Activities 1 and 2 can be completed as homework, and Activity 3 can be completed as an in-class activity or lab exercise; Activity 1 can be completed in class, Activity 2 completed as homework, and Activity 3 completed in lab; or. (Hint: measure the distance from the easternmost tip of South America to the inside curve of western Africa). In particular, students can compare their answers to the answers of other groups, or you may wish to lead a full-class discussion. The type of crust on each plate determines the geologic behavior of the boundary (Figure 1.1).
Who is to say that the volcanic rocks dredged up from the underwater seamount
What is the angle between these branches?
In addition, seafloor spreading theory predicts that each magnetic isochron should
In particular, it may be useful for them to compare their answers to Questions 3, 4, 11, 17, and 18.
spreading ridge should be mirror images, symmetric and equally spaced. an isochron on the ocean floor with its position on the timeline tells you the
Instead we think of motion as a straight line from point a to point b. Put geologic events in order and determine the age of geologic materials by analyzing ages of different
floor has reversed magnetism, with north and south switched around. How could GPS be used to measure earthquakes? rather rather slow to us, but is very fast on the geological time scale. Show more about Online Teaching suggestions Describe the pattern in earthquake depth at subduction zones. the uppermost layer of the Earth as defined by physical properties. Hot spot tracks also give the speed of plate motion, if the length of the This unit contains GPS position data that highlights the movement of the San Andreas fault, as shown in this image. Color the areas with these fossils green. The plate moves towards the older volcanoes.
In this lab, you will use some of the same data that led scientists to discover
solidifying lava, magnetic minerals suspended in the liquid mixture line up like compasses. Students will conclude by using that data to support a recommendation they make about an issue relevant to society. Using Mathematics and Computational Thinking: Planning and Carrying Out Investigations: Obtaining, Evaluating, and Communicating Information: Constructing Explanations and Designing Solutions: Plate Tectonics and Large-Scale System Interactions: (PowerPoint 2007 (.pptx) 11.1MB Oct14 19), (Microsoft Word 2007 (.docx) 2.6MB Jul9 19), (Microsoft Word 2007 (.docx) 202kB Jul9 19), (Microsoft Word 2007 (.docx) 6.4MB Jul9 19), (Microsoft Word 2007 (.docx) 971kB Jul15 20), (PowerPoint 2007 (.pptx) 17.6MB Jul11 19), (Microsoft Word 2007 (.docx) 2.2MB Jul9 19), using the different versions of GETSI that the azimuths cited here assume no rotation of the Pacific Plate during
Where do earthquakes happen around the world and why do they happen in those locations? Below are files with handouts, graphs, and data used throughout Unit 2.
meet at a prominent bend, around the underwater seamounts Daikakuji and Yuryaku. These hotspots are on the North American plate, this means the plate rotates around a point in the middle of northern Quebec. Observe the patterns amongst the earthquake and volcano location maps (Figures 1.4-1.5). chain, and different labs use different machines, different standards, and Together they are called the lithosphere. For instructor reference or to make changes to the way data are displayed. Activity 3 builds on skills learned during Activity 1 and concepts learned during Activity 2, so they should precede this activity.
Hotspots are still a poorly understood geologic phenomenon, but they allow extremely hot mantle material to rise close to the surface.
For a majors level treatment of GPS and plate motion, please see the module GPS, Strain, and Earthquakes.
Cognitive: Promote an understanding of the relationship between bedrock motion and plate movement at boundaries; provide examples of evidence of plate motion and its effects on society via earthquakes; provide students with a framework to understand relative movement of plates at plate boundaries and how that movement affects the likelihood of earthquakes, Behavioral: Promote skills development in reading and interpreting bedrock GPS time-series data and understanding of its relationship to plate movement; provide a framework for students to approach data reading and interpretation to solve problems like a scientist; give students opportunities to draw vectors, identify trends, and calculate rates, Affective: Encourage reflection about approaches to and difficulties with working with time-series GPS data.