Dynamic PlanetDynamic Planet

Student Name __________________________Student Name __________________________

Teacher ________________________________Teacher ________________________________

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The Dynamic PlanetThe 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?

• Geosphere:

• Hydrosphere:

• Atmosphere:

• Biosphere

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Investigation 1: Gathering Evidence and Investigation 1: Gathering Evidence and ModelingModeling

What are the Contents of the Mystery Bag?What are the Contents of the Mystery Bag?

SMELLSMELL Model Evidence

HearingHearing Model Evidence

TOUCHTOUCH Model Evidence

FURTHER TESTSFURTHER TESTS

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Four Models: Four Models: 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 Questions:Review and Reflect Questions:

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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InvestigationInvestigation 2: The Interior of the Earth2: The Interior of the Earth Key Question: What is the interior of the Earth l ike?What is the interior of the Earth l ike? Part A: Observing Waves and Measuring Wave SpeedPart A: Observing Waves and Measuring Wave Speed

Distance (cm) Time (s) Speed (d/t)

Average Distance: Average Time: 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 WavesPart B: Kinds of Seismic Waves

•• Directions/ProceduresDirections/Procedures 1. Read all lab directions in book (pages 11-12) 2. Watch demonstration of compressional and shear waves. 3. Answer Questions below.

• Demonstration:Demonstration: Observe the direction of wave movement relative to

the slinky.

•• Compressional Waves (P waves)Compressional Waves (P waves) 1. How does the slinky move?

2. What does compression mean?

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3. Draw a picture of a compressional wave:

•• Shear Waves (S waves)Shear Waves (S waves) 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.

•• Compressional Waves vs. Shear WavesCompressional Waves vs. Shear Waves 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 WavesPart C: Refraction of Waves

• Directions/ProceduresDirections/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.

• QuestionsQuestions

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: RefractionPart D: Refraction of Earthquake Waves in the Earthof Earthquake Waves in the Earth

• Directions/ProceduresDirections/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.

• QuQuestions:est ions: 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 DeeperDigging Deeper Questions: Questions: Read pages 16 Read pages 16 –– 20 and answer the fol lowing:20 and answer the fol lowing:

1.1. What is the difference between compressional (P) waves and shear (s) wave?

2.2. How do earthquakes produce seismic waves?

3.3. How would you describe wave refraction?

4.4. What is the focus of an earthquake?

5.5. How are earthquake waves detected on the surface of the Earth?

6.6. How do scientists know that the Earth’s mantle is made of solid rock?

7.7. How do scientists know that the Earth has a core?

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Review and Reflect QuestionsReview 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 EarthInvestigation 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 Investigation 3: Forces that Cause Earth MovementsMovements

Key Question: Does the rock of the Earth’s mantle moveDoes the rock of the Earth’s mantle move??

Demonstration #1Demonstration #1

– View the experiment set-up on your table.

– 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 #2Demonstration #2

– View the experiment set-up at the front of the room.

– 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: Questions:Questions:

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: Digging Deeper Questions: Read pages 25Read pages 25 --28 and answer the fol lowing:28 and answer the fol lowing:

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 QuestionsReview 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 Investigation 3: Forces that Cause Earth MovementsMovements

Important Diagrams

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Investigation 4: The Movement of the Investigation 4: The Movement of the Earth’s Lithospheric PlatesEarth’s Lithospheric Plates

Key Question: What happens where l ithospheric plates meet?What happens where l ithospheric plates meet? Using what you already know about mountains, volcanoes, and Using what you already know about mountains, volcanoes, and

earthquakes, answer the fol lowing:earthquakes, answer the fol lowing: 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: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 MovementMeasurements of Convergent Plate Movement Distance plates moved

from start Shape (drawing) Height (cm)

2.5 cm

5 cm

7.5 cm

10 cm

12.5 cm

15 cm

17.5 cm

Digging Deeper Questions: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 continent-continent collision zone?

4. Why do continents not go down subduction zones?

Review & Reflect Questions: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 Investigation 4: The Movement of the Earth’s Lithospheric PlatesEarth’s Lithospheric Plates

Important Diagrams

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Investigation 5: Earthquakes, VolcanInvestigation 5: Earthquakes, Volcanoes, oes, and Mountainsand Mountains

Key Question: How are earthquakes, volcanoes, and mountains How are earthquakes, volcanoes, and mountains

related?related? Using what you already know about mountains, volcanoes, and Using what you already know about mountains, volcanoes, and

earthquakes, answer the fol lowing:earthquakes, answer the fol lowing: 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:Procedure:

– On the copy of the world map on the next page: o Make a key at the bottom of the map to show

§ Recent Earthquakes § Recent Volcanoes § Major Mountain Chains

o Plot the locations of recent earthquakes shown in Table 1 on page 42 in your “Dynamic Planet” textbook.

o 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 The map on page 45 in your “Dynamic Planet” textbook shows the major mountain chains of the world.

o 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: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: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 ContinentsInvestigation 6: Earth’s Moving Continents

Key Question: Have the continents and oceans always been in Have the continents and oceans always been in

the posit ions they are today?the posit ions they are today? Procedure: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: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 ContineInvestigation 6: Earth’s Moving Continentsnts

Important Diagrams

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Investigation 7: Natural Hazards and Our Investigation 7: Natural Hazards and Our Dynamic PlanetDynamic Planet

Key Question: What natural hazards do dynamic events cause?What natural hazards do dynamic events cause?

Digging Deeper Questions: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: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 NotesDynamic Planet Notes

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Dynamic Planet NotesDynamic Planet Notes