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Graded ActivityCourse Activity: The Fossil Record
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Fossils as Evidence for Evolution
In this task, you will investigate how fossils can be used as evidence for evolution.
Estimated time to complete: 30 minutes
Part A
Question
Drag the tiles to the boxes to form correct pairs.
A fossil can reveal many characteristics and properties of the original species. Match the
following characteristics to the fossil of the once-living organism that best demonstrated the
characteristic.
Tiles
was a predator
crawled and burrowed
walked on two legs
was a stationary organism
Pairs
Part B
The chart shows the evolution of animals and plants through several geologic time periods
based on fossils that have been found. The time periods in the image are in descending order,
with the newest time period at the top. The Cambrian period occurred approximately 500
million years ago, and we are currently in the Quaternary period.
Based on the chart, describe the trends that can be observed in animal and plant fossils as
they evolved over time. Use evidence from the chart to support your conclusions.
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Part C
The Archaeopteryx lithographica fossil shown in the image is the oldest-known fossil with
feathers. The fossil shows evidence that the organism had teeth, wings with fingers and claws,
and a backbone that extended into a tail. For these reasons, the Archaeopteryx lithographica is
considered a transition fossil, meaning that it links and exhibits traits from two different
ancestral groups. Use the chart in part B to identify the two animal groups that this fossil links
together. Also explain how transition fossils provide evidence for evolution.
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Part D
The Grand Canyon is made of sedimentary rock that contains fossils up to 1 billion years old.
The most commonly found fossils in the Grand Canyon are sea organisms (crinoids,
brachiopods, and sponges). However, several upper layers of rock contain terrestrial, or landbased, fossils, such as dragonfly wing impressions and the footprints of scorpions, centipedes,
and reptiles. What do these fossils tell us about the evolution of the geosphere at the Grand
Canyon?
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Part E
In conclusion, briefly explain and give an example of how fossils provide evidence of evolution
within the geosphere and the biosphere. Don’t forget to include transition fossils in your
explanation.
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Unit Activity
Unit: Advanced Photography
This Course Activity will help you meet these educational goals:
• Content Knowledge—You will create an advertisement for a product featuring a
model and produce architectural photographs using the appropriate f-stop and
shutter speed.
• 21st Century Skills—You will apply creativity and innovation, use critical thinking and
problem-solving skills, and communicate effectively.
Introduction
In this activity, you will create an advertisement for a product featuring a model. The product
can be anything related to fashion such as outfit, jewelry, watch, or shoes. Your model can be
your friend or a family member. You will also produce interesting architectural photographs
using a tilt-shift lens and photo-editing software.
__________________________________________________________________________
Task 1: Product Photography
In this activity, you will develop an innovative advertising concept that will highlight the best
features of a product and help in its promotion with the help of a model. You will complete the
following tasks:
• Discuss the product details.
• Identify the target audience
• Describe the concept behind the advertisement.
• Choose a model and set up equipment and the stage for the product photo shoot.
• Utilize various techniques to highlight the best features of the product.
Type your response here:
______________________________________________________________________
Task 2: Architectural Photography
In this activity, you will produce interesting architectural photographs using an appropriate fstop and shutter speed. You will produce a photograph resolving the warped perspective
problem. You will complete the following tasks:
• Produce a photograph using a tilt-shift or perspective correction lens. OR
• Produce a photograph and make corrections using a photo-editing tool.
Type your response here:
____________________________________________________________
1
© 2015 EDMENTUM, INC.
Evaluation
Your teacher will use this rubric to evaluate the completeness of your work as well as the
clarity of thinking that you exhibit.
Total Points: 100
Task points: [60]
Task 1: Product Photography
•
discussing the product details
[10]
•
describing the concept behind the advertisement
[15]
•
choosing a model and setting up equipment and the
stage for the product photo shoot
[20]
•
utilizing various techniques to highlight the best
features of the product
[15]
Task points: [40]
Task 2: Architectural Photography
•
producing a photograph using a tilt-shift or
perspective correction lens
OR
• producing a photograph and making corrections
using a photo-editing tool
2
[40]
Unit Activity
Unit: Advanced Manipulation of Images
This activity will help you meet these educational goals:
• Content Knowledge—You will produce photographs with special effects and restore an
old photograph.
•
21st Century Skills—You will apply creativity and innovation, use critical thinking and
problem-solving skills, and communicate effectively.
Introduction
You have learned about special effects. In this activity, you will capture a few images with
special effects using your camera. You will also restore an old photograph using the
advanced manipulation techniques you have learned in the unit.
__________________________________________________________________________
Directions and Analysis
Task 1: Advanced Photomanipulation
In this task, you will create photographs with special effects using only your camera. Try to
recreate these effects without any help from postproduction applications.
a. Describe the process that you will use to create an image similar to the one below:
1
© 2015 EDMENTUM, INC.
Alt Text: man moving around a firework to create a light painting
Image by Chanwit Whanset, used under license from Shutterstock.com.
Type your response here:
b. Produce a photograph with effects similar to the photograph below:
Alt Text: a grocery cart in focus, with the background blurred
Image by Shoot Out Loud, used under license from Shutterstock.com.
Type your response here:
Task 2: Restoring Old Photographs
In the lesson, you learned different techniques used to restore an old photograph. Try to find
an old photograph, preferably black and white, that has visible signs of aging. Use the
techniques you learned to digitize and restore the photograph as best you can.
Type your response here:
2
__________________________________________________________________________
Evaluation
Your teacher will use this rubric to evaluate the completeness of your work as well as the
clarity of thinking that you exhibit.
Total Points: 100
Task 1: Advanced Photo Manipulation
Task points: [60]
a. identifying the technique used to create each photograph
[10]
b. using the correct aperture and shutter speed settings
[20]
c. using appropriate tools and techniques to avoid unwanted
motion
[10]
d. capturing a photograph similar to the ones given
[20]
Task 2: Restoring Old photographs
Task points: [40]
a. removing physical damage to the photograph (dust,
smudges, and so on)
[5]
b. digitizing the photograph
[5]
c. using photo manipulation to remove unwanted artifacts
[20]
d. colorizing the photograph
[10]
3
4
Graded Activity
Course Activity: Rocks and Minerals
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Mineral Identification
In this task, you will investigate minerals and classify them based on their properties.
Estimated time to complete: 1 hour
If you’re using an Edmentum lab kit, get out the bags labeled “Rocks and Minerals” and “Common
Materials.” The kit materials you’ll need from these bags are italicized in the following list. In
addition to the kit materials, you’ll need to obtain water and a copper penny as the list indicates. If
you aren’t using an Edmentum lab kit, please check with your teacher for help.
You’ll need these materials:
mineral kit (including apatite, calcite, fluorite, graphite, gypsum, magnetite, feldspar/microcline,
pyrite, quartz, and talc)
porcelain streak plate
glass streak plate
iron nail
scale (with an accuracy of at least 0.1 g)
graduated cylinder (100 ml, 250 ml, or any size in between)
magnifying hand lens (optional)
magnet
water
copper penny (dated 1982 or older)
Part A
Luster refers to the way that an object, such as a mineral, reflects light. The luster may be
metallic or nonmetallic. A mineral with a metallic luster may look golden or silver. A mineral
with a nonmetallic luster may look adamantine (transparent and sparkly like a diamond),
pearly, vitreous (glassy), waxy, silky, resinous (like honey), or greasy. Nonmetallic minerals
with little or no luster tend to have an earthy, dull look.
Examine all the mineral samples in your kit one by one to determine if they have a metallic or
a nonmetallic luster. Some minerals may be only partially lustrous. Hold them up to the light
and look on all sides for an accurate observation. Classify each mineral as metallic or
nonmetallic in the table.
10pt
Metallic Luster
Nonmetallic Luster
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Part B
The hardness of a mineral is determined by how well it resists scratches. The Mohs scale of
hardness is a resource that characterizes the scratch resistance of various minerals based on the
ability of a harder material to scratch a softer material. The scale gives a relative comparison
between minerals. A rating of 1 means the mineral is soft, and a rating of 10 means the mineral is
hard. The object with the highest rating of 10 (diamond) can scratch all other objects on the scale.
Here are ratings for some common objects on the Mohs scale of hardness:
Object Used to Test Hardness Rating
fingernail
2.0
copper penny
3.5
iron nail
4.5
glass
5.5
steel file
6.5
porcelain streak plate
7.0
diamond
10
Test the hardness of your 10 minerals and rank them. Scratch each mineral with some of the
objects listed in the table, such as a copper penny or an iron nail. To determine the approximate
hardness rating of each mineral, follow these steps:
1. Begin each mineral’s hardness test by scratching it with objects that have a lower Mohs rating,
such as your fingernail.
2. Continue scratching with harder and harder objects until you make a scratch in the mineral.
(Note: To preserve each mineral’s overall appearance, try to minimize the number of places
that you scratch it.)
3. Determine the approximate hardness rating of the mineral. For example, if a mineral is
scratched (or flaked) by an iron nail but not by a copper penny, its rating would be
approximately 4.
4. Use this scratching method to test all of the minerals, one by one. Then rank them by their
approximate hardness score.
5. If you notice that two minerals seem to have the same hardness, you can use them to scratch
each other to determine which one is harder.
Now, you’ll sequence the minerals according to their hardness, in order from least to greatest.
Question
Drag each label to the correct location.
Using the legend, arrange the minerals that you tested according to their hardness. The
hardness will increase from left to right.
Mineral
Letter
quartz
Q
gypsum
Gy
calcite
C
magnetite
M
graphite
Gr
feldspar/microcline F
apatite
Q
A
Gy
C
M
Gr
F
A
Part C
Minerals can be classified based on cleavage or fracture. These two properties refer to the
way in which a mineral tends to break. Cleavage is an orderly breakage in well-defined planes.
It means that the broken piece of mineral will have flat and smooth sides. Fracture is a
random breakage. If a mineral breaks with rough, random, uneven surfaces, it is said to have
fractured. Because each of your mineral samples have already been broken from another,
larger piece of a mineral, you should be able to tell if it has cleavage or fractures by looking at
its sides. Of your 10 minerals, identify three that experienced cleavage.
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Part D
Question
Drag each label to the correct location.
Geologists study a variety of other characteristics to identify minerals, such as texture,
magnetism, streak plate markings, density, and specific gravity. Use the information you have
already gathered, in addition to a few other properties of minerals , to identify the seven
minerals in the chart below. If you need help using the graduated cylinder or scale, consult
the lab instruments and measurements
guide. If you do not have access to the seven
minerals given, use this resource
to complete the chart.
quartz
gypsum
pyrite
magnetite
graphite
fluorite
talc
Return the minerals to the Edmentum lab kit and wash your hands with soap and warm water.