Chapter 8 Resource: Earthquakes and Volcanoes

Transcription

Glencoe Science
Chapter Resources
Earthquakes and Volcanoes
Includes:
Reproducible Student Pages
ASSESSMENT
TRANSPARENCY ACTIVITIES
✔ Chapter Tests
✔ Section Focus Transparency Activities
✔ Chapter Review
✔ Teaching Transparency Activity
HANDS-ON ACTIVITIES
✔ Assessment Transparency Activity
✔ Lab Worksheets for each Student Edition Activity
Teacher Support and Planning
✔ Laboratory Activities
✔ Content Outline for Teaching
✔ Foldables–Reading and Study Skills activity sheet
✔ Spanish Resources
✔ Teacher Guide and Answers
MEETING INDIVIDUAL NEEDS
✔ Directed Reading for Content Mastery
✔ Directed Reading for Content Mastery in Spanish
✔ Reinforcement
✔ Enrichment
✔ Note-taking Worksheets
Glencoe Science
Photo Credits
Section Focus Transparency 1: Ken M. Johns/Photo Researchers
Section Focus Transparency 2: Prof. Sigurdur Thorarinsson/Univ. of Iceland
Section 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 condition
that such material be reproduced only for classroom use; be provided to students,
teachers, and families without charge; and be used solely in conjunction with the
Earthquakes and Volcanoes program. Any other reproduction, for use or sale, is
prohibited without prior written permission of the publisher.
Send all inquiries to:
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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
Reproducible Student Pages
■
Hands-On Activities
MiniLAB: Observing Deformation . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
MiniLAB: Try at Home Modeling an Eruption . . . . . . . . . . . . . . . . . . 4
Lab: Disruptive Eruptions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Lab: Seismic Waves . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Laboratory Activity 1: Wave Detecting . . . . . . . . . . . . . . . . . . . . . . . . . 9
Laboratory Activity 2: Volcanic Eruptions . . . . . . . . . . . . . . . . . . . . . 11
Foldables: Reading and Study Skills. . . . . . . . . . . . . . . . . . . . . . . . . . 15
■
Meeting Individual Needs
Extension and Intervention
Directed Reading for Content Mastery . . . . . . . . . . . . . . . . . . . . . . . 17
Directed Reading for Content Mastery in Spanish . . . . . . . . . . . . . . 21
Reinforcement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Enrichment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Note-taking Worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
■
Assessment
Chapter Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Chapter Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
■
Transparency Activities
Section Focus Transparency Activities . . . . . . . . . . . . . . . . . . . . . . . . 42
Teaching Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Assessment Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
1
Hands-On Activities
Hands-On
Activities
2 Earthquakes and Volcanoes
Date
Class
Hands-On Activities
Name
Observing Deformation
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 it
from opposite directions.
3. Hold another bar of taffy and pull it in opposite directions.
Analysis
1. Which of the procedures that you performed on the taffy involved applying tension? Which
involved applying compression?
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
2. Infer how to apply a shear stress to the third bar of taffy.
3
Name
Date
Class
Procedure
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.
Analysis
1. 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?
Hands-On Activities
Modeling an Eruption
Name
Date
Class
Hands-On Activities
Disruptive Eruptions
Lab Preview
Directions: 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 happen
that might resemble a cinder-cone volcanic eruption? Explain.
A volcano’s structure can influence how it erupts. Some volcanoes have only one
central 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 thin
fluid—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 Question
Procedure
What determines the explosiveness of a volcanic
eruption?
1. 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 fall
into the vinegar. Move a safe distance
away. Record your observations in the
Data and Observations section.
5. Clean out your film canister, and repeat the
lab, but this time cap the canister quickly
and tightly. Record your observations.
Materials
plastic film canisters
baking soda (NaHCO3)
vinegar (CH3COOH) teaspoon
50-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 of
the film canisters fly off due to the chemical reaction that occurs inside them. Never put anything
in your mouth while doing the experiment.
5
Name
Date
Class
(continued)
Table 1
Trial
Observations
1
2
Conclude and Apply
1. 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?
Communicating Your Data
Research three volcanic eruptions that have occurred in the past five years. Compare each
eruption to one of the eruption styles you modeled in this lab. Communicate to your
class what you learn.
Hands-On Activities
Data and Observations
Name
Date
Class
Hands-On Activities
Seismic Waves
Lab Preview
Directions: 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 and
move one end of the rope back and forth, you can send a wave through the
length of the rope. Hold a ruler at the edge of a table securely with one end of
it sticking out from the table’s edge. If you bend the ruler slightly and then
release it, what do you experience? How does what you see in the rope and
what you feel in the ruler relate to seismic waves?
Real-World Question
How do seismic waves differ?
Materials
coiled spring toy
yarn or string
metric 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
Procedure
1. 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 for
shorter springs).
4. Hold your end of the spring firmly. Make a
wave by having your partner snap the
spring from side to side quickly.
5. Record your observations and draw the
wave you and your partner made in the
data table.
6. Have your lab partner hold his or her end
of the spring firmly. Make a wave by
quickly pushing your end of the spring
toward your partner and bringing it back
to its original position.
7. Record your observations of the wave and
of the yarn or string and draw the wave in
the data table.
8. Have your lab partner hold his or her end
of the spring firmly. Move the spring off
of the table. Gently move your end of the
spring side to side while at the same time
moving it in a rolling motion, first up
and away and then down and toward
your partner.
9. Record your observations and draw the
wave in the data table.
7
Name
Date
Class
(continued)
Table 1
Comparing Seismic Waves
Observation
of Wave
Observation of
Yarn or String
Drawing
Wave Type
Conclude and Apply
1. Based on your observations, determine which of the waves that you and your partner have generated demonstrates a primary, or pressure, wave. Record in your data table and explain why you
chose the wave you did.
2. Do the same for the secondary, or shear wave, and for the surface wave. Explain why you chose
the wave you did.
3. Explain Based on your observations of wave motion, which of the waves that you and your
partner 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 waves
travel 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.
Communicating Your Data
Compare your conclusions with those of other students in your class. For more help,
refer to the Science Skill Handbook.
Hands-On Activities
Date
1
Laboratory
Activity
Class
Wave Detecting
Today, scientists use seismographs to observe and record seismic waves. Before the nineteenth
century, however, scientists used other types of instruments to study earthquakes. These instruments did not record seismic waves. Instead, they indicated the magnitude or direction of an
earthquake 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 earthquake
indicated the amount of shaking. In this lab, you will make a simple earthquake-detecting device
and determine how it is affected by seismic waves.
Strategy
You 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 pan
large ceramic or stainless steel bowl
pitcher of tap water
dropper
meterstick
textbook
paper towels
Procedure
1. 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 the
rim.
3. Using the dropper add water to the bowl
until the surface of the water arches above
the rim (Figure 1). This is your earthquake
detector.
4. Model an earthquake by having a partner
drop a textbook near the detector from a
height of 2 cm. Observe what happens to
the water in the bowl. Do waves appear?
Does water spill over? Record your
observation in the Data and Observations
section. Add more water to the bowl with
the dropper if any spills out. Then repeat
this step, switching roles with your partner.
5. Repeat step 4 several more times. Each
time, you should increase the height at
which 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.
Figure 1
Water
9
Hands-On Activities
Name
Name
Date
Class
Laboratory Activity 1 (continued)
Table 1
Trial
Height from Which
Book Is Dropped (cm)
Observations of
Earthquake Detector
1
2
3
4
Questions and Conclusions
1. 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 is
affected 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 seismic
waves?
Hands-On Activities
Date
2
Laboratory
Activity
Class
Volcanic Eruptions
Some volcanic eruptions consist of violent explosions of gases and tephra, while others involve
a relatively quiet flow of lava around a vent. The type of eruption that occurs depends on both the
composition of the magma and the amount of gas trapped in it. Thick magma that is rich in silica
tends to trap steam and other gases. The more gas in the magma, the greater the pressure that
builds up in the volcano. The tremendous pressure that builds in silica-rich magma is released
when 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 produces
basaltic lava that flows from a volcano in broad, flat layers. In this lab, you will model both
basaltic lava flows and explosive eruptions.
Strategy
You 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)
sponge
empty coffee can
marker
measuring cup
meterstick
plaster of paris
scissors
water
piece of thick cardboard (approximately 50 cm ✕ 50 cm)
1 lb. plastic margarine tubs (2)
textbooks
red, 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.
Procedure
Part A—Modeling Explosive Eruptions
1. Work in a group of five or six students. Put
on your apron and goggles, and cover your
work area with sheets of newspaper.
2. Inflate six of the balloons. Put less air in some
of the balloons than in others. You’ll need two
small balloons, two medium, and two large.
Leave the remaining balloons uninflated.
3. In the coffee can, combine 1 L of plaster
mix with 2 L of water. Stir the mixture
with a wooden stirrer until the mixture is
smooth. You should use a bit more water
than the directions on the box suggest.
Thinner plaster will be easier to work with.
4. Pour about one-third of the mixture into
each of the plastic tubs, leaving the final third
in the can. Add several drops of food coloring
to each container, and stir.
You should end up with three colors of plaster: red, green, and blue. Do this step as
quickly as possible since the plaster mix will
begin to harden.
5. Using paintbrushes, coat the entire surface of
each of the inflated balloons with a thin layer
of plaster. Paint the two small balloons blue,
the medium balloons green, and the large
balloons red. Using any color, paint a band
around the center of each of the empty balloons, leaving the ends unpainted (Figure 1).
Set the balloons on sheets of newspaper to
dry. If you spill any plaster while you are
painting, wipe it up with a damp sponge.
11
Hands-On Activities
Name
Name
Date
Class
Inflated
6. While the plaster is drying, skip to Part B
of the procedure.
7. To model the buildup of pressure inside
magma, try to inflate the empty balloons.
What do you observe? Record your observation in the Data and Observations section.
8. Spread newspapers on an open area of the
floor. With the marker, draw a large X on
the center of the paper. To model an
explosive eruption, take one of the small,
blue balloons and place it on the X. Pop
the balloon by stepping on it. Leave the
pieces of the plaster in place and pop the
second small balloon in the same way.
WARNING: Wear your safety goggles
throughout this experiment.
9. With the meterstick, measure the distance
from the X to the piece of plaster that
landed the farthest from it. This distance
represents the radius of the debris field.
Record this measurement in Table 1 the
Data and Observations section.
10. Repeat step 8 using the medium balloons.
Measure and record the distance from the
X to the piece of green plaster that landed
farthest from it.
11. Repeat step 8 using the large balloons.
Measure and record the distance from the
X to the piece of red plaster that landed
farthest from it.
Uninflated
Part B—Modeling Basaltic Lava Flows
1. Use the scissors to poke a hole near the
center of the piece of cardboard. Widen the
hole until it is just large enough for the cap
of a tube of toothpaste to fit through it.
2. Make two stacks of books and place the
cardboard on top of them so that the hole
is suspended about 30 cm above your work
surface (Figure 2).
3. Remove the cap from one of the tubes of
toothpaste. Stick the cap end of the tube
through the hole so that the tube is upright
and just the mouth is sticking out the top of
the cardboard. Model a basaltic lava flow by
slowly squeezing out the contents of the tube.
Figure 2
4. Measure the height and diameter of your
“lava” flow and record your measurements
in Table 2 in the Data and Observations
section.
5. To model additional eruptions, repeat steps
3 and 4 using the other two tubes of toothpaste to add to your “lava” flow.
6. Return to step 7 of Part A.
Hands-On Activities
Figure 1
Name
Date
Class
Hands-On Activities
What did you observe when you inflated the plaster-coated balloons?
Table 1
Balloon Size
Radius of Debris
Field (cm)
Small 1
Small 2
Medium 1
Medium 2
Large 1
Large 2
Table 2
Eruption
Diameter (cm)
Height (cm)
1
2
3
Questions and Conclusions
1. 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 the
force of an explosive volcanic eruption?
3. What type or types of volcano did you model in Part A? Explain your answer.
13
Name
Date
Class
5. a. In Part B, how did the layers of toothpaste accumulate? Did the second and third layers form
on 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 volcano
compared with lower layers?
6. How did the height of the volcano you modeled in Part B compare with its width? What type
of 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
4. What were you modeling when you inflated the plaster-coated balloons in step 7 of Part A?
Name
Date
Class
Hands-On Activities
Directions: Use this page to label your Foldable at the beginning of the chapter.
Volcanoes
Earthquakes
Both
a 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
15
Meeting Individual
Needs
Name
Date
Directed Reading for
Content Mastery
Class
Overview
Directions: Complete the concept map using the terms in the list below.
elastic limit
magma
elastic rebound
lava
tectonic plate
earthquakes
volcanoes
occur when
rocks within
Earth’s crust are
stressed past their
are related to
occur
when rising
3. ___________
boundaries
1.
4.
erupts through a
vent onto Earth’s
surface as
break and
undergo
2.
5.
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.
17
Locations of many
Name
Date
Content Mastery
Section 1
■
Class
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.
1
V
2
M
3
4
M
N
5
H
Q
6
7
L
R
9
1.
2.
3.
4.
5.
6.
7.
8.
9.
G
type of fault that may form when rocks are compressed
the measurement that describes how much energy an earthquake releases
the fastest type of seismic wave
on the Modified Mercalli scale, a measure of the amount of structural and
geologic damage an earthquake causes
kind of force that causes a strike-slip fault to form
type of seismic wave that causes the most damage
type of fault that may form when rocks are pulled apart
type of fault that may form when rocks slide past one another in opposite directions
instrument used to record seismic waves
10. what can happen when rocks pass their elastic limit, break, and snap back in
elastic rebound?
8
F
Name
Date
Content Mastery
Section 2
Section 3
Class
■
■
Volcanoes
Earthquakes,
Volcanoes, and Plate
Tectonics
Directions: Complete the following sentences using the terms listed below.
hot spot
shield
composite
tephra
1. ____________________ volcanoes such as the Soufriere Hills volcano often form
along 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 produce
basaltic lava.
5. ____________________ eruptions occur when very fluid magma oozes from
cracks 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, or
convergent.
A
7. A. ____________________
B
C
C. ____________________
B. ____________________
19
magma
fissure
Name
Date
Content Mastery
Class
Key Terms
Directions: Write the correct term from the list in the space provided next to each definition below.
fault
hot spot
shield volcano
epicenter
rift
tsunami
seismic safe
lava
seismograph
cinder cone volcano
seismic wave
focus
composite 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 first
occurs
5. small volcano formed from tephra
6. the surface of a break in a section of rock
8. steep-sided volcano formed from layers of lava and
tephra
9. point on Earth’s surface directly above the focus of an
earthquake
10. rising magma that may force its way through Earth’s
crust, not at a plate boundary
11. type of building structure that can withstand
earthquake vibrations
12. waves generated by an earthquake and measured using
the Richter scale
13. the instrument scientists use to record the
measurements in question 12
14. the height of the lines recorded on a seismograph, or
the amount of energy released by an earthquake
7. powerful sea wave caused by an earthquake
Nombre
Fecha
Lectura dirigida para
Dominio del contenido
Clase
Sinopsis
Terremotos y volcanes
Instrucciones: Completa el mapa de conceptos con los siguientes términos.
límite elástico
magma
rebote elástico
lava
placas tectónicas
terremotos
volcanes
está relacionada con
ocurre cuando las rocas
dentro de la corteza terrestre son presionadas más
allá de su
ocurre cuando
al elevarse el(la)
los límites entre
3. ___________
1.
4.
hace erupción a través
de una chimenea
hacia la superficie
terrestre como
y se quiebran y
experimentan
2.
5.
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.
21
Satisface las necesidades individuales
La ubicación de
muchos
Nombre
Fecha
Sección 1
Clase
■
Los terremotos
Instrucciones: Llena el crucigrama con el término que describe cada clave. Las letras en las cajas oscuras verticales deben darte la respuesta para la pregunta 10.
2
C
I
Z
M A G N
I
T
U D
L
L
A M
I
E
N
T
P
R
I
M A
R
I
A
S
U
P
E
R
F
I
C
I
E
N
V
E
R
S
A
A
A
N O R M A
L
A
F
O
A
3
4
D
E
5
I
6
7
S
I
S M O G R
8
9
1.
2.
3.
4.
5.
6.
7.
8.
T
R
A
N
E
N
O
I
N
T
S
I
D
A
S
F
O R M A
N
T
E
D
medida que describe la energía liberada por un terremoto
tipo de fuerza que forma las fallas transformantes
tipo más rápido de onda sísmica
tipo de onda sísmica que causa los peores daños
tipo de falla que puede formarse cuando las rocas son comprimidas
tipo de falla que puede formarse cuando las rocas son forzadas a separarse
instrumento que se usa para registrar las ondas sísmicas
en la escala modificada de Mercalli, medida de la cantidad de daño estructural y
geológico causado por un terremoto
9. tipo de falla que puede formarse cuando las rocas se deslizan una al lado de otra
en direcciones opuestas
10. Lo que puede suceder cuando las rocas sobrepasan su límite elástico, se
quiebran y vuelven a su sitio debido al rebote elástico.
22 Terremotos y volcanes
1
Nombre
Fecha
Clase
Sección 2
Sección 3
■
■
Los volcanes
Terremotos,
volcanes y
tectónica de placas
Instrucciones: Completa las oraciones usando los siguientes términos.
foco cálido
de escudo
compuestos
tefrita
1. Los volcanes ____________________, como las Colinas Soufriere, se forman frecuentemente sobre zonas de subducción.
2. Los trozos de roca o lava solidificada que caen por el aire después de una erupción 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
A
7. A. ____________________
transformante
convergente
B
C
C. ____________________
B. ____________________
23
magma
fisuras
Nombre
Fecha
Clase
Términos claves
Instrucciones: Para cada definición, escoge el término correcto y escríbelo en el espacio dado, a la izquierda de
su definición.
onda sísmica
foco
volcán compuesto
magnitud
1. volcán ancho con pendientes suaves
2. grieta larga que se forma cuando dos placas tectónicas se separan
3. magma que llega a la superficie de la Tierra
4. punto dentro de la Tierra en donde ocurre por
primera 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 y
tefrita
9. punto en la superficie de la Tierra directamente sobre
el foco de un terremoto
10. magma que se levanta y fuerza su paso a través de la
corteza terrestre, en lugar de pasar por un límite
entre placas
11. tipo de construcción que puede soportar las vibraciones de los terremotos
12. ondas generadas por un terremoto y que se miden
usando la escala Richter
13. instrumento que los científicos usan para registrar las
medidas de la pregunta 12
14. altura de las líneas que registra un sismógrafo, o cantidad de energía liberada por un terremoto
24 Terremotos y volcanes
falla
de dislocación
tsunami
foco cálido
segura contra sismos
lava
volcán de escudo
sismógrafo
epicentro
volcán de cono de carbonilla
Name
1
Date
Reinforcement
Class
Earthquakes
Directions: Write the term that matches each description below on the spaces provided. One or two letters have
been 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 ___ ___
4. e ___ ___ ___ ___ ___ ___ ___ ___ e
5. ___ ___ i ___ ___ ___ ___ ___ __
6. ___ ___ i ___ a ___ ___
___ ___ ___ ___
7. ___ ___ ___ f ___ c ___
___ ___ ___ ___
8. s ___ ___ ___ ___ ___ ___ ___ ___
___ ___ ___ ___
1.
2.
3.
4.
5.
6.
instrument that records seismic waves
seismic sea wave; becomes more dangerous as it gets closer to shore and can be very destructive
the point inside Earth where movement from an earthquake first occurs
vibrations caused by rocks breaking and moving as a result of a sudden release of energy
the point on the surface of Earth located directly above the earthquake focus
type of seismic wave that travels the fastest through rock material by causing rocks to vibrate in
the same direction as the waves
7. type of seismic wave that travels the slowest and causes most of the destruction
8. type of seismic wave that moves through rocks by causing rocks to vibrate at right angles to the
direction of the waves
9. A building able to stand up against an earthquake is considered to be
Directions: Complete the following table.
Description
Forces That Cause Fault
Type of Fault
Rocks are pulled apart
10.
13.
Rocks are sheared
11.
14.
Rocks are compressed
12.
15.
25
3. ___ ___ ___ ___ s
Name
2
Date
Reinforcement
Class
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
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 correct
description in the blank at the left.
Column II
Column I
11. pyroclastic flow
12. mudflows
13. lava
14. lava rich in silica
15. lava rich in iron and magnesium
16. tephra
a. magma when it reaches Earth’s
surface
b. ash, cinders, solidified lava
c. tends to flow easily
d. tends to be thicker and is more
resistant to flow
e. hot, glowing rock flows on
cushion of hot gases
f. often accompany eruptions,
and can be brought on by
heavy rain
4. sometimes erupts violently, forming a layer of tephra; sometimes a quieter eruption
forming a lava layer
Name
3
Date
Reinforcement
Class
Earthquakes, Volcanoes, and
Plate Tectonics
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.
A
B
C
7. transform boundary ______
8. convergent boundary ______
9. divergent boundary ______
27
Name
Enrichment
Class
The New Madrid Fault
Of all the states, California faces the highest
risk of earthquakes. This is due, in part, to a
major break in Earth’s crust that runs through
the state for approximately 1,050 km. This
fracture, the San Andreas Fault, was responsible for the killer San Francisco earthquake in
1906 and countless others since.
Earthquakes in Missouri
But a series of three earthquakes between
December 16, 1811, and February 7, 1812, took
place not in California, but in Missouri, along
a quake zone called the New Madrid Fault. All
three measured 8.0 on the Richter scale, making them the largest American earthquakes
ever. The quakes were so strong that tremors
were felt as far east as Boston and Washington,
D.C. Aftershocks continued for more than a
year. Besides devastating 7,800 to 13,000 km2
of land, the earthquake caused the Mississippi
River to reverse its direction temporarily and
begin to flow upstream. The earthquake also
caused the Mississippi to permanently change
its course and create new lakes and islands
where there hadn’t been any before.
The New Madrid Fault is 70 km wide, 300 km
long, and is located near New Madrid, Missouri.
It runs primarily through Missouri, Arkansas,
Kentucky, and Tennessee. If an earthquake happened, it could affect up to 17 states surrounding
the fault zone. For a long time, geologists thought
that a New Madrid earthquake was likely to
happen only every 1,000 years or so.
Earthquake Conference
Unfortunately, earthquakes can and do happen anytime, anywhere. Scientists are still unable
to predict them, so they’re constantly working on
ways to prepare for an earthquake and to minimize the damage to lives and property. In the fall
of 2000, representatives from 26 earthquakeprone states met at the first-ever National Earthquake Risk Management Conference. They
discussed, among other things, the New Madrid
Fault and the need to make people aware that
earthquakes don’t just happen in California.
Scientists predict that a New Madrid earthquake could result in $20 billion in damages.
With increased land development and urban
sprawl hitting all the communities located on
the New Madrid Fault, it’s likely the human
cost would be very high as well.
1. Where could you find information on earthquake preparedness? Is this something you and
your 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 buildings
in the area. Now scientists predict that a similar earthquake would cause damage from St. Louis
to 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.
1
Date
Name
Enrichment
Fire and Ice!
Iceland is a land of fire and ice. Volcanoes,
hot springs, and glaciers create a landscape of
hot and cold contrasts. Every now and then, an
earthquake shakes things up. The country is
located right over the spreading Mid-Atlantic
Ridge where the seafloor is tearing apart.
A Volcano Zone
Class
As the Earth’s plates move apart in a
spreading ridge, fissures form. A long fissure
zone with many shield volcanoes on its sides
runs right through the southeastern and
southwestern parts of Iceland. This zone is
about 70 kilometers long. This has created
many problems for the people of Iceland,
since the volcanic eruptions often cause a lot
of damage. Some cities have been damaged
because they were built near what were erroneously thought to be inactive volcanoes.
Because much of Iceland is under ice, many
small volcanic eruptions aren’t seen, but they
still melt a lot of water. The water is captured in
a caldera, the center region of a volcano, where
it then spills out every three to four years.
These water spills are called jökulhaups (yohkewl-owps) and can cause a great deal of
destruction.
Putting Volcanoes to Use
The people of Iceland have learned to live
with their volcanoes. Iceland is one of the
most effective countries of the world in
capturing the geothermal energy of Earth and
using it to make electricity. When water seeps
into the cracks of the fissures, it is superheated
by magma. The water turns to steam and
escapes through the top of the fissure as a
geyser. This high-temperature steam is used to
rotate turbine blades. In turn, the turbines
produce electricity for use by the people. More
than 70 percent of the homes in Iceland are
heated and lighted by geothermal energy.
Iceland is a model for other countries when
it comes to geothermal power. Geothermal
energy is environmentally clean and will
probably last a long time.
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?
29
2
Date
Name
Enrichment
Class
Coming Up: Island Under
Construction
Hawaii is a favorite vacation spot for people
all over the world. Many people enjoy its
beaches and pleasant weather. You can visit its
eight major islands: Nihau, Kauai, Oahu,
Molokai, Lanai, Maui, Kahoolawe, and Hawaii.
A New Island
There is another “island” that is fairly large,
but most people have never heard of it. It is
called Loihi, a Hawaiian word that means
“long.” However, you cannot make a reservation to stay at a hotel there, because Loihi is
beneath the ocean. It is about 20 miles from
the southeast coast of the island of Hawaii and
sits on the same hot spot as Mauna Loa and
Kilauea, two active Hawaiian volcanoes.
Like the other Hawaiian Islands, Loihi is
volcanic. But unlike most of the other islands,
it is still being formed. Currently, the island is
more than 3,000 m high. It has about 969 m
to go before it reaches sea level. If it keeps
growing at its current rate, it should become
visible above the surface of the ocean sometime in the next 10,000 to 100,000 years.
Scientists Discover Loihi
Loihi 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 relatively
young and active in 1970, when an expedition
of scientists went to investigate a swarm of
earthquakes that had occurred there. Swarm is
a term used to describe a large amount of
earthquake activity. Undersea photographs of
Loihi showed new-looking lava formations.
Actual samples of the lava had a glass-like
crust, which confirmed the lava was new. Keep
in mind that “new” in scientific, or geologic,
terms can mean as long as several hundred
years ago or as recently as yesterday.
Loihi Earthquakes
In the summer of 1996, the largest swarm of
earthquakes ever recorded for the islands
occurred at Loihi. About 4,000 earthquakes
shook the seamount during a two-month period
that summer. Once again, scientists went to Loihi
to study the situation. Diving down to the island
in a vessel called a submersible, they collected
samples of lava. By using radiometry to date the
lava, they found that the volcano had erupted at
least once, and possibly twice, that year.
Scientists have been monitoring Loihi using
devices such as a hydrophone, a microphone
that works underwater. The evidence the scientists are collecting shows that Loihi continues
to 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.
3
Date
Name
Date
Note-taking
Worksheet
Section 1
Class
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.
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 ________ compared
to 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 outward
from 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 the
waves are moving
b. ________________ waves—cause rock to vibrate at right angles to the direction the
waves 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 ________________ can
be 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
31
b. _____________ energy builds up in them.
Name
Date
Class
Note-taking Worksheet (continued)
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 movement
pushes 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 _______________.
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.
1. Many high-rise buildings stand on huge steel and rubber _______________.
Name
Date
Class
Note-taking Worksheet (continued)
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 between
plates
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 are
forced underneath less dense plates
3. Hot spots—large rising bodies of _________ force their way through Earth’s crust, not at
plate boundaries
C. Most _______________ occur where plates are colliding or moving apart.
33
Assessment
Assessment
Name
Date
Chapter
Review
Class
Part A. Vocabulary Review
Directions: Write the correct term in the spaces after each definition. Unscramble the boxed letters to answer
question 17.
1. wave that passes through Earth
1. ___ ___ ___ ___ ___ ___ ___
2. small, steep volcano with
a cone made of tephra
2.
3. vibrations that occur
when rocks break due to stress
3. ___ ___ ___ ___ ___ ___ ___ ___ ___
4. seismic sea wave
4. ___
5. magma that has
reached the surface of Earth
5.
6. number based on
seismic wave amplitude
6. ___ ___ ___ ___
___ ___ ___ ___ ___
___ ___ ___ ___
___ ___ ___
___ ___ ___ ___
___ ___ ___
8. structures that can
withstand earthquakes
8. ___ ___ ___ ___
9. bits of rock or
solidified lava dropped from the air
9. ___ ___
___ ___
___ ___ ___ ___
___ ___ ___ ___ ___
11. cone-shaped mountains
that spew out lava or gas
___ ___ ___
11. ___ ___ ___ ___ ___
Assessment
___ ___ ___
10. instrument used to record earthquakes 10. ___ ___ ___ ___ ___
12. break in Earth’s rocks caused by stress 12. ___
___
___ ___ ___ ___ ___
7. underground center of an earthquake 7. ___
___ ___
___ ___ ___
13. long crack where plates diverge
13. ___ ___ ___
14. large rising bodies of magma
not at plate boundaries
14. ___ ___ ___
___ ___
15. point on Earth’s surface
directly above the focus
15. ___ ___ ___
___ ___ ___ ___ ___
___ ___
16. volcano formed by gentle
eruptions of fluid lava
16. ___ ___ ___ ___ ___ ___
___ ___ ___ ___ ___ ___
17. The name of a type of volcano: _________________________________________________
35
Name
Date
Class
Chapter Review (continued)
Part B. Concept Review
Directions: 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.
Assessment
Directions: Use the following table to answer questions 9 and 10.
Distance from
Earthquake to
Town
Time Needed for
S-waves to
Reach Town
Time Needed for
P-waves to
Reach Town
Difference in
Time Between the
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
9. Why was the difference in time between the arrival of the P- and S-waves so much greater in
Town Y than in Town X?
10. Which town probably suffered the greatest earthquake damage? Why?
8. Name the three kinds of faults and describe each of them.
Transparency
Activities
41
Name
1
Date
Section Focus
Transparency Activity
Class
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 than
when it will strike?
The Richter scale was first used to rate the strength of earthquakes
in 1935. Since then, we’ve learned a great deal about the causes of
earthquakes, but predicting when an earthquake will strike remains
tricky.
Name
2
Date
Section Focus
Class
Does the stork bring
baby islands?
1. Looking at the photo, how did the island of Surtsey form?
2. What do volcanoes and earthquakes have in common?
In November of 1963, the Atlantic Ocean got a new island. The
island was named Surtsey after Sutur, a mythological fire god. The
new island was the result of a volcanic eruption very near Iceland.
3. What unique learning opportunities might scientists have on
Surtsey?
43
Name
3
Date
Section Focus
Class
Earth Shattering
1. What do you notice about the locations of the earthquakes shown
above?
2. What other geological activity is likely to follow a similar pattern?
3. Give an example of some geological activity that does not occur
along these boundaries.
The dots on this image show places where earthquakes have
occurred. The line of dots in the middle of the Atlantic Ocean is the
Mid-Atlantic Ridge. As you can see, the area is geologically very
active!
Name
Date
1
Teaching Transparency
Activity
Class
Seismic Waves
16
15
14
13
First S Wave
12
10
rve
u
eC
v
a
W
S
First P Wave
ve
r
u
C
ve
a
P-W
9
8
7
6
5
5 min
4
3
2
1
0
1,000
Travel Time (min)
11
2,000
3,000
4,000
Distance to Epicenter (km)
45
Name
Teaching Transparency Activity
Date
Class
(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-wave
arrives at the recording station two minutes ahead of the first S-wave.
Name
Date
Assessment
Class
Earthquakes and
Volcanoes
Directions: Carefully review the table and answer the following questions.
House
Location
Earthquakes
in Last 10
Years
A
Oregon
12
2.5
B
California
73
5.2
C
Illinois
0
0
D
Delaware
2
1.1
Average
Severity
1. According to the table, which location has earthquakes with an
average severity greater than 5.0?
AA
BB
CC
DD
2. The most likely cause of the earthquakes in California is ___.
F collision of the ocean and land
G vibrations from landslides
H effects of the weather
J faults in Earth’s crust
Earthquake Activity
3. According to the table, which house has had no earthquake
damage in the last ten years?
AA
BB
CC
DD
47

Chapter 8 Resource: Earthquakes and Volcanoes

Transcription

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