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Dynamic Planet
Student Name __________________________
Teacher ________________________________
The Dynamic Planet
1. What makes our planet dynamic?
2. Draw the Earth and its systems:
3. What makes up the four systems of our Earth?
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Geosphere:
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Hydrosphere:
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Atmosphere:
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Biosphere
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Investigation 1: Gathering Evidence and
Modeling
What are the Contents of the Mystery Bag?
SMELL
Hearing
Model
Model
Evidence
Evidence
TOUCH
FURTHER TESTS
Model
Evidence
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Four M odels: Write a brief description of each of the four models discussed in
Digging Deeper.
1. Physical Models
2. Conceptual Models
3. Mathematical Models
4. Numerical Models
Review and Reflect Q uestions:
1. How do you make a model of something that you cannot see?
2. Describe how and why your third model (using touch) is a better model
than your first model (using smell).
3. Of the four kinds of models described in the Digging Deeper reading
section, how would you classify your model of the mystery bag? Explain
your answer.
4. The modeling that you did with the mystery bag can be connected to the
Earth’s major systems. Provide an example that connects at least one of
the Earth’s systems to this investigation.
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Investigation 2: The Interior of the Earth
Key Question: What is the interior of the Earth like?
Part A: Observing Waves and Measuring Wave Speed
Distance (cm)
Average Distance:
Time (s)
Average Time:
Speed (d/t)
Average Speed:
1. Suppose you had a long pan of water. How long would it take the waves to
travel:
o 50 cm ___________________
o
100 cm ____________________
o
200 cm ____________________
2. Suppose you dropped stones into a material through which waves move
twice as fast as they do through water. How would this change the average
travel time of the waves?
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Scientists cannot observe earthquake waves moving through the Earth in the
same way you can observe waves moving through water. They can, however,
record and study the energy from earthquake waves as the waves arrive at a
recording station (seismograph station). They can use information they record
about the waves to make models of the interior of the Earth.
Think about what how what you studied relates to how scientists make models of
the inside of the Earth.
3. What part of your experiment represented:
o An earthquake, which releases energy in the Earth?
o
The movement of energy waves from the earthquakes (seismic waves)
in the Earth?
o
The material in the Earth through which seismic waves travel?
o
The arrival of a seismic wave at a seismograph station where
earthquakes are detected?
Part B: Kinds of Seismic Waves
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Directions/Procedures
1. Read all lab directions in book (pages 11-12)
2. Watch demonstration of compressional and shear waves.
3. Answer Questions below.
•
Dem onstration: Observe the direction of wave movement relative to
the slinky.
• C om pressional W aves (P w aves)
1.
How does the slinky move?
2. What does compression mean?
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3. Draw a picture of a compressional wave:
• Shear W aves (S w aves)
1. How does the slinky move?
2. What does shear mean?
3. Draw a picture of a shear wave. Make sure to label the crest,
trough, wavelength & amplitude.
• C om pressional W aves vs. Shear W aves
1.
Which of the two waves arrives at the other end first (which one is
faster)?
2. The direction of wave motion and the direction that a wave travels
or propagates are not necessarily the same thing. How were the
two types of waves you made different from one another?
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Part C: Refraction of Waves
•
Directions/Procedures
o View demonstration.
o Label region above boundary “wave speed = 1 m/s” and the
region below the boundary “wave speed = 30 cm/s”
o Add the new line from the results of our demonstration.
• Try to draw the angle accurately, but do not worry if it is not
exact.
•
Q uestions
1. What is the boundary line representing?
2. How does the line change as it goes through the boundary line?
3. How does this relate to the layers of the Earth?
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Part D: Refraction of Earthquake Waves in the Earth
•
Directions/Procedures
o Draw the diagram on your white-board.
• The large circle represents the Earth.
• The small circle represents the edge of an inner part of the
Earth where earthquake waves move faster than in the
outer part.
• The black dot near the right-hand edge of the large circle
represents a place in the Earth where an earthquake
happens.
• The earthquake sends seismic waves in all directions through
the Earth.
o Use your straightedge and white board marker to extend the lines
through the Earth to the other side. Think about the following
before you begin:
• Some of the lines will go through the Earth
without hitting the inner circle.
• Some of the lines, however, will hit the
inner circle. This is a boundary between
zones with different wave speeds –
remember from the last part what
happens when waves go through
boundaries.
• The lines that go into the inner circle also
come out of the inner circle. When that
happens, the waves will be crossing a
boundary again.
•
Q u estions:
1. How does this pattern help you understand how scientists in another part
of the Earth can detect an earthquake?
2. How does the pattern help you understand how scientists in another part
of the Earth cannot detect an earthquake?
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Digging Deeper Questions:
Read pages 16 – 20 and answ er the follow ing:
1. What is the difference between compressional (P) waves and shear (s)
wave?
2. How do earthquakes produce seismic waves?
3. How would you describe wave refraction?
4. What is the focus of an earthquake?
5. How are earthquake waves detected on the surface of the Earth?
6. How do scientists know that the Earth’s mantle is made of solid rock?
7. How do scientists know that the Earth has a core?
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Review and Reflect Questions
1. How are the two types of waves you made in part B different?
2. Why do seismic waves follow a curved path through the Earth?
3. How do scientists know that the Earth’s core is made of a different
material than that of the mantle?
4. What can you add to what the interior of the Earth is like after this lesson?
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Investigation 2: The Interior of the Earth
Important Diagrams
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Measuring Earthquakes
1. What similarities and differences did you observe among your
group’s seismograms?
2. What did each half of the seismograph model represent?
3. What did the toothpick represent?
4. When did an “earthquake” occur? It occurred when: (Choose one)
a. The Data Recorder began to pull the paper tray.
b. Plate B was first pushed
c. The toothpick broke.
5. What type of plate movement did you simulate? (Choose one)
a. Plates colliding
b. Plates sliding past each other
c. Plates pulling apart
6. Describe what the seismograph looked like:
a. When there was little or no movement.
b. When the toothpick broke.
7. This activity modeled an earthquake occurring along a plate
boundary. What do you think are the strengths and weaknesses of this
model?
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Investigation 3: Forces that Cause Earth
Movements
Key Question: Does the rock of the Earth’s mantle move ?
Demonstration #1
–
View the experiment set-up on your table.
–
–
–
–
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–
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A small heat-resistance container will receive heat from a candle.
Pour one centimeter of cold corn syrup into the container.
Place two pieces of cardboard so they touch, side by side, on top of
the syrup in the center of the container.
Predict what you think will happen to the cardboard as the corn syrup
heats up.
Record your prediction, and also the reason(s) for your prediction
here:
While waiting for the corn syrup to heat up:
–
Draw a side view of the container here:
Watch carefully as the corn syrup heats up.
–
–
–
Record your observations and interpretations here:
On your “side-view drawing of the experimental setup, show any
movement of the cardboard with solid arrows.
Show the movement of the corn syrup with dashed arrows.
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Demonstration #2
–
View the experiment set-up at the front of the room.
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–
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A clear heat-proof beaker, two thirds full with water is placed on a hot
plate.
When the water is simmering (not boiling), one cup of oatmeal will be
poured into the beaker. One drop of food coloring will be added.
Finally, some sawdust will be added.
Write a prediction about what you think will happen to the oatmeal,
food coloring and sawdust when they are added to the water. Give
a reason for your prediction:
When the hot plate is turned on and the water begins to warm, carefully
observe what happens when the oatmeal, food coloring, and sawdust are
added:
–
Record your observations and interpretations here:
Q uestions:
1. What evidence can you find from your
models that might be similar to the
diagram on the left?
2. What parts or processes within the Earth
do you think each of the following parts
of your model represents:
a. Heat source:
b. The upward movement of water/syrup:
c. Separation of cardboard by syrup:
d. Circular movement of the oatmeal:
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Digging Deeper Questions:
Read pages 25 - 28 and answ er the follow ing:
1. What are the conditions that cause convection cells in a fluid?
2. How can the mantle convect if it is a solid?
3. What is the typical speed of mantle convection?
4. What is the reason for volcanic activity along mid-ocean ridges?
5. What kinds of forces drive sea-floor spreading?
Review and Reflect Questions
1. Think back on the “Key Question”, “Does the rock of the Earth’s mantle
move?” Answer this question again, based on what you learned in this
investigation.
2. Why is the mid-ocean ridge made of volcanic rock?
3. Is the rock that makes up the mid-ocean ridge young or old? Explain your
answer.
4.
What connections did you discover between convection in the mantle
(geosphere) and the oceans (hydrosphere)?
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Investigation 3: Forces that Cause Earth
Movements
Important Diagrams
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Investigation 4: The Movement of the
Earth’s Lithospheric Plates
Key Question: What happens where lithospheric plates meet?
Using what you already know about mountains, volcanoes, and
earthquakes, answer the following:
1. How might mountains form there?
2. Might volcanoes develop where plates meet? If so, why?
3. Could there be earthquakes where plates collide? Why?
Demonstration:
–
–
Predict what you think will happen when you push the two pieces together
until one of the pieces of corrugated cardboard has moved 5 cm beneath
the other piece. Record your reasons.
Draw a side-by-side diagram of your prediction. Use arrows to show the
direction of the plate movement.
Record your observations below:
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Measurements of Convergent Plate Movement
Distance plates moved
from start
2.5 cm
Shape (drawing)
Height (cm)
5 cm
7.5 cm
10 cm
12.5 cm
15 cm
17.5 cm
Digging Deeper Questions:
1. What is the difference between crust and lithosphere?
2. What is the difference between oceanic crust and continental
crust?
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3. What is the difference between a subduction zone and continentcontinent collision zone?
4. Why do continents not go down subduction zones?
Review & Reflect Questions:
1. What is a convergent plate boundary?
2. What is a transform plate boundary?
3. Why are folded mountain ranges found where plates converge? Why are
folded mountains uncommon where plates move apart?
4. The Appalachian Mountains in eastern United States are made up of
folded rocks. Do you think that this suggests that this region was once the
front edge of colliding plates, spreading plates, or sliding plates? Explain
your reasoning.
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Investigation 4: The Movement of the
Earth’s Lithospheric Plates
Important Diagrams
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Investigation 5: Earthquakes, Volcan oes,
and Mountains
Key Question: How are earthquakes, volcanoes, and mountains
related?
Using what you already know about mountains, volcanoes, and
earthquakes, answer the following:
1. Can any mountain have a volcano erupt from it?
2. Do earthquakes and volcanoes always occur in the same area?
3. Do earthquakes and volcanoes always occur at the same time?
Procedure:
– On the copy of the world map on the next page:
o
o
o
Make a key at the bottom of the map to show
§ Recent Earthquakes
§ Recent Volcanoes
§ Major Mountain Chains
Plot the locations of recent earthquakes shown in Table 1 on
page 42 in your “Dynamic Planet” textbook.
Plot the locations of recent volcanoes shown in Table 2 on page
44 in your “Dynamic Planet” textbook.
Use your map to answer the following questions:
1. List several locations where an earthquake happened close to a volcanic
eruption.
2. List several locations where an earthquake happened far from the nearest
volcanic eruption.
3. Describe any pattern or patterns in the locations of earthquakes and
volcanoes.
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o
o
The map on page 45 in your “Dynamic Planet” textbook shows
the major mountain chains of the world.
Add this information to your map.
Use your map to answer the following questions:
4. List three places where earthquakes, volcanoes, and mountains occur
together.
5. List three volcanic mountain chains.
6. Explain the relationship you think there is among earthquakes, volcanoes,
and mountains.
Digging Deeper Questions:
1. What is the cause of earthquakes?
2. How are faults and earthquakes related?
3. What is the cause of volcanoes?
4. How does gas content affect how a volcano erupts?
5. How is volcanism at a hotspot different from volcanism at a mid-ocean
ridge? How are they similar?
6. Why are mountains found in regions where the lithosphere is thick?
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Review & Reflect Questions:
1. Where do most earthquakes occur in the United States?
2. Where in the United States are most volcanoes found?
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Investigation 6: Earth’s Moving Continents
Key Question: Have the continents and oceans always been in
the positions they are today?
Procedure:
–Look at the map of the world below. Look especially at the edges of the
African and South American continents.
–Describe the
match
between the
East Coast of
South America
and the West
Coast of Africa.
–Describe the
match
between the
bulge of West
Africa and the outline of the East Coast of North America.
–Cut out the continents along the outer edges of the continental shelves, along
the dashed lines.
–Use the cutouts of the continents like pieces of a jigsaw puzzle.
–Try to arrange the continents as one large landmass.
–Describe the locations of any overlapping areas.
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–How confident are you that the continents were linked together at some time
in the past?
Several of the world’s mountain ranges that appear on a continent today are
similar in age and form to mountain ranges that today are on another continent.
Some of these mountain ranges are shown in the continent cutouts. They are
numbered according to those that have similarities with one another.
– Do the mountain ranges with common features line up with one another in
your arrangement of the continents?
Several fossils are found on particular landmasses but not on others. Review the
following evidence:
–Cynognathus was a reptile that lived in
what are now Brazil and Africa.
–Lystrosaurus was found in Central Africa,
India, and Antarctica.
–Megosaurus was found in the southern
tip of South America and the southern tip
of Africa.
–Glossopteris was a fern found in
Antarctica, Australia, India, Southern
Africa, and southern South America.
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–Does this new information about the fossils support your feelings about the
fitting of the continents?
–Do you think that “Super Continent” existed? Yes or No and Why?
Digging Deeper Questions:
1. In your own words, explain the theory of continental drift.
2. What is Pangaea?
3. How is a suture zone formed?
4. Why is the Pacific Ocean shrinking?
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Investigation 6: Earth’s Moving Contine nts
Important Diagrams
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Investigation 7: Natural Hazards and Our
Dynamic Planet
Key Question: What natural hazards do dynamic events cause?
Digging Deeper Questions:
1. What causes earthquakes?
2. What effects can earthquakes have on buildings?
3. What is the hazard associated with liquefaction?
4. What is the difference between an ash fall and an ash flow?
5. What warning signs make volcanic eruptions easier to predict than
earthquakes?
Review & Reflect Questions:
1. Describe an example of an earthquake hazard.
2. Describe an example of a volcano hazard.
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Dynamic Planet Online
Directions for all online activities:
o www.agiweb.org/ies
oSelect Dynamic Planet
oSelect Appropriate Investigation
Inv estigation #2: Earthquakes
1. What is an earthquake?
2. Distinguish between the focus and the epicenter of an earthquake.
3. What is a fault?
4. What does a seismograph measure?
5. List and contrast the basic types of earthquake waves?
6. Explain the Modified Mercalli scale and the Richter scale.
7. When was the last major historical earthquake in the United States?
8. List 5 results of earthquakes.
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Investigation #3: Convection
o Click on “W hat drives the plates?”
1. Name four scientists that have contributed to the theory of plate tectonics
and state what you can about those theories.
2. Describe the behavior of convection cells?
3. What is the main cause of convection: What are the two main causes of
the heat?
4. What new theory is believed to be the driving force behind plate
tectonics?
5. What may be unique about the Earth?
6. What can eventually happen to the Earth?
7. What are the possible consequences of this?
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Investigation #4: The Movement of Plates
o Click on “The Earth’s Lithospher e” and “W hat on the Earth are Plate
Tectonics”
1.
Why is the process of plate tectonics important?
2. What is the subduction zone?
3. How are subduction zones marked?
4. Describe the characteristics of the crust, mantle, and core.
5. Compare and contrast divergent plate boundaries, convergent plate
boundaries, and transform plate boundaries.
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Investigation #5: Earthquakes and Volcanoes
o Click on “The Nature of Earthquakes” and “Savage Earth”
Earthquakes
1.
How many tremors are estimated to happen on a daily basis?
2. Where do most earthquakes happen?
3. How does seismic energy travel through the Earth?
4. What happens to seismic waves as they travel a long distance?
Volcanoes
1. How are volcanoes formed?
2. Where do the world’s most destructive volcanoes occur?
3. What causes most of the damage in a stratovolcano? List some of the
characteristics associated with this phenomenon.
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Investigation #6: Earth’s Moving Continents
o Click on “Continental Drift,” “O n the M ove” and “Hist orical
Perspective”
1.
What does the term plate refer to?
2.
Explain continental drift.
3.
How did Wegener support his idea?
4.
How did Wegener use plant and animal fossils to help support his theory?
5.
What else helped to shape Wegener’s theory?
6.
Why did people doubt Wegener’s theory?
7.
How would you define the Greek terms tectonics and Pangaea?
8.
According to the continental drift theory, how long ago did Pangaea
begin to break up?
9.
Define paleontology and seismology.
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Dynamic Planet Notes
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Dynamic Planet Notes
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