earthquakes and volcanoes · 2018. 11. 9. · earthquakes and volcanoes 9 name date class wave...

Glencoe Science

Chapter Resources

Earthquakes and Volcanoes

Includes:

Reproducible Student Pages

ASSESSMENT

✔ Chapter Tests

✔ Chapter Review

HANDS-ON ACTIVITIES

✔ Lab Worksheets for each Student Edition Activity

✔ Laboratory Activities

✔ Foldables–Reading and Study Skills activity sheet

MEETING INDIVIDUAL NEEDS

✔ Directed Reading for Content Mastery

✔ Directed Reading for Content Mastery in Spanish

✔ Reinforcement

✔ Enrichment

✔ Note-taking Worksheets

TRANSPARENCY ACTIVITIES

✔ Section Focus Transparency Activities

✔ Teaching Transparency Activity

✔ Assessment Transparency Activity

Teacher Support and Planning

✔ Content Outline for Teaching

✔ Spanish Resources

✔ Teacher Guide and Answers

Glencoe Science

Photo CreditsSection Focus Transparency 1: Ken M. Johns/Photo ResearchersSection Focus Transparency 2: Prof. Sigurdur Thorarinsson/Univ. of IcelandSection Focus Transparency 3: Mehau Kulyk/Science Photo Library/Photo Researchers

Copyright © by The McGraw-Hill Companies, Inc. All rights reserved.Permission is granted to reproduce the material contained herein on the conditionthat such material be reproduced only for classroom use; be provided to students,teachers, and families without charge; and be used solely in conjunction with theEarthquakes and Volcanoes program. Any other reproduction, for use or sale, isprohibited without prior written permission of the publisher.

Send all inquiries to:Glencoe/McGraw-Hill8787 Orion Place Columbus, OH 43240-4027

ISBN 0-07-867148-5

Printed in the United States of America.

1 2 3 4 5 6 7 8 9 10 071 09 08 07 06 05 04

Reproducible Student Pages■ Hands-On Activities

MiniLAB: Observing Deformation . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3MiniLAB: Try at Home Modeling an Eruption . . . . . . . . . . . . . . . . . . 4Lab: Disruptive Eruptions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Lab: Seismic Waves . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Laboratory Activity 1: Wave Detecting . . . . . . . . . . . . . . . . . . . . . . . . . 9Laboratory Activity 2: Volcanic Eruptions . . . . . . . . . . . . . . . . . . . . . 11Foldables: Reading and Study Skills. . . . . . . . . . . . . . . . . . . . . . . . . . 15

■ Meeting Individual NeedsExtension and Intervention

Directed Reading for Content Mastery . . . . . . . . . . . . . . . . . . . . . . . 17Directed Reading for Content Mastery in Spanish . . . . . . . . . . . . . . 21Reinforcement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25Enrichment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28Note-taking Worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

■ AssessmentChapter Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35Chapter Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

■ Transparency ActivitiesSection Focus Transparency Activities . . . . . . . . . . . . . . . . . . . . . . . . 42Teaching Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45Assessment Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . 47

Earthquakes and Volcanoes 1

ReproducibleStudent Pages

2 Earthquakes and Volcanoes

Hands-OnActivities

Hands-On Activities

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Observing Deformation

Analysis1. Which of the procedures that you performed on the taffy involved applying tension? Which

involved applying compression?

2. Infer how to apply a shear stress to the third bar of taffy.

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WARNING: Do not taste or eat any lab materials. Wash hands when finished.

Procedure 1. Remove the wrapper from three bars of taffy.

2. Hold a bar of taffy lengthwise between your hands and gently push on itfrom opposite directions.

3. Hold another bar of taffy and pull it in opposite directions.


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Modeling an EruptionProcedure 1. Place red-colored gelatin into a self-sealing plastic bag until the bag is half

full.

2. Seal the bag and press the gelatin to the bottom of the bag.

3. Put a hole in the bottom of the bag with a pin.

Hands-On Activities

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Analysis1. What parts of a volcano do the gelatin, the plastic bag, and the hole represent?

2. What force in nature did you mimic as you moved the gelatin to the bottom of the bag?

3. What factors in nature cause this force to increase and lead to an eruption?

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Lab PreviewDirections: Answer these questions before you begin the Lab.

1. Why are safety goggles especially important when doing this lab?

2. Based on what you know about the activity from question 1, what can you expect to happenthat might resemble a cinder-cone volcanic eruption? Explain.

A volcano’s structure can influence how it erupts. Some volcanoes have only onecentral vent, while others have numerous fissures that allow lava to escape.Materials in magma influence its viscosity, or how it flows. If magma is a thinfluid—not viscous—gases can escape easily. But if magma is thick—viscous—gases cannot escape as easily. This builds up pressure within a volcano.

Real-World QuestionWhat determines the explosiveness of a volcaniceruption?

Materialsplastic film canisters baking soda (NaHCO3)vinegar (CH3COOH) teaspoon50-mL graduated cylinder

Goals■ Infer how a volcano’s opening contributes to

how explosive an eruption might be.■ Hypothesize how the viscosity of magma

can influence an eruption.

Safety Precautions

WARNING: This lab should be done outdoors.Goggles must be worn at all times. The caps ofthe film canisters fly off due to the chemical reac-tion that occurs inside them. Never put anythingin your mouth while doing the experiment.

Procedure1. Watch your teacher demonstrate this lab

before attempting to do it yourself.2. Add 15 mL of vinegar to a film canister.3. Place 1 teaspoon of baking soda in the film

canister’s lid, using it as a type of plate.4. Place the lid on top of the film canister,

but do not cap it. The baking soda will fallinto the vinegar. Move a safe distanceaway. Record your observations in theData and Observations section.

5. Clean out your film canister, and repeat thelab, but this time cap the canister quicklyand tightly. Record your observations.

Disruptive Eruptions

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Data and Observations

Table 1

Hands-On Activities

Communicating Your Data

Research three volcanic eruptions that have occurred in the past five years. Compare eacheruption to one of the eruption styles you modeled in this lab. Communicate to yourclass what you learn.

Conclude and Apply1. Identify Which of the two labs models a more explosive eruption?

2. Explain Was the pressure greater inside the canister during the first or second lab? Why?

3. Explain What do the bubbles have to do with the explosion? How do they influence the pressure in the container?

4. Infer If the vinegar were a more viscous substance, how would the eruption be affected?

1

Trial Observations

2

(continued)

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Lab PreviewDirections: Answer these questions before you begin the Lab.

1. What about this lab makes wearing goggles a good idea?

2. Predict which type of wave will show the most motion in the spring. Explain.

If you and one of your friends hold a long piece of rope between you andmove one end of the rope back and forth, you can send a wave through thelength of the rope. Hold a ruler at the edge of a table securely with one end ofit sticking out from the table’s edge. If you bend the ruler slightly and thenrelease it, what do you experience? How does what you see in the rope andwhat you feel in the ruler relate to seismic waves?

Real-World QuestionHow do seismic waves differ?

Materialscoiled spring toyyarn or stringmetric ruler

Goals■ Demonstrate the motion of primary,

secondary, and surface waves.■ Identify how parts of the spring move in

each of the waves.

Safety Precautions

Procedure1. Use the table in the Data and Observations

section to record your observations.2. Tie a small piece of yarn or string to every

tenth coil of the spring.3. Place the spring on a smooth, flat surface.

Stretch it so it is about 2 m long (1 m forshorter springs).

4. Hold your end of the spring firmly. Make awave by having your partner snap thespring from side to side quickly.

5. Record your observations and draw thewave you and your partner made in thedata table.

6. Have your lab partner hold his or her endof the spring firmly. Make a wave byquickly pushing your end of the springtoward your partner and bringing it backto its original position.

7. Record your observations of the wave andof the yarn or string and draw the wave inthe data table.

8. Have your lab partner hold his or her endof the spring firmly. Move the spring offof the table. Gently move your end of thespring side to side while at the same timemoving it in a rolling motion, first upand away and then down and towardyour partner.

9. Record your observations and draw thewave in the data table.

Seismic Waves

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Table 1

Hands-On Activities

Communicating Your Data

Compare your conclusions with those of other students in your class. For more help,refer to the Science Skill Handbook.

Conclude and Apply1. Based on your observations, determine which of the waves that you and your partner have gener-

ated demonstrates a primary, or pressure, wave. Record in your data table and explain why youchose the wave you did.

2. Do the same for the secondary, or shear wave, and for the surface wave. Explain why you chosethe wave you did.

3. Explain Based on your observations of wave motion, which of the waves that you and yourpartner generated probably would cause the most damage during an earthquake?

4. Observe What was the purpose of the yarn or string?

5. Compare and Contrast the motion of the yarn or string when primary and secondary wavestravel through the spring. Which of these waves is a compression wave? Explain your answer.

6. Compare and Contrast Which wave most closely resembled wave motion in a body of water?How was it different? Explain.

Comparing Seismic Waves

Observationof Wave

Observation ofYarn or String Drawing Wave Type

(continued)

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Wave Detecting

Today, scientists use seismographs to observe and record seismic waves. Before the nineteenthcentury, however, scientists used other types of instruments to study earthquakes. These instru-ments did not record seismic waves. Instead, they indicated the magnitude or direction of anearthquake in a general way. In the 1600s in Italy, for example, scientists used a device that contained water to observe seismic waves. The amount of water spilling out during an earthquakeindicated the amount of shaking. In this lab, you will make a simple earthquake-detecting deviceand determine how it is affected by seismic waves.

StrategyYou will model and observe the effects of seismic waves.You will infer how the energy released by an earthquake affects the amplitude, or height,

of seismic waves.

Materials baking panlarge ceramic or stainless steel bowlpitcher of tap waterdroppermetersticktextbookpaper towels

Procedure1. Work with a partner. Place the baking pan

on a flat surface such as a desk or counter.Set the bowl inside the pan.

2. Pour water into the bowl from the pitcher.Fill the bowl to within 1 to 2 mm of therim.

3. Using the dropper add water to the bowluntil the surface of the water arches abovethe rim (Figure 1). This is your earthquakedetector.

4. Model an earthquake by having a partnerdrop a textbook near the detector from aheight of 2 cm. Observe what happens tothe water in the bowl. Do waves appear?Does water spill over? Record your observation in the Data and Observationssection. Add more water to the bowl withthe dropper if any spills out. Then repeatthis step, switching roles with your partner.

5. Repeat step 4 several more times. Eachtime, you should increase the height atwhich you drop the book by several centimeters.

6. If any water spills outside the baking pan,be sure to wipe it up with the paper towels.

LaboratoryActivity11

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Figure 1


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Laboratory Activity 1 (continued)

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Table 1

Questions and Conclusions1. How are the waves produced by the book landing on the table similar to seismic waves?

2. Could you tell that the waves produced by some of your model earthquakes had greater amplitude than others? Explain.

3. How did you increase the magnitude of your model earthquake? How did increasing the magnitude of the earthquake affect the amplitude of the waves in your detector?

4. How could you use two earthquake detectors to model how the amplitude of seismic waves isaffected by the distance the waves travel? Explain.

Strategy Check

Can you model and observe the effects of seismic waves?

Can you infer how the energy released by an earthquake affects the amplitude of seismicwaves?

Hands-On Activities

Trial Height from Which Observations ofBook Is Dropped (cm) Earthquake Detector

1

2

3

4

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Volcanic Eruptions

Some volcanic eruptions consist of violent explosions of gases and tephra, while others involvea relatively quiet flow of lava around a vent. The type of eruption that occurs depends on both thecomposition of the magma and the amount of gas trapped in it. Thick magma that is rich in silicatends to trap steam and other gases. The more gas in the magma, the greater the pressure thatbuilds up in the volcano. The tremendous pressure that builds in silica-rich magma is releasedwhen the volcano erupts explosively.

By contrast, magma that contains less silica tends to be less explosive and flow more easily.This type of magma is rich in iron and magnesium and traps smaller amounts of gas. It producesbasaltic lava that flows from a volcano in broad, flat layers. In this lab, you will model bothbasaltic lava flows and explosive eruptions.

LaboratoryActivity22

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StrategyYou will model and observe how the buildup of pressure in a volcano can lead to an

explosive eruption.You will determine how layers of basaltic lava accumulate.

Materials newspaper old paintbrushes (3)balloons (9) spongeempty coffee can markermeasuring cup meterstickplaster of paris scissorswater piece of thick cardboard (approximately 50 cm ✕ 50 cm)1 lb. plastic margarine tubs (2) textbooksred, blue, and green food coloring small tubes of toothpaste in different colors wooden paint stirrers (3) (white, green, striped)WARNING: Never put anything you use in a laboratory experiment into your mouth.

ProcedurePart A—Modeling Explosive Eruptions1. Work in a group of five or six students. Put

on your apron and goggles, and cover yourwork area with sheets of newspaper.

2. Inflate six of the balloons. Put less air in someof the balloons than in others. You’ll need twosmall balloons, two medium, and two large.Leave the remaining balloons uninflated.

3. In the coffee can, combine 1 L of plastermix with 2 L of water. Stir the mixturewith a wooden stirrer until the mixture issmooth. You should use a bit more waterthan the directions on the box suggest.Thinner plaster will be easier to work with.

4. Pour about one-third of the mixture intoeach of the plastic tubs, leaving the final thirdin the can. Add several drops of food coloringto each container, and stir.

You should end up with three colors of plas-ter: red, green, and blue. Do this step asquickly as possible since the plaster mix willbegin to harden.

5. Using paintbrushes, coat the entire surface ofeach of the inflated balloons with a thin layerof plaster. Paint the two small balloons blue,the medium balloons green, and the largeballoons red. Using any color, paint a bandaround the center of each of the empty bal-loons, leaving the ends unpainted (Figure 1).Set the balloons on sheets of newspaper todry. If you spill any plaster while you arepainting, wipe it up with a damp sponge.


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6. While the plaster is drying, skip to Part Bof the procedure.

7. To model the buildup of pressure insidemagma, try to inflate the empty balloons.What do you observe? Record your observa-tion in the Data and Observations section.

8. Spread newspapers on an open area of thefloor. With the marker, draw a large X onthe center of the paper. To model anexplosive eruption, take one of the small,blue balloons and place it on the X. Popthe balloon by stepping on it. Leave thepieces of the plaster in place and pop thesecond small balloon in the same way.WARNING: Wear your safety gogglesthroughout this experiment.

9. With the meterstick, measure the distancefrom the X to the piece of plaster thatlanded the farthest from it. This distancerepresents the radius of the debris field.Record this measurement in Table 1 theData and Observations section.

10. Repeat step 8 using the medium balloons.Measure and record the distance from theX to the piece of green plaster that landedfarthest from it.

11. Repeat step 8 using the large balloons.Measure and record the distance from theX to the piece of red plaster that landedfarthest from it.

Part B—Modeling Basaltic Lava Flows1. Use the scissors to poke a hole near the

center of the piece of cardboard. Widen thehole until it is just large enough for the capof a tube of toothpaste to fit through it.

2. Make two stacks of books and place thecardboard on top of them so that the holeis suspended about 30 cm above your worksurface (Figure 2).

3. Remove the cap from one of the tubes oftoothpaste. Stick the cap end of the tubethrough the hole so that the tube is uprightand just the mouth is sticking out the top ofthe cardboard. Model a basaltic lava flow byslowly squeezing out the contents of the tube.

Figure 2

4. Measure the height and diameter of your“lava” flow and record your measurementsin Table 2 in the Data and Observationssection.

5. To model additional eruptions, repeat steps3 and 4 using the other two tubes of tooth-paste to add to your “lava” flow.

6. Return to step 7 of Part A.

Hands-On Activities

Figure 1

Inflated Uninflated

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Data and ObservationsWhat did you observe when you inflated the plaster-coated balloons?

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Questions and Conclusions1. The air in your balloons modeled the gases that build up in silica-rich magma. Which balloons

(small, medium, or large) modeled magma under the greatest pressure? Explain.

2. What do your results from Part A tell you about the relationship between pressure and theforce of an explosive volcanic eruption?

3. What type or types of volcano did you model in Part A? Explain your answer.

Table 1

Table 2

Eruption Diameter (cm) Height (cm)

1

2

3

Balloon Size Radius of DebrisField (cm)

Small 1

Small 2

Medium 1

Medium 2

Large 1

Large 2


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4. What were you modeling when you inflated the plaster-coated balloons in step 7 of Part A?

5. a. In Part B, how did the layers of toothpaste accumulate? Did the second and third layers formon top of the first layer or beneath it?

b. What does this result tell you about the age of the top layer of basaltic lava on a volcanocompared with lower layers?

6. How did the height of the volcano you modeled in Part B compare with its width? What typeof volcano has this shape?

7. How did the two types of eruptions you modeled differ from one another? How were they alike?

Strategy Check

Can you model an explosive eruption due to the buildup of gas pressure?

Can you describe how layers of basaltic lava accumulate?

Hands-On Activities

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.Earthquakes and Volcanoes

Directions: Use this page to label your Foldable at the beginning of the chapter.

Volcanoes

Earthquakes

Botha cone-shaped mountain or hill that spews magma, solids, and gas

can have pyroclastic flows or tremendous amounts of ash

intensity measured on a seismograph

rocks inside Earth pass their elastic limit, break, and have elastic rebound

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Meeting IndividualNeeds

Meeting Individual Needs

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Directions: Complete the concept map using the terms in the list below.

elastic limit magma elastic rebound lava tectonic plate

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Content Mastery

OverviewEarthquakes and Volcanoes

occurwhen rising

occur whenrocks within

Earth’s crust arestressed past their

4.

5.

erupts through avent onto Earth’s

surface as

Locations of many

1.

volcanoes earthquakes

are related to

2.

3. ___________boundaries

break andundergo

Directions: Use the following terms to fill in the blanks in the paragraph below.

magma divergent mantle hot spots tectonic energy

Volcanoes often occur at 6. _______________ and convergent plate boundaries.

They also occur at 7. _______________ where large, rising bodies of

8. _______________ can force their way through Earth’s 9. _______________

and crust.

Like volcanoes, earthquakes also occur at 10. _______________ plate

boundaries. They are caused by the 11. _______________ generated by the plates’

movement.

Name Date Class


Section 1 ■ Earthquakes

Directions: Write the term that matches each description below on the spaces provided. The vertical, boxed letters should spell the word that answers question 10.

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Content Mastery


1. type of fault that may form when rocks are compressed2. the measurement that describes how much energy an earthquake releases3. the fastest type of seismic wave4. on the Modified Mercalli scale, a measure of the amount of structural and

geologic damage an earthquake causes5. kind of force that causes a strike-slip fault to form6. type of seismic wave that causes the most damage7. type of fault that may form when rocks are pulled apart8. type of fault that may form when rocks slide past one another in opposite direc-

tions9. instrument used to record seismic waves

10. what can happen when rocks pass their elastic limit, break, and snap back in

elastic rebound?

8

7

6

5

4

3

2

11

9

V

M

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Q

F

L

M

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Directions: Complete the following sentences using the terms listed below.

magma hot spot composite

fissure shield tephra

1. ____________________ volcanoes such as the Soufriere Hills volcano often formalong subduction zones.

2. Bits of rock or solidified lava that fall from the air after a volcanic eruption are

called ____________________.

3. The type of volcanic eruption depends on the amount of gases and the composition

of the ____________________.

4. The largest volcanoes are ____________________ volcanoes, which producebasaltic lava.

5. ____________________ eruptions occur when very fluid magma oozes fromcracks in Earth’s surface.

6. The Hawaiian Islands did not form at a boundary of tectonic plates, like most

volcanoes, but over a ____________________.

Directions: Study the following diagrams. Then label the plate boundaries as divergent, transform, orconvergent.

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Content Mastery

Section 2 ■ VolcanoesSection 3 ■ Earthquakes,

Volcanoes, and Plate Tectonics

7. A. ____________________ C. ____________________

B. ____________________

A B C

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Key TermsEarthquakes and Volcanoes

Directions: Write the correct term from the list in the space provided next to each definition below.

fault rift tsunami seismic wave

hot spot seismic safe lava focus

shield volcano seismograph composite volcano

epicenter cinder cone volcano magnitude

1. broad volcano with gently sloping sides

2. long crack that forms as two tectonic plates move apart

3. magma that reaches Earth’s surface

4. point inside Earth where earthquake movement firstoccurs

5. small volcano formed from tephra

6. the surface of a break in a section of rock

7. powerful sea wave caused by an earthquake

8. steep-sided volcano formed from layers of lava andtephra

9. point on Earth’s surface directly above the focus of anearthquake

10. rising magma that may force its way through Earth’scrust, not at a plate boundary

11. type of building structure that can withstand earthquake vibrations

12. waves generated by an earthquake and measured usingthe Richter scale

13. the instrument scientists use to record the measurements in question 12

14. the height of the lines recorded on a seismograph, orthe amount of energy released by an earthquake

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Content Mastery


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Nombre Fecha Clase

Terremotos y volcanes 21

Instrucciones: Completa el mapa de conceptos con los siguientes términos.

límite elástico magma rebote elástico lava placas tectónicas

Lectura dirigida para

Dominio del contenido

SinopsisTerremotos y volcanes

ocurre cuandoal elevarse el(la)

ocurre cuando las rocasdentro de la corteza terres-tre son presionadas más

allá de su

4.

5.

hace erupción a travésde una chimeneahacia la superficie

terrestre como

La ubicación demuchos

1.

volcanes terremotos

está relacionada con

2.

los límites entre3. ___________

y se quiebran yexperimentan

Instrucciones: Usa los siguientes términos para llenar los espacios en blanco.

magma divergentes manto focos cálidos tectónicas energía

Los volcanes ocurren con frecuencia en los límites entre placas

6. _______________ y convergentes. También ocurren en 7. _______________, en

donde grandes masas de 8. _______________ que se elevan pueden forzar su paso

a través del(la) 9. _______________ y la corteza terrestre.

Como los volcanes, los terremotos también ocurren en los límites entre las placas

10. _______________. Los terremotos son causados por el(la)

11. _______________ generada por el movimiento de las placas.

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22 Terremotos y volcanes

Sección 1 ■ Los terremotos

Instrucciones: Llena el crucigrama con el término que describe cada clave. Las letras en las cajas oscuras verti-cales deben darte la respuesta para la pregunta 10.

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1. medida que describe la energía liberada por un terremoto

2. tipo de fuerza que forma las fallas transformantes

3. tipo más rápido de onda sísmica

4. tipo de onda sísmica que causa los peores daños

5. tipo de falla que puede formarse cuando las rocas son comprimidas

6. tipo de falla que puede formarse cuando las rocas son forzadas a separarse

7. instrumento que se usa para registrar las ondas sísmicas

8. en la escala modificada de Mercalli, medida de la cantidad de daño estructural ygeológico causado por un terremoto

9. tipo de falla que puede formarse cuando las rocas se deslizan una al lado de otraen direcciones opuestas

10. Lo que puede suceder cuando las rocas sobrepasan su límite elástico, sequiebran y vuelven a su sitio debido al rebote elástico.

Satisface las necesidades individuales

TM A G N I T U D

C I Z A L L A M I E N T O2

P R I M A R I A

D E S U P E R F I C I E

I N V E R S A A A

N O R M A L

S I S M O G R A F O

I N T E N S I D A D

T R A N S F O R M A N T E

4

9

1

3

7

5

6

8

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Terremotos y volcanes 23

Instrucciones: Completa las oraciones usando los siguientes términos.

magma foco cálido compuestos

fisuras de escudo tefrita

1. Los volcanes ____________________, como las Colinas Soufriere, se forman fre-

cuentemente sobre zonas de subducción.

2. Los trozos de roca o lava solidificada que caen por el aire después de una erup-

ción volcánica se llaman ____________________.

3. El tipo de erupción volcánica depende de la cantidad de gases y de la

composición del(la) ____________________.

4. Los volcanes más grandes son volcanes ____________________, los cuales

producen lava basáltica.

5. Las erupciones de ____________________ ocurren cuando el magma muy

líquido se escurre entre las grietas de la superficie terrestre.

6. Las islas de Hawai no se formaron sobre un límite de placas tectónicas, como casi

todos los volcanes, sino sobre un(a) ____________________.

Instrucciones: Estudia los diagramas. Luego rotula cada uno usando el término correcto.

divergente transformante convergente



Sección 2 ■ Los volcanesSección 3 ■ Terremotos,

volcanes y tectónica de placas

7. A. ____________________ C. ____________________

B. ____________________

A B C

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24 Terremotos y volcanes

Términos clavesTerremotos y volcanes

Instrucciones: Para cada definición, escoge el término correcto y escríbelo en el espacio dado, a la izquierda desu definición.

falla de dislocación tsunami onda sísmica

foco cálido segura contra sismos lava foco

volcán de escudo sismógrafo volcán compuesto

epicentro volcán de cono de carbonilla magnitud

1. volcán ancho con pendientes suaves

2. grieta larga que se forma cuando dos placas tectóni-cas se separan

3. magma que llega a la superficie de la Tierra

4. punto dentro de la Tierra en donde ocurre porprimera vez un movimiento sísmico

5. volcán pequeño formado por tefrita

6. superficie de una ruptura en una sección de roca

7. ola marina poderosa causada por un terremoto

8. volcán de pendientes abruptas formado por lava ytefrita

9. punto en la superficie de la Tierra directamente sobreel foco de un terremoto

10. magma que se levanta y fuerza su paso a través de lacorteza terrestre, en lugar de pasar por un límiteentre placas

11. tipo de construcción que puede soportar las vibra-ciones de los terremotos

12. ondas generadas por un terremoto y que se midenusando la escala Richter

13. instrumento que los científicos usan para registrar lasmedidas de la pregunta 12

14. altura de las líneas que registra un sismógrafo, o can-tidad de energía liberada por un terremoto

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Satisface las necesidades individuales

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Directions: Write the term that matches each description below on the spaces provided. One or two letters havebeen given as clues for each answer. Rearrange the letters given as clues to find the term that completes the sentence in question 9.

1. ___ ___ ___ ___ m ___ ___ ___ ___ ___ ___

2. ___ s ___ ___ a ___ ___

3. ___ ___ ___ ___ s

4. e ___ ___ ___ ___ ___ ___ ___ ___ e

5. ___ ___ i ___ ___ ___ ___ ___ __

6. ___ ___ i ___ a ___ ___ ___ ___ ___ ___

7. ___ ___ ___ f ___ c ___ ___ ___ ___ ___

8. s ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___

1. instrument that records seismic waves2. seismic sea wave; becomes more dangerous as it gets closer to shore and can be very destructive3. the point inside Earth where movement from an earthquake first occurs4. vibrations caused by rocks breaking and moving as a result of a sudden release of energy5. the point on the surface of Earth located directly above the earthquake focus6. type of seismic wave that travels the fastest through rock material by causing rocks to vibrate in

the same direction as the waves7. type of seismic wave that travels the slowest and causes most of the destruction8. type of seismic wave that moves through rocks by causing rocks to vibrate at right angles to the

direction of the waves9. A building able to stand up against an earthquake is considered to be

Directions: Complete the following table.

Earthquakes

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Description Forces That Cause Fault Type of Fault

Rocks are pulled apart 10. 13.

Rocks are sheared 11. 14.

Rocks are compressed 12. 15.

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Volcanoes

Directions: Indicate whether each statement refers to a shield volcano (sh), a cinder cone volcano (cc), or a composite volcano (cv).

1. moderate to violent eruptions throwing volcanic ash, cinders, and lava high into the air

2. largest type of volcano

3. a relatively small cone of volcanic material formed from tephra

4. sometimes erupts violently, forming a layer of tephra; sometimes a quieter eruptionforming a lava layer

5. forms along subduction zones

6. buildup of basaltic layers, forming a broad volcano with gently sloping sides

7. forms where magma is being forced up from the extreme depths within Earth, or in areas where Earth’s plates are moving apart

8. Sunset Crater, near Flagstaff, Arizona

9. Mount St. Helens, in Washington

10. a steep-sided mountain composed of alternating layers of lava and tephra

Directions: Match the descriptions in Column II with the items in Column I. Write the letter of the correctdescription in the blank at the left.

Column I

11. pyroclastic flow

12. mudflows

13. lava

14. lava rich in silica

15. lava rich in iron and magnesium

16. tephraM

eeting Individual Needs

Column II

a. magma when it reaches Earth’ssurface

b. ash, cinders, solidified lava

c. tends to flow easily

d. tends to be thicker and is moreresistant to flow

e. hot, glowing rock flows oncushion of hot gases

f. often accompany eruptions,and can be brought on by heavy rain

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Directions: Answer the following questions on the lines provided.1. Describe the lithosphere.

2. What are rifts? What kinds of eruptions would you expect there?

3. What happens at a convergent plate boundary? How does this set up conditions that form volcanoes?

4. Where do most volcanoes form? How did the Hawaiian Islands form?

5. Where and how do earthquakes form?

6. Describe the convection theory of tectonic plate movement.

Directions: Use the drawings to identify the types of plate boundaries.

Earthquakes, Volcanoes, andPlate Tectonics

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A B C

7. transform boundary ______

8. convergent boundary ______

9. divergent boundary ______

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The New Madrid Fault

Of all the states, California faces the highestrisk of earthquakes. This is due, in part, to amajor break in Earth’s crust that runs throughthe state for approximately 1,050 km. Thisfracture, the San Andreas Fault, was responsi-ble for the killer San Francisco earthquake in1906 and countless others since.

Earthquakes in MissouriBut a series of three earthquakes between

December 16, 1811, and February 7, 1812, tookplace not in California, but in Missouri, alonga quake zone called the New Madrid Fault. Allthree measured 8.0 on the Richter scale, mak-ing them the largest American earthquakesever. The quakes were so strong that tremorswere felt as far east as Boston and Washington,D.C. Aftershocks continued for more than ayear. Besides devastating 7,800 to 13,000 km2

of land, the earthquake caused the MississippiRiver to reverse its direction temporarily andbegin to flow upstream. The earthquake alsocaused the Mississippi to permanently changeits course and create new lakes and islandswhere there hadn’t been any before.

The New Madrid Fault is 70 km wide, 300 kmlong, and is located near New Madrid, Missouri.

It runs primarily through Missouri, Arkansas,Kentucky, and Tennessee. If an earthquake hap-pened, it could affect up to 17 states surroundingthe fault zone. For a long time, geologists thoughtthat a New Madrid earthquake was likely to happen only every 1,000 years or so.

Earthquake ConferenceUnfortunately, earthquakes can and do hap-

pen anytime, anywhere. Scientists are still unableto predict them, so they’re constantly working onways to prepare for an earthquake and to mini-mize the damage to lives and property. In the fallof 2000, representatives from 26 earthquake-prone states met at the first-ever National Earth-quake Risk Management Conference. Theydiscussed, among other things, the New MadridFault and the need to make people aware thatearthquakes don’t just happen in California.

Scientists predict that a New Madrid earth-quake could result in $20 billion in damages.With increased land development and urbansprawl hitting all the communities located onthe New Madrid Fault, it’s likely the humancost would be very high as well.

1. Where could you find information on earthquake preparedness? Is this something you andyour family need to think about? Give at least two reasons.

2. When the New Madrid earthquakes of 1811–1812 hit, there were very few people or buildingsin the area. Now scientists predict that a similar earthquake would cause damage from St. Louisto Memphis, causing billions of dollars in property damage and the loss of hundreds of lives.What effect would a New Madrid earthquake have on the land itself?

3. List some preventive measures your school could take to prepare for an earthquake.


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Fire and Ice!

1. Why does Iceland have so many volcanic eruptions?

2. How is geothermal energy captured in Iceland?

3. This type of energy is also called hydrothermal energy. Why do you think that is so?

Iceland is a land of fire and ice. Volcanoes,hot springs, and glaciers create a landscape ofhot and cold contrasts. Every now and then, anearthquake shakes things up. The country islocated right over the spreading Mid-AtlanticRidge where the seafloor is tearing apart.

A Volcano ZoneAs the Earth’s plates move apart in a

spreading ridge, fissures form. A long fissurezone with many shield volcanoes on its sidesruns right through the southeastern andsouthwestern parts of Iceland. This zone isabout 70 kilometers long. This has createdmany problems for the people of Iceland,since the volcanic eruptions often cause a lotof damage. Some cities have been damagedbecause they were built near what were erro-neously thought to be inactive volcanoes.

Because much of Iceland is under ice, manysmall volcanic eruptions aren’t seen, but theystill melt a lot of water. The water is captured ina caldera, the center region of a volcano, whereit then spills out every three to four years.

These water spills are called jökulhaups (yoh-kewl-owps) and can cause a great deal ofdestruction.

Putting Volcanoes to UseThe people of Iceland have learned to live

with their volcanoes. Iceland is one of themost effective countries of the world in capturing the geothermal energy of Earth andusing it to make electricity. When water seepsinto the cracks of the fissures, it is superheatedby magma. The water turns to steam andescapes through the top of the fissure as ageyser. This high-temperature steam is used torotate turbine blades. In turn, the turbinesproduce electricity for use by the people. Morethan 70 percent of the homes in Iceland areheated and lighted by geothermal energy.

Iceland is a model for other countries whenit comes to geothermal power. Geothermalenergy is environmentally clean and will probably last a long time.

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Coming Up: Island UnderConstruction

Hawaii is a favorite vacation spot for peopleall over the world. Many people enjoy its beaches and pleasant weather. You can visit itseight major islands: Nihau, Kauai, Oahu,Molokai, Lanai, Maui, Kahoolawe, and Hawaii.

A New IslandThere is another “island” that is fairly large,

but most people have never heard of it. It iscalled Loihi, a Hawaiian word that means“long.” However, you cannot make a reserva-tion to stay at a hotel there, because Loihi isbeneath the ocean. It is about 20 miles fromthe southeast coast of the island of Hawaii andsits on the same hot spot as Mauna Loa andKilauea, two active Hawaiian volcanoes.

Like the other Hawaiian Islands, Loihi isvolcanic. But unlike most of the other islands,it is still being formed. Currently, the island ismore than 3,000 m high. It has about 969 mto go before it reaches sea level. If it keepsgrowing at its current rate, it should becomevisible above the surface of the ocean some-time in the next 10,000 to 100,000 years.

Scientists Discover LoihiLoihi is a volcano that is a seamount, or

sea mountain. For a long time, scientists knew it existed, but believed it was extinct.

They discovered Loihi was actually relativelyyoung and active in 1970, when an expeditionof scientists went to investigate a swarm ofearthquakes that had occurred there. Swarm isa term used to describe a large amount ofearthquake activity. Undersea photographs ofLoihi showed new-looking lava formations.Actual samples of the lava had a glass-likecrust, which confirmed the lava was new. Keepin mind that “new” in scientific, or geologic,terms can mean as long as several hundredyears ago or as recently as yesterday.

Loihi EarthquakesIn the summer of 1996, the largest swarm of

earthquakes ever recorded for the islandsoccurred at Loihi. About 4,000 earthquakesshook the seamount during a two-month periodthat summer. Once again, scientists went to Loihito study the situation. Diving down to the islandin a vessel called a submersible, they collectedsamples of lava. By using radiometry to date thelava, they found that the volcano had erupted atleast once, and possibly twice, that year.

Scientists have been monitoring Loihi usingdevices such as a hydrophone, a microphonethat works underwater. The evidence the scien-tists are collecting shows that Loihi continuesto erupt and grow.

1. How did scientists recognize that Loihi was still growing?

2. Why do you think Loihi is sometimes called a submarine island?

3. If Loihi reaches sea level in 10,0000 years, what would its average rate of growth per year be?What would its average rate of growth per year be if it reaches sea level in 100,000 years?

4. Do you think other new islands are possible in the Hawaiian chain? Explain.


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Section 1 Earthquakes

A. Earthquakes—large ______________ that move through rock or other Earth materials

1. Elastic rebound—when rocks strain and then break, the broken pieces _____________.

a. Rocks __________ slowly over long periods of time.

b. _____________ energy builds up in them.

c. Energy is released suddenly when rocks break and _________.

d. The movement causes ______________ that move through Earth.

2. _________—the surface of a break in rock

a. Normal fault—caused by tension forces, rock above the fault moves ________ comparedto rock below the fault.

b. Reverse fault—caused by compression forces, rock above the fault moves __________compared to rock below the fault.

c. Strike-slip fault—caused by shear forces, rock on either side of the fault moves

____________________ in opposite directions.

B. Seismic waves—When strained rock’s ____________________ is released, it moves outwardfrom the fault in seismic waves.

1. Focus—the point inside Earth where ____________ along a fault first occurs and energy is released

2. Epicenter—the point on Earth’s ________________ located directly above the focus

3. Seismic waves start at the focus and travel away in _______________________.

a. ______________ waves—cause rock to move back and forth in the same direction thewaves are moving

b. ________________ waves—cause rock to vibrate at right angles to the direction thewaves are moving

c. ________________ waves—slowest, largest, most destructive waves

C. Measuring earthquakes

1. Seismograph—instrument that records an earthquake’s ____________________

2. If seismic-wave arrival times are recorded from three stations, the ________________ canbe determined.

3. Richter scale—measures an earthquake’s size, or magnitude, based on the heights of lines

representing the amount of energy released through ____________________ recorded on a seismograph

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D. Earthquake Damage

1. Modified Mercalli intensity scale—measures an earthquake’s intensity based on the amount

of __________________________________

2. Most earthquake damage is caused by ___________ waves.

3. Tsunamis—when an earthquake occurs on the _______________, the sudden movementpushes against the water and creates powerful waves that can travel thousands of kilometers.

E. Seismic-safe structures are able to stand up against an earthquake’s _______________.

1. Many high-rise buildings stand on huge steel and rubber _______________.

2. Underground water and gas pipes are replaced with pipes that will _______________.

3. Highways have cement pillars with spiral _______________ around them.

F. Predicting Earthquakes

1. Long-range forecasts predict whether an earthquake is likely to occur in a given area within

_____________ years.

Section 2 Volcanoes

A. Volcanoes—cone-shaped hills or mountains formed by ___________________

1. When magma flows onto Earth’s surface through a vent, it is called ________.

2. __________—bits of rock or solidified lava dropped from the air after an explosive eruption.

3. Some volcanoes form where Earth’s plates ___________.

a. One plate ____________, or is forced underneath, the other.

b. Part of the plate that is forced underneath _________, forming magma chambers.

4. Avalanches of hot, glowing molten rock that flow on cushions of hot gases down a side of a

volcano are called _____________________.

5. How forceful an eruption is depends on the composition of the _________.

a. More silica makes magma _____________________.

b. More iron and magnesium make magma _____________________.

c. Water vapor trapped in the magma becomes steam and _____________________.

6. The type of _______________ and _______________ contained in the lava determine the

type of volcano that forms.


Note-taking Worksheet (continued)

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B. Four types of volcanoes:

1. Shield volcanoes—____________ lava, which flows easily

a. Forms a _________ volcano with gently sloping sides

b. ___________ type of volcano

c. Form where Earth’s plates are ______________ and magma is forced upward betweenplates

2. Cinder cone volcanoes—high _______ content in the magma

a. Explosive, but _______________, eruptions

b. Form a small cone of volcanic material from tephra

3. Composite volcanoes—made of alternating layers of lava and __________

a. Steep-sided mountains

b. Form where Earth’s plates are colliding and being forced underneath each other, or

______________ zones.

4. Fissure eruptions—magma that is very _________

a. Oozes from __________ in Earth’s surface

b. Magma flows freely across the land, as _________________.

c. Most of Earth’s crust beneath the _________ is flood basalts.

Section 3 Earthquakes, Volcanoes, and Plate Tectonics

A. Earth’s crust is broken into __________ that move around.

B. Most _____________ form where plates are colliding or moving apart.

1. Divergent plate boundaries—where plates move __________

a. Long cracks called _________ form between them.

b. ___________ eruptions are common where plates separate.

2. Convergent plate boundaries—where plates ___________ and denser plates subduct, or areforced underneath less dense plates

3. Hot spots—large rising bodies of _________ force their way through Earth’s crust, not atplate boundaries

C. Most _______________ occur where plates are colliding or moving apart.

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Assessment

Assessment

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Chapter Review


Part A. Vocabulary ReviewDirections: Write the correct term in the spaces after each definition. Unscramble the boxed letters to answerquestion 17.

1. wave that passes through Earth ___ ___ ___ ___ ___ ___ ___ ___ ___ ___

2. small, steep volcano with a cone made of tephra ___ ___ ___ ___ ___ ___ ___ ___ ___

3. vibrations that occur when rocks break due to stress ___ ___ ___ ___ ___ ___ ___ ___ ___

4. seismic sea wave ___ ___ ___ ___ ___ ___

5. magma that has reached the surface of Earth ___ ___ ___

6. number based on seismic wave amplitude ___ ___ ___ ___ ___ ___ ___ ___

7. underground center of an earthquake ___ ___ ___ ___

8. structures that can withstand earthquakes ___ ___ ___ ___ ___ ___ ___ ___ ___ ___

9. bits of rock or solidified lava dropped from the air ___ ___ ___ ___ ___

10. instrument used to record earthquakes ___ ___ ___ ___ ___ ___ ___ ___ ___ ___

11. cone-shaped mountains that spew out lava or gas ___ ___ ___ ___ ___ ___ ___ ___

12. break in Earth’s rocks caused by stress ___ ___ ___ ___

13. long crack where plates diverge ___ ___ ___

14. large rising bodies of magma not at plate boundaries ___ ___ ___ ___ ___ ___ ___

15. point on Earth’s surface directly above the focus ___ ___ ___ ___ ___ ___ ___ ___

16. volcano formed by gentle

eruptions of fluid lava 16. ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___

17. The name of a type of volcano: _________________________________________________

Asse

ssm

ent

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

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Chapter Review (continued)


Part B. Concept ReviewDirections: Circle the term in parentheses that makes the statement correct.

1. Molten rock inside Earth is (lava, magma, tephra).

2. Subduction takes place at a (convergent, divergent, transform) plate boundary.

3. The Richter scale measures (intensity, duration, magnitude).

4. A broad, shallow volcano with lava sides is a (shield, composite, cinder cone) volcano.

5. Tectonic plates are moved around by (seismic waves, nuclear reactions, convection currents).

6. (Primary, Secondary, Surface) waves are the slowest and largest of the seismic waves and cause

most of the destruction during an earthquake.

7. Most earthquakes and volcanic eruptions occur (at the center of the plates, near the equator,

at plate boundaries).

Directions: Answer the following question on the lines provided.8. Name the three kinds of faults and describe each of them.

Directions: Use the following table to answer questions 9 and 10.

Assessment

9. Why was the difference in time between the arrival of the P- and S-waves so much greater inTown Y than in Town X?

10. Which town probably suffered the greatest earthquake damage? Why?

Distance from Time Needed for Time Needed for Difference inEarthquake to S-waves to P-waves to Time Between the

Town Reach Town Reach Town of S- and P-waves

Town X 120 km 30 s 20 s 10 s

Town Y 960 km 240 s 160 s 80 s

Transparency Activities


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Section FocusTransparency Activity11


The Richter scale was first used to rate the strength of earthquakesin 1935. Since then, we’ve learned a great deal about the causes ofearthquakes, but predicting when an earthquake will strike remainstricky.

Nobody’s Fault at All

1. What happens during an earthquake?

2. What parts of an earthquake can be measured?

3. Why is it easier to predict where an earthquake will strike thanwhen it will strike?

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In November of 1963, the Atlantic Ocean got a new island. Theisland was named Surtsey after Sutur, a mythological fire god. Thenew island was the result of a volcanic eruption very near Iceland.

Does the stork bringbaby islands?

1. Looking at the photo, how did the island of Surtsey form?

2. What do volcanoes and earthquakes have in common?

3. What unique learning opportunities might scientists have onSurtsey?

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The dots on this image show places where earthquakes haveoccurred. The line of dots in the middle of the Atlantic Ocean is the Mid-Atlantic Ridge. As you can see, the area is geologically veryactive!

Earth Shattering

1. What do you notice about the locations of the earthquakes shownabove?

2. What other geological activity is likely to follow a similar pattern?

3. Give an example of some geological activity that does not occuralong these boundaries.

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Distance to Epicenter (km)1,000 2,000 3,000 4,000

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First P Wave

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Seismic WavesTeaching TransparencyActivity11


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Teaching Transparency Activity (continued)

1. What instrument records seismic waves from all over the world?

2. What is the name of the scale that gives the magnitude of energy an earthquake releases?

3. What two waves are indicated on the transparency? What do the abbreviations stand for?

4. What is the point on Earth’s surface directly above an earthquake’s focus?

5. What do seismologists study?

6. What do the height of the lines on a seismograph measure?

7. Look at the graph to determine the approximate distance to the epicenter if the first P-wavearrives at the recording station two minutes ahead of the first S-wave.


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AssessmentTransparency Activity

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Directions: Carefully review the table and answer the following questions.


1. According to the table, which location has earthquakes with anaverage severity greater than 5.0?A AB BC CD D

2. The most likely cause of the earthquakes in California is ___.F collision of the ocean and landG vibrations from landslidesH effects of the weather

J faults in Earth’s crust

3. According to the table, which house has had no earthquake damage in the last ten years?A AB BC CD D

Earthquake Activity

A

B

C

D

Oregon

California

Illinois

Delaware

12

73

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2

2.5

5.2

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Location Average Severity

HouseEarthquakes

in Last 10Years

Glencoe Science, Level BlueContents in Brief Table of ContentsUnit 1: Humans and HeredityChapter 1: The Nature of ScienceLaunch Lab: Measure Using ToolsFoldablesSection 1: What is science?Integrate Social StudiesScience OnlineMiniLAB: Inferring from PicturesLab: Battle of the Beverage Mixes

Section 2: Doing ScienceApplying Science: Problem-Solving SkillsIntegrate EnvironmentMiniLAB: Comparing Paper TowelsVisualizing Descriptive and Experimental Research

Section 3: Science and TechnologyScience OnlineLab: When is the Internet the busiest?Science and Language Arts: The Everglades: River of Grass

Chapter 1 Study GuideChapter 1 ReviewChapter 1 Standardized Test Practice

Chapter 2: Traits and How They ChangeLaunch Lab: How are people different?FoldablesSection 1: Traits and the EnvironmentIntegrate ChemistryMiniLAB: Observing Gravity and Stem GrowthScience OnlineLab: Jelly Bean Hunt

Section 2: GeneticsMiniLAB: Observing Fruit Fly PhenotypesApplying Math: Percent of Offspring with Certain Traits

Section 3: Environmental Impact over TimeIntegrate CareerVisualizing Natural SelectionScience OnlineLab: Toothpick FishScience and Society: How Did Life Begin?


Chapter 3: Interactions of Human SystemsLaunch Lab: Model Blood Flow in Arteries and VeinsFoldablesSection 1: The Human OrganismScience OnlineIntegrate Earth ScienceVisualizing Human CellsLab: Observing Cells

Section 2: How Your Body WorksMiniLAB: Observing the Gases That You ExhaleIntegrate HistoryMiniLAB: Observing a Chemical ReactionApplying Math: Lung VolumeScience OnlineLab: Does exercise affect respiration?Science Stats: Astonishing Human Systems


Unit 2: EcologyChapter 4: Interactions of LifeLaunch Lab: How do lawn organisms survive?FoldablesSection 1: Living EarthScience Online

Section 2: PopulationsMiniLAB: Observing Seedling CompetitionApplying Science: Do you have too many crickets?Science OnlineMiniLAB: Comparing Biotic PotentialVisualizing Population Growth

Section 3: Interactions Within CommunitiesIntegrate ChemistryIntegrate HistoryLab: Feeding Habits of PlanariaLab: Population Growth in Fruit FliesScience and History: The Census measures a human population


Chapter 5: The Nonliving EnvironmentLaunch Lab: Earth Has Many EcosystemsFoldablesSection 1: Abiotic FactorsMiniLAB: Determining Soil MakeupApplying Math: Temperature ChangesIntegrate CareerScience OnlineLab: Humus Farm

Section 2: Cycles in NatureMiniLAB: Comparing FertilizersVisualizing the Carbon CycleScience Online

Section 3: Energy FlowIntegrate Earth ScienceLab: Where does the mass of a plant come from?Science Stats: Extreme Climates


Chapter 6: EcosystemsLaunch Lab: What environment do houseplants need?FoldablesSection 1: How Ecosystems ChangeScience OnlineVisualizing Secondary Succession

Section 2: BiomesMiniLAB: Modeling Rain Forest LeavesIntegrate Earth ScienceLab: Studying a Land Ecosystem

Section 3: Aquatic EcosystemsMiniLAB: Modeling Freshwater EnvironmentsIntegrate CareerApplying Math: TemperatureScience OnlineLab: Use the Internet: Exploring WetlandsScience and Society: Creating Wetlands to Purify Wastewater


Unit 3: Earth's Changes over TimeChapter 7: Plate TectonicsLaunch Lab: Reassemble an ImageFoldablesSection 1: Continental DriftScience OnlineMiniLAB: Interpreting Fossil Data

Section 2: Seafloor SpreadingIntegrate ChemistryLab: Seafloor Spreading Rates

Section 3: Theory of Plate TectonicsScience OnlineApplying Science: How well do the continents fit together?Visualizing Plate BoundariesMiniLAB: Modeling Convection CurrentsIntegrate CareerIntegrate PhysicsLab: Predicting Tectonic ActivityScience and Language Arts: Listening In


Chapter 8: Earthquakes and VolcanoesLaunch Lab: Construct with StrengthFoldablesSection 1: EarthquakesMiniLAB: Observing DeformationScience OnlineVisualizing Tsunamis

Section 2: VolcanoesMiniLAB: Modeling an EruptionScience OnlineLab: Disruptive Eruptions

Section 3: Earthquakes, Volcanoes, and Plate TectonicsIntegrate ChemistryIntegrate Language ArtsApplying Math: P-wave Travel TimeLab: Seismic WavesScience and History: Quake


Chapter 9: Clues to Earth's PastLaunch Lab: Clues to Life’s PastFoldablesSection 1: FossilsMiniLAB: Predicting Fossil PreservationIntegrate Social StudiesIntegrate Life Science

Section 2: Relative Ages of RocksScience OnlineVisualizing UnconformitiesScience OnlineLab: Relative Ages

Section 3: Absolute Ages of RocksMiniLAB: Modeling Carbon-14 DatingScience OnlineApplying Science: When did the Iceman die?Lab: Model and Invent: Trace FossilsOops! Accidents in Science: The World’s Oldest Fish Story


Chapter 10: Geologic TimeLaunch Lab: Survival Through TimeFoldablesSection 1: Life and Geologic TimeSection 2: Early Earth HistoryIntegrate ChemistryMiniLAB: Dating Rock Layers with FossilsVisualizing Unusual Life FormsScience OnlineLab: Changing Species

Section 3: Middle and Recent Earth HistoryScience OnlineApplying Math: Calculating Extinction By Using PercentagesMiniLAB: Calculating the Age of the Atlantic OceanLab: Use the Internet: Discovering the PastScience Stats: Extinct!


Unit 4: Earth's Place in the UniverseChapter 11: The Sun–Earth–Moon SystemLaunch Lab: Model Rotation and RevolutionFoldablesSection 1: EarthIntegrate Life ScienceMiniLAB: Making Your Own CompassScience OnlineScience Online

Section 2: The Moon—Earth's SatelliteMiniLAB: Comparing the Sun and the MoonScience OnlineIntegrate CareerVisualizing the Moon’s SurfaceApplying Science: What will you use to survive on the Moon?Lab: Moon Phases and Eclipses

Section 3: Exploring Earth's MoonScience OnlineLab: Tilt and TemperatureScience and History: The Mayan Calendar


Chapter 12: The Solar SystemLaunch Lab: Model Crater FormationFoldablesSection 1: The Solar SystemScience OnlineIntegrate PhysicsVisualizing the Solar System’s FormationLab: Planetary Orbits

Section 2: The Inner PlanetsMiniLAB: Inferring Effects of GravityScience OnlineApplying Math: Diameter of Mars

Section 3: The Outer PlanetsMiniLAB: Modeling PlanetsIntegrate Language Arts

Section 4: Other Objects in the Solar SystemLab: Model and Invent: Solar System Distance ModelOops! Accidents in Science: It Came from Outer Space!


Chapter 13: Stars and GalaxiesLaunch Lab: Why do clusters of galaxies move apart?FoldablesSection 1: StarsMiniLAB: Observing Star PatternsApplying Science: Are distance and brightness related?

Section 2: The SunScience OnlineLab: Sunspots

Section 3: Evolution of StarsScience OnlineIntegrate ChemistryIntegrate History

Section 4: Galaxies and the UniverseMiniLAB: Measuring Distance in SpaceVisualizing the Big Bang TheoryLab: Design Your Own: Measuring ParallaxScience Stats: Stars and Galaxies


Unit 5: Chemistry of MatterChapter 14: Inside the AtomLaunch Lab: Model the UnseenFoldablesSection 1: Models of the AtomMiniLAB: Modeling the Nuclear AtomIntegrate HistoryLab: Making a Model of the Invisible

Section 2: The NucleusScience OnlineMiniLAB: Graphing Half-LifeApplying Math: Find Half-LivesIntegrate EnvironmentScience OnlineVisualizing Tracer ElementsIntegrate Life ScienceLab: Design Your Own: Half-LifeScience and History: Pioneers in Radioactivity


Chapter 15: The Periodic TableLaunch Lab: Make a Model of a Periodic PatternFoldablesSection 1: Introduction to the Periodic TableMiniLAB: Designing a Periodic TableScience OnlineApplying Science: What does periodic mean in the periodic table?

Section 2: Representative ElementsIntegrate CareerIntegrate Life Science

Section 3: Transition ElementsIntegrate PhysicsVisualizing Synthetic ElementsScience OnlineLab: Metals and NonmetalsLab: Use the Internet: Health Risks from Heavy MetalsScience and Language Arts: Anansi Tries to Steal All the Wisdom in the World


Chapter 16: Atomic Structure and Chemical BondsLaunch Lab: Model the Energy of ElectronsFoldablesSection 1: Why do atoms combine?Science OnlineIntegrate CareerApplying Science: How does the periodic table help you identify properties of elements?MiniLAB: Drawing Electron Dot Diagrams

Section 2: How Elements BondIntegrate PhysicsMiniLAB: Constructing a Model of MethaneScience OnlineVisualizing Crystal StructureLab: Ionic CompoundsLab: Mode and Invent: Atomic StructureScience and Language Arts: "Baring the Atom's Mother Heart"


Chapter 17: Chemical ReactionsLaunch Lab: Identify a Chemical ReactionFoldablesSection 1: Chemical Formulas and EquationsVisualizing Chemical ReactionsIntegrate Life ScienceMiniLAB: Observing the Law of Conservation of MassScience OnlineApplying Math: Conserving Mass

Section 2: Rates of Chemical ReactionsScience OnlineMiniLAB: Identifying InhibitorsIntegrate HistoryLab: Physical or Chemical Change?Lab: Design Your Own: Exothermic or Endothermic?Science and History: Synthetic Diamonds


Unit 6: Motion, Forces, and EnergyChapter 18: Motion and MomentumLaunch Lab: Motion After a CollisionFoldablesSection 1: What is motion?Integrate Life ScienceApplying Math: Speed of a SwimmerMiniLAB: Measuring Average SpeedScience Online

Section 2: AccelerationApplying Math: Acceleration of a BusMiniLAB: Modeling Acceleration

Section 3: MomentumIntegrate Social StudiesApplying Math: Momentum of a BicycleScience OnlineVisualizing Conservation of MomentumLab: CollisionsLab: Design Your Own: Car Safety TestingOops! Accidents in Science: What Goes Around Comes Around


Chapter 19: Force and Newton's LawsLaunch Lab: Forces and MotionFoldablesSection 1: Newton's First LawIntegrate Life ScienceScience OnlineMiniLAB: Observing Friction

Section 2: Newton's Second LawIntegrate HistoryApplying Math: Acceleration of a Car

Section 3: Newton's Third LawScience OnlineVisualizing Newton’s Laws in SportsMiniLAB: Measuring Force PairsLab: Balloon RacesLab: Design Your Own: Modeling Motion in Two DirectionsScience and Society: Air Bag Safety


Chapter 20: Work and Simple MachinesLaunch Lab: Compare ForcesFoldablesSection 1: Work and PowerIntegrate HistoryApplying Math: Calculating WorkMiniLAB: Work and PowerApplying Math: Calculating PowerScience OnlineLab: Building the Pyramids

Section 2: Using MachinesScience OnlineApplying Math: Calculating Mechanical AdvantageIntegrate Life ScienceApplying Math: Calculating Efficiency

Section 3: Simple MachinesVisualizing LeversMiniLAB: Observing PulleysLab: Design Your Own: Pulley PowerScience and Society: Bionic People


Chapter 21: Thermal EnergyLaunch Lab: Measuring TemperatureFoldablesSection 1: Temperature and Thermal EnergyApplying Math: Converting to Celsius

Section 2: HeatMiniLAB: Comparing Rates of MeltingMiniLAB: Observing ConvectionIntegrate Life ScienceLab: Heating Up and Cooling Down

Section 3: Engines and RefrigeratorsScience OnlineVisualizing the Four-Stroke CycleIntegrate CareerLab: Comparing Thermal InsulatorsScience and Society: The Heat is On


Unit 7: Physical InteractionsChapter 22: ElectricityLaunch Lab: Observing Electric ForcesFoldablesSection 1: Electric ChargeVisualizing Nerve ImpulsesScience Online

Section 2: Electric CurrentMiniLAB: Investigating the Electric ForceIntegrate ChemistryIntegrate History

Section 3: Electric CircuitsApplying Math: Voltage from a Wall OutletMiniLAB: Identifying Simple CircuitsApplying Math: Electric Power Used by a LightbulbScience OnlineIntegrate Life ScienceLab: Current in a Parallel CircuitLab: A Model for Voltage and CurrentScience and Society: Fire in the Forest


Chapter 23: MagnetismLaunch Lab: Magnetic Forces,FoldablesSection 1: What is magnetism?Applying Science: Finding the Magnetic DeclinationMiniLAB: Observing Magnetic FieldsScience OnlineLab: Make a Compass

Section 2: Electricity and MagnetismMiniLAB: Assembling an ElectromagnetVisualizing Voltmeters and AmmetersScience OnlineIntegrate HistoryLab: How does an electric motor work?Science and Language Arts: Aagjuuk and Sivulliit


Chapter 24: Waves, Sound, and LightLaunch Lab: Wave PropertiesFoldablesSection 1: WavesApplying Math: Speed of SoundMiniLAB: Refraction of Light

Section 2: Sound WavesIntegrate HealthLab: Sound Waves in Matter

Section 3: LightScience OnlineMiniLAB: Separating WavelengthsVisualizing Common Vision ProblemsLab: Bending LightOops! Accidents in Science: Jansky’s Merry-Go-Round


Student ResourcesScience Skill HandbookScientific MethodsSafety SymbolsSafety in the Science Laboratory

Extra Try at Home LabsTechnology Skill HandbookComputer SkillsPresentation Skills

Math Skill HandbookMath ReviewScience Applications

Reference HandbookTopographic Map SymbolsPhysical Science Reference TablesPeriodic Table of the Elements

English/Spanish GlossaryIndexCredits

Feature ContentsCross-Curricular ReadingsNational GeographicUnit OpenersVisualizing

TIME Science and SocietyTIME Science and HistoryOops! Accidents in ScienceScience and Language ArtsScience Stats

LABSLaunch LABMiniLABMiniLAB Try at HomeOne-Page LabsTwo-Page LabsDesign Your Own LabsModel and Invent LabsUse the Internet Labs

ActivitiesApplying MathApplying ScienceIntegrateScience OnlineStandardized Test Practice

Student WorksheetsChapter 1: The Nature of ScienceChapter 2: Traits and How They ChangeChapter 3: Interactions of Human SystemsChapter 4: Interactions of LifeChapter 5: The Nonliving EnvironmentChapter 6: EcosystemsChapter 7: Plate TectonicsChapter 8: Earthquakes and VolcanoesChapter 9: Clues to Earth's PastChapter 10: Geologic TimeChapter 11: The Sun-Earth-Moon SystemChapter 12: The Solar SystemChapter 13: Stars and GalaxiesChapter 14: Inside the AtomChapter 15: The Periodic TableChapter 16: Atomic Structure and Chemical BondsChapter 17: Chemical ReactionsChapter 18: Motion and MomentumChapter 19: Force and Newton's LawsChapter 20: Work and Simple MachinesChapter 21: Thermal EnergyChapter 22: ElectricityChapter 23: MagnetismChapter 24: Waves, Sound, and LightProbeware LabsTo the StudentGetting Started with ProbewareSafety in the LabSafety SymbolsLife Science LabsLab 1: Size Limits of CellsLab 2: Exercise and Heart RateLab 3: Cooking with BacteriaLab 4: Sweat is CoolLab 5: Biodiversity and Ecosystems

Earth Science LabsLab 6: The Effect of Acid Rain on LimestoneLab 7: The Formation of CavesLab 8: Measuring EarthquakesLab 9: Predicting the WeatherLab 10: How are distance and light intensity related?

Physical Science LabsLab 11: How fast do you walk?Lab 12: Transforming EnergyLab 13: Endothermic and Exothermic ProcessesLab 14: Thermal ConductivityLab 15: Let the Races Begin!

Appendix A: Using the TI-73 to Create a HistogramAppendix B: Using the TI-83 Plus Graphing Calculator to Create a HistogramAppendix C: Using the TI-73 Graphing Calculator to Create a Box Plot and Display StatisticsAppendix D: Using the TI-83 Plus Graphing Calculator to Box Plot and Display StatisticsAppendix E: Using the TI-73 Graphing Calculator to Create a Circle Graph

Reading and Writing Skills ActivitiesActivity 1Activity 2Activity 3Activity 4Activity 5Activity 6Activity 7Activity 8Activity 9Activity 10Activity 11Activity 12Activity 13Activity 14Activity 15Activity 16Activity 17Activity 18Activity 19Activity 20Activity 21Activity 22Activity 23Activity 24Activity 25Activity 26

Reading EssentialsChapter 1: The Nature of ScienceChapter 2: Traits and How They ChangeChapter 3: Interactions of Human SystemsChapter 4: Interactions of LifeChapter 5: The Nonliving EnvironmentChapter 6: EcosystemsChapter 7: Plate TectonicsChapter 8: Earthquakes and VolcanoesChapter 9: Clues to Earth's PastChapter 10: Geologic TimeChapter 11: The Sun-Earth-Moon SystemChapter 12: The Solar SystemChapter 13: Stars and GalaxiesChapter 14: Inside the AtomChapter 15: The Periodic TableChapter 16: Atomic Structure and Chemical BondsChapter 17: Chemical ReactionsChapter 18: Motion and MomentumChapter 19: Force and Newton's LawsChapter 20: Work and Simple MachinesChapter 21: Thermal EnergyChapter 22: ElectricityChapter 23: MagnetismChapter 24: Waves, Sound, and Light

Science Inquiry LabsSafety SymbolsSafety GuidelinesSI Reference SheetLaboratory EquipmentScience as InquiryActivity 1: It's a Small WorldActivity 2: Designing a Classification SystemActivity 3: Effects of Acid RainActivity 4: Growth Rings as Indicators of ClimateActivity 5: Radiation and Its Effects on SeedsActivity 6: Survival in Extreme ClimatesActivity 7: Upfolds and DownfoldsActivity 8: Making WavesActivity 9: A Trip Around the WorldActivity 10: Investigating DiatomiteActivity 11: Coal: What's My Rank?Activity 12: Tornado in a JarActivity 13: Identifying Metals and NonmetalsActivity 14: The Inside Story of PackagingActivity 15: Lenses that MagnifyActivity 16: Electrolytes and ConductivityActivity 17: Curds and WheyActivity 18: Cabbage ChemistryActivity 19: States of MatterActivity 20: Isotopes And Atomic Mass

Standardized Test PracticeChapter 1: The Nature of ScienceChapter 2: Traits and How They ChangeChapter 3: Interactions of Human SystemsChapter 4: Interactions of LifeChapter 5: The Nonliving EnvironmentChapter 6: EcosystemsChapter 7: Plate TectonicsChapter 8: Earthquakes and VolcanoesChapter 9: Clues to Earth's PastChapter 10: Geologic TimeChapter 11: The Sun-Earth-Moon SystemChapter 12: The Solar SystemChapter 13: Stars and GalaxiesChapter 14: Inside the AtomChapter 15: The Periodic TableChapter 16: Atomic Structure and Chemical BondsChapter 17: Chemical ReactionsChapter 18: Motion and MomentumChapter 19: Force and Newton's LawsChapter 20: Work and Simple MachinesChapter 21: Thermal EnergyChapter 22: ElectricityChapter 23: MagnetismChapter 24: Waves, Sound, and Light

Study Guide and ReinforcementChapter 1: The Nature of ScienceChapter 2: Traits and How They ChangeChapter 3: Interactions of Human SystemsChapter 4: Interactions of LifeChapter 5: The Nonliving EnvironmentChapter 6: EcosystemsChapter 7: Plate TectonicsChapter 8: Earthquakes and VolcanoesChapter 9: Clues to Earth's PastChapter 10: Geologic TimeChapter 11: The Sun-Earth-Moon SystemChapter 12: The Solar SystemChapter 13: Stars and GalaxiesChapter 14: Inside the AtomChapter 15: The Periodic TableChapter 16: Atomic Structure and Chemical BondsChapter 17: Chemical ReactionsChapter 18: Motion and MomentumChapter 19: Force and Newton's LawsChapter 20: Work and Simple MachinesChapter 21: Thermal EnergyChapter 22: ElectricityChapter 23: MagnetismChapter 24: Waves, Sound, and Light

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