experienced? Which would you most like to experience? Can you think of three more things to add to the list?

a.  a volcanic eruptions

b.  a glacier

c.  a river in flood

d.  a cave system

e.  an underground mine

f.  a canyon

g.  an earthquake

h.  an erosional coastline (rocky cliffs)

i.  a depositional coastline (beaches)

j.  a hot desert

k.  a continental divide

l.  rock layers with fossils

m.  a big, assembled, dinosaur skeleton

n.  a meteor shower and/or comet

o.  the aurora borealis (the Northern Lights)

p.  a solar and/or lunar eclipse

q.  a meteorite crater

r.  a mountain range over 10,000 feet in elevation

s.  a tornado

t.  the top of a cloud

#3: What three questions about Earth would you like to be able to answer by the end of this course?

Checkpoint 1.1 (page 7)

#4: Good questions often produce answers that lead to yet more questions. Review the statement and suggest some related questions that could clarify or expand the topic. Approximately half of the students who begin college science degrees change their major to a non-science field. Suggested questions:

Checkpoint 1.2 (page 8)

#5: Which of the following pieces of information were known prior to the Hutchinson gas explosion? (Circle all correct answers.)

a)  The volume of gas in the Yaggy storage facility

b)  The types of rocks present under the city

c)  When the explosions would occur

d)  The locations of leaking wells

Checkpoint 1.3, p. 9 (**Not Required…all classes)

#6: Read the following quote below from British mathematician Frank Ramsay and discuss how it relates to the investigation of the Hutchinson gas explosions.

We are in the ordinary position of scientists of having to be content with piecemeal improvements: we can make several things clearer, but we cannot make anything clear.

Checkpoint 1.4, p. 9

#7: Kansas geological survey scientists used information (data) to answer key questions during their investigation. Often they applied some scientific or technical skill to answer the question. For example, one of their first questions was, “Is it possible for gas to travel underground from the Yaggy storage facility to Hutchinson?” They needed to know the local rock types, information that was available from a county geological map, and they obtained additional data using underground imaging technology.

Describe at least two other combinations of questions, information, and skills from the Hutchinson gas explosions example.

Checkpoint 1.5, p. 10

#8: Which of the following statements is most accurate?

a) Observations are only as good as the hypotheses on which they are based.

b) Hypotheses are only as good as the observations on which they are based.

Checkpoint 1.6, p. 11

#9: Many young children are told the story of Goldilocks and the Three Bears. What type of reasoning was Goldilocks using in choosing which porridge to eat?

a)  Inductive reasoning

b)  Deductive reasoning

Kathie studied the geology of several Hawaiian volcanoes and used her data to predict the potential dangers from the eruption of similar volcanoes on the Galapagos Islands. What type of reasoning did she apply?

a)  Inductive reasoning

b)  Deductive reasoning

Checkpoint 1.7, p. 11

#10: Review the case study of the Hutchinson gas explosion. Identify the different hypotheses suggested for the origins of the gas? Why did these hypotheses change during the investigation?

Checkpoint 1.8, p. 12

#11: In June 1805, The Lewis and Clark expedition followed the Missouri River west, upstream toward the Rocky Mountains. The natives of the area had told the explorers that they would arrive at a series of falls and rapids (the Great Falls of the Missouri River) and soon after would reach the mountains. However, before Lewis and Clark found the falls, they came to an unexpected fork in the river and had to determine which branch of the river to follow. In applying their reasoning skills to determine the best route, the exploring party used the same basic principles scientists use to generate good scientific explanations. The passages that follow, taken from the journals of different members of Lewis and Clark’s Corps of Discovery, show the thought processes involved. Corps members are identified by bold lettering, and their journal entries are in italics; their original spelling and grammar are preserved. Journal entries are taken from www.pbs.org/lewisandclark/ (click on this link or see your book; it is probably easier from your book). After reading these journal entries, answer the following questions:

Which of the four basic principles of science did Lewis and Clark follow? For each statement, choose a or b, and briefly explain your choices for each answer in one or two complete sentences.

1.  Scientific explanations are tentative.

a) used b) not used

2.  Scientific explanations should be predictable.

a) used b) not used

3.  Scientific explanations are based on empirical observations or experiments.

a) used b) not used

4.  Scientific explanations offer well-defined natural causes to explain natural phenomena.

a) used b) not used

Checkpoint 1.9, p. 14 (**Not Required…all classes)

#12: Give an example from your own life experience that demonstrates observations, a hypothesis, and a prediction based on the application of reasoning consistent with the scientific method.

Checkpoint 1.10, p. 15

#13: Luis and Walter Alvarez suggested the dinosaurs became extinct when an asteroid collided with the Earth. They noted that the rare element iridium was present in 65 million year old rock layers around the world. What is the text in italics an example of?

a)  a hypothesis b) a prediction c) an observation d) a theory

Checkpoint 1.11, p. 15

#14: Examine the images below. Based on your observations, form a hypothesis as to how many of the images in the bottom row represent Mellinarks.

What was the thought process you went through to arrive at an answer? Try to separate out the “thinking steps” that you took, identifying observations, predictions, and hypotheses. Make sure to briefly describe the steps.

Checkpoint 1.12, p. 16

#15: Employees at the Ripley’s Believe It Or Not! Museum in Myrtle Beach, South Carolina, declare that female visitors who come in contact with a pair of African fertility statues have consistently become pregnant. The statues, from the Boule Tribe of the Ivory Coast, stand near the museum’s entrance. Some visitors have volunteered the information that they gave birth nine months after touching the statues, and credit the statues. The museum notes that some couples travel from as far away as Texas to rub the statues.

a)  What is the hypothesis presented in the story?

b)  Is the hypothesis supported by sufficient observations? Explain.

c)  What prediction could be made to verify or falsify the hypothesis?

Checkpoint 1.13, p. 17 (EXTRA CREDIT QUESTION…all classes):

#16: Read the summary of the Comprehensive Environmental Response, Compensation, and Liability Act (CERCLA, 1980) below. Does this law involve the measurement of physical and/or chemical characteristics of the environment or did it arise from social and/or cultural concerns? Explain your answer.

See p. 17 of the text for the summary of the CERCLA text.

Checkpoint 1.14, p. 19

#17: Is the evacuation of a city in advance of a hurricane an example of prevention or adjustment?

a)  prevention b) adjustment

What other examples of prevention or adjustment have been described in the chapter so far?

Checkpoint 1.15, p. 21 (FOR NOTEBOOK ONLY…message for online classes)

#18: Complete the concept map below to summarize the characteristics of the four principal roles that Earth scientists play in society.

Checkpoint 1.16, p. 21

#19: Read the quote in italics below. Discuss why you agree or disagree with the statement.

This is the first generation in the history of the world that finds that what people do to their natural environment may be more important than what the natural environment does to and for them.

Harlan Cleveland, former United States Secretary of State.

Checkpoint 1.17, p. 24

#20: Research Questions for CCSP: Match each lettered Climate Change Science Program category with the appropriate numbered research question; some categories may have multiple questions. Complete text of the checkpoint can be found on p. 24 of the text.

Checkpoint 1.18, p. 25 (**Not Required…all classes)

#21: Type of Data Needed for CCSP Categories: Match the types of climate data that should be collected with the correct Climate Change Science Program category. Some CCSP categories may have multiple matches. Complete text of the checkpoint can be found on p. 25 of the text.

Checkpoint 1.19, p. 25

#22: Review the statement below and argue for or against it.

The federal government should not have become involved in climate research through the Global Change Research Act. Such research should be left up to research programs at universities or to private or corporate research programs.

Question 1.20, p. 25 (FOR NOTEBOOK ONLY…message for online classes)

#23: Create a concept map to illustrate how the four components of the Earth system interact and are affected by processes related to global change. (You may include a fifth component in the form or solar energy.)

Introduction to Earth Science: Concept Map, p. 27

#24: To evaluate your understanding of the interactions between the components of the Earth system discussed in this chapter, complete the following concept map exercise.

Examine the following list of interactions between pairs of components in the Earth system. Match each interaction with one of the lettered links in the concept map provided. (see page 27 for concept map).

In later chapters I will expect you to make these connections themselves. These chapter summary exercises are designed as practice sessions in the first couple of chapters.