Transcript Lesson number: Title (from syllabus sheet)

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Syllabus/Unit Code: C2 CHEMICAL RESOURCES
Lesson number: L01
Lesson Title: Structure of the Earth
Learning Outcomes
Learning Outcome 1:
What is the structure of the
earth?
Grade C
Learning Outcome 2:
What are the plates? What
affects the plates Movement?
Grade B
Learning Outcome 3:
How was Wenger’s theory on
plate tectonics accepted?
Grade A/A*
How I did
Targets
I am working at
I can move up to
grade .....because
grade…... by
............................... ………………………
.......................
…………………
Connector:
I amare
working
at typesI of
canrock?
move up to
What
the three
grade .....because
grade…... by
How
are they formed?………………………
...............................
.......................
Give
the names of rocks…………………
that belong
to each type.
I am working at
I can move up to
grade .....because
grade…... by
............................... ………………………
.......................
…………………
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Extended Learning
Research information and Collect Secondary data on:
How accurately can geologists predict volcanic activity?
What problems arise when volcanoes erupt?
or
What were the key points of Wegener’s theory of continental drift?
What were the counter-arguments proposed in opposition to his theory?
How did scientists resolve this?
or
C2 L01 Homework task HC2.2.1
Due date:
Next lesson
Research Report Criteria (6 marks total = Grade A):
1) Range of different reliable sources used and references included (books/internet/survey etc),
2) Information written in own words
3) Clear and logical structure to research report including pictures/diagrams which have been referenced
4) No evidence of copy and paste!
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BIG picture
Key Question:
• What skills will you be developing this
lesson?
•How is this lesson
relevant to every
day life?
• Scientific Investigation- by Research and
collecting secondary data, planning and
collecting primary data, Analysis and
Evaluation.
• Numeracy- by using formulae in calculations
• Literacy- by writing well structured sentences
and paragraphs
• ICT- by using Laptops and electronic
resources
• Personal skills- team work, leadership
• Thinking and Learning- organisation, logic,
participation, memory, exploration, creativity,
judgement, planning, practice.
• Reflection- through self or peer assessment of
each Learning Outcome
•Quick
Discussion:
•What do you
already know?
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Keywords:
crust
mantle
core
lithosphere
tectonic plate
magma
lava
subduction
Here are some of
the words we will
be using this
lesson…
1) Create sentences
which use the
keywords correctly.
2) Put your hand up
if there is any key
word from the list
that you don’t know
the meaning of.
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New Information for Learning Outcome 1
Explore and Discover:
• Visual:
• Audio:
• Kinaesthetic:
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Learning Activities for Outcome 1
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The Earth’s Structure
Beneath the atmosphere the Earth consists of 3 main layers:
Exploring volcanic eruptions
Some volcanoes produce relatively mild eruptions (e.g. Hawaiian lavas)
while others produce violent eruptions (e.g. Mount St Helens).
Hawaiian volcano
Mount St Helens
http://www.bbc.co.uk/news/world-us-canada-12662036
http://www.youtube.com/watch?v=pGImksoOwtU&feature=related
Two key factors determine the force of the eruption:
• The viscosity of the magma.
• The build up of pressure within the volcano.
Exploring viscosity
A viscous substance does not flow easily.
Place approximately equal sized amounts of the samples
near the top of the plastic sheet and compare how they flow.
List them in order of increasing viscosity.
Exploring pressure build up – wax volcano demonstration
http://www.youtube.com/watch?v=rlaKa_mEhK4
Both the sand and the water represent
the crust of the Earth – the water does
not represent the sea.
The wax layer represents a layer in the
Earth below the crust (called the mantle).
The mantle is solid. At certain points it
becomes hot enough to melt.
When the wax melts, it rises because of
its lower density. It represents molten
rock, known as magma.
Some of the wax rises rapidly to the
surface, imitating a volcanic eruption
with lava flowing over the surface.
Some of the wax sets very quickly in the
cold water, forming grotesque shapes.
These represent intrusive igneous rocks.
Molten wax has a low viscosity – it is runny. What type of volcanic
eruption does this represent?
Suggest what might happen if the experiment was repeated using a
very viscous substance instead of the wax.
Attach labels to the correct part of the diagram.
Atmosphere
Outer core
Crust
Mantle
Inner core
Demonstrate your
Learning for
Outcome 1
Create
Evaluate
Apply (C)
Can you identify the ALL
the parts of the Earth?
Analyse
Can you explain what viscosity
means and relate it to the
observation of a volcanic
eruption?
Apply
Understand
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Analyse (B)
Remember
Understand (D)
Can you identify most of the
parts of the Earth?
Learning Outcome 1: Review
Go back to your Learning Outcome grid and fill out
the ‘How I did’ and the ‘Targets’ column.
Learning Outcome
Learning Outcome 1:
What is the structure of the
earth?
Grade C
How I did
Targets
I am working at
grade .....because
...........................
...........................
I can move up to
grade…... by
……………………
……………………
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New Information for Learning Outcome 2
Explore and Discover:
• Visual:
• Audio:
• Kinaesthetic:
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Tectonic plates
•
•
•
•
The crust is made of about twelve plates.
These are like big rafts floating on the semi-molten mantle.
Convection currents within the mantle cause the plates to move.
Although they only move about 2-5 cm/year this can have huge
effects over long periods of time.
Tectonic plates
Oceanic plates float at a lower level in the mantle than the continental
plates.
1. How do we know this?
The oceanic plates are covered with water.
2. Suggest why this is so.
The oceanic plates are more dense.
3. What happens where the plates meet?
Volcanic activity.
The plates float on the magma at different
depths due to their different densities
sea
Continental plate
less dense floats higher
Oceanic plate
more dense floats lower
mantle
mantle
What does this suggest about the weight of the
minerals present in the two types of plates?
Because of convection currents in the mantle
What happens where the tectonic plates meet?
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What happens where the tectonic plates meet?
Earthquakes happen when tectonic plates move against each other suddenly.
North American Plate
Pacific Plate
Here the plates are travelling in opposite directions, and so grind past each
other. Friction stops them moving, but every so often, there is enough force
http://www.learner.org/interactives/dynamicearth/slip3.html
for them to move and an earthquake happens.
What happens where the tectonic plates meet?
The red spots show where there is volcanic activity
Sea Floor Spreading (3-6)
1. What will happen to the molten magma when it meets the sea water?
2. What effect will this have on the size of the crystals found in the
extrusive igneous rocks that make up the oceanic crust?
http://education.sdsc.edu/optiputer/flash/seafloorspread.htm
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Subduction (8-14)
molten
magma
rising
1. Why is the oceanic plate forced below the continental plate?
2. What will happen to the rock of the oceanic plate?
3. Some of the molten magma becomes trapped in the crust, it then cools
and solidifies. What effect will this have on the size of the crystals
found in the intrusive igneous rocks formed?
http://www.absorblearning.com/media/attachment.action?quick=12s&att=2781
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The Cascadia Subduction Zone Located off the West Coast
of British Columbia.
Identify where and explain the processes
involved in:
1. Sea floor spreading
2. Plates passing in opposite directions
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3. Subduction
Learning Activities for Outcome 2
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Intrusive or extrusive rocks? Explain your choice.
Rhyolite is silica-rich
with small crystals
Granite has large crystals. It is often
used for kitchen worktops
The Giant’s Causeway in Northern Ireland.
It consists of hexagonal columns of basalt,
an iron-rich rock with small crystals.
Gabbro has large crystals
Demonstrate your
Learning for
Outcome 2
Evaluate (A)
Can you justify the
movements of tectonic
plates?
Can you justify the size of
crystals found in igneous
rocks?
Apply (C)
Can you identify the
THREE ways by which
tectonic plates interact
with each other?
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Create
Evaluate
Analyse (B)
Analyse
Apply
Understand
Remember
Can you compare the THREE
ways by which tectonic plates
interact with each other?
Learning Outcome 2: Review
Go back to your Learning Outcome grid and fill out
the ‘How I did’ and the ‘Targets’ column.
Learning Outcome
Learning Outcome 2:
What are the plates?
What affects the plates
Movement?
How I did
Targets
I am working at
grade .....because
...........................
...........................
I can move up to
grade…... by
……………………
……………………
Grade B
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New Information for Learning Outcome 3
Explore and Discover:
• Visual:
• Audio:
• Kinaesthetic:
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Learning Activities for Outcome 3
Alfred Wegener proposed the theory of
continental drift at the beginning of the
20th century.
His idea was that the Earth's continents
were once joined together, like a jig-saw
puzzle, but gradually moved apart over
millions of years.
Your task is to put the land
masses together to form the
super-continent Pangaea.
When you have done this, look
closely at the finished map.
What evidence is there that
Wegener was correct?
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Pangaea
Jig-saw fit of land masses.
Similar;
• fossils,
• rocks,
• deserts,
on continents that are now
far apart from each other.
Look closely at the finished map.
What evidence is there that Wegener was
correct?
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Continental Drift
Evidence for continental drift
distribution of fossils on the
different continents
the match of geology between
eastern South America and
western Africa
There was very strong opposition to Wegener’s idea.
• Wegener proposed his theory in the early 20th century.
• his ideas challenged scientists in geology, geophysics, zoogeography
and palaeontology
• his training was as an astronomer and so he was considered an
outsider by these scientists
• A radical new view on their discipline could be a threat to their own
authority
• "If we are to believe in Wegener's hypothesis we must forget
everything which has been learned in the past 70 years and start
all over again." - geologist R. Thomas Chamberlain
• Wegener did not have an explanation for how continental drift could
have occurred.
• anti-German bias was very strong in the 1910's and 1920's.
• After Alfred Wegener died, in 1930, the Continental Drift Theory was
ignored.
• With the Continental Drift Theory out of the way, the existing theories
of continent formation were able to survive, with little challenge until
the 1960's.
What made scientists change their mind?
• By early 1953 samples taken from India showed that the country
had previously been in the Southern hemisphere as predicted by
Wegener
• the 1960s saw several developments in geology, notably the
discoveries of seafloor spreading
• These led to the rapid resurrection of the continental drift
hypothesis and its direct descendant, the theory of plate tectonics.
• Alfred Wegener was quickly recognized as a founding father of one
of the major scientific revolutions of the 20th century.
Demonstrate your
Learning for
Outcome 3
Evaluate (A)
Can you Defend the
opposition by scientist’s to
Wegener’s theory?
Which, if any, of their views
could you Criticise?
Create (A*)
Create
Evaluate
Are you able to Discuss the
conflicting views to Wegener’s
theory and Put together an
effective discussion on how
“the Scientific method” was
applied to Wegener’s theory?
Analyse
Analyse (B)
Apply
Understand
Can you
• Examine the opposing views
to Wegener’s theory and List
those that are valid?
• Distinguish between the
valid and prejudiced views?
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Remember
Learning Outcome 3: Review
Go back to your Learning Outcome grid and fill out
the ‘How I did’ and the ‘Targets’ column.
Learning Outcomes
Learning Outcome 3:
How was Wenger’s theory on
plate tectonics accepted?
Grade A/A*
How I did
Targets
I am working at
grade .....because
...........................
...........................
I can move up to
grade…... by
……………………
……………………
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Review
• Swap books with the person next to you and look
over their work. Write a WWW and EBI statement.
• Stand up if you have developed some skills this
lesson? What are they?
• Tell the person next to you three things you have
learnt this lesson.
• Did you successfully complete tasks at your target
grade?
• If not, what do you need to do next in order to meet
your target grade? Record this in your diary to be
done as part of your extended learning at home.
• Is there any part of the lesson you think you need to
go over again next lesson?
• How will you remember what you have learned today
for your exam?
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Technicians’ list
Demo – exploring viscosity
A sheet of perspex or similar, ca 0.5 m wide, 0.5-1 m long, propped at an angle of 30 to 45 degrees (I used bricks).
Five household materials (in order of viscosity, high to low, (e.g bovril, golden syrup, tomato ketchup, washing up liquid
and malt vinegar).
Paper towels to absorb liquids at bottom of ramp.
Spoons for bovril and syrup.
Washing up liquid, ketchup , vinegar to have ‘squirty pouring holes’.
Demo - wax volcano
Apparatus
• one 500 cm3 or 600 cm3 Pyrex™ beaker
• Bunsen burner
• heat proof mat
• tripod
• gauze
• safety screen
Chemicals
• red candle wax
• washed sand (sand can be washed by putting some in a bucket and using
rubber tubing to run water run into the bucket and allowing the water to
overflow into a sink until it runs clear)
Safety notes
• Wear eye protection.
• The activity is safer than it sounds - the only potential hazard is a cracked
beaker, when some localised spillage of hot wax can occur: the water
remains cold throughout.
• It is the responsibility of the teacher to carry out an appropriate risk
assessment.
Work sheet - C2 L01 sea floor spreading_subduction handout.pdf
Class activity - C2 L01 Wegener plate tectonics activity
12sets
• Laminated or card copies of page 5
• Card, or laminated pre-cut out land masses from page 6
Home work sheet - C2 L01 Homework task HC2.2.1
Back ground info on The adoption of Wegener’s
theory:
http://www.scientus.org/Wegener-ContinentalDrift.html
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