Transcript The Lithosphere - Lincoln County Schools

 Rocks
 Avalanches
 Volcanoes
 Impact on lithosphere of
 Earthquakes
 Plate tectonics
 weathering and erosion
 Landslides
mining, deforestation,
overgrazing, agriculture,
urbanization, and
conventional and
sustainable agriculture.
 Details of the rock cycle related to cycling of materials
 Formation and destruction of the three basic rock types
to the forces responsible
 Physical and chemical weathering
 Heat and pressure
 Depositon
 Foliation and bedding
 Forms of energy that drive the rock cycle
 Heat and mechanical (gravitational potential) energy
 Bellringer
 What are the three major types of rocks? How are
each type formed?
 Igneous – cooling of molten magma
 Sedimentary – weathering, erosion, deposition, and
lithification
 Metamorphic – heat and pressure
 www.sasinschool.com
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Type of Rock
Igneous
Sedimentary
Metamorphic
How is this rock
formed?
List three
1.
Examples:
2.
3.
1. How does the formation of extrusive igneous rock differ from that of
intrusive igneous rock?
2. Compare and contrast the composition of the three different kinds of
sedimentary rocks.
3. What are the characteristics of foliated and non-foliated metamorphic
rocks?

intrusive igneous rock  extrusive igneous rock –
- magma cools inside
rapid cooling of lava or
crust, magma enters or
melted rock on the
intrudes into other
earth’s surface
rock masses below the
earth’s surface forming
intrusive
- size of crystalline grains in igneous rock and is largely
determined by the cooling rate of the magma or lava
that formed the rock
•
Coarse grained – well developed
grains
crystalline
• Fine grained – rapid cooling causing small
•
•
•
crystalline grains
Porphyry – mixture of fine and coarse
grained
Glassy – crystals unable to form
Pumice – bubbles formed in rock due to
extreme rapid cooling which traps gases
 Basaltic – low silica
 Andesitic – intermediate levels of silica
 Rhyolitic – high silica
 Felsic – light colored with high silica content
 Mafic – dark colored, low silica content rich in Fe and
Mg
 Ultramafic – low silica and very high levels of FE and
Mg p. 108
 based on mineral composition and texture
Intrusions and Extrusions
http://www.minsocam.org/MSA/K12/rkcycle/igneousrks.htm
l
 Made of accumulations of various types of sediment
 Formed by lithification – compaction and cementation
 Clastic – pieces or fragments of minerals pressed or
cemented together
 Chemical – form from minerals that were once
dissolved in water
 Organic – form from remains of living things
 Formed by changing of one type of rock to another by
heat, pressure, and chemical processes
 Formed by existing igneous, sedimentary, or
metamorphic rocks
 Foliated – wavy layers and bands
 Unfoliated – nonbanded appearance
 Read text pages 443-463
 Chapter 5 Assessment p. 118 (1-16)
 Board game
 Instructions: Follow written instructions and Fill in
the geologists notes each time a player moves. Answer
questions on the back of the geologist notes.
 Weathering of rocks creates soil
 Sand
 Silt
 clay
 When rocks are broken down into smaller pieces
 Temperature and pressure
1. Mechanical (physical)
No change in composition of rock only size and shape
b. Causes
1. Temperature ex: frost wedging
2. Pressure ex: from overlying rock layer pressure
becomes reduced & exfoliation occurs ex: tree roots
a.
2.
Chemical
Rocks undergo changes in composition
b. Caused by
a.
1.
2.
3.
4.
Water ex: hydrolysis
Oxygen ex: oxidation
Carbon Dioxide ex: carbonic acid
Acids – ex: acid precipitation
 When the chemical composition changes
 Hydrolysis
 Oxidation
 Carbonic acid
 Acid rain
 Caused mainly by the oxidation of sulfur dioxide
 Acid rain has a pH below 5.6 on the pH scale
 Climate
 Rock type and composition
 Surface area
 Topography
 decaying of organisms
 How can water be an agent for physical weathering?
A. By absorbing gases from the atmosphere and ground
to chemically react with minerals
B. By seeping into the soil and dissolving the minerals
in rocks
C. By absorbing sulfur oxides and creating acid
precipitation
D. By seeping into the cracks of rocks and freezing
 Cracks in rocks widen as water in them freezes and
thaws. How does this affect the surface of the Earth?
A It reduces the rates of soil formation.
B It changes the chemical composition of the rocks.
C It exposes rocks to increased rates of erosion and
weathering.
D It limits the exposure of rocks to acid precipitation.
A. Erosion - process that transports Earth materials
from 1 place 2 another
B. Agents of Erosion
1.
2.
Wind
Water
a.
b.
Rill
gully
Glaciers
4. Gravity
5. Plants, animals, and humans
3.
 Water
 Wind
 Ice
 gravity
 Gravity pulls everything downhill.
 Examples: glaciers, mud, water
 Moving water
 Glaciers
 Wind
 gravity
 What are the agents of erosion?
 Weathering is the process of breaking down rocks and
erosion is the process of moving the material.
II.
III.
IV.
V.
VI.
VII.
The purpose of this lab is to determine the effects of
choose one (chemical weathering, wind erosion, or
water erosion.
Refer to your lab paper.
In your group create a materials list.
Give procedures in your notebook for your specific
lab
Collect data requested.
Was your hypothesis correct? Why or why not?
Chemical Weathering:
If vinegar is added to the limestone, then the limestone
will weather (more/less than when pure water was
added).
Water Erosion:
If the mountain is supported by a dam, then there will
be (more/less) water erosion.
Wind Erosion:
If pebbles are added to the surface of the sand, then
(more/less) sand will blow away.
 Which agent of erosion leads to the formation of sand
dunes?
A. Ice
B. Wind
C. Water
D. gravity
 Using a half hotdog sheet of paper, divide the paper
into three sections.
 Describe the three major soil horizons: A, B, and C
found in a soil profile. Use images to help you
remember. P. 169
 Weathering of rocks creates soil
 Sand
 Silt
 Clay
A. Define: weathered materials, humus, and overlying
bedrock (varies on location)
B. Composition
1.
2.
3.
Bedrock that weathered
Residual soil – above parent rock
Transported soil
What are soil horizons?
2. What causes leeching?
3. What is required for crops to grow?
4. What is silt made up of? When is soil called silt?
5. What do microorganisms produce?
6. Where can inceptisols be found?
7. Where are ultisoils found?
8. What are the types of water erosion? How do they occur?
9. What are methods farmers employ?
10. Who is the understanding of soil essential to?
1.
C. Profile – vertical sequence of soil layers
Soil Horizon
A – organic material and humus
B – sub soils enriched with clay materials
C – weathered parent material
D. Soil types: Polar, temperate, desert, & tropical
 Weathered rock
 humus –decayed organic
matter
 Residual soil remains on top of its parent bedrock
 Transported soil is moved to a new location by agents
of erosion
 Topsoil is located in horizon A
 Subsoil is located in horizon B
 Weathered rock is located in horizon C
 Texture
 Fertility
 color
Mollisols
Organically rich with lots Great plain region,
of humus
prairie regions
Oxisols
Red in color due to
leeching lots of iron
spodosols
High iron and aluminum, Cool or cool humid
horizon b rich in organic regions
material, most
chemically weathered
ultisols
Moist, acidic well
developed , red subsoil
vertisols
Fertile but hard to farm Alternating wet and dry
because of hard texture, season
deep with cracks
alfisols
Crops grow easily
Warm tropical regions
Warm humid climates
Under Forests and
grasslands, mild humid
climate
aridisols
Small amts of organic
material, sandy texture,
light colored
Dry and desert regions
entisols
Little development and
closely resemble parent
material
Found in recently
exposed surfaces like
flood plains and sand
hills
histisols
Acidic organic
Swamps, bogs and other
water saturated places
that don’t drain well.
inceptisols
Slightly developed soils
and young soils
Former flood plains and
stable land surfaces
Read text p. 443-463
• Bellringer 4/22
• What is the name Wegener gave to the
supercontinent or a single prehistoric
landmass? P. 444
• Proposed the hypothesis of continental drift in 1912
• A German scientist
• Wegener began to wonder how the continents were related
• Is it possible the continents were all connected at one time?
• Continents seemed to fit together – maybe they just split apart
• Continental Drift
• Hypothesis explaining movement of the continents
• Continents once formed a single land mass and about 200
million years ago began breaking up into smaller continents.
• Continents sit on lithospheric rock plates
• Plates float on asthenosphere
• Earth’s face changes as the plates continue to move
http://www.ucmp.berkeley.edu/geology/tectonics.html
• Continents as a single land mass
• Huge ocean that surrounded pangaea
•
•
•
•
Geological evidence
Fossils
Weather patterns
Similarities in Coastlines
• Fossil records
• Areas that were once connected have fossils of the same plants and
animals
• Mesosaurus – found in eastern South America and western Africa
Skeptics say this lizard-like creature could
have swam from Africa to South America….
NOPE! Mesosaurus was a FRESH water animal
• Geologic records
• Areas that were once connected
have rocks of the same age and
type
• Areas that were once
connected have mountain
chains that appear to match
up
• Wegner looked at
evidence of
ancient climates
and noticed that
some areas had
once been
covered with
glaciers
• Some of these
areas are now in
tropic regions
• Wegener’s hypothesis
was incomplete
• It did not explain what
force made the continents
move
• What forces cause continents to move?
• How could continents move without shattering?
• Shortly after Wegeners hypothesis was
rejected new technology helped map the
ocean floor.
• Mapping the Mid-Atlantic Ridge
• A mid-Atlantic ridge ran down the center of the
atlantic ocean between North/South America and
Africa/Europe
• A crack ran down the center of this ridge
• Dating the rocks
• The ocean floor was younger than the continental
rocks
• How weird…what was going on under the
water?
• What if that valley was a rift?
• Molten rock could well up through the crack
• Both sides of the rift pull away as the molten rock comes
through
• Magma cooled & hardened to form new rock
• Wegener’s Triumph
• If the ocean floor is moving, the continents could be moving
• The continents are moving an average of 5cm per year
•
•
•
•
Magma solidifies to form rock
Iron-rich minerals align with the earth’s magnetic field
Magnetic orientation becomes permanent
So, do all rocks have the same magnetic orientation?
So, do all rocks have the same magnetic orientation?
• Lining up with the magnetic field…
• But some rocks point south
• The earth’s magnetic field must have reversed itself!
• Magnetic patterns on the ocean floor helped prove that the
rift was pulling apart and the ocean floor was moving…
…So we really are moving!
• Technology that allowed for study:
• Sonar
• Magnetometer - detects changes in magnetic fields
• Ocean ridges – mountain chains
• Deep sea trenches – narrow elongated depression in sea floor
with steep sides
• Age of ocean rocks are younger than continental rock
• Ocean sediments are thinner than continental sediments
• Study of magnetic record
• Normal polarity – orientation of field is same as todays
• Force that causes continents to move
away from both sides of the ridges and be
replaced by rising magma that cooled to
form new rock on ocean floor.
Our Movin’ & Groovin’ Planet
• What theory states that new ocean crust is formed at ocean
ridges and destroyed at deep sea trenches?
Wegener’s Continental Drift
Hypothesis
+
Seafloor Spreading
Hypothesis
=
Theory of
Plate
Tectonics
• Theory of plate tectonics explains HOW and WHY continents
move
• oceanic crust – formed by materials on the ocean floor
• continental crust – makes up the continental landmasses
• Bellringer:
• What are three mechanisms that drive the
movement of the lithosphere? 460-462
• Mantle convection – transfer of thermal energy in unequally
heated matter
• Ridge push – weight of an elevated ridge pushes an oceanic
plate towards a subduction zone
• Gravity pull – weight of subducting plate helps pull the trailing
lithosphere into the subduction zone (slab pull)
• http://pubs.usgs.gov/publications/text/understanding.html#a
nchor5567033
• Bellringer : 4/23
• What are the two layers of the Earth’s crust? What are the two
types of the Earth’s crust? What are the characteristics of all
four? P. 525, 422, 450, and 8
• Lithosphere
• Asthenosphere
• Oceanic crust
• Continental crust
• Upper mantle
• Very hot, slowly flowing
“plastic” rock
Plates of the lithosphere float on the
asthenosphere
• About 30 plates known
• Changes in the earth’s crust can be seen along plate
boundaries.
• Three Types of Boundaries
• Divergent Boundary
• Convergent Boundary
• Transform Fault Boundary
• Divergent – two plates moving away from each other forming
a rift valley
• Convergent Boundaries – collision of one plate with another
due to seafloor spreading
• Transform fault boundary – two plates are grinding past each
other
• Formed by plates moving apart
• Found mostly along ocean floor but some are also on land
• Rift valleys
• Mid-Atlantic Ridge
• Formed when plates push together
• Responsible for major landforms such as mountains and
volcanoes
• Places where lithosphere crust is being push into the mantle are
called subduction zones
• Oceanic crust goes under
continental crust
• Subduction zone
• Forms oceanic trenches
• Forms volcanic
mountains
• Colliding edges crumple
• Produce mountain ranges
• Which structure can form as a result fo a divergent plate
boundary?
A. A continental volcanic arc, due to the collision of two plates
B. A continental mountain, due to the collision of two plates
C. A mid-ocean ridge, due to the separation of two plates
D. An ocean trench, due to the separation of two plates
• Ocean trench forms
when plate is subducted
• Forms island arcs
1.
2.
3.
4.
5.
What type of plate boundary collides?
What type of plate boundary divides?
What type of plate boundary slides?
What type of boundary forms volcanoes and mountains?
What type of boundary creates earthquakes?
I. Food Tectonics Lab
II. The purpose of this lab is to describe the
interactions between plate boundaries and
landforms they produce.
III. If the activities at the different plate boundaries
is simulated, then the land formations can be
determined.
IV. One large graham cracker, fruit roll up, cup of
water, frosting, wax paper, plastic knife or spoon
V. Refer to directions given.
VI.
1.
2.
3.
4.
VII.
1.
Data – Draw each of the 4 types of interactions between plates
oceanic plate divergence
continental-oceanic plate convergence
continental-continental plate convergence
continental-continental transform plate boundaries
Conclusion
What forms at each of the plate boundaries
a.
b.
c.
d.
2.
3.
4.
Divergent (oceanic –oceanic) plate boundaries p.535
Convergent (continental – oceanic) plate boundaries p.530
Convergent (continental-continental) plate boundaries p. 531
Transform plate boundaries p. 546
How did the Appalachian mountain ranges form? P. 532
What does subducted mean?
Was your hypothesis correct? Why or why not?
• Formed where plates
grind past one another
• Ocean trenches
• Mountain ranges
• Mid-ocean ridges
• How are these related to the theory of plate tectonics and
geologic time
• subduction zone – boundary where one plate moves
under another plate oceanic moves under continental
forming an ocean trench
• neither is subducted due to density of plates being
the same, instead they are crumpled and uplifted into
mountain ranges
• oceanic crust and oceanic crust, ocean trench is
formed, plate melts and forms an island arc
• Bellringer
• Which will most likely form when movement along a plate
boundary forces a landmass to be pulled apart?
• A volcanic island arc
• B continental mountains
• C continental rift
• D oceanic trench
Volcanoes
1. Volcanoes &
Plate Tectonics
2. Volcanic
Eruptions
3. Extraterrestrial
Volcanism
Volcanism
• Any activity that includes movement of magma
toward or onto the surface of the earth
– Pockets of magma grow due to melting of nearby rock
– Magma pushes upward because it is less dense than solid
rock
– Overlying rocks break and melt
– Magma pockets expand
– Magma’s got 2 go somewhere…
Volcanoes & Plate Tectonics
• What I want to be
able to do:
– Describe the formation
and movement of
magma
– Define volcanism
– List three locations
where volcanism
occurs
Factors that affect eruptions
• Magma composition
• Magma temperature
• Amount of dissolved gas
Viscosity
• a substance’s resistance to flow
– Ex: syrup is more viscous than water
– Heat affects viscosity
– As lava cools it becomes more viscous and moves
much slower
• Lava’s viscosity is determined by the silica
content
Volcanic Material
• Dissolved Gasses
– Gases trapped in magma cause explosive
reactions
• Carbon dioxide and water vapor
– Reduced pressure at the surface of the mantle
allows gases to be released suddenly
Volcanic Material
• Lava flows
– Speed of lava flow depends on
slope of land, channel or
spread out, type of lava, rate of
production
– Basaltic lava flows are fast 10300 meters/hour
– Rhyolitic lava is often too slow
to see
Volcanic Material
• Pyroclastic materials
– Large materials land close building a cone
• Lava bombs are extruded in basaltic lava
– Smaller material is carried by the wind
• Pyroclastic cloud
If I Were Magma, Where Would I
Come From?
• Temperature and pressure conditions need to
be just right
– The asthenosphere is a zone of the mantle with high
temperature and high pressures
– Rock in the asthenosphere is usually solid (like
plastic goo) because of the high pressure
• Magma forms in areas of lower pressure
because the rock can move faster and melt
Volcanic Cones
• Shield Cone
– Broad base
with gently
sloping sides
– Result from
quiet
eruptions
(lava flows)
– Layers of
basaltic lava
flow out and
harden to
build up the
cone
• Cinder Cone
– Very steep slope
– Less than a few
hundred meters high
– Made of solid
fragments ejected
from volcano
– Tephra ejected high
into air falls back to
Earth in a pile around
vent
• Composite Cone
– Layers from quiet
and explosive
eruptions
– Layers of lava
flows and ash
If I Were Magma, Where Would I Be?
• Most magma forms at
plate boundaries
– Subduction zones
• On the surface
– Magma that erupts onto
the surface is lava
• Vents
– Openings through which
magma flows onto surface
Bellringer
• Where are the three major volcano zones
located? P. 485 & 486
Major Volcano Zones
• Subduction Zones
• Mid-Ocean Ridges
• Hot Spots
Subduction Zones
• Where one plate moves under another plate
• Oceanic crust under continental crust
– Deep trench on ocean floor
– Subducting ocean crust forms magma
– Mountains along continent edge
• Ocean crust under ocean crust
– Subducting ocean crust forms magma
– Magma rising to the surface forms island arc
Mid-Ocean Ridges
• Greatest amount of magma comes to surface
where plates pull apart
• Magma rises to surface through rifts
• Lava forms new ocean floor
Hot Spots
• Areas of volcanism within plates
• Hot spots remain stationary, but lithospheric
plate moves
• Volcano on surface is eventually carried away
from the hot spot
What To Know About Volcanic
Eruptions
• What is the relationship between types of lava
and the force of eruption?
• What are the major types of tephra?
• What are the three main types of volcanic
cones?
• What events might signal that a volcano is
going to erupt?
Types of Lava
• Mafic
– Originates from oceanic crust
– Dark colored when hardened
– Contains lots of magnesium & iron
• Felsic
– Originates from continental crust
– Lighter color when hardened
– Contains lots of silica
Kinds of Eruptions
• Quiet eruption
– Mafic lava
• Very hot & very thin
• Gases do not get trapped
– Oceanic volcanoes
• Explosive eruption
– Felsic lava
• Cooler & thicker than mafic lava
• Large amounts of trapped gases
– Continental volcanoes
Why would lava with
lots of dissolved
gases produce a
more explosive
eruption?
Volcanic Rock Fragments
• Felsic lava explosions:
– Tephra = rock fragments ejected from volcano
– Volcanic ash = tephra particles smaller than 2mm in
diameter
– Volcanic dust = tephra particles smaller than 0.25mm in
diameter
– Lapilli = tephra particles smaller than 64mm in diameter
– Volcanic bombs = clots of lava thrown from volcano
– Volcanic blocks = solid rock blasted from fissure
Questions
• What is a lava bomb?
• What determines the viscosity of a substance?
• What is the material ejected from the
volcano?
Basaltic Lava
•
•
•
•
Lowest silica content
Least viscous
Least gas content
Least likely to form
pyroclastics
• Form sheild volcanoes,
plateaus, and cinder
cones
Andesitic Lava
• Intermediate silica
content
• Intermediate viscosity
• Intermediate tendency
to form pyroclastics
• Forms composite
cones
Rhyolitic lava
•
•
•
•
•
Most silica (70%)
Greatest viscosity
Most gas content
Most likely to form pyroclastic material
Forms volcanic domes and Pyroclastic
flows
Questions????
• What are the 3 types of volcanoes?
• What are the three materials produced by a
volcano?
• Why did the dinosaurs go extinct?
Dangers from composite cones
• Pyroclastic flows of hot gases, glowing ash,
and large rock fragments can rush down
slopes at 120 mph
• Mud flows called lahars form when large
amounts of snow and ice melt and flow down
stream channels
Volcanic landforms
• Caldera
– A large
depression
in the
volcano
Volcanic Landforms
• Necks and
Pipes
– Pipes
connecting
magma
chamber to
the surface
Volcanic Landforms
• Lava Plateaus
– Lava coming
through
fissures or
cracks forms a
large flat
plateau rather
than a cone
???????????????????????????????
• How does magma form?
• What are the three zones of Volcanism?
volcanism
• any activity that includes the movement of
magma toward or onto the surface of the
earth.
magma
• liquid rock formed by the melting of solid rock
in the asthenosphere
• Affected by
Temperature
Pressure
Water
Types of Magma
• Form three major types of extrusive igneous
rock (basalt, andesite, and granite)
– Andesitic Magma – silica content between
extremes
– Basaltic Magma – low silica content
– Rhyolitic – high silica content
Viscosity – internal resistance to flow
• Depends on temperature and composition
• High in silica causes it to have a higher
viscosity (moves slower)
Igneous
Melting and
crystallization
Weathering,
erosion, deposition,
burial, cementation
Metamorphic
Sedimentary
Heat and
temperature,
recrystallization
Drawing
Intrusive Activity
• Plutons – intrusive igneous rock bodies
– Batholiths – largest, irregularly shaped masses of
coarse-grained igneous rocks, many composed
primarily of granite, ex: Coast Range Batholith in
Columbia
– Stocks – irregularly shaped, like batholiths but
smaller
• Laccoliths – upward bow of rock from heat
and pressure of magma body
– Mushroom shaped pluton, small, Ex: black hills of
South Dakota, the Henry Mts of Utah, Judith mt.
of Montana
• Sills – magma that intrudes parallel to rock
layers
• Dikes – pluton that cuts across preexisting
rock
Types of Volcanoes
• Shield – broad gentle sloping sides with nearly
circular base - nonexplosive
• Cinder cone – small with steep sides formed
from materials ejected high into air
• Composite – larger than cinder -cone and
dangerous layers of volcanic fragments
alternate with lava
Why Volcanoes Form
Locate volcanoes and relate to plate
boundaries
• Volcanic effects on lithosphere
– Convergent, divergent and transform boundaries
– Lahar (mud) flows and ash in atmosphere
Textbook pages 492-493 (1-21)
Earthquakes
• Vibration of the
earth
• Caused by
slippage along a
break in earths
crust
Elastic Rebound Theory
• Theory used by geologists
to explain earthquakes
• Rocks on either side of a
fault want to slowly move
• Stress increases until rocks
fracture
• Rocks rebound to their
original shape (or
something close)
The results of stress
Major cause of folding and faulting is
the high pressures and temperatures
in the crust.
Bellringer
•
•
•
•
Describe the three types of stress.
Tension – pulls apart or lengthens
Compression – pushes together or shortens
Shear – twists or distorts
folding
• rock responses to stress by becoming
permanently deformed without breaking
3 types of folds:
• anticline – upcurved folds in layers (when
folds are large they form a ridge)
• monocline – gently dipping bends in
horizontal rock layers
• syncline – downcurved folds in layers ( when
folds are large they form a valley)
Bellringer
• What is the definition of folding and what are
the three types of folding?
terms
• faulting – break in rock where there is
movement
• fault plane – surface of a fault
• hanging wall – rocks above the normal fault
plane occur along divergent boundaries
• footwall – rocks below the fault plane
3 types of faulting:
• normal fault – caused by horizontal tension
results in extension of crust
Normal fault
3 types of faulting:
• reverse fault – fractures form from horizontal
compression results in shortening of crust
involved
– thrust fault – special type of reverse fault where
fault plane is at a low angle or nearly horizontal
Reverse
Reverse fault
3 types of faulting:
• strike-slip fault – caused by horizontal sheer results
in horizontal movement offsetting features that
were originally continuous along the fault.
Strike Slip Fault
Model of Three Faults Lab
• Normal
• Thrust
• Strike Slip
Faults
• Fracture in the earths crust where
earthquakes occur
– Normal Fault
• Forces pull apart
– Reverse Fault
• Forces push together
– Strike-Slip or Transform Fault
• Forces push opposite directions
Earthquake Origin
• The focus is where energy is released in lithosphere.
• The Epicenter is
located on the
earth surface
directly above
the focus
Earthquakes
• Foreshocks happen before the major
earthquake.
– Can happen days or even years in advance
• Aftershocks happen after the major
earthquake.
– Can destroy buildings weakened by the original
earthquake.
Measuring an earthquake
• Seismic waves radiate outward in all directions
from the focus
• 90% of continental earthquakes of a shallow
focus
– Shallow-focus = within 70km of surface
– Intermediate focus = from 70km to 300km
– Deep-focus = from 300km to 650km
• Why do earthquakes NOT occur deeper than
650km????
Major Earthquake Zones
• Most earthquakes occur on or near the edges
of plates
• Pacific Ring of Fire
– West coasts of North & South America
– East coast of Asia
– Western Pacific islands of Phillipines, Indonesia,
New Guinea, & New Zealand
• Mid-ocean Ridges
• Eurasian-Melanesian Mountain Belt
Review
1. What theory do geologists use to explain
earthquakes?
2. What is the difference between focus and
epicenter?
3. What causes more damage, an earthquake with a
shallow focus or an earthquake with a deep focus?
4. Why do earthquakes not generate beyond 650km
underground?
How do you locate an earthquake?
• Epicenter located by
analyzing difference in
arrival times of P
waves and S waves
• Need information from
at least 3 seismograph
stations
Lets look at an example
Recording Earthquakes
• Geologists use seismograph to detect and
record seismic waves
• Seismograph consists of 3 parts
– One records vertical movement of the ground
– One records horizontal motion in east-west
– One records horizontal motion in north-south
Lets look at an example
Seismic Waves – Seismic Puzzle
• Primary Waves (P waves)
–
–
–
–
Fastest
First to be released causing rock to move back and forth
Travel through solids and liquids
Compression waves
• Secondary Waves (S waves)
–
–
–
–
Travel through solids
Movement of rock particles is at a right angle to wave
Cannot be detected on side of earth opposite epicenter
Shear waves
• Surface Waves (L waves)
– Slowest side to side and up and down movement
– Most destructive
Types of Seismic Waves:
• Primary waves – (P waves) move the fastest are the first
recorded by seismograph, causes rock particles to move back
and forth as it passes
• Secondary waves – (S waves) second waves recorded on
seismograph movement of rock particles at right angles to the
direction of the wave
• Surface waves – cause side to side and up and down
movement
• When P and S waves reach earth’s surface energy is converted
to L waves.
– Cause the greatest damage
Types of Seismic Waves:
• Primary waves – (P waves) move the fastest are the first
recorded by seismograph, causes rock particles to move back
and forth as it passes
• Secondary waves – (S waves) second waves recorded on
seismograph movement of rock particles at right angles to the
direction of the wave
• Surface waves – cause side to side and up and down
movement
• When P and S waves reach earth’s surface energy is converted
to L waves.
– Cause the greatest damage
Bellringer NCFE 2013-2014 #9
• Scientists are studying a graph showing the
time differences between the seismic P-waves
and the seismic S-waves as they travel through
Earth. Which information can they learn from
the graph?
A. The magnitude of an earthquake
B. The duration of an earthquake
C. The epicenter of an earthquake
D. The intensity of an earthquake
• Richter scale – expresses magnitude of quake
• Magnitude – measure of energy released by a quake
• microquakes – not felt by people magnitude of less
than 2.5
• Mercalli scale – expresses the intensity of an quake
• intensity - the amount of damage quake causes
I. Slinky Lab
II. The purpose of this lab is to compare
Primary and Secondary waves of an
Earthquake.
III. If p waves and s waves are simulated, then
the _______ wave will move faster.
IV. Slinky, stopwatch
V. Given on Separate sheet
VI. Student Sheet to be completed.
Comparing Transverse and
Compression Waves
• Compressional
(Longitudinal) – P waves
• Shear (Transverse) – S
waves (move through
solids but not liquids or
gases
I. Slinky Lab
II. The purpose of this lab is to compare
Primary and Secondary waves of an
Earthquake.
III. If p waves and s waves are simulated, then
the _______ wave will move faster.
IV. Slinky, stopwatch
V. Given on Separate sheet
VI. Student Sheet to be completed.
Comparing Transverse and
Compression Waves
• Compressional
(Longitudinal) – P waves
• Shear (Transverse) – S
waves (move through
solids but not liquids or
gases
• http://earthquake.usgs.gov/eqcenter/recente
qsww/Quakes/quakes_all.php
• http://www.ciese.org/curriculum/musicalplat
es3/images/plates.jpg
Measuring Earthquakes
• Magnitude
– Richter Scale (from 0 to 10)
– Largest earthquake recorded was a 9.2
<2.0 generally not felt
2.0-2.9 perceptible
3.0-3.9 rarely felt
4.0-4.9 can be felt strongly
5.0-5.9 can be damaging shocks
6.0-6.9 destructive in populous regions
7.0-7.9 Major earthquakes; inflict major damage
>8.0 Great earthquakes, destroy communities near
epicenter
Bellringer NCFE 2013-2014 # 8
Which would produce the most severe
earthquake damage along the surface of Earth?
A. An earthquake with a deep focus and a
magnitude of 2.5
B. An earthquake with a shallow focus and
magnitude of 2.5
C. An earthquake with a deep focus and
amagnitude of 4.5
D. An earthquake with a shallow focus and a
magnitude of 4.5
How do processes change sea level
over time –long and short
• Infer the effects on landforms such as
shorelines and barrier islands
San Andreas Fault Activity
• San Andreas Fault Video
Stress causes Strain
• Stress – forces per unit area acting on a
material
– Compression
– Tension
– Shear
• Strain – deformation of material caused by
stress
• Elastic or ductile
• focus – area along a fault where slippage first
occurs and origin of earthquake and waves
• epicenter – the point on earth directly above
the focus
• As distance from epicenter increases the
intensity decreases.
Three major earthquake zones:
• Pacific Ring of Fire (Pacific Oceanic Chain)
• Mid-ocean ridges
• Euroasian-Melanesian mountain belt
• fault zones – groups of interconnected faults
at some plate boundaries
• seismograph – instrument used to detect and
record seismic waves
Anatomy of an earthquake p. 494-515
•
•
•
•
Epicenter
Focal point
Relate to plate boundaries
Release of energy of various types of quakes
relates to magnitude, and P and S waves.
Bellringer
• Describe the three types of waves produced
by an earthquake. P. 498
Ways of predicting quakes:
• Locating and mapping faults using instruments
to measure changes in the rock movement
• seismic gaps – a place where the fault is
locked and unable to move
• Slight tilting of the ground before a quake and
changes in magnetic field
• Decrease in speed of local P waves then
increase to normal
Determining the epicenter
• Location of three seismic stations are plotted
Earthquake Hazards
•
•
•
•
structural failure
Land and soil failure
Fault scarps
tsunami
Geohazards to protect from:
•
•
•
•
•
•
•
Meteorological hazards
Landslides
Earthquakes
Tsunamis
Sinkholes
Groundwater pollution
flooding
• Tsunami – earthquake with an epicenter on
the ocean floor causing a giant ocean wave
Major events in the geologic history of
NC and the southeastern US
Current geologic landforms developed such as
Appalachian Mountains, fall zone, shorelines,
barrier islands, valleys river basins, etc. using
the geologic time scale.
Predict the location of volcanoes,
earthquakes, and faults based on information
contained in a variety of maps
• Infer location of volcanoes, earthquakes and
faults (strike-slip, reverse and normal) from
– Soil
– Geologic and topographic map studies
– Relate fault location/type to plate boundaries
– Make predictions based on data gathered over
time in conjunction with various maps
Bellringer
• What forms at each of the following
boundaries? P. 456-458
– Continental- Continental convergent
– Continental-oceanic convergent
– Oceanic-oceanic convergent
– Transform
Cookie Mining Activity
• Renewable resources – air, sun, soil, water, C,
N, and P (recycle naturally)
• Nonrenewable resources – fossil fuels,
diamonds, gold, silver (long time to make)
• Read text p. 663
Bellringer:
1)
Name 1 renewable resource and 1 Nonrenewable
resource. P. 656 - 657
2) What is the difference between traditional and
alternative energy? P. 684 - 697
Warm UP! (answers)
1) Renewable- Plants, Trees, Animals, Water.
As long as they are not over used or made unusable to
humans.
Nonrenewable- Oil, Coal, Gold, Natural Gas.
2) Traditional- The burning of fossil fuels to produce
energy.
Alternative- The creation of energy in ways that does
not burn fossil fuels and avoids negative affects to the
planet.
Explain consequences of human activities on the lithosphere (such as
mining, deforestation, agriculture, overgrazing, urbanization, and land
use) past and present p. 659-663
 Ways to mitigate detrimental human impacts on the
lithosphere and maximize sustainable use of natural
resources
 Effects of human activity on shorelines, especially in
development and artificial stabilization efforts
 Human affects on Mountainsides, especially in
development and artificial stabilization efforts
Consequences of human activities on the
lithosphere
Cookie Mining Lab
Mining
the extraction of valuable minerals or
other geological materials from the earth.
Deforestation
the removal of a forest or stand of trees where the land
is converted to a non-forest use. Examples include
conversion of forestland to farms, ranches, or urban
use.
 How would the removal of trees and other vegetation




impact an environment?
A. By increasing oxygen production
B. By increasing soil formation
C. By increasing transpiration
D by increasing erosion
Agriculture
( farming) is the cultivation
of animals, plants, fungi and other life forms
for food, fiber, and other products used to sustain life.
Overgrazing
when plants are exposed to intensive grazing for long
periods of time, or without enough recovery time.
-caused by either livestock in poorly
managed agricultural applications, or by
overpopulations of native or non-native wild animals.
Urbanization
the physical growth of urban areas as a result of global
change.
 How can urbanization affect a local area?
 A It can increase the number of invasive species in an
area.
 B It can decrease the risk of water pollution in an area.
 C It can increase the risk of flooding in an area.
 D It can decrease the need for natural resources in an
area.
MAKING NEWS!
 In the groups I assign, you will research a topic about a
human impact on Earths surface.
 Using the information in your notes and Text Book,
your group will create a 2 minute News Story to
present to the class in a live studio recording!
Information you MUST include in your news
story..
 A description of the activity you are researching.
(Deforestation, Agriculture, overgrazing, urbanization,
or mining)
 Why it occurs.
 Most importantly: The impact this activity has on the
lithosphere.
 Keep it fun, exciting, and informative!
(Why would someone be interested in watching your
news report?)
Topics and text pages
 Deforestation - 720, 377,380,437,664
 Agriculture – 172-173, 718-719
 Overgrazing – 172-173, 718-720
 Urbanization – 721-723
 Mining- text pages 89-90, 586-587, 663, 716-718
Effects of Mining
 Landscape changes that result in:
 Biodiversity loss
 Rapid erosion
 Water pollution from toxic metals released
 Loss of vegetation
Effects of Agriculture
 Accumulation of pesticides, insecticides, and
fertilizers
 Erosion of topsoil
 Strip soil of vital minerals
Effects of deforestation:
 Soil erosion
 Soil infertility
 Loss of biodiversity
 Increase in surface albedo (sun reflected from Earth’s
surface)
 Increase in CO2 levels
 Change and reduction in precipitation patterns
 Increase in global surface temperatures
- Activity: simple demonstration of surface erosion
Effects of Urbanization
 High levels of erosion and sedimentation in river
 Heat islands
 Pollution of soil by leaking of gas tanks and other
chemicals
Effects of Overgrazing
 loss of biodiversity
 irreversible loss of topsoil
 desertification
 increase of turbidity in surface waters
 increased flooding frequency/intensity.
Effects of human activities on
 Shorelines
 Mountainsides
Deforestation
 How would you feel if a big corporation cleared the land down the
street from you and built a factory? The factory created a great
deal of smog and noise 24 hours a day while workers and
deliveries added lots of extra traffic noise. And then, as the
factory became more successful, the clearing and building
expanded, to come closer to you. The community lost
it’scommunity garden and the ball field that the neighborhood
kids used to play in is now a parking lot…and now they are telling
your parents that you will have to move out as they are planning
to expand again. What reactions would you have? Which of your
constitutional rights (Democratic Principles) would be
violated? Where would you turn for help? Pose the above
questions to the class. After several minutes of think time, ask the
learners to share their reactions. This is what happened to the
Native American People of North America and is currently
happening to the indigenous people of the Rainforest.
Bellringer
 What is a Heat Island and where does it occur? P.368
Critique conventional and sustainable agriculture and aquaculture
practices in terms of their environmental impact. P. 690-703
 Economic and environmental impacts
 Judge potential impact of sustainable techniques on
environmental quality
 Include magnitude, duration and frequency
NCES Standard 2.2
Created Fall 2012
 Destroying natural areas can reduce the beauty of an
area and have a potential economic impact.
 Rapid development can result in very high levels of
erosion and sedimentation in river channels.
 Pollution of soils is possible by leaking gas tanks and
other chemicals.
 Cutting down all the trees in an area loosens the soil
and makes it very easy for extreme erosion to occur.
 One solution is replanting and a system of harvesting
that thins out the area.
 In Wake County, solid
household wastes that cannot
be recycled are buried in
landfills.
 If there are hazardous
chemicals that leak or heavy
metals, it is possible that the
soil can be contaminated even
though the landfill is lined.
 Agriculture takes space.
 Use of chemical pesticides, insecticides and fertilizers
can contaminate soil and affect soil fertility.
 Organic fertilizers are better.
 Planting the same crop over and over can strip vital
minerals out of the soil.
 Crop rotation can help.
 Overgrazing is the removal of excessive amounts of
plant growth by animals in one area. This accelerates
erosion and strips away topsoil, resulting in no plants
able to grow.
 Rotate animals among pastures.
Overgrazing by sheep in
Patagonia, Chile has lead to
major erosion.
 People require minerals to live, but people also have
wants that require minerals.
 Underground mining requires digging out large areas,
increasing the risk for sinkholes and cave ins.
 Strip mining destroys the environment.
 Mine operators are required to perform reclamation
after finishing with the mining site. This means they
must put the land back together and restore it to its
original condition.
 Peat is an accumulation of partially decayed vegetation.
Eventually, peat can turn into coal.
 Peat can be burned for fuel.
 Advantages
low sulphur content
minimal mercury content
low ash content energy
values equivalent to coal less expensive than oil and natural
gas and price competitive with other biofuels
 minor engineering retrofit needed when substituted for, or
blended with, coal




 Since peat forms nearer to the surface, it requires less
digging.
 Oil and Natural Gas are nonrenewable resources that
will eventually run out.
 Drilling can cause the lithosphere to be disturbed. It
can cause earthquakes.
 Soil and groundwater can be contaminated.
 Fracking: a process where pressurized chemicals and
water are injected into the ground enabling access to
natural gas.
 Fracking is a hot political topic because it probably
contaminates groundwater.
 NC is well known for its beaches and Outer Banks. As
more and more people retire, there is more
development on our coast.
 Removal of vegetation at the coast can cause serious
erosion. The plants help hold the sand in place.
 Man made erosion control, like sandbags, can make
erosion worse downshore.
 Erosion causes houses to be condemned and
potentially fall into the ocean.
This house is on our coast and was used in the
Nicholas Sparks’ movie “Nights in Rodanthe”.
Notice how the water is coming up under the house
and it is in danger of falling in the sea.
The area around the Cape
Hatteras Lighthouse
experienced extreme erosion,
so it was moved about a ½
mile inland.
 Why is sea level rising?
 How do oysters prevent damage from rising sea level?
 What is the 'Goldilocks' condition for oyster reefs?
 What do oysters eat?
 How fast do oysters grow?
 Should governments pay people to restore oyster reefs?
 What are 4 ways humans impact beach environments?
Explain the negative impact of each.
 Nourishment and reprofiling – lower number of
biodiversity of animals
 Mechanical beach cleaning – disrupts natural ecological
processes and mofifies
 Blasting away rock to build
roads
 Erosion by building houses
and other buildings
 Remove tops of mountains
for mining
 Logging forests
Agriculture
In NC
North Carolina Farm Facts
• Farms in North Carolina - 52,400+
• Land in Farms - 8,600,000 acres +
• Average size of Farm - 164 acres +
• Farm Real Estate Value per Acre - $4,470 +
• Realized Net Farm Income - $3,336,952,000 ++
• Net Income per Farm - $45,532 ++
• Value of Agricultural Exports - $2,743,800,000 +++
•
+2010 Estimates, ++2007 Census of Agriculture +++ ERS
Field Crops
• Tobacco - major cash crop in NC
• Cotton - once "king" in North Carolina. Insect
problems and the increase of synthetic fibers
contributed to the decline of cotton.
• Soybeans became an important crop in North
Carolina with the increased demand for biofuels
• Corn has been produced in most of North
Carolina throughout history.
• peanut farmers produce some of the best
peanuts in the world. Most of North Carolina's
peanuts are consumed "out-of-hand," as cocktail
peanuts
• wheat produced in North Carolina is winter
wheat. Unlike most crops, wheat is planted in the
fall and harvested in June. This allows farmers to
plant another crop on the same acreage after the
wheat has been harvested.
Livestock
• Hogs & pigs have historically been an
important part of North Carolina agriculture.
North Carolina leads the country in this
structural shift towards larger size farms.
• Cattle & calves on farms has remained
relatively stable throughout time. The
northern mountain and northern piedmont
counties have traditionally raised the most
cattle.
Poultry
• With the ever increasing demand for chicken,
the broiler industry continues to expand.
• North Carolina remains a leading state in the
production of turkeys. Turkey production
continues to be concentrated in the southern
piedmont and coastal regions of the State.
• The state ranking for table egg production has
fluctuated
Nursery & Greenhouse
• Another part of the diversified agriculture in
North Carolina.
• There are a large number of acres devoted to
Christmas tree production in North Carolina,
with the Fraser Fir being the most popular
species produced
Fruits & Vegetables
• North Carolina produces a significant amount
of Sweet Potatoes, cucumbers for pickles, lima
beans, turnip greens, collard greens, mustard
greens, strawberry, bell peppers, blueberries,
chile peppers, fresh market cucumbers, snap
beans, cabbage, eggplant, watermelons,
pecans, peaches, squash, apple, sweet corn,
tomatoes, and grapes for millions of people in
the United States and numerous other
countries.
Lincoln county
Aquaculture
• As North Carolina farmers continue to
diversify, aquaculture is an area that has
provided opportunities.
• North Carolina has become a major producer
of trout and catfish.
• With increasing recognition that fish is a
healthy food for consumers, the increase in
demand has allowed aquaculture to be
another diverse agriculture crop.
Aquaculture
• commercial growth growing of fish, mollusk,
crustaceans, frogs, and alligators
• fish have a higher percentage of edible meat
(up to 85%)
• up to 6000 pounds fish can be raised on one
acre
Reasons for aquaculture
• many advantages over other agricultural
animals
• 9lbs. Feed for 1lbs. Of gain for steer
• 2lbs. Feed for 1lbs. Of gain a fish
• fish are ectothermic (cold-blooded)
• this means less energy goes into maintaining a
constant body temp
Change over the years
• Agriculture has changed dramatically,
especially since the end of World War II. Food
and fiber productivity soared due to new
technologies, mechanization, increased
chemical use, specialization and government
policies that favored maximizing production.
These changes allowed fewer farmers with
reduced labor demands to produce the
majority of the food and fiber in the U.S.
Sustainable farming
• Sustainable agriculture
integrates three main
goals--environmental
health, economic
profitability, and social
and economic equity.
A variety of
philosophies, policies
and practices have
contributed to these
goals.
Why Sustainable Agriculture?
• Environmental Damage
• Animal conditions
• Human health
Farming and Natural Resources
• Water
– Water supply and use
– Water quality
 Wildlife
 Energy
 Air
 Soil
Farm as an Ecosystem: Energy Flow
• Energy flow = pathway of sunlight through a
biological system.
• In relation to the farm, energy capture is enhanced by
maximizing the leaf area available for photosynthesis
and by cycling the stored energy through the food
chain.
• We make money in farming by capturing sunlight – in
essence, we are farming the sun (and the soil).
Farm as an Ecosystem: Water Cycle
• An effective water cycle includes:
– no soil erosion
– fast water entry into the soil
– soil’s ability to store water.
• adding to ground cover and soil organic matter
enhances the natural water cycle.
• Effective water use on the farm results in:
–
–
–
–
–
–
low surface runoff
low soil surface evaporation
low drought incidence
low flood incidence
high transpiration by plants
high seepage of water to underground reservoirs
Soil Fertility: Cover Crops
 Cover Crops
– Cover crops improve the soil’s physical properties
with carbon and nitrogen cycling.
– Reduce erosion and attract beneficial bugs.
• Composts
– beneficial to build soil organic matter, add
nutrients to the soil and retain water.
• Crop Rotation
– Break weed and pest cycles
– Rotate crops to maximize use of nutrient inputs
and distribute nutrient demand placed on soil.
– Intercropping is the growing of two or more crops
in proximity to promote interaction between
them.
Ecological Pest Management
• Intercropping, diversity
and cover cropping
• Crop rotation
• Use of resistant varieties
• Biological controls
• Organic chemical controls
• Physical controls
• Integrated Pest Management (IPM)
Farm as an Ecosystem: Biodiversity
• A farm will be dynamic and healthy if it has a
high diversity of plants and animals
(aboveground and below).
• GREATER DIVERSITY
= GREATER STABILITY
Social Sustainability
• Buying farm supplies locally rather than from
out of-state.
• Educating your community about sustainable
food production.
• Direct marketing through CSAs and farmers’
markets builds community and social
sustainability.
Sustainable Agriculture:
• Reduces inputs.
• Uses ecological pest and weed management
strategies.
• Cycles nutrients back into the soil for fertility and
health.
• Strengthens rural and urban communities.
• Produces viable farm income.
• Promotes healthy family and social values.
• Brings the consumer back into agriculture.
Summary – Sustainable agriculture
practices
•
•
•
•
•
•
•
•
•
•
Crop rotation
Crop diversity
Integrated pest management
Attracting beneficial animals
Soil fertility
Managing grazing
Physical removal of weeds
Water management
Sell locally
Use alternative energy
Bellringer: NCFE 2014 #3
• Which is a farming technique that could
improve the soil and the environment?
• A using fueled machines that will turn the soil
continuously
• B creating undisturbed layers of mulch in the
soil
• C placing inorganic chemical fertilizers in the
soil
• D irrigating the soil with salty water
I. Sustainability
II. Meeting the needs of today without compromising
the needs of future generations
The Lorax
The Lorax
Place all of the answers in the back of your
notebook.
 No thneed to write the question!
Sustainable Development (SD)

Four parts or needs:
 Human
-income, shelter, food, water, safety and health
 Technology
 Tools, methods and systems used by humans, energy production, use of
natural resources, manufacturing, communication, transportation
 Economic
 Specialized in a particular good and/or service Ex: bakers bake bread
 Environmental
 Protection, preservation, and conservation of biotic and abiotic resources in the natural world.
 1. The Once-ler moved across the land in his wagon.
He came upon a new region with an important natural
resource. (A natural resource is a plant, animal, or
mineral that can be used by people.) What was this
natural resource the Once-ler found?
 2. Name an important natural resource in your region.
 3. The Once-ler used the land's natural resource to
start a business which made and sold a product. What
was the product? How was it used by buyers?
 4. The Lorax appeared at this point and asked the
Once-ler some angry questions. What did the Lorax
want to know of the Once-ler? How did the Once-ler
answer?
5. The Once-ler, like other humans in business, organized a system to manufacture and
distribute his product. Listed below are several parts of a manufacturing process.
Describe if and how each of the following was used in the story.








a. raw materials? __________________________________________
b. product design? ________________________________________
c. labor (workers)? _______________________________________
d. assembly line? _________________________________________
e. energy? ______________________________________________
f. shipping, transportation? __________________________________
g. communication? ________________________________________
h. profits/ losses? ________________________________________
 6. Businessmen, like the Once-ler, sometimes try to make more money
by increasing the number of products they can sell. Often new
machines and other systems are invented to do this. Other people use
machines to work faster, more easily, and more accurately. For example,
students, engineers, and others use calculators. Robots are sometimes
used to weld sections of cars. Sometimes machines are used to do work
humans cannot do. X-ray machines, for example, allow doctors to "see"
inside the human body. All these machines are examples of
"technology". Often the word "technology" means complicated sets of
machines, like those found working together in an automobile plant
assembly line. Sometimes "technology" refers to a simple machine like
a pencil.
 Name an example of technology YOU use at home.
 Name an example of technology YOU use at school.
 Name an example of technology that YOUR parent might use at work.
 7. Now back to the story.
What technology did the
Once-ler invent to increase
the production of thneeds?
 8. What are several other
examples of technology
presented in the story?
 9. The use of technology requires the use of natural
resources. The use of natural resources often has an
effect on the environment. How did the production of
thneeds affect a key biotic (i.e., living) natural
resource, truffula trees?
 10. Threatened and endangered species are those
plant and animal populations facing extinction. Often,
this is a result of human activity. Can you name several
threatened or endangered species and describe why
they face this condition?
 11. Certain animals depended on truffula trees. Name
the animals. Explain why these animals needed
truffula trees.
 12. Interdependence is an important characteristic of
the environment. Living things depend on certain
abiotic (non-living) and biotic (living) factors. can you
think of a real example in which man's activities have
altered the interdependence in natural systems?
 12. Interdependence is an
important characteristic
of the environment.
Living things depend on
certain abiotic (nonliving) and biotic (living)
factors. can you think of a
real example in which
man's activities have
altered the
interdependence in
natural systems?
What are ways humans negatively impact the
environment?
 Deforestation – habitat destruction
 Pesticide use
 Introduction of Non Native species
 Bioaccumulation
 Acid Rain, Global warming, and smog
 Releasing excess CO2 by burning fossil fuels
 Excess Fertilizers released into soil
Indirect impact of humans on natural
resources
 13. Often, technological production creates
"byproducts." For example, a byproduct of sawing
wood is sawdust. Sometimes the byproducts of
technology are unwanted or dangerous (for example,
poisonous chemicals) and are pollutants in the
environment. Sometimes byproducts are useful. (For
example, wood chips can be used to make particle
board.) Name two byproducts that resulted from
making thneeds.
 14. Were the byproducts that resulted from the
making of thneeds harmful or helpful to the
environment?
 15. The fish and swans were affected by the byproducts
of making thneeds. Explain how the byproducts and
making thneeds affected these animals.
Mass Movements, Wind, and
Glaciers
Factors that affect mass movements:
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Materials weight resulting from gravity
Materials resistance to sliding or flowing
Triggers, such as an earthquake
water
Types of mass movements:
• Creep – very slow
• Flows – earth flows (moderately slow)
mudflows (swiftly moving
• Slides – rapid (landslide) may result in a slump
• Avalanche – landslide caused by thick
accumulation of snow
• Rock falls – rocks fall!!!!
Affects on Humans
Wind
• Erosional agent that modifies landscapes in
arid and coastal areas
• Transport by:
– Saltation
– suspension
Wind transport causes:
• Deflation – lowering (causes desert pavement
and deflation blowouts)
• Abrasion – erosional activity on rocks
– Form ventrifacts
Wind deposition
• Forms dunes and loess
Types of Dunes
• Velocity of wind above ground surface
determines height of dune
• Barchan
• Transverse
• Parabolic
• Longitudinal
Loess
• Fine grained , light weight particles of silt and
clay carried over long distances
Glaciers
• Large, moving mass of ice
• Cover about 10% of earths surface
Types of Glaciers
• Valley
• Continental
Glacial Erosion
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Great size, weight and density
Break rock by plucking
Scratches left are called striations and grooves
Features made by glaciers include u- shaped
valleys, cirques, hornes, and aretes.
Glacial Deposition
• Left over till forms moraines (terminal, lateral,
and medial)
• Outwash – sediments deposited by meltwater
• Drumlins and eskers
• Glacial lakes
drumlin
esker
Explain the probability of and preparation for
geohazards such as landslides, avalanches,
earthquakes, and volcanoes in a particular area based
on available data.
• Best locations for various types of
development to reduce impacts by geohazards
and protect property.
Important Terms For Lithosphere Exam
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Rock cycle
Weathering (physical and chemical)
Erosion
Plates (continental and oceanic)
Convergent
Divergent
Transform fault
Intrusive
Extrusive
Soil
Convection currents
Fault types (reverse, strike slip, and
normal)
Epicenter
Magma
Lava
Sedimentary
Metamophic
focus
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Sediment
Deposition
Lithification
Porosity
Soil types (temperate, tropical, polar,
and desert)
Residual soil
Transported soil
Exfoliation
Oxidation
Hydrolysis
Laccolith
Dike
Lava flow
Sill
Volcano types (shield, cinder cone,
and composite)
Waves (P, S, and surface)