12 EARTH AND LIFE SCIENCE QUARTER 1
LEARNING ACTIVITY SHEET
Republic of the Philippines
Department of Education REGION II – CAGAYAN VALLEY
COPYRIGHT PAGE Learning Activity Sheet in EARTH SCIENCE (Grade 12) Copyright © 2020 DEPARTMENT OF EDUCATION Regional Office No. 02 (Cagayan Valley) Regional Government Center, Carig Sur, Tuguegarao City, 3500 “No copy of this material shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit.” This material has been developed for the implementation of K to 12 Curriculum through the Curriculum and Learning Management Division (CLMD). It can be reproduced for educational purposes and the source must be acknowledged. Derivatives of the work including creating an edited version, an enhancement of supplementary work are permitted provided all original works are acknowledged and the copyright is attributed. No work may be derived from this material for commercial purposes and profit. Consultants: Regional Director : ESTELA L. CARIÑO, EdD., CESO IV Assistant Regional Director : RHODA T. RAZON, EdD., CESO V Schools Division Superintendent : ORLANDO E. MANUEL, PhD, CESO V Asst. Schools Division Superintendent(s): WILMA C. BUMAGAT, PhD., CESE CHELO C. TANGAN, PhD., CESE Chief Education Supervisor, CLMD : OCTAVIO V. CABASAG, PhD Chief Education Supervisor, CID : ROGELIO H. PASINOS, PhD. Development Team Writers
Content Editor
Language Editor Illustrators Layout Artists Focal Persons
: RONNIE MALAZZAB, SYLVIA MORAL, REGIE CAMPANO, MARIEJANE ANGELES, SALVE AGUIRRE, LIEZEL CAUILAN, JOSE ANTONIO, M. JESUSA MATIAS, CHERRY ANN TABIGNE, HAROLD TUYA, IVY MYSTICA VILLANUEVA, RONALYN SADAC : MELOWEEN B. SALVADOR-SDO CAGAYAN, MARTINA D. DAQUIOAG-SDO TUGEUGARAO CITY, LEAH M. DELA CRUZ-SDO SANTIAGO CITY, CHARINA L. MADARANG-SANTIAGO CITY, ROSELLE R. MENDOZA-SDO NUEVA VISCAYA CHRISTOPHER MASIRAG-SDO CAGAYAN, : MARIBEL S. ARELLANO- SDO CAGAYAN : Name, School, SDO : Name, School, SDO : GERRY C. GOZE, PhD., Division Learning Area Supervisor NICKOYE V. BUMANGALAG, PhD. Division LR Supervisor ESTER T. GRAMAJE, Regional Learning Area Supervisor RIZALINO G. CARONAN, Regional LR Supervisor Printed by: DepEd Regional Office No. 02 Regional Center, Carig Sur, Tuguegarao City
Address: Regional Government Center, Carig Sur, Tuguegarao City, 3500 Telephone Nos.: (078) 304-3855; (078) 396-9728 Email Address: [emailprotected]
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Table of Contents
Compentency
Code
Recognize the uniqueness of Earth, being the only planet in the solar system with properties necessary to support life
Page number
1 - 13 S11/12ES-Ia-e-3
Explain that the planet Earth consists of four subsystms, across whose boundaries matter and energy flow.
S11/12ES-Ia-e-4
14 – 31
Identify common rock-forming minerals using their physical and chemical properties
S11/12ES-Ia-9
32 – 39
Classify into igneous, sedimentary and metamorphic
S11/12ES-Ib-10
40 – 50
Explain how the products of weathering are carried away by erosion and deposited elsewhere
S11/12ES-Ib-12
51 – 60
Describe where the Earth’s internl heat comes from
S11/12ES-Ib-14
61 – 71
Describe hos magma is formed (magmatism)
S11/12ES-Ic-15
72 – 85
Describe the changes in mineral components and texture of rocks due to changes in pressure and temperature (metamorphism)
S11/12ES-Ic-17
68- 103
Compare and contrast the formation of the different types of igneous rocks
S11/12ES-Ic-18
104 – 119
Explain how the movement of plates leads to the formation of folds and faults
S11/12ES-Id-22
120 – 139
Describe how layers of rocks (stratified rocks) are formed
S11/12ES-Ie-25
140- 149
Describe the different methods (relative and absolute dating) to determine the age of stratified rocks
S11/12ES-Ie-26
150 -166
Explain how relative and absolute datig were used to determine the subdivision of geologic time scale
S11/12ES-Ie-27
167 – 182
Describe how the Earth’s history can be interpreted from the geologic time scale
S11/12ES-Ie-29
183 – 193
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Describe the various hazards that may happen in the event of earhquakes, volcanic eruptions and landslides
S11/12ES-If-30
194 – 205
Using hazard maps, identify areas prone to hazards brought about by earthquakes, volcanic eruptions and lanslides
S11/12ES-If-31
206 – 231
Identify human activities tht speed up or trigger landslides
S11/12ES-If-33
232 – 245
Using hazard maps, identify areas prone to hazards brought about by eathquakes, volcanic eruptions and landslides
S11/12ES-Ig-36
246 – 258
Describe how coastal processes result in coastal erosion, submersion, and saltwater intrusion
S11/12ES-Ih-38
259 – 271
Cite ways to prevent or mitigate the impact of land development, waste disposal, and construction of structure on control coastal processes
S11/12ES-Ii-41
272 – 288
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EARTH AND LIFE SCIENCE Name: ____________________________
Grade Level: _________
Date: _____________________________
Score: ______________
LEARNING ACTIVITY SHEET The Unique Planet Earth Background Information for the Learners (BIL) PLANET EARTH The Earth is the third planet from the sun and the only astronomical object known to harbor life. According to radiometric dating, Earth formed over 4.5 billion years ago. Why is the earth unique in its ability to support life? The answer lies partly in its position in the solar system. The earth lies approximately 150 million kilometers from the sun. This is the right distance for the provision of a life-friendly temperature. This makes the Earth as the only planet in the solar system where temperatures are just right for life. Other factors such as the earth’s revolution around the sun, its rotation on its own axis, as well as its atmospheres and oceans, all have a role in maintaining its temperature.
The planets in the Solar System are basically grouped into terrestrial and Jovian planets. The “inner planets”, Mercury, Venus, Earth and Mars are called the terrestrial Note: Practice Personal Hygiene at all times.
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planets. They are small and rocky planets that usually have large iron cores. The “outer planets”, Jupiter, Saturn, Uranus and Neptune are called the Jovian planets. They are large planets with no solid surface that’s why they are also known as the “Gas Giants”. The picture below shows the relative size and appearance of three terrestrial planets. Note the similarities and differences between the Earth and the other two terrestrial planets, Venus and Mars.
Figure 1.Venus, Earth and Mars Images from NASA retrieved from file:///C:/Users/User%20name/Desktop/earth%20and%20life%20science/Earth%20and%20Life%20Sc ience.pdf
From the image above, it can be noted that: 1. Venus, Earth, and Mars are part of the inner terrestrial or "rocky" planets. 2. Venus is considered to be the Earth's twin planet. It has a very similar size and mass with the Earth. Mars is about half the Earth's size. 3. All the three planets have spheroidal shape.
Planet earth has also some features such as the its escape velocity or minimum speed an object needs to escape a planet's pull of gravity, it has also surface pressure based on the atmospheric pressure at a location on the surface of the planet which is proportional to the mass of air above the location . The Earth's magnetic field is also important and it is believed to be the consequence of the presence of a solid metallic inner core and a liquid metallic outer core. The table below provides a summary of the difference in physical and chemical properties between the Earth and its neighboring planets and this will show how unique planet earth is.
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Figure 2. Venus, Earth and Mars Comparison: Table modified from http://nssdc.gsfc.nasa.gov/planetary/factsheet/ 1. Venus, Earth, and Mars have composition and densities that are not too different from each other. 2. Majority of the gas in the atmosphere of Venus and Mars is carbon dioxide while on Earth is nitrogen. 3. Orbital period and velocity are related to the planet's distance from the sun. Among the three planets, Venus is the nearest and Mars is the farthest from the Sun. 4. Rotational speed of Earth and Mars are very similar. Rotational speed of Venus is extremely slow. 5. Abundance of liquid water on Earth, hence the blue color. The Earth is a habitable planet.
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FACTORS THAT MAKE A PLANET HABITABLE The planet earth possesses the “just right” factors that make a planet habitable. summarize: FACTORS THAT MAKE A PLANET HABITABLE
NOT ENOUGH OF THE FACTOR
JUST RIGHT TOO MUCH OF THE FACTOR
SITUATION IN THE SOLAR SYSTEM
TEMPERATURE
Low temperatures cause chemicals to react slowly, which interferes with the reactions necessary for life. It can also cause the freezing of water, making liquid water unavailable.
Life seems to be limited to a temperature range of 15oC to 115oC. In this range, liquid water can still exist under certain conditions.
At about 125oC, protein and carbohydrate molecules, and the genetic material (e.g., DNA and RNA) start to break apart. Also, high temperatures cause the quick evaporation of water.
Surface: only the Earth’s surface is in this temperature range. Subsurface: the interior of the solid planets and moons may be in this temperature range.
Small planets and moons have insufficient gravity to hold an atmosphere. The gas molecules escape to space, leaving the planet or moon without an insulating blanket or a protective shield.
Earth & Venus are the right size to hold a sufficientsized atmosphere. Earth’s atmosphere is about 100 miles thick. It keeps the surface warm & protects it from radiation & small- to medium-sized meteorites.
Venus’s atmosphere is 100 times thicker than Earth’s. It is made almost entirely of greenhouse gasses, making the surface too hot for life. The four giant planets are completely made of gas.
Of the solid planets & moons, only Earth, Venus, & Titan have significant atmospheres. Mars’ atmosphere is about 1/100th that of Earth’s, too small for significant insulation or shielding.
Influences how quickly atoms and molecules move
ATMOSPHERE Traps heat, shields the surface from harmful radiation, and provides chemicals needed for life, such as nitrogen and carbon dioxide.
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ENERGY Organisms use light or chemical energy to run their life processes.
NUTRIENTS Nutrients Used to build and maintain an organism’s body.
When there is too little sunlight or too few of the chemicals that provide energy to cells, such as iron or sulfur, organisms die.
With a steady input of either light or chemical energy, cells can run the chemical reactions necessary for life.
Light energy is a problem if it makes a planet too hot or if there are too many harmful rays, such as ultraviolet. Too many energyrich chemicals is not a problem
Surface: The inner planets get too much sunlight for life. The outer planets get too little. Subsurface: Most solid planets & moons have energy-rich chemicals.
Without chemicals to make proteins & carbohydrates, organisms cannot grow. Planets without systems to deliver nutrients to its organisms (e.g., a water cycle or volcanic activity) cannot support life. Also, when nutrients are spread so thin that they are hard to obtain, such as on a gas planet, life cannot exist.
All solid planets & moons have the same general chemical makeup, so nutrients are present. Those with a water cycle or volcanic activity can transport and replenish the chemicals required by living organisms.
Too many nutrients are not a problem. However, too active a circulation system, such as the constant volcanism on Jupiter’s moon, Io, or the churning atmospheres of the gas planets, interferes with an organism’s ability to get enough nutrients.
Surface: Earth has a water cycle, an atmosphere, and volcanoes to circulate nutrients. Venus, Titan, Io, and Mars have nutrients and ways to circulate them to organisms. Sub-surface: Any planet or moon with sub-surface water or molten rock can circulate and replenish nutrients for organisms.
http://www.lpi.usra.edu/education/explore/our place/hab_ref_table.pdf
Learning Competency: Recognize the uniqueness of Earth, being the only planet in the solar system with properties necessary to support life (S11/12ES-Ia-e-3)
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Activity 1: Just Give Me The Reason Directions: Choose the letter of the correct answer. Write the letter of your choice before each item / encircle the letter of your choice. 1. Which of the following is TRUE about the planet Earth? a. The abundance of water on earth makes it habitable. b. The low density of Earth makes it rotate slower than the other planets in the solar system. c. Planet earth is known for its extreme temperature favorable for plant growth. d. Planet earth rotates from east to west. 2. What makes planet earth unique? a. It is the only planet that supports the existence of life. b. It has a large diameter compared other planets. c. Its atmosphere contains the highest amount of oxygen that is lacking to other planets. d. It has the lowest temperature among all the other planets. For question nos. 3-5; consider the following statements: A. Low temperatures cause chemicals to react slowly, which interferes with the reactions necessary for life. It can also cause the freezing of water, making liquid water unavailable. B. Life is limited to a temperature range of -15oC to 115oC. In this range, liquid water can still exist under certain conditions. C. At about 125oC, protein and carbohydrate molecules, and the genetic material (DNA and RNA) start to break apart. High temperatures cause the quick evaporation of water. D. Small planets and moons have insufficient gravity to hold an atmosphere. The gas molecules escape to space, leaving the planet or moon without an insulating blanket or a protective shield. 3. Which of the statements above supports the existence of life in a certain planet? a. Both A and C
c. A only
b. Both C and D
d. B only
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4. Temperature is a factor to be considered for a planet to become habitable, which of the statements above shows too much of this factor? a. A, B and D
c. A and D
b. B and D
d. C only
5. What would likely to happen with a planet that has a high temperature? a. Its movement becomes slower thus creating Coriolis effect. b. The oxygen content would be depleted creating fire. c. The water content of the planet would evaporate easily making a planet not suitable for living. d. The density of the planet increases. 6. Which of the following statements is TRUE about the existence of water in a certain planet? a. A planet temperature should range from -15oC to 115oC. In this range, liquid water can still exist under certain conditions. b. A planet temperature should range from -0oC to 125oC. In this range, liquid water can still exist under certain conditions. c. A planet temperature should range from -15oC to 15oC. In this range, liquid water can still exist under certain conditions. d. A planet temperature should range from -5oC to 5oC. In this range, liquid water can still exist under certain conditions. 7. Which of the following is TRUE about the planet Venus? a. It has a very similar size and mass with the Earth. b. Venus is about half the Earth's size. c. It is a gaseous planet. d. All of the above. 8. What are the different factors to be considered for a planet to become habitable? a. Temperature, energy, nutrients and density. b. Temperature, energy, nutrients and atmosphere. c. Temperature, energy, reproduction, density and atmosphere. d. Temperature, energy, food and density.
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9. What makes the planet Mars possible for life existence? a. Rotational speed of Earth and Mars are very similar and it has residue of water. b. The density of mars makes it possible for plants to grow. c. The mineral content of mars makes it favorable for animal consumption. d. Its distance from the sun is suitable for a stable temperature. 10. Why is water important for a planet to support life? a. Water dissolves & transports chemicals within and to and from a cell. b. Water regulates the heat in a certain planet. c. Water is used by living things to grow. d. All of the above.
Activity 2: Crash Landing On You: The best planet Directions: 1. Review the table "Factors that Make a Planet Habitable". Read the document carefully for this activity. 2. Imagine that you are in an interstellar voyage. The spaceship suffers mechanical problems and will be forced to land. Fortunately, you are passing through the Yanib System, which is composed of a sun-like star surrounded by seven planets, some of which have moons. The profiles of planets and moons of the Yanib System are listed on Table below. 3. Your goal is to decide which planet is the best place where you can crash-land your ship. 4. Write down in space provided below your choice of planet or moon. Reasons for your choice should also be written down. Reasons why you did not choose the other planets should also be included. Profiles of Planets and Moons of Yanib System.
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Best Planet _____ Reasons: Reasons for not choosing the other planets: Planet _____: Planet _____: Planet _____: Planet _____:
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RUBRIC: CRITERIA
1 ( 3 points)
2 ( 5 Points)
3 ( 7 points)
4 ( 10 points)
SCIENTIFIC CONCEPT AND LITERACY
Presents explanation of some scientific concept based on the profile of the planets.
Presents some illogical explanation of some scientific concept based on the profile of the planets the factor that makes a planet habitable.
Presents a logical explanation of some scientific concept based on the profile of the planets.
Presents a logical explanation of scientific concept based on the profile of the planets and the factors that makes a planet habitable.
RELEVANCE AND CONTENT OF THE REASONS
Irrelevant and insufficient
Less thorough with some irrelevance.
Less thorough Thorough and but still relevant substantial and relevant.
Activity 3: Terraforming Mars Directions: Write a 200 word report/essay on the following topic: ‘Can man alter Mars environment to make it more suitable for human habitation? How?’ Note: To “terraform” means to transform another planet to resemble the Earth in several aspects, specifically the ability to support life. ______________________________________________________________ _____________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________
RUBRIC: Logic and consistency in the arguments –20 points Valid and consistent scientific concepts to support the answer- 20 points
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and
References
(1) http://www.voyagesthroughtime.org/planetary/sample/lesson5/ z_act3.htm (2) http://www.voyagesthroughtime.org/planetary/sample/lesson5/pdf/ goldilocks.pdf (3) http://www.voyagesthroughtime.org/planetary/sample/lesson5/pdf/ 5_3_1sas_crashland.pdf (4) https://btc.montana.edu/ceres/html/Habitat/habitablezone.htm (5) http://nssdc.gsfc.nasa.gov/planetary/factsheet/ (6) http://science.nasa.gov/astrophysics/focus-areas/how-do-stars-form-and-evolve/ (accessed: 12 october 2015) (7) http://csep10.phys.utk.edu/astr161/lect/solarsys/solarsys.html (accessed 12 October 2015) (8) file:///C:/Users/User%20name/Desktop/modern%20physics/hab_ref_table.pdf (9)file:///C:/Users/User%20name/Desktop/earth%20and%20life%20science/Earth%2 0and%20Life%20Science.pdf (10) file:///C:/Users/User%20name/Desktop/modern%20physics/538083main_ESS4_One -Of-A-Kind-Planet_C3.pdf (11) file:///C:/Users/User%20name/Desktop/modern%20physics/5571.pdf (12)C:/Users/User%20name/Desktop/earth%20and%20life%20science/Earth%20and %20Life%20Science.pdf
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ANSWER KEY ACTIVITY 1: JUST GIVE ME THE REASON 1. A 2. A 3. D 4. D 5. C 6. C 7. A 8. B 9. A 10. D ACTIVITY 2: CRASH LANDING ON YOU: THE BEST PLANET
The answer of the students may vary but here are expected results •
Planet 4 is probably the best choice. It is fairly cold, but has oxygen present in the atmosphere, indicating that it may have life already in residence. Planet 4 also has ozone, and therefore offers protection from UV radiation.
•
Planet 3 is on the warm side, but has oceans of liquid water, which give it an Earth-like appearance.
•
Planet 2 is too small to maintain much of an atmosphere, but has a habitable temperature and polar ice caps that indicate there might be a source of water.
•
For the extremophiles, the cases made will be a little different. Cases could be made for the moons of Planets 5 and 7, since they have extreme environments that seem similar to the Earth environments of the extremophiles.
•
Planets 3 and 4 are reasonable choices for the extremophiles as well, since the presence of tectonic activity allows for the possibility that hydrothermal vents exist on the planets.
•
Planet 4, in general, appears to be suited to all of the organisms in this activity, and many groups will likely choose this planet.
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ACTIVITY 3: TERRAFORMING MARS The answer of the students may vary from each other and a rubric is available for checking
Prepared by:
RONIE M. MALAZZAB Camalaniugan National High School Camalaniugan, Cagayan
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EARTH AND LIFE SCIENCE Name: ____________________________
Grade Level: _________
Date: _____________________________
Score: ______________
LEARNING ACTIVITY SHEET EARTH’S FOUR SUBSYSTEMS Background Information for the Learners (BIL) Earth is the only planet in the universe known to possess life. It has air that we can safely breathe in, land where we grow our crops and where many plant and animal species
inhabit
and
most
importantly, water which provides wide array of essential uses and which serves as home for aquatic life. Our planet can boast several million species of life, living in habitats ranging from the bottom of the deepest oceans to a few miles into the atmosphere (Choi). All parts of the earth- land, water, air and life - are interconnected which means that they continuously interact with one another. These interacting parts that form a complex whole define a “system” and each part in earth’s system is called a “subsystem” (“The Earth System”). The subsystems
earth
consists
namely:
of
four
geosphere,
hydrosphere, atmosphere and biosphere. The names of each of these subsystems come from Greek words that describe what they're made of (as seen in the figure): 'Geo' for 'ground,' 'hydro' for 'water,' 'bio' for 'life' and 'atmo' for 'air.'
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GEOSPHERE The geosphere describes all of the rocks, minerals and ground that are found on and in Earth. This includes all of the mountains on the surface, as well as all of the liquid rock in the mantle below us and the minerals and metals of the outer and inner cores ("The Four Spheres of Earth: Geosphere, Hydrosphere, Biosphere, and Atmosphere"). The continents, the ocean floor, and all of the sand in the deserts are all considered part of the geosphere. Basically, if it looks like solid ground, it's part of the 'ground' sphere. Hence, it includes continental and oceanic crust as well as the various layers of the Earth's interior.
HYDROSPHERE This sphere contains all the solid, liquid, and gaseous water of the planet, those from the subsurface and atmospheric water. This includes all of the rivers, lakes, streams, oceans, groundwater, polar ice caps, glaciers and moisture in the air (like rain and snow). The hydrosphere ranges from 10 to 20 kilometers in thickness. It extends from Earth's surface downward several kilometers into the lithosphere and upward about 12 kilometers into the atmosphere Ninety-seven percent (97%) of the Earth’s water is salty while the twothirds of the remaining 3% is frozen in glaciers and polar ice caps. Only 1% of the hydrosphere is liquid freshwater, and even most of this exists as groundwater down in the soil. (Refer to figure 1)
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Figure 1. Earth’s water distribution (https://www.sciencelearn.org.nz/resources/723water-origins)
ATMOSPHERE It is the gaseous layer surrounding the earth and held to its surface by gravity. The atmosphere receives energy from solar radiation which warms the earth's surface and is re-emitted and conducted to the atmosphere. The atmosphere also absorbs water from the earth's surface via the process of evaporation; it then acts to redistribute heat and moisture across the earth's surface (“The Earth System and its Components ”). Composition of the Atmosphere The atmosphere is composed of a mix of several different gases in differing amounts (refer to figure below). Some of the permanent gases whose percentages do not change from day to day are nitrogen, oxygen and argon. The noble gases, including argon and neon, are noted for their lack of reactivity. Oxygen is one of two elements, along with hydrogen, that goes into the formation of water. The atmosphere is also composed of water vapor that is very important in predicting weather which varies in concentration.
Layers of the Atmosphere The atmosphere has 4 layers: troposphere; stratosphere; mesosphere and thermosphere which are separated by boundaries (“pauses”) (please refer to figure below). The troposphere is the lowest layer of the atmosphere, where we live and where weather happens. It is where most of the water vapor present in the atmosphere is found. Temperature in this layer decreases as the altitude increases however, temperature stops decreasing at the tropopause. It is at this Note: Practice Personal Hygiene at all times.
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level that jet stream sits which also marks the highest point that weather can occur. Above the tropopause lies the stratosphere where temperature
increases
as
altitude increases due to the presence of ozone (O3). The ozone layer is warm because it absorbs ultraviolet (UV) rays from the sun which protects life on Earth. It lacks weatherproducing air turbulence and is almost
completely
free
of
clouds and other forms of weather. It is also in this layer that jet planes fly. The mesosphere is the layer above the stratosphere where temperature decreases with height. It contains ratios of nitrogen and oxygen similar to the troposphere, except the concentrations is 1000 times less and there is little water vapor, so the air is too thin for weather to occur. The coldest region in the atmosphere is in the upper mesosphere. This layer also protects the Earth form meteoroids. The thermosphere is the uppermost layer of the atmosphere where temperature increases with height because it is being directly heated by the sun.
BIOSPHERE All living organisms on Earth, including those on the land, in the water, and in the air form part of the biosphere (“Spheres of the Earth”). This includes all of the plants, animals, bacteria, fungi and single-celled organisms found on Earth. Most of this life exists no deeper than about 10 feet into the ground or about 600 feet above it. These living organisms form ecological communities relative to their physical surroundings referred to as biomes. The four major Note: Practice Personal Hygiene at all times.
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types of biomes that exist in the biosphere are aquatic biome, forest desert and tundra. THE FLOW OF MATTER AND ENERGY ACROSS THE EARTH’S SUBSYSTEMS The spheres within the earth subsystems are all interconnected with one another (refer to figure below) meaning, any changes that occur in one system can bring changes to other systems (“How do Earth’s Spheres Interact”).
https://course.oeru.org/csf101/learning-pathways/from-the-holocene-to-the-anthropocene/the-earth-is-an-open-and-closed-system/
Although all the four major geological subsystems of Earth can function independently from each other, still diverse types of interaction occur between them. In some cases, it may be an interaction between all four subsystems, but it could also be an interaction between just two (“The Earth is an open and closed system”). Energy sources for earth systems that bring both endogenic and exogenic processes are the sun and the earth’s interior. Weather and climate, ocean circulation, and erosional processes are driven by the energy form the sun. Whereas, the heat from the interior of the earth through thermal convection powers internal processes that produce volcanoes, earthquakes and mountains. Learning competency: Explain that the earth consists of four subsystems, across whose boundaries matter and energy flow (S11/12ES -Ia-e-4) Note: Practice Personal Hygiene at all times.
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Activity 1: The Earth-word Puzzle Directions: Complete the crossword puzzle by filling in a word that fits each clue. 4
3
5
1 5
1
7
6
2
6
2
7 3
4
Down 1. 2. 3. 4. 5. 6. 7. Across
It is all the waters on Earth, including subsurface and atmospheric water. It describes all of the rocks, minerals and ground that are found on and in Earth. This layer is an extremely thin sheet of air extending from the surface of the Earth to the edge of space. This layer of the atmosphere lacks weather-producing air turbulence and is almost completely free of clouds and other forms of weather It’s made up of 3 molecules of oxygen which protects life on this planet This comprises 97% of the earth’s water. It is a gaseous phase of water that is important in predicting weather conditions.
1.
These are ecological communities formed by living things based on the physical surroundings of an area.
2. 3. 4. 5. 6. 7.
It is the most abundant gas in the atmosphere. These are boundaries that separates several layers of the atmosphere. It is the coldest of all the biomes and it has low biotic diversity and simple vegetation structure. These are the interacting parts in Earth’s system. This layer of the atmosphere protects us from meteoroids This biome is characterized by low rainfall (less than 50cm/year).
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Activity 2: Why Do I Care About The Atmosphere? Directions: Analyze the figure below, then asnwer the following questions.
Figure 1. Layers of the Atmosphere (https://www.pinterest.ph/pin/238409373996179828/) Question 1. In reference to the figure above (Figure 1.0), describe what happens to the temperature as the altitude increases. a. Troposphere ______________________________________________ b. Stratosphere ______________________________________________ c. Mesosphere ______________________________________________ d. Thermosphere ____________________________________________
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Question 2: Basing from the figure above, the temperature of the layer between the tropopause and stratopause increase as the altitude does, why is this so? ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ____________________ Question 3: Water vapor is one of the gases found in the atmosphere though it’s not as abundant as the other gases. Its amount varies from day to day and depends also on the area. What is its significance in the atmosphere? ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________
Question 4: The atmosphere houses the ozone, gas that is vital to our survival. However, studies have shown its depletion overtime due to the release of ODS (Ozone-Depleting Substances) in the atmosphere like CFCs that quickly destroy ozone molecule than it is naturally formed. Hence, what are the implications of ozone depletion? ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________
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Activity 3: Matter and Energy-Crossing The Boundaries Directions: Analyze the processes in the diagram below and complete the succeeding the tasks. Figure 2. The Water Cycle
http://www.hurricanescience.org/science/basic/hydrologic/
Task1: Write the step-by-step processes that take place in a “Water Cycle”. Write your answer in the box provided.
Task2: Identify the main force/energy that drives the water cycle and briefly explain how does this force/energy flow across the earth’s subsystems. ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________
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Activity 4: Interactions of the Earth’s Subsystems Directions: Read and understand the given texts and make a concept map (to be written in the box provided) on the interactions that have taken place in the earth subsystems. Also, include all the possible events that may happen when other subsystems are affected. See the first example below.
Situation: When Mt. Pinatubo erupted in 1991, nearly 20 million tons of sulfur dioxide was ejected into the atmosphere. This gas cloud traveled around the world and caused global temperatures to drop dramatically by 0.5 - 1°C. The eruption also dramatically changed the topography of Central Luzon. Many people developed silicosis, a chronic lung disease, from inhaling the fine volcanic ash. Lahars caused by subsequent typhoons and extreme rainfall buried numerous towns, villages, rice paddies, and sugarcane fields in the region.
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1. Situation: The Industrial Revolution was a global phenomenon marked by the transition to new manufacturing processes such as: 1) increased automation and mechanization, facilitated by new machine tools and interchangeable parts; 2) revolutionized manufacturing, particularly in the textile industry; and 3) improved transportation networks and swelling urban populations allowing for the expansion of domestic markets. The Industrial Revolution resulted in greater wealth and a larger population in Europe as well as in the United States.
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Activity 5: What Do I Contribute to the Earth’s System? Directions: Carefully read and understand the following statement to complete the given tasks. Task 1: As a living organism that forms part of the biosphere and whose actions may or may not significantly affect the other spheres, which among your activities as “human” has/have been contributing an impact to earth subsystems? Enumerate the implication(s) of those action(s) to several spheres through a concept map.
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References: Textbook: Religioso and Vengco. Earth & Life Science: You and the Natural World, 44 to 40
Website https://www.researchgate.net/figure/Composition-of-Earths-atmosphere-aConstituent-Vol-fraction-ppmv_tbl1_41669325 https://www.esrl.noaa.gov/gmd/education/info_activities/pdfs/TBI_earth_spher es.pdf https://climate.ncsu.edu/edu/Composition https://quizlet.com/4412562/the-atmosphere-flash-cards/ https://earthobservatory.nasa.gov/global-maps/MYDAL2_M_SKY_WV https://www.sciencedirect.com/science/article/abs/pii/S1464189501000941
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ANSWER KEY Activity 1: The Earth-word Puzzle Down 1. Hydrosphere 2. Geosphere 3. Atmosphere 4. Stratosphere 5. Ozone 6. Saltwater 7. Water vapor
Across 1.Biomes 2.Nitrogen 3.Pauses 4.Tundra 5.Subsystems 6.Mesosphere 7.Desert
Activity 2: WHY DO I CARE ABOUT THE ATMOSPHERE? Question 1 a. Troposphere : the temperature decreases b. Stratosphere: the temperature increases c. Mesosphere: the temperature decreases d. Thermosphere: the temperature increases Question 2: The stratosphere houses the natural greenhouse gas, the “ozone”, which protects life here on earth. The temperature in this layer increases so as the altitude because there's a high concentration of ozone molecules. These absorb UV rays from the Sun and then radiate this energy in the form of infrared waves. Nearby gases can absorb this infrared energy and increase in temperature. Question 3: Water vapor is one of the most important greenhouse gases in the atmosphere which plays a dominant role in the radiative balance and the hydrological cycle. It is a principal element in the thermodynamics of the atmosphere, it transports latent heat. It contributes to absorption and emission in a -number of bands and it condenses into clouds that reflect and adsorb solar radiation or heat radiated from the Earth’s surface, which in turn radiates heat in all direction thus directly affecting the energy balance. Water vapor is hence, important in predicting the weather.
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Question 4: The ozone layer has the potential to absorb around 97-99% of the harmful ultraviolet radiations coming from the sun that can damage life on earth. Its depletion causes increased UV radiation levels at the Earth’s surface which basically is damaging to human health.
Hence, millions of people would
develop skin diseases specifically skin cancer, eye cataracts and weakened immune systems. In addition, UV radiation also affects terrestrial and aquatic ecosystems, altering growth, food chains and biochemical cycles. Aquatic life just below the water’s surface, the basis of the food chain, is particularly adversely affected by high UV levels. UV rays also affect plant growth, reducing agricultural productivity.
Activity 3: MATTER AND ENERGY- CROSSING THE BOUNDARIES THE WATER CYCLE Water enters the atmosphere through the evaporation of water from the seas, ocean, lakes, rivers; from the transpiration of water from the leaves of plant and from sublimation process by which ice and snow (a solid) changes into vapor without going through the liquid phase. These processes are driven by the sun which heats water and gives water molecules enough energy to escape into the atmosphere. As water vapor rises into the atmosphere, it cools, and then condenses to form clouds. As water droplets become bigger, they fall as rain- precipitation. Precipitation is water that falls to the earth as rain, snow, sleet, drizzle, or hail. The water that falls to the ground can evaporate, collect, runoff or infiltrate. Infiltration is the movement of water into the ground from the surface, while percolation is the movement of water past the soil and going deep into the groundwater. Surface flow is the transport of water by rivers, lakes, and streams to the ocean. Groundwater is the flow of water underground in aquifers. Groundwater sometimes returns to the surface in springs or eventually seeps into the oceans. Plant uptake is the term used to describe when water from a groundwater source travels up the roots and branches of plants to its leaves or flowers. When rain flow to bodies of water it is called runoff. Runoff flows into streams and rivers and eventually back to the ocean or sea. Note: Practice Personal Hygiene at all times.
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Activity 4: INTERACTIONS OF THE EARTH’S SUBSYSTEMS
The Industrial Revolution marked the transition to new manufacturing processes such as:
Increased automation and mechanization
Atmosphere Geosphere
Hydrosphere Biosphere
Improved transportation networks
IMPACTS Biosphere has been disrupted due to turning the Forests into cities, many trees were cut down, and many wild life animals lost their shelter as well as the native people
Smoke from factories, cars and from burning collects in the atmosphere as well as the aerosol components of cans other products used by humans, ODS present in the refrigerators and aircons which eventually led to a hole in the atmosphere causing weather changes
Weather changes has brought strong winds, torrential rains, flood and flash floods leading to landslides; loss of crops and other livelihood; diseases to humans like cholera, AGE, Leptospirosis
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Activity 5: WHAT DO I CONTRIBUTE TO THE EARTH’S SYSTEM? Human activities that have impact on Earth’s subsystem
✓ ✓ ✓ ✓
Burning of garbage especially plastics Improper waste disposal Use of cars and motorcycles too often Use of air-condition and refrigerator which contain and releases CFS
The above activities greatly impact both the biosphere and atmosphere for the smokes which then affect the other systems. Example: smoke from burning and use of vehicles contributes to air pollution affecting humans; it adds up to greenhouse gas already present in the atmosphere affecting weather condition in which both the hydrosphere and geosphere are affected.
Prepared by: Sylvia Moral Licerio Antiporda Sr. National High School
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EARTH AND LIFE SCIENCE Name: Grade Level:
Score: Date:
LEARNING ACTIVITY SHEET ROCK-FORMING MINERALS Background Information for the Learners (BIL)
As this activity sheet deals with earth materials and processes, it is important that we gain knowledge of the materials that make up the earth’s crust. The rocks that make up the earth and the minerals that compose them have significant effects on our lives.
Mineralogists are scientists who
study minerals. Minerals are the building blocks of rocks. Mineral is defined as a naturally formed, generally inorganic, crystalline solid composed of an ordered array of atoms and having a specific chemical composition.
Physical Properties of Minerals Scientists identify most common minerals by their color or appearance; others include their taste, smell, feel, and sound. The physical properties that can be tested are: 1. Luster ▪
It describes the appearance of a mineral when light is reflected from its surface. Minerals can be metallic, pearly, silky, resinous, earthy or dull, vitreous or glassy, and waxy.
2. Color ▪
It is one of the most obvious properties of a mineral but it is often of limited diagnostic value, especially in minerals that are not opaque.
3. Streak ▪
It refers to the color of the mineral in its powdered form, which may or may not be the same color as the mineral.
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4. Hardness ▪
It is the resistance of a mineral to scratching or abrasion by other materials. Hardness is determined by scratching the surface of the sample with another mineral or material of known hardness.
▪
Frederich Moh, a German mineralogist prepared a scale of hardness with a number 0f 1-10 in the increasing hardness.
▪
Mohs Scale of Hardness 1 – Talc
6 – Orthoclase
2 – Gypsum
7 – Quartz
3 – Calcite
8 – Topaz
4 – Fluorite
9 – Corundum
5 – Apatite
10 – Diamond
5. Cleavage ▪
It is the tendency of minerals to break along planes of weak bonding. It is described by the number of planes exhibited and the angles at which they meet.
6. Fracture ▪
Minerals that do not exhibit cleavage are said to be fracture when broken. Some break like glass, some into splinters or fiber.
7. Crystal Form ▪
A crystal is a solid, homogeneous, orderly array of atoms and may be nearly any size. The arrangement of atoms within a mineral determines the external shape of its crystals.
8. Specific Gravity ▪
The specific gravity of a mineral is the weight of that mineral divided by the weight of an equal volume of water. The specific gravity of water equals 1.0, by definition.
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Chemical Properties of Minerals The chemical properties of minerals depend on their chemical formula and crystal structure. 1. Solubility ▪
It refers to the ability of a substance to dissolve in a solvent at a specified temperature.
2. Melting point ▪
It refers to the temperature at which solid turns into liquid. Minerals composed of atoms that are tightly bonded within the crystal structure have high melting points.
3. Crystallographic techniques ▪
Such as X-ray diffraction are performed to determine the crystal structure of the mineral.
Learning Comptency: Identify common rock-forming minerals using their physical and chemical properties. (S11/12ES-Ia-9)
Activity 1: Mine-RIGHT or Mine-WRONG? Directions: Write MR if the statement is correct and write MW if it is not. Write your answer in the space before each test item.
1. Color, as one of the ways to identify a mineral, is often of limited diagnostic value.
2. The hardness of a mineral can be determined by attempting to scratch it with a knife.
3. Density is the ratio of the weight of the mineral to the weight of the water with an equal volume.
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4. The context in which a mineral is found has little to do with identifying the mineral.
5. The shape of its crystals is more helpful in identifying a mineral than the angle between its crystal faces.
6. Streak is the relative differences in the opacity and transparency of a mineral as light is reflected on its surface.
7. The chemical properties of minerals depend on their chemical formula and crystal structure.
8. A rock is a naturally occurring, inorganic, solid material that has a fixed structure and a definite chemical composition.
9. A mineral with perfect cleavage breaks along flat lines.
10. A crystal is a solid in which the atoms are arranged in repeating patterns.
Activity 2: MINERALS - IN - ACTION! Directions: Given a situation, identify what physical properties of mineral were being applied. Choose your answer from the table below. Write your answer in the space before each test item. Crystal Form
Hardness
Cleavage
Luster
Fracture
Color
Streak
Specific Gravity
1. Andrea picked up three different stones. Using a hammer, she wanted to identify which is the sturdiest. The first rock got easily cracked, the second was able to withstand several
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poundings, and the third can even be scratched with a fingernail. 2. In a certain gemstone corner, Bryan was amazed when he observed a characteristic of quartz that can vary from colorless to white to yellow to gray to pink to purple and to black. 3. Catrina is fond of collecting rocks anywhere she go. One day, while walking, she saw two different rocks. One rock mineral splinters like wood, it is fibrous. While the other rock formed smooth curved surfaces.
4. While enjoying the beauty of nature, Dong found out four different rocks. He exposed them under the sun and he observe that the first rock looks like a metal, the second rock looks like a earth or dirt, the third rock is like a glass and the last rock looks like a paraffin.
5. Eden got a certain mineral and scratched it on an unpolished piece of white porcelain plate. Because the plate is harder than most minerals, rubbing the mineral across the plate produces a powder of that mineral. When the excess powder is blown away, what remains is the color of the result of scratching.
Activity 3: GIVE LOVE ON MINERALS Directions: Answer the following questions briefly but substantial. Write your answer inside the box. (10-points each)
Criteria for Scoring: ▪ ▪ ▪
Content – 5 points Organization – 3 points Cleanliness – 2 points
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1. What is/are the importance of minerals in your daily life?
2. As a student, how can you help conserve some common minerals?
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References
Salandanan, Gloria G., Faltado III, Ruben E., Lopez, Merle B.,Earth and Life Sciences for Senior High School (Core Subject), 2016, Lorimar Publishing, Inc. https://www.saddleback.edu/faculty/jrepka/notes/GEOmineralLAB_1.pdf https://m.facebook.com/notes/earth-and-life-science/lesson-21-rock-formingminerals/1970440293192617/
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ANSWER KEY
Activity 1: Mine-RIGHT or Mine-WRONG? 1. MR 2. MW 3. MW 4. MR 5. MR 6. MW 7. MR 8. MW 9. MR 10. MR
Activity 2: MINERALS - IN - ACTION! 1. Hardness 2. Color 3. Fracture 4. Luster 5. Streak
Activity 3: GIVE LOVE ON MINERALS
1. ***Varied answers for essay type 2. ***Varied answers for essay type
Prepared by: Regie R. Campano Bukig National Agricultural and Technical School
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EARTH AND LIFE SCIENCES Name: Grade Level:
Score: Date:
LEARNING ACTIVITY SHEET TYPES OF ROCKS Background Information for the Learners (BIL) The Earth’s crust is relatively thin, less than one percent (1%) of the earth’s radius. In this very thin layer are found the materials – like minerals and the aggregates of minerals we know as rocks. Petrology is the study of rocks. The rocks of the Earth’s surface are classified into three types according to their origin: igneous, sedimentary, and metamorphic.
1. IGNEOUS ROCKS Rocks that are formed by the cooling and crystallization of hot, molten rock material called magma. Igneous means “formed by fire”. It takes up about 95% of the Earth’s crust. When molten rock reaches the surface it is called lava. Lava is similar to magma except that most of the gases have escaped. The rocks resulting when lava solidifies are classified as extrusive rocks. The magma that does not reach the surface and crystalizes at great depths are called intrusive rocks. Two types of igneous rocks are classified based on texture and composition. The same magma can form both rock types. A. Volcanic rocks – form when magma rises to Earth's surface. ▪
Produces volcanoes, lava flows, tephra
▪
Molten rock cools rapidly
B. Plutonic rocks – form when magma solidifies below Earth's surface. ▪
Produces plutons that remain hidden until exposed by erosion
▪
Molten rock cools slowly
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2. SEDIMENTARY ROCKS These rocks are the most common in the uppermost portion of the crust. Sedimentary was derived from the word sedimentation which means “settling” as in the settling of a material from a fluid. These rocks account for about 75% of the rocks on the surface. Sedimentary rocks are formed when weathered products are transported by running water and later deposited in the ocean where it is lithified. It is about 5% of the Earth’s 16-kilometer crust.
Three Types of Sedimentary Rocks A. Clastic Sedimentary Rocks - composed of rock and mineral fragments. It is the most common type of sedimentary rock. There are 3 stages of formation: generation, transportation and lithification.
B. Chemical Sedimentary Rocks - form when minerals precipitate (crystallize) from a solution as a result of changing physical conditions. It can be readily dissolved in water and transported to oceans. Rocks are typically indicative of shallow, coastal marine conditions in geologic past.
C. Biochemical Sedimentary Rocks - Link the biosphere and geosphere. It is form due to actions of living organisms that cause minerals to be extracted from solution. It may form from the remains of dead organisms.
3. METAMORPHIC ROCKS Metamorphic rocks are formed under conditions of heat and pressure similar to the environment in which igneous rocks are formed. Temperatures are lower and the change may occur at depths 12-16 km beneath the surface. Metamorphic rocks change while the rock is still solid. The original rock undergoes rearrangement of mineral grains and enlargement of crystals. Metamorphic rocks contain minerals found in igneous rocks. The first metamorphic change is a rearrangement of mineral grains. Minerals align in bands or layers. As the temperature rises, crystals become bigger and chemical reactions occur.
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Two Types of Metamorphic Rocks A. Contact Metamorphism - changes due to increases in temperature where rocks come in contact with heat source (e.g. magma chamber)
B. Regional Metamorphism - increases heat and pressure associated with plate tectonic processes that form mountains. It increases pressure and temperature cause tabular minerals to take on a preferred orientation, foliation perpendicular to the direction of pressure. Higher temperatures and pressures yield more intense metamorphism.
Learning Competecny : Classify rocks into igneous, sedimentary, and metamorphic. (S11/12ES-Ia-10)
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Activity 1: LET’S ROCKSIFY! Directions: Given the name, picture and characteristics of the rocks, classify the rocks whether it is IGNEOUS, SEDIMENTARY or METAMORPHIC.
LIMESTONE
GRANITE
GNEISS
SANDSTONE
OBSIDIAN
It composed mainly
It is a very hard,
It is a rock with a
It is a rock
It is a hard, dark,
of calcium
granular,
banded or foliated
consisting of sand
glass-like rock
carbonate or
crystalline rock
structure, typically
or quartz grains
formed by the rapid
dolomite, used as
consisting mainly
coarse-grained and
cemented together,
solidification of lava
building material
of quartz, mica
consisting mainly of
typically red,
without
and in the making
and feldspar and
feldspar, quartz and
yellow, or brown in
crystallization.
of cement.
often used as a
mica.
color.
building stone.
1.
2.
3.
4.
5.
SHALE
MARBLE
PORPHYRITIC
BASALT
CONGLOMERATE
It is a soft finely
It is a hard
It is a rock texture
It is a dark fine-
It is a coarse-grained
stratified rock that
crystalline form of
containing distinct
grained rock that
rock composed of
formed from
limestone,
crystals or
sometimes displays
rounded fragments
consolidated mud
typically white
crystalline particles
a columnar
embedded in a
or clay and can be
colored mottling
embedded in a
structure, typically
matrix of cementing
split easily into
or streak, which
compact
composed largely
material such as
fragile plates.
may be polished
groundmass.
of plagioclase with
silica.
and is used in
pyroxene and
sculpture and
olivine.
architecture.
6.
7.
8.
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9.
10.
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Activity 2: FILL THE ROCK MAP! Directions: Finish the partially filed in concept map for igneous rocks by filling in the blanks with appropriate terms. Choose your answers from the table below. Then, give at least 1-2 sentences explanation/ or something you have learned from it. basalt
Volcanic
low
lava
silica content
granite
Plutonic
below surface
magma
course grained
plutons
I have learned that … Note: Practice Personal Hygiene at all times.
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Activity 3: I LAB ROCKS! Directions: Get a Kit Kat, Snickers, Hershey Bar and a Field Notes Sheet. Bite each type of candy bar and record what it looks like, its properties, and which type of rock does each represents. (If these chocolates are not available in your house/community, collect three different rocks that can be found within your front/backyard.) Write your answers in the field experience sheet.
FIELD NOTES SHEET Name of
Drawing
Properties
Candy Bar / Rock
Type of
Reason
Rock
Kit Kat / Rock “A” _______________
Snickers / Rock “B” _______________
Hershey Bar / Rock “C” _______________
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Activity 4: ROCK QUIZ! Directions: Read the questions carefully and encircle the letter of the BEST answer.
1.
Geologists sometimes find a type of igneous rock known as porphyry, which contains both large and small crystals. Which is the best explanation for the formation of this rock?
The rock experienced a two-stage cooling process A. with initial slow cooling at depth followed by rapid cooling at the surface. B. with initial rapid cooling at depth followed by slow cooling at the surface. C. with initial rapid cooling near the surface followed by slow cooling at depth. D. with initial slow cooling near the surface followed by rapid cooling at depth.
2. This basalt rock corresponds to
A.
a low silica volcanic rock.
B.
a low silica plutonic rock.
C.
a high silica plutonic rock.
D. a high silica volcanic rock
3. Which of the following is/are characteristic in identifying the three types of rocks? A. crystals and gas bubbles
C. glassy surface and ribbon-like layers
B. fossils, sand or pebbles
D. all of these
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4. Concrete is formed by adding cement and water to a mixture of sand and gravel. This could be seen as an analogue for the formation of what type of sedimentary rock? A. clastic rock
C. biochemical rock
B. chemical rock
D. plutonic rock
5. Cooking an egg could be seen as an analogue for the formation of A. igneous rock
C. metamorphic rock
B. sedimentary rock
D. rock cycle
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References Salandanan, Gloria G., Faltado III, Ruben E., Lopez, Merle B.,Earth and Life Sciences for Senior High School (Core Subject), 2016, Lorimar Publishing, Inc. The Good Earth, Introduction to Earth Science, Second Edition, Chapter 7: Rocks and Minerals, The McGraw-Hill Companies, Inc Candy Bar Rocks Classification by Renee Glashow Lecture Outlines PowerPoint Chapter 3 Earth Science, 12e Tarbuck/Lutgens, © 2009 Pearson Prentice Hall Dictamp Oxford English Dictionary
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ANSWER KEY
Activity 1: LET’S ROCKSIFY! 1.
Sedimentary
2.
Igneous
Activity 2: FILL THE ROCK MAP! plutons
lava
below surface
3.
Metamorphic
4.
Sedimentary
5.
Igneous
6.
Sedimentary
magma
plutonic
volcanic
7.
Metamorphic
8.
Igneous
9.
Igneous
10.
Sedimentary
course grained
silica content
basalt
granite
low
Activity 3: I LAB ROCKS! KITKAT – The Kit Kat is sedimentary. There are layers inside it just like a sedimentary rock it is made up of layers of sediment. SNICKERS – The Snickers is metamorphic. The chocolate, caramel, and peanuts are pressed together the way a metamorphic rock forms from heat and pressure. HERSHEY BAR – The Hershey bar is igneous. The solid chocolate is solidified melted chocolate just like an igneous rock it is a solidified magma.
Activity 4: ROCK QUIZ! 1.
C
2.
A
3.
D
4.
A
5.
C
***Varied answers for the three different rocks being collected.
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Prepared by:
Regie R. Campano Bukig National Agricultural and Technical School
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EARTH AND LIFE SCIENCE Name: ____________________________ Date: _____________________________
Grade Level: _________ Score: ______________
LEARNING ACTIVITY SHEET EXOGENIC PROCESSES Background Information for the Learners Exogenic Process include geological phenomena and processes that originate externally to the Earth's surface. They are genetically related to the atmosphere, hydrosphere and biosphere, and therefore to processes of weathering, erosion, transportation, deposition, denudation etc.
TYPES OF EXOGENIC PROCESSES 1. Weathering
- breaks down and loosens the surface minerals of rock so they can be transported away by agents of erosion such as water, wind and ice. It can be classified as physical weathering or chemical weathering. Refer to figure below.
Source: https://www.google.com/search?q=diagram+for+the+types+of+physical+weathering&tbm=isch&ved=2ahUKEwiX8djPi6TqAhVM7ZQKHbWVD0AQ2cCegQIABAA&oq=diagram+for+the+types+of+physical+weathering&gs_lcp=CgNpbWcQAzoECAAQQzoFCAAQsQM6AggAOgQIABAYUI2A1jbvQRgsMAEaAJwAHgGgAH5FIgB78YBkgERMi0zLjUuMi43LjcuMy4xLjOYAQCgAQGqAQtnd3Mtd2l6LWltZ7ABAA&sclient=img&ei=q1T4XtfvH8za0wS 1q76ABA&bih=695&biw=1349&hl=en&hl=en#imgrc=075HzFR7lNZV3M&imgdii=PASGXfEZrz_lfM
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2. Erosion – is when fragments are move from one place to another by various agents, such as water, glacier and wind. a. Water – running water is the primary agent of erosion on Earth. Most running water is found in streams and rivers. b. Glaciers – is a thick large mass of ice formed hundreds or thousands of years. They can erode land through plucking and abrasions. c. Wind – carries dust, sand, and volcanic ash from one place to another, in dry areas, strong wind wears away soft rocks, and also polishes rocks and cliffs until they are smooth. Wind can also erode materials until nothing is left
3. Deposition - aggradation or accumulation of weathered sediments to create different land forms.
PAOAY SAND DUNES
Dunes are large masses of windblown sand, and are most common in deserted environments, such as the Sahara, and also near beaches. An area with dunes is called a dune system. In physical geography, a dune is a hill of loose sand built by aeolian processes or the flow of water. https://www.google.com/search?q=paoay+sand+dunes&hl=en&so urce=lnms&tbm=isch&sa=X&ved=2ahUKEwjM7aXFlKTqAhVgw4s BHZc6B6sQ_AUoAXoECBgQAw&biw=1366&bih=695#imgrc=Jp4 LuotveEjfAM&imgdii=R3nKw3QqRMa8VM
A river delta is a landform created by deposition of sediment that is carried by a river as the flow leaves its mouth and enters slower-moving or stagnant water. https://www.google.com/search?q=dELTA+LANDFORM&tbm=isc h&hl=en&hl=en&ved=2ahUKEwimlb_RlaTqAhWuG6YKHRpECHc QBXoECAEQQA&biw=1349&bih=695#imgrc=Z0rcz9weGEB2M&imgdii=EyQ3R235yQWBnM
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Learning Competency: Explain how the products of weathering are carried by erosion and deposited elsewhere. (S11/12ES-Ib-12)
ACTIVITY 1: Pictionary Procedure: Study the pictures below. Identify the type of weathering process each picture illustrates. Describe the process in one-two sentences only.
1.
TYPE OF WEATHERING:
PHYSICAL OR CHEMICAL:
PROCESS: https://www.google.com/search?q=frost+wedgin g&source=lnms&tbm=isch&sa=X&ved=2ahUKE wiK7cuCgKTqAhUU7WEKHeUsB_sQ_AUoAXo ECBEQAw&biw=1366&bih=695#imgrc=X20IgAz tzIaWhM
2. TYPE OF WEATHERING:
PHYSICAL OR CHEMICAL:
https://www.google.com/search?q=pressure+release+in+weathering&tbm=isc h&ved=2ahUKEwikydKDgKTqAhUpzYsBHf7wCmQQ2cCegQIABAA&oq=pressure+release+in+&gs_lcp=CgNpbWcQARgDMgYIAB AIEB4yBAgAEBgyBAgAEBgyBAgAEBgyBAgAEBgyBAgAEBgyBAgAEBg6BQ gAELEDOgIIADoECAAQQ1CpuAxY5IgNYNZDWgIcAB4AoABhwmIAbJEkgENMi02LjMuMS4yLjQuMZgBAKABAaoBC2d3 cy13aXotaW1nsAEA&sclient=img&ei=g0j4XuT7Dqmar7wP_uGroAY&bih=69 5&biw=1366#imgrc=Rjq9laAwjGzW8M
PROCESS:
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3. TYPE OF WEATHERING:
PHYSICAL OR CHEMICAL:
PROCESS: https://www.google.com/search?q=carbonation+weathering&tbm =isch&ved=2ahUKEwjZwtHrgKTqAhUqIqYKHeJjB64Q2cCegQIABAA&oq=carb&gs_lcp=CgNpbWcQARgAMgQIABBDM gQIABBDMgQIABBDMgQIABBDMgQIABBDMgQIABBDMgQIAB BDMgQIABBDMgUIABCxAzIECAAQQzoCCAA6BwgAELEDEE NQ6bkLWNnRC2De3wtoAHAAeACAAdgCiAHJCJIBBTItMy4xm AEAoAEBqgELZ3dzLXdpei1pbWc&sclient=img&ei=XUn4XpmgF KrEmAXix53wCg&bih=695&biw=1366#imgrc=HotmKldcOEMWv M
ACTIVITY 2: Compare and Contrast Direction: Write the similarities and differences of the different mass wasting processes. DEPOSITION
EROSION
What is the driving force behind deposition and erosion? ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ____________________________
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ACTIVITY 3: Complete Me Direction: Study the concept map. Fill in the box to complete the diagram.
ACTIVITY 4: Lets Make a Survey Procedure: Have a visit on your own surrounding, identify places possible of deposition and answer the table to complete it. DESCRIPTION OF THE AREA
ORIGIN OF MATERIAL AGENT/S OF DEPOSITION
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ACTIVITY 5: Justify It! Direction: Explain comprehensively the following questions. Limit your justification in 3-5 sentences per question. Refer to the scoring rubric below the questions. 1. How does temperature affect weathering? ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________
2. How do human activities affect weathering? ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________
3. How does deposition create new landforms? ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________
TRAITS Content
4
3
There is one clear, wellfocused topic. Main ideas are clear and are well supported by detailed and accurate information.
There is one clear, wellfocused topic. Main ideas are clear but are not well supported by detailed information.
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2 There is one topic. Main ideas are somewhat clear
1 The topic and main ideas are not clear.
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Organization
The idea is inviting, states the main topic, and provides an overview of the paper. Information is relevant and presented in a logical order. Sentence All Structure, sentences Grammar, are well Mechanics constructed and and have Spelling varied structure and length. The author makes no errors in grammar, mechanics, and/or spelling.
The idea states the main topic and provides an overview of the paper.
The idea states the main topic.
There is no clear idea and structure.
Most sentences are well constructed and have varied structure and length. The author makes a few errors in grammar, mechanics, and/or spelling, but they do not interfere with understanding.
Most sentences are well constructed, but they have a similar structure and/or length. The author makes several errors in grammar, mechanics, and/or spelling that interfere with understanding.
Sentences sound awkward, are distractingly repetitive, or are difficult to understand. The author makes numerous errors in grammar, mechanics, and/or spelling that interfere with understanding.
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Reflection: 1. I learned that ________________________________________________.
2. I enjoyed most on _____________________________________________
3. I want to learn more on _________________________________________.
References: 1. Kto12 Curriculum guide in Earth and Life Science 2. Vengco, & Terisita F. Religioso. You and the Natural World: Earth and Life Science. Quezon City. Phoenix Publishing House, Inc.2016. pp. 84-97 3. Baltazar, Cuarto, & Jigger P. Leonor. Conceptual Science and Beyond: Earth and Life Science. Quezon City. Brilliant Creations Publishing, Inc. 2016. pp. 20-21
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ANSWER KEY: ACTIVITY 1: Pictionary 1.
TYPE OF WEATHERING: Freeze/thaw PHYSICAL OR CHEMICAL: Physical PROCESS: occurs when water continually seeps into cracks, freezes and expands, eventually breaking the rock apart.
2.
3.
TYPE OF WEATHERING: Dissolution PHYSICAL OR CHEMICAL: Chemical PROCESS: The dissolution of karst limestone is driven by water. Carbon. dioxide (CO2) from the atmosphere and interstitial soil spaces dissolves in water and forms a. chemical equilibrium between water and carbonic acid, a weak acid.
TYPE OF WEATHERING: Exfoliation domes PHYSICAL OR CHEMICAL: Physical PROCESS: The release of pressure causes the outside of the rock to crack and flake off like the skin layers of an onion.
ACTIVITY 2: Compare and Contrast
DEPOSITION Involves in the movement of fragments of rocs (sediments) by certain agents. Takes place in the beginning of the process.
DEPOSITION the same agent like water, air, ice
Sediments are carried away by agents and deposited (dropped) in new locations Takes place at last when sediments get settled on the surface of the earth
What is the driving force behind deposition and erosion? The driving forces behind weathering, deposition and erosion are water, wind, ice (glaciers) and gravity. All of these forces can cause weathering and erosion of Earth materials, and after they are finished, then those same forces stop, and deposition happens. They make up the constructive and destructive forces that shape Earth's surface and its landforms Note: Practice Personal Hygiene at all times.
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ACTIVITY 3: Complete Me
ACTIVITY 5: Justify Me 1. Temperature changes can also contribute to mechanical weathering in a process called thermal stress. Changes in temperature cause rock to expand (with heat) and contract (with cold). As this happens over and over again, the structure of the rock weakens. Over time, it crumbles. 2. Humans cause increases in acid rain and pollution, which increase the amount of weathering agents in the air and water, and then on land. Other activities such as strip-mining and agriculture can affect the ability of the land to absorb rain, increase erosion and run-off, and increase chemicals in the groundwater. 3. Characteristics and formation of beaches, spits and bars. If rocks and cliffs are being continually weathered, eroded and moved then it stands to reason that this will generate a lot of material that will need to be deposited (or laid down) somewhere else along the coastline.
Prepared by: Mariejane Angeles Baggao National High School
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EARTH AND LIFE SCIENCE Name: ____________________________
Grade Level: _________
Date: _____________________________
Score: ______________
LEARNING ACTIVITY SHEET The Earth’s internal heat Background Information for the Learners (BIL) Earth's interior is the site of great amounts of heat. Most of this heat is produced by the decay of radioactive elements. Overall, the flow of Earth's internal heat is outward toward Earth's surface. Many geologic processes and features, such as tectonic plate motion, volcanic activity, and geysers, are related to the Earth's internal heat. Large convection currents in the Earth's mantle cause heat to circulate within the Earth's interior. These convection currents are linked to tectonic plate motion and geologic activity at plate boundaries.
TWO CATEGORIES OF THE INTERNAL HEAT SOURCES OF THE EARTH a. Primordial heat: heat from accretion and bombardment of the Earth during the early stages of formation. If you hit a hammer on hard surface several times, the metal in the hammer will heat up (kinetic energy is transformed into heat energy). Primordial heat is the heat lost by the Earth as it continues to cool from its original formation, and this is in contrast to its still activelyproduced radiogenic heat. The Earth core's heat flow—heat leaving the core and flowing into the overlying mantle—is thought to be due to primordial heat. The early formation of the Earth's dense core could have caused superheating and rapid heat loss, and the heat loss rate would slow once the mantle solidified. Heat flow from the core is necessary for maintaining the convecting outer core and the geodynamo and Earth's magnetic field; therefore primordial heat Note: Practice Personal Hygiene at all times.
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from the core enabled Earth's atmosphere and thus helped retain Earth's liquid water. b. Radioactive heat (the heat generated by long-term radioactive decay): its main sources are the four long-lived isotopes (large half-life), namely K40, Th232, U235 and U238 that made a continuing heat source over geologic time. The radioactive decay of elements in the Earth's mantle and crust results in production of daughter isotopes and release of geoneutrinos and heat energy, or radiogenic heat.
THE ESTIMATED INTERNAL TEMPERATURE OF THE EARTH a. The mantle and asthenosphere are considerably hotter than the lithosphere, and the core is much hotter than the mantle. b. Core-mantle boundary: 3,700°C c. Inner-core – outer-core boundary: 6,300°C±800°C d. Earth’s center: 6,400°C±600°C REDISTRIBUTION OF THE EARTH’S HEAT: a. Simultaneous conduction, convection and radiation b. Convection occurs at the mantle, but not between the core and mantle, or even between the asthenosphere and lithosphere (except at sea-floor spreading zones).The only heat transfer mechanism in these transition zones is through conduction. Diagram
Diagram illustrating how heat is transferred in the Earth’s interior. (source:
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http://www.ucl.ac.uk/EarthSci/people/lidunka/GEOL2014/Geophysics8%20%20Thermal%20evolution/Heat.htm).
MANTLE CONVECTION The movement of Earth's tectonic plates relates to many factors, including mantle convection and density differences in the plates. More recent studies suggest that although mantle convection was likely a key factor in beginning plate motion long ago, plate motion may actually be the main driving force behind present mantle convection. The concept of convection can be explained by comparing it to coffee preparation A. Mechanisms that occur when boiling water: I. There is a heat source at the bottom of the water. II. The heat rises to the top from the bottom, causing the surface water to become hot. It radiates its heat into the air and then cools. III. The cooler water sinks into the space vacated by the ascending warmer water. This cooler water starts to warm up, while the water that rises starts to cool. IV. The process continues, forming a top-to-bottom circulation of water. B. Observations after pouring in the coffee (while the water is still hot): I. The top portion has a relatively lighter color, compared to the lower zone. This represents the top of a convection cell. II. Condensing water vapor marks the top of rising columns of warm water. The dark line separating them marks the location of sinking cooler water.
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MAGMA FORMATION AS A RESULT OF INTERNAL HEAT 1. The special conditions required for the formation of magma (Marshak, et al, Essentials of Geology, 2013, pp 99-100): a. Crust and mantle are almost entirely solid, indicating that magma only forms in special places where pre-existing solid rocks undergo melting. b. Melting due to decrease in pressure (decompression melting): The decrease in pressure affecting a hot mantle rock at a constant temperature permits melting forming magma. This process of hot mantle rock rising to shallower
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depths in the Earth occurs in mantle plumes, beneath rifts and beneath midocean ridges. c. Melting as a result of the addition of volatiles (flux melting): When volatiles mix with hot, dry rock, the volatile decreases the rock’s melting point and they help break the chemical bonds in the rock to allow melting. d. Melting resulting from heat transfer from rising magma (heat transfer melting): A rising magma from the mantle brings heat with it that can melt the surrounding rocks at the shallower depths.
Learning Competency: Describe where the earth’s internal heat comes from (S11/12ES-IB-14)
Activity 1: Self-Test Directions: Choose the letter of the correct answer. Write the letter of your choice before each item / encircle the letter of your choice. 1. Which of the following is a necessary requirement in maintaining the convecting outer core and earth’s magnetic field? a. Heat flow from the core of the earth. b. Heat accretion of the early element on earth. c. Heat generated by long term radioactive decay. d. Heat lost by the earth during the formation of primordial heat. 2. What may be possibly formed if there is a radioactive decay of elements in the earth’s mantle? a. There may be production of radiogenic heat. b. Convection current may occur thus producing elements. c. Convection current will produce daughter cells and heat loss. d. There may be production of accretion and bombarded heat. 3. Which of the following are the sources of earth’s internal heat? a. Heat from the accretion and bombardment of the earth during its early stage. b. Heat generated from the radioactive decay. c. Both a and b are the correct answer. d. Only b is the correct answer. Note: Practice Personal Hygiene at all times.
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4. In which particular layer of the earth does the convection current occurs? a. Mantle
b. Crust
c. Inner core
d. outer core
5. What are the elements that participate in the production of radioactive heat on earth? a. K40, Th232, U235 and U237 b. K40, Th231, U235 and U238 c. K40, Th222, U235 and U238 d. K40, Th232, U235 and U238
6. What may likely to happen if there is no production of daughter isotopes of the elements that produce radioactive heat? a. The earth would not be able to exist. b. The earth may not generate enough heat for living things existence. c. The earth would loss all its energy until it becomes a flatten sheet crust. d. All of the above. 7. Which of the following statements is NOT TRUE about the internal heat of the earth? a. Earth’s center is about 6,400°C±600°C which means it is where most heat comes from. b. The isotopes of potassium can generate heat on for the earth. c. Heat loss rate would slow down once the mantle solidified on earth. d. Primordial heat and radioactive heat are enough to cool the earth. 8. Which of the following statements is TRUE about the mantle convection in earth? a. Convection occurs at the mantle, but not between the core and mantle. b. Convection occurs at the mantle, but not between the crust and mantle. c. Convection occurs at the mantle and it distributes the heat for lava formation inside the earth. d. Convection occurs at the crust and it distributes the heat for lava formation inside the earth.
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9. It is a type of heat formed in the early stage of the formation of the earth? a. Radiogenic heat
c. convection heat
b. Accretion heat
d. primordial heat
10. Why is convection current important on earth? a. It distributes the heat of the earth evenly in all its layers. b. It enhances the production of heat loss. c. It creates the magma needed for heat transfer from core to core. d. It enables the heat to escape through the atmosphere.
Activity 2: Chocolate Mantle Convection a. Objective: To illustrate how heat works in the mantle. b. Materials :1 flat pan or any can, 1 small candle, pan holder (higher than the candle), clean water, 1 cup chocolate/cocoa powder/ Coffee powder(to represent the lithosphere) c.
Instructions: i. Put water in the pan. Sprinkle it with chocolate powder until the top is thickly covered with dry powder. ii. Slowly put it on the pan holder. Light the candle and place it under the center of the pan. iii. Let it boil for few minutes. Observe what happens.
QUESTIONS 1. How is heat transferred in the activity? Give evidence for your answer. 2. Describe what happens to the powder when the water starts to boil. Explain why this occurs. 3. How does this activity relate to the formation of magma?
Activity 3: Identifying Errors Directions: underline the word/words that make the statement incorrect and write the correct answer. 1. Decompression melting occurs by reducing the temperature at a constant pressure. 2. Lava transfers the heat from the Earth’s interior to the surface when it rises. Note: Practice Personal Hygiene at all times.
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3. Rising magma from the crust brings heat with it which can melt the surrounding rocks at the shallower depths. 4. Primordial heat is the heat lost by the Earth as it continues to warm from its original formation. 5. The radioactive decay of elements in the Earth's mantle and crust results in production of single isotopes.
Activity 4: True or False Directions: Write T if the statement is True and F if it is False. 1. Temperature increases with depth. 2. The mantle and asthenosphere are considerably cooler than the lithosphere, and the core is much hotter than the mantle. 3. Convection occurs at the mantle, but not between the core and mantle. 4. Radioactive decay is caused by the disintegration of natural radioactive elements. 5. In the Earth's crust, about 92% of the elements undergo radioactive decay.
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References (1) Carlson, D. H., Plummer, C. C., &Hammersley L.(2011). Physical Geology: Earth Revealed(9thed., pp. 46-47). New York, NY: McGrawHill Education. (2) Heat and convection in the Earth. (n.d.). Retrieved from http:// www.ucl.ac.uk/EarthSci/people/lidunka/GEOL2014/Geophysics8%20%20Ther mal%20evolution/Heat.htm (3) Kirkland, K. (2010.)Earth Sciences: Notable Research and Discoveries(pp. 18-21). New York, NY: Facts on File, Inc. (4) Marshak, S. (2013).Essentials of Geology(4th ed., pp. 99-100).New York, NY: W. W. Norton, Inc. (5) Merck, John. (n.d.). The rock cycle and igneous rocks I (online lecture). Retrieved
from
fromhttp://www.geol.umd.edu/~jmerck/geol100/
lectures/10.html (6) Polanco, L. J. (2010, March 22). Hot chocolate mantle convection demonstration [Video file]. Retrieved from
https://www.youtube.com/
watch?v=PdWYBAOqHrk (7) Tarbuck, E. J., Lutgens, F. K., Tsujita, J. C., & Hicock, S. R. (2014). Earth An Introduction to Physical Geology(pp. 134-136). Ontario, Canada: Pearson Education Canada
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ANSWER KEY Activity 1: Self-Test 1. A
6. B
2. A
7. D
3. C
8. A
4. A
9. D
5. D
10. A
Activity 2: Chocolate Mantle Convection QUESTIONS a. How is heat transferred in the activity? Give evidence for your answer. Answer: Convection is shown by the presence of mounds and cracks in between the mounds. Radiation is illustrated by the emitted gas directly above the heat source. Conduction is evidenced by the submerging chocolate powder along the rims of the pan. b. Describe what happens to the powder when the water starts to boil. Explain why this occurs. Answer: The chocolate powder starts to rise, forming a conical shape then cracks and emits gas. Slowly, the chocolate powder around it starts to subside and get wet. The heat source is directly beneath this zone so the hotter water is rising in that area. But since the chocolate powder traps the water, the hot water starts to move laterally under the chocolate powder, forming the conical shape, before it manages to create a crater where the water is released as gas. 3. How does this activity relate to the formation of magma? Answer: The water represents the asthenosphere, the chocolate powder represents the lithosphere and the candles represent heat sources. Magma is formed directly above the heat sources due to relatively higher temperature. Through convection, heat is transferred to other places. And since there are several heat sources, several convection cells develop. Where the colder portions of two convection cells meet, cracks form because the materials are being pulled
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downwards by the subsiding colder water. These zones represent subduction zones.
Activity 3: Identifying Errors Instruction: underline the word/words that make the statement incorrect and write the correct answer. 1. Decompression melting occurs by reducing the temperature at a constant pressure. PRESSURE AT CONSTANT TEMPERATURE 2. Lava transfers the heat from the Earth’s interior to the surface when it rises. MAGMA 3. Rising magma from the crust brings heat with it which can melt the surrounding rocks at the shallower depths. MANTLE 4. Primordial heat is the heat lost by the Earth as it continues to warm from its original formation. COOL 5. The radioactive decay of elements in the Earth's mantle and crust results in production of single isotopes. DAUGHTER ISOTOPES
Activity 4: True or False Instruction: Write T if the statement is True and F if it is False. 1. Temperature increases with depth. TRUE 2. The mantle and asthenosphere are considerably cooler than the lithosphere, and the core is much hotter than the mantle. FALSE 3. Convection occurs at the mantle, but not between the core and mantle. TRUE 4. Radioactive decay is caused by the disintegration of natural radioactive elements.TRUE 5. In the Earth's crust, about 92% of the elements undergo radioactive decay. FALSE
Prepared by: Ronie R. Malazzab Camalaniugan National High School Note: Practice Personal Hygiene at all times.
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EARTH AND LIFE SCIENCE Name: __________________________ Date: ___________________________
Grade Level: ___________ Score: ________________
LEARNING ACTIVITY SHEET Magmatism Background Information for the Learners (BIL) In volcanology, magma is a melted rock that is under the ground specifically in earth’s mantle. Magma is a molten and semi-molten rock mixture which is usually made up of four parts: a hot liquid base, called the melt; minerals crystallized by the melt; solid rocks incorporated into the melt from the surrounding confines; and dissolved gases. Magma is a Greek word used to refer to a kind of thick, oozing ointment and this same word first used in 1859 to describe the thick, hot. When magma comes to the surface of the earth, as it does during a volcanic eruption, it is called lava. It is very hot between 700° and 1,300° Celsius (1,292° and 2,372° Fahrenheit). and is constantly moved by the internal heat that reaches the mantle of the Earth through convection flow. Magmatism is the process of formation and movement of magma under the earth’s crust. Three Types of Magma 1. Basaltic magma High in iron, magnesium, and calcium but low in potassium and sodium. It ranges in temperature from about 1000oC to 1200oC (1832oF to 2192oF).
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Formed in upper mantle, low silica and gas content, low viscosity and least explosive.
Figure 1. Example of Basaltic Magma Source:https://www.google.com/search?q=ma gmatism&source=lnms&tbm=isch&sa=X&ved=2 ahUKEwim7c2I9eTqAhVAy4sBHc9rCegQ_AUoA XoECBMQAw&biw=1339&bih=587
2. Andesitic magma Has moderate amounts of these minerals, with a temperature range from about 800oC to 1000oC (1472oF to 1832oF). Formed when oceanic crust is subducted into mantle, medium silica and gas content and intermediate viscosity
Figure 2. Example of Andesitic Magma Source:https://www.google.com/search?q=ma gmatism&source=lnms&tbm=isch&sa=X&ved=2 ahUKEwim7c2I9eTqAhVAy4sBHc9rCegQ_AUoA XoECBMQAw&biw=1339&bih=587
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3. Rhyolitic magma High in potassium and sodium but low in iron, magnesium, and calcium. It occurs in the temperature range of about 650oC to 800oC (1202oF to 1472oF). Formed when molten rocks mixes with silica and water rich continental rust, high viscosity , large volume of trapped gas and most explosive.
Figure 3. Example of Rhyolitic Magma Source:https://www.google.com/search?q=ma gmatism&source=lnms&tbm=isch&sa=X&ved=2 ahUKEwim7c2I9eTqAhVAy4sBHc9rCegQ_AUoA XoECBMQAw&biw=1339&bih=587
Composition of Magma Slushy mix of molten rock, gases, and mineral crystals.
Elements in magma include: Oxygen, Silicon, Aluminum, Iron, Magnesium, Calcium,Potassium and Sodium.
Most abundant molecule is Silica.
The composition of the gases in magma are: mostly water ( water vapor) and some CO2 ( carbon dioxide). Minor amounts of Sulfur, Chlorine and Fluorine gases.
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The Formation of Magma The earth is divided into three general layers. The core is the superheated center, the mantle is the thick, middle layer, and the crust is the top layer on which we live. Magma originates in the lower part of the Earth’s crust and in the upper portion of the mantle. Most of the mantle and crust are solid, so the presence of magma is crucial to understanding the geology and morphology of the mantle. Differences in temperature, pressure, and structural formations in the mantle and crust cause magma to form in different ways, these are:
1. Decompression Melting
Decompression melting involves the upward movement of earth's mostly-solid mantle. This hot material rises to an area of lower pressure through the process of convection. Areas of lower pressure always have a lower melting point than areas of high pressure. This reduction in overlying pressure, or decompression, enables the mantle rock to melt and form magma.
2. Transfer of Heat
Magma can also be created when hot, liquid rock intrudes into earth’s cold crust. As the liquid rock solidifies, it loses its heat to the surrounding crust. Much like hot fudge being poured over cold ice cream, this transfer of heat is able to melt the surrounding rock (the “ice cream”) into magma.
3. Flux Melting
Flux melting occurs when water or carbon dioxide are added to rock. These compounds cause the rock to melt at lower temperatures.
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This creates magma in places where it originally maintained a solid structure.
4. Magma Escape Routes Magma leaves the confines of the upper mantle and crust in two major ways: as an intrusion or as an extrusion. An intrusion can form features such as dikes and xenoliths. An extrusion could include lava and volcanic rock.
Figure 4. Illustration on how magma is formed. Source:https://www.google.com/search?q=magmatism+process+illustration&source =lnms& tbm=isch&sa=X&ved=2ahUKEwiN9eWn9-TqAhXkyYsBHZfWB0Q_AUoAXoECAwQAw&biw=1339&bih=636#imgrc=py5etdSOkn6-aM Learning Competency: Describe how magma is formed (Magmatism) S11/12 ES-Ic-15 Note: Practice Personal Hygiene at all times.
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Activity 1. Change Me or Not Directions. Indicate whether the statement is TRUE/FALSE. If FALSE, change the underlined word/phrase to make the statement true.
______________ 1. In order for magma to form, it must have a temperature of 950 ºF to 1300 ºF. ______________ 2. The most abundant molecule found in magma is silica. ______________ 3. The higher the temperature of magma is, the higher is its viscosity. ______________ 4. Magmas with high silica content are more viscous than those with low silica content. ______________ 5. Transfer of heat occurs when water or carbon dioxide are added to rocks. ______________ 6. Magma originates in the upper part of the Earth’s crust and in the lower portion of the mantle. ______________ 7. Areas of lower pressure always have always have a higher melting point than areas of high pressure. ______________ 8. When a magma cools to solid rock, the intrusion is called a pluton. ______________ 9. A lava is a piece of rock trapped in another type of rock. ______________ 10. Decompression melting involves the upward movement of earth’s mostly solid mantle.
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Activity 2. Crossword Puzzle Directions. Fill in the crossword puzzle with the words/terms that fit the description in each item. Match the number of the description to the boxes placed across or down the grid. If filled out correctly, the words will fit neatly into the puzzle
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Activity 3. Read and Select Directions. Read the following questions carefully. Write the LETTER of your chosen
answer.
____ 1. What makes magma different from lava? a. Location
b. temperature
c. color
d.
composition ____ 2. How are magmas formed? a. Magma’s are formed under certain circumstances in special location deep in the crust or in the upper mantle. b. Magma’s are formed through heating and cooling of materials on the earth’s surface. c. Magma’s are formed through movement of rocks and minerals. d. Magma’s are formed under the earth’s mantle with the help of worms. ____ 3. How does decompression melting occur? a. It
occurs
when
the
temperature
decreases
directly
proportional to pressure. b. It occurs when the temperature is constant but the pressure decreases. c. It occurs when temperature increases inversely proportional to pressure. d. It occurs when the temperature is constant but the pressure increases. ____ 4. You had an adventure under the earth’s surface and you noticed some characteristics of magma. Which of the following DOES NOT describe a magma? a. It is a slushy mix of molten rock, gases and mineral crystals. b. It is clear and hot. c. It is a semi-molten rock mixture. d. It has some minerals which was crystallized by melting.
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____ 5. Molten rock beneath the Earth’s crust is called ________. a. Magma
b. liquid
c.lava
d, igneous
____ 6. Magma extruded at high temperature tends to be ____. a. Very fluid
c. very explosive
b. Very viscous
d. all of the above
____ 7. Magma with a high silica content tends to be ____. a. Very hot
c. very viscous
b. Very smelly
d. both a and c
____ 8. Magma with a large amount of dissolved gases tends to be ____. a. Very hot
c. very smelly
b. Very explosive
d. very fluid
____ 9. Which of these is NOT a common gas in magma? a. Water vapor
c. sulfur dioxide
b. Carbon dioxide
d. methane
____ 10. It is the part of the upper mantle located below the crust of the earth. a. lithosphere
b. crust
c. asthenosphere
d. mantle
Activity 4. What Comes First? Directions. Arrange the following events on magma formation. Write 1 to 6 for events that happen first to last. (2 points each)
________
1. As the rocks move upward (or have water added to them), they start to melt a little bit.
________
2. Magma forms from partial melting of mantle rocks.
________
3. Eventually, the pressure from the bubbles is stronger than the surrounding rock fractures, allowing magma to get to the surface
________
4. The little blebs of melt migrate upward and coalesce into larger volumes that continue to move upward.
________
5. As they rise, gas molecules in the magma come out of solution and form bubbles and as the bubbles rise they expand.
________
6. They may collect in a magma chamber or they may just come straight up.
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Activity 5. Draw and Tell Directions. Make your own illustration on how magma is formed. You may use another sheet of paper. (25 points)
Rubric for Assessment
Content Poster contains appropriate items and information (information is appropriate to assigned topic).
Presentation Poster is clean, neat, and creative. The information is well organized, interesting, accurate, and reflects an understanding of the topic.
5
4
3
2
1
Content is accurate and all required information is presented in a logical order.
Content is accurate but some required information is missing and/or not presented in a logical order, but is still generally easy to follow.
Content is accurate but some required information is missing and/or not presented in a logical order, making it difficult to follow.
Content is either questionable or incomplete. Information is not presented in a logical order, making it difficult to follow.
Content is inaccurate. Information is incomplete, inaccurate, or not presented in a logical order, making it difficult to follow.
Presentation flows well. Some tools are used to show acceptable understandin g.
Presentation is unorganized. Tools are not used in a relevant manner. Lacking some of the members’ information/ and or information is not identified
Presentation has no flow. Insufficient information and lacking some of the member’s information.
Presentation is neat, clean, wellorganized and presented in a creative way.
Presentation is mostly neat and clean. Information is organized in a logical manner and shows Presentation some degree is colorful and of creativity. creative. The overall Information is presentation is interesting and interesting. accurate.
Pictures,Clip Images, Art and Artwork pictures, clip art and drawn
Images, pictures, and clip art and
Each member’s information is represented and identified with their name. Most images and/or artwork is are
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Images are No images or inappropriate artwork and artwork included. 80
Images, pictures, clip art and drawn artwork are colorful and appropriate to the assigned topic. The layout flows well and shows creativity. The overall result is pleasing to the eye.
artwork are colorful, and appropriate to the topic. Layout
Mechanics
No spelling, grammar, or punctuation errors in the text. Text is in the student’s own words.
Spelling, grammar, and punctuation in any text on the poster is accurate.
Overall Presentation
flows well, shows creativity, and is pleasing to the eye.
The poster fulfills all requirements The poster fulfills of the all requirements assignment of the and assignment and represents the shows the student’s full student’s full potential. potential.
drawn artwork are mostly colorful and appropriate. Layout may show some degree of creativity but is not organized logically and/or is cluttered.
colorful and appropriate. The layout shows little creativity and/or is not organized logically or cluttered.
shows little, if any, creativity. The layout is messy,
A few (2-3) errors in spelling, grammar or punctuation. Most text is in student’s own words.
No more than 5 spelling, grammar or punctuation errors. Several instances where the text is not in student’s own words.
No more than 7 spelling, grammar or punctuation errors.. Most of text is not in authors’ own words and/or no text included.
disorganized or cluttered.
More than 7 spelling, grammar or punctuation errors. Text is copied or not included.
The poster fulfills all but one of the requirements of the assignment and shows that the student put forth an honest effort to complete the assignment.
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Reflection
Directions: Complete the statements below.
1. I learned that ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________. 2. I enjoyed most on _____________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________. 3. I want to learn more on ___________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________.
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References: Internet https://study.com/academy/lesson/magma-definition-lesson-quiz.html https://www.nationalgeographic.org/encyclopedia/magma/ https://www.youtube.com/watch?v=K0OeKn0fh1Y https://study.com/academy/lesson/what-is-magmatism-definition-processtypes.html https://www.google.com/search?q=magmatism&tbm=isch&source=iu&ictx=1& fir=wnYdI9D0sty8fM%252CG_IGalix6Ns9M%252C%252Fm%252F0h5584g&vet=1&usg=AI4_kSxiA_Dk3RDFMzBfFpVVWi2J9BC4w&sa=X&ved=2ahUKEwjGjpjyg7jqAhXV c94KHfx9AI8Q_B0wG3oECAkQAw&biw=1366&bih=657#imgrc=hPuiyRmbzBezM http://www.csun.edu/science/ref/games/questions/97_ersc.pdf https://sciencing.com/three-ways-magma-can-form-8149142.html https://simple.wikipedia.org/wiki/Magma https://www.google.com/search?q=magmatism&source=lnms&tbm=isch&sa=X&ved=2ahUK Ewim7c2I9eTqAhVAy4sBHc9rCegQ_AUoAXoECBMQAw&biw=1339&bih=587
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Answer Key
Activity1. 1. 1292oF to 2372oF 2. True 3. Lower 4. True 5. Flux Melting 6. Lower,upper 7. Lower 8. True 9. Xenolith 10. True
Activity 3. 1. A 2. B 3. A 4. B 5. A 6. B 7. C 8. B 9. D 10. C
Activity 2. 1. magma 2.magmatism 3. rhyolitic 4. lava 5.asthenosphere 6. temperature 7.viscosity 8. volcano 9. basaltic 10. andesitic
Activity 4 1. 2. 3. 4. 5. 6.
B A F C E D
Activity 5 Answers may vary.
Prepared by:
Salve Aguirre Claveria National High School
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EARTH AND LIFE SCIENCE Name: ____________________________
Grade Level: _________
Date: _____________________________
Score: ______________
LEARNING ACTIVITY SHEET METAMORPHISM Background Information for the Learners (BIL) Rocks of varying types are found down the earth’s interior and as we move deeper, the temperature and pressure become greater. So, what happens to those rocks? Are those rocks same like these steaks? Let’s find out!
METAMORPHISM The word "Metamorphism" comes from the Greek words: meta = after, morph = form meaning; “the after form”. In geology this refers to the changes in mineral assemblage and texture that result from subjecting a rock to pressures and temperatures different from those under which the rock originally formed- the “parent rock” or “protolith” (‘Rocks and the rock cycle”). Protolith can be any type of rock and sometimes the changes in texture and mineralogy are so dramatic that is difficult to distinguish what the protolith was (Nelson). Metamorphism occurs at temperatures and pressures higher than 200oC and 300 MPa (refer to figure 1.0.) Rocks can be subjected to these higher temperatures and pressures as they become buried deeper in the Earth. Such burial usually takes place as a result of tectonic processes such as continental collisions or subduction. The upper limit of metamorphism occurs at the pressure and temperature of wet partial melting of the rock. Once melting begins the process changes to an igneous process rather than a metamorphic process.
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Figure 1.0: Temperature and Pressure at which metamorphism occur (https://www.tulane.edu/~sanelson/eens212/typesmetamorph.htm) AGENTS OF METAMORPHISM 1. Temperature or Heat Temperature increases with depth in the Earth along the Geothermal Gradient. One source of heat is the heat that comes from the magma rising from below. Another source of heat is when the rocks formed at the surface of Earth are transplanted to greater depth. Heat causes chemical reactions that result in recrystallization of existing minerals and/ or formation of new minerals.
2. Pressure and Stress Pressure increases with depth as rocks are buried which causes stress on rocks. It causes the spaces between mineral grains in the buried rock to close, producing a more compact rock with higher density. At greater depth, minerals may recrystallize into new minerals that display a more compact structure. (Refer to the following figures on the effects of stress to rocks)
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Figure 2.1. Rounded grains can become flattened in the direction of maximum stress
Figure 2.2. Minerals that crystallize or grow in the differential stress field can have a preferred orientation. This is especially true of the sheet silicate minerals
(the
micas:
biotite
and
muscovite,
chlorite,
talc,
and
serpentine). These sheet silicates will grow with their sheets orientated perpendicular to the direction of maximum stress. Preferred orientation of sheet silicates causes rocks to be easily broken along approximately parallel sheets. Such a structure is called a foliation
3. Chemically active fluids These include water, carbon dioxide, and other volatile materials which act as catalyst to promote crystallization by enhancing ion migrations that may change the composition of the rock.
4. Time Metamorphism involves changing the rock while it is solid, metamorphic change is a slow process. During metamorphism, several processes are at work. Recrystallization causes changes in minerals size and Note: Practice Personal Hygiene at all times.
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shape. Chemical reactions occur between the minerals to form new sets of minerals that are more stable at the pressure and temperature of the environment, and new minerals form.
The mineral grains produced
during metamorphism increases with time producing coarse grained metamorphic rocks.
THE MINERAL ASSEMBLAGE (MINERAL COMPOSITION) OF THE RESULTING
METAMORPHIC
ROCK
IS
INFLUENCED
BY
THE
FOLLOWING:
- Bulk composition and or Mineral composition of the original or parent rock - The amount and attained pressure and temperature during metamorphism - Composition of fluid phase that was present during metamorphism (Nelson, 2011).
GRADE OF METAMORPHISM AND TEXTURAL CHANGES THAT OCCUR TO ROCKS WHEN THEY ARE SUBJECTED TO METAMORPHISM
Metamorphic grade is a general term for describing the relative temperature and pressure conditions under which metamorphic rocks form. As the
temperature
and/or pressure
increases
on
a
body
of
rock,
it
undergoes prograde metamorphism or that the grade of metamorphism increases.
Low-grade metamorphism takes place at temperatures between about 200 to 320oC, and relatively low pressure. Low grade metamorphic rocks are characterized by an abundance of hydrous minerals (minerals that contain water, H2O, in their crystal structure). High-grade metamorphism takes place at temperatures greater than 320oC and relatively high pressure. As grade of metamorphism increases, hydrous minerals become less hydrous, by losing H2O and non-hydrous minerals become more common refer to the table below.
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Hydrous minerals that
Less hydrous minerals and non-hydrous
occur in low grade
minerals that characterize high grade
metamorphic rocks
metamorphic rocks
Clay Minerals
Muscovite - hydrous mineral that eventually disappears
at
the
highest
grade
of
metamorphism Serpentine
Biotite - a hydrous mineral that is stable to very high grades of metamorphism.
Chlorite
Pyroxene - a non hydrous mineral. Garnet - a non hydrous mineral.
Sometimes the protoliths are a metamorphic rocks and that parent rock is metamorphosed into a new metamorphic rock that has experienced a different grade (intensity) of metamorphism thus, the intensity of metamorphism affects the mineral crystallization and alignment as you increase the intensity of metamorphism by either increasing the temperature, pressure, or both temperature and pressure at the same time.
Figure 3: Effect of increasing metamorphic grade
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Metamorphic rocks never melt. Different grades of metamorphism can produce characteristic changes in texture and mineralogy of the rock. Low grade: no visible crystals, flat and platy, foliated (layered) Intermediate grade: foliated (layered), crystals start to enlarge and align themselves in a needle like pattern, then becoming more organized with larger crystals as the intensity of the metamorphism increases. High grade: foliated (layered), crystals become more organized possibly in alternating bands of crystals. Refer to figures 4.1 and 4.2
Figure 4.1: Effect of metamorphic intensity
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Figure 4.2: Foliation of rocks at greater pressure
(http://www.columbia.edu/~vjd1/meta_rx.htm)
The table below shows the list of metamorphic rocks and their parent rocks LIST OF METAMORPHIC ROCKS AND THEIR PARENT ROCK
Picture
Rock Name
Slate
Type of Metamorphic
Comments
Rock
Foliated
Metamorphism of shale
Metamorphism of slate, Phyllite
Foliated
but under greater heat and pressure than slate
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Picture
Rock Name
Type of Metamorphic
Comments
Rock Often derived from metamorphism of
Schist
Foliated
claystone or shale; metamorphosed under more heat and pressure than phyllite Metamorphism of various
Gneiss
Foliated
different rocks, under extreme conditions of heat and pressure
Hornfels
Non-foliated
Contact metamorphism of various different rock types
Quartzite
Non-foliated
Metamorphism of sandstone
Marble
Non-foliated
Metamorphism of limestone
Metacongl omerate
Non-foliated
Metamorphism of conglomerate
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Learning Competency: Describe the changes in mineral components and texture of rocks due to changes in pressure and temperature (metamorphism) S11/12ES-Ic-17
Activity 1: I Lab Eggs Metamorphism A Simple Simulation Materials •
3- 250ml beakers
•
3 Tripods and 3alcohol lamps or Bunsen burner
•
Denatured alcohol (for the alcohol lamp)
•
Tap water
•
4-small sized chicken eggs
•
4 petri dishes
Procedure 1. Label each beaker ; A for the first beaker, B for the second and C for the third beaker 2. Fill each of the prepared beakers (A, B and C) with 200ml of tap water then put an egg in each of the beakers. 3. Set the tripod with alcohol lamp or Bunsen burner to heat the prepared beakers (A, B, C) 4. Bring water to a rolling boil over heat (the beaker can tolerate). When water has reached a boil, set beaker A for 2 minutes more, beaker B for 6 minutes and beaker C for 8minutes then immediately remove from heat. 5. Drain the water from the beaker and replace or run it with cool water to cool them quickly to prevent the eggs from further cooking. 6. When eggs are cooled, peel the shells and cut the eggs into two equal sizes then put them in a bowl separately. 7. Finally, crack the un-cooked egg in a bowl.
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Analysis of Results 1. How does each of the eggs differ from each other? EGGS
DESCRIPTION (Appearance and consistency)
Uncooked
Egg A
Egg B
Egg C
2. What are the agents that brought changes to the structure and consistency of the egg? ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ 3. You have known from the previous topics that the earth has three layers, the crust, mantle and the core. Each of the layers has different composition with varying temperature and pressure. What can you infer if you are to compare the activity with the changes in the minerals and texture of rocks? ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________
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4. If rocks have been subjected to temperatures greater than 850 deg. C and pressures greater than 800MpA what could be its outcome? ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ _______________________________________________________
Activity 2: Mineral and Texture Change Directions: Read and understand the questions to come up with a correct answer. Refer to figure below.
http://www.luckysci.com/2014/08/metamorphic-rocks-minerals-grade-and-facies/
1. What is/are the rock(s) possibly being metamorphosed to when the protolith Shale is subjected to temperature and pressure above its stability?_________________________________________________ ________________________________________________________ ________________________________________________________ 2. Why do Rocks Phyllite and Gneiss differ in the formation and alignment of the foliations? ________________________________________________________ ________________________________________________________ ________________________________________________________
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3. If hydrous minerals such as clay, Serpentine and Chlorite occur in low grade metamorphism, then, which of the rocks have these minerals? ________________________________________________________ ________________________________________________________ ________________________________________________________ 4. Will Gneiss undergo metamorphism if the metamorphic intensity increases? What type of rock will be its outcome? ________________________________________________________ ________________________________________________________ ________________________________________________________
Activity 3: Identifying Metamorphic Grade Directions: Get the mineral rock sample found in your science laboratory then prepare the rock samples from the given table. Carefully examine the rock samples and complete the table. You can make use of magnifying glass available in your laboratory for a better outcome. ROCK NAME
MINERAL COMPOSITION
COLO R
TEXTUR E
METAMORPHI C GRADE
1. Slate 2. Schist 3. Gneiss 4. Quartzite 5. Marble
Activity 4: Modified True or False Direction: Read and understand the given statement, write True if the statement is correct and False if it not then modify the word/statement that makes it false. Note: Practice Personal Hygiene at all times.
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1. Rocks when buried in the earth’s interior undergo metamorphism. 2. Foliation formation highly depends on the type of pressure (stress) and intensity of pressure the rocks are subjected to. 3. Low-grade metamorphism takes place at temperatures between about 150 to 220oC, and relatively low pressure 4. Time is one of the important agents in metamorphism thus, the longer the time the rocks are subjected to high temperature and pressure, the greater the changes that take place. 5. Granite is a metamorphic rock that is metamorphosed at 500deg. Cel. 6. Protoliths can also be a metamorphic rock and that parent rock is metamorphosed into a new metamorphic rock that has experienced a different grade (intensity) of metamorphism. 7. Minerals that crystallize or grow in the differential stress field can have a preferred orientation thus, forming foliation. 8. Slate is a metamorphic rock metamorphosed out of Shale. 9. The mineral assemblage of rocks that has undergone metamorphism are controlled by the bulk composition of the original rock as well as the attained pressure and temperature during the process. 10. Clay minerals, serpentine and chlorite are hydrous minerals that are involved in high grade metamorphism.
Activity 5: Metamorphism, A Daily Dose Direction: Carefully read and understand the following statement to answer the questions correctly. 1. Choose 2, from the list of metamorphosed rocks and enumerate their uses whether at home, industries, etc. ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ Note: Practice Personal Hygiene at all times.
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References: Textbook: Religioso and Vengco. Earth & Life Science: You and the Natural World, 72 to 73
Website: https://www.ck12.org/section/metamorphic-rocks-%3a%3aof%3a%3a-hsrocks/https://earthobservatory.nasa.gov/global-maps/MYDAL2_M_SKY_WV
https://www.sciencedirect.com/science/article/abs/pii/S1464189501000941 https://www.tulane.edu/~sanelson/eens1110/metamorphic.htm https://www.chegg.com/homework-help/applications-and-investigations-in-earth-science8th-edition-chapter-2.8-solutions-9780321934529 https://www.oogeep.org/wp-content/uploads/2019/05/Geology-4.5-May-2019.pdf https://www.scientia.global/professor-leila-farhadi-remote-sensing-computermodelling-understanding-the-dynamic-water-cycle/ http://teachtogether.chedk12.com/teaching_guides/view/307# https://opentextbc.ca/geology/chapter/7-2-classification-of-metamorphic-rocks/ https://opentextbc.ca/geology/chapter/7-3-plate-tectonics-and-metamorphism/
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ANSWER KEY Activity 1: I LAB EGGS METAMORPHISM A SIMPLE SIMULATION 1. EGGS Uncooked
DESCRIPTION (Appearance and consistency) Both the yolk and egg white have liquid and runny consistency. Microorganisms may still be present.
Egg A
The egg yolk is totally raw (liquid in consistency) while the egg white is partially cooked having a soft consistency
Egg B
The egg white is fully cooked but the yolk is a little bit runny (liquid) at the middle/center
Egg C
The egg white and egg yolk are fully cooked, no runny consistency but is tender, egg white is rubbery and egg yolk is chalky
2. Time and temperature as well as pressure 3. When rocks are subjected to increasing heat and pressure, rocks will undergo change (metamorphosed) depending on the bulk or mineral composition of the rock and the given time on how long they are being subjected to those factors/agents which affects the texture and foliation of the new rock. 4. Metamorphism occurs at solid state despite an increasing pressure and temperature however only, within a given limit. When rocks are subjected to temperature greater than 850 deg. C, and pressure of 800MpA then the rock will undergo partial melting in which the resulting product is an igneous rock and not metamorphic.
ACTIVITY 2: CHANGES IN MINERAL COMPONENTS AND TEXTURE 1. Slate, Phylite, Schist and Gneiss 2. When rocks are subjected to an increasing pressure (stress), the mineral content of the rock undergo its preferred orientation and overtime as the pressure increases, the greater the foliation. 3. Slate and Phyllite 4. It will undergo partial melting and it becomes an igneous rock. Note: Practice Personal Hygiene at all times.
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Activity 3: IDENTIFYING METAMORPHIC GRADE ROCK NAME
MINERAL COMPOSITION
COLOR
TEXTURE
METAMORPHIC GRADE
1. SLATE
Quartz,muscovite,biotite,
Bluish-gray
Fine-grained texture
Low grade
Silver to gray
Foliated,
Medium grade
chlorite, hematite and pyrite 2. SCHIST
Muscovite, chlotite, biotite, graphite, feldspar, quartz
3. GNEISS
Quartz,
feldspar,
fine-medium
grained
biotite,
Generally altering lighter and
Foliated, Medium to coarse
hornblende, garnet, graphite
darker sub-parallel discontinous
grained
High Grade
bands 4. QUARTZI
Quartz
TE
White to pale gray but occurs in
Nonfoliated; grainy surface
other colors including red and
with sandpaper texture
High Grade
pink (from iron oxide), yellow, blue, green and orange 5. MARBLE
Calcite (CaCO3) and other
Light colored if it is formed from
Non-foliated; with medium
minerals like clay, micas,
limestone; bluish, gray, pink,
grained cyrstals
quartz, pyrite, iron oxide and
yellow or black if it’s formed from
graphite
other minerals
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High grade
Activity 4: Modified True or False
1. False- some rocks when buried can also undergo Diagnesis such as in sedimentary rocks or Melting such as in igneous rocks 2. True 3. False- 200 to 320 deg. Cel 4. True 5. False- it’s an igneous rock that starts melting at 800 deg. Cel 6. True 7. True 8. True 9. True 10. False – low grade metamorphism
Activity 5: METAMORPHISM, A DAILY DOSE
TASK: Quartzite and marble are commonly used for building materials and artwork. Marble is beautiful for statues and decorative items such as vases. Ground up marble is also a component of toothpaste, plastics, and paper. Quartzite is very hard and is often crushed and used in building railroad tracks. Schist and slate are sometimes used as building and landscape materials. Graphite, the “lead” in pencils, is a mineral commonly found in metamorphic rocks.
Prepared by: Sylvia Moral Claveria National High School
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EARTH AND LIFE SCIENCE Name: ____________________________
Grade Level: _________
Date: _____________________________
Score: ______________
LEARNING ACTIVITY SHEET EARTH MATERIALS AND PROCESSES Background Information for the Learners (BIL)
WHAT ARE IGNEOUS ROCKS? The term igneous comes to us from the Latin word "Ignis" which means fire. Igneous rocks are produced this way but most igneous rocks are produced deep underground by the cooling and hardening of magma. Magma is molten (melted) rock under the surface of the Earth. It is produced in the upper reaches of the mantle or in the lowest areas of the crust usually at a depth of 50 to 200 kilometers.
HOW ARE IGNEOUS ROCKS DIVIDED? Igneous rocks are divided into two groups, intrusive or extrusive, depending upon where the molten rock solidifies. I. •
Intrusive Igneous Rocks Igneous rocks are called intrusive when they cool and solidify beneath the surface.
•
Intrusive rocks form plutons and so are also called plutonic.
•
A pluton is an igneous intrusive rock body that has cooled in the crust. When magma cools within the Earth, the cooling proceeds slowly. Slow cooling allows time for large crystals to form, so intrusive igneous rocks have visible crystals.
•
Examples of intrusive igneous rock are gabbro, diorite, and granite in which granite is the most common intrusive igneous rock.
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Gabbros are dark-colored, coarse-grained intrusive igneous rocks. They are very similar to basalts in their mineral composition. They are composed mostly of the mineral plagioclase feldspar with smaller amounts of pyroxene and olivine.
Diorite, medium- to coarse-grained intrusive igneous rock that commonly is composed of about two-thirds plagioclase feldspar and one-third dark-coloured minerals, such as hornblende or biotite. In areas where diorite occurs near the surface, it is sometimes mined for use as a crushed stone. It has a durability that compares favorably to granite and trap rock. It isused as a base material in the construction of roads, buildings, and parking areas. It is also used as a drainage stone and for erosion control.
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Granite, forms from the slow crystallization of magma below Earth's surface. Granite is composed mainly of quartz and feldspar with minor amounts of mica, amphiboles, and other minerals. This mineral composition usually gives granite a red, pink, gray, or white color with dark mineral grains visible throughout the rock.
II.
Extrusive Igneous Rocks
Igneous rocks are called extrusive when they cool and solidify above the surface. These rocks usually form from a volcano, so they are also called volcanic rocks.
•
Extrusive igneous rocks cool much more rapidly than intrusive rocks. There is little time for crystals to form, so extrusive igneous rocks have tiny crystals
•
Some volcanic rocks have a different texture. The rock has large crystals set within a matrix of tiny crystals. In this case, the magma cooled enough to form
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some crystals before erupting. Once erupted, the rest of the lava cooled rapidly. This is called porphyritic texture. •
Cooling rate and gas content create other textures. Lavas that cool extremely rapidly may have a glassy texture. Those with many holes from gas bubbles have a vesicular texture.
•
Examples of extrusive igneous rocks are obsidian, pumice and the most common because it makes up the ocean floor is basalt.
Obsidian is a very shiny natural volcanic glass. When obsidian breaks it fractures with a distinct conchoidal fracture. Obsidian is produced when lava cools very quickly. The lava cools so quickly that no crystals can form.
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Basalts are dark colored, fine-grained extrusive rock. The mineral grains are so fine that they are impossible to distinguish with the naked eye or even a magnifying glass. They are the most widespread of all the igneous rocks. Most basalts are volcanic in origin and were formed by the rapid cooling and hardening of the lava flows. Some basalts are intrusive having cooled inside the Earth's interior.
Pumice is a very light colored, frothy volcanic rock. Pumice is formed from lava that is full of gas. The lava is ejected and shot through the air during an eruption. As the lava hurtles through the air it cools and the gases escape leaving the rock full of holes. IGNEOUS ROCKS AND BOWEN’S REACTION SERIES The chemical abundance and the rate of cooling of magma typically form a sequence known as Bowen's reaction series, named after the Canadian petrologist Norman L. Bowen. The Bowens reaction series explain sequences of crustal formation. The Bowens series is important because it forms basis for explaining igneous mineral and textures. Bowen's reaction series is a means of ranking common igneous silicate minerals by the temperature at which they crystallize. Minerals at the top have a relatively high crystallization temperature, which means that they will be the first minerals to crystallize from a magma that is cooling. IF they are chemically compatible with the magma as it continues to cool, they will grow larger by addition of external layers of additional material. They then may become the phenocrysts in a porphyritic igneous texture. If they are chemically incompatible, they will react with the melt. What Note: Practice Personal Hygiene at all times.
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ultimately determines this chemical compatibility is in large part the total silica content of the melt.
WHAT ARE THE DIFFERENT TYPES OF IGNEOUS ROCKS? •
Igneous rocks can be differentiated according to their texture, color and composition. The difference in these three parameters depends on environment of deposition and chemistry of magmas.
I. •
TEXTURE When magma cools slowly large crystals form and rock forms phaneritic texture on the other hand if magma cools fast then small crystals form sometime a glassy texture where no minerals form can be achieved this way. It is based on the textural difference that igneous rocks can be divided into either extrusive or intrusive rocks.
TEXTURES OF IGNEOUS ROCKS •
Phaneritic Texture
✓ Phaneritic textured rocks are comprised of large crystals that are clearly visible to the eye with or without a hand lens or binocular microscope. The entire rock is made up of large crystals, which are generally 1/2 mm to several centimeters in size; no fine matrix material is present. This texture forms by slow cooling of magma deep underground in the plutonic environment.
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•
Aphanitic Texture
✓ Aphanitic texture consists of small crystals that cannot be seen by the eye with or hand lens. The entire rock is made up of small crystals, which are generally less than 1/2 mm in size. This texture results from rapid cooling in volcanic or hypabyssal (shallow subsurface) environments. •
Porphyritic Texture
✓ Porphyritic rocks are composed of at least two minerals having a conspicuous (large) difference in grain size. The larger grains are termed phenocrysts and the finer grains either matrix or groundmass (see the drawing below and image to the left). Porphyritic rocks are thought to have undergone two stages of cooling; one at depth where the larger phenocrysts formed and a second at or near the surface where the matrix grains crystallized. •
Glassy Texture
✓ Glassy textured igneous rocks are non-crystalline meaning the rock contains no mineral grains. Glass results from cooling that is so fast that minerals do not have a chance to crystallize. This may happen when magma or lava comes into quick contact with much cooler materials near the Earth's surface. Pure volcanic glass is known as obsidian. •
Vesicular Texture
✓ This term refers to vesicles (cavities) within the igneous rock. Vesicles are the result of gas expansion (bubbles), which often occurs during volcanic eruptions. Pumice and scoria are common types of vesicular rocks. •
Fragmental (Pyroclastic) Texture
✓ Pyroclastic are rocks blown out into the atmosphere during violent volcanic eruptions. These rocks are collectively termed fragmental. If you examine a fragmental volcanic rock closely you can see why.
II. •
COLOUR A rock with majorly dark minerals form mafic rocks but with more fractionation during magma cooling lighter coloured mineral are able to form based on Bowens series.
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III. •
Composition Igneous rocks can also be classified based on chemistry which is mainly based on silica content.
•
When silica is above 75% main minerals that form are feldspars while with reduction of silica more mafic minerals form, hence basis for rock differentiation.
Learning Competency Compare and contrast the formation of the different types of igneous rocks (S11/12ES-Ic-18)
Activity 1: Formation of Igneous Rocks Worksheets Modelling the formation of minerals. •
Pour the macaroni carefully on the floor behind the ruler.
•
Place the empty container about 18 inches from the ruler. Macaroni
Student (reverse set up if left-handed) •
The object of the activity is to place as many pieces of macaroni in the container as you can in the allotted time. You may use only one hand and you may only move one piece of macaroni at a time.
•
Use a stopwatch or the stopwatch from your phone to pick up the macaroni one piece at a time and drop the macaroni into the container.
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When the time is done, stop moving the macaroni.
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Count the number of pieces of macaroni in the container and record the results in the chart below.
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Return the macaroni from the container to the start position behind the ruler.
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Repeat the procedure for each of the remaining number of seconds.
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Clean up the work area and return the materials. Be sure all 25 pieces of macaroni are returned in your container.
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Answer the questions 1–5 Results Time in Seconds
Number of Pieces of Macaroni in the Container
2 5 8 10 1) Write a complete sentence that describes the relationship between the length of time and the number of pieces of macaroni in the container.
2) If the pieces of macaroni represent particles of matter that arrange themselves into a crystalline pattern, then what is the relationship between the length of time and the size of the crystal? State the relationship in a complete sentence.
3) As magma cools, crystals begin to form. Order the igneous rock specimens (basalt, granite, pumice/obsidian) according to length of cooling time, from the shortest time to greatest time.
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4) Explain, in complete sentences, what determines the size of crystals in igneous rocks.
5) Which do you think would cool faster, lava erupted onto the surface of the Earth or magma deep underground?
Activity 2. I Choose You. Directions: Based on the learning material on Igneous Rocks, choose the letter of the correct answer from the following sets of questions. 1. Which of the following BEST defines an Intrusive Igneous rock? a. Intrusive Igneous rocks are rocks blown out into the atmosphere during violent volcanic eruptions. b. Intrusive Igneous rocks are rocks that are formed as a result of gas expansion (bubbles), which often occurs during volcanic eruptions. c. Intrusive Igneous rock consists of small crystals that cannot be seen by the eye with or hand lens. d. Intrusive Igneous rocks are rocks that cool and solidify beneath the surface. 2. All BUT one is an example of an Extrusive Igneous Rock. a. Obsidian b. Pumice c. Granite d. Basalt 3. When rocks are comprised of large crystals that are clearly visible to the eye with or without a hand lens or binocular microscope, the rock is known to have which type of texture? a. Phaneritic b. Glassy c. Vesicular d. Fragmental 4. Igneous rocks can be classified based on the following ways EXCEPT for? a. Texture b. Color c. Malleability d. Composition Note: Practice Personal Hygiene at all times.
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5. a. b. c. d. 6. a. b. c. d.
Which of the following is the most abundant Extrusive Igneous Rock? Obsidian Pumice Granite Basalt These rocks are dark colored, fine-grained extrusive rock and are the most abundant form of igneous rock as well. What are these rocks? Obsidian Pumice Granite Basalt
7. He is the Canadian petrologist whose scientific work forms basis for explaining igneous mineral and textures. a. Alfred Bowen b. Alexander Bowen c. Norman Bowen d. Oswald Bowen 8. Which of the following Igneous rocks has the ability to float on water? a. Pumice b. Obsidian c. Granite d. Basalt 9. Based on the texture of an Obsidian, if a geologist is to classify it according to its texture, what will be its classification? a. Phaneritic b. Glassy c. Vesicular d. Fragmental 10. Which of the following Igneous rock is used as abrasive cleaner, in soaps and in polishes? a. Pumice b. Obsidian c. Granite d. Basalt
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Activity 3. VENN Diagram Directions: Compare and Contrast Intrusive and Extrusive Igneous Rocks using a Venn Diagram.
Intrusive
Extrusive
Activity 4. Modified True or False Directions: Write true if the statement is true. If the statement is false, change the underlined term to make the statement true. Write your answers in the spaces provided before each number.
____________________ 1. Igneous rocks can often be identified by their minerals. ____________________ 2. Texture refers to the shape of the crystals in an igneous rock. ____________________ 3. Granite has small mineral crystals.
____________________ 4. Large crystals form in igneous rocks that take a long time to cool. ____________________ 5. Most igneous rocks that form from magma have small mineral crystals.
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____________________ 6. An igneous rock with a coarse texture has very small mineral crystals. ____________________ 7. Igneous rocks with no mineral crystals were formed from lava that cooled very quickly. ____________________ 8. An example of an igneous rock with no mineral crystals is granite. _____________________9. Pumice is an Extrusive Igneous rock.
_____________________10. Igneous rocks that form and harden on the surface of the earth are called Intrusive Igneous rocks.
Reflection: 1. I learned that ______________________________________________________ ___________________________________________________________________ _________________________________________________________
2. I enjoyed most on __________________________________________________ ___________________________________________________________________ _____________________________________________________________.
3. I want to learn more on ______________________________________________ ___________________________________________________________________ _______________________________________________________________
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References https://www.pdesas.org/module/content/resources/13983/view.ashx http://volcano.oregonstate.edu/book/export/html/1055 https://www.teachervision.com/rocks/how-are-igneous-rocks-classified https://www.saddleback.edu/faculty/jrepka/notes/GEOigneousLAB.pdf https://www.scilinks.org/Harcourt_Hsp/HspStudentRetrieve.aspx?Code=HSP605
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ANSWER KEY
Activity 1. Modelling Activity 1) The longer the time, the greater the number of pieces of macaroni in the container. 2) The longer the time, the larger the crystal. 3) pumice/obsidian
basalt
granite
4) The length of time in which the magma cools (rate of cooling) controls the size of crystals. The greater the rate of cooling of the magma, the smaller the crystals that develop. The lower the rate of cooling of the magma, the larger the crystals that develop. If the magma cools very, very rapidly, perhaps no crystals will form at all. 5) Magma that has erupted onto the surface of the Earth would cool faster than magma deep underground.
Activity 2. I Choose You 1. D 2. C 3. A 4. C 5. D 6. D 7. C 8. A 9. B 10. A
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Activity 3. VENN Diagram
Extrusive Igneous rocks are called extrusive when they cool and solidify above the surface. These rocks usually form from a volcano, so they are also called volcanic rocks. Extrusive igneous rocks cool much more rapidly than intrusive rocks. There is little time for crystals to form, so extrusive igneous rocks have tiny crystals Some volcanic rocks have a different texture. The rock has large crystals set within a matrix of tiny crystals. In this case, the magma cooled enough to form some crystals before erupting. Once erupted, the rest of the lava cooled rapidly. This is called porphyritic texture. Cooling rate and gas content create other textures. Lavas that cool extremely rapidly may have a glassy texture. Those with many holes from gas bubbles have a vesicular texture. Examples of extrusive igneous rocks are obsidian, pumice and the most common because it makes up the ocean floor is basalt.
Intrusive Igneous rocks are called intrusive when they cool and solidify beneath the surface. Intrusive rocks form plutons and so are also called plutonic. A pluton is an igneous intrusive rock body that has cooled in the crust. When magma cools within the Earth, the cooling proceeds slowly. Slow cooling allows time for large crystals to form, so intrusive igneous rocks have visible crystals. Examples of intrusive igneous rock are gabbro, diorite, and granite in which granite is the most common intrusive igneous rock.
Activity 4. Modified True or False 1. TRUE 2. SIZE 3. LARGE 4. TRUE 5. LAVA 6. FINE 7. TRUE 8. OBSIDIAN 9. EXTRUSIVE 10. TRUE
Prepared by:
Liezel Cauilan Enrile Vocational High School
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EARTH AND LIFE SCIENCE Name: _________________________________ Grade Level: __________ Date: __________________________________ Score: _______________
LEARNING ACTIVITY SHEET FOLDING AND FAULTING Background Information for the Learners (BIL) At the boundaries of the tectonic plates are the areas where the highest hazards are. This is where the plates have the highest tension and therefore are exit points for energy release. Look for the Philippines in Figure 1, you will notice that the country lies on the boundaries of the Philippine plate. What does this mean? Being near or at the boundary of the Philippine Plate makes us prone to geohazards especially when energy from the interior of earth’s exit through these boundaries. Aside from shrinking and expansion of the Earth’s crust, deformation also happens during tectonic movement of plates. The tectonic movement of the Earth’s plate has resulted in the folding and faulting of the earth’s crust. This is caused by the Earth’s plates converging, diverging or transverging against one another. This causes the crust of the Earth to buckle and strain, generating incredible amounts of pressure that builds up as tine progresses and may conclude in the release of energy.
Figure 1. Tectonic Plates of Earth
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Source:https://www.google.com/search?q=tectonic+plates+of+the+earth&source=lnms&tbm=i sch&sa=X&ved=2ahUKEwiW_rLr8uXqAhWRKqYKHTgPBvwQ_AUoAXoECBQQAw#imgrc=y N0H-tk03yHIMM
A. FOLDING •
A type of movement resulting from the compression of rock strata (rock layers.
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Bending, curving, crumpling or buckling of rocks into folds is usually visible on rock strata.
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It is caused due to horizontal movements.
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Forces move towards a center.
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They are generally common in sedimentary rocks.
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It leads to the formation of mountains like Himalayan Mountains and Alps.
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It also occurs in seas or oceans.
Types of Folds 1. Monocline- is a simple bend in the rock layers so that they are no longer horizontal.
Figure 2. Illustration of Monoclines Source:https://www.google.com/search?q=monocline+fold&tbm=isch&ved=2ahU KEwiBtPLrgObqAhUpEqYKHVoQCOkQ2cCegQIABAA&oq=monocline&gs_lcp=CgNpbWcQARgBMgQIABBDMgIIADICCAAyAgg AMgIIADICCAAyAggAMgIIADICCAAyAggAOgUIABCxAzoICAAQsQMQgwFQuuAQWOj8 EGCDlBFoAHAAeASAAYIEiAHDH5IBCTItOS4wLjIuMpgBAKABAaoBC2d3cy13aXotaW1 nsAEAwAEB&sclient=img&ei=vOMaX4HmJKmkmAXaoKDIDg&bih=636&biw=1322&h l=en&hl=en#imgrc=0lOqyERv4kHftM
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2. Anticline- are folded rocks that arch upward and dip away from the center of the fold. -
the oldest rocks are at the center of the anticline and the youngest are draped over them.
-
when rocks arch upward to form a circular structure it is called an adome.
Figure 3. Illustration of Anticlines Source:https://www.google.com/search?q=monocline+fold&tbm=isch&ved=2ahU KEwiBtPLrgObqAhUpEqYKHVoQCOkQ2cCegQIABAA&oq=monocline&gs_lcp=CgNpbWcQARgBMgQIABBDMgIIADICCAAyAgg AMgIIADICCAAyAggAMgIIADICCAAyAggAOgUIABCxAzoICAAQsQMQgwFQuuAQWOj8 EGCDlBFoAHAAeASAAYIEiAHDH5IBCTItOS4wLjIuMpgBAKABAaoBC2d3cy13aXotaW1 nsAEAwAEB&sclient=img&ei=vOMaX4HmJKmkmAXaoKDIDg&bih=636&biw=1322&h l=en&hl=en#imgrc=0lOqyERv4kHftM
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3. Syncline-is a fold that bends downward causing the youngest rocks are to be at the center and the oldest are on outside. -
when rocks bend downward in a circular structure it is called abasin.
Figure 4. Illustration of Syncline Source:https://www.google.com/search?q=monocline+fold&tbm=isch&ved=2ahU KEwiBtPLrgObqAhUpEqYKHVoQCOkQ2cCegQIABAA&oq=monocline&gs_lcp=CgNpbWcQARg BMgQIABBDMgIIADICCAAyAggAMgIIADICCAAyAggAMgIIADICCAAyAggAOgUIABCxAzoICAAQ sQMQgwFQuuAQWOj8EGCDlBFoAHAAeASAAYIEiAHDH5IBCTItOS4wLjIuMpgBAKABAaoBC2d 3cy13aXotaW1nsAEAwAEB&sclient=img&ei=vOMaX4HmJKmkmAXaoKDIDg&bih=636&biw=1 322&hl=en&hl=en#imgrc=0lOqyERv4kHftM
Let’s recall the meaning of Hanging wall and Foot wall;
The two sides of a non-vertical fault are known as the hanging wall and footwall. The hanging wall occurs above the fault plane and the footwall occurs below it. This terminology comes from mining: when working a tabular ore body, the miner stood with the footwall under his feet and with the hanging wall above him.
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Now look at this pictures,these are some examples of folded rocks.
Figure 5 & 6. Example of folded rock Source:https://www.google.com/search?q=monocline+fold&tbm=isch&ved=2ahUKEwi BtPLrgObqAhUpEqYKHVoQCOkQ2cCegQIABAA&oq=monocline&gs_lcp=CgNpbWcQARgB MgQIABBDMgIIADICCAAyAggAMgIIADICCAAyAggAMgIIADICCAAyAggAOgUIABCxAzoICA AQsQMQgwFQuuAQWOj8EGCDlBFoAHAAeASAAYIEiAHDH5IBCTItOS4wLjIuMpgBAKABAa oBC2d3cy13aXotaW1nsAEAwAEB&sclient=img&ei=vOMaX4HmJKmkmAXaoKDIDg&bih= 636&biw=1322&hl=en&hl=en#imgrc=0lOqyERv4kHftM
Figure 7. Cordillera De la Sal Folded Rock Source:https://www.google.com/search?source=univ&tbm=isch& q=folded+rock+image&sa=X&ved=2ahUKEwj4wcH0wjqAhXuy4sBHeSwCOEQ7Al6BAgHEC4&biw=1366&bih=657
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B. FAULTING •
A type of movement that form cracks or fractures in rocks.
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The cracks are called fault lines.
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It is caused due to vertical movement.
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Forces move away from the common center.
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They are generally common in Igneous and Metamorphic rocks.
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It leads to the formation of sharp/peak mountains and rift valleys like Vosges Mountains, River Rhine, River Narmada and Tapi
TYPES OF FAULT 1. Normal Fault- form when the hanging wall drops down. -the forces that create normal fault are pulling the sides apart or extensional
Figure 5. Illustration of Normal Fault Source: https://www.google.com/search?q=FAULT&tbm=isch&ved=2ahUKEwjpqKa WwfqAhUPEKYKHZ4wAqgQ2cCegQIABAA&oq=FAULT&gs_lcp=CgNpbWcQAzIEC AAQQzIFCAAQsQMyBQgAELEDMgIIADICCAAyAggAMgIIADICCAAyAggAMgII ADoGCAAQBRAeUN3gAVjd9gFg6oICaABwAHgEgAHtAYgBrgSAQUwLjcuM5g BAKABAaoBC2d3cy13aXotaW1nsAEAwAEB&sclient=img&ei=gq8bXlfj6CYBZ7hiMAK&bih=657&biw=1349&hl=en&hl=en#imgrc=3oZKZHMPWB68M&imgdii=37kmZWS-6Nx0vM
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2. Reverse fault- from when the hanging wall moves up. -The force creating it are compressional, pushing the sides together.
Figure 6. Illustration of Reverse Fault Source: https://www.google.com/search?q=FAULT&tbm=isch&ved=2ahUKEwjpqKaWwfqAhUPEKYKHZ4wAqgQ2cCegQIABAA&oq=FAULT&gs_lcp=CgNpbWcQAzIECAAQQzIF CAAQsQMyBQgAELEDMgIIADICCAAyAggAMgIIADICCAAyAggAMgIIADoGCAAQBRAe UN3gAVjd9gFg6oICaABwAHgEgAHtAYgBrgSAQUwLjcuM5gBAKABAaoBC2d3cy13aX otaW1nsAEAwAEB&sclient=img&ei=gq8bXlfj6CYBZ7hiMAK&bih=657&biw=1349&hl=en&hl=en#imgrc=3oZKZHMPWB68M&imgdii=37kmZWS-6Nx0vM
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3. Transcurrent or Strike-slip fault- have walls that move sideways, not up or down.
Figure 7. Illustration of Transcurrent or Strike -slip fault Source:https://www.google.com/search?q=FAULT&tbm=isch&ved=2ahUKEwjpqKa WwfqAhUPEKYKHZ4wAqgQ2cCegQIABAA&oq=FAULT&gs_lcp=CgNpbWcQAzIECAAQQzIF CAAQsQMyBQgAELEDMgIIADICCAAyAggAMgIIADICCAAyAggAMgIIADoGCAAQBRAe UN3gAVjd9gFg6oICaABwAHgEgAHtAYgBrgSAQUwLjcuM5gBAKABAaoBC2d3cy13aX otaW1nsAEAwAEB&sclient=img&ei=gq8bXlfj6CYBZ7hiMAK&bih=657&biw=1349&hl=en&hl=en#imgrc=3oZKZHMPWB68M&imgdii=37kmZWS-6Nx0vM
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Now look at this pictures,these are some examples of fault
Figure 8. Cuyo,Palawan Rock Formation
Figure 9. El Nido,Palawan
Rock Formation Source: https://www.google.com/search?q=fault+rock+in+the+philippines&tbm=isch&ved=2ahUKEwjB_f-rxjqAhWDwosBHW65CvYQ2cCegQIABAA&oq=fault+rock+in+the+philippines&gs_lcp=CgNpbWcQAzoFCAAQsQM6AggAOgYIABAF EB46BggAEAgQHjoECAAQHjoECAAQGFBsWOA0YO05aAFwAHgAgAGRDIgBt0OSARIwLjE3LjYuMC4yLj AuMS4xLjGYAQCgAQGqAQtnd3Mtd2l6LWltZ8ABAQ&sclient=img&ei=GTocX4ENg4WvvA_u8qqwDw &bih=657&biw=1366#imgrc=UNQpIqIAFbbPQM
If a large slab or plate of the earth’s surface is gradually squeezed, the solid rock slowly wrinkles and crumples. It’s layers become wavy folds. When, in other places, rocks are stretched or bent they crack or split along weak points. These cracks are known as faults.
Learning Competency Explain how movement of plates lead to the formation of folds and faults. (S11/12ES-Id-22)
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Activity 1. Foldy-Faulty Where Are You? Directions. Loop TEN (10) words associated on folding and faulting hide in the puzzle grid. The words may be hidden in any direction.
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Activity 2. Are you FOLD or its me FAULT? Directions. Identify if the following statements describes folding or faulting. Write your response/answer on the second column.
Description
Answer
1.I am a result of the compression of rock strata. 2I am common to igneous or metamorphic rocks. 3. I formed rift valleys and also sharp or peak mountains. 4. I move vertically on rocks. 5. Monoclines, synclines and anticlines are my types. 6. I formed different types like normal, reverse and transcurrent due to compression. 7.I am common in sedimentary rocks. 8.I form cracks or fractures on rocks. 9.I also happen in oceans and seas. 10.My force move away from the center.
Activity 3. Do it For Me! Directions. Fill in the missing words to complete the following sentences.
1. The cracks formed in faulty is called ____________________. 2. _________________ is a simple bend in the rock layers so no longer horizontal.
that they are
3. Faulting is caused due to ______________________ movement. Note: Practice Personal Hygiene at all times.
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4. Folding is caused due to _________________________ movement. 5. When rocks arch upward to form a circular structure it is called an __________. 6. A fold that bends downward causing the youngest rocks to be at the center and the oldest outside is _____________________. 7. ________________________ is a linear shaped lowland between several highland or mountain ranges. 8. _______________________ have walls that move sideways not up and down. 9. When rocks bend downward in a circular structure it is called _______________. 10. ___________________ fault form when the hanging wall moves up.
Activity 4. Read and Select Directions: Read the following questions carefully. Write the LETTER of your chosen answer. 1. On your way to Ilocos Norte, you observed that the rocks bend, curving, crumpling or buckling. What type of geologic deformation this could be? a. Anticlines
c. Folding
b. Faulting
d. Transcurrent fault
2. If you live near or at the boundaries of the tectonic plate, what will you expect? a. Rich natural resources c. prone to geohazards activity b. High in oil deposits
d. prone to diseases or pandemic
3. What condition can rocks be folded? a. Must be located in lower area. b. Must have a low and high pressure. c. Must have high temperature. d. All of the above 4. What will happen if rocks don’t fold? a. Nothing happens
c. It creates a fault line.
b. It will break.
d. Both b and c
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5. Folding is caused due to _______________ movements. a. Vertical
b. horizontal
c. tectonic
d. sideway
6. An example of fold mountain range in the Southern America is a. Andes
b. Alps
c. Rock of Mountains
d. Himalayans
7. When the rock layers bend downwards, they form a _____. a. Limbs
b. syncline
c. anticline
d. cliff
8. Rift valleys and block mountains are landforms that are formed by ______. a. Folding
b. faulting
c. displacement
d. collision
9. Faulting takes place when rocks within Earth’s crust form _________. a. Water spaces
c. asymmetrical mountains
b. . mountains
d. cracks
10. You are walking along a flat rock surface. you discover that as you walk further , the age of the rocks decreases, until you reach the middle of the surface, then for some reason they get older again. What structure have you just passed over? a. Homocline
b. anticline
c. syncline
d. monocline
11. Fold mountains along continental plate boundaries are normally formed from wat type of rock; a. Shiny
b. sedimentary
c. igneous
d. basaltic
12. Anticlines _____. a. form in rocks that are resistant in folding. b. form in rocks as a result of brittle deformation. c. are upward folds d. are downward folds 13. Synclines ___________. a. are never observed in nature. b. are downward folds. c. are upward folds d. form in rocks that are resistant to folding
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14. What term best depicts the picture below?
a. Folding
b. faulting
c. dome
d. syncline
15. Which picture best illustrates syncline?
a..
b.
c.
d.
Activity 5. Do You Really Know Me? Direction. Give a brief explanation on the following questions. (3 points each)
1. What type of faults are associated with shearing forces? ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ________________________________.
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2. What do we call a fault in which the hanging wall moves up along the dip with respect to the footwall? ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ________________________________. 3. Which causes reverse faults? ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ________________________________. 4. What do we call a Downdropped block of the crust bounded by normal faults on each side? ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ________________________________. 5. How folds and faults formed? ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ________________________________. 6. What fault is caused by compression? ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ________________________________. 7. What are the characteristics of fault blocked mountains? ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ________________________________.
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8. What forces causes faults? ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ________________________________. 9. Do folds create mountains? ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ________________________________. 10. What are the three types of faults? ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ________________________________.
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References: Book “Plate Tectonics”, Earth & Life Science,Diwa Senior High School Series. Internet rocogeog.files.wordpress.com/2012/11/folds and faults.pdf https://conceptualacademy.gallery.video/detail/videos/earth-sciencelessons/video/4768997924001/folds-and-faults?autoStart=true https://www.slideshare.net/qssimnawaz/fold-and-faults http://schools.wrdsb.ca/hrh/files/2015/01/CGF3M_UNIT_2_TEST_2015.pdf https://www.mcqlearn.com/grade8/geography/folds-and-faults-multiple-choicequestions-answers.php?page=9 https://www.google.com/search?q=tectonic+plates+of+the+earth&source=lnms&tbm =isch&sa=X&ved=2ahUKEwiW_rLr8uXqAhWRKqYKHTgPBvwQ_AUoAXoECBQQA w#imgrc=yN0H-tk03yHIMM
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Answer Key Activity 1.
Activity 2. 1. 2. 3. 4. 5.
Folding Faulting Faulting Faulting Folding
6. Faulting 7. Folding 8. Faulting 9. Folding 10. Faulting
Activity 3. 1. 2. 3. 4. 5.
Faultline Monocline Vertical Horizontal Adome
6. Syncline 7. Rift valley 8. Transcurrent 9. Abasin 10. Reverse
Activity 4. 1. 2. 3. 4. 5.
C C C D B
6. A 7. B 8. B 9.B 10. B
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Activity 5. 1. Transform faults move horizontally in response to shearing stress. They are also called strike-slip fault because the movement is along strike. 2. The hanging wall moves up and over the footwall. Thrust faults are reverse faults that dip less 45º . thrust faults with a very low angle of dip and a very large total displacement are called overthrusts or detachments, these are often found in intensely deformed mountain belts. 3. Compressional stress is when rock slabs are pushed into each other, like cars in a head-on-collision. This causes reverse faults which are the reverse of normal faults because in this case, the hanging wall slides upward relative to the footwall. Shear stress is when rock slabs slide past each other horizontally. 4. Grabens and horsts are geologic structures that are bounded by normal faults. A block or crust that has been uplifted between two parallel normal faults is called horst. Because the normal faults on either side of a horst dip outward, away from the center of the horst, the horst forms the footwall for each of them. 5. If a large slab or plate of the earth’s surface is gradually squeezed, the solid rock slowly wrinkles and crumples. Its layers become wavy folds. when in other places, rocks are stretched or bent they crack or split along weak points. These cracks are known as faults. 6. Compressional stress is when rock slabs are pushed into each other, like cars in a head-on collision. This causes reverse faults, which are the reverse of normal faults because in this case, the hanging wall slides upward relative to the footwall. Shear stress is when rock slabs slide past each other horizontally. 7. Instead of the earth folding over the earth’s crust fractures(pulls apart) it breaks up into blocks or chunks. Sometimes these blocks of rock move up and down as they move apart and blocks of rock end up being stacked on one another. Often fault-block mountains have a steep front side and a sloping back side. 8. Three types of faults are caused by three types of stress. Tensional stress is when rock slabs are pulled apart from each other causing normal faults. With normal faults, the hanging wall slips downward relative to the footwall. The movement along faults is what causes earthquakes. 9. Fold mountains are created where two or more of Earth’s tectonic plates are pushed together. All these colliding, compressing boundaries, rocks and debris are warped and folded into rocky outcrops, hills, mountains, and entire mountain ranges. Fold mountains are created trough a process called orogeny. 10. There are three different types of faults; normal, reverse and transcurrent(strike -slip). Normal faults form when the hanging wall drops Note: Practice Personal Hygiene at all times.
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down. Reverse faults form when the hanging wall moves up. Transcurrent or strike -slip faults have walls that move sideways , not up or down.
Prepared by:
Salve Aguirre Claveria National High School
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EARTH AND LIFE SCIENCE Name: ____________________________
Grade Level: _________
Date: _____________________________
Score: _______________
LEARNING ACTIVITY SHEET HOW ARE STRATIFIED ROCKS FORMED? Background Information for the Learners (BIL) Rocks are naturally formed, non-living earth materials. Rocks are made of collections of mineral grains that are held together in a hard, solid mass. The mineral grains in rocks may be so tiny that you can see them only with a microscope, or they may be as big as your finger. Rocks are identified primarily by the minerals they contain and by their texture. Each type of rock has distinctive minerals. A rock may be made of grains of all one mineral type like clastic sedimentary rocks. Clastic sedimentary rocks are made of pieces of rock or mineral grains that have been broken from preexisting rock. These particles and grains have become solid rock by the processes of compaction or cementation of sediments. Some clastic rocks are conglomerate, shale, breccia, gray and red sandstone, siltstone, and greywacke. Much more commonly, a rock is made of a mixture of different minerals such as feldspar, quartz, mica, halite, calcite, and amphibole. Texture is a description of the size, shape, and arrangement of mineral grains. Two rocks may have the same chemical composition and contain mostly the same minerals, but they may have different textures. Their different textures indicate different histories. For example, a rock that formed from molten rock will have small grains and a fine texture if it cooled quickly on Earth’s surface. A rock with the same composition that cooled slowly under Earth’s surface will have larger grains and a coarser texture.
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In a Nutshell!!! Sediments: solid fragments of organic or inorganic materials from weathered and eroded pre-existing rocks and living matters Grains: greater than sand-sized minerals and/or rock fragments. Matrix: fine-grained (clay to silt sized) minerals. Cement: minerals precipitated from solution that binds the grains and matrix together Rudaceous Rocks: (rudites) >50% clasts diameter >2mm made up of primarily rock fragments Arenaceous Rocks: (arenites) >50% sediments diameter between 0.063-2mm and can contain high quartz %. Argillaceous Rocks: (argillites) >50% sediments diameter 2mm and are made up of primarily rock fragments 6. These sediments have a diameter between 0.063-2mm and can contain high quartz %. 7. ______ have sediments diameter