Download Chapter 17 Plate Tectonics

Ch 17, 18 & 19 Earth’s Internal Processes
Lesson 1
Ch 17 Plate Tectonics: An Overview
What is the theory of plate tectonics? How do mantle convection, ridge push,
and gravity (slab) pull drive the movement of the lithospheric plates?
Name: _____________________________ Date: _______________ Period: _______
Continental Drift
1. What is the theory of continental drift? p. 444
_______________________________________________________________
_______________________________________________________________
2. What was Pangaea? _______________________________________________
3. What is the evidence that shows that continental drift occurred? (Wait for ppt.)
a. __________________________________________________________
b. __________________________________________________________
c. __________________________________________________________
__________________________________________________________
Seafloor Spreading
1. What is the theory of seafloor spreading? ______________________________
______________________________________________________________
2. A preview of ocean floor topography! (p. 449)
a. What is an ocean ridge?
__________________________________________________________
__________________________________________________________
b. What is a deep sea trench?
__________________________________________________________
__________________________________________________________
3. What is the evidence that shows that the seafloor is spreading? (pp. 450-452)
a. _________________________________________________________
b. _________________________________________________________
Plate Tectonics
1.
What is the theory of plate tectonics? ______________________________
_________________________________________________________
2. What are the plates doing at each of the following boundaries?
a. Divergent _________________________________________________________
b. Convergent _________________________________________________________
c. Transform _________________________________________________________
3. Color the tectonic plates on the map using the Ch 17-19 PowerPoint or Figure 17-13
on p. 455 as a reference.
Lesson 1
Causes of Plate Movements (p. 460)
1.
What is one hypothesis that explains what causes tectonic plates to move?
_______________________________________________________________
2. A few definitions are in order here!
a. mantle (p. 8)
_________________________________________________________
b. asthenosphere (p. 8)
_________________________________________________________
c. convection (p. 460)
_________________________________________________________
d. convection current
_________________________________________________________
3. Explain how the following mechanisms (processes) cause the lithospheric plates to
move… (Wait for ppt.)
a. … the rising part of the convection current _________________________________________________________
_________________________________________________________
b. … the downward part of the convection current _________________________________________________________
_________________________________________________________
c. … ridge push _________________________________________________________
_________________________________________________________
d. … slab pull (also referred to as gravity pull) _________________________________________________________
_________________________________________________________
4. Draw Figure 17-19 (p. 461) and label every single part!!
Ch 17, 18 & 19 Earth’s Internal Processes
Computer Lab
Earth’s Plate Boundaries
Name: _______________________ Date: _______________ Period: _______
1.
2.
3.
4.
Color your map using the colors on p. 455.
Use the web site: http://geology.com/plate-tectonics.shtml
Line the computer map up so that the location of the red balloon on the left matches the
location of #1 on your map. Click on the red balloons for #s 1-14 on your map beginning at #1.
Record the information for each site below. BE SURE THE NUMBERS MATCH!
Type of BoundaryD- divergent
T – transform
C – convergent (o/o,
o/c, c/c)
1
2
3
4
5
6
7
8
9
10
11
12
13
14
C o/o
Location on Earth –
Be specific
Kuril Islands
Plates Involved –
Look at your map if this is
not given in the bubble.
Pacific
North America
Landform or Geologic
Activity – folded mtns?
volcanoes? volcanic
islands? earthquakes?
lakes? midocean ridges?
volcanic islands
Ch 17, 18 & 19 Earth’s Internal Processes
Reinforcement Lesson 1
The Midocean Ridge of the Atlantic Ocean
Name: _______________________ Date: _______________ Period: _______
Introduction
Look at the picture of the ocean floor on p. 425. Find New York City. Just south of it is New
Jersey. Imagine you are walking in a straight line under water from the New Jersey shore across
the Atlantic Ocean to the shore of Portugal.
a.
Striking off from the Jersey shore (with or without Snookie!), you’d walk across
this feature of the continental margin. _______________________________
b. Watch your step when you get to the edge or you may fall down this steep
feature of the continental margin. __________________________________
c.
Once at the bottom, you may need to climb over this hill of sediment which was
deposited by turbidity currents. ________________________________
d. In the middle of the Atlantic Ocean, you would have to climb over the near side
of Earth’s longest mountain range called the __________________________.
e.
At the center of that mountain range, you’d need to be very careful not to get
near the boiling water of the hydrothermal vents in the _____________ valley.
i. Which two plates are moving apart at this valley?
_________________________________________________________
f.
Once over the other side of the mountain range, you would be walking across a
vast, flat plain called the ________________________________________.
g.
Reaching the continental margin of Europe, you would need to climb back up the
continental ___________________________ and walk across the continental
___________________________ to reach the beach of Lisbon, Portugal!
You’re there! Now you will graph the journey you just made…
Procedure
1. Number each line of the graph as instructed.
2. Plot the coordinates for each of 29 stations found on the class set of station
data. Use a pencil.
3. Number each point with its station number as you plot it. (Just to keep track!)
4. Connect the lines as you go.
5. THE GRAPH WILL GO DOWN AND UP AND DOWN AND UP MORE THAN ONCE!
6. On your graph, label each of the features listed in the Introduction.
7. Color the space ABOVE the line blue and the space BELOW the line brown. Draw a
green palm tree on your island. Draw a shark in the water!
Bathymetry of the Atlantic Seafloor
The Jersey Shore
The Portuguese Shore
Sea Level (O m)
Distance East of New Jersey (Kilometers)
Depth of the Seafloor (Meters) – goes on y axis before making copies
Ch 17, 18 & 19 Earth’s Internal Processes
Lesson 2
Name: _____________________________ Date: _______________ Period: _______
Ch 17 Plate Tectonics – Divergent Boundaries
What Earth features and processes are found at divergent boundaries?
Draw Figure 17-14. Label: midocean ridge, rift valley, trench, oldest rocks, youngest rocks.
Figure 17-14 Divergent Boundary
1.
What is a divergent boundary?
__________________________________________________________________
2. What geological processes occur at divergent boundaries?
a. _______________________________________________________________
b. _______________________________________________________________
c. _______________________________________________________________
3. What type of valley do divergent boundaries form on land or under water?
__________________________________________________________________
What happens in a rift valley?
__________________________________________________________________
4. What type of fault is found at divergent boundaries?
__________________________________________________________________
Does this type of fault tend to produce devastating earthquakes? Yes or No?
5. List locations on Earth where divergent boundaries occur.
__________________________________________________________________
Find and label the locations on the map below and on your Lesson 1 Map.
Ch 17, 18 & 19 Earth’s Internal Processes
Reinforcement Lesson 2
Divergent Boundary: A Midocean Ridge on Land
Name: _______________________ Date: _______________ Period: _______
A picture of Iceland with its volcanoes and matching rocks goes here. From the
Glencoe Earth Science red book.
1.
What is the name of the landmass through which the mid-ocean ridge in the
Atlantic Ocean passes? ___________________________________
2. Look at the picture on the right.
a. What are two things you can notice about the age of the rocks on the east
and west coasts?
_________________________________________________________
b. Where are most of the active volcanoes on Iceland?
_________________________________________________________
c. What is the name of the mountain range that created these active
volcanoes in the middle of Iceland?
_________________________________________________________
d. What is causing Iceland to grow?
_________________________________________________________
3. Why do geologists find Iceland a useful place to carry on research on seafloor
spreading?
_______________________________________________________________
4. Where is another place ON LAND where scientists can see a divergent boundary?
_______________________________________________________________
Ch 17, 18, 19 Earth’s Internal Processes
Lesson 2 Lab
Modeling Seafloor Spreading at a Divergent Boundary
Class Set Class Set Class Set Class Set Class Set Class Set
I.
Purpose – to model seafloor spreading and study its results.
II. Materials – play dough (4 colors), plastic knife, wax paper, stickers
III. Procedure Mark a north pole (N) on one sticker and a south pole (S) on
another sticker. Place these stickers at opposite ends of the wax
paper.
2. Select a color of play dough, roll out a segment into a tube shape
and flatten it into a thick rectangle onto the center of the wax
paper with the long ends pointing towards the “poles.” (See the
picture on the board) With your knife, make a line down the
center of your play dough rectangle.
3. Use the plastic knife to make several small arrow marks in the play
dough pointing towards the “magnetic N pole.” Be sure to mark
both sides of the rectangle to preserve the “record” when they are
split apart.
4. Cut the segment down the middle, lengthwise, and move the halves
apart – leaving enough space for a rectangle of another color.
1.
5.
Simulate a pole reversal by switching the
position of the ‘N’ / ‘S’ stickers.
Choose another color and repeat steps 2 through 5, placing this
piece in the space in the middle of the first color. PLEASE DO
NOT MIX THE COLORS!
7. Repeat step 6 with two different colors. You should have 4 colors
altogether.
6.
Ch 17, 18, 19 Earth’s Internal Processes
Lesson 2 Lab
Modeling Seafloor Spreading at a Divergent Boundary
Name: _________________________________ Date: ________________ Period: ___
Observations and Analysis - Draw a diagram of your seafloor model then answer the questions.
1. Include the arrow marks that show the magnetic orientation of the rocks on each strip.
2. Color it with the same colors as your model.
3. Label the following parts: midocean ridge, rift valley, oldest rocks, and youngest rocks.
4. Beneath the picture of your model, draw and label a side view of the Midocean ridge.
1.
What type of boundary does your play dough model represent? ________________
a. How do plates move relative to each other at this type of boundary? __________
b. List 3 examples of locations on Earth of this type of boundary.
______________________________________________________________
2. Are the patterns of magnetic reversals in the “rocks” on the opposite sides your model
mirror images of each other? yes OR no
3. Which of your colors represents the oldest rocks? ________________________
Where are the oldest rocks located – closest OR farthest from the “midocean ridge?”
4. Which of your colors represents the youngest rocks? ________________________
Where are the young rocks located – closest OR farthest from the “midocean ridge?”
5. What ocean floor feature does the play dough in the middle of your model represent?
_________________________________________________________________
a. What does the cut in the middle of that strip represent? _________________
b. What oozes out of these types of valleys? _______________________________
i. What does this create? __________________________________________
ii. What does this cause the plates to do? ______________________________
6. What is a rift valley? (p. 456) ______________________________________
a. Give an example of a rift valley on land: _________________________________
b. Give an example of a rift valley under water: _____________________________
7. What did the seafloor spreading of the Atlantic Ocean do to the continents of Pangaea?
____________________________________________________________
Ch 17, 18 & 19 Earth’s Internal Processes
Lesson 3
Name: _____________________________ Date: _______________ Period: _______
Ch 17 Plate Tectonics – Convergent Boundaries
What Earth features and processes are found at convergent boundaries?
Ocean/Ocean Convergent Boundary… Draw and label Figure 17-15 A on p. 457.
1.
What is subduction?
__________________________________________________________________
What seafloor feature does the process of subduction create at this type of boundary?
__________________________________________________________________
2. Why does the underground edge of the subducting plate melt?
__________________________________________________________________
What landform is created by melted crust rising to the surface above the subduction zone?
__________________________________________________________________
3.
What two devastating effects are caused by the “snapping upwards” of a subducting plate?
a. ____________________________________________________________
b. ____________________________________________________________
4.
What type of fault is found at convergent boundaries? ____________________________
5.
List locations on Earth where volcanic island arcs form above subduction zones.
__________________________________________________________________
Find and label the locations on the map below and on your Lesson 1 Map.
Ocean/Continental Convergent Boundary (Figure 17-15 B)
1.
What is happening at an ocean/continental convergent boundary?
_______________________________________________________________
Why does the oceanic plate margin go under? ____________________________
2. What forms on land above the subduction zone? __________________________
3. List locations where volcanic mountain ranges form above subduction zones.
_______________________________________________________________
Find and label the locations on the map above and on your Lesson 1 Map.
Continental/Continental Convergent Boundary (Figure 17-15 C)
1.
What type of mountain range is formed when the continental margins of two plates
collide?
__________________________________________________________________
Why does this happen?
__________________________________________________________________
2. List locations on Earth where folded mountain ranges have formed. Label these on map.
__________________________________________________________________
The Appalachian Mountains… An Ancient Convergent Boundary
1.
How did the Appalachian Mountains start?
__________________________________________________________________
a. What did the continental fragment become after it moved west?
____________________________________________________________
b. What did the island arc become after it moved west?
____________________________________________________________
2. Which two plates collided to form the folded Valley and Ridge? _________________
Ch 17, 18 & 19 Earth’s Internal Processes
Lesson 4
Ch 17 Plate Tectonics – Transform Boundaries
What Earth features and processes are found at transform boundaries?
Draw Figure 17-17. Label the strike-slip fault.
Figure 17-17 Transform Plate Boundary
1.
To what type of movement does the term transform refer?
__________________________________________________________________
2. What happens to Earth’s crust at transform boundaries?
__________________________________________________________________
3. Why don’t volcanoes or mountains form at transform boundaries?
__________________________________________________________________
4. What type of fault is found at transform boundaries? _________________________
5. Transform boundaries are characterized by shallow ___________________________
a. Why are shallow earthquakes so much more devastating than the deep earthquakes?
____________________________________________________________
b. Review! On the other hand, deep convergent boundary earthquakes under the sea or
along a coastline can cause what catastrophic effect? (L2)
____________________________________________________________
6. List the examples (locations) of transform boundaries and label them on your map.
__________________________________________________________________
Ch 17, 18 & 19 Earth’s Internal Processes
Lesson 4 Reinforcement
Plate Tectonics Review and Concept Map
Name: _______________________ Date: _______________ Period: _______
Ch 17, 18 & 19 Earth’s Internal Processes
Lesson 5
Ch 18 Volcanoes: The Basics
Name: ____________________________ Date: _____________ Period: _____
Magma
1.
Review! What is magma? (p. 470)
_______________________________________________________________
2. Types of magma (lava) – Read pp. 473-475 and study Table 18-1 on p. 474. Fill in
the chart below.
Magma or
Lava Type
Gas
Content
Silica
Content
Viscosity
Explosiveness
Location of This
Type of Magma/Lava
Example of
each (p.
473)
Basaltic
Andesitic
Rhyolitic
(Granitic)
3. Refer again to Table 18-1. What do you notice about the relationship between the
viscosity of magma and its explosiveness?
_______________________________________________________________
Intrusive Activity
1.
What is a pluton? From what is the term derived?
_______________________________________________________________
2. What is the type of pluton that makes up the interior of mountains? ___________
3. Where did all that magma come from? (p. 478) ___________________________
_______________________________________________________________
Volcano Basics (p. 480)
1. What is lava? _______________________________________________
2. What is a volcano? ____________________________________________
3. Define the following…
a. Vent - ____________________________________________________
b. Crater - __________________________________________________
c. Caldera - __________________________________________________
d. Magma chamber - ___________________________________________
4. Label the parts of the composite volcano below using the terms above.
http://rst.gsfc.nasa.gov/Sect2/VolcanoStructure.jpg
1.
2.
3.
Types of Volcanoes – Read pp. 481-483 and fill in the chart below.
Type of
Volcano
(Draw a Picture.)
Shield
Cinder-cone
Composite
How It Forms
Description
(size and shape)
Examples and
Boundaries
Ch 17, 18 & 19 Earth’s Internal Processes
Demo Lesson 5
Relating the Shape of A Volcano to the Materials of Which It is Made
Name: __________________________ Date: ___________ Period: ____
Prediction - Just for fun, write a hypothesis relating lava type (liquid or solid) to the
steepness of a volcano’s slope. Make your best guess. I’ll start it for you…
I think that the volcano that forms from the ______________ lava will be steeper.
Procedure…
1. Pour sand onto one spot on a paper plate.
2. Mix a batch of plaster of paris and pour it onto one spot on another paper plate
3. Observe – Which volcano looks steeper? ________________________________
Data and Observations…
1.
What type of lava does the sand represent? basaltic / rhyolitic (granitic)
a.
What type of volcano is represented by the sand pile?
_________________________________________________________
b. Would the eruption of this type of volcano be quiet or explosive? Why?
_________________________________________________________
c. At which type of boundary would these types of volcanoes be found?
_________________________________________________________
d. What are some examples of this type of volcano?
_________________________________________________________
2. What type of lava does the plaster of paris represent? basaltic / rhyolitic(granitic)
a.
What type of volcano is represented by the plaster of paris?
_________________________________________________________
b. Would the eruption of this type of volcano be quiet or explosive?
_________________________________________________________
c. At which type of boundary would these types of volcanoes be found?
_________________________________________________________
d. What are some examples of this type of volcano?
_________________________________________________________
3. Suppose you were to alternate pouring sand and plaster of paris on the plate.
a. Besides making a big mess, what type of volcano would you have made?
___________________________
b. At which type of boundary would these types of volcanoes be found?
_________________________________________________________
c. What are some examples of this type of volcano?
_________________________________________________________
4. Which of your volcano models…
a. …has steeper sides – the sand or the plaster of paris Why?
_________________________________________________________
b. … is more dangerous? the sand or the plaster of paris Why?
_________________________________________________________
Ch 17, 18 & 19 Earth’s Internal Processes
Lesson 6
Ch 18 Volcanoes: Effects on the Lithosphere
Name: ____________________________ Date: _____________ Period: _____
Tephra (p. 483)
1.
What is tephra? _____________________________________________
Put the following tephra in order from smallest to largest – lapilli, blocks and
bombs, ash, and dust.
_________________________________________________________
2. What is a pyroclastic flow?
_________________________________________________________
Why is it so deadly?
_________________________________________________________
3. How does a pyroclastic flow affect the atmosphere and Earth’s climate?
_______________________________________________________________
Effects of a Volcanic Eruption on the Lithosphere – (notes on power point)
1.
What is a lahar? What causes it?
_______________________________________________________________
_______________________________________________________________
2. Why do earthquakes often precede volcanic eruptions?
_______________________________________________________________
3. Why do landslides occur during volcanic eruptions?
_______________________________________________________________
4. How does a volcanic eruption cause a tsunami?
_______________________________________________________________
5. How does the formation of the volcanoes of Hawaii or Yellowstone differ from the
formation of the volcanoes found at plate boundaries?
_______________________________________________________________
_______________________________________________________________
6. How do the eruptions of Kilauea in Hawaii affect the land around it?
_______________________________________________________________
_______________________________________________________________
7. How did the eruption of Krakatoa affect the islands around it?
_______________________________________________________________
_______________________________________________________________
8. How do the eruptions of the volcanoes in Iceland affect the land around them?
_______________________________________________________________
_______________________________________________________________
Concept Map Lesson 5/6
Volcanoes
convergent boundaries / hot spots & divergent boundaries / quiet eruptions
alternating quiet & violent eruptions / basaltic & granitic magma / granitic magma
composite / shield / cinder cone / tephra / steep-sided / broad & sloping / forms in a rift valley
/ blows land apart / “gently” creates new land
Ch 17, 18 & 19 Earth’s Internal Processes
Lesson 5/6 Visual
Raging Planet: Volcanoes
Name: _________________________________ Date: _____________ Period: _____
Kilauea
1.
Is Kilauea a shield cone or a composite volcano? Circle one.
2. Does Kilauea produce basaltic or rhyolitic lava? Circle one.
3. Is Kilauea formed over a hot spot or at a plate boundary? Circle one.
4. Is Kilauea considered a dangerous volcano?
Italian Volcanoes
1.
Is Mt. Etna a shield cone or a composite volcano? Circle one.
2. Is Mt. Etna formed on a convergent or divergent plate boundary? Circle one.
3. Why are volcanoes such as Mt. Etna, Vesuvius and Stromboli so dangerous?
_________________________________________________________
Mt. St. Helens
1.
Is Mt. St. Helens a shield cone or a composite volcano? Circle one.
2. Is Mt. St. Helens formed on a convergent or divergent plate boundary? Circle one.
3.
Was the May 18, 1980 eruption of Mt. St. Helens a lava flow or a pyroclastic flow?
4. How many square miles of land was affected by the 1980 eruption? ____________
The Ring of Fire
1.
Does the Ring of Fire surround the Atlantic or Pacific Ocean? Circle one.
2.
What creates the ring of fire – hot spots or tectonic plate boundaries?
3.
How many active volcanoes are found in Indonesia? ________________
a. Is Krakatoa a shield cone or a composite volcano? Circle one.
b.
c.
4.
Is Krakatoa formed over a hot spot or at a plate boundary? Circle one.
When Krakatoa erupted in 1883, the entire volcano blew apart, collapsed,
and formed a giant crater / caldera under water. Circle one.
Was the eruption of Pinatubo a lava flow or a pyroclastic flow? Circle one.
a. What type of tephra was blown by global winds around the globe – dust or
ash or lapilli or bombs? Circle all that apply.
b. Did the eruption of Pinatubo cause global temperatures to rise or fall?
5.
What are the people mining from the volcano with the acid lake? ______________
North Atlantic
1.
How do volcanoes benefit us? _______________________________________
2.
Is Iceland on a convergent or divergent plate boundary? Circle one.
3.
What is the last volcano shown? ________________________________
Ch 17, 18 & 19 Earth’s Internal Processes
Lesson 7
Ch 19 Earthquakes: Forces and Faults
Name: _______________________ Date: ________________ Period: _______
Introduction…
What is an earthquake? (p. 495)
____________________________________________________________________
____________________________________________________________________
Did you feel the earthquake in August of 2011? ________
Stress and Strain…
1.
When do most earthquakes occur?
_______________________________________________________________
2. When do fractures form?
_______________________________________________________________
3.
What is stress? __________________________________________________
4.
Describe the three types of stress and draw a picture of each from Fig. 19-1 on p. 496.
Draw both the dotted lines (before the stress) and the solid lines (after the stress).
Type of
Stress
Compression (A)
Tension (B)
Shear (C)
Description
Boundary
Diagram
5. What is strain? ___________________________________________________
Which line is it represented by in your diagrams above – dotted / solid?
6. What is elastic limit in reference to a slab of rock?
_______________________________________________________________
7. What is failure in reference to a slab of rock?
_______________________________________________________________
What do we call this failure? _________________________________________
Faults…
1.
What causes rocks to fail and form a fault?
_______________________________________________________________
2.
What is a fault? __________________________________________________
3.
Describe and draw the three types of faults using Fig. 19-3 on p. 497 for reference.
Type of Fault
Stress that
Causes it…
Reverse
Normal
Strike-slip
Movement of
Earth Blocks
Boundary
Diagram of
Fault…
Examples…
Demo! Your teacher will use the Earth Block Model to demonstrate the stresses (forces)
and strain (movements) of each type of fault.
Ch 17, 18, 19 Earth’s Internal Processes
Reinforcement Lesson 7
Fun with Faults!
Fill in the chart to describe each of the faults pictured below. Color the layers in each
picture starting from the top: green, yellow, and red. Color the tree and the stream.
Assume the stream moves from left TO right. Answers can be found on your Lesson 7!
Pictures of faults can be found and size-adjusted from usgs.gov!
Fault type
Stress at
this fault
Rock
above the
fault
moves…?
Plate
boundary
Example
of where
this fault
is found…
What
happens
to the
stream?
Ch 17, 18, 19 Earth’s Internal Processes
Lab Lesson 7
Modeling Faults
Name: _______________________ Date: ________________ Period: _______
Part A: Reverse Fault
1.
Form playdoh into a square, then squeeze it from the sides. (A damp sponge may be used.)
a. What force did you put on it? ________________________
b. What strain resulted from the force? ________________________________
2. Line up your fault blocks so that your colors match. Now push them together letting the
block above the fault slide on the block below the fault.
a. What force did you put on the blocks? ________________________________
b. What strain resulted from the force? ________________________________
c. Which way did the block above the fault move? __________________________
d. What type of fault is this? ________________________
e. Again, if the stream runs west to east, what will happen to it and the flow of water?
_____________________________________________________________
f. At what type of plate boundary would this fault be found? _________________
g. What are 2 examples of this? ______________________________________
Part B: Normal Fault
1.
Stretch a rubber band – without breaking it!
a. What force did you put on it? ________________________
b. What strain resulted from the force? ________________________________
2. Line up your fault blocks so that your colors match. Now pull them apart letting the
block above the fault slide on the block below the fault.
a. What force did you put on the blocks? ________________________________
b. What strain resulted from the force? ________________________________
c. Which way did the block above the fault move? __________________________
d. What type of fault is this? ________________________
e. Assume the stream runs west to east. What will form? ____________________
f. At what type of plate boundary would this fault be found? _________________
g. What are 2 examples of this? ______________________________________
Part C: Strike-Slip Fault
1.
Open and close a pair of scissors. Scissors are sometimes called shears.
a. What force did you put on them? ________________________
b. What strain resulted from the force? ________________________________
2. Line up your fault blocks so that your colors match. Now slide them side to side without
changing their horizontal position.
a. What force did you put on the blocks? ________________________________
b. What strain resulted from the force? ________________________________
c. Which way did the blocks move? _____________________________________
d. What type of fault is this? ________________________
e. What will happen to the half of the stream on the…
i. …above side? ________________________________________________
ii. … below side? ________________________________________________
f. At what type of plate boundary would this fault be found? _________________
g. What are 2 examples of this? ______________________________________
Ch 17, 18, 19 Earth’s Internal Processes
Reinforcement Lesson 7
Concept Map: Earthquakes
Name: _______________________ Date: ________________ Period: _______
Ch 17, 18 & 19 Earth’s Internal Processes
Lesson 8
Ch 19 Earthquakes: Seismic Waves
Name: _______________________ Date: ________________ Period: _______
Earthquake Focus and Epicenter…
1.
What is the focus of an earthquake and where is it usually located?
_______________________________________________________________
Which type of earthquake is more devastating to surface features? deep or shallow
Why? __________________________________________________________
2. What is the epicenter of an earthquake?
_______________________________________________________________
In the space below, draw Figure 19-6 on p. 499 and label: epicenter, fault, and focus.
Earthquake Waves…
1.
What are seismic waves?
_______________________________________________________________
Describe the following types of seismic waves…
a. Primary waves (P-waves)
_________________________________________________________
_________________________________________________________
b. Secondary waves (S-waves)
_________________________________________________________
_________________________________________________________
c. Surface waves
_________________________________________________________
_________________________________________________________
Travel-Time Graph… Look at Figures 19-8 and 19-9 on or around p 500.
1.
What is a travel-time graph? (NOT A TIME-TRAVEL GRAPH!)
_______________________________________________________________
_______________________________________________________________
2. What information about an earthquake can be obtained by studying a travel-time graph?
_______________________________________________________________
For example… Suppose the waves recorded on a seismogram at Station A are
farther apart than they are at Station B.
Is the epicenter of the earthquake is closer to / farther from Station A?
Ch 17, 18, 19 Earth’s Internal Processes
Reinforcement Lesson 8
Analyzing Travel-Time Curves
Name: _______________________ Date: ________________ Period: _______
Teacher’s Note – This material doesn’t seem to be covered on the Common Exam.
Clues to Earth’s Interior… Read pp. 502-503 and look at Figure 19-10.
1. Where does most of the knowledge of Earth’s interior come from?
_______________________________________________________________
2. How do P-waves and S-waves move through the mantle?
_______________________________________________________________
3. What do P-waves do when they strike the core?
_______________________________________________________________
4. Why don’t S-waves enter Earth’s core?
_______________________________________________________________
5. What does the disappearance of S-waves tell scientists about Earth’s outer core?
_______________________________________________________________
3. What shows us that Earth’s inner core is solid?
_______________________________________________________________
Fill in the way S-waves (use dotted lines) and P-waves (use solid lines) move through
Earth’s interior in the diagram below using the information in Figure 19-10 on p. 503.
Label the mantle, outer core, inner core.
Ch 17, 18 & 19 Earth’s Internal Processes
Lesson 9
Ch 19 Earthquakes: Measuring and Locating Earthquakes
Name: _______________________ Date: ________________ Period: _______
Earthquake Magnitude and Intensity (p. 505)
How is the amount of energy released by an earthquake measured?
_______________________________________________________________
1. The Richter Scale…
a.
On what is the Richter scale based?
_______________________________________________________________
b. What does each successive number in the Richter scale represent?
_______________________________________________________________
i. How much bigger are the seismic waves of a magnitude 8 earthquake than those
of a magnitude 7 earthquake? __________
ii. How much bigger are the seismic waves of a magnitude 8 earthquake than those
of a magnitude 6 earthquake? __________
c.
To what does each increase in magnitude correspond?
_______________________________________________________________
i. How much more energy is released by a magnitude 8 earthquake compared to a
magnitude 7 earthquake? __________
ii. How much more energy is released by a magnitude 9 earthquake compared to a
magnitude 7 earthquake? __________
2. The Modified Mercalli Scale…
a.
What is another way to assess earthquakes? _____________________________
What is this measure called? _________________________________________
b. How does the modified Mercalli scale determine the intensity of an earthquake?
_______________________________________________________________
What are numbers and range of this scale? ______________________________
c.
Use the information in Table 19-1 on p. 507 to rate the intensity of the…
i. earthquake that caused the damage shown in Fig 19-13 …..
___________
ii. earthquake that we experienced in August of 2011…………….
___________
d. How is a seismic intensity map made?
_______________________________________________________________
What happens to Mercalli values at distances very far from the epicenter?
_______________________________________________________________
e.
Besides earthquake magnitude, what is another factor that determines the intensity
of an earthquake?
_______________________________________________________________
What produces the most catastrophic earthquakes? shallow or deep focus events?
f.
Color the Seismic Intensity Map on the back using the assigned colors.
Ch 17, 18, 19 Earth’s Internal Processes
Reinforcement 9
Measuring Earthquakes…
Reviewing Seismic Waves…
https://www.teachengineering.org/collection/cub_/lessons/cub_images/cub_natdis_lesson1_activity1_figure3.jpg
http://www.geo.mtu.edu/UPSeis/images/seismo.gif
https://www.iris.edu/hq/Wiki/Computing_Distance
1.
Which picture represents a P-wave and which represents an S-wave? Label them and under each
write a brief phrase to describe the movement of materials.
___________________________
_____________________________
2. Label the seismogram with the P-wave, S-wave, surface wave.
Seismograph
Seismogram
Understanding the Richter Scale… Use the table to answer the questions below.
Location
Chile
California
Alaska
Columbia
Taiwan
1.
2.
Year
1960
1906
1964
1994
1999
Richter Magnitude
8.5
7.9
8.6
6.5
7.6
On the Richter scale, how much bigger are the seismic waves with each successive number? ____
a. Approximately how much larger was the amplitude (size) of the waves generated by the
Alaskan quake than the Taiwan quake? _________
b. Approximately how much larger was the amplitude (size) of the waves generated by the
Alaskan quake than the Columbian quake? _________
On the Richter scale, how much more energy is released with each successive number? _____
a. Approximately how much more energy was released by the Taiwan quake than the Columbian
quake? ____________
b. Approximately how much more energy was released by the Chilean quake than the Columbian
quake? ____________
Understanding the Modified Mercalli Scale… Color the map on the back!
Ch 17, 18, 19 Earth’s Internal Processes
Mini-Lab Lesson 9
Locating an Earthquake
Name: ________________________ Date: _________________ Period: ____
Introduction…
1.
When an earthquake occurs, the shock sends outward vibrations from the
_________________ in all directions.
2. Both minor and major shocks are recorded by _____________________.
a. The first vibration wave to reach the seismograph is called the P or
_____________ wave. P-waves travel like _________________ waves,
alternately compressing and expanding the rocks through which they pass.
b. The second vibration to reach the seismograph is called the S or
________________ wave. It takes twice as long to reach the station as the Pwave. S-waves move rocks back and forth perpendicular to the wave traveling
through them.
3. When reports from at least three stations conducting earthquake watches are
compared, the location of the _______________, the place on Earth’s surface
directly above the focus, can be determined.
4. What graph is used to determine the exact time of an earthquake? ______________
Analysis…
1.
Describe the general location of the epicenter of this particular earthquake.
_______________________________________________________________
2. Look at a map of the USA. Near which city did the earthquake occur?
_______________________________________________________________
3. At the very least, how many seismograph stations are needed to pinpoint the
epicenter of an earthquake? __________
4. Look at the sections of seismograms, records traced by a seismograph, from three
stations, A, B, and C, shown below. Each vertical line represents 1 minute of time.
a.
Estimate to the nearest half-minute the arrival times of the P-and S- waves at
each station. The greater the time difference, the farther from the epicenter.
Station
Time of P-wave arrival
Time of S-wave arrival
Time Difference
A
B
C
b. Which station is closest to the epicenter? _______ Which is farthest? ______
c.
Challenge Question! Refer to your Travel-Time Graph (Reinforcement L 8). Based
on the time difference in arrival times of the P- and S- waves…
i. What is the closest Station A, B, or C could be to the epicenter? _______ km
ii. What is the farthest they could be from the epicenter? ________ km
Ch 17, 18 & 19 Earth’s Internal Processes
Lesson 10
Ch 19 Earthquakes: Earthquake Hazards and Seismic Risk
Name: _______________________ Date: ________________ Period: _______
Earthquake Hazards
Structural Failure… p. 511
1.
Which types of buildings sustain the most severe damage from an earthquake?
_______________________________________________________________
2. Which two types of buildings sustain the least amount of damage from an
earthquake?
_______________________________________________________________
3. What is “pancaking?” _______________________________________________
_______________________________________________________________
4. Why do buildings with 5 to 15 stories collapse during an earthquake when shorter or
taller buildings do not?
_______________________________________________________________
Land and Soil Failure… p. 512
5. What might earthquakes trigger in sloping areas? _________________________
6. What is soil liquefaction? ___________________________________________
_______________________________________________________________
7. Why are seismic waves amplified (made bigger) in soft materials such as soil?
_______________________________________________________________
In light of this, why was there so much damage in the 1985 Mexico City earthquake?
_______________________________________________________________
Fault Scarps… p. 512-513
8. What is a fault scarp?
_______________________________________________________________
9. What did the fault scarp shown in Figure 19-18 create? _____________________
Tsunamis… p. 513
10. What causes a tsunami?
_______________________________________________________________
11. How high are tsunamis in the open ocean? _______________________________
In light of this, would you be likely to notice a tsunami if you were out at sea? ____
12. Why are tsunamis dangerous when they enter shallow water? (Give two reasons.)
a. _________________________________________________________
b. _________________________________________________________
13. Where was the most recent devastating tsunami? _________________________
Seismic Risk and Earthquake Prediction
14. Seismic Risk in the USA and N. Carolina: Look at Figure 19-19 on p. 514.
a. List five states that have the greatest seismic risk.
____________________________________________________________
b. At what type of boundary is the San Andreas Fault in California? ___________
c. What is the seismic risk of the N. Carolina Piedmont and mountains? _________
d. What is the seismic risk of the coastal plains of N. Carolina? ______________
e. Color the map below using the colors your teacher assigns to each hazard zone.
15. What do earthquake recurrence rates indicate?
_______________________________________________________________
16. What is a seismic gap?
_______________________________________________________________
What is likely to happen at a seismic gap? _______________________________
17. Why is earthquake prediction important?
_______________________________________________________________
Teacher Note… Cut and paste “Earthquake Shaking Hazards in
the United States” here or use a separate page with the following
header...
Ch 17, 18, 19 Earth’s Internal Processes
Reinforcement Lesson 10
Name: _____________________________ Date: __________________ Period: _____
Ch 17, 18 & 19 Earth’s Internal Processes
Lab Lesson 10
Global Distribution of Earthquakes and Volcanoes
Name: ____________________________ Date: _____________ Period: _____
1.
Plot the earthquakes and volcanoes on the world map. Write a red number/triangle
for each volcano and a blue number/star for each earthquake.
2. Lightly shade the three main earthquake/zones the following colors…
a. Mid-Atlantic Ridge - yellow
b. Circum-Pacific Belt (The Ring of Fire, Pacific Ocean) - orange
c. Mediterranean-Asian Belt – brown
Earthquake
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
Latitude
40 N
5S
4S
35 S
14 S
7N
44 N
30 S
45 N
13 N
23 N
35 N
35 N
46 N
28 N
61 N
47 S
20 N
Longitude
120 W
110 E
77 W
15 W
121 E
34 E
74 W
70 W
10 E
85 W
125 E
30 E
140 E
12 E
75 E
150 W
68 W
45 W
Volcano
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
Latitude
60 N
35 S
45 N
15 N
20 N
0
40 N
40 N
30 N
55 N
3S
40 N
10 S
41 N
5S
15 N
30 S
Longitude
150 W
70 W
120 W
61 W
105 W
75 W
122 W
30 E
60 E
160 E
37 E
145 E
120 E
14 E
105 E
35 E
70 W
Analysis… Look at your completed map and in your textbook p. 509-10 to answer…
1.
Do earthquakes and volcanoes appear worldwide in a random pattern or do they
appear in regions and zones? (Circle one.)
2. With what are most are most earthquakes associated? (That is, what creates the
pattern you see on your map?)
_______________________________________________________________
3. Where do almost 80% of earthquakes occur?
_______________________________________________________________
Why is the area around the edge of the Pacific Ocean called the Ring of Fire?
_______________________________________________________________
4. Where do another 15% of earthquakes occur?
_______________________________________________________________
5. Where do most of the remaining earthquakes occur?
_______________________________________________________________
Ch 17, 18 & 19 Earth’s Internal Processes
Lesson 8 Reinforcement
Earthquake Damage: A Concept Map
Create a concept map using the following instructions:
1.
2.
The first box should contain the words Effects of an Earthquake..
The second set of boxes should contain the terms: pancaking, soil liquefaction, fault scarp,
tsunami.
3.
4.
5.
6.
7.
The third set of boxes should define each term.
The fourth set of boxes should state the effect of each.
The fifth set of boxes should give examples of where this has occurred.
The last box should contain the phrase Damage and Death.
Connect the boxes under each term with lines. The second and fifth set of boxes should be
connected to the first and last boxes with lines.