The History of Plate Tectonics

Transcription

1 The History of Plate Tectonics Purpose: Throughout the course of the unit, students will understand how plate tectonics is able to occur on Earth and the resulting geologic features. With this lesson specifically, students will understand that all of the continents used to all be a single landmass and over time tectonic plates have moved around, changing and reshaping the Earth's landmasses. Virginia SOLs: ES.7 The student will investigate and understand geologic processes including plate tectonics. Key concepts include a. geologic processes and their resulting features; and b. tectonic processes. Materials and Resources: Print-offs of the Plate Tectonic Formative Assessments Print-offs of the Pangaea Puzzles Print-offs of the Pangaea flip book Print-offs of the Primary Plates Puzzle glue sticks scissors colored pencils construction paper Class Management and Safety Issues: Try to avoid paper cuts, careful with glue and scissors. Procedure: Engage (5 minutes) o Pass out and have the students complete the formative assessment on Plate Tectonics: Plate Tectonics: I have never heard of this I have heard of this but I m not sure what it means I have some idea what it means I clearly know what it means and I can describe it Explore (30 minutes) o Students will re-create the super continent Pangaea as it was 250 million years ago, using only the continents and a legend with particular fossils, rock types, and desert types. They will cut out the pieces of the continents from the first piece of paper and glue them all together on the second piece. Explain (10 minutes) o Ask the students why they put together certain continents. This will lead into a discussion on why certain continents fit together, landmasses match up, fossils on separate continents match up, etc. Then pass around the answer key so they can compare what they created to how Pangaea was actually shaped. Then give a lecture on the material. Elaborate (30 minutes)

2 o After the lecture, the students will have an opportunity to create a Pangaea flip book so that they can see how the continents have been drifting over time, and even how they will drift up to 15 million years into the future. Ask the students why the continents seem to be spreading farther and farther apart (Mid-Atlantic Ridge is a spreading center which creates new oceanic crust and is pushing plates away from it so the continents look like they are drifting away from each other). o After the lecture, students should also have an understanding that plates and continents are not the same thing, even though there are 7 continents and 7 primary plates. Have them complete a Primary Plate Puzzle on construction paper so that they can see that plates can have just continents, just ocean, or a combination of the two. Evaluate o Check the Pangaea Puzzles for completion, not complete accuracy (since it was an exploration activity). Both it and the Primary Plate Puzzle are counted as daily participation if turned in. Students can keep the Pangaea flip books.

3 Activity: A Plate Tectonic Puzzle Wrap-up 6. When students have completed the activity, have them compare their world maps. Call on pairs to discuss how they reconstructed the supercontinent and what evidence led to their decisions. Call on volunteers to identify the continents and islands. 7. Display the answer page and have students compare it to their completed Pangaea maps. Extension Students can further explore plate tectonics by visiting Plates on the Move (ology.amnh.org/earth/plates) on OLogy, the Museum s website for kids. This interactive feature examines the huge impact that plate tectonics has on the Earth, including the formation of oceans, continents, and mountains, and the occurrence of events such as earthquakes and volcanic eruptions. Answer Key 2007 American Museum of Natural History. All Rights Reserved. 3

4 A Plate Tectonics Puzzle LEGEND Europe & Asia Africa Australia basalt Plateosaurus North America South America India Antarctica landmasses BELOW sea level landmasses ABOVE sea level desert amphibian Phytosaur Rhynchosaur N W E 2007 American Museum of Natural History. All Rights Reserved. S 5

5 A Plate Tectonics Puzzle LANDMASSES TO CUT OUT 2007 American Museum of Natural History. All Rights Reserved. 6

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11 Introduction to Plate Tectonics Purpose: Throughout the course of the unit, students will understand how plate tectonics is able to occur on Earth and the resulting geologic features. With this lesson specifically, students will understand that the layers of the Earth vary chemically and physically as well as contribute to plate tectonics. Students will model how the Earth's core provides the necessary heat to form convection currents in the mantle, which causes tectonic plates to collide on the Earth's surface. Virginia SOLs: ES.7 The student will investigate and understand geologic processes including plate tectonics. Key concepts include. a) geologic processes and their resulting features; and b) tectonic processes Materials and Resources: silly putty hot plates (one per group of 4) 600 ml beakers (one per group of 4) water Styrofoam plates (to break into plate pieces 7 pieces per group) activity sheets lab instruction sheets Pie Slice of the Earth GeoBlox print-offs colored pencils glue sticks Class Management and Safety Issues: Do not touch the hot plates while they are plugged in because they are hot. Do not stick anything in them, such as pencils because they will burn. Procedure: Engage (5 minutes) o Discussion on the properties of solids and liquids (this is important to cover because certain layers of the Earth are solid (inner core), and some are liquid (outer core)). Compare the two in a Venn diagram on the white board. (Solids have definite shape and are rigid, Liquids have an indefinite shape and are fluid. Both have a definite volume). After deciding what differentiates solids and liquids, pull out some silly putty. Without saying what it is, ask the students which category it falls under. Then stretch it out, and ask again. See if it makes them change their answer. Pass it around so that they can all feel it. This leads into a mini-lecture on how certain layers of the Earth are semi-solid or plastic, meaning they are solids that can flow. This relates to the asthenosphere, which is the flowing layer of the Earth's mantle which enables the rigid, lithospheric tectonic plates to move around on top of it. Explore (35 minutes) o Pass out the activity sheets with the lab set up instructions and have the students set up the lab activity. Each group should have a hot plate, a 600 ml beaker filled ¾ full of water, and 7 primary plate Styrofoam pieces (to represent the 7 primary plates). The

12 students fill the beakers with water, put the pieces on top of the water, and then bring it to a boil on the hot plate. They will be able to see that the plates eventually change locations in the beaker. o They have an activity sheet to answer as they work. They relate the tools in the activity to the Earth's layers. The hot plate represents the Earth's core, because it is providing the heat. The water represents the Earth's mantle, because convection cells (i.e. the bubbles) travel through it due to the heat produced from the core. The 7 Styrofoam pieces represent the 7 primary plates, and therefore the crust of the Earth which collide and diverge away from each other due to convection currents in the mantle. Explain (10 minutes) o Give a lecture on the layers of the Earth. Discuss composition of differing layers as well as whether each layer is liquid, plastic, or solid. Relate the lecture back to the lab activity when discussing the core (hot plate), convection currents in the mantle (boiling water) and crust (Styrofoam pieces). Discuss that the core provides the necessary heat that makes plate tectonics possible. It is the driving force behind it. Elaborate (25 minutes) o As a final activity, have students color and complete the Pie Slice of the Earth GeoBlox to turn in. Evaluate o Check GeoBlox and activity sheets for completion, but correct the activity sheets so that they can study them. Both are counted as daily participation if turned in. Lab Materials: (4 students to a lab table). 600 ml beaker hot plate water 7 small plastic cup pieces Procedure: 1. First, fill the beaker with water (about ¾ full). Place it on the hot plate. 2. Take your 7 pieces of plastic and place the pieces on top of the water so that they are all floating in the center. 3. Turn on your hot plate. Wait until the water boils and observe what happens to the plates. 4. Fill out the activity sheet.

13 Layers of the Earth Activity Sheet Name: Period: Date: Directions: Answer questions 1-3 during the class discussion on solids and liquids. 1. What are some main properties of solids? What are some main properties of liquids? 2. Was the surprise material a solid or liquid? Explain. 3. What layer of the Earth is the surprise material most like? Why? Directions: Answer questions 4-8 as you complete the activity. 4. In this activity, what layer of the Earth does the hot plate represent? 5. What layer of the Earth do the plastic cup pieces represent? 6. What layer of the Earth does the water represent? 7. What part of the experiment represents the convection cells in the Earth's mantle? 8. Based on what happened in the activity, which piece of the experiment was primarily responsible for making the plates move?

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15 Tectonic Plates Purpose: Throughout the course of the unit, students will understand how plate tectonics is able to occur on Earth and the resulting geologic features. With this lesson specifically, students will understand and model the three main types of plate boundaries (Convergent, Divergent, and Transform) using Oreos. They will also create a flip book with definitions of each boundary, real life examples of each kind of boundary, and the geologic features found at each type of boundary. Virginia SOLs: ES.7 The student will investigate and understand geologic processes including plate tectonics. Key concepts include a) geologic processes and their resulting features; and b) tectonic processes. Materials and Resources: Oreos/some other creme filled cookie (enough for 1 cookie per student) paper glue sticks colored pencils markers Plate boundary activity instruction sheets Class Management and Safety Issues: Find out if any students have chocolate/cookie allergies. Do not choke on your cookie at the end of the lab. Procedure: Engage (20 minutes for the quiz) o Have the cookies sitting in the front of the class. o Without saying what the cookies are for, give the students a few minutes to study for their quiz and then have them take it on Blackboard. This will pique student interest. Explore (30 minutes) o Students will be given directions for demonstrating the boundary types. They model the sliding plate over the asthenosphere first, since they will have to break the plate for the other three demos. Then they will break the plate and model the divergent plate boundary next. Then they will model the transform plate boundary, and finally they will model the convergent plate boundary. This step is last because the plate is being recycled into the asthenosphere (or cookie creme). o Students will create a flip book on the three main types of plate boundaries. They have write the definitions of each type, and once the they have modeled each type of boundary, they will cut out their Oreo pictures to glue into their flip books. As a class we discuss specific examples for each type of boundary and students are responsible for either drawing pictures of the examples they picked or they must print off google images. Explain (10 minutes) o Give a lecture explaining the different types of boundaries, the geologic features present at them, and the types of crust boundaries can be composed of.

16 o As I do the lecture, students have the opportunity to fill out the geologic features (bottom 3 tabs) in their flip books. Elaborate (20 minutes) o Based on the information presented in the lecture, students should be able to see enough information to finish their flip books. (i.e. examples of each kind, geologic features found at each boundary, etc.) o Rubrics are passed out so that students know exactly what they need to put in their flip books. If they don't finish them in class, then they are for homework. Evaluate o Blackboard will grade the quizzes from the beginning of class. Students should submit their flip books for a grade. See rubric below for scoring. Rubric: Performance Criteria: Evidence for Meeting the Criteria: Scoring: Students create a paper flip book with nine bendable tabs Students label and define each type of boundary. Students also draw a picture of each type of boundary. Students give an example of each type of boundary and glue a picture of the example they picked. Students list the geologic activity found at each type of boundary. The student turned in a flip book with nine tabs. Shown on the top 3 tabs in the flip book. Shown on middle 3 tabs in the flip book. Shown on bottom 3 tabs in the flip book. 5 total points available to earn. 9 total points available to earn. (one for the label, one for the definition, and one for the picture for all three boundary types). 6 total points available to earn. (one for the name and one for the picture for all three boundary types). 5 total points available to earn. Total: out of 25 available points

17 Plate Boundary Activity Instructions Name: Period: Date: Directions: Use the photos below to recreate a sliding tectonic plate, a divergent plate boundary, a convergent plate boundary, and a transform plate boundary out of your Oreos. 1. Model the sliding plate over the asthenosphere first, since you will have to break the plate for the other three demos. 2. Break the plate and model the divergent plate boundary next. 3. Model the transform plate boundary. 4. Finally, model the convergent plate boundary. This step is last because the plate is being recycled into the asthenosphere. Once you have modeled each of the four pictures, create a flipbook of the three main plate boundaries (Divergent, Convergent, Transform). This flipbook should include definitions of each boundary, pictures, examples, and geologic activity present at each boundary.

18 Quiz: Plate Tectonics Name: Period: Date: Multiple choice directions: Circle the best answer for each question. 1. What is the asthenosphere? a. It is found within the Earth s core and provides the heat that drives plate tectonics. b. It is the portion of the Earth s upper surface (broken into many separate rigid blocks) that moves over the asthenosphere. c. The process that takes place at convergent boundaries by which one tectonic plate moves under another tectonic plate and sinks into the mantle as the plates converge. d. Zone of the Earth's mantle that lies beneath the lithosphere and is much hotter and more fluid than the lithosphere. 2. How many primary plates make up the lithosphere? a. 17 b. 14 c. 7 d What is seafloor spreading? a. Zone of the Earth's mantle that lies beneath the lithosphere and is much hotter and more fluid than the lithosphere. b. The phenomenon that occurs when density differences exist within a body of liquid or gas, which result in rising and/or falling currents. c. The process of new crust forming between two plates that are moving away from each other. d. The portion of the Earth s upper surface (broken into many separate rigid blocks) that moves over the asthenosphere. 4. Alfred Wegener is responsible for which scientific theory? a. Continental drift b. Seafloor spreading c. Gravity d. Cell theory 5. What is the scientific theory that explains that the structure of the Earth's crust (and many associated phenomena) resulted from the interaction of rigid lithospheric plates that move slowly over the underlying mantle? a. The Theory of Plate Tectonics b. Continental Drift Theory c. The Theory of Seafloor Spreading d. Transform Boundary Theory 6. What is the name of the first super continent that appeared 250 million years ago? a. Wegener b. Laurasia c. Pangaea d. Gondwana 7. What is the phenomenon that occurs when density differences exist within a body of liquid or gas, and these density differences result in rising and/or falling currents?

19 a. earthquakes b. continental drift c. divergent boundaries d. convection cells 8. Continental drift occurs because of a. geologic activity at plate boundaries b. earthquakes c. seafloor spreading d. Pangaea 9. Which term means all lands in Greek? a. Laurasia b. Gondwana c. Panthalassa d. Pangaea 10. What is some evidence that all of the Earth s continents used to be one super continent? a. The continents fit together like a giant jigsaw puzzle b. matching mountain ranges in Africa and South America c. matching rocks and fossils were found in countries separated by oceans d. All of the above 11. What provides the heat necessary for producing convection currents (convection cells) within the Earth's mantle? a. Asthenosphere b. crust c. core d. mantle 12. Which of the following layers of the Earth is silly putty most like? a. inner core b. crust c. lithosphere d. asthenosphere 13. During the Layers of the Earth activity we did in class, which part of the experiment represented the Earth's rigid moving plates? a. The hot plate b. the water c. the plastic pieces d. the beaker 14. During the Layers of the Earth activity we did in class, which part of the experiment represented the Earth's core? a. The hot plate b. the water c. the plastic cup pieces d. the beaker True/False: Circle the best answer for the question 15. The theory of continental drift was a widely accepted theory for its time. a. True b. False 16. The Earth s crust is broken into several large and small crustal plates. SOME of these crustal

20 plates contain the continents, some don t. a. True b. False 17. Alfred Wegener identified the process of continental drift, but he couldn't explain how it was happening. a. True b. False 18. The Earth will never again have another super continent (like Pangaea). a. True b. False 19. Over time, tectonic activity changes the Earth s surface by rearranging and reshaping its landmasses. a. True b. False 20. The asthenosphere floats on top of the lithosphere. a. True b. False

21 Products of Plate Tectonics Purpose: Throughout the course of the unit, students will understand how plate tectonics is able to occur on Earth and the resulting geologic features. With this lesson specifically, students will understand that when the plates move, stress is created and causes faults to occur. Virginia SOLs: ES.7 The student will investigate and understand geologic processes including plate tectonics. Key concepts include a) geologic processes and their resulting features; and b) tectonic processes. Materials and Resources: Print-offs of normal, reverse, and transform fault GeoBloxs colored pencils scissors glue sticks fault charts laptops with internet Class Management and Safety Issues: Careful with scissors. Try not to get a paper cut. Procedure: Students will finish up the plate boundary flip books from last class. (10 minutes) Engage: (5 minutes) o Students will watch a short YouTube video on the San Andreas Fault in California. Explore: (40 minutes) o Students will then be put into groups of three to complete GeoBloxs on normal, reverse, and strike slip faults. One person in each group will do one type of GeoBlox fault. After every member in the group has finished their particular GeoBlox, each member of the group will take turns describing their own fault to the other two students in the group. Students are allowed to research on their laptops if they need to. Students will be responsible for filling out their fault charts during their group discussion of the three different types of faults. (35 minutes) o We will come back together as a class and discuss what every group thought the main ideas were regarding each type of fault. (5 minutes) Explain: (10 minutes) o Lecture on products of plate tectonics with emphasis on folds and faults.

22 Fault Chart Normal Fault Reverse Fault Transform Fault

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27 Test Review Purpose: Throughout the course of the unit, students will understand how plate tectonics is able to occur on Earth and the resulting geologic features. With this lesson specifically, students will review and summarize the information from the entire unit in the form of a concept map in order to review for the upcoming test. Virginia SOLs: ES.7 The student will investigate and understand geologic processes including plate tectonics. Key concepts include a. geologic processes and their resulting features; and b. tectonic processes. Materials and Resources: Laptops Geo-Bingo mats Bingo cover pieces Class Management and Safety Issues: General classroom safety should be observed. Procedure: Engage: (1 minute) o Have the bingo boards sitting in front of the class to pique student interest. Explore: (30 minutes) o Put the class into 4 groups. The four groups will each work to complete a different concept map on the Popplet website. Group 1 will complete one about the History of Plate Tectonics lesson and everything they should know from that class period, Group 2 will complete one about the Introduction to Plate Tectonics lesson and everything they should know from that class period, Group 3 will complete one about the Tectonic Plates lesson and everything they should know from that class period, and Group 4 will complete one about the Products of Plate Tectonics lesson and everything they should know from that class period. Explain: (15 minutes) o After the groups finish their concept maps, they will have time to rotate around the room and see the other concept maps. One student from each group should stay at their concept map and explain it to students as they walk up. The other students should walk around to the other groups and listen in on what their concept maps are on. Visiting students have the opportunity to make suggestions/ask questions. o I will post my concept map on the entire unit up on Blackboard for the students to use as a study tool if they so wish. Students will also post their concept maps on Blackboard for other students to view/study. Elaborate: (35 minutes) o I will then host a Geo-Bingo tournament with bingo boards I created using concepts from the unit. Winners will receive either extra credit on the test or something from the bag of mystery! :) o HOMEWORK: Students are to study for the test next class

28 Geo-Bingo Divergent Boundary Subduction Zone Reverse Fault Continental Drift Plate Tectonics Seafloor Spreading Mountains Continental Crust Compression Stress Convergent Boundary Lithosphere Normal Fault FREE SPACE Oceanic Crust Transform (Strike- Slip) Fault Shear Stress Transform Boundary Rift Valley Earthquakes Asthenosphere Mid-ocean Ridge Volcanoes Convection Cells Pangaea Tension Stress

29 Unit Test: Purpose: Throughout the course of the unit, students will understand how plate tectonics is able to occur on Earth and the resulting geologic features. Students will take the unit test on Plate Tectonics to showcase their earned knowledge. Virginia SOLs: ES.7 The student will investigate and understand geologic processes including plate tectonics. Key concepts include a. geologic processes and their resulting features; and b. tectonic processes. Materials and Resources: laptops formative assessments exit slips Class Management and Safety Issues: General classroom safety should be observed. Procedure: Students have 5-10 minutes to ask questions/study for their tests. Students take the test on Blackboard. They face the back of the room so I can see their computer screens. (40-60 minutes) As students finish, they have time to work on their SOL workbook pages that are due next class for Mrs. Dickenson. (10 minutes) At the end of class, I pass out the same formative assessment that I used at the beginning of the unit, so I could see how students self assess how much knowledge they have gained. (2 minutes) o Plate Tectonics: I have never heard of this I have heard of this but I m not sure what it means I have some idea what it means I clearly know what it means and I can describe it Finally, I pass out an exit slip that asks students to explain what plate tectonics is. (2 minutes)

30 Unit Test: Plate Tectonics Name: Period: Date: Multiple choice directions: Circle the best answer for each question. 1. How many primary plates make up the lithosphere? a. 5 b. 7 c. 14 d Alfred Wegener is responsible for which scientific theory? a. Seafloor spreading b. Gravity c. Continental drift d. Cell theory 3. Which scientific theory explains that the structure of the Earth's crust (and many associated phenomena) resulted from the interaction of rigid lithospheric plates that move slowly over the underlying mantle? a. Transform Boundary Theory b. Continental Drift Theory c. The Theory of Seafloor Spreading d. The Theory of Plate Tectonics 4. What is the name of the super continent that appeared 250 million years ago? a. Wegener b. Pangaea c. Laurasia d. Gondwana 5. Which of the following layers of the Earth is silly putty most like? a. inner core b. crust c. asthenosphere d. lithosphere 6. During the Layers of the Earth activity we did in class, which part of the experiment represented the Earth's rigid moving plates? a. The water b. the hot plate c. the plastic cup pieces d. none of the above 7. During the Layers of the Earth activity we did in class, which part of the experiment represented the Earth's core? a. The water b. the hot plate c. the plastic cup pieces d. none of the above 8. What type of fault has the hanging wall move upward relative to the foot wall? a. Normal fault

31 b. Reverse fault c. Transform fault d. Divergent fault 9. Plates are made up of what two kinds of material? a. Peanut butter and jelly b. Magma and water c. Oceanic crust and continental crust d. Lithosphere and asthenosphere 10. What type of stress is present at a normal fault, reverse fault, transform (strike-slip) fault? a. Compression stress, tension stress, shear stress b. Shear stress, compression stress, tension stress c. Tension stress, compression stress, shear stress d. Compression stress, shear stress, tension stress 11. What is the phenomenon that occurs when density differences exist within a body of liquid or gas, and those density differences result in rising and/or falling currents? a. convection cells b. earthquakes c. continental drift d. divergent boundaries 12. Seafloor spreading occurs because... a. new material is being added to the asthenosphere b. earthquakes break apart the ocean floor c. sediments accumulate on the ocean floor d. hot less-dense material below Earth's crust is forced upwards toward the surface 13. Plates move apart at boundaries. a. convergent b. divergent c. transform d. magnetic 14. Oceanic plates are pushed down into the upper mantle at. a. convection currents b. transform (strike-slip) faults c. subduction zones d. divergent boundaries 15. Continental drift occurs because of a. seafloor spreading b. geologic activity at plate boundaries c. Pangaea d. earthquakes 16. The results of plate movement can be seen at. a. plate boundaries b. plate centers c. both of the above d. none of the above 17. At transform boundaries, crust is... a. created b. destroyed c. both of the above d. none of the above

32 Multiple-Answer Multiple Choice: Circle any (or none) of the answers to complete the question. 18. Which of the following are types of folds? a. Synclines b. subduction zones c. anticlines d. rift valleys 19. Earthquakes are found at what type of plate boundary? a. divergent plate boundaries b. convergent plate boundaries c. transform plate boundaries d. drifting plate boundaries 20. Which of the following is a property of oceanic crust? a. thinner b. older age c. lower density d. mafic composition 21. Subduction zones are found at a. transform boundaries b. divergent boundaries c. convergent boundaries d. drifting boundaries 22. Which of the following is a property of continental crust? a. thinner b. older age c. lower density d. mafic composition 23. What is some evidence that all of the Earth s continents used to be one super continent? a. The continents fit together like a giant jigsaw puzzle b. matching fossils and rock strata were found in countries separated by oceans c. earthquakes that occur all over the world today d. mountain ranges in South America and Africa line up 24. Volcanoes are found at what type of plate boundary? a. divergent plate boundaries b. convergent plate boundaries c. transform plate boundaries d. drifting plate boundaries True/False: Circle the best answer for the question 25. The theory of continental drift was a widely accepted theory for its time. a. True b. False 26. The Earth s crust is broken into several large and small crustal plates. SOME of these crustal plates contain the continents, some don t. a. True b. False 27. Alfred Wegener identified the process of continental drift, but he couldn't explain how it was happening.

33 a. True b. False 28. At divergent boundaries, crust is destroyed. a. True b. False 29. The Earth will never again have another super continent (like Pangaea). a. True b. False 30. Over time, tectonic activity changes the Earth s surface by rearranging and reshaping its landmasses. a. True b. False 31. The asthenosphere floats on top of the lithosphere. a. True b. False Fill in the Blank: Choose the best term to complete the question Word Bank: density, spreading center, folds, stress, Pangaea, divergent, lithosphere, faults, convergent, transform, destroyed 32. The name means all land in Greek. 33. At convergent boundaries, crust is. 34. Force per unit area is called. 35. The portion of the Earth s upper surface (broken into many separate rigid blocks) that moves over the asthenosphere, is called the. 36. occur when rocks break due to force. 37. The Earth has different layers due to changes in. 38. Rift valleys are found at plate boundaries. 39. Another name for a mid-ocean ridge is a. 40. occur when rocks bend due to force.

34 Interpreting Diagrams: Use the following diagram to answer questions 41 and This figure is a diagram of the outermost layers of Earth. Identify the letters which correctly label the continental crust and the oceanic crust. a. E, A b. A, D c. D, E d. B, A 42. Using the same image, choose the labels for the oceanic trench, the asthenosphere, and the lithosphere. a. C, B, E b. F, A, E c. D, F, B d. D, C, B Interpreting Diagrams: Use the following diagram to answer questions 43 and Consider this diagram showing Earth's internal structure. Which labels correctly identify layers defined on the basis of their PHYSICAL properties? List them from the outside to the inside. a. E, A, B, F, H b. H, F, B, A, E c. A, B, D, I, C d. C, I, D, B, A

35 44. From the list below label the CHEMICAL (or compositional) layers from the outside to the inside with the appropriate sequence of letters. a. C, I, D b. D, I, C c. E, A, B, F, H d. H, F, B, A, E Interpreting Diagrams: Use the following diagram to answer questions What type of plate boundary occurs at A? a. convergent b. divergent c. transform d. drifting 46. What type of plate boundary occurs at C? a. Convergent b. divergent c. transform d. drifting 47. What geologic process occurs at A? a. subduction b. seafloor spreading c. convergence d. none of the above 48. What geologic process occurs at C? a. subduction b. seafloor spreading c. divergence d. none of the above

36 Interpreting Diagrams: Use the following diagram to answer questions What type of plate boundary occurs between the North American Plate and the Eurasian Plate? a. divergent boundary b. transform boundary c. convergent oceanic-oceanic plate boundary d. convergent continental-oceanic plate boundary 50. What type of plate boundary occurs between the Nazca Plate and the South American Plate? a. convergent oceanic-oceanic plate boundary b. convergent oceanic-continental plate boundary c. convergent continental-continental plate boundary d. transform boundary