Who did Max inherit dimples from? What is a “common ancestor”? In the quiz, which is the best definition for lineage? Which feature do humans, hares, caimans, and parrots share that the other three lineages did not inherit? When did the skull opening in front of the eye develop? Before the human/hare or between human/hare and the caiman/parrot? What did Dinosaurs likely taste like?

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Geology 1 Lab, Geologic Time

Name________________________________

 

Introduction:  One of the most difficult things for the human brain to comprehend is the depth of geologic time because it is challenging to visualize the magnitude of numbers like a million or billion.  This lab explores concepts in relative dating, absolute age dating, and fossil succession to explore how geologists structure Earth’s vast history.

PART 1: Understanding Geologic Time:

Use the https://ucmp.berkeley.edu/education/explorations/tours/geotime/gtpage1.html webpage to answer the following questions:

  1. How many pages would be in the “A History of the Earth” book if each page represented 10,000 years of Earth history? __________________________________
  2. For the events listed below, fill in how many years ago the event happened, and what page it would be on in the “A History of the Earth” book.
Event Years ago Page # in book
Formation of the Earth and Moon
Earliest life appears  

 
Early land plants  

 
Largest mass extinction  

 
Dinosaur extinction  

 
Early hominid “Lucy”  

 

 

  1. What is the difference between relative date and absolute date? (Use the U.S. history timeline you create to help answer this question.)
  2. What is the Law of Superposition (what does it tell us)?
  3. Fill in the following information for the fossils shown in step 7 of the activity.
Fossil Fact about the organism Date the fossil:
Trilobite  

 

 First appeared:
Brachiopods  

 

 Height of diversity:
Eurypterids  

 

 Went extinct:
Ammonites  

 

 Went extinct:

 

  1. Which of the fossils is the earliest (oldest)?
  2. What is radiometric dating, and what does it tell us?
  3. Based on the data from the radiometric dating of the volcanic ash layers, what is the age range for the layer of rock the ammonite fossils are found in?
  4. The geologic time scales starts with the formation of the Earth. When did the Earth form?
  5. Fill in the following information for the eons and eras in the geologic time scale.

 

Time Period Fact Millions of years ago
Eons Phanerozoic  

 
              Proterozoic  

 
              Archean  

 
             Pre-archean
Eras Cenozoic  

 
              Mesozoic  

 
              Paleozoic  

 

 

  1. Use the information from the geologic timeline to identify what period each of the following events occurred in.
  • Animals first appear in the fossil record:
  • Evidence of life on land:
  • First trees and forests appear:
  • Pangaea forms:
  • Largest mass extinction occurs:

 
  • Dinosaurs roam the earth:
  • Dinosaurs go extinct:
  • Mammoths, saber-toothed cats, giant sloths, humans, and ice ages

(aka, when the movie “Ice Age” takes place):

PART 2: Life Has A History

The point of this exercise is to introduce you to life history and to gain an understanding of how long life has been on the planet.  You will also see how life has evolved through time and how we can determine the relationship of one species to another or the relationships between groups of species at higher taxonomic levels.

 

For this portion of the exercise you will be using the following website:

https://ucmp.berkeley.edu/education/explorations/tours/intro/Intro5to12/tour1nav.php

 

Read the instructions and work your way through the module. You will need to click on the answers and get them correct before advancing. For some portions you must simply click on a word or two. Please read through the questions first then work through the module.

 

On the second page of the module you will find a link to “definitions to scientific terms”, click on this link and using the definitions as a guide, put the following definitions in your own words so that you understand what they mean (DO NOT CUT AND PASTE):

Geologic time:

Fossils:

Natural selection:

Biodiversity:

Cladogram:

Evolution:

Speciation:

Evolutionary relationships:

Paleontologist:

Taxon:

 

Working through the module, answer the following questions:

 

  1. Of the 30 million species of living things estimated to exist today, how many of them are notanimals?
  2. Find the timeline. How many millions of years did dinosaurs exist on Earth before they became extinct? (this is the length of time from when they first appear until their extinction)
  3. Name at least five things other than bones that can be preserved as fossils.
  4. Explain what divergence is.
  5. What types of evidence are used to determine evolutionary relationships?
  6. In your own words, explain how Geospiza Fortisis a good example of natural selection.
  7. Describe two other mechanisms for evolution in addition to natural selection.
  8. Give an example of an animal that has gone extinct because of human influence and explain what happened.

 

PART 3: What did T.Rex taste like?

In this exercise you will learn how we use evidence from both the modern and fossil record to determine the relationships between organisms both past and present. We can also make some inferences about some characteristics we don’t have direct evidence for. As with part 2, please read the questions then work your way through the module to answer the questions. Although there is an additional assignment at the end of the module, we are not doing that one and you are done with the module when you have the answer to the questions.

 

Go to this website to begin:

https://ucmp.berkeley.edu/education/explorations/tours/Trex/navigation.html

 

Questions:

  1. Who did Max inherit dimples from?
  2. What is a “common ancestor”?
  3. In the quiz, which is the best definition for lineage? Circle one: A B         C
  4. Which feature do humans, hares, caimans, and parrots share that the other three lineages did not inherit?
  5. When did the skull opening in front of the eye develop? Before the human/hare or between human/hare and the caiman/parrot?
  6. What did Dinosaurs likely taste like?

 

PART 4: Welcome to the geologic time scale.

In this portion of the exercise you will become even more familiar with the current geologic time scale by filling in a table and dates in millions of years before present. Go to this website to view the time scale. If you like you can download and/or print it for your reference: https://www.geosociety.org/GSA/Education_Careers/Geologic_Time_Scale/GSA/timescale/home.aspx?hkey=8668fe3f-c0a8-4dd8-aaca-13603b24c9e0

Geologic Time Scale

Place the age range of each time unit next to it using the Geologic Time Scale. Use the “Body Ages (Ma)” and “Picks (Ma)” ages. Ma = mega annum = millions of years before present. No dates are to be placed where it says “None”. Some dates are filled in for you in order to help keep you on track. Please be sure to read the tiny print at the bottom of the GSA time scale, it has information helpful to filling in portions of the table in this exercise.

Eons Eras Periods
Hadean – 4600 – 4000 None None
————————————————————————————————————————————————————————————-
Archean – 4000 – 2500 Eoarchean – 4000 – 3600 None
Paleoarchean – None
Mesoarchean – None
Neoarchean – None
————————————————————————————————————————————————————————————-
Proterozoic – Paleoproterozoic – Siderian – 2500 – 2300
Rhyacian –
Orosirian
Statherian –
Mesoproterozoic – Calymimian –
Ectasian –
Stenian –
Neoproterozoic – 1000 – 541 Tonian –
Cryogenian –
Ediacaran –
————————————————————————————————————————————————————————————-
Phanerozoic – Paleozoic – Cambrian – 541.0 – 485.4
Ordovician –
Silurian –
Devonian –
Mississippian –
Pennsylvanian –
Permian –
Mesozoic – Triassic –
Jurassic –
Cretaceous –
Cenozoic – Tertiary – Paleogene –
Neogene –
Quaternary – 2.58 – today

 

Using the tables provided in the Supplemental Information Packet and the information provided in your textbook and the video linked above, complete the following table by using the provided descriptions to evaluate: 1) whether the rock is foliated or non-foliated, 2) parent rock name, 3) metamorphic rock name, and 4) provide a picture from an online resource.

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Metamorphic Rocks

Introduction

Metamorphic rocks are, simply put, rocks that are “changed”.  That is they started out as igneous, sedimentary or other metamorphic rocks and through one or more of the processes of burial, heating or pressurization they have been transformed into new types of rocks.  Use the supplied “Metamorphic Rocks Supplemental Information” sheet and webpage/videos linked below to answer the questions in this lab.  Have fun!!!

Informational/Lab Webpage: http://profharwood.x10host.com/GEOL101/Labs/Metamorf/index.htm

Metamorphic Rock Identification Video: https://www.youtube.com/watch?v=HUydPhIaQQU

Supplemental Information Sheet: Supplied on Canvas!!

  1. Define the following terms in your own words:
    1. Metamorphic Rock:
    2. Foliated Metamorphic Rocks:
    3. Non-foliated Metamorphic Rocks:
    4. Regional Metamorphism:
    5. Contact Metamorphism:
    6. Metamorphic Grade:

 

  1. Using the tables provided in the Supplemental Information Packet and the information provided in your textbook and the video linked above, complete the following table by using the provided descriptions to evaluate: 1) whether the rock is foliated or non-foliated, 2) parent rock name, 3) metamorphic rock name, and 4) provide a picture from an online resource. The first row is completed for you.
  Description Foliated

Or

Non-foliated

 Parent Rock Name Metamorphic Rock Name Picture
1. Fizzes in acid, white color. Non- foliated Limestone Marble
2. Dull luster, breaks into flat surfaces, fine-grained        
3. Large crystals.  Very shiny with slightly wavy surfaces.  Garnet present        
4. Lots of quartz, scratches glass.  No fizz in acid.  Looks like a solid mass of crystals        
5. Dark silver, writes on paper        
6. Looks like snakeskin, softer than glass.        
7. Minerals separated into layers, rock looks striped        
8. Fine-grained crystals, shiny luster        
9. Dark, fine-grained rock produced by contact metamorphism. Scratches glass.  Looks like basalt        
10. Scratches glass.  Abundant feldspar and amphibole        
11. Low density, organic matter, black        

 

  1. Visit the interactive Lab Webpage linked here:

http://profharwood.x10host.com/GEOL101/Labs/Metamorf/index.htm

At the bottom of the page are 8 “Samples to Identify”.  Visit the pages for each of the 8 samples and supply your responses in the table below.  Copy and paste the rock pictures provided on the webpage for each sample in the final column of the table.

Of the minerals that display a metallic luster, list 3 that appear ‘shiny’ like metal. What is the streak color of most of the nonmetallic minerals? Hematite, limonite and magnetite are all iron rusts. How can you use streak to distinguish between these 3 minerals? What would be 2 simple tests you could use to tell the difference between gypsum and calcite?

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NON-SILICATE MINERAL LAB

Supply your answers directly on this sheet!!

    1. Describe in your own words what a mineral’s LUSTER is:
    2. Describe in your own words what a mineral’s STREAK is:
    3. Describe in your own words what a mineral’s HARDNESS is (***Note: This YOUTUBE VIDEO will also help with your answer):
    4. Describe in your own words what a mineral’s CLEAVAGE AND FRACTURE is:
    5. Describe in your own words what a mineral’s CRYSTAL FORM is:
    6. Describe in your own words what a mineral’s SPECIFIC GRAVITY is:
    7. Describe in your own words what a mineral’s COLOR is:
    8. Please describe in your own words what each of the following SPECIAL PROPERTIES are:
      1. Taste:
      2. Opacity:
      3. Magnetism:
      4. Elasticity/Flexibility:
      5. Smell:
      6. Striations:
      7. Feel:
    9. Please describe in your own words the 4 step process for mineral identification
      1. STEP 1:
      2. STEP 2:
      3. STEP 3:
      4. STEP 4:

 

  1. Using the separately provided Mineral Identification Key, identify 18 minerals which are non-silicates (i.e. those minerals which lack silicon (Si) as part of their chemical composition) and identify whether each mineral is a native element, sulfide, oxide, hydroxide, halide, sulfate, carbonate, or phosphate (i.e. the chemical class of the mineral).  Two minerals are done for you as examples.
  Mineral name Chemical Class
1 Calcite Carbonate
2 Hematite Oxide
3    
4    
5    
6    
7    
8    
9    
10    
11    
12    
13    
14    
15    
16    
17    
18    

 

 

  1. Using the separately provided Mineral Identification Key, supporting mineral identification lab, and online resources, complete the following table by supplying: 1) the non-silicate mineral ID (taken from your responses to question #10), 2) properties of the mineral that would allow you to identify that mineral, and 3) an image of the mineral collected from an online resource.  Two minerals are done for you as examples.
  Mineral name Identification Properties Picture
1 Calcite Hardness of 3, 3 cleavage planes at 75*, white streak, fizzes in acid (Youtube video of this reaction HERE)
2 Hematite Hardness of either 1.5 or 6, metallic luster, black streak, magnetic
3      
4      
5      
6      
7      
8      
9      
10      
11      
12      
13      
14      
15      
16      
17      
18      

 

 

Of the minerals that display a metallic luster, list 3 that appear ‘shiny’ like metal

    1. ___
    2. ___
    3. ___
  1. Of the minerals that display a metallic luster, list 3 that appear ‘dull’ like metal rust or tarnish.
    1. ___
    2. ___
    3. ___

 

  1. What is the streak color of most of the nonmetallic minerals?

 

 

  1. Hematite, limonite and magnetite are all iron rusts. How can you use streak to distinguish between these 3 minerals?

 

 

  1. What would be 2 simple tests you could use to tell the difference between gypsum and calcite?
    1. ___
    2. ___

 

Oxygen isotope measurements have been used to study stony-iron meteorites before this research study. Why is this study different? On what basis do the authors argue that HEDs and mesosiderites come from the asteroid Vesta 4, but pallasites do not?

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Geology Assignment

Read Greenwood, R. C., Franchi, I. A., Jambon, A., Barrat, J. A., & Burbine, T. H. (2006). Oxygen isotope variation in stony-iron meteorites. Science, 313(5794), 1763-1765, and answer the questions below in your own words.

1. Oxygen isotope measurements have been used to study stony-iron meteorites before this research study. Why is this study different? (4 points)

2. On what basis do the authors argue that HEDs and mesosiderites come from the asteroid Vesta 4, but pallasites do not? (6 points)

3. Some researchers disagree that HEDs and mesosiderites come from Vesta

4. What are their reasons, and how do Greenwood et al. (2006) counter these arguments? (8 points)

5. What are Vestoids, and what problem do they solve? (4 points)

6. What origin do the authors suggest for mesosiderites? (3 points)

7. What origin do the authors propose for pallasites? (3 points)

Explain how the ACRETE model determines whether a particular dust grain sticks to an accretion nucleus. Include any relevant mathematical expressions in your answer, and define the variables used. What additional requirement is necessary for the accretion nucleus to collect gas?

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Modeling Planetary Accretion

Questions
1. Isaacman and Sagan (1977) say that any model of solar system formation should be able to account for three main solar system characteristics. What are these characteristics? (3 points)

2. In the ACRETE model, the nebular cloud is filled with dust and gas molecules, after which an accretion nucleus is released into the nebular cloud. The dust and gas molecules can stick to the accretion nucleus, but do not stick together on their own. This a way of saving the computational cost of tracking thousands of interactions between dust grains and molecules.

  • a. Explain how the ACRETE model determines whether a particular dust grain sticks to an accretion nucleus. Include any relevant mathematical expressions in your answer, and define the variables used. (3 points)
  • b. What additional requirement is necessary for the accretion nucleus to collect gas? (2 points)

3. The ACRETE model is able to reproduce the distinction between terrestrial and Jovian planets without accounting for the chemical segregation that results from the condensation sequence or the effects of the T-Tauri wind. Carry out the steps below to explain how the model is able to accomplish this.

  • a. Begin by calculating the value of x (see point 6, Isaacman 8. Sagan, 1977, p. 513) for two accretion nuclei. Both have a mass of 3 = 10.M., but one H 1 AU from the centre of the nebula, and the other is 3 AU from the centre of the nebula. Show your work. (4 points)
  • b. Compare the two values of 0, and use this information to explain why the model generates terrestrial and Jovian planets. (4 points)

4. Describe and explain the results of varying the ratio of gas to dust K. (3 points)

5. The density of dust in the ACRETE nebula is highest at the centre of the nebula and decreases toward the edges of the nebula. ACRETE uses a mathematical expression, p, = Aexp(-arfi), to describe how rapidly the density of dust (pt) falls off with distance from the centre of the nebula (r).

  • a. According to !seaman and Sagan (1977), to what is a change in the parameter A equivalent? (2 points)
  • b. Isaacman and Sagan (1977) find that the model produces solar systems that look like ours when values of A correspond to a range of nebular masses between 0.02 M. and 0.2 M.. Why is the nebular mass of 0.02 M. the lower limit? What happens at nebular masses below 0.02 Me? Why is 0.2 M. the upper limit? (4 points)
  • c. The range of nebular mass from 0.02 M. to 0.2 M. is much smaller than the nebular mass of 1 M., which is used by astronomers studying the earlier history of the solar system. Why do Isaacman and Sagan not find this discrepancy problematic? (3 points)

6. Describe and explain the outcome of changing the eccentricity (r) of the dust particles in the nebula. (5 points)

7. Would you say that the model is sensitive or insensitive to changes in the distribution of density in the nebula? Support your conclusion with examples from the paper. (5 points)

8. Isaacman and Sagan (1977) find that the model produces planetary spacings that appear to be consistent with Trout-Bode-type laws, even for very unusual planetary systems. How do the authors interpret this outcome? (2 points)

Of these two accounts of nucleosynthesis, one description is more appropriate for a star existing early in the history of the universe, whereas the other description is best applied to a star existing today or in the recent past. Which description best applies to which star? Explain your reasoning.

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Earth’s Origin and Early Evolution

1. Given a choice of the isotope systems discussed in this unit (Rb-Sr, Sm-Nd, U—Pb), which would you use to date an Archean metamorphic rock? Explain your rationale. (5 points)

2. When we say that a star is “burning” hydrogen, we mean something very different from what happens to hydrogen when it is burned on Earth. With reference to the equations below, explain how the process of “burning” in stars differs from the process of burning on Earth. Which process yields more energy? (5 points)

Burning of H in a star: 2H + 1H ‘He + y, where y is a gamma-ray
Burning of H on Earth: 2H2 + 02 =, 2H20 + heat For the remaining questions, refer to Table 1: Principal burning stages in hydrostatic stellar evolution, in Meteorites and the early solar system II by B. S. Meyer and E. Zinner (2006).

3. Figure 1.4 in Isotopes: Principles and Applications (Faure & Mensing, 2005, p. 12), shows the abundance of elements in the solar system (You can find Fig. 1.4 in the. Notice that the abundances of Li, Be, and B are very low compared to other elements plotted nearby. What does Table 1 (Meyer & Zinner, 2006) indicate might be the cause of these anomalous y ow abundances?    (5  points)

4. The answer to Study Question 3 in Lesson 7 gives a much simpler account of stellar nucleosynthesis than does Table 1 (Meyer & Zinner, 2006), with fewer products. This is due, in part, to simplification for the purpose of this course. However, of these two accounts of nucleosynthesis, one description is more appropriate for a star existing early in the history of the universe, whereas the other description is best applied to a star existing today or in the recent past. Which description best applies to which star? Explain your reasoning. (5 points)

Give in a list format the main objectives of the manuscript. List the main accomplishments of this research. Why are these accomplishments important? Did the author(s) have a critical literature review? In your opinion, what is the gap in the literature, regarding this research topic?

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Technical Paper Review

Questions: For the manuscript that has been assigned to you as a reading exercise, answer the following questions, and elaborate as much as possible:

PART A
1. Give in a list format the main objectives of the manuscript.
2. List the main accomplishments of this research.
3. Why are these accomplishments important?

PART B
4. Did the author(s) have a critical literature review? Support with arguments.
5. In your opinion, what is the gap in the literature, regarding this research topic?
6. Give some details about the methodology used to accomplish the research objectives of the manuscript.

PART C
7. Give a list of the main research results.
8. What makes these results unique?
9. Are there any limitations to the research results presented in this manuscript?

PART D
10. List some recommendations for future work, related to the research topic of this manuscript.

What is the difference between facts and truth?How is it different from Opinion? If something is factual, does it make true? If something is true to you, does it make it factual?

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Fact vs Truth

1. What is the difference between facts and truth?How is it different from Opinion? Cite some examples.

2. If something is factual, does it make true? If something is true to you, does it make it factual? Cite some examples.

3. Give some examples within the geology context illustrating the difference between facts and truths. Better if it is within the Philippines context. Make sure to cite your sources.

Choose an event that was not the topic of a previous post. Include a photo and/or map of the event in your post. Create a college-level post discussion, wherein you provide the available information within complete sentences and full paragraphs.

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Week 4 Discussion

Part I. Post

Review the description of types of mass-wasting events in your textbook. You can also review the following website:
Then, find a source on a mass wasting event and describe that example. All initial forum posts are due by the end of Thursday.

For this event, consider the below questions for your mass wasting event choice and organize your essay with these questions in mind. Not all mass wasting events are the same, so you might not find the answers to each one of the questions for your chosen event. Provide as much information as you can find on the details and be sure to provide a typical quality essay, that is, do not simple copy-paste the following questions and answer them with names, numbers, and a simple sentence. Create a full essay about your event and include the answers to these questions within your write up.

1. When and where it occurred.

2. The type of mass wasting event it represents.

3. The death or casualty toll. (if any)

4. The economic toll (if available)

5. The cause of the event. (if known)

6. Possible ways it could have been prevented or the death toll lessened. (if that was possible)

Title your main post with the location of the event and date. Choose an event that was not the topic of a previous post. Include a photo and/or map of the event in your post. Don’t forget to attribute the source of your information. 250 words of original discussion text, not including titles, quotes and references. Do not simply add a list of answers to the above questions. Create a college-level post discussion, wherein you provide the available information within complete sentences and full paragraphs.

What’s a good tour if you can’t bring home something to show everyone. Will you be going through different countries and need different types of currency? How about credit cards? Phone service?

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Biome Project

MON Jan 10

Look at the Biome Brochure project. This will be due on Jan 22 at 4:00 pm and will be your test for the unit. There are a few other activities that you will need to complete over the next 3 weeks in addition to the brochure. Submit your tour location by Friday

MON Jan 10
Look at the LessonPath Biomes to fill out the chart in your study guide. Find a good map of the area and start marking stops on the map. Decide how you are going to travel on each leg of your tour. Will your tourists need to have anything in
particular for the trip, sleeping bags, mosquito nets, …

Look at LessonPath Climate.
Tue 11
What kinds of animals will you see? How close will you get? Your tourists may need a camera with a telephoto lens to get the pictures they will want to remember the tour. Are there any plants you will want to make sure each tourist sees?
Include pictures and descriptions of them. Are they poisonous, endangered? Look for pictures and information about each stop of your tour. As you save pictures on your page make sure to also save the urls in a reference content block.

W 12
Develop a description of why someone should go on your tour. Make it exciting and use a thesaurus if needed to find more word choices.

Th 13
Climate change is an important topic right now. Share information that you found about climate change. I’m looking for well supported information so check your source.

Fr 14

Biome Project Workday. Make sure you are caught up on all of the parts of your project up to this point.

Tue 18
Complete the Seasons lesson path and add to your study guide and Biome project.

Wed 19
Make sure to talk about places to get souvenirs. What’s a good tour if you can’t bring home something to show everyone. Will you be going through different countries and need different types of currency? How about credit cards? Phone service? You might want to include a picture of people you will encounter and items that might be hand crafted in the area. Project Work Day.

Th 20
Project Work Day

F 21
Make sure your Biome Brochure page is complete. Is your name on there somewhere? Please submit your project to the Biome Tour Final Project Discussion Board before Friday, Jan 22 at 4:00. Please remember this is a summative assignment.

Look at the directions for your project for these three weeks. Pick out a location now for your brochure and create your page in the folder Your Biome Tour Pages. Be sure to put a location in as the title. Submit your selected Biome location and a brief project description to the Tour Description Dropbox. That way you will be able to add to it as you do the rest of your work in this unit. You are developing a tour of an area in a biome. It should be more than just one city. Make sure to look at the directions closely to make sure that everything is included. Choose your location for your tour and put it in your discussion. Also let me know if you are having problems creating your page. Please do not choose anything that another student has done in the examples or that another classmate has done. Develop a draft of a description of your Biome Tour. Include any unique landforms that could be seen, and what kind activities your tour might offer (Rainforest hikes, Snowshoeing, etc.). Consider a biome daily tour schedule or options for travelers to choose from. Submit it here. You may decide this description is better broken up with different groups of pictures or divided into different content blocks. You can revise it in the future. Make sure to talk about places to get souvenirs. What’s a good tour if you can’t bring home something to show everyone. Will you be going through different countries and need different types of currency? How about credit cards? Phone service? You mightwant to include a picture of people you will encounter and items that might be hand crafted in the area. Add this information to your page. What souvenir would you get if you went on your tour?

Take a look at the following NASA pages on Climate Change:

https://climatekids.nasa.gov/climate-change-evidence/
https://climatekids.nasa.gov/greenhouse-effect/

Is Climate Change impacting the Biome that you selected? After some research add to your Biome project and post a short thought below about the impacts of Climate

Change in your Biome.
Look for pictures and information about each stop of your tour. As you save pictures to include in your brochure make sure to also save the urls. These would go in the refrences content block where you put your map url. You can put your pictures into the same or different content blocks depending on how you are setting up your page. Remember that you can only have 20 active content blocks Share an interesting picture or piece of information from your tour. What kinds of plants and animals will you see? What kinds of adaptations do these organisms have that make them successful in your biome? Your tourists may need a camera with a telephoto lens to get the pictures they will want to remember the tour.
Start adding this information to your page. Share information about one plant and one animal from your tour. Give some
information about it, more than you will have on your tour information page, about one paragraph on each. Pick one or two of the factors that influence OUR climate in the simulation and discuss how these factors influence our climate in North Georgia