Download earthquakes review - Nutley Public Schools

NAME
DATE
CLASS
8.1b EARTHQUAKES REVIEW
Directions To prepare for your assessment, review your notes, your student sheets, and the reading
selections for Lessons 1 through 8. Then answer these questions:
Explain what is meant by the following statement: Earthquakes are destructive and
constructive events. Elaborate using examples.
2
What are some of the risks that people take when their homes or bridges are located in
areas with loose soil, or when their homes or bridges are not earthquake-resistant?
© Smithsonian Institution
STUDENT SHEET
1
(continued)
STC Unit: Exploring Plate Tectonics
Lesson 8
NAME
CLASS
DATE
8.1b EARTHQUAKES REVIEW (CONTINUED)
Look at the seismogram shown here.
STUDENT SHEET
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Juneau, AK
Richmond, VA
Honolulu, HI
10:07
10:09
10:11
10:13
10:15
10:17
© Smithsonian Institution
Time (hr:min)
A. What time did the earthquake P-wave reach Richmond? The S-wave? ___________
B. Which city is farthest from the earthquake? _________________ How do you know?
4
Write the name of the wave shown in each picture. Write “P-wave” or “S-Wave.”
A. _________________________
STC Unit: Exploring Plate Tectonics
B. _________________________
(continued)
Lesson 8
NAME
CLASS
DATE
8.1b EARTHQUAKES REVIEW (CONTINUED)
5
Write what you know about how each earthquake wave moves (side to side or push and
pull) and where each one travels (through the body of the earth or along its surface).
STUDENT SHEET
A. P-wave
B. S-wave
C. Surface wave
6
Look at Student Sheet 5.1, on which you plotted volcanoes on a world map. Find one
volcano that is located where earthquakes often occur. Write the volcano’s longitude and
latitude here.
A. Longitude ________________________
© Smithsonian Institution
B. Latitude __________________________
7
Where did the volcano in Question 6 happen? (circle one)
A. Along the Mid-Atlantic Ridge C. In the middle of a plate
B. Along the Ring of Fire (Circum-Pacific Belt)
D. Other: _______________________
8
Compare and contrast a hot spot with a subduction zone. Talk about what happens in the
mantle and to the plates of the crust for each event.
9
Find the Ring of Fire on your map from Student Sheet 5.1. Outline it in yellow or another
bright color.
(continued)
STC Unit: Exploring Plate Tectonics
Lesson 8
NAME
DATE
CLASS
8.1b EARTHQUAKES REVIEW (CONTINUED)
10
Complete the T-chart below. Be sure to answer the following questions.
© Smithsonian Institution
Direction of Plate Movement
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STUDENT SHEET
• What are the three ways one of earth’s plates can move with respect to another plate?
• What are the effects each plate movement can have on the landscape? Give one
specific example of each.
Effects on the Landscape
Look at the photograph of the San Andreas Fault in the reading selection “Earthquakes
and Faults” in Lesson 7. Answer the following:
A. What is happening to the plates along this fault? (Be specific. Tell which direction they
are moving.)
B. What is happening to the path of Wallace Creek?
C. Why do earthquakes occur along a fault, like the San Andreas Fault? (Think about
what you did during Inquiry 7.1.)
(continued)
STC Unit: Exploring Plate Tectonics
Lesson 8
NAME
DATE
CLASS
8.1b EARTHQUAKES REVIEW (CONTINUED)
Two students were discussing the appearance of the San Andreas Fault with its ridges
and cracks.
• Student A said the surface looks like that because the earth’s surface is rigid and breaks
easily because rock is brittle.
• Student B said the reason the surface is wrinkled is because the earth’s surface is really
more like flexible plastic.
Who is correct? Explain your reasoning.
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On a separate sheet of paper, draw a picture of the inside of the earth.
© Smithsonian Institution
• Color the drawing.
• Label the inner core, outer core, mantle, and crust.
• Circle or highlight the layers that make up the earth’s lithosphere.
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Explain how scientists know the inside of the earth is made of layers.
(continued)
STC Unit: Exploring Plate Tectonics
Lesson 8
STUDENT SHEET
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NAME
DATE
CLASS
8.1b EARTHQUAKES REVIEW (CONTINUED)
Wegener proposed the hypothesis of continental drift. He assembled several pieces of
geological evidence to support his idea. Use the readings and notes from Lesson 6 to write
a paragraph about the following:
• What evidence do scientists have to support the idea that the continents were once one
large landmass? Describe at least three pieces of evidence, and give an example of each.
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Plate tectonics is the modern theory that explains the movements of the earth’s crust. Use
your science notebook, reading selections from the Exploring Plate Tectonics Student Guide,
and information from The Theory of Plate Tectonics CD-ROM to answer the following
questions to help explain plate tectonics:
© Smithsonian Institution
• What caused the large landmass to separate?
• Beginning with the core and continuing through the mantle and the crust, describe the
processes that work together to cause plate movements.
STC Unit: Exploring Plate Tectonics
Lesson 8
STUDENT SHEET
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