The document provides an overview of a course on Earth science and the universe. It includes 12 lessons covering topics like mapping the seafloor, plate tectonics, earthquakes and volcanoes, the origin of the universe, the solar system, what we are made of, the extinction of dinosaurs, and whether life exists elsewhere. The first lesson introduces concepts of time, space, the structure of Earth, and the rock cycle. Subsequent lessons will explore these topics in more depth.
As a result of technological development of the second half of the twentieth century, Astronomy suffers big change in its methods that it makes its appearance of observation science to become also a new experimental science, where they appear numerous branches. The advancement of knowledge in Astronomy enabled to establish conjectures about the origin of the Universe that would have arisen through the Big Bang, to identify the existence of a massive black hole in the center of the Milky Way, the discovery of water on Mars, Pluto's demotion to dwarf planet, the existence of exoplanets similar to Earth outside the solar system and the discovery of matter and dark energy in the Universe.
This document outlines an Earth Science curriculum for grade 11 students in the 1st semester. It includes topics such as the origin and structure of Earth, Earth materials and processes, natural hazards, and the theories behind the origin of the universe. Lesson objectives are to describe theories of the universe's origin, explain its composition, illustrate theories, reflect on understanding origin, and develop teamwork. Activities include discussing theories of the universe's origin, explaining how the expanding universe is proven through redshift, and creating a portfolio illustrating and discussing theories of the universe's origin.
1) The oldest rocks on Earth are around 3.7-3.8 billion years old based on radiometric dating.
2) Even older zircon crystals around 4.0-4.2 billion years have been found embedded in younger rocks.
3) The best estimate for the age of the Earth itself comes from lead isotope dating of meteorites, yielding an age of 4.54 billion years.
1) New measurements of tungsten isotopes in lunar rocks indicate that the Moon formed later than previously thought, between 62-150 million years after the formation of the solar system, challenging current models of early planetary formation.
2) This later formation of the Moon requires revising our understanding of the timing of events like the giant impact that formed the Earth-Moon system and the solidification of the lunar magma ocean.
3) The new timeline suggests Earth's core may have formed independently of the giant impact and that magma oceans on Earth and other terrestrial planets took longer to solidify than models predicted.
La historia de la vida en la Tierra y en otras plataformas planetarios potenciales portadoras de vida están profundamente ligadas a la historia del Universo. Puesto que la vida, tal como la conocemos, se basa en elementos químicos forjados en estrellas pesadas moribundas, el Universo tiene que ser lo suficientemente antiguo para que las estrellas se formaran y evolucionaran. La teoría cosmológica actual indica que el Universo es de 13,7 ± 0,13 mil millones de años y que las primeras estrellas se formaron cientos de millones de años después del Big Bang. En este trabajo, se argumenta que podemos dividir la historia cosmológica en cuatro edades, desde el Big Bang a la vida inteligente.
1) The document discusses the possibility of life existing elsewhere in the universe, beyond Earth. It explores potential habitats on planets and moons in our solar system as well as exoplanets orbiting other stars.
2) Estimates suggest there could be tens of thousands of civilizations in our galaxy alone, and planets like Mars may have supported life in the past or could still harbor microbes.
3) Moons such as Europa and Enceladus seem to have oceans below their icy surfaces that could support microbial life, while Titan has lakes of liquid methane on its surface. Over 400 exoplanets have been discovered so far in distant solar systems.
This document discusses the interrelated topics of evolution, astronomy, and paleontology. It provides an overview of how our understanding of these fields has changed over time as evidence and new discoveries have accumulated. Examples are given of astronomical phenomena like galaxy classification and the expanding universe. The document also notes how impacts from asteroids and comets have shaped the evolution of life on Earth and continue to pose risks. Links are provided for exercises to explore related topics in more depth.
The document summarizes the evolution of the Earth and solar system. It describes how the universe began with the Big Bang around 14 billion years ago. Over time, gas and dust coalesced to form stars and planets, including our sun and solar system approximately 4.5 billion years ago. As the early Earth formed and cooled, differentiation occurred with iron sinking to form the core and lighter elements floating upward. The atmosphere gradually evolved from a primitive mix including hydrogen and helium to today's nitrogen and oxygen-rich atmosphere through volcanic outgassing and the rise of oxygen-producing life.
Earth System History, Timeline of Earth Events, Geologic History Earth Scienc...www.sciencepowerpoint.com
This PowerPoint is one small part of the Geology Topics unit from www.sciencepowerpoint.com. This unit consists of a five part 6000+ slide PowerPoint roadmap, 14 page bundled homework package, modified homework, detailed answer keys, 12 pages of unit notes for students who may require assistance, follow along worksheets, and many review games. The homework and lesson notes chronologically follow the PowerPoint slideshow. The answer keys and unit notes are great for support professionals. The activities and discussion questions in the slideshow are meaningful. The PowerPoint includes built-in instructions, visuals, and review questions. Also included are critical class notes (color coded red), project ideas, video links, and review games. This unit also includes four PowerPoint review games (110+ slides each with Answers), 38+ video links, lab handouts, activity sheets, rubrics, materials list, templates, guides, 6 PowerPoint review Game, and much more. Also included is a 190 slide first day of school PowerPoint presentation.
Areas of Focus within The Geology Topics Unit: -Plate Tectonics, Evidence for Plate Tectonics, Pangea, Energy Waves, Layers of the Earth, Heat Transfer, Types of Crust, Plate Boundaries, Hot Spots, Volcanoes, Positives and Negatives of Volcanoes, Types of Volcanoes, Parts of a Volcano, Magma, Types of Lava, Viscosity, Earthquakes, Faults, Folds, Seismograph, Richter Scale, Seismograph, Tsunami's, Rocks, Minerals, Crystals, Uses of Minerals, Types of Crystals, Physical Properties of Minerals, Rock Cycle, Common Igneous Rocks, Common Sedimentary Rocks, Common Metamorphic Rocks.
This unit aligns with the Next Generation Science Standards and with Common Core Standards for ELA and Literacy for Science and Technical Subjects. See preview for more information
If you have any questions please feel free to contact me. Thanks again and best wishes. Sincerely, Ryan Murphy M.Ed www.sciencepowerpoint@gmail.com
This document discusses the progression of ideas in astronomy from ancient Greek thinkers to Isaac Newton. It describes the models proposed by Claudius Ptolemy, Nicolaus Copernicus, Tycho Brahe, Johannes Kepler, and Galileo Galilei. Kepler discovered the elliptical orbits of planets and his three laws of planetary motion. Newton then proposed his law of universal gravitation to explain what causes planets to remain in orbit. By the late 1600s, it had been established that the Sun is at the center of the solar system and that planets move according to the principles of inertia and gravitation.
The document discusses the history of determining the age of the Earth. Early estimates ranged from thousands to billions of years based on different methods and assumptions. In the late 19th century, radioactive dating methods were developed that provided evidence the Earth was millions to billions of years old, conflicting with a literal reading of the Bible. This sparked debates around assumptions made in dating methods and their application to estimating the Earth's age. While techniques have improved, disagreement remains on interpreting results within biblical or long-age frameworks.
This document provides an introduction and overview of an astrochemistry course. It defines key terms related to astrochemistry including astronomy, chemistry, physics, biology and their intersections. It describes how astrochemistry emerged from the early universe following the formation of the first atoms, and how stars then formed and spread heavier elements through nebulae and supernovae. The course will examine astrochemistry from the early universe to present day, exploring topics in astrophysics, astrochemistry and astrobiology within our solar system and beyond. It will include both traditional coursework and hands-on demonstrations to provide an interactive learning experience.
The Deep Stack of Existence: Seeing Life and its Substrates as Richly Connect...Tony Smith
A key point summary of deep history through a complex systems lens with emphasis on connectivity and contingency, within the context of our Supervenience Project's envisaged chapters Towards Healthy General Knowledge and Life on an Active Planet, with late focus on recent neurological research confirming the breadth of common heritage of mobile animals.
The Universe: A Module in Science and Technology for Grade 5 Pupilscryster
The document provides information about a module on the universe for grade 5 pupils. It includes the mission, vision and goals of the college of education. It discusses the big bang theory, big crunch theory, steady state theory and nebular theory as possible explanations for the origin of the universe. It also covers topics about the solar system including the sun, planets, asteroids and other celestial bodies. The module is intended to help pupils gain knowledge about the universe and solar system through interactive lessons and activities.
Georges Lemaître proposed the Big Bang theory in the 1920s to explain observations that galaxies were moving away from each other and the universe was expanding. His theory was initially rejected but gained acceptance in the 1950s as evidence accumulated. The Big Bang theory proposes the universe began in a hot, dense state and has been expanding and cooling ever since. Lemaître's theory is now central to modern cosmology and he is considered the father of the Big Bang theory, though his religious beliefs led him to advise against linking the theory directly to divine creation.
This PowerPoint is one small part of the Geology Topics unit from www.sciencepowerpoint.com. This unit consists of a five part 6000+ slide PowerPoint roadmap, 14 page bundled homework package, modified homework, detailed answer keys, 12 pages of unit notes for students who may require assistance, follow along worksheets, and many review games. The homework and lesson notes chronologically follow the PowerPoint slideshow. The answer keys and unit notes are great for support professionals. The activities and discussion questions in the slideshow are meaningful. The PowerPoint includes built-in instructions, visuals, and review questions. Also included are critical class notes (color coded red), project ideas, video links, and review games. This unit also includes four PowerPoint review games (110+ slides each with Answers), 38+ video links, lab handouts, activity sheets, rubrics, materials list, templates, guides, 6 PowerPoint review Game, and much more. Also included is a 190 slide first day of school PowerPoint presentation.
Areas of Focus within The Geology Topics Unit: -Plate Tectonics, Evidence for Plate Tectonics, Pangea, Energy Waves, Layers of the Earth, Heat Transfer, Types of Crust, Plate Boundaries, Hot Spots, Volcanoes, Positives and Negatives of Volcanoes, Types of Volcanoes, Parts of a Volcano, Magma, Types of Lava, Viscosity, Earthquakes, Faults, Folds, Seismograph, Richter Scale, Seismograph, Tsunami's, Rocks, Minerals, Crystals, Uses of Minerals, Types of Crystals, Physical Properties of Minerals, Rock Cycle, Common Igneous Rocks, Common Sedimentary Rocks, Common Metamorphic Rocks.
This unit aligns with the Next Generation Science Standards and with Common Core Standards for ELA and Literacy for Science and Technical Subjects. See preview for more information
If you have any questions please feel free to contact me. Thanks again and best wishes. Sincerely, Ryan Murphy M.Ed www.sciencepowerpoint@gmail.com
1) The document discusses the connection between continental drift and plate tectonics, explaining that continental drift occurred as the single early continent of Pangea broke apart due to movements of tectonic plates.
2) NASA studies how continental drift may affect the future positioning of continents hundreds of millions of years from now.
3) Evidence for possible life on other planets includes extremophiles on Earth that thrive in extreme conditions, evidence that interstellar dust contains organic compounds and microbes, and indications that the Jupiter moons Europa and Callisto may harbor subsurface oceans.
Soon after Earth formed 4.6 billion years ago from a solar nebula, it was hit by a large planetoid called Theia. This collision formed the moon but vaporized Theia. By 4.54 billion years ago, Earth had formed layers with an iron core and atmosphere. Frequent comet impacts during this time deposited water on the hot young Earth. The earliest life formed in the oceans around 3.8 billion years ago in the form of simple prokaryote cells. Oxygen began accumulating in the atmosphere around 2.7 billion years ago due to cyanobacteria. Animals first appeared in the oceans around 620-550 million years ago during the Cambrian explosion after oxygen levels rose sufficiently. Dinosaurs evolved over 230
Geologists used new evidence from physics, including radioactive dating and heat sources within the Earth, to show that the Earth was older than physicists had estimated based on cooling models alone. Lord Kelvin had estimated the Earth's age as between 20-40 million years based on cooling rates, but radioactive elements provided additional heat sources and evidence that the Earth was at least 1.6 billion years old. By considering multiple heat sources and dating methods, geologists and physicists reconciled differing age estimates to establish that the Earth was over 3 billion years old.
This document provides an overview of a 12-lesson course on keeping healthy. The lessons will cover topics like what causes disease, microbe attacks, vaccines, antibiotic resistance, and health studies. It previews the objectives and activities for the first lesson on microbes and disease, including understanding how microbes can cause illness and how the body prevents microbes from entering.
This document provides an overview of a 12-lesson module on growth and development. The lessons will cover topics like growing and changing, growth patterns, cell reproduction, genetics, specialized cells, and proteins. Key concepts include DNA, genes, inheritance, cell division, and how cells become specialized.
This document provides an overview of the 12 lessons that will be covered in the B4 Homeostasis module. It introduces key concepts about homeostasis, including how the body regulates conditions like body temperature, water levels, blood sugar levels, and blood pressure. Each lesson will focus on a different aspect of homeostasis, starting with an introduction to homeostasis and negative feedback mechanisms in Lessons 1 and 2. Subsequent lessons will cover topics like enzyme function, temperature regulation, water homeostasis, and what can happen when homeostasis goes wrong.
The document discusses a lesson plan that covers genetic screening and testing. Over the next 12 lessons, students will learn about genetics topics like inherited disorders, genetic testing, screening, and the ethical issues around how genetic information is used. One lesson focuses on genetic screening and testing, including how genetic information could be misused by insurance companies and discussed the arguments for and against using DNA profiles to determine insurance costs.
This document provides an overview of the lessons to be covered in a module on life on Earth. It includes topics such as the variety of life, evolution, evidence of change, Charles Darwin's theories, the origins of species, inheritance, where life came from, sensing the environment, human evolution, and extinction. Each lesson includes objectives, key terms, and extension questions. The document guides students through the content that will be examined over the next 12 lessons and an end of module test.
The document provides an overview of the 12 lessons that will be covered in the B4 Homeostasis module. It focuses on lesson 7 which covers how the body responds to changes in core temperature through vasoconstriction, vasodilation, sweating, and shivering. The key concepts covered are how varying blood supply to the skin through constricting or dilating blood vessels helps regulate core temperature. Extension questions provide further explanation and examples.
The document provides information about a biology lesson plan that covers genetics and inherited traits. It includes 12 lessons that cover topics like similarities and differences between family members, inherited disorders like cystic fibrosis and Huntington's disease, genetic testing, and stem cells. The lesson plan provides learning objectives, activities, and questions for each lesson.
Do We Live On A "Privileged Planet"? (by Intelligent Faith 315.com)godknt777
How Privileged are we to live on planet earth? Are we just here by accident? Check out this presentation that we used in one of our apologetics classes called Reason to Believe. Check out the audio on itunes under Reason to Believe.
The document provides an overview of a 12-lesson chemistry course covering topics like the periodic table, alkaline metals, chemical equations, halogens, helium, atomic structure, electrons, salts, and ionic theory. It includes lesson objectives, activities, extension questions, and summaries for the first two lessons which focus on the periodic table and alkaline metals. Key points covered are the periodic table's arrangement of elements, properties of group 1 alkaline metals like their reactions with water and acids, and their similarities and reactivity trends.
This document proposes a mission to map potential evidence of plate tectonics on Titan through ice-quake monitoring and atmospheric analysis. A team of scientists would send rovers to Titan equipped with seismographs and gas chromatographs. One rover would measure any increasing distance between itself and others around Sotra Facula, an potential ice volcano, to detect divergent plate movement. Seismograph recordings could map plate boundaries. Drill cores would reveal stratigraphic unconformities indicating geological disruption. Gas analysis of trapped air in ice cores could show past atmospheric composition changes linked to volcanic outgassing, providing evidence of an active resurfacing mechanism like plate tectonics on Earth. Finding plate tectonics on
The document summarizes key facts about Earth and its moon:
1) Earth is unique in our solar system for having liquid water and a stable atmosphere that supports life. The moon is Earth's only natural satellite.
2) It is believed that the moon formed over 4 billion years ago when a Mars-sized planet collided with Earth, ejecting material that coalesced to form the moon.
3) The moon has different terrain types including dark volcanic lowlands called maria and bright, heavily cratered highlands. Humans first visited the moon in 1969 through the Apollo missions, with the last mission in 1972.
The document provides an overview of the 12 lessons in a health studies module, including topics like antibiotics, vaccines, and clinical trials. It then presents information about lesson 7 which focuses on antibiotics and the rise of antibiotic-resistant "superbugs" due to overuse of antibiotics. The lesson objectives, activities, key concepts, and extension questions are outlined.
The document discusses Earth's structure and plate tectonics. It describes how Earth formed layers with different densities, including the inner and outer core, mantle, crust, and lithosphere. The lithosphere is made up of tectonic plates that move over time. There are three types of plate boundaries - divergent where plates move apart, convergent where they push together, and transform where they scrape past each other. Plate tectonics explains how continents have changed positions over billions of years and continue to move today.
Dependency theory posits that peripheral, less developed nations are dependent on core countries for their economic development, which hinders their ability to develop and benefits core nations. It was developed by Raul Prebisch in response to global disparities and argues that the structure of the world economy favors core countries over peripheral ones. The theory is illustrated through Haiti's history as a peripheral nation dependent on France during colonial rule, which left it impoverished despite producing valuable exports.
This document provides an overview of key concepts in chemistry including:
1) The structure of atoms including protons, neutrons, and electrons. It also discusses isotopes and electron configuration.
2) The periodic table is introduced including periodic trends in properties and how elements are arranged in groups and periods. Metals, nonmetals, and chemical properties are also covered.
3) Bonding including ionic bonding between metals and nonmetals and covalent bonding between nonmetals is explained through examples like sodium chloride and water. Dot and cross diagrams are used to represent covalent bonds.
4) Compounds and chemical equations are discussed including balancing equations and calculating relative formula mass. Giant ionic structures
The document is a detailed lesson plan for a social studies class on the Presidents of the Philippines. It contains objectives, subject matter, materials, procedures, and evaluation. The lesson plan outlines the teacher's activities of presenting information on each President and leading a class discussion. It includes an activity where students choose the best President and justify their choice. As an assignment, students are asked to research their chosen President and write a reflection on their accomplishments.
This document provides an overview of the possibility of life existing beyond Earth. It discusses the origin of the universe, the formation of the solar system and Earth, the development of life on Earth from single-celled organisms to humans, and technological advancements that have allowed exploration of other worlds like the Moon and Mars in search of evidence of life.
This document provides an overview of a unit on the possibility of life existing beyond Earth. It discusses the origin of the universe, the formation of the solar system and Earth, the development of life on Earth, evidence of the possibility of life on other planets and moons in our solar system, the search for life through space exploration and probes, and considerations about what forms life may take on other worlds. The document explores both scientific evidence and theories, as well as more speculative ideas about visits from advanced alien civilizations.
This document provides an overview of the possibility of life existing beyond Earth. It discusses the origins of life on Earth and the conditions necessary for life, including certain elements and compounds. The document also explores evidence that life may have evolved on other planets or been transported to Earth, and considers what forms life might take elsewhere in the universe. While no definitive proof of extraterrestrial life has been found, the document argues that the vast number of planets increases the probability that life has evolved beyond Earth.
This document discusses the possibility of life existing beyond Earth. It explores the origins of the universe through the Big Bang theory and the formation of the solar system. It then details the evolution of life on Earth from single-celled organisms to humans over billions of years. The document suggests that if life could evolve on Earth, then it may be possible for it to evolve elsewhere in the universe. It also discusses modern technological advancements that have allowed for exploration of other worlds, like reaching the moon.
1. The document outlines an Earth and Life Science curriculum for Grade 11 covering topics in Earth Science, Geology, Meteorology, and Astronomy.
2. It includes pre-tests on the solar system, planets, and the Big Bang theory. Activities include a jumbled words exercise and an origins of the universe quiz.
3. The curriculum will examine theories on the origins of the solar system and universe such as the nebular hypothesis and provide assignments on the fate of the universe and possibility of finding Earth-like exoplanets.
1. Over 4.5 billion years ago, a large cloud of gas and dust collapsed under gravity to form the solar nebula from which the Sun and planets eventually formed.
2. According to the nebular hypothesis, the solar nebula flattened into a disk with the young Sun at the center, and the planets coalesced from clumps of dust and gas within this disk.
3. Earth formed from metallic and rocky fragments approximately 4.5 billion years ago and has since developed distinct geosphere, atmosphere, hydrosphere, and biosphere systems that interact with one another.
Chapter 2 Geology of Ethiopia and the Horn. The geology of Ethiopia includes rocks of the Neoproterozoic East African Orogeny, Jurassic marine sediments and Quaternary rift-related volcanism. Events that greatly shaped Ethiopian geology is the assembly and break-up of Gondwanaland and the present-day rifting of Africa.
This power point is important for all Ethiopian first year freshman universities students for the common course of Geography of Ethiopia and the Horn (GeES 1011), It is prepared on the bases of the module with additional explanations, important maps & explanatory images are included.
This power point mainly focuses on the geological history of the Earth in general and Ethiopia in particular. It is the best source of for all first year university freshman student of Ethiopia. if you are studying this course for A+ this material will definitely help. this material proven to be helpful by students of number of universities for the past four years.
1. James Hutton established the theory of uniformitarianism, which states that the geological forces shaping Earth today are the same as in the past. He is considered the founder of modern geology.
2. Charles Darwin developed the theory of evolution through natural selection, which explained how species change over time in response to their environment.
3. Andrija Mohorovicic discovered the boundary between Earth's crust and mantle, known as the Mohorovicic discontinuity or "Moho".
4. Beno Gutenberg studied earthquakes and discovered that their waves can be used to investigate Earth's internal structure
The document is a student paper on the solar system written for an astronomy class. It provides an overview of the formation of the solar system and details about some of the major components, including the sun and planets. It discusses the types of stars that formed before population I stars and the basic structure of the solar system. The paper also provides some background on the author and due date for the assignment.
The document summarizes key concepts in geology, including:
1) The formation of the solar system from a nebula of dust and gas around 4.5 billion years ago, which led to the formation of the Sun and planets through gravitational attraction and other processes.
2) Methods for determining the age of the Earth including absolute radiometric dating techniques that measure radioactive decay and relative dating principles like superposition and cross-cutting relationships.
3) The use of fossils to provide temporal and paleoecological information about Earth's history and environmental conditions of different periods. Index fossils in particular help date and classify rock layers.
The solar system formed 4.6 billion years ago from a giant cloud of dust and gas called a solar nebula. As the cloud contracted under gravity, the proto-Sun formed at the center and a disk of dust and ice particles formed around it. These particles collided and merged to become planetesimals and eventually the planets. The inner planets like Earth are rocky due to higher temperatures in the inner solar system, while outer planets are gaseous. The Moon formed from debris ejected during a giant impact between Earth and a Mars-sized planet. Life on Earth began as single-celled organisms and changed the atmosphere through photosynthesis over billions of years.
This document provides an overview of the internal structure of the Earth. It describes the three main layers - crust, mantle, and core. The crust is the outermost layer and is divided into continental and oceanic crust. Beneath the crust is the mantle, which makes up most of the Earth's volume. The core is at the center and has a solid inner core and liquid outer core. Seismic waves and magnetic reversals provide evidence about the composition and movement of materials in the Earth's interior.
This document provides information about geochronology and dating the age of the Earth. It discusses how the Earth is estimated to be 4.6 billion years old based on dating of meteorites and the oldest Earth rocks. It describes the principles of relative dating methods like superposition and cross-cutting relationships. It also explains numerical dating techniques using radioactive isotopes like potassium-argon and uranium-lead dating to assign absolute ages to rocks in millions or billions of years. Finally, it briefly discusses isostatic adjustment and two hypotheses about isostasy proposed by J.H. Pratt and G.B. Airy.
The document contains a 10 question quiz about the electromagnetic spectrum and related topics like radiation, global warming, and the greenhouse effect. The questions cover topics such as the different types of radiation, how they are used and their effects, how food is cooked in microwaves, what gases cause global warming, and what the greenhouse effect has on Earth.
This document provides an overview of geologic time and Earth's biological history. It begins with objectives to understand geologic change over Earth's history, factors that shaped the atmosphere and lithosphere, and creating a journal describing local physical features. The rest of the document details principles of the geologic time scale including superposition, cross-cutting relations, and index fossils. It provides a table of the geologic time scale with major life forms and tectonic events. Radiometric dating techniques like carbon dating are introduced for obtaining absolute ages. Major periods of Earth's history are summarized with changing life and environments.
The document provides a summary of the history of Earth from its formation to the present day. It describes how Earth formed around 4.54 billion years ago from a solar nebula, and over time developed a solid crust and liquid water on its surface. Early life first appeared between 3.5 to 4 billion years ago in the form of microbes like bacteria and stromatolites. The first complex multicellular organisms emerged around 580 million years ago in an event known as the Cambrian explosion, marking the rise of most major phyla. Life has continued to evolve on Earth, with species adapting and going extinct over geological eras as environments changed.
The document provides an overview of the history of Earth from its formation 4.5 billion years ago to the present. It describes how the solar system formed, including the Earth, and the early development of the planet. Key events mentioned include the formation of the first life forms, the rise of oxygen in the atmosphere, the emergence of complex life and fossils, periods of climate change, shifting continents, and mass extinctions. The text also discusses methods for dating the age of the Earth and geological eras.
The document provides an overview of the history of Earth from its formation 4.5 billion years ago to the present. It describes how the solar system formed, including the Earth, and the early development of the planet. Key events mentioned include the formation of the first life forms, the rise of oxygen in the atmosphere, the emergence of complex life and fossils, periods of climate change, shifting continents, and mass extinctions. The text also discusses methods for dating the age of the Earth and geological eras.
The document provides information about celestial bodies like stars, constellations, and planets in our solar system. It discusses how ancient people used constellations like Ursa Major to determine directions. It describes the nine planets in our solar system, with Mercury being the closest to the sun and Pluto being the farthest, along with other objects like asteroids and meteoroids. The sun and these celestial bodies form our solar system. It also briefly mentions Neil Armstrong being the first person to walk on the moon.
The document provides an overview of lessons covering physics topics related to astronomy. It outlines 24 lessons that will cover telescopes, lenses, different types of telescopes, stars, the sun, moon and earth, eclipses, star distances, galaxies, and more. Each lesson includes objectives, literacy and numeracy focuses, and extension questions.
The document outlines a physics lesson plan covering topics related to telescopes, stars, galaxies, and the structure and composition of stars over 24 lessons. Key topics included refracting and reflecting telescopes, star distances and brightness, galaxies, stellar composition and nuclear fusion, and how a star's color relates to its surface temperature.
This document outlines a physics lesson plan on telescopes over 24 lessons. It will cover the different types of telescopes like refracting, reflecting, and radio telescopes. It will discuss how telescopes produce images using electromagnetic radiation of different frequencies. Key topics include lenses, star distances, galaxies, and the composition of stars. Lessons will include activities, literacy and numeracy focus, and questions for extension.
The document outlines a physics course covering topics related to astronomy and the structure of atoms and stars over 24 lessons. It provides learning objectives and activities for each lesson, including lessons on telescopes, the sun and planets, star distances and temperatures, galaxies, and the structure and behavior of atoms and gases.
This document provides an overview of the lessons that will be covered in a module about radiation and waves. It focuses on lesson P6.7, which discusses electromagnetic waves with frequencies higher than visible light, including ultraviolet (UV) rays, X-rays, and gamma rays. The lesson objectives are to understand that these waves are ionizing radiation that can alter or damage living cells. Examples of sources, detectors, and uses of each type of wave are provided. Key concepts explained are that frequency increases and wavelength decreases as you move from radio waves to gamma rays in the electromagnetic spectrum.
This document provides an overview of 12 lessons on the wave model of radiation. It will cover topics such as what waves are, describing wave properties, how waves behave at barriers and boundaries, bending light beams, electromagnetic waves, radio waves, and radiation from space. The first lesson defines key terms like amplitude, wavelength, and frequency and explains the two main types of waves - transverse and longitudinal waves. Subsequent lessons will focus on reflection, refraction, diffraction, and interference of waves.
The document outlines a route map for a 12 lesson course on electric circuits. It will cover topics like static electricity, electric charge, circuits, current, resistance, resistors, voltage, power, and electricity generation and distribution. It provides learning objectives and a sample activity for the first lesson which involves drawing a series circuit with batteries, a switch, light bulb, resistor and variable resistor and adding a voltmeter and ammeter.
This document provides an overview of the topics that will be covered in 12 lessons on electric circuits. The lessons will cover static electricity, electric charge, circuit symbols, simple circuits, controlling and measuring current, resistance, resistor combinations, measuring voltage, electrical power, domestic appliances, generating electricity, and distributing electricity. Each lesson will have objectives, activities, extension questions, and a summary.
This document provides an overview of the key concepts and lessons covered in a physics module on forces and motion. Over 12 lessons, students will learn about forces in different directions, how objects start and stop moving, friction, reaction forces, speed, modeling motion, force interactions, momentum, changes in momentum, car safety, laws of motion, work and energy, and kinetic and gravitational potential energy. Example questions and activities are provided to help students understand concepts like momentum, changes in momentum due to forces, and how safety features in cars like seatbelts reduce impact forces during collisions.
The document outlines a 12 lesson plan on the topic of forces and motion. It will cover key concepts such as forces in different directions, how objects start to move, friction, reaction of surfaces, speed, modeling motion, force interactions, changes in momentum, car safety, and laws of motion. Each lesson will include objectives, activities, literacy and numeracy focuses, and questions to help students understand the key topics being covered.
1. The document outlines a route map for a chemistry module covering topics like alkanes, alcohols, carboxylic acids, and energy changes over 24 lessons.
2. Lesson C7.9 focuses on rates of reaction and how factors like temperature, concentration, and particle size can influence the rate. Collision theory and activation energy are also discussed.
3. Examples of reversible reactions are given where the direction can change based on conditions like temperature and pressure. Equilibrium is reached when the rates of the forward and reverse reactions are equal and concentrations no longer change.
This document outlines a chemistry lesson plan covering titrations. The lesson will teach students how titration is used as a quantitative technique to measure the concentrations of acids and bases by determining the volume needed of a standard solution to reach the endpoint of a neutralization reaction. Key concepts include using an indicator to identify the endpoint, repeating titrations to obtain an accurate average volume, and how titrations can be used to find the concentration of an unknown solution based on the reaction stoichiometry. The lesson will also discuss using data loggers and pH probes for higher precision measurements.
The document outlines a chemistry route map for studying various topics over 24 lessons, including alkanes, alcohols, carboxylic acids, esters, fats and oils, energy changes, chromatography, titrations, reaction rates, equilibrium, the chemical industry, and green chemistry. It provides lesson objectives, activities, and questions for lessons on alkanes, alcohols, and carboxylic acids, covering topics like their structures, properties, reactions, uses, and how they are produced.
This document outlines a route map for a chemistry module covering topics like alkanes, alcohols, carboxylic acids, esters, fats and oils, energy changes, chromatography, gas chromatography, titrations, rates of reaction, equilibrium, the chemical industry, green chemistry, industrial chemistry, theories on acidity, sampling, and making ethanoic acid. The module will focus on improving yield in industrial chemistry and reducing waste and pollution.
This document provides an overview of a 12-lesson chemistry module that will cover various topics related to chemical synthesis, including the chemical industry, acids and alkalis, rates of reactions, and factors that affect rates. It focuses specifically on lesson 6.11, which discusses the different stages involved in chemical synthesis, and lesson 6.12, which is about measuring the yield of chemical reactions.
The document provides an overview of a 12-lesson course on chemical synthesis that covers topics such as the chemical industry, acids and alkalis, reactions of acids, salts, purity of chemicals, rates of reactions, catalysts, chemical quantities, stages of chemical synthesis, and measuring yield. The first lesson focuses on understanding the role and importance of the chemical industry and the difference between bulk and fine chemicals.
This document outlines a lesson plan on metals from the lithosphere. It will teach students how reactive metals are extracted from ores using methods like carbon displacement and electrolysis. Key concepts include metal ores, extraction methods, reactivity series, and calculating formula masses of compounds. Activities include matching metals to their ores, naming metals, and explaining extraction techniques and material uses based on reactivity.
This document provides an overview of the lessons that will be covered in a course on chemicals in the natural environment. The 12 lessons will cover chemicals found in the atmosphere, hydrosphere, lithosphere and biosphere. It outlines the key concepts, objectives and activities for the first lesson which will introduce the four spheres and focus on the chemicals found in each.
1. Ionic compounds form when a metal reacts with a non-metal, resulting in positively charged metal ions and negatively charged non-metal ions that bond together in a crystalline lattice structure.
2. When ionic compounds dissolve in water or melt, the ions become free to move and conduct electricity. During electrolysis, positively charged metal ions move to the cathode and negatively charged non-metal ions move to the anode.
3. Common ionic compounds include sodium chloride, formed from sodium and chlorine ions, and copper chloride, used in electrolysis to extract copper metal from its ionic form.
This document outlines a biology curriculum covering various topics over 12 lessons. It will cover photosynthesis, respiration, feeding relationships, genetics, blood, circulation, energy, symbiosis, parasites, disease, biotechnology, exercise, joints, genetic modification, and more. Key concepts include how plants and organisms obtain and use energy, genetic inheritance and testing, the structure and function of body systems, and applications of biotechnology.
Slide Presentation from a Doctoral Virtual Open House presented on June 30, 2024 by staff and faculty of Capitol Technology University
Covers degrees offered, program details, tuition, financial aid and the application process.
Credit limit improvement system in odoo 17Celine George
In Odoo 17, confirmed and uninvoiced sales orders are now factored into a partner's total receivables. As a result, the credit limit warning system now considers this updated calculation, leading to more accurate and effective credit management.
Front Desk Management in the Odoo 17 ERPCeline George
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The membership Module in the Odoo 17 ERPCeline George
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Join educators from the US and worldwide at this year’s conference, themed “Strategies for Proficiency & Acquisition,” to learn from top experts in world language teaching.
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The Jewish Trinity : Sabbath,Shekinah and Sanctuary 4.pdfJackieSparrow3
we may assume that God created the cosmos to be his great temple, in which he rested after his creative work. Nevertheless, his special revelatory presence did not fill the entire earth yet, since it was his intention that his human vice-regent, whom he installed in the garden sanctuary, would extend worldwide the boundaries of that sanctuary and of God’s presence. Adam, of course, disobeyed this mandate, so that humanity no longer enjoyed God’s presence in the little localized garden. Consequently, the entire earth became infected with sin and idolatry in a way it had not been previously before the fall, while yet in its still imperfect newly created state. Therefore, the various expressions about God being unable to inhabit earthly structures are best understood, at least in part, by realizing that the old order and sanctuary have been tainted with sin and must be cleansed and recreated before God’s Shekinah presence, formerly limited to heaven and the holy of holies, can dwell universally throughout creation
How to Configure Time Off Types in Odoo 17Celine George
Now we can take look into how to configure time off types in odoo 17 through this slide. Time-off types are used to grant or request different types of leave. Only then the authorities will have a clear view or a clear understanding of what kind of leave the employee is taking.
How to Store Data on the Odoo 17 WebsiteCeline George
Here we are going to discuss how to store data in Odoo 17 Website.
It includes defining a model with few fields in it. Add demo data into the model using data directory. Also using a controller, pass the values into the template while rendering it and display the values in the website.
1. P1.4 Mapping the seafloor P1.6 Earthquakes and volcanoes P1.10 Are we alone ? P1.11 The Great Debate of 1920 P1.12 How did the Universe begin ? P1. The Earth in the Universe Route map Over the next 12 lessons you will study : Friday 21 October 2011 P1.1 Time and space P1.2 Deep time P1.3 Continental drift P1.5 The theory of plate tectonics End of module test P1.9 What are we made of ? P1.7 The Solar System- danger ! P1.8 What killed off the dinosaurs ?
2. P1.1 Time and space Decide whether the following statements are true or false: Lesson objectives: Understand what is known about the Earth and the Universe Understand how we can model how the Universe has changes form the big ban to present day Friday 21 October 2011 First activity: Give a definition for a) Universe b) Galaxy c) Solar system d) Planet e) Star and f) comet ? Literacy: Universe, galaxy, Milky way, starts, sun, solar system, planets, comets, asteroids, meteorites, time, big bang, Earth, crust mantle and core Numeracy: The diameter of the Sun is 109 times larger than the diameter of the Earth and consumes about 300,000 tons of hydrogen every second. It is approximately 4.5 billion years old about half way through its life. PLTS Independent enquirers Creative thinkers Reflective learners We will focus on being independent enquirers by analysing and evaluating information by judging its relevance and value. Team workers Effective participators Self managers
3. P1.1 Time and space Extension questions: 1: Which part o the earth’s structure do we live on ? 2: Is our Solar system bigger or smaller than the Universe ? 3: What is the core of the Earth made from ? Describe fully. 4: In the following list what would you find in a typical solar system a) planets b) stars c) comets and d) galaxies ? 5: What is the Sun made from and what type of energy does it emit ? 6: The oldest rock on earth is about 4.5 billion years old what does this tell us about the age of the Earth ? Know this: a: Know what is know about the history of our universe and our own solar system. b: Know that our own solar system is just one small part of the Universe, which is massive. Friday 21 October 2011 Introduction: Our rocky planet was made from the scattered dust of ancient stars. It may or not be the only place in the whole Universe with life. The Universe began 14,000 million years ago (14 billion years). At the start, all the mass of the Universe was compressed into an area smaller than an atom. This all change when the big bang set all the matter outwards in all directions. It has been expanding ever since. The Earth is an enormous, layered planet with a radius of 6,400 km. It is made up of four layers: the crust, the mantle, the outer core and the inner core.
4. P1.1 a Look at the photograph and information and answer all the questions: Although the Earth is date to be 4.6 billion years old, the oldest rock has been dated to only 3.9 billion years. Does this find contradict current thinking on Earth’s age ? The moon and the Earth have been dated to be about the same age...what does this tell use about how the moon and Earth formed ? Life appeared on Earth and soon evolved into bacteria. Single cells appeared and plants such as algae and animals such as protozoa evolved. These single cells began to live together in colonies to form more complex organisms. Vertebrates such as fish appeared about the same time as the plants began to live on land rapidly followed by the invertebrates. Later vertebrates (amphibians) also evolved to live on land, and reptiles dominated the land for millions of years.. People appeared very recently and rapidly dominated and transformed the entire planet, also learning how to leave it. Earth’s history Key concepts
5. Key concepts P1.1 b Look at the photograph and information and answer all the questions: Before the big bang, there was no time. Explain why we use the event that we call the big bang to mark the beginning of time ? Compare the teaching of a faith like Christianity about how the Universe was create and the theories about the big bang...are they different or very similar ? The Universe began with a ‘big bang about 14 billion years. This released energy, radiation, particles and clouds of atoms. Gravity condensed the atoms into galaxies where stars appeared. Stars created new types of atoms when they grew old and exploded as supernovae. The new atoms were released back to the galaxy, and joined together into cosmic dust and molecules. New stars, such as the Sun, formed from these materials in the spiral arms and the dust and molecules formed planets such as Earth. time 13.7 billion years ago big bang
6. P1.1 Plenary Lesson summary: planets Universe gravity dust Friday 21 October 2011 When the universe formed with the Big Bang, it was very hot, this immense heat caused very rapid expansion in all directions. Heat is a form of energy. On very small scales, this heat energy is represented in the momentum of particles. The temperature at the very beginning of the big bang were so high that the matter rapidly expanded outwards travelling huge distances and creating the Universe on the scale that it is now ! How Science Works: Research into the rock cycle and how rock age has been used as evidence to data earth and other planets like the moon. Preparing for the next lesson: The ________ began 14,000 million years ago. Around 5,000 million years ago a great swirl of _____ and gas came together. About 99.9% of this swirl formed the Sun and the remainder was pulled by _______ to form _______. This is how our Solar system was formed. Decide whether the following statements are true or false : False True 3: Our Solar system is just one small part of the Universe ? False True 2: The Big Bang happened after the Universe came into being ? False True 1: The Earth is the fourth planet from the Sun ?
7. P1.2 Deep time Decide whether the following statements are true or false: Lesson objectives: Understand how the rock cycle leads to the formation of different types of rocks which can be grouped according to how they are formed and their physical properties. Understand how theories forwarded by James Hutton’s and radioactive dating give us evidence on how old the Earth is. Friday 21 October 2011 First activity: Sedimentary and some metamorphic rock contains fossils of plants and animals some dating back as far as 600 million years old. How can these fossil help scientists build up a picture of evolution over this time period ? Literacy: Rock cycle, sedimentary, metamorphic, igneous, crystals, erosion, weathering, transportation, continental drift, deep time and radioactive dating. Numeracy: Using radio-dating geologists (scientists who study rocks and rock formation) have found and dated Earth’s oldest rocks at 3,900 million years old, suggesting that the Earth is also 3,900 million years old. PLTS Independent enquirers Creative thinkers Reflective learners Team workers Effective participators Self managers We will focus on knowing setting goals and success criteria.
8. P1.2 Deep time Extension questions: 1: Give three ways in which a rock can be a) broken down and b) formed and state the main stages of the rock cycle ? 2: Why is there no effective rock cycle on planet mars…give two things that are missing ? 3: Why did it take a long time before Hutton’s ideas were accepted ? 4: How is radiation used to date rocks ? 5: Why are fossils found in sedimentary and metamorphic rocks useful to animal and plant scientists ? Know this: a: Know how the rock cycle leads to the formation and breakdown of rocks over time. b: Know that the Earth’s oldest rocks were made 3,900 million years ago. Friday 21 October 2011 Introduction: James Hutton in 1785 presented his theory on rock formation and breakdown. His theory describes what we know as the rock cycle. In 1785, people believed that the Earth had been created exactly as they saw it 6000 years before. Hutton said processes such as erosion and deposition of sediments and rock formation take place slowly over long periods of time. He also said that heat deep inside the earth’s core change rocks and led to the uplift of rocks over time. Some rocks are radioactive and their age can be estimated by measuring the radiation they give off (emit). This is called radioactive dating.
9. P1.2 a Look at the photograph and information and answer all the questions: A sedimentary rock sample is aged using the above technique. Is it likely to be older or younger than igneous granite ? What happens to the levels of uranium and lead as the rock sample ages over time ? Geologists can’t use just any old rock for dating. They must find rocks that have radioactive isotopes like uranium which over time changes to lead. Rocks with uranium include granites and basalts. Scientist date rocks by measuring and comparing the amount of the parent (uranium) and daughter (lead) isotopes in a sample of the rock unit. This information give the geologists enough information to data a rock sample to with 1 million years. Radio dating of Earth’s rocks rock sample time As time moves forward, the amount of radioactive Uranium 235 has gradually decreased in the Earth’s rocks, changing slowly into stable lead. Because we know the half life of Uranium 235 (700 million years), by measuring the ratio of Uranium 235 and lead in a rock sample, we can determine its age. Key concepts
10. P1.2 b Look at the photograph and information and answer all the questions: The material used to create new sedimentary rocks are formed by rock weathering...name two forms of rock weathering ? Look at the picture below left, the river is carrying silt and rock particles towards the sea...explain what happens to these sediments as the river begins to slow ? Using your knowledge of how sedimentary rocks are formed...explain why they are softer when compared to metamorphic and igneous rocks ? Sedimentation & deposition Weathering Cementation Earth’s rocks are continuously weathered and eroded forming small rock fragments which begin to settle as sediments on the bottom of seas and oceans. With time these layers accumulate. Pressure on the lower layers cause cementation. Water is also forced out. Laving mineral structures Sedimentary rocks can be formed from either sand, clay, silt and mud How sedimentary rock forms Key concepts
11. P1.2 c Look at the photograph and information and answer all the questions: During the formation of metamorphic rocks, the rock mineral structures change without the rocks actually becoming molten. Gneiss rock, for example is an good example of metamorphic rock. This rock may have been igneous granite, but heat and pressure changed it. Slate used for roofing is formed when sedimentary mudstone is heated under pressure. When limestone is subject to high temperatures and pressure it changes to form metamorphic marble...give three sued of marble stone ? Give two differences in the physical properties between marble and limestone ? Why is marble used to make sculptures rather than sedimentary limestone ? Magma Metamorphic rock Sedimentary rock Heat & pressure How metamorphic rock forms Key concepts
12. P1.2 d Look at the photograph and information and answer all the questions: Igneous rocks are formed when molten magma rises form volcanoes to the Earth’s surface and cools. They are mineral rich with these minerals being arranged in crystals. How quickly lava cools determines the size of the crystal. Basalt, an example of a very common form of igneous rock covers most of Scotland and is aged around 4 billion years. Magma Vents Lava Basalt, granite and grabbo are all examples of igneous rocks...list two properties they will have in common with each other ? Name the state change when lava cools to form igneous rock ? Rapid cooling of lava forms igneous rock with small crystals...explain what happens to the crystal size is the cooling of lava happens slowly ? How igneous rock forms Key concepts
13. P1.2 Plenary Lesson summary: evidence land deposition processes Friday 21 October 2011 The rock cycle describes how rocks can change over millions of years. Geologists study these changes and look at different types of evidence. Mars has no rock cycle because it has no molten core, no tectonic plate movement and no water. These are all essential for a rock cycle to exist. How Science Works: Research into how the land mass of the Earth has changed and what the Pangaea is. Preparing for the next lesson: Processes such as erosion and ________ of sediment take place slowly over long periods of time. These ________ add up to huge changes in the Earth’s surface. High temperatures inside the Earth changes rocks and lifts _____ up. This gives the _________ that the Earth was not created all at once. Decide whether the following statements are true or false : False True 3: There are three types of rocks, sedimentary, metamorphic and igneous ? False True 2: The Earth was created in just seven days ? False True 1: Hutton’s ideas on the rock cycle were accepted almost immediately in 1785 ?
14. P1.3 Continental drift Decide whether the following statements are true or false: Lesson objectives: Understand how continental drift acts to move the tectonic plates over time. Understand how Alfred Wenger and other geologists provided evidence to explain how the continents are moving very slowly. Friday 21 October 2011 First activity: The west coast of the UK is moving away for the USA at a rate of about 2 cm every 100 years. How many metres would we move after a) 1000 year b) 10,000 years and c) 100,000 years? Literacy: Tectonic plates, continental drift, earthquakes, volcanoes, fossils, mountain building, Pangaea, evidence and peer review. Numeracy: 220 million (220,000,000) years ago, the five continents were joined together as one large gigantic continent. Currently they move at about 1 to 2 cm every 100 years. At this rate that’s over 10 km in distance every one million years. PLTS Independent enquirers Creative thinkers Reflective learners Team workers Effective participators Self managers We will focus on analysing and evaluating information judging its relevance and value.
15. P1.3 Continental drift Extension questions: 1: What features arise when two continents a) collide into one another and b) move away from one another ? 2: Explain why both volcanoes and earthquakes are found neat to where continental plates meet on another ? 3: Why do think geologists tried to discredit Wegener ? 4: Why was Wegener described as being ‘too bold’ when he told other scientists about his theories on plate tectonics and finding the same fossils and rocks in Africa and S America, does this prove or disprove plate tectonic theory ? Know this: a: Know that land mass we know as the five continents were once joined together in a single continent called the Pangaea. b: Know that continental drift describes the fact these land masses over time move very slowly. Friday 21 October 2011 Introduction: In 1912, Alfred Wegener started the great debate. Wegener believed that the rock types on each continent could fit like pictures on a jigsaw and this was evidence that the continents were once joined together as a super continent. He also believed that the continents move very slowly. He called this continental drift. Other scientists at the time did not believe what he was saying and laughed off his ideas, mainly because they could not imagine a force large enough that would move a continent. that move slowly over time because of the convection currents present in the mantle layer.
16. P1.3 a Look at the photograph and information and answer all the questions: Geologists have found similar rocks on the African (west) and South American (east) coast. Does this provide good evidence of Alfred Wenger’s theory ? 220 millions years ago, North America lied across the Equator. In which direction did it moved and how might that have changed its climate ? Geologists state that after another 100 million years, Russia will collide into west coast America. Is this likely ? In 1915 Alfred Wegener suggested that Africa and South America were once joined. Over millions of years, the two continents have separated and drifted apart. Following Wegener’s work, the theory of ‘plate tectonics’ was formed. The Earth’s crust is made from huge plates that move slowly over time because of the convection currents present in the mantle layer. Earth, 200 million years ago Earth, present day Key concepts
17. P1.3 b Look at the photograph and information and answer all the questions: Which part of the Earth’s crust is mineral rich and supports plant life ? Explain how pressure changes as you go deeper towards the Earth’s core ? Explain why mountains form when two tectonic plates meet and why these regions have a high number of Earthquakes ? The lithosphere which is up to 100 km thick, includes the continental crust. This is the relatively cool and rigid part of the Earth’s structure. The Asthenosphere is the middle part of the mantle and has a consistency of hot plastic. The Mesosphere is the bottom part of the mantle, is higher in temperature than the lithosphere and is more rigid due to an increase in pressure. What supports life is the very top of the crust and its soil. The Earth’s crust Key concepts
18. P1.3 Plenary Lesson summary: scientists data paper experts Friday 21 October 2011 When Wegener first talked about continental drift, his big problem was that he knew the continents had drifted but he couldn't explain how they drifted. The old theory was the "Contraction theory" which suggested that the planet was once a molten ball and in the process of cooling. The big problem with this idea was that all mountain ranges should be the same age, and this was known not to be true . How Science Works: Research into what happens when plates move apart from one another and how scientists have been able to map the spreading of the seafloor where plates lay down new seafloor. Preparing for the next lesson: Peer review involves scientists commenting on the work or _____ of other __________. These scientists who are _______ in their field critically evaluate a scientific ______ or idea before and after it has been published. Decide whether the following statements are true or false : False True 3: Continental drift describes the Earth land mass moving very quickly ? False True 2: Wegener said that there was a land bridge joining continents together ? False True 1: The Pangaea describes the structure of the Earth today ?
19. P1.4 Mapping the seafloor Decide whether the following statements are true or false: Lesson objectives: Understand how new ocean floor is formed where tectonic plates are moving away from one another Understand how the use of scientific instruments paved the way for the case for seafloor spreading. Friday 21 October 2011 First activity: Explain or give reasons why scientists didn’t believe in seafloor spreading prior to the geologist Fred Vine’s Data in 1966 showing clearly for the first time that this was the case ? Literacy: Oceanic ridge, seafloor spreading, seafloor mapping. Magnetism, continental drift, data, explanation, prediction. Numeracy: The deepest point in the Atlantic Ocean is just over 8,000m and in the Pacific Ocean 11,000 metres. The deepest point in the English Channel is just 120 metres ! PLTS Independent enquirers Creative thinkers Reflective learners We will focus on supporting conclusions using reasoned arguments and evidence. Team workers Effective participators Self managers
20. P1.4 Mapping the seafloor Extension questions: 1: What causes seafloor spreading ? 2: The Atlantic ridge between Europe and America runs for about 7000 miles. New materials is being produced every year a) How could you prove this b) What other events might happen around this ridge and c) why was evidence supporting seafloor spreading difficult to prove ? 3: Why is it important to have data to support theories ? 4: What type of rock is formed on the seafloor bed when lava cools ? Know this: a: Know how new ocean floor is formed where tectonic plates are moving away from one another b: Know how the use of scientific instruments paved the way for the case for seafloor spreading. Friday 21 October 2011 Introduction: In the centre of many oceans there are mid-ocean ridges. At these ridges the tectonic plates move apart. As a result magma from inside the Earth oozes out and solidifies. This is called sea floor spreading. The typical speed of seafloor spreading is quite slow- about 10cm per year. The solidified magma records the direction of the Earth’s magnetic field. The Earth’s magnetic field changes with time and even reverses its direction. These changes are recorded in the rocks. The same magnetic patterns are seen on both sides of the mid-ocean ridges.
21. Key concepts P1.4 a Look at the photograph and information and answer all the questions: Explain why magma rises to the surface forming new material along the mid Atlantic ridge ? Explain why Earthquakes are a feature of area where oceanic ridges occur ? Sea-floor spreading is the process in which the ocean floor is extended when two plates move apart. As the plates move apart, the rocks break and form a crack between the plates. . Magma rises through the cracks and seeps out onto the ocean floor like a long, thin, undersea volcano. As magma piles up along the crack, a long chain of mountains forms gradually on the ocean floor. This chain is called an oceanic ridge. The ‘mid Atlantic ridge’
22. P1.4 b Look at the photograph and information and answer all the questions: Does the colour picture (bottom left) provide evidence of a symmetrical patter of magnetised regions to the left and right of an oceanic ridge ? Explain why rock ages as you moves away from the centre of an oceanic ridge ? Around 1912, a German scientist named Alfred Wegener theorized that all of the Earth's continents were once joined together in a single, large landmass. In the 1950's, scientists discovered some surprising evidence in support of Wegener's theory. While mapping the ocean floor, scientists discovered two important, and unexpected things: First, the age of the rocks that make up the ocean floor gets older as you move away from the ridges at the centre. This meant that the youngest rocks were found near the ridges, and the oldest rocks near the continents. Seafloor spreading Key concepts
23. P1.4 Plenary Lesson summary: magnetic oceanic ridge magma Friday 21 October 2011 Oceanic ridges and seafloor spreading is part of the process that moves continental plates over small distances overt large amounts of time. Over many millions of years these movements constantly change the position of the World's tectonic plates meaning that in another 200 million years, western American will crash into eastern Russia. How Science Works: Research the rock cycle and how it is a process of rock formation and breakdown played out over hundreds of millions of years in geological time. Preparing for the next lesson: The theory of seafloor spreading: new ocean floor is made at _______ ridges, so oceans spread by about 10cm a year. Hot mantle rises beneath the ridge and melts to make _____. This erupts at the middle of the _____ and cools to make new rock. This new rock is magnetised in the direction of the Earth’s ________ field at the time. Decide whether the following statements are true or false : False True 3: The ocean floor is youngest near oceanic ridges ? False True 2: The Earth’s magnetic field reverses regularly ? False True 1: The theory of seafloor spreading was first cited by Alfred Wegener ?
24. P1.5 The theory of plate tectonics Decide whether the following statements are true or false: Lesson objectives: Understand how the rock cycle forms and breakdowns different types of rocks over millions of years Understand the tectonic plate movements are associated with volcanic activity and Earthquakes. Friday 21 October 2011 First activity: From what you have learnt so far, describe how the Pangaea supercontinent split to form the modern continents ? Literacy: Rock cycle, formation, breakdown, rock types, erosion, weathering, tectonic plates, mountain chains, folding , faulting, crust, sedimentary, igneous and metamorphic Numeracy: The continents have changed their positions over millions of years, scientists estimate that in the next 150 million years America will collide with eastern Russia. PLTS Independent enquirers Creative thinkers Reflective learners We will focus on analysing and evaluating information by judging its relevance and value. Team workers Effective participators Self managers
25. P1.5 The theory of plate tectonics Extension questions: 1: Describe using tectonic plate theory how a) mountains are formed b) Earthquakes happen and c) Volcanoes form and erupt ? 2: How do convection currents in the Earth’s solid mantle carry the plates along ? 3: How do the tectonic plates fit together ? 4: How do you think the theory of plate tectonics brings together seafloor spreading and several other Earth processes ? 5: What cause tectonic plates to be in constant movement ? Know this: a: Know how the rock cycle forms and breakdowns different types of rocks over millions of years. b: Know that tectonic plate movements are associated with volcanic activity and Earthquakes. Friday 21 October 2011 Introduction: In 1967, seafloor spreading and several other Earth processes were linked together in one big explanation called plate tectonics. The outer layer of the Earth is made up of about 12 huge pieces of rock. These are called tectonic plates, and they move slowly all the time. Earthquakes, volcanoes, and mountain building usually happen where tectonic plates meet.
26. Key concepts P1.5 a Look at the photograph and information and answer all the questions: Constructive plate margins, this is where there are two plates moving away from each other causing new oceanic crust to be formed and mid-ocean ridges are created by the build up of molten rock on the sea floor due to the mantle building up. This new crust pushes the old crust aside and forcing the plates apart at a very slow rate (10kmper 1million years) volcanoes are usually associated with the Mid-Atlantic Ridges If both plates moves away from one another at the rate of 2.3 cm every years, calculate the distance travelled in a) 100 years and b) 1,000,000 years ? What global measurement system can now accurately track the movement of plates over time ? Tectonic plates ‘constructive plate margins’’ Plate 1 Plate 2
27. Key concepts P1.5 b Look at the photograph and information and answer all the questions: Where continental plates move towards each other, a two step process occurs: Subduction: The very dense oceanic plate moves beneath the less dense granitic plate. The resulting friction causes the rock to melt, forming volcanoes as well as leading to Earthquakes. Mountain building: The Andes in South America and the Himalayas were formed in this way. Explain why both volcanoes and Earthquakes are a feature of destructive plate margins ? Name two mountain ranges in Europe that are have been formed as a result of destructive plate margins ? Plate 1 Plate 2 Tectonic plates ‘destructive plate margins’’
28. P1.5 c Look at the photograph and information and answer all the questions: The rock cycle is a continue process of rock formation and breakdown. The three types of rocks; sedimentary, igneous and metamorphic are recycled in this way over many millions of years. It is the continuous weathering and the movement of the Earth’s plates, which is driven by the convection currents inside its mantle which drives the rock cycle over time. Look the diagram opposite left....explain how rock fragments or sediments are formed and what when these are compacted what type of rock to they form ? Name a) three types of weathering and give an example for each type and b) give two ways rocks are moved from where they have been weathered ? Describe the difference between rock burial and rock uplift ? The rock cycle Key concepts
29. P1.5 Plenary Lesson summary: mantle crust plates tortoise Friday 21 October 2011 Believe it or not but England and Scotland although now joined together are on rock formed at different times in the Earth’s geological history. Igneous Scottish rock about 3.5 to 4.5 billion years old collided into English sedimentary rock about 400 million years ago forming the Grampian mountains. How Science Works: Find out why Earthquakes happen and why volcanoes erupt. Preparing for the next lesson: The Earth’s _____ consists of huge slabs of rock called tectonic plates. These fit together much like the segments on the shell of a ______. Although the _____ below the ______ is solid, it does move. This movement is very very slow- about 2.3 cm a year. This means the continents have changed their positions over millions of years. Decide whether the following statements are true or false : False True 3: The movement of plate tectonics contributes to the rock cycle ? False True 2: Volcanoes are found only at plate boundaries ? False True 1: The theory of plate tectonics was first cited in 1999 ?
30. P1.6 Earthquakes and volcanoes Decide whether the following statements are true or false: Lesson objectives: Understand why Earthquakes and volcanoes both occur where plates boundaries occur. Understand why scientists try and predict when an Earthquake might occur or when volcanoes might. Friday 21 October 2011 First activity: What causes earthquakes to happen and volcanoes to erupt. Use your knowledge of the rock cycle to give your explanation ? Literacy: Volcanoes, Earthquakes, tectonic plates, mountain chains, rock cycle, focus, epicentre, magnitude, Richter scale, pyro-plastic flow, lava, magma, aftershocks and faults. Numeracy: Across the planet, more than 30,000 earthquakes happen every year with about ten or so leading too substantial infrastructure damage and loss of life. Every year there are about 50 eruptions each year from the World’s 500 active volcanoes. PLTS Independent enquirers Creative thinkers Reflective learners We will focus on Team workers Effective participators Self managers
31. P1.6 Earthquakes and volcanoes Extension questions: 1: Give three regions in the World that are prone to Earthquakes ? 2: Why can’t scientists predict when an earthquake will strike ? 3: Why do scientists monitor changes in the gases emitted by a volcano and the swelling at their sides ? 4: If a volcano changes the amount of gas it emits or even its side begin to swell what can the government do to limit loss of life ? 5: Where are the biggest earthquakes in the world expected ? Know this: a: Know why Earthquakes and volcanoes are found at or near to plate boundaries. b: Know that scientists try and predict Earthquake or volcanic activity in order to reduce loss of life. Friday 21 October 2011 Introduction: Most earthquakes happen at rock breaks, called faults. The blocks of rock on each side of the fault move. Pressure builds up until the rocks that are locked together break and move violently. This sudden movement can destroy builds and lead t large losses of human life. Most volcanoes are also found at plate boundaries where the crust is thinned by stretching or being compressed. Hot rising magma causing increasing pressure until eventually a volcano erupts sending millions of tonnes of hot gas, ash, lava and rock debris across the Earth’s surface.
32. Key concepts P1.6 a Look at the photograph and information and answer all the questions: Explain why is not possible to predict when a Earthquake might happen ? Explain why more people are killed in poorer area due to falling concrete and other debris when compared to the wealthy west ? Earthquakes occur around the World, close to the tectonic plate boundaries. An Earthquake is a sudden release of the forces that build up due to the movement of two plates against one another. In the last one hundred years, over a million people have died due to Earthquakes . Moving plates can lead to compression, tensional and shearing forces. The continental plates found either side of the San Andreas fault have moved over 3 meters over the last 25 years How Earthquake occur along plate boundaries’ Compression Tensional Shearing
33. Key concepts P1.6 b Look at the photograph and information and answer all the questions: Explain why residents in the UK are not at risk form a super tsunami ? Explain how an early warning system may have saved lives for those people who live in coastal regions prone to Earthquakes ? On December 26 th 2004, a massive Earthquake underneath the India Ocean close to the coastline of Indonesia caused a massive tidal wave or Tsunami that killed over 250,000 people from Indonesia, Thailand, India & Sri Lanka. The majority of dead, lived in the Indonesian capital Bande Aceh. The millions of tonnes of water deposited in one great wave, swept away villages, towns and whole communities. The region today remains devastated and will take many decade to recover . Earthquakes causing tsunamis
34. Key concepts P1.6 c Look at the photograph and information and answer all the questions: What type of rock do lava cool to form…name two types commonly formed ? Explain how seismic activity close to a volcano can be sued by scientists too predict a forthcoming eruption ? Humans have lived in the shadow of volcanoes for many thousands of years. Why...because, the soils around volcanoes are extremely fertile due to many layers of mineral rich volcanic ash falling over time. Volcanoes which erupt, throwing out their plug and millions of tonnes of hot debris are the most dangerous and unpredictable. Mount Vesuvius in Italy has and will continue to kill the inhabitants of Naples. Over the last 200 years, it has erupted every two to five decades. It last erupted in 1944 . How volcanoes form along plate boundaries?
35. Key concepts P1.6 d Look at the photograph and information and answer all the questions: Explain which type of volcano is more likely to produce life threatening pyro-plastic flows of hot gas, ash and lava ? Explain which type of volcano is more likely to lead to island formation like Hawaii ? Shown above is a typical volcano. Notice the different layers of igneous rock as a result of separate eruptions and flows of lava. A steep-sided volcano is formed when thick lava flows from the volcano vent. This type of volcano can erupt violently because the vent can become blocked with cooled lava. A shallow-sided volcano is formed when think fast flowing lava flows from the vent. The base of these type of volcanoes can be over 200 km wide . Different types of volcanoes steep sided volcano shallow sided volcano
36. P1.6 Plenary Lesson summary: damage natural shock limit Friday 21 October 2011 Scientists believe that in the next 20 to 50 years the city of San Francisco will be devastated by an Earthquake measuring in excess of 8.5 on the Richter scale. This city lies on the well known San Andreas Fault line on the East coast of America. How Science Works: Research how craters were formed on Earth’s surface and on other planets in the Solar System. Also look into the difference between comets, asteroids and meteorites. Preparing for the next lesson: Earthquakes and volcanoes are deemed as ______ disasters because they happen and not because of what we do. However, there are ways in which we can _____ the _______ they cause. For example, make buildings stronger so that they can withstand the _____ of an earthquake. Decide whether the following statements are true or false : False True 3: The timing of Earthquakes and volcanic eruptions can be predicted ? False True 2: There was a massive earthquake on the island of Montserrat in 1996 ? False True 1: The San Andreas Fault is on the east coast of America ?