Download convection

1.
Read pages 16-17 in Prentice Hall: Science Explorer: Inside Earth.
2.
Complete the sentences in the paragraph below to explain how convection currents form
within the earth to move earth’s plates. Use the words in the word bank to complete the
paragraph. Some words are used more than once.
WORD BANK
asthenosphere
convection
convection currents
core
denser
fluid
magma
plates
Convection is the heat transfer by the movement of a heated ___________________. During
_________________, heated particles of _________________ within the earth’s mantle begin to
flow, transferring heat energy from one part of the mantle to another. Heat from Earth’s
_________________ is the source for convection currents in the earth. Hot columns of magma
are heated by the core making them less dense. This material rises slowly through the
_________________, the upper part of the earth’s mantle. At the top of the asthenosphere, the
hot material spreads out and pushes the cooler material out of the way. The cooler, __________
material sinks back into the asthenosphere. Over and over, the cycle of rising and sinking occurs
in the asthenosphere to create _________________ _____________. The convection currents
produce movements that can cause the ___________ to move.
1. Read pages 16-17 in Prentice Hall: Science Explorer: Inside Earth.
2. Complete the sentences in the paragraph below to explain how convection currents form
within the earth to move earth’s plates. Use the words in the word bank to complete the
paragraph. Some words are used more than once.
WORD BANK
asthenosphere
convection
convection currents
core
denser
fluid
magma
plates
Convection is the heat transfer by the movement of a heated ___________________. During
_________________, heated particles of _________________ within the earth’s mantle begin to
flow, transferring heat energy from one part of the mantle to another. Heat from Earth’s
____________ is the source for convection currents in the earth. Hot columns of magma are
heated by the core making them less dense. This material rises slowly through the
_____________, the upper part of the earth’s mantle. At the top of the asthenosphere, the hot
material spreads out and pushes the cooler material out of the way. The cooler, __________
material sinks back into the asthenosphere. Over and over, the cycle of rising and sinking occurs
in the asthenosphere to create _______________ _____________. The convection currents
produce movements that can cause the ___________ to move.
Exit ticket # _________
1.
Name:_________________
On the diagram in Figure 2, “Cross Section of Earth,” sketch directional arrows showing the
movement of the magma within the mantle.
Figure 2:
crust
Cross Section of Earth
mantle
core
2.
Explain how convection currents within the earth cause the crust and the continents to move.
Use evidence from the investigation and the text to support your response.
________________________________________________________________________
________________________________________________________________________
STAR LOG ENTRY: Explain how the investigation you conducted can be used
to show how Earth’s surface has changed over time.
Exit ticket # _________
Name:_________________
1.On the diagram in Figure 2, “Cross Section of Earth,” sketch directional arrows showing the
movement of the magma within the mantle.
Figure 2:
crust
Cross Section of Earth
mantle
core
2.Explain how convection currents within the earth cause the crust and the continents to move.
Use evidence from the investigation and the text to support your response.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
STAR LOG ENTRY: Explain how the investigation you conducted can be used
to show how Earth’s surface has changed over time.
Observe the materials in the teacher demonstration.
~Predict how the food coloring will act in the cold water and the warm water.
________________________________________________________________________
________________________________________________________________________
Observe the teacher demonstration and record your observations in Figure 1.
Figure 1: Teacher Demonstration Observations
Food Coloring in
COLD water
Food Coloring in
WARM water
Observe the materials in the teacher demonstration.
~Predict how the food coloring will act in the cold water and the warm water.
________________________________________________________________________
________________________________________________________________________
Observe the teacher demonstration and record your observations in Figure 1.
Figure 1: Teacher Demonstration Observations
Food Coloring in
COLD water
Food Coloring in
WARM water