1. SHAKY GROUND
1. Label a cross-section of the earth which shows its four parts.
2. Describe the make-up of each layer.
3. Define the meaning of the terms crust, mantle, magma, inner core, outer core.
4. Recognise that the earth’s crust is broken up into pieces called tectonic plates.
5. Interpret a map of the world showing the tectonic plates and be able to name the two plates on which NZ
lies.
6. Define the term continental drift and describe what causes this movement.
7. Describe the original super continent and it’s two parts.
8. Label a cross-section diagram of a volcano
4. Define weathering and describe how the major agents of physical (mechanical) and chemical weathering
act.
5. Define erosion and describe how the major agents of erosion act.
6. Recognise the four types of volcanoes: shield, cone-shaped, dome and caldera.
7. Give the meaning of the terms: lava, vent, crater, ash, dormant, active, lahar.
13. Recognise the difference between continental and
oceanic crust.
14. Explain how the process of subduction occurs, and how
mid ocean ridges and trenches occur.
15. Explain what causes an earthquake.
16. Give the meaning of the terms: epicentre, focus,
seismograph, s, and p waves, and Richter scale.
17. Recognise that most earthquake and volcanic activity is
along plate boundaries.
18. Describe in simple terms, sedimentary, metamorphic
and igneous rocks. Briefly describe the rock cycle.
Wednesday, 22 September 2010
2. 2008
Specific Learning Outcome Suggested Learning Activities References
1. Label a cross-section of • View the Scotch egg cross-section as an introduction to the 4 layer structure of the
the earth that shows its earth.
four parts. • Research the earth’s structure using the internet Website: “Windows to
2. Describe the make up of • Students use the results of their research to complete the notes as a cloze exercise. the universe”
each layer
3. Define the meanings of
the terms crust, mantle,
magma, inner core and
outer core.
4. Define weathering and • Circus of weathering activities Slides 7 to 11 but these
describe how the major • View the slides which show various examples of the agents of weathering. need further development
agents of physical and • Complete the summary on weathering as a cloze exercise
chemical weathering act
5. Define erosion and • Students read about the rock cycle and gain an appreciation of how it is instrumental to be developed
describe how the major in the formation of the different types of rock
agents of erosion act. • Students use the URL to research the rock cycle.
• They work through questions on a worksheet and then
• When back in class they use their results to complete a summary as a cloze exercise.
• Complete illustrations that show erosion as weathering and transportation
• View slides that show real life examples of erosion
6. Label a cross-sectional • View and discuss the OHT on volcano formation and copy it Hyperlink to an animation
diagram of a volcano • View animation of subduction and volcano formation. (Slide 15)
• Discuss the appearance of a subduction zone.
• Cut and paste activity on the shield and composite cone volcano Cut and paste worksheet
7. Recognise the four types • Students answer quick questions on volcano types and subduction as a way of Slide 17
of volcanoes: shield, introducing them to the different types of volcanoes.
cone-shaped, dome and • Read the handout and use it to fill in the summary table Slide 21
caldera.
8. Give the meaning of the • Read from the text and use it to write definitions for the terms on the slide Year 10 Pathfinder p52
terms: lava, vent,
crater, ash, dormant,
active, lahar.
Wednesday, 22 September 2010
3. 2008
Specific Learning Outcome Suggested Learning Activities References
9. Recognise that the • View the map as a projection which is part of a larger web page on the whiteboard Slide 23
earth’s crust is broken and study the plates. Students familiarise themselves with the terms lithosphere and
up into pieces called athenosphere and reinforce their understanding of the relative fluidity of these layers
tectonic plates. • Students cut and paste the continental plates to produce Gondwanaland. They check Cut and paste worksheet
10. Interpret a map of the their work against the OHT showing the broad timeline of continental drift. Note that
world showing the the fact that the plates fit together to form one land mass is evidence that there may
tectonic plates and be have been one land mass and that this has broken up into plates which have drifted
able to name the two over time.
plates that New • The mechanism of continental drift is reinforced by viewing convection currents to be developed
Zealand lies on. (potassium permanganate crystals in water)
11. Define the term
continental drift and
describe what causes
this movement.
12. Describe the original
supercontinent and its
two parts.
13. Recognise the • Reinforcement of the mechanism of subduction and discussion leading to the formation to be developed
difference between of mid ocean trenches. This leads on to the idea that the continental plate is older than
oceanic and continental the oceanic plate since the oceanic plate is continuously being melted and renewed.
crusts • The mechanism of formation of mid ocean trenches is broken down in detail.
14. Explain how the process • Students research the composition of the two plates
of subduction occurs
and how mid ocean
ridges and trenches
occur
15. Explain what causes an • Students view subduction and appreciate that friction is the force that causes To be developed from
earthquake vibrations to propagate through the earth to cause an earthquake available resources
16. Give the meaning of the • Carry out a reading exercise which leads to definitions of epicentre, focus etc
terms epicentre, focus, • study the distribution of earthquakes (see OHT) inn New Zealand and relate this to
seismograph, s and p subduction zone, noting that where there is no subduction (South Island) there are no
waves and Richter scale earthquakes.
17. Recognise that most
earthquake and
volcanic activity is
along plate boundaries.
Wednesday, 22 September 2010
4. Netbooks have been booked
Did some work on layers and labelling.
Took notes on composition of the layers.
Earth's changing surface notes - plates floating.
-> Convection current expt (tea leaves)
Did some work on continental drift and plate tectonic theory.
Illustrated subduction
Quick questions (10)
-plate movements (subduction only)
-> volcanoes, mountains & earthquakes.
-> watched the 1st part of the video on Mt St Helens
-Quick questions
-Clickview video
--> Explain the diagram (slide)
-Notes - mid-oceanic trenches and ridges
tectonic plate jigsaw.
Quick 5
Cut and Paste Volcano
Bridgette, Carlene, Julie-Ana & Nathan to sit the test
Handout achievement voucher to Declan
Introduction: “VOLCANO TYPES” -> Show the “Volcanoes presentation” (hyper linked off the slide) making it interactive
with lots of questions and explaining what type of volcanoes these are.
Exercise: Students copy and complete the close exercise but do questions 1,2 and 3 interactively.
Summary: Show this slide only. Ask questions to fill in spaces
Crossword: “THE SHAKY GROUND CROSSWORD”
Students complete exercise "MAKING A GLOSSARY 1 - ans's only in the back of their books
- Reading exercise: "READING ABOUT VOLCANOES"
-> Summary: "READING ABOUT VOLCANOES"
Quick ten
Video: "SUPER CONTINENT" & "Pangea" from Clickview
- Reading exercise -> Cut and paste -> answer the questions
Wednesday, 22 September 2010
5. Bridgette, Carlene, Julie-Ana & Nathan to sit the test
Quick ten -> Review the Super Continents questions
Weathering slides -> Summary
-Starter: "What has caused the weathering" (interactive identification exercise)
- Copy as notes: Close ex - "CRUST MOVEMENT"
- Handout: Crusts - "oceanic & continental"
- Making a glossary 2 (use this with the pathfinder 10 books)
--> answers only
----> complete the glossary that was started in your books
-The big shaky ground crossword
Read p112, 113 (Y10 Pathfinder) -> answer questions on p114, 115
Book work:
-Read 4.13 (Reading about Science) - Rock types and the rock cycle
-Copy all notes into books
-Answer all the questions as full sentences.
Start: Reinforcement exercise - Crossword puzzle - "ROCKS"
Basic rock identification using the key from KIS book and a sample of rocks (rock kit?)
Don't use the netbooks
Revision questions (cloze ex. on handout) -> pasted into back of books.
Rock interactive exercise (in slides) - not the internet.
Rock cycle hand out in front of books
Make a heading in the front of your book: “EARTHQUAKES”
Read p98 and 99 in Millenium Science 2
Under the subheading, S and P waves, describe longitudinal and transverse waves
Read the handout, “How we learnt about the Earth’s layers” and write down two things about the Earth’s structure that
these waves have helped scientists to learn about.
Answer the questions at the bottom of p99 by making a sub-heading of each question and writing a few sentences under
each sub-heading.
Wednesday, 22 September 2010
24. THE EARTH’S
STRUCTURE
Wednesday, 22 September 2010
25. LAYERS - labelling & describing
Demo: The Scotch egg model of the earth’s structure Imagine a Scotch egg......
1. (breadcrumbs)
2. (sausagemeat)
3. (egg white)
4. (egg yolk)
Research - The earth’s structure http://www.windows.ucar.edu/tour/link=/earth/Interior_Structure/
interior.html
Diameter = ________ km. The inner core is so ___ that it causes
material in the outer core and ___________to move around.
_____________
____________ thin silicate rock material
___________
mostly solid (semi-liquid/plastic) and
_________ consisting of
________ _________
liquid and consisting of
________ & _________
solid and consisting of ________ &
_________
Wednesday, 22 September 2010
26. HOW THICK ARE YOU??
Study the diagram carefully.
It shows the earth’s layers.
The depth in kilometres of the
boundaries between layers is
shown.
1. Put the thickness of the
layers in order from
thickest to thinnest.
2. A calculator may help.
Thickest layer
____________
____________
____________
Thinnest layer ____________
Note
Mantle thickness = 2890 - 80 = 2820 km Some sources of information will
ANSWERS Outer core thickness = 5150 - 2890 = 2260 km give the outer core as being thicker
Wednesday, 22 September 2010
27. LAYERS - defining them
Research - Definitions http://mediatheek.thinkquest.nl/~ll125/en/struct.htm
Use the URL above to match the definition with the term with the
composition with the thickness and with the average temperature
Thickness Average
Term Definition Composition
(km) temp (oC)
A. The layer above 1. Iron and Nickel. Extremely hot but (a) 2200 (i) 4500
Inner the core but below the pressure is low enough to allow it
core the crust to exist as a liquid.
B. The earth’s hard 2. Compounds of silicon, iron and (b) 15 (ii) 20
outer shell (which magnesium
Outer floats on the softer to
core part of the mantle)
870
C. The liquid layer 3. Rocks: Basalt and Granite (c) 1250 (iii) 3700
that surrounds and
Mantle spins around the
inner layer
D. The solid, 4. Iron and Nickel. Extremely hot but (d) 2900 (iv) 2600
innermost part of under too much pressure to exist as a
Crust
the earth liquid.
Wednesday, 22 September 2010
28. UN-MIXING THE TABLE
Answers Inner core ____ ____ ____ ____
Outer core ____ ____ ____ ____
Mantle ____ ____ ____ ____
Crust ____ ____ ____ _____
Now write the correct definitions for Inner core, Outer core, Mantle and Crust in the
space provided (below):
Definitions
The inner core is ______________________________________________________
____________________________________________________________________
The outer core is ______________________________________________________
____________________________________________________________________
The mantle is ________________________________________________________
____________________________________________________________________
The crust is __________________________________________________________
____________________________________________________________________
Wednesday, 22 September 2010
30. CONTINENTAL DRIFT
The tectonic plates that make up the lithosphere
float on the magma of the mantle. Hot magma
near the outer core rises up towards the crust.
When it gets there it cools enough to return to the
core where it can be heated again and the cycle
continues. This cycle results in circular currents
called convection currents. Continental drift occurs
when convection currents cause the tectonic plates
to move.
Practical MODELLING CONVECTION CURRENTS
Method Tea
1. Set up the equipment as shown. xxxxxxxxxxxxxxx
2. As you gently heat the beaker
(using a blue flame) record your Bunsen
observation of how the tea burner
leaves move in the space below. Mat
Observation
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Wednesday, 22 September 2010
31. TECTONIC PLATES
A closer look at the crust:
Lithosphere
Stiffer part of the
Athenosphere outer mantle and crust
Liquid part of (floats on the
the outer mantle athenosphere)
The lithosphere is broken up into sections called tectonic plates.
It is these plates that can float on the athenosphere
Clickview video: Geography > “Global tectonics, Competing theories > Tectonic
Plate Theory”
Wednesday, 22 September 2010
33. CRUST MOVEMENT
A ________________ boundary occurs where the
lithospheric plates move away from each other
Divergent boundaries form ____ - _________ ridges.
The mid - Atlantic ridge is an example of a divergent
plate boundary.
A _________________ boundary occurs when the
lithospheric plates move towards each other.
Oceanic Oceanic
If both plates are continental then the collision will
result in ___________ formation. Oceanic Continental
The Himalayan mountains are an example of a
convergent boundary.
When an oceanic plate moves towards a continental
plate the heavier oceanic plate slides under the lighter
continental plate. This is called a ____________ zone.
A subduction zone is an area of intense activity. Continental
_________, __________ eruptions and ___________
building all take place in a subduction zone.
The Andes is a result of subduction
Oceanic
Words
volcanic, mountain, divergent, convergent, mountain, subduction,
mid, oceanic, earthquakes,
Wednesday, 22 September 2010
34. CRUSTS - continental and oceanic
Oceanic crust Continental crust
About 5 to 10 km thick about 30 to 70 km thick
Consists mainly of heavy rocks like basalt Consists mainly of lighter rocks like granite
Density: 3g per cubic centimetre Density: 2.8g per cubic centimetre
Using the words “thinner, heavier, basalt and granite” describe the difference
between the oceanic and continental crust.
____________________________________________________________________
____________________________________________________________________
Wednesday, 22 September 2010
35. RIDGES and TRENCHES - a closer look
Trench
Ridge Ridge
Continental Plate
Oceanic Plate Oceanic Plate
SPREADING
SUBDUCTION
Magma rises --> cools and expands when it contacts the
ocean --> pushing of the oceanic plates apart --> Ridge
formation as the magma piles up on the edge of each plate
Study the diagrams carefully and use them to write a few sentences which explain how
mid-ocean ridges and trenches are formed:
Wednesday, 22 September 2010
36. Reading about: THE HISTORY OF PLATE TECTONICS
Plate tectonic theory had its beginnings in 1915 when Alfred Wegener proposed his theory of "continental
drift." Wegener proposed that the continents plowed through crust of ocean basins, which would explain
why the outlines of many coastlines (like South America and Africa) look like they fit together like a
puzzle. Wegener was not the first to notice this puzzle-like fit of the continents (Magellan and other early
explorers also noticed this on their maps), but he was one of the first to realize that the Earth's surface
has changed through time, and that continents that are separated now may have been joined together at
one point in the past.
Paleontologists had also found that there were fossils of similar species found on continents that are now
separated by great geographic distance. Paleoclimate studies, which concerns examining the climate in
Earth's past, revealed that glaciers covered large areas of the world which also are now separated by
great geographic distances. These observations seemed to indicate that the Earth's lithosphere had been
moving over geologic time.
Wegener's ideas were very controversial because he didn't have an explanation for why the continents
moved, just that there was observational evidence that they had. At the time, many geologists believed
that the features of the Earth were the result of the Earth going through cycles of heating and cooling,
which causes expansion and contraction of the land masses. People who believed this were called the
anti-mobilists. The mobilists were in the opposite camp and supported Wegener's ideas, since many of
them had seen evidence for continental motion, especially in the Alps.
Although Wegener's "continental drift" theory was later disproved, it was one of the first times that the
idea of crustal movement had been introduced to the scientific community; and it laid the groundwork for
the development of modern plate tectonics. As years passed, more and more evidence was uncovered to
support the idea that the plates move constantly over geologic time.
http://scign.jpl.nasa.gov/learn/plate2.htm
Wednesday, 22 September 2010
37. Paleomagnetic studies, which examine the Earth's past magnetic field, showed that the magnetic north
pole seemingly wandered all over the globe. This meant that either the plates were moving, or else the
north pole was. Since the north pole is essentially fixed, except during periods of magnetic reversals, this
piece of evidence strongly supports the idea of plate tectonics.
Following World War II, even more evidence was uncovered which supports the theory of plate tectonics.
In the 1960's a world-wide array of seismometers were installed to monitor nuclear testing, and these
instruments revealed a startling geological phenomenon. It showed that earthquakes, volcanoes, and
other active geologic features for the most part aligned along distinct belts around the world, and those
belts defined the edges of tectonic plates.
In addition, further paleomagnetic studies revealed a striped pattern of magnetic reversals in the crust of
the ocean basins. Basalt contains a fair amount of magnetic minerals called magnetite. When the lava
from spreading centers in the oceans forms and cools, these minerals align to the north pole. The Earth
has undegone several magnetic reversals in the past, in which the north and south poles are reversed for
a period of time. When geologists and geophysicists discovered that the crust in the ocean recorded
these reversals, it was even more positive proof that the lithosphere had to be in motion, otherwise there
would be no "stripes" of normal and reversed polarity crust.
These were some of the final pieces of the puzzle that led to the development of modern plate tectonic
theory. Since its emergence in the 1960's, plate tectonic theory has gained wide-spread acceptance as
the model of Earth processes.
Wednesday, 22 September 2010
38. TECTONIC PLATES - mapped out
The result of the cut & paste exercise
New Zealand lies on two tectonic plates.
Shade each plate carefully using a different colour
Wednesday, 22 September 2010
43. Clickview: Geography > Continental drift theory > Global tectonics: Competing theories
PANGEA
In 1915 the idea of moving continents was
considered to be a scientific __________.
Wegener proposed that 300 million years ago the
earth was one giant ____________ (which was
named Pangea)
About 200 million years ago Pangea broke into
two smaller continents, Gondwana and Laurasia.
Over millions of years, Gondwana and Laurasia
broke away into smaller continents gradually
__________ to their present positions.
Wegener’s theory was based on the close fit of
the ________ and ______ ________ coastlines.
There was also a similarity of _______, animals
and _______ on both sides of the Atlantic Ocean.
There were also similarities in the structure of the
____________.
The key criticism of Wegener’s theory was that it
was not possible to explain how the continents
could _________ _________.
Wednesday, 22 September 2010
44. THE ORIGINAL SUPER CONTINENT
Reading about it: http://kids.earth.nasa.gov/archive/pangaea/Pangaea_game.html
180 Million Years Ago
About 180 million years ago the supercontinent Pangea began to break up. Scientists believe that Pangea broke apart for
the same reason that the plates are moving today. The movement is caused by the convection currents that roll over in the
upper zone of the mantle. This movement in the mantle causes the plates to move slowly across the surface of the Earth.
About 200 million years ago Pangaea broke into two new continents Laurasia and Gondwanaland. Laurasia was made of
the present day continents of North America (Greenland), Europe, and Asia. Gondwanaland was made of the present day
continents of Antarctica, Australia, South America. The subcontinent of India was also part of Gondwanaland. Notice that
at this time India was not connected to Asia. The huge ocean of Panthalassa remained but the Atlantic Ocean was going to
be born soon with the splitting of North America from the Eurasian Plate.
How do we know that South America was attached to Africa and not to North America 180 million years ago?
Scientists today can read the history of the rock record by studying the age and mineral content of the rocks in a certain
area.
The Triple Junction was formed because of a three-way split in the crust allowing massive lava flows. The split was
caused by an upwelling of magma that broke the crust in three directions and poured out lava over hundreds of square
miles of Africa and South America.
The rocks of the triple junction, which today is the west central portion of Africa and the east central portion of South
America, are identical matches for age and mineral make up. In other words the rocks in these areas of the two
continents were produced at the same time and in the same place. This tells us that South America and Africa were
connected at one time!
Today these two continents are separated by the Atlantic Ocean which is over 2000 miles wide!
Wednesday, 22 September 2010
45. 135 Million Years Ago
About 135 million years ago Laurasia was still moving, and as it moved it broke up into the continents of North America,
Europe and Asia (Eurasian plate). Gondwanaland also continued to spread apart and it broke up into the continents of
Africa, Antarctica, Australia, South America, and the subcontinent of India. Arabia started to separate from Africa as the
Red Sea opened up.
The red arrows indicate the direction of the continental movements. Notice how far the Indian subcontinent has to move
to get to its present position connected to Asia.
The Atlantic, Indian, Arctic, and Pacific Oceans are all beginning to take shape as the continents move toward their
present positions.
The plates are still moving today making the Atlantic Ocean larger and the Pacific Ocean smaller. The yellow arrows on
the world map indicate the direction of plates movements today.
Notice the position of the Indian Subcontinent today. It moved hundreds of miles in 135 million years at a great speed (4
inches per year!!!) The Indian plate crashed into the Eurasian plate with such speed and force that it created the tallest
mountain range on Earth, the Himalayas! What do you predict the world will look like in 100 million or 200 million
years? What new mountain ranges will form? Where will new volcanoes erupt?
The Atlantic Ocean will be much larger 50 million years from now and the Pacific Ocean will be much smaller. North and
South America will have moved farther west (California moving north) while Greenland will be located farther west but
also farther north. The western part of Africa will rotate clockwise and crash into Europe causing great mountain
building, while the far eastern region of Africa will rotate eastward toward the Arabian peninsula. Australia will move
farther north into the tropics, while New Zealand will move to the south of Australia.
All of these predictions are just that, predictions. These movements of the continents may happen if the plates continue to
move in the same direction and with the same speed as they are moving today. Scientists are not certain of the movement
today, let alone 50 million years into the future.
What do you think the world will look like in 50 million years???
Wednesday, 22 September 2010
46. SUPER CONTINENTS
1. After reading “THE
ORIGINAL
SUPERCONTINENT”. cut
and paste these
pictures into your book
in chronological order.
2. Label your pictures with
how many years ago
the situation existed
3. Answer the questions
that follow.
Wednesday, 22 September 2010
47. Questions THE ORIGINAL SUPER CONTINENT
1. What is the name of the original super continent?
2. Why did this continent break up into smaller continents?
3. Describe the countries that are contained within Laurasia and Gondwanaland.
4. Explain how the triple junction was formed?
5. Describe the events that led to the formation of the triple junction.
6. What evidence do scientists have for the theory of continental drift illustrated
by your pictures?
Answers
1. Pangea
2. The movement was caused by convection currents that rolled over the upper zone
of the mantle.
3. Laurasia consists of North America, Asia and Europe. Gondwanaland contains,
South America, Africa, Arabia, Antartica, India and Australia.
4. The triple junction was caused by an upwelling of magma that caused a three way
split in the crust. The crust split off in three different directions to form the
continents South America, Africa/Arabia and Antarctica. The lava poured over large
areas of Africa and America.
5. Scientists study the age and mineral content of rocks in the different continents
and look for similarities (indicating that they could once have been part of the
same land mass.
Wednesday, 22 September 2010
49. eChalk has some very good animations
Wednesday, 22 September 2010
50. INTERACTIVE
EXERCISE
UNDER
DEVELOPMENT
Wednesday, 22 September 2010
51. Types of volcanoes
Cinder (or Scoria) Cone - A cone-shaped volcano whose steep sides are formed by loose, fragmented cinders that fall
to the Earth close to the vent. The lava flows through a single vent that is usually only up to about 1,000 feet tall. There is
usually a bowl-shaped crater at the top. As the gas-filled lava erupts into the air, the lava fragments into pieces and forms
cinders.
Mt Eden, Auckland
Wednesday, 22 September 2010
52. Rangitoto, Auckland
Shield Volcano - A gently-sloping volcano that emits mostly basaltic lava (very fluid lava) that flows in long-lasting,
relatively gentle eruptions - explosions are minimal. Shield volcanoes can be very big. Examples are Mt. Kilauea
(in Hawaii, USA) and Rangitoto
Shield volcanoes are hot spot volcanoes
Less than 54 % silica, dark lava
Wednesday, 22 September 2010
53. Mt Taranaki
Composite or Strato Volcano - A steep-coned volcano that explosively emits gases, ash, pumice, and a small
amount of stiff, silica lava (rhyolite).
Starts of steep coned but slope lessens and becomes quite gentle – large ring plain
This type of volcano can have eruptions accompanied by lahars -- deadly mudflows.
Most volcanoes on Earth are of this type. Stratovolcanoes kill more people than any other type of volcanoes - this is
because of their abundance on Earth and their powerful mudflows. Examples are Krakatoa in Indonesia, Mt.
Pinatubo in the Philippines, and Mt. St. Helens in, USA.
Wednesday, 22 September 2010
55. Mt Manganui
Lava Dome - A bulbous (rounded) volcano that forms when very viscous lava barely flows. An example is
Mont Pelée in Martinique
Dome building is interspersed with explosive episodes with pyroclastic flows (see later notes)
Light coloured, high silica lava
Wednesday, 22 September 2010
56. Rhyolite Caldera Complex - these are the most explosive volcanoes. They do not look like common
volcanoes -- after an eruption, the result is a caldera (crater) caused when the area around the vent
collapses. Examples are Yellowstone, USA and Lake Taupo in New Zealand (which erupted around A.D.
80).
Wednesday, 22 September 2010
57. Caldera formation
Calderas are huge craters that form when rock collapses following a huge volcanic eruption (called ignimbritic or Plinian
eruption)
The huge underground magma chamber is quickly emptied throwing ash maybe 50 km in the air. When Taupo erupted
1800 years ago, much of the life in the entire North Island was wiped out by falling ash.
The heavier ash quickly falls to earth forming a ground hugging, gas-rich lava which hugs the ground. This pyroclastic
flow travels very fast – destroying everything in its path.
Wednesday, 22 September 2010
58. Make a mock volcano that erupts when you mix baking soda and vinegar. This is a very messy project - especially at the end when the volcano erupts. Wear old clothes
and work on a pile of newspapers (or even better, outdoors).
In a real volcano, molten rock from deep within the Earth erupts through a volcano (the molten rock is called magma when it is within the Earth and is called lava when it
comes out of a volcano). In this project, a mock volcano will erupt with a bubbly, fizzy liquid that is created by a simple chemical reaction. An acid (vinegar) and a base
(baking soda) interact. Chemically, the acid and base neutralize each other, producing carbon dioxide gas as a by-product. The exact reaction is
Supplies:
Old aluminum pie tin (or baking pan or paper plate)
Lots of old newspaper
Baking soda (about 3-4 tablespoons)
Vinegar (about 1/2 cup)
A few drops of liquid dishwashing detergent
Small plastic bottle (like a small pop bottle)
Modeling clay
Funnel
Measuring spoon and measuring cup
Red food coloring
Using the funnel (make sure it's dry), put 3 to 4 tablespoons of baking soda into the bottle. The add a few drops of liquid dishwashing
detergent and about a half cup of water. Optional: add a little bit of glitter (about half a teaspoon).
Put the clean, empty bottle on the aluminium pie plate (or baking pan or paper plate).
Using the modelling clay, make a volcano around the bottle. Leave the area around the top of the bottle open and don't get any clay inside the bottle.
Make your volcano in the shape of a dome or strato volcano
Put a few drops of red food colouring into about one-half of a cup of vinegar.
The Eruption: Using the funnel, pour the vinegar mixture into the bottle (then quickly remove the funnel).
Your volcano will erupt immediately! When the vinegar reacts with the baking soda, carbon dioxide gas is formed and the
bubbles push the "lava" out the "volcano."
Be prepared for a mess!
Wednesday, 22 September 2010
59. VOLCANO - in
cross-section
Wednesday, 22 September 2010
60. Magma Reservoir, Ash Cloud, Sill, Vent,
Ash, Throat, Summit, Base, Flank, Lava,
Word List: Crater, Conduit, Dike, Ash, Parasitic cone
Wednesday, 22 September 2010
61. WORD LIST
Magma reservoir
Ash cloud
Sill
Vent
Throat
Summit
Base
Flank
Lava
Crater
Conduit
Dike
Ash
Parasitic cone
Wednesday, 22 September 2010
62. ANSWERS TO THE CUT & PASTE VOLCANO
Wednesday, 22 September 2010
63. Slideshow: Volcanoes Presentation VOLCANO TYPES Conc. H2SO4 + Sugar
WHILE YOU WATCH THE SLIDE SHOW, LISTEN CAREFULLY and
Match the volcano type with its description and the drawing of
its shape
1. 1. SHIELD 2. COMPOSITE 3. RHYOLITE 4. CALDERA
CONE OR DOME
(ANDESITE)
(i)
Steep
slopes (ii)
Shallow (iii)
forms a (iv)
cone
slopes
lake
shaped
(a) (b) (c) (d)
2. Which volcano would be the most explosive? ___________________
3. Explain the shape of the shield volcano? __________________________________
__________________________________________________________________
Wednesday, 22 September 2010
64. Choose from the word list (right)
to complete the sentences
(below)
Continental
Oceanic plate plate
(Heavier) (Lighter)
Subduction zone
4. When an ___________ plate collides with a continental plate WORD LIST
the ___________ plate goes under the ____________ plate.
rocks
This happens because the _______________ is ___________. extinct
5. As it goes under, the higher temperature of the mantle melts it volcano
and the magma rises up through cracks as ________. This is lava
how a _________ is formed. oceanic
steam
6. Five things that pour out of a volcano during an eruption are active
___________ , ___________ , ____________ , ___________ dust
and ______________ . continental
dormant
7. An _________ volcano is one that is erupting. heavier
8. A sleeping volcano is called a ______________ volcano. It has crust
not erupted for many years but may erupt at any time. ash
9. A dead volcano is called an _____________ volcano .
Wednesday, 22 September 2010
65. The Taupo volcanic zone includes volcanoes in the
central North Island, Rotorua and the Bay of
Reading about volcanoes Plenty. These volcanoes lie along the edge of the
Pacific and Indo-Australian plates. Because the
oceanic crust of the Pacific plate is sliding under
the Indo-Australian plate, volcanic activity is seen
on the continental crust of the Indo-Australian
plate parallel to the plate boundary.
There are different volcano types in the Taupo
volcanic zone. This is because the different volcano
types are created from magma from different
depths along the subduction zone. The thickness of
magma (how easily it flows) depends on its depth
and temperature.
Basalt volcanoes are formed from the eruption of
thin, runny magma which comes from deep
along the subduction zone where the temperature
is high. This magma also has a low silica
content.
Taupo
Volcanic
Zone
Wednesday, 22 September 2010
66. Silica thickens the magma and since the silica content is low the magma that forms basalt volcanoes is thin
and runny. The magma that escapes from the crust to form a Basalt volcano is basic (the opposite to being
acidic) and the eruptions that form the slopes of the volcano are mild.
At the other extreme, if the magma comes from a shallow region of the subduction zone, where the
temperature is much lower, Rhyolite volcanoes are formed. This magma which is at a lower temperature
also has a high silica content and is therefore thicker and reluctant to flow easily. The magma is acidic.
This results in steep sided volcanoes like Mount Tauhara and Mount Maunganui. These mountains were formed
by violent eruptions. Lake Taupo was originally a rhyolite dome volcano. Pressure under the mountain rapidly
dropped after a violent explosion which caused the crust to collapse. This formed a caldera. The explosion was
so violent that the ash turned the sky red over Rome and China. The crater that remained filled with water to
form a large lake.
Andesite volcanoes are formed from magma which has a thickness, silica content and acidity which is
somewhere between the basic magma of basalt volcanoes and the acidic magma of rhyolite volcanoes.
Wednesday, 22 September 2010
67. VOLCANO TYPES
Once you have completed the reading, complete the summary
table below:
2.COMPOSITE
3.RHYOLITE
1.SHIELD CONE OR 4.CALDERA
DOME
(ANDESITE)
Sketch
(showing the
shape)
Eruption type
Thickness of
the magma
Silica content
A NZ example
Wednesday, 22 September 2010
68. A SUMMARY
Lava is ___________and Lava is ___________and
slow-cooling so it cools ________so it is
spreads out more before not able to spread out as
it solidifies far before it solidifies
Pressure drops in
the mantle so the
lithosphere collapses
Lava is ___________and cools __________ so it is
not able to spread out as far before it solidifies
Wednesday, 22 September 2010
69. Lava type Properties Volcano type
Basalt Runny lava - can flow long Shield volcanoes
way from source in thin
layers. Dark and rich in Fe
and Mg.
Andesite Stiff, slow moving Cone
Dacite Thick lava that oozes Dome
Rhyolite Generally light in colour, Caldera
thick lava that tends to
explode
Wednesday, 22 September 2010
71. INTERACTIVE
EXERCISE
Wednesday, 22 September 2010
72. What
has caused these
changes?
WAVE ACTION
STREAM ACTION
WAVE ACTION
Wednesday, 22 September 2010
73. What
has caused these
changes?
EARTH
MARS
BOTH CAUSED BY WIND
Wednesday, 22 September 2010
74. What
has caused these
changes?
ICE AND ROCKS,
FALLING UNDER THE
INFLUENCE OF GRAVITY
Wednesday, 22 September 2010
75. What
has caused these
changes?
ALTERNATING HEATING
AND COOLING
Wednesday, 22 September 2010
76. What
has caused these
changes?
PLANT ROOTS
GROWING INTO THE
ROCK
Wednesday, 22 September 2010
77. What
has caused these
changes?
ACID RAIN
Wednesday, 22 September 2010
78. What
has caused these
changes?
CHEMICAL WEATHERING
(CALLED OXIDATION)
When marble contains sulphide minerals and undergoes oxidation, the Iron II will produce rust spots, and the sulfur is converted to
sulphuric acid, which can dissolve calcium. During oxidation Iron II is converted to Iron III.
Wednesday, 22 September 2010
79. Frost Wedging (or Freeze - Thaw)
There often needs to be a repetitive cycle of
freezing and thawing (melting)
Glaciers
Weathering takes place in glaciers but not by
the action of frost because the water is not
freezing and thawing so regularly. Instead
_____________________________________
_____________________________________
_____________________________________
This is the Fox Glacier in New Zealand. The sheet of ice is constantly moving down the mountain side,
breaking off rock as it goes and carrying those pieces down the valley.
Wednesday, 22 September 2010
80. WEATHERING SUMMARY
Weathering is the process by which rocks are broken down.
Weathering can be Mechanical or chemical.
Mechanical weathering
• Water can dissolve soluble rock
• Water can wear away insoluble rock. The action of waves, streams or rainfall can
weaken the rock, breaking away little bits.
• Wind blows pieces of sand over rocks, wearing away softer rock
• Ice and rocks falling under the influence of gravity can wear away the sides of
mountains forming valleys.
• Alternating heating and cooling can break down rocks over time because the rock
contains different materials that expand differently. This forces the materials apart
and causes the rock to be broken down into smaller pieces.
• Frost action can break up rocks because when water freezes in cracks it expands,
forcing the rock to split.
• Plant roots can grow in rocks and as they do so they can break the rock up into
smaller pieces.
Chemical Weathering
• Acid rain reacts with the calcium in rocks causing them to break down.
• Oxidation occurs when the iron sulphide minerals in marble react with oxygen to
form rust.
Wednesday, 22 September 2010
81. EROSION AND ITS AGENTS
Erosion is the transportation of rock, soil, and mineral particles. It is this
transportation that causes material to be worn away. Erosion and weathering often
occur together
Sources of erosion:
Gravity
Water (running water, glaciers, and rain)
Wind
Waves
EXAMPLES
________________ ________________
Wednesday, 22 September 2010
82. INTERACTIVE
EXERCISE
Wednesday, 22 September 2010
83. Type of weathering (Mechanical/Chemical/Biological)
A
B
C
D
E
1.Copy this table into
F the back of your
G
H
book.
I 2.Complete it as you
J
K
view the slides
L which follow
M
N
O
P
Wednesday, 22 September 2010
100. Type of weathering - Answers
A Mechanical (wind)
B Mechanical (water)
C Mechanical (Freeze - thaw)
D Chemical weathering (acid rain)
E Mechanical (Alternate heating & cooling)
F Mechanical (Gravity causing Glaciers to scour out valley)
G Chemical (acid rain)
H Mechanical (Gravity causing Glaciers to scour out valley)
I Biological weathering
J Mechanical (Alternate heating & cooling)
K Mechanical (Wave action)
L Chemical weathering
M Biological weathering
N Chemical weathering (acid rain)
O Biological weathering
P Biological weathering
Wednesday, 22 September 2010
101. Study the pictures (below) and for each picture state the source/s of erosion
responsible for the observed changes. Explain how the changes occurred
Farmland
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
Desert rocks
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
Mountain slopes
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
Stream _______________________________________________________
Wednesday, 22 September 2010
103. Earthquakes in Action:
Read the two pages “Earthquakes in Action” (Y10 Pathfinder) and
Answer the questions on the two pages that follow.
22 September - Y10 Science - Instructions
• Make a heading in the front of your book: “EARTHQUAKES”
• Read p98 and 99 in Millenium Science 2
• Under the subheading, S and P waves, describe longitudinal and
transverse waves
• Read the handout, “How we learnt about the Earth’s layers” and
write down two things about the Earth’s structure that these
waves have helped scientists to learn about.
• Answer the questions at the bottom of p99 by making a sub-
heading of each question and writing a few sentences under each
sub-heading.
Wednesday, 22 September 2010
104. EARTHQUAKES - causes
An earthquake is a vibration of the earth caused by a rapid release of energy.
Earthquakes are commonly caused by subduction where there is friction
(between the oceanic and the continental plate) which is suddenly released.
New Zealand has many earthquakes because it is situated over subduction zones.
These are often called faults but aren’t. A fault is where the plates crash into
each other without either plate sliding under the other. Faults can also cause
earthquakes.
1. Either read p112 & 113 (Pathfinder 10) or research earthquakes on the internet.
2. Complete the following definitions
Epicentre ___________________________________________________________
Focus ___________________________________________________________
Seismograph ________________________________________________________
s waves ________________________________________________________
p waves ________________________________________________________
Richter scale _________________________________________________________
• The Taupo-Rotorua “fault” causes the Bay of Plenty Earthquakes.
• There are 2 types of earthquake waves: P and S.
• A seismometer can pick up these waves. This produces a seismogram:
P waves arrive first, S waves arrive later. The time difference tells us how far away
the quake is Mini assignment - “Reading the traces” from Wignall and Wales (Y10 Homework Book)
Wednesday, 22 September 2010
105. LOCATING THE EPICENTRE OF A QUAKE
The epicenter of an earthquake is the area on the surface directly above the focus of
an earthquake. By locating the epicenter seismologist can determine where in the
earth's surface the earthquake waves originate from. This will help predicting and
preparing for future quakes and hazards. To locate the earthquake's epicenter you
need a seismogram from three separate seismic stations. Study the seismographs and
find the elapsed time between the arrival of the first P-wave and the first S-wave. By
determining the S-P time, and using a time-distance graph you can find the distance to
the epicenter from the seismic station. Now on a map draw a circle around the
epicenter, in which the radius of the circle equals the distance to the epicenter. Draw
circles around the other two seismic stations. the point at which the three circles meet
is the epicenter.
Scanned image
Wednesday, 22 September 2010
106. THE ALPINE FAULT - forming the Southern Alps
Wednesday, 22 September 2010
107. THE ALPINE FAULT
Over the past 25 million years, the land either side of the alpine fault moved
vertically creating the Southern alps (which are about 4 km high)
The amount of uplift that has occurred is much greater than 4km (some estimates
put it at 20 km)
The height has been kept down due to weathering and erosion
In the South Island two continental crusts,
the Indo-Australian and the Pacific plate crash
into each other. Of course, where the plates
meet, rocks crash (very slowly) together with
tremendous power. Folding (bending) and
faulting (fracturing, breaking) of rocks occur.
Faulting and folding lead to mountain
building .
The southern alps
Mountain building occurs
Continental Continental
Mantle
Wednesday, 22 September 2010
108. PUTTING EARTHQUAKES ON THE MAP Cut & Paste
Most earthquakes in New Zealand occur along
the main ranges living from Fiordland in the
southeast to East Cape in the northwest. This
axis follows the boundary between the Indo-
Australian and Pacific plates. Large
earthquakes are less common along the
central Alpine Fault, where the plates are not
subducting and the forces are accommodated
in different ways.
The largest city within this high risk zone is the
nation's capital, Wellington, followed by
Napier and Hastings. All these cities have
h
experienced severe earthquakes since trenc
angi
European settlement.
H ikur
After reading the above
paragraphs, put the locations
(in bold print, on the map)
Wednesday, 22 September 2010
109. MEASURING EARTHQUAKES
There are two accepted ways of communicating the severity of an earthquake. They
both involve the use of scales. The Mercalli scale is based on the damage that
quake causes whilst the Richter scale is based on a seismograph reading and
reflects the energy of the quake.
Mercalli Richter
1 Only detected by seismographs 2
3 Vibrations like the passing of a
light truck, hanging objects swing
5 Felt by most people, sleepers woken, 5
windows broken, some plaster falls of walls
7 Difficult to stand, walls crack, general alarm,
9 Most buildings damaged, ground cracks
appear, underground pipes break
10 Many buildings fall down, large landslides, 7
ground cracks badly, railway tracks bent
11 Most buildings and bridges destroyed, wide
cracks in ground, floods and landslides.
12 Total destruction, waves seen on ground, 8
cracks open and close
Wednesday, 22 September 2010
110. MAPS OF NEW ZEALAND
Alpine Fault
Wednesday, 22 September 2010
117. EARTHQUAKES
SHAKY GROUND Research Assignment Date due__________________
(This assignment addresses SLO’s 15, 16 and 17)
New Zealand is a country which experiences many earthquakes. In this assignment you will find out
about earthquakes in general and New Zealand earthquakes.
In your report you must: -
•
Explain what causes an earthquake (find out about faults and plate boundaries and include
these terms in your explanation)
•
Describe how earthquakes are measured. What scale is commonly used and include a
picture of the equipment used to measure a quake.
•
Find out about the Christchurch earthquake that occurred this year. Describe the
damage and include images. Explain how an earthquake can affect essential services such
as power and water etc. Explain what caused the earthquake to occur in terms of New
Zealand’s location between two plates. Describe the Alpine fault and explain how the
mountain uplift occurred. Was the Christchurch quake caused by p or s waves?
Where was the epicentre and focus?
Present your report as an A3 sized poster.
Your written work must be in your own words (no cut and paste from internet sites).
Make sure pictures or diagrams have either labels or a caption that links to your written work.
Include a bibliography on the back of poster. This will include:-
•
the title and author(s) of any books you use in alphabetical order
•
the web address of any world wide web sites used “A useful website”
http://mtaspiring.school.nz/Tephra/ThewhereandwhenofNZearthquakes.html
“The where and when of New Zealand Earthquakes”
Wednesday, 22 September 2010
118. TUESDAY’S
LESSON
Wednesday, 22 September 2010
120. THE ALPINE FAULT - forming the Southern Alps
Wednesday, 22 September 2010
121. The Taupo volcanic zone includes volcanoes in the
central North Island, Rotorua and the Bay of
Reading about volcanoes Plenty. These volcanoes lie along the edge of the
Pacific and Indo-Australian plates. Because the
oceanic crust of the Pacific plate is sliding under
the Indo-Australian plate, volcanic activity is seen
on the continental crust of the Indo-Australian
plate parallel to the plate boundary.
There are different volcano types in the Taupo
volcanic zone. This is because the different volcano
types are created from magma from different
depths along the subduction zone. The thickness of
magma (how easily it flows) depends on its depth
and temperature.
Basalt volcanoes are formed from the eruption of
thin, runny magma which comes from deep
along the subduction zone where the temperature
is high. This magma also has a low silica
content.
Taupo
Volcanic
Zone
Wednesday, 22 September 2010
122. Silica thickens the magma and since the silica content is low the magma that forms basalt volcanoes is thin
and runny. The magma that escapes from the crust to form a Basalt volcano is basic (the opposite to being
acidic) and the eruptions that form the slopes of the volcano are mild.
At the other extreme, if the magma comes from a shallow region of the subduction zone, where the
temperature is much lower, Rhyolite volcanoes are formed. This magma which is at a lower temperature
also has a high silica content and is therefore thicker and reluctant to flow easily. The magma is acidic.
This results in steep sided volcanoes like Mount Tauhara and Mount Maunganui. These mountains were formed
by violent eruptions. Lake Taupo was originally a rhyolite dome volcano. Pressure under the mountain rapidly
dropped after a violent explosion which caused the crust to collapse. This formed a caldera. The explosion was
so violent that the ash turned the sky red over Rome and China. The crater that remained filled with water to
form a large lake.
Andesite volcanoes are formed from magma which has a thickness, silica content and acidity which is
somewhere between the basic magma of basalt volcanoes and the acidic magma of rhyolite volcanoes.
Wednesday, 22 September 2010
123. MEASURING EARTHQUAKES
There are two accepted ways of communicating the severity of an earthquake. They
both involve the use of scales. The Mercalli scale is based on the damage that
quake causes whilst the Richter scale is based on a seismograph reading and
reflects the energy of the quake.
Mercalli Richter
1 Only detected by seismographs 2
3 Vibrations like the passing of a
light truck, hanging objects swing
5 Felt by most people, sleepers woken, 5
windows broken, some plaster falls of walls
7 Difficult to stand, walls crack, general alarm,
9 Most buildings damaged, ground cracks
appear, underground pipes break
10 Many buildings fall down, large landslides, 7
ground cracks badly, railway tracks bent
11 Most buildings and bridges destroyed, wide
cracks in ground, floods and landslides.
12 Total destruction, waves seen on ground, 8
cracks open and close
Wednesday, 22 September 2010
124. PUTTING EARTHQUAKES ON THE MAP Cut & Paste
Most earthquakes in New Zealand occur along
the main ranges living from Fiordland in the
southeast to East Cape in the northwest. This
axis follows the boundary between the Indo-
Australian and Pacific plates. Large
earthquakes are less common along the
central Alpine Fault, where the plates are not
subducting and the forces are accommodated
in different ways.
The largest city within this high risk zone is the
nation's capital, Wellington, followed by
Napier and Hastings. All these cities have
h
experienced severe earthquakes since trenc
angi
European settlement.
H ikur
After reading the above
paragraphs, put the locations
(in bold print, on the map)
Wednesday, 22 September 2010
125. MAPS OF NEW ZEALAND
Alpine Fault
Wednesday, 22 September 2010
126. EARTHQUAKES
SHAKY GROUND Research Assignment Date due__________________
(This assignment addresses SLO’s 15, 16 and 17)
New Zealand is a country which experiences many earthquakes. In this assignment you will find out
about earthquakes in general and New Zealand earthquakes.
In your report you must: -
•
Explain what causes an earthquake (find out about faults and plate boundaries and include
these terms in your explanation)
•
Describe how earthquakes are measured. What scale is commonly used and include a
picture of the equipment used to measure a quake.
•
Find out about the Christchurch earthquake that occurred this year. Describe the
damage and include images. Explain how an earthquake can affect essential services such
as power and water etc. Explain what caused the earthquake to occur in terms of New
Zealand’s location between two plates. Describe the Alpine fault and explain how the
mountain uplift occurred. Was the Christchurch quake caused by p or s waves?
Where was the epicentre and focus?
Present your report as an A3 sized poster.
Your written work must be in your own words (no cut and paste from internet sites).
Make sure pictures or diagrams have either labels or a caption that links to your written work.
Include a bibliography on the back of poster. This will include:-
•
the title and author(s) of any books you use in alphabetical order
•
the web address of any world wide web sites used “A useful website”
http://mtaspiring.school.nz/Tephra/ThewhereandwhenofNZearthquakes.html
“The where and when of New Zealand Earthquakes”
Wednesday, 22 September 2010
128. ROCK TYPES AND THE ROCK CYCLE
http://www.windows.ucar.edu/tour/link=/earth/geology/rocks_intro.html
When a volcano erupts, the magma reaches the surface as lava. Lava cools to form
rocks called igneous rocks. Igneous rocks contain crystals which are the result of the
cooling process. When lava cools quickly, the crystals are small (as they are in
basalt). Osidian is an exception. It cools rapidly but without crystal growth. Air can
also be trapped in the lava as it cools rapidly (to form rocks like pumice or scoria).
Slow cooling results in larger crystals to produce rocks like granite.
Over time igneous rocks are eroded and the particles (sediments) collect in rivers and
oceans. This material is buried and compacted to form sedimentary rocks (such as
sandstone and mudstone). Sedimentary rocks can be recognised from the existence
of particles such as sand, mud and pebbles. Sedimentary rocks allow scientists to
learn about the environment that existed when the layers were formed. Fossils are
evidence of living things trapped in the sediments before they became rocks.
Scientists can also learn about climate change from these layers.
Sedimentary rock that finds itself in deeper, hotter regions of the crust can change
into metamorphic rocks. Metamorphic rocks are formed from sedimentary rocks that
have been subjected to heat and pressure. This occurs in places where tectonic plates
are coming together.
When metamorphic rocks melt they become part of the magma. This leaves volcanoes
as lava which cools to form igneous rocks and the cycle continues.
Wednesday, 22 September 2010
129. Book work:
-Read 4.13 (Reading about Science)
-Copy all notes into books
-Answer all the questions as full sentences.
-Rock Crossword
-Basic rock identification using the key from KIS book and a sample of rocks (rock
kit?)
-Quick ten - internet: "Interactives - Rock cycle"
(http://www.learner.org/interactives/rockcycle/types3.html)
129
Wednesday, 22 September 2010
148. ROCK TYPE (Igneous/Metamorphic/Sedimentary)
A Metamorphic
B Igneous
C Metamorphic
D Igneous
E Sedimentary
F Sedimentary
G Metamorphic
H Metamorphic
I Igneous
J Sedimentary
K Igneous
L Metamorphic
M Sedimentary
Wednesday, 22 September 2010
149. SORTING OUT THE ROCK CYCLE
Cut & paste the picture (below) into your book. Choose
from the labels (right) to complete the flow chart.
• Melting
• Deposition of
sediment
• Burial &
compaction
• Erosion &
transport
• Weathering of
rocks at
surface
• Crystallisation
of magma
• Deformation &
metamorphism
Wednesday, 22 September 2010
150. SORTING OUT THE ROCK CYCLE
Cut & paste the picture (below) into your book. Choose
from the labels (right) to complete the flow chart.
• Melting
• Deposition of
sediment
• Burial &
compaction
• Erosion &
transport
• Weathering of
rocks at
surface
• Crystallisation
of magma
• Deformation &
metamorphism
Wednesday, 22 September 2010