Download Earth Forces Pupil Booklet

Earth Forces
Course Notes
Calderglen High School
By the end of this unit you should know about….
 The structure of the Earth
 Continental Drift
 The Earth’s plates and how they move
 Volcanoes and Earthquakes.
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Lesson 1: The Structure of the Earth
The shape of the Earth is a sphere. It is divided into different layers. Ever
wondered what our earth is made of? Think of it as an apple. An apple
constitutes the skin, the pulp and the core in the middle. Similarly, the earth is
made up of a series of layers, that is: the crust; the mantle; the inner core; and
the outer core. Each of these is described below.
Mantle
Inner & outer
core
Skin
The core is at the very centre of the Earth and is the hottest layer, reaching
temperatures of 5,500°C. The diagram shows that there is a molten outer core
and a solid inner core. The inner core is a solid ball, composed mainly of Iron.
Test your vocabulary!
What does the word ‘molten’ mean?
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The crust floats on a layer of semi-molten rocks called the mantle. The mantle
is the thickest layer of the earth (approximately 3000km) and consists of semimolten rocks. Molten rock in the mantle is called magma.
The crust is the Earth’s hard and rocky surface and is the thinnest layer. The
crust of the Earth is not one solid piece like the skin of an apple. The Earth’s
crust is not a huge, solid piece of rock. Instead it is broken up into large pieces
which we call plates.
No-one has actually travelled to the centre of the Earth. What we do know
about the inside of the Earth comes from studying earthquakes and volcanoes,
just like we will do later in this unit.
So if we took a slice out of the Earth this is what it would look like (Figure 1.1):
Figure 1.1: Inside the Earth
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Table 1.1 summarises the characteristics of the inside of the Earth.
Table 1.1: Characteristics of the layers of the Earth
Name of Layer
Crust
Mantle
Outer Core
Inner Core
Thickness (km)
10-60
3000
2000
1300
Temperature (˚C)
10
375
5500
6000
State
Solid
Semi-molten
Molten
Solid
Activity 1: The Structure of the Earth
(a)
Your teacher will give you a diagram of the Earth’s Structure.
Using the word bank below, complete diagram 1 to show the
different layers of the Earth.
Once this diagram is completed, get scissors and glue and stick it
in your jotter.
Wordbank
Crust
Inner Core
Mantle
Outer Core
b) Using Table 1.1 annotate your diagram with information about
thickness, temperature and state.
c) Colour your diagram in, using a different colour for each layer. Stick it
in your jotter!
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Moving Plates
Figure 2.1: The Seven Main Plates
Direction of plate movement
The crust of the Earth is not one solid piece like the skin of an apple. The crust
is made up of pieces that fit together like a jigsaw. We call these plates. These
plates move slowly across the earth’s surface – much the same rate as your
fingernails grow (50mm each year). Where the plate edges meet is called a
plate boundary. These plates move slowly across the earth’s surface – much
the same rate as your fingernails grow (50mm each year). Where the plate
edges meet is called a plate boundary. It is at plate boundaries that most
earthquakes and volcanic eruptions take place, and where the highest
mountains occur.
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The plates move because the mantle underneath the plates moves, as it is
heated by the enormous heat generated from the core of the Earth. This
movement is called a convection current. The movement of these currents is
similar to the movement of convection currents in a pot of boiling water.
Figure 2.2: Magma heats up and rises
Activity 2: Moving Plates
Instructions:
1. Using Figure 2.2. Identify and label the 8 main plates on to your diagram
2. Name each continent. You can use an atlas to help you.
3. Colour each plate in a different colour so you can easily identify each
one.
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Lesson 2: Continental Drift
The plates on top of the mantle have been moving very slowly for many millions of
years. The movement of these plates is known as Continental Drift.
If we could travel back in time the shape of our continents would be very different
from today. Over 200 million years ago all the continents were joined together
forming a huge super-continent called Pangaea (Figure 3.1). Travelling forward in
time to 135 million years ago the continents started to drift apart (Figure 3.2). Today
the continents are in the positions shown in Figure 3.3.
The continents are still moving very slowly, 1-3 mm every year. In the future,
perhaps 100 million years from now, the continents will look very different from the
shapes we know today.
Figure 3.1: The continents 200 million years ago
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Figure 3.2: The continents 135 million years ago
Figure 3.3: The continents today
The British Isles lies on top of one of the plates and it has been moving for many
millions of years (Figure 3.4).
Figure 3.4: The Movement of the British Isles
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Evidence for Continental Drift
Although humans were not there at the time, there is evidence to support the
theory of continental drift.
 If you look at the continents of South America and Africa on a map, they seem
to fir together, a bit like a jigsaw puzzle .
 The same types of fossilised animals and plants have been found in South
America and Africa.
 There are similar rock formations found in South America and Africa.
This evidence suggests that these continents were not always separate as they are
today, but that they were joined together at some point in the past.
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Activity 3: Continental Drift Sorting Task
1. Collect a blank storyboard and a set of continental drift cards from your
teacher.
2. In your group you must sort these into the correct order to tell the story of
continental drift.
Activity 4: Continental Drift
1. Look at the map below which shows Pangaea. Name the continents
numbered 1, 2, 3, 4 and 5. (Hint: Use Figure 3.3 to help you)
Asia
Europe
1
2
3
4
5
2. Figure 3.4 shows the movement of the British Isles over the last 500 million
years. Describe the path that Britain has taken.
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Lesson 3: Plate Tectonics
Plate Boundary Types
The point at which the Earth’s plates meet is called a plate boundary. Because the
Earth’s plates are moving many of the Earth’s and earthquakes and volcanic
eruptions take place at found at plate boundaries where the Earth’s crust is
weakest.
The Earth’s plates can move in three directions:
 Some slide past each other (sliding plates),
 Some move towards each other (colliding plates), and
 Some move away from each other (parting plates).
Direction of plate movement
Sliding Plates
As sliding plates move
past each other
friction builds up. Just
like if you rub the
palms of your hands
together!
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Sliding plates occur when two plates move alongside each other. Sliding plates can
cause earthquakes. An earthquake is produced when plates stick as they are sliding
past each other. The pressure between the two plates builds up and then they jolt
apart. It is the jolting motion that produces earthquakes.
Colliding Plates
As the plates collide
the weaker plate is
forced under the
stronger plate!
Colliding plates are two plates which move towards each other and then collide into
each other. During the collision of the two plates mountains are formed.
Earthquakes and volcanoes can also be produced.
Parting Plates
Parting plates are two plates which are moving away from each other. When the
plates move apart, hot molten rocks called magma wells up to fill the gap between
the plates. This hot magma then cools down and a new crust is formed.
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Figure 4.4 shows the main plates of the Earth. The arrows show the plates that are
sliding, colliding or parting.
Figure 4.4: World Plates and their Movement
Activity 5: Plate Movements
Instructions:
1. Make a copy of Diagrams 4A, 4B and 4C. Draw arrows on the diagrams to
show the movements of the three types of plates.
Diagram 4A: Parting Plates
Diagram 4B: Colliding Plates
Diagram 4C: Sliding Plates
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2. Draw arrows to show the direction of the moving plates on your world map
plate tectonics diagram from Lesson 1 (in your jotter).
3. Put an X at the place where the plates are parting.
4. Put a Y at the place where the plates are colliding.
5. The arrows on Figure 4.4 show the direction in which each plate is moving.
Copy the sentences below and delete the words that are wrong.
a) The Eurasian plate is moving (towards/away from) the North American plate.
b) The Eurasian plate is moving (towards/away from) the Pacific plate.
c) The South American plate is moving (towards/away from) the Nazca plate.
6. Answer the following questions using Figure 4.4.
a. Name 3 plates with continents on them.
b. Name two plates without continents on them.
c. Name the plate on which Britain is located.
d. Which two plates divide New Zealand?
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Lesson 4: Location of Earthquakes and Volcanoes
Earthquakes and volcanoes are found approximately in the same places. Figure 5.1
shows the location of earthquakes on the crust of the Earth.
Figure 5.1: Location of Earthquakes
The pattern is that the earthquakes are found along the edges or boundaries of the
plates. At the boundary of plates (the area where two plates meet) the plates are
either sliding, colliding or parting. It is these movements that cause earthquakes.
Figure 5.2 shows the location of the world’s volcanoes.
Most of the world’s volcanoes are found at the plate boundaries.
Figure 5.2: Location of Volcanoes
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The pattern is that the volcanoes are found along the edges or boundaries of the
plates
Figure 5.3 shows the location of earthquakes and volcanoes along the plate
boundaries of the Earth. There is a clear pattern to be seen. Earthquakes and
volcanoes are usually found along the boundary of the world’s plates.
Figure 5.3: Location of Earthquakes, Volcanoes and World Plates
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Activity 6: Location of Earthquakes and Volcanoes
Read these statements and choose 3 which are correct- copy these into your jotter :
• Earthquakes and volcanoes happen everywhere.
• Earthquakes and volcanoes often happen in the same places.
• Earthquakes and volcanoes happen in the ocean as well as on land.
• Earthquakes and volcanoes only happen in hot countries.
• Earthquakes and volcanoes happen mainly on large continents.
• Earthquakes and volcanoes occur along plate boundaries and fault lines.
Activity 7: Location of Earthquakes and Volcanoes
Instructions:
1. Draw Table 5.1 and use Diagram 5A to match up the numbered volcanoes to
the correct name for each. (You may wish to use an Atlas).
Table 5.1
Volcano Name
Number
Mt. Kilimanjaro
Mt. Pelee
Mt. Fuji
Tristan da Cunha
Mt. Etna
Krakatoa
Paricutin
Mt. St Helens
Mt. Vesuvius
Surtsey
Hawaii
Canary Islands
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Diagram 5A
5
1
4
10
3
6
2
12
9
8
11
7
2. Study Figures 5.2 and 5.3 in this booklet. Where are most volcanoes found?
3. Draw Table 5.2 and use Diagram 5B to match up the numbered earthquakes
to the correct place name for each. (You may wish to use an Atlas).
Table 5.2
Place Name
Number
San Francisco
Mexico City
Peru
Mindanao
Armenia
Turkey
Guatemala
Iran
China
Bucharest
Papua/New Guinea
Indonesia
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Diagram 5B
5 6 7
8
12
11
10
1
2
9
4
3
4. Study Figures 5.1 and 5.3 in this booklet. Are earthquakes found along the
boundary of the plates or in the middle of the plates? Give reasons for your
answer.
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Lesson 5: Volcanoes
How is a Volcano Formed?
Millions of years ago, magma forced
its way between two plate tectonic
boundaries
The process repeated over and over
again. The cooled lava formed layers
of rock
The lava cooled and turned into rock.
Many years later magma forced its
way up again
In between, the volcano spewed out
ash and steam. The ash settled on the
volcano and cemented into rock
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Over millions of years, the layers built
up to form a volcano
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Volcanoes are formed by molten material rock from the mantle. It is called magma
and is forced through an opening in the Earth’s crust called a vent.
Figure 6.1: Features of a Volcano
The Main Features of a Volcano Description
Original crust
Rocks which existed before the volcano
Magma chamber
Large underground pool of magma below the
volcano
Pipe or vent
Central tube which magma travels through, this is
how lava reaches the surface
Crater
The hole at the top of a volcano where lava and
ash escape.
Gas & Dust cloud
Fine fragments of rock, minerals and volcanic
glass created during eruptions and thrown into
the air above the crater
Lava bombs
Large pieces of rock thrown out of the volcano
Pyroclastic flow
A cloud of very hot ash which rolls down the side
of a volcano
Layers of ash & lava
Build up to create the shape of a volcano
Lava flow
Hot molten rocks flow down the side of the
volcano
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We can describe volcanoes depending on when they last erupted.
Active volcanoes: recently erupted and are likely to erupt again.
Dormant (sleeping) volcanoes: show no sign of erupting, but could erupt
again in the future.
Extinct volcanoes: have shown no signs of erupting over the last 10,000
years and are highly unlikely to erupt again. Arthur’s Seat in Edinburgh is a
good example, this volcano was active about 340 million years ago.
Activity 8: Volcanoes
1. Make a sketch of Diagram 6A. Using the information from Figure 6.1, label
your sketch with the following terms:
Crater
Lava Bombs
Magma Chamber
Lava Flow
Main Vent
Gas & Dust Cloud
Layers of Ash &Lava
Pyroclastic Flow
Original Crust
Diagram 6A
2) Using your diagram of ‘An Active Volcano’ and the information above, describe
what happens when a volcano erupts by putting the following stages in order.
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A volcanic eruption
 gas, steam, ash and lava bombs are blown out through the crater
 lava flows down the side of the volcano
 magma builds up under great pressure in the magma chamber
 magma erupts through the vent
3.What do you think is meant by:
a. An active volcano?
b. A dormant volcano?
c. An extinct volcano?
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Lesson 6,7 and 8: Volcanoes Case Study-Eyjafjallajokull, Iceland
Eyjafjallajokull, (pronounced ay-yah-FYAH-plah-yer-kuh-duhl).
In March 2010, magma broke through the crust beneath Eyjafjallajokull glacier. This
was the start of two months of dramatic and powerful eruptions that would have an
impact on people across the globe.
It erupted twice in 2010—on 20 March and in April/May. The March event forced a
brief evacuation of around 500 local people, but the 14 April eruption was ten to
twenty times more powerful and caused substantial disruption to air traffic
across Europe. It caused the cancellation of thousands of flights across Europe and
to Iceland.
Timeline of events
20th March 2010 – Small eruptions start from the volcano.
12th April 2010 – Hundreds of small earthquakes happen; a sign that a bigger
eruption is on the way.
13th April 2010 – A large eruption happens directly underneath a large amount of
ice causing it to melt. The water mixes with lava and creates a huge ash cloud.
14th April 2010 – The ash cloud from the volcano reaches up 8km into the sky.
15th April 2010 – Ash has blown all over Europe, causing countries to close their air
space and stop planes.
17th April 2010 – The eruption continued but less explosively meaning that the
amount of ash being erupted was getting smaller, however countries still had to
close airspace as the ash already in the air spread out over Europe.
19th April 2010 – The first countries reopened their airspace; including Germany,
Poland and Switzerland.
20th April 2010 – All airspace was reopened and it was safe for planes to fly over
Europe again.
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Figure 7.1: Airspace affected by the eruption
Green: Iceland
Orange: Countries that stopped some flights.
Red: Countries that stopped all flights
Figure 7.2: Ash Cloud on 16th of April 2010
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Lesson 9: Earthquakes
An earthquake is a sudden movement of the rocks in the Earth’s crust. The quick
movement of the rocks sends shock waves through the crust (like when you throw a
stone into a pond) and when they reach the surface, the ground shakes resulting in
an earthquake.
Earthquakes are very common – there is one somewhere in the world every 2
minutes.
Figure 9.1: Shock Waves on A Pond
Figure 9.2: Shock Waves on the Ground
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Earthquakes start below the Earth’s surface at a point called the focus. The shock
waves spread out from this point. The epicentre is the point on the Earth’s surface
directly above the focus. The epicentre is the place where the earthquake is felt
most and causes the most damage.
Earthquakes are measured by a special instrument called a Seismograph (Figure
7.3). A Seismograph is an extremely sensitive instrument that records tremors of the
Earth’s surface.
Figure 9.3: A Seismograph
The strength of an earthquake can be shown on a scale known as the Richter Scale.
The Richter scale begins at 0 and continues to 12. The higher the number the
greater the strength of the earthquake (Figure 9.4).
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Figure 7.4: The Richter Scale
Each point on the Richter Scale is 10 times greater than the one before. On this
scale, scale 6 would be 10 times more powerful than scale 5, and scale 7 would be
10 times more powerful than scale 6.
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Activity 9: Earthquakes
Write out the paragraph below and use the words to fill in the blanks.
earthquake
plate
jolt
stick
fault
faults
crust
plates
pressure
How earthquakes are caused:
The Earth’s c____ contains many cracks. These cracks are called f_____. The main
f____ lines are found along the p____ boundaries. When two p_____ slide past each
other the movement is so slow that it is hardly noticed. Sometimes, the plates s____
together and p_______ builds up. Eventually the plates free themselves with a j___
which shakes the ground violently. This violent shaking is called an e_________.
Activity 10: Effects of an Earthquake
Copy Diagram 9A onto a separate sheet of paper. Create a picture board to show
some of the effects of an earthquake.
Diagram 9A
Effects of an Earthquake
Buildings collapse
People injured and killed
Water pipes burst
Tsunamis (tidal waves)
Fires break out
Roads damaged
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Activity 11
Table 9B below shows the number of deaths from various earthquakes.
Draw a bar graph showing these deaths.
(Hint: It should look like the one in Diagram 9C)
Table 7.1: Deaths From Earthquakes
Date
Location
Deaths
1906 San Francisco, USA
1000
1985 Mexico City, Mexico
10000
1976 Guatemala
23000
1986 El Salvador
1500
1980 Naples, Italy
4800
1977 Romania
1500
1980 Algeria
4500
1982 North Yemen
23000
1968 Khurusan, Iran
12000
1978 Tabas, Iran
25000
1976 Philippines
8000
1976 Turkey
4000
Diagram 9C
1976
1976
1978
1968
1982
1980
1977
1980
1986
1976
1985
28000
26000
24000
22000
20000
18000
16000
14000
12000
10000
8000
6000
4000
2000
0
1906
(Deaths)
Deaths From Earthquakes
(Year)
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Extension Task
1. Use an Atlas to locate these earthquakes.
Lesson 10 and 11: Case Study: Nepal Earthquake
On Saturday April 25th, 2015, a huge earthquake struck the Himalayan nation of
Nepal. The quake flattened large parts of the capital Kathmandu and caused
widespread devastation. Figure 7.2 shows the location of Nepal.
Figure 7.2: Location of Nepal
The Indo-Australian Plate pushes against the Eurasian plate and has caused the
formation of Himalayan Mountains. These mountains are still growing by around
1cm a year!
The huge pressure that builds up at this plate boundary was suddenly released as
the plates jerked apart, causing the earthquake. The earthquake measured 7.8 on
the Richter Scale.
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Impact of the earthquake
 The earthquake is Nepal's worst natural disaster in 80 years.
 More than 8,000 people are known to have died in Nepal.
 13,932 have been injured across the country.
 The United Nations estimates that eight million people have been affected.
 UNICEF estimates that 1.7 million children live in the worst-hit areas.
The impacts of the earthquake can be classified into social, economic and
environmental impacts.
Social Impacts are impacts on people. For example, people’s houses may be
destroyed.
Economics Impacts are impacts on the wealth of an area. For example, it may be
very expensive to rebuild destroyed buildings.
Environmental Impacts are impacts on the landscape. For example, landslides or
flooding.
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Activity 12: Nepal Earthquake
Your teacher will show you some images from the Nepalese earthquake. In your
jotter write down at least 10 effects of the earthquake.
Once you have done this, classify each effect into social, economic or
environmental effects.
Activity 13: Aid Effort
Working in a group, decide what help would be needed after the Earthquake.
Draw a mind map in your jotter to show your thoughts.
Activity 14: Earthquake Survival Kit
The Nepalese Prime Minister has told all locals to put together an earthquake
emergency kit that would be useful in the event of another earthquake.
What do you think would be essential to have in the event of an earthquake?
Draw a diagram of a rucksack in your jotter and think of as many items as possible
that you might need to survive.
Once you have finished, swap with your neighbour and compare answers. Add in
any items that you have missed out.
Activity 15: Earthquake Survival Flyer
Create a flyer that will be given to people living in earthquake hazard zones.
You need to give them 3 top tips for surviving an earthquake.
Try to convince people to do these things, so justify why it is important.
Include diagrams!
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Calderglen High School – Geography Department Evaluation Sheet
Name
Topic
Earth Forces
Mark/Level
Second Year
1. Circle the number, which reflects your feelings about the course you have just
completed.
Very enjoyable
Very easy
Varied work
Lots of Video/internet
H/W interesting
Quality workguides
Help available
Lots of
encouragement
1
1
1
1
1
1
1
1
2
2
2
2
2
2
2
2
3
3
3
3
3
3
3
3
4
4
4
4
4
4
4
4
5
5
5
5
5
5
5
5
Not enjoyable
Very difficult
Repetitive
Few videos/ internet
H/W boring
Poor quality
No help available
Little
encouragement
2. What part of the course did you particularly like?
3. What part of the course did you particularly dislike?
4. Suggest 3 things that you will do to help your learning in the next topic.
5. Suggest any improvements that can be made to the unit to make it more
interesting/easier to learn.
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