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Name: ___________________________________________Class: _______________ Date: ___________Earth Science- Ms. Gill Prologue 3 in 1 Graphing Lab1.Skittles Graphing Lab:Introduction: Understanding how to present and read data in a visual way is an imperative concept in earth science. Line graphs, pie charts and bar graphs are valuable tools to convey information quickly and effectively. Purpose: Use skittles to collect data and produce a bar graph and a pie chart to represent the data. Materials: 2 mini packs of skittles, a bowl, a ruler, a calculator and colored pencils. Procedure 1: a. Empty the contents of each packet into the bowl. b. Count and record the number of each color and complete the chart to record your data. c. Count the total number of skittles. Total # of Skittles: ________________X 100amount of the colortotal number of skittlesd. Calculate the percentage of each color using this formula: amount of the colortotal number of skittlese. Calculate the degrees colored on a pie chart to represent the percentage using this formula: X 360Data Table: ColorAmount of this ColorPercentage of this ColorDegrees colored to represent in Pie ChartProcedure 2: a. Using the axes provided make a neat bar graph (using your ruler) representing the amount of each color. b. Be sure to give your bar graph a title on line providedc. Label your Y-axis with the number of skittles. Choose an appropriate scale to maximize the size of your graph while still including the full range of data. Include the numbers on your bar graph. Again a ruler will be helpful here. d. Label the colors on the x-axis. e. Use a ruler and the corresponding colored pencils to make the bars for each color. (So use a red pencil to represent red skittles) Procedure 3:a. Create a pie chart in the circle provided using the percentage of each color. Double check that all the percentages indeed add up to 100 before starting!b. Be sure that the percentage is accurately represented by the amount of space it takes up in the circle. Use a ruler to neatly draw the interfaces of each “slice.”c. Color in each “slice” of the pie with the corresponding colored pencil.d. Label the percentage of each color either inside the “slice” or with an arrow pointing into the “slice”. __________________________________________________________________________________2.Rate of Change LabIntroduction: Understanding how our planet changes over time is a critical aspect of Earth Science. Scientists for centuries have sought to find out how that occurs over short and long periods of time. This includes finding out how far a tectonic plate moves and how long it takes for an area to erode away. Purpose: Precisely and accurately read a graph and diagram. Calculate the rate of change for an important aspect of Earth Science: Plate Tectonics.Rate of Change= Change in Value Change in TimeDirections: Below there are several diagrams for your use to determine the respective rates of change, follow all the directions carefully. Once you have calculated the rates of change answer the series of questions that follow the procedure.Materials: Ruler, Calculator & ESRT Procedure: The Movement of the Pacific PlateDiagram 2. Rock Age vs. DistanceA. The following diagrams illustrate the relative motion of the Pacific Plate shown through the appearance of the Hawaiian islands. Currently there is a mantle hot spot where the islands have formed, constantly adding new rock to the island over the hot spot through time. 3952476689610200Diagram 1. Plate Motion827405734695000B. Using the rate of change formula, find the distance in kilometers that the Pacific Plate moves on average per every million years using the islands of Maui and Nihea. Write the formula, then substitute and finally solve with units and circle your final answer. C. Now convert your answer to centimeters per year (cm/yr). Hint: Use unit conversions and then simplify using division. Questions 1. If an island was located 700 kilometers from Hawaii, what would be the expected age of the rocks of that island? (hint: use the graph) __________________________ 2. How far away from Hawaii would an island be on which the rocks were dated at 4.0 million years? __________________________________ 3. What evidence is there on the graph that Hawaii is currently over the hot spot?______________________________________________________________________________________________________________________________________________________________________ 4. Which island was over the hot spot about 5.0 million years ago? ______________________________ 5. According to the graph, which island is the oldest? How do you know?______________________________________________________________________________________________________________________________________________________________________ 6. What is the age difference between the rocks of Oahu and the rocks of Molokai? Show work below: Write answer here: ________________7. Do you think that the rate of change has remained constant over the last several million years? Explain. ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________571500020447000Graphing Speed LabThe purpose of this activity is to practice graphing and to understand speed!Materials: 1. Meter Stick2. Stop WatchVocabulary: 1. Control: ___________________________________________________________2. Variable: __________________________________________________________3. Distance: _________________________________________________________4. Speed: ___________________________________________________________The question: Can you calculate speed by measuring time and distance? Activity: 1. Using a stopwatch, find out how long it takes to walk 5 m at a slow pace.2. Using a stopwatch, find out how long it takes to walk 5 m at normal pace.3. Using a stopwatch, find out how long it takes to walk 5 m at fast plete the steps above and fill in your data in the data table below.Pace (Variable) Distance (m) (Control)Time (s) Speed (meters/second)Slow5Normal5Fast51. How does time change as speed increases? ___________________________ 2. What was the control in this experiment the distance or pace? _______________3. What was the independent variable? __________ What was the dependent variable:_______Graph the data from table 1 aboveTime (s) vs. Distance (m)Time (Seconds)Distance (meters)PACE VARIABLES__________ Slow_ _ _ _ _ _ Normal. . . . . . . . . . . Fast3. Which pace had the steepest line? _________________ The steepest line means the greatest speed or greatest rate of change! Write the formula below:Rate of Change =4. How fast is the normal walk? ___________How fast is fast walk? _________ 5. Can you calculate speed by measuring distance and time? Yes or No? ________________ Explain:______________________________________________________________________________________________________________________________________________________________________ ................
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