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| Our Changing Earth Explorations with Susan
Holmes
Continued from page one… |
| Remembering to record observations in the heat of exploration is often the hard part. | |
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Sandpaper on the rock mimics the effects of years of windblown sand, being bounced along in a current, or being dragged by a glacier. |
| Vinegar bubbles and breaks down this rock too. |  |
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After the hands-on, the minds-on: making sense of it all. How do our models of weathering reflect the actions of nature? |
| The real thing makes a powerful statement. Rocks rounded by rivers and sold for ornamental rock gardens are easy to obtain for the classroom. |  |
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After weathering the plaster rocks, the groups take a look at large-scale erosion. The STC Land and Water kit's stream tables help model the process. |
| After setting up toothpicks to represent houses, "rain" showers down upon the land. |  |
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Jason and his team uses a spray bottle for rain, changing one of the variables. |
| Small versions of huge landforms and real river features begin to form. |  |
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Audrey, Susan, and Deanna discuss why the water took the path it did, what land features are recognizable, how to record findings, and ways to control further erosion. |
| Susan and the group discuss concluding thoughts and ideas about the Earth's dynamic processes. |  |
Discover the secrets of earth
materials with Molly.
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| The Franklin Institute gratefully acknowledges the generous support of the National Science Foundation and Unisys Corporation. | |||
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The Franklin Institute is the Demonstration Site for the
Eisenhower
Mid-Atlantic Consortium, providing science and math
resources for teachers.
This material is based upon work supported by the National Science Foundation under Grant No. 9819641. © 2003. All rights reserved.
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