NYS Landforms

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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NYS


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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NYS


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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NYS


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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NYS


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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NYS


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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NYS


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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NYS


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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NYS


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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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.


Teacher overview.pdf Benjamin Rosenthal, v.1

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NYS


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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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


Su

rfac

e O

cean

Cu

rren

ts


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


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


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


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


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





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


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


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 (%)


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



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


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

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FRAC

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Properties of Common Minerals


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.


NYS


LocationsGoogle Maps Landform

Embedded KML Viewer

Map data ©2012 Google -



Page 1 of 1Google Maps Landform Locations - NYS Landforms

7/8/2012https://sites.google.com/site/nyslandforms/google-earth?previewAsViewer=1

NYS Landforms

Education

Transcript of NYS Landforms