Exam (elaborations) TEST BANK FOR Laboratory Manual in Physical Geology.10th Edition By Richard M. Busch (Solution Manual)

ACTIVITY 1.1: Geologic Inquiry 1.1A. Observation, analysis, and description of the parts of Figure 1.1 12 1.1B. Every part of Figure 1.1 shows objects that contain copper (Cu). 1.1C. Analyze Figure 1.1 and answer the following questions. 1.1D. 1. The best location for a new mine (pit) is location C, because the rocks there have the same pink-red color in the false-colored satellite image as the rocks of the current and old copper mine pits. 1.1D. 2. To see if location C is actually a good source for more copper ore, one must go there to collect samples of the rock and determine if it contains copperbearing minerals in profitable quantities to be mined. 13 ACTIVITY 1.2: Spheres of Matter, Energy, and Change 1.2A. 14 1.2B. answer sheet 15 1.2C. Completed Venn diagram 1.2D. Reflect and Discuss: Do you think that most change on Earth occurs within individual systems, at boundaries between two systems, or at the intersections of more than two systems? Why? In general, one might expect that at the most change occurs at intersections of more than two systems, because there are more varied materials and energy forms (than in one system or the boundary between just two systems). 16 ACTIVITY 1.3: Modeling Earth Materials and Processes 1.3A. 1. See the completed basketball model below. Students should realize that it is nearly impossible for them to draw separate lines for hydrosphere and atmosphere (because they are so narrow compared to the diameter of the basketball). The crust will be about the thickness of a pencil/pen line. You could have students use another color of pencil for the crust (i.e., as done in red below). 17 1.3A. 2. The radius of the basketball model is 0.119m (119 mm), but the actual radius of Earth is 6,371,000 m, so the ratio scale of model to actual Earth is 0.119 to 6,371,000. Dividing 6,371,000 by 0.119 reduces the ratio scale to 1: 53,537,815. Thus, the basketball model is 1/53,537,815th of the actual size of Earth. Fractional scale: 1/53,537,815 Ratio scale: 1:53,537,815 1.3B. MODELING LANDSLIDE HAZARDS 1. If you lift one end of the ruler, then the coin slides towards the opposite end. 2. The coin did not slide off of the ruler at the very second you started to lift one end of the ruler, because there was friction between the coin and the ruler. 3. The coin start sliding when the force of gravity overcame the friction between coin and ruler. 4. REFLECT & DISCUSS: When students describe how they would modify the ruler and coin model, their answers will vary widely. • Most will use different solid materials, such as rocks on a piece of marble. • Some will introduce water. • Some will introduce wind. • Some will want to measure values and graph results. ACTIVITY 1.4: Measuring and Determining Relationships 1.4A. The mathematical conversions (using the table on laboratory manual page xi) are: 1. 10.0 miles x 1.609 km/mi = 16.09 kilometers (or rounded to 16.1 km) 2. 1.0 foot x 0.3048 m/ft = 0.3048 meters (or rounded to 0.3 m) 3. 16 kilometers x 1000 m/km = 16,000 meters 4. 25 meters x 100 cm/m = 2500 centimeters 5. 25.4 mL x 1.000 cm3/mL = 25.4 cm3 6. 1.3 liters x 1000 cm3/L = 1300 cm3 1.4B. 1. 6,555,000,000 = 6.555 x 109 2. 0. = 1.234 x 10-6 1.4C. Students should be able to use a metric ruler (cut from GeoTools sheet 1 or 2) to draw a line segment like this one that is exactly 1 cm long. _____ 1 cm 1.4D. Students should be able to use a metric ruler to draw a square that is exactly 1 cm long by 1 cm wide. [Note that this is a two-dimensional shape called a square centimeter, or cm2.] 1 cm 1 cm 18 1.4E. Students will have some difficulty drawing a three-dimensional cubic centimeter on two-dimensional paper because the dimensions must be distorted to give the drawing its perspective view. However, their drawing of a cubic centimeter should be as close as possible to actual size. Some students will try to trace the cubic centimeter in Figure 1.11B (which is correct, but must be traced exactly). 1.4F. Students should explain a procedure similar