Storyboard Sections Framework: Prototype 0

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Storyboard Sections Framework Prototype
0 2.        (Optional) Background Information
on Earth Science for teachers

• General
• Time Framework- Background and Important Ideas
• High and Low- Background and Important Ideas
• Velocity
• Materials

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GeneralBackground for Teachers 1

• One of the mechanical properties identified by
  Newton is force, which, on the basis of his laws
  of motion, can generally be regarded as anything
  that changes or tends to change the state of
  motion in a body. Here, we refer to a driving
  force as simply the application of energy on
  Earth materials. Landforms can be thought of as
  manifesting the interaction between driving
  forces and the resistance of Earth materials.
• Driving Forces
  Resistance Forces

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General-Driving ForcesBackground for Teachers 2

• Energy, therefore, is exerted on Earth materials
  as a driving force. The major forces in our
  systems are climate, gravity and internal heat.
• Gravity the most important one for the purposes
  of fluvial processes. It determines the rigor of
  fluvial power, mass wasting, glaciation, tidal
  effects on coastal processes and the movement of
  groundwater.
• The force of gravity is applied continuously in
  every system at, above and beneath the surface.

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General-Resisting ForcesBackground for Teachers 2

• Landforms reflect a balance between the
  application of driving forces and the resistance
  of the material being worked on.
• The resisting force in geomorphology is
  implemented through the two major geologic
  variables
• Lithology Structure

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General-LithologyBackground for Teachers 3

• Lithology
• Lithology the diverse origins of rocks create
  lithologies at the surface that differ vastly in
  their chemical and mineralogic compositions,
  textures and internal strengths. Resisting
  framework in geomorphology basically entails only
  two igneous and metamorphic rock suites and
  approximately ten mineral varieties. The crust
  consists primarily of a silicic assemblage
  (granites, gneisses, schists, granodiorites and
  diorites.

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General-StructureBackground for Teachers 4

• Structure
• Structure Structural influence is readily
  apparent only when the rocks and climate involved
  are conducive to differential weathering and
  erosion. In depositional environments, structures
  may be buried by thick accumulations of sediment
  that mask the surface expression of the
  underlying structure. The most likely lithologic
  environment to display structural control is a
  sedimentary sequence with alternating resistant
  and nonresistant units, such as the valley and
  Ridge province of the Appalachian Mountains.

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Time FrameworkBackground for Teachers 1

• Time is a center piece of geology.
• During the latter part of the nineteenth century
  the idea of some form of equilibrium between
  landforms and processes was clearly expressed by
  Gilbert. Equilibrium implies that landforms (and
  presumably processes) exist in some type of
  unchanging condition. In reality changes do occur
  in the controlling factors with time.
• Thus, the true meaning of equilibrium depends on
  the time interval over which our balance is being
  considered. Geologist have considered geologic
  time in different ways
• Time framework by Schumm and Lichty
• Time framework by Wolman and Gerson

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Time Framework by Schumm and LichtyBackground
for Teachers 1

• Schumm and Lichty (1965) argued that different
  time intervals, which they called cyclic, graded
  and steady, are critical to our understanding of
  the process and landform relationship, and the
  distinction of these is extremely important in
  our conception of equilibrium.
• Cyclic timeDynamic equilibrium, changes occur
  over cyclic time, millions of years. In this
  case, even though fluctuations of variables
  occur, they are not offsetting and the average
  condition of the system is progressively
  changing. Constant average condition.
• Steady time Static equilibrium, changes occur
  over the short steady-time interval (days or
  months).
• Graded time steady-state equilibrium, changes do
  occur, but their offsetting effects tend to
  maintain the system in a constant average
  condition. Landforms and processes are considered
  over graded time, perhaps 100 to 1000 years.

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Time Framework by Wolman and GersonBackground
for Teachers 1

• According to Wolman and Gerson (1978),
  equilibrium is definable in only one distinct
  time interval. They suggested that equilibrium
  can be defined only as a graded-time phenomenon
• All definitions recognize that both processes and
  specific forms represent averages and that the
  characteristics which define equilibrium must be
  measured over a period of years, in Mackins
  (19480 phrase, to allow for short-term
  variations. The effect of climate change is
  discernible only when a trend in the width, or
  any other descriptive parameter can be detected,
  or when a new form is maintained for a sufficient
  period of time to permit distinction between the
  previous and the newly established values.

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Time Framework Background for Teachers 2

• Catastrophic events should be considerd as normal
  components of the equilibrium condition, that
  places a system in temporary disequilibrium.
• The recovery time is the time to reestablish a
  new set of equilibrium conditions.

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Time Framework Important Ideas for Students

• Students at the elementary level dont fully
  comprehend geological time.
• Using a more concrete example will help students
  begin to gain a more realistic understanding of
  geological time to some degree. For example,
  teachers can use a one year frame and then use
  this as a baseline to understand the differences
  between human time frame and geological time
  frame.
• First day of January would be the formation of
  Earth.
• April would be when life first appear on Earth.
• First terrestrial plants wouldnt come until the
  end of November.
• Dinosaurs disappeared on the 25th of December and
• Humans dont come into the history of earth until
  one hour before the end of the year.

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High and LowBackground information 1

• The ability of a river to erode and transport
  debris represents a balance between driving and
  resisting forces. It depends on how much
  potential energy is provided to produce flow and
  how much of that energy is consumed in the system
  by the resistance to flow. Gravity tends to
  continuously accelerate the flow downstream.
  However, the increase in velocity is moderated by
  friction and turbulence generated within the
  water and along the channel perimeter. At any
  point in a river the velocity represents the
  balance between the energy causing consumed by
  the resistance to flow.

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High and LowBackground information 2

• Flow in natural channels is invariably unsteady
  and nonuniform. Flow within natural channels is
  invariably turbulent. Most of the turbulence is
  generated along the water and sediment interface,
  causing an increase in resistance and a decrease
  in velocity toward the channel perimeter (the
  lower zone suffers more resistance along the
  channel bed and the upper zone is less affected
  by the bed roughness.) Across the channel, the
  highest velocities occur near the center of the
  flow (at, or immediately below, the surface).

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High and LowBackground information 3

• In rough, coarse-grained rivers, the vertical
  velocity becomes distorted or maybe completely
  absent (particularly where flow depths are small
  compared to the size of the roughness elements on
  the channels.
• According to Bathhurst, total resistance can be
  subdivided into three major components free
  surface (loss of energy resulting from the
  disruption of the water by surface waves and
  abrupt changes in water surface gradients,
  channel (the resistance associated with
  undulations in the channel bed and banks, as well
  as alterations in channel plan form and
  cross-sectional shape), and boundary resistance
  (movement of the water over materials of
  different roughness or over microtopographic
  features such as dunes or ripples).

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High and LowBackground information 4

• This classification is only one attempt to
  understand total resistance, which includes
  factors such as slope, roughness of materials
  (being the most rough mountain streams with rocky
  beds and rivers with variable sections and some
  vegetation along banks), velocity, particle size,
  sediment concentration and bottom configuration.
• Suspended solids usually move slower than the
  water. These coarse particles may also travel in
  true suspension, but they are likely to be
  deposited more quickly and stored within the
  channel. Coarse sediment usually travels as
  bedload (sediment transported close to or at the
  channel bottom by rolling, sliding, or bouncing).
• From Ritter, Kochel Miller (2002). Process
  geomorphology. Mc Graw Gill. Pages 190-195.

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High and LowImportant Ideas for Students

• Water moves from high to low because of the force
  of gravity.
• The force of gravity increases when theres more
  weight/slope increment and decreases when theres
  resistance. More water means more weight, more
  gravity and therefore more velocity downstream.
• Water slows down because of the resisting forces,
  such as slope, types of materials, undulations
  on the ground
• Water finds its way to keep flowing downhill
  until it cannot go any lower. Water always tries
  to find a way to keep flowing downhill (thats
  partly why it does not go in a straight line).
• The lowest parts of the earth are the oceans.
  Water will try to keep flowing until it reaches
  an ocean.

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VelocityBackground information 1

• Rivers transport sediment
• Sediment must come to a rest near the river.
• Sediment comes to a rest when the water slows
  down.
• The river slows down because of the reduction in
  the amount of water and the slope.
• More velocity, more power, river cuts through
  land easily.
• As the river slows down, looses strength and
  therefore looks for easier paths, creating the
  different extremities of the Delta. Water finds
  its way through the land, sediments.