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Glencoe Science Chapter Resources Forces Shaping Earth Includes: Reproducible Student Pages ASSESSMENT TRANSPARENCY ACTIVITIES ✔ Chapter Tests ✔ Section Focus Transparency Activities ✔ Chapter Review ✔ Teaching Transparency Activity HANDS-ON ACTIVITIES ✔ Assessment Transparency Activity ✔ Lab Worksheets for each Student Edition Activity Teacher Support and Planning ✔ Laboratory Activities ✔ Content Outline for Teaching ✔ Foldables–Reading and Study Skills activity sheet ✔ Spanish Resources ✔ Teacher Guide and Answers MEETING INDIVIDUAL NEEDS ✔ Directed Reading for Content Mastery ✔ Directed Reading for Content Mastery in Spanish ✔ Reinforcement ✔ Enrichment ✔ Note-taking Worksheets Glencoe Science Photo Credits Section Focus Transparency 1: National Geographic Society; Section Focus Transparency 2: Index Stock/Mick Roessler Copyright © by The McGraw-Hill Companies, Inc. All rights reserved. Permission is granted to reproduce the material contained herein on the condition that such material be reproduced only for classroom use; be provided to students, teachers, and families without charge; and be used solely in conjunction with the Forces Shaping Earth program. Any other reproduction, for use or sale, is prohibited without prior written permission of the publisher. Send all inquiries to: Glencoe/McGraw-Hill 8787 Orion Place Columbus, OH 43240-4027 ISBN 0-07-867205-8 Printed in the United States of America. 1 2 3 4 5 6 7 8 9 10 071 09 08 07 06 05 04 Reproducible Student Pages Reproducible Student Pages ■ Hands-On Activities MiniLAB: Try at Home Modeling Tension and Compression . . . . . . . . 3 MiniLAB: Modeling Mountains . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Lab: Earth’s Moving Plates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Lab: Model and Invent Isostasy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Laboratory Activity 1: Earth’s Plates. . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Laboratory Activity 2: Volcanic Mountains . . . . . . . . . . . . . . . . . . . . 15 Foldables: Reading and Study Skills. . . . . . . . . . . . . . . . . . . . . . . . . . 19 ■ Meeting Individual Needs Extension and Intervention Directed Reading for Content Mastery . . . . . . . . . . . . . . . . . . . . . . . 21 Directed Reading for Content Mastery in Spanish . . . . . . . . . . . . . . 25 Reinforcement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Enrichment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 Note-taking Worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 ■ Assessment Chapter Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 Chapter Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 ■ Transparency Activities Section Focus Transparency Activities . . . . . . . . . . . . . . . . . . . . . . . . 44 Teaching Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 Assessment Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . 49 Forces Shaping Earth 1 Hands-On Activities Hands-On Activities 2 Forces Shaping Earth Date Class Hands-On Activities Name Modeling Tension and Compression Procedure 1. 2. 3. 4. 5. Obtain two bars of taffy. Hold one bar of taffy between your hands and push your hands together. Record your observations in the table below. Hold the other bar of taffy between your hands and pull gently on both ends. Record your observations in the table below. Data and Observations Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. Taffy Pushed Between Hands Taffy Pulled on Both Ends Analysis 1. On which bar of taffy did you apply tension? Compression? 2. Explain how this applies to plate boundaries. Forces Shaping Earth 3 Name Date Class Procedure 1. Use layers of clay to build a model of each major type of mountain. 2. For fault-block mountains, cut the layers of clay with a plastic knife to show how one block moves upward and another moves downward. Record your observations in the table below. 3. For folded mountains, push on the layers of clay from directly opposite directions. Record your observations in the table below. 4. For upwarped mountains, push a large, round object, such as a ball, upward from below, forcing the layers of clay to warp. Record your observations in the table below. 5. For volcanic mountains, place layer upon layer of clay to form a cone-shaped feature. Record your observations in the table below. Data and Observations Observations of Models Fault–Block Model Folded Model Upwarped Model Analysis 1. Do any of the mountains you have modeled look similar? Explain. 2. How could you recognize the different types of mountains? 4 Forces Shaping Earth Volcanic Model Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. Hands-On Activities Modeling Mountains Name Date Class Hands-On Activities Earth’s Moving Plates Lab Preview Directions: Answer these questions before you begin the Lab. 1. Why must you wear an apron during this lab? 2. Why is food coloring necessary in this lab? Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. You have learned that Earth’s surface is separated into plates that move apart, move together, or slide past each other. In this lab, you will observe a process that is thought to cause this plate movement. Real-World Question Procedure What process inside Earth provides the energy for plate motion? 1. Fill one of the 1-L beakers with cold water. 2. Fill the small cup with warm water. 3. Add four drops of food coloring to the cup of warm water and cover the top with aluminum foil. Secure the aluminum foil with a rubber band. No air should be underneath the foil. 4. Carefully place the cup of colored, warm water in the bottom of the second 1-L beaker. 5. Carefully pour the cold water from the first 1-L beaker into the second 1-L beaker. Take care not to disturb the cup of colored water. 6. Place the pieces of paper on the surface of the water in the second 1-L beaker. 7. Use a long pencil to make two small holes in the aluminum foil covering the cup. 8. Observe what happens to the contents of the cup and to the pieces of paper. Record your observations in Table 1 in the Data and Observations section. Materials 1-L beakers (2) water (warm and cold) small, clear-plastic cup food coloring aluminum foil rubber band 2-cm paper squares (3) pencil Goals ■ ■ Observe movement of solid plates on a liquid. Identify the cause of plate movement on Earth’s surface. Safety Precautions WARNING: Handle the warm water with care. Water from the tap should be warm enough. Forces Shaping Earth 5 Name Date Class (continued) Table 1 Observations Contents of cup Pieces of paper Conclude and Apply 1. Describe What happened to the colored, warm water originally located in the cup? 2. Infer What effect, if any, does the warm water have on the positions of the floating paper? 3. Compare and Contrast How is what happens to the warm water similar to processes that occur inside Earth? How is it different? 4. Explain After observing the pieces of paper floating on the cold water, explain what features on Earth’s surface they are similar to. Communicating Your Data Compare your conclusions with those of other students in your class. For more help, refer to the Science Skill Handbook. 6 Forces Shaping Earth Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. Hands-On Activities Data and Observations Name Date Class Hands-On Activities Model and Invent Isostasy Lab Preview Directions: Answer these questions before you begin the Lab. 1. Why should you wear an apron in this lab? 2. Describe one possible use of a ruler in this lab. The principle of isostasy states that Earth’s crust floats on the more dense mantle beneath. This is similar to the way objects float in water. What do you think will happen when you add mass to a floating object? What if you take away mass? Real-World Question How does adding or removing mass affect the way an object floats in a fluid? Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. Goals ■ ■ Observe the results of isostasy. Predict what will happen to floating objects when mass is removed or added. Possible Materials 5-cm ✕ 5-cm ✕ 2-cm wooden blocks (3) 10-cm ✕ 35-cm ✕ 15-cm clear-plastic storage box or other bin water permanent marker ruler 3. How much water will you use? What problems might you encounter if you have too much or too little water? 4. Will you make any additional measurements or record any other data? 5. List all the steps that you plan to do in this activity. Are the steps in a logical order? 6. Compare your model plans to those of other students. 7. Make sure your teacher approves your plans before you start. Safety Precautions Make the Model 1. Decide what object(s) you will float in the water initially. How will you remove mass from that object? How will you add mass? 2. What will you observe as the mass changes? How will you record the effects of adding or removing mass? Forces Shaping Earth 7 Name Date Class (continued) 1. Fill the storage box or bin with an appropriate amount of water. 2. Start by floating the initial object you planned to use in the water. Observe and record relevant data. 3. Follow the list of steps you planned in order to obtain data for removing and adding mass. Observe your model and record all relevant data in your Science Journal. Conclude and Apply 1. Describe What did your initial object look like? What level did the water rise to when your initial object was placed in the bin? How did you add and remove mass? 2. Summarize What happened to the amount of the object that was submerged and the amount sticking out of the water when mass was removed from the object? 3. Summarize What happened to the amount of the object that was submerged and the amount sticking out of the water when mass was added? 4. Explain How can you explain your observations about how much of the object was submerged and how much was sticking out of the water? How is this similar to processes that occur in Earth? Communicating Your Data Make a poster that illustrates what you have learned about isostasy. For more help, refer to the Science Skill Handbook. 8 Forces Shaping Earth Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. Hands-On Activities Test the Model Name Date Earth’s Plates Hands-On Activities 1 Laboratory Activity Class Earth’s lithosphere is divided into about 30 sections, or plates, that fit together like a puzzle. The plates extend below Earth’s surface to a depth of about 100 km; each plate includes crust that is above sea level and crust that is below sea level. With a few exceptions, each continent is contained within one plate, but the plates do not necessarily resemble the continents in shape or size. Strategy You will construct a puzzle to show how Earth’s lithosphere is broken into plates that fit together. Materials scissors map showing Earth’s plates (Figure 1) 1/2-in foam board sharp knife or tool for cutting foam board glue map showing Earth’s continents (Figure 2) black marker red marker Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. Procedure Part A Part C 1. Use the scissors to cut out each of the plates in Figure 1. 2. Trace the shape of each plate onto the foam board. 3. Cut out each piece of foam board and glue to the back of each paper plate piece. Allow the pieces to dry. 4. Now try to fit the plates together as they were on the worksheet. 9. Research earthquakes and volcanic eruptions in the last 10 years. On your plate puzzle, mark the location of each earthquake/eruption with a red dot. Part B 5. Cut out each of the continents in Figure 2. 6. Place them over the plate puzzle where you think they would go. 7. Use Figure 5 in the text to check the position of the plates and continents. 8. Use the black marker and Figure 5 in your text to label each of the plates. Forces Shaping Earth 9 Name Date Class Laboratory Activity 1 (continued) 1. Using only the shape of the plates, how many ways were you able to fit the plates together until you reached their final configuration? 2. What clues other than shape did you use to fit the plate pieces together? 3. How do you think the plates will look millions of years from now? 4. Which plates include sections of today’s continents? 5. Why does California experience many earthquakes? 6. If the plates, and therefore the continents, are constantly moving, what effect does this have on the oceans? 7. Do you see any relationship between the earthquakes and volcanoes you marked on your puzzle and the plates? Explain. Strategy Check Can you construct a puzzle to show how Earth’s lithosphere is broken into plates that fit together? 10 Forces Shaping Earth Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. Hands-On Activities Questions and Conclusions Pacific plate Nazca plate North American plate Cocos plate Juan De Fuca plate Scotia plate South American plate Caribbean plate African plate Antarctic plate Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. Arabian plate Eurasian plate Figure 1 Hands-On Activities Australian-Indian plate Philippine plate Pacific plate North American plate Name Date Class Laboratory Activity 1 (continued) Forces Shaping Earth 11 North America South America Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. Antarctic Africa Europe Asia Date Figure 2 Hands-On Activities Australia Name Class Laboratory Activity 1 (continued) Forces Shaping Earth 13 Date 2 Laboratory Activity Class Volcanic Mountains Volcanoes can form when plates of Earth’s lithosphere sink into the mantle at subduction zones. These are referred to as subduction volcanoes. The deeper the plates sink, the hotter they become. Eventually the plates begin to melt, becoming magma. Because this newly formed magma is less dense than the surrounding rock, the magma moves upward toward Earth’s surface where it can spew from Earth as lava and ash. This type of lava is thick and does not flow far from the vent. Over time, layers of the thick lava and ash build up to form volcanic mountains that have steep sides. In contrast, hot spot volcanoes form deep within Earth, near the boundary between Earth’s core and mantle. Continuous eruptions to Earth’s surface produce layers of lava that may eventually extend above sea level. This lava is relatively thin and can spread far from the vent. Volcanic mountains formed over hot spots are much less steep than the subduction volcanoes. The Hawaiian Islands are actually a series of volcanic mountains formed as a result of a tectonic plate moving over a hot spot. As the lava continued to flow over time, the mountains grew so tall that they emerged above sea level as islands in the Pacific Ocean. Strategy Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. You will construct models of mountains formed by a subduction volcano and by a hot spot volcano. You will compare the lava flow of a subduction volcano and a hot spot volcano. Materials Procedure cardboard rectangles, 24 ✕ 30 cm (2) 250-mL graduated cylinder tape newspaper heavy duty aluminum foil black spray paint spray glue sand milk carton, single-serving size measuring cup light corn syrup, 120 mL water, 120 mL liquid dish soap, a few drops red food coloring, 8 drops small paper cups (2) baking soda, 120 mL effervescent antacid tablets (2) white vinegar, 240 mL medium plastic cups (2) stirring rod large cookie sheet with rim (2) *flat cardboard box lined with wide aluminum foil Part A—Constructing the Models 1. Use one of the cardboard rectangles as a base for the model of the subduction volcano. Tape the graduated cylinder to the center of the cardboard. 2. Make several balls of newspaper in different sizes, and tape them around the cylinder in the shape of a subduction volcano. (See Figure 1.) The newspaper balls should form a cone with steep sides that come up to the top of the cylinder. Figure 1 *Alternate materials Forces Shaping Earth 15 Hands-On Activities Name Name Date Class Laboratory Activity 2 (continued) Figure 2 16 Forces Shaping Earth Part B—Modeling the Eruptions 1. Place each model on the rimmed cookie sheet. 2. Pour 120 mL of corn syrup into the graduated cylinder of the subduction volcano. Pour 120 mL of water into the milk carton of the hot spot volcano. 3. Add a squirt of dishwashing liquid to each container. 4. In two paper cups, mix 60 mL of baking soda and the crushed antacid tablet. 5. Measure 120 mL of white vinegar into each of two plastic cups. Add four drops of red food coloring to the vinegar in each plastic cup. 6. When you have your ingredients assembled, carefully add the dry mixture of baking soda and antacid tablet to the corn syrup in the subduction volcano. Use the stirring rod to mix the dry mixture into the corn syrup. 7. Slowly and carefully pour the dyed vinegar into the graduated cylinder in your subduction volcano. Observe the thickness of the lava and how far it spreads. Record your observations in the table in the Data and Observations section. 8. Pour the dry ingredients into the milk carton in your hot spot volcano. Immediately pour the vinegar slowly and carefully into the milk carton. Again observe the thickness of the lava and how far it spreads. Record your observations in the table. Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. Hands-On Activities 3. Wrap the entire surface of the newspaper volcano with foil. Create some cracks and furrows in the aluminum foil for your lava to flow through. Fold the lower outside edges of the foil around the cardboard, and tape them to the bottom of the cardboard. 4. Place the model of the volcano on several open newspapers. Use newspapers to cover any surfaces surrounding your model. In a well ventilated area, spray your model with black paint. Let dry. WARNING: Be sure there is good ventilation. Never smell fumes directly. 5. Spray the volcano with a coat of glue, and then sprinkle with sand. Spray again with a coat of black paint. Repeat if desired. Let dry. Gently cut through the foil at the opening of the cylinder. 6. Repeat steps 1 through 5 to make a model of a hot spot volcano. Substitute the milk carton for the graduated cylinder and form the newspaper balls into a flatter profile. See Figure 2. 7. Describe the profiles of each volcano in the table in the Data and Observations section. Name Date Class Hands-On Activities Laboratory Activity 2 (continued) Data and Observations Type of volcano Profile Lava flow Subduction Hot spot Questions and Conclusions 1. Describe the difference between the appearance of your subduction volcano and your hot spot volcano. Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. 2. Which parts of your models represent the vent and pipe of a volcano? 3. How did the eruptions of the two models differ? 4. Use your observations of the difference in consistency of the lava from the different types of volcanoes to explain their different shapes. Strategy Check Can you construct models of volcanic mountains formed by a subduction volcano and a hot spot volcano? Can you compare the lava flow of a subduction volcano and a hot spot volcano? Forces Shaping Earth 17 Name Date Class Hands-On Activities Forces Shaping Earth Directions: Use this page to label your Foldable at the beginning of the chapter. Earth’s largest layer; solid but flows slowly Earth’s outermost layer the deepest layer, thought to be solid the layer made mostly of iron and thought to be liquid Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. Crust Mantle Inner Core Outer Core Forces Shaping Earth 19 Meeting Individual Needs Meeting Individual Needs 20 Forces Shaping Earth Name Date Directed Reading for Content Mastery Class Overview Forces Shaping Earth Directions: Complete the concept map using the terms in the list below. crust inner core lithosphere mantle plates deepest layer is 1. next layer is largest layer is upper part is 4. Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. outer layer is 3. 2. outer core Meeting Individual Needs Earth’s lower part is asthenosphere contains 30 moving 5. Forces Shaping Earth 21 Name Date Directed Reading for Content Mastery Section 1 ■ Class Earth’s Moving Plates Directions: Complete the paragraph by filling in the blanks. Earth’s interior is divided into four layers: the 1. ____________________, the 2. ____________________, the 3. ____________________, and the 4. ____________________. The inner and outer cores are probably composed mostly of 5. ____________________. The 6. ____________________ is liquid, mantle called 8. ____________________ move together, move apart, and 9. ____________________ past each other. There are several reasons for plate movement, including 10. ____________________ in the mantle, ridge-push, and 11. ____________________. Directions: Explain what happens as a result of each of the following types of plate collisions. 12. continental-continental collisions 13. oceanic-oceanic collisions 14. continental-oceanic collisions 22 Forces Shaping Earth Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. Meeting Individual Needs while the 7. _____________________ is solid. Sections of the crust and upper Name Date Directed Reading for Content Mastery Section 2 Class ■ Uplift of Earth’s Crust Directions: Circle the term or phrase in parentheses that correctly completes the sentence. 1. Compression and tension affect the (thickness, components, location) of Earth’s crust. 2. There are (three, four, five) main types of mountains. 3. The Appalachian Mountains are (folded, fault-block, upwarped) mountains Meeting Individual Needs formed by the compressive forces of two plates colliding. 4. Unlike rocks deep in Earth, rocks on the surface are (soft and moveable, hard and brittle, thick and hot). 5. When rock layers are pulled from opposite directions, one block tilts up, while the other block (turns over, buckles, slides down). 6. When forces inside Earth push crust upward, (folded, fault-block, upwarped) mountains are formed. 7. Magma that reaches Earth’s surface is called (vent, lava, crater). Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. 8. Volcanic mountains can form (underwater, on Earth’s surface, both underwater and on Earth’s surface). 9. Because of (isostasy, subduction, convection), if mountains continue to grow, they will sink farther into the mantle. Directions: Answer the following questions on the lines provided. 10. The Appalachian Mountains were once higher than the Rocky Mountains are today. Explain how this is possible. 11. Describe the path of magma through a volcanic mountain. Forces Shaping Earth 23 Name Date Directed Reading for Content Mastery Class Key Terms Forces Shaping Earth Directions: Complete the following sentences using the words listed below. inner core fault folded outer core subduction upwarped mantle crust lithosphere volcanic plates fault-block isostasy 2. Because the ____________________ stops one type of seismic wave and slows another, scientists believe it is a liquid. 3. The pushing forces of two plates moving together causes rocks to buckle, forming ____________________ mountains. 4. A denser plate sinking under a less dense plate is called ____________________. 5. As erosion removes material from the tops of mountains and the mass of the mountain decreases, the crust is forced upward because of ____________________. 6. The ____________________ is thinnest under the oceans and thickest through the continents. 7. A cone-shaped feature made of layers of lava is a(n) ____________________ mountain. 8. ____________________ move so slowly that they can take more than a year to travel a few centimeters. 9. The innermost layer of Earth’s interior is the ____________________. 10. Forces inside Earth sometimes push crust upward, creating ____________________ mountains. 11. Pulling forces form ____________________ mountains such as the Teton Range in Wyoming. 12. Even though it is solid, the ____________________ flows slowly. 13. A large fracture in rock along which movement occurs is called a(n) ____________________. 24 Forces Shaping Earth Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. Meeting Individual Needs 1. The ____________________ is broken into about 30 sections that move around on the asthenosphere. Nombre Fecha Clase Sinopsis Fuerzas que moldean la Tierra Lectura dirigida para Dominio del contenido Instrucciones: Completa el mapa de conceptos usando los términos siguientes. corteza núcleo interno litosfera manto placas la capa más profunda 1. la siguiente capa la capa más grande la parte superior es la 4. Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. la capa externa 3. 2. núcleo externo Satisface las necesidades individuales La Tierra tiene la parte inferior es la astenósfera que contiene 30 5._______ en movimiento Fuerzas que moldean la Tierra 25 Nombre Fecha Lectura dirigida para Sección 1 Clase ■ Dominio del contenido Las placas móviles de la Tierra Instrucciones: Completa el párrafo llenando los espacios en blanco. El interior de la Tierra se divide en cuatro capas: el 1. ____________________, el 2. __________________, el 3. __________________, y la 4. __________________. El núcleo interno y el externo están probablemente compuestos principalmente de 7. __________________ es sólido. Secciones de la corteza y el manto superior llamadas 8. __________________ se acercan, se alejan o se 9. __________________ una al lado de la otra. Hay varias razones para el movimiento de las placas, incluyendo 10.__________________ en el manto, el empuje de dorsales y 11. el __________________. Instrucciones: Explica qué sucede como resultado de cada uno de los siguientes tipos de colisiones entre placas. 12. colisión continental-continental: 13. colisión oceánica-oceánica: 14. colisión continental-oceánica: 26 Fuerzas que moldean la Tierra Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. Satisface las necesidades individuales 5. __________________. El 6. __________________ es líquido, mientras que el Nombre Fecha Lectura dirigida para Dominio del contenido Sección 2 Clase ■ El levantamiento de la corteza terrestre Instrucciones: Encierra en un círculo el término en paréntesis que complete correctamente cada oración. 1. La compresión y la tensión afectan el(los)(la) (grosor, componentes, posición) de la corteza terrestre. 3. Las montañas Apalaches son montañas (plegadas, de bloques de falla, plegadas anticlinales) que se formaron debido a fuerzas de compresión al chocar dos placas. 4. A diferencia de las rocas en la profundidad de la Tierra, las rocas de la superficie son (suaves y móviles, duras y quebradizas, gruesas y calientes). 5. Cuando las capas de roca son haladas en direcciones opuestas, un bloque se inclina hacia arriba y el otro (se da vuelta, se curva, se desliza hacia abajo). 6. Cuando las fuerzas dentro de la Tierra empujan la corteza hacia arriba, se forman montañas (plegadas, de bloques de falla, plegadas anticlinales). 7. El magma que llega a la superficie de la Tierra se llama (chimenea, lava, cráter). Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. 8. Las montañas volcánicas se pueden formar (debajo del agua, sobre la superficie de la Tierra, bajo el agua y sobre la superficie de la Tierra). 9. Debido a la (isostasia, subducción, convección), si las montañas continúan creciendo, se hundirán más en el manto. Instrucciones: Contesta las siguientes preguntas en los espacios dados. 10. Hace tiempo, las montañas Apalaches fueron más altas de lo que son las montañas Rocosas hoy día. Explica cómo pudo ser posible esto. 11. Describe el paso del magma a través de una montaña volcánica. Fuerzas que moldena la Tierra 27 Satisface las necesidades individuales 2. Hay (tres, cuatro, cinco) tipos principales de montañas. Nombre Fecha Lectura dirigida para Dominio del contenido Clase Términos claves Fuerzas que moldean la Tierra Instrucciones: Completa las oraciones con las palabras siguientes. núcleo interno falla plegadas núcleo externo manto corteza placas subducción litosfera de bloque de falla plegadas anticlinales volcánica isostasia 2. Como el(la) ____________________ detiene un tipo de onda sísmica y frena otra, los científicos creen que es una capa líquida. 3. Las fuerzas que acercan dos placas entre sí causan que las rocas se curven, formando montañas ____________________. 4. Cuando una placa más densa se hunde bajo una menos densa: ____________________. 5. Debido al(a la) ___________________cuando la erosión elimina material de la cima de las montañas y la masa de la montaña disminuye, la corteza se mueve hacia arriba. 6. El(La) ____________________ es más delgada(o) bajo los océanos y más gruesa(o) bajo los continentes. 7. Un accidente topográfico con forma de cono formado por capas de lava es una montaña ____________________. 8. Los(Las) ____________________ se mueven tan lentamente que pueden tardar más de un año en viajar unos centímetros. 9. La capa más interna del interior de la Tierra es el(la) ____________________. 10. Las fuerzas dentro de la Tierra a veces empujan la corteza hacia arriba, creando montañas ____________________. 11. Las fuerzas que jalan forman montañas ____________________, como la cordillera Teton de Wyoming. 12. A pesar de ser sólido(a), el(la) ____________________ fluye lentamente. 13. Las enormes fracturas en las rocas en donde ocurre movimiento se llaman ____________________. 28 Fuerzas que moldean la Tierra Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. Satisface las necesidades individuales 1. El(La) ____________________ está rota(o) en unas 30 secciones que se mueven sobre la astenosfera. Name 1 Date Reinforcement Class Earth’s Moving Plates Directions: Complete the following sentences using the terms below. asthenosphere lithosphere convection plates faults 1. Shearing causes areas between plates that are sliding past one another to form 2. Sections of Earth’s crust and upper mantle, called ____________________, move around on part of the mantle. 3. The crust and upper mantle are called the ____________________. 4. Beneath this layer is the plasticlike ____________________. 5. Uneven heating of the upper mantle can cause differences in density, or ____________________; this could be one cause of plate movement. Directions: Label the following diagram using the terms listed below. crust Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. inner core lithosphere asthenosphere outer core 6. 7. 8. 9. 10. Forces Shaping Earth 29 Meeting Individual Needs ____________________ and experience earthquakes. Name 2 Date Reinforcement Class Uplift of Earth’s Crust Directions: Complete the table by describing the type of mountain and giving an example of that type of mountain. Type of mountain Description Example 1. Fault–block 3. Upwarped 4. Volcanic Directions: Complete the following sentences using the correct terms. 5. The principle of isostasy states that Earth’s crust and ____________________ float on the upper part of the mantle. 6. Mountains grow ____________________ and sink farther down into the mantle. 7. Icebergs are largest when they break off of a ____________________. 8. The Hawaiian Islands are volcanic mountains that formed from lava eruptions on the ____________________. 30 Forces Shaping Earth Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. Meeting Individual Needs 2. Folded Name Enrichment Class Ophiolites Formation of Ophiolites Locations of Ophiolites Ophiolites are typical layers of rock from an oceanic plate that escaped subduction, or being shoved under a continental plate and recycled by magma. They are formed at oceanic spreading ridges, or rifts, where two oceanic plates are forced apart by hot magma. At these ridges lava and fluids from Earth’s crust and mantle combine with seawater. This combination results in alteration of the existing material along the spreading ridges, as well as the creation of new rocks. These new rocks, layered with ocean sediment, igneous rocks, limestone, basalt, and other matter form an ophiolite sequence. Once ophiolites are formed, they are exposed by obduction, a section of the ocean crust being thrust up onto a continental plate. While formed underwater, ophiolites are obducted above water and can eventually be found in mountains or on islands. Many ophiolites are believed to have formed over 200 million years ago. They have been found in mountains in Oman on the Arabian Peninsula, the Pacific Coastal Ranges of California, the Andes along the west coast of South America, Cyprus in the Mediterranean, New Guinea, and Newfoundland. The Samail ophiolite, pushed onto the Arabian shield in Oman near the Persian Gulf, has been the most studied ophiolite. Importance of Ophiolites Studying ophiolites can give geologists a picture as to how Earth formed. They are much older than any other samples of the oceanic crust, so they also act as models for early oceanic crust and what may be occurring at mid-ocean ridges. Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. 1. How do ophiolites form? 2. Where do ophiolites form? What landforms can ophiolites be found in? 3. How is a piece of subducted earth recycled? 4. Name some places ophiolites may be found. 5. Why are ophiolites important to the study of Earth? Forces Shaping Earth 31 Meeting Individual Needs 1 Date Name Enrichment Class The Cornell Andes Project Meeting Individual Needs Since the mid-1970s, scientists from Cornell University in Ithaca, New York, have been studying the orogenesis of the Andes Mountains. Orogenesis is the process of mountain formation caused by the folding of rock layers. The Andes are a folded mountain system located along the west coast of South America. They formed more than 200 million years ago when the South American continental plate collided with the Nazca oceanic plate. The Nazca plate made its way under the South American plate, causing the land above it to be uplifted, then squeezed. Purpose of the Project Why did scientists launch the Cornell Andes Project more than two decades ago? They say the Andes are a “mega-scale, modern laboratory of tectonic processes.” Even though scientists generally know how the Andes formed, they are trying to understand the geology of the mountain system. They are doing this, in part, to help them predict and prepare for earthquakes. The scientists know that 20 million years ago, the effects of subduction spread to a larger area. Subduction occurs when one oceanic or continental plate passes under another. At one point, the crust folded and quickly formed mountains, creating a 12,000 m drop at the western edge of the Andes. Then volcanoes erupted. Today the subduction continues. This same area not only contains active volcanoes but is likely to have earthquakes. Work on the Project To help them understand more about the region’s geology, scientists have worked with NASA to analyze data obtained through the Shuttle Radar Topography Mission of the space shuttle Endeavour. This high-resolution radar took images of areas of the Andes that hadn’t been mapped before. These areas have never been surveyed from ground level because they’re too remote. Cloud cover prevents them from being photographed from the air. The radar gave scientists 3-D images of the mountains and sent back information about the surface characteristics. To help them in their work, scientists have also been using satellite imagery, digital topography, and geographic information systems (GIS) technology. As part of the larger project, they have investigated changes in ground and glacial surfaces, studied tectonic history and plate evolution, and researched the relationship of climate to surface processes and mountain building. 1. Explain how the Andes Mountains formed more than 200 million years ago. 2. Why do you think Cornell scientists called the Andes a “mega-scale, modern laboratory of tectonic processes”? 3. What might scientists look for when studying the images and maps provided by the space shuttle Endeavour’s Shuttle Radar Topography Mission? 32 Forces Shaping Earth Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. 2 Date Name Date Note-taking Worksheet Section 1 Class Forces Shaping Earth Earth’s Moving Plates A. Geologists use earthquakes and surface rocks to __________________ observe Earth’s interior. 1. _______________________ change speed and direction depending on the density and material they travel through. 2. Forces bring _______________ formed deep within Earth to the surface. Meeting Individual Needs 3. Evidence suggests that Earth is formed of different materials in ________________. B. Earth has ______________ layers. 1. _______________ core—dense iron core; very hot and dense 2. _______________ core—molten metal above the inner core 3. Solid layer that flows slowly like putty is the ________________. 4. Outermost layer is the _______________. C. Earth’s structure—theories based on _____________________________ of density, temperature, and pressure that change with depth Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. D. Earth’s moving plates are sections of the _____________________, the rigid upper part of the mantle and crust. E. Plate ____________________ are edges where plates meet. 1. Tension can pull plates _______________, resulting in new lithosphere forming in the gaps. 2. ___________________ plates could cause mountains to form as rock crumbles and folds. 3. ____________________ occurs when a denser plate sinks underneath a less dense plate. 4. Shearing causes ________________ and earthquakes as two plates slide past each other. F. Plate __________________ theory—convection in the mantle circulates material and moves plates. 1. ____________________ at mid-ocean ridges causes plates to slide down the slope. 2. ___________________ happens as plates move away from mid-ocean ridges and become denser. Forces Shaping Earth 33 Name Date Class Note-taking Worksheet (continued) Section 2 Uplift of Earth’s Crust A. Mountains ______________ in different ways. 1. _____________________ mountains—form from huge tilted blocks of rock separated from surrounding rock by large faults 2. ________________ mountains—form by compression forces folding rock layers 3. __________________ mountains—forces push up Earth’s crust and allow the sedimentary rock to erode, leaving igneous or metamorphic rock. 5. ___________________ formed by plumes of magma in the mantle can cause underwater volcanic mountains. B. __________________ principle indicates Earth’s crust and lithosphere float on the upper mantle. 1. Earth’s crust is _________________ under mountains. 2. When mountains erode, the crust _______________ because the weight has been removed. Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. Meeting Individual Needs 4. Over time, layers of lava can form a cone-shaped __________________ mountain. 34 Forces Shaping Earth Assessment Assessment 36 Forces Shaping Earth Name Date Class Forces Shaping Earth Chapter Review Part A. Vocabulary Review Directions: Write the correct terms in the blanks at the left of their descriptions, then circle the 12 terms in the puzzle. The terms may go across, up, down, backward, or diagonally. B H E C T E T T U A I H M B S L C C Y F I E M C E R C S U S D A T E E I B E C R U H D B O C M B P N T R O J L E P Y X Q Y W X P I F O L N A R U I G C T I D E D F F L L L V G T N O T N A I T I S C R M C A T O I N N E R E E U U G L L A L A P L W L G H S S T C M A N T C B D Y B S U O I T E H I I G U P W A R P E D L M O E M L H R U R D N E S C M B Y E R N T O Q C R U S I Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. L O U D C H A R B N C L L P P R O T O N O H U O N C Y N S L E L L I L E D S T B R P U C O R E C I L A Y H L P Y G O L I B Y C C O Y C H T N Q E V O L C A N I C H K K S F F F F G Assessment C A R Y A R A M M A G B 1. the innermost layer of Earth’s interior 2. one plate sinking under another 3. mountains made of huge, tilted blocks of rocks surrounding faults 4. mountains made when forces inside Earth push up the crust 5. magma that reaches the surface 6. largest layer of Earth’s interior 7. Earth’s outermost layer 8. sections of the lithosphere 9. made of molten metal 10. fracture in rocks where movement occurs 11. mountains formed by folding rock layers 12. mountains made of lava Forces Shaping Earth 37 Name Date Class Chapter Review (continued) Part B. Concept Review 1. Number these steps for a volcanic eruption in the correct order. a. Lava flows through the pipe. b. Lava reaches the vent. c. Lava flows down the volcanic mountain. d. Rising magma fills the magma chamber. e. Lava collects at a crater. Directions: Correctly complete each sentence by underlining the best of the three choices in parentheses. 2. Mount St. Helens formed from (lava, sliding, faults). 3. A pulling force called (compression, convection, tension) causes plates to move apart, eventually forming new lithosphere. 4. Earth’s interior has (two, three, four) distinct layers. 5. Places where the edges of different plates meet are called plate (rifts, boundaries, earthquakes). 6. The principle of (erosion, isostasy, subduction) states that Earth’s crust and lithosphere float on Directions: Answer the following questions using complete sentences. Assessment 7. Compare and contrast ridge-push and slab-pull. 8. Explain how erosion changes mountains over time. 38 Forces Shaping Earth Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. the upper part of the mantle. Transparency Activities Transparency Activities Forces Shaping Earth 43 Name 1 Date Section Focus Transparency Activity Class Not a Place to Drop Your Keys Transparency Activities 1. Describe some features of the ocean floor shown on this map. 2. What continental features are similar to the features of the ocean floor? 44 Forces Shaping Earth Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. Have you ever thought about the deepest place on Earth? It’s the Mariana Trench in the western Pacific Ocean. The trench is so deep, you’d have to stack a medium-sized mountain on top of Mount Everest just to reach the surface. Try to locate the Mariana Trench on this map of the Pacific Ocean floor. Name 2 Date Section Focus Transparency Activity Class Mythological Heights 1. Do you think all mountains are formed in the same way? Explain. Transparency Activities Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. Mount Olympus, the highest mountain in Greece, was once thought to be the home of Zeus, Hera, Hermes, Aphrodite and all the other gods and goddesses of Greek mythology. Formed when sections of Earth’s crust pressed together, Olympus is often shrouded in clouds. The ancient Greeks believed that these clouds hid the doorway to the home of the gods. 2. What does it mean for an area to be geologically active? 3. There’s a major fault line near Greece. Would you predict that the area might experience earthquakes? Why or why not? Forces Shaping Earth 45 Date 1 Teaching Transparency Activity Transparency Activities Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. Name Class Earth’s Plates Forces Shaping Earth 47 Name Teaching Transparency Activity Date Class (continued) 1. What occurs when plates slide along each other? 2. Where does the process of plate separation and lithosphere formation take place? 3. What happens when plates move apart? 4. What do sliding plates release that cause earthquakes? 5. What land formation is created when plates collide with tremendous force? Transparency Activities Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. 6. What do we call the large fractures in rocks along which movement occurs? 48 Forces Shaping Earth Name Date Assessment Transparency Activity Class Forces Shaping Earth Directions: Carefully review the table and answer the following questions. Layers of Earth 40 km Thickness in scale model 0.8 mm Mantle 2660 km 53 mm Outer core 2260 km 45 mm Inner core 1300 km ? 1. According to the table, which layer has the greatest thickness? A crust B mantle C outer core D inner core 2. About how much thicker is the outer core than the inner core? F 960 km G 1600 km H 1950 km J 2250 km 3. A student wants to draw a scale model of the layers of Earth. She has already calculated the thickness in the scale model for the crust, mantle, and outer core. If everything remains the same, what will be the thickness of the inner core in the scale model? A 2.6 mm B 20 mm C 26 mm D 50 mm Forces Shaping Earth Transparency Activities Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. Crust Thickness in Earth 49