Name: ____________________
Earth Science Galoob/ date: _____
Earth and Space Systems Common Course Assessment 2014-15
Earthquakes and Subduction Boundaries
This common course assessment will count as 50% of your final exam grade and
as a test grade for 3rd quarter. Your first submission will be the test grade for 3rd
quarter so you will want to do your best work. After this you may revise it once
for the final exam portion of your grade. You may make additional revisions for
portfolio proficiency but they will not improve your grade.
Applicable GSE’s: PS3 (9-11) ESS1-, 1, 2, 3 and Next generation science standards:
HS-ESS2-1,
HS-ESS2-2
Question/Purpose: How does actual earthquake data provide evidence for the theory of plate tectonics? The purpose of
this lab is to discuss the differences between the subducting plate at Tonga and the subducting plate at Chile by
comparing their distance from assumed source of lithosphere, age, angle, direction and rate of descent and the number
and depth of earthquakes.
Please hand in the requirements in the order they are listed:
-
Lab report introduction paragraph
Lab activity pages that have data tables A and B and map (copies from textbook)
Tonga graph with title, labels, units, best fit line
Chile graph with title, labels, units, best fit line
Conclusion – 6 paragraphs typed, 12 point font, 1” margins double-spaced. Approximately 2 pages long.
Introduction of lab
□
State the question and purpose of the lab.
□
State what the theory of plate tectonics is.
□
Describe what a tectonic plate is?
□
Describe what type of data will be analyzed as evidence to support the theory of plate tectonics.
□
Describe what causes earthquakes?
□
Explain the term “focus” of an earthquake?
□
Describe the two regions on earth that will be discussed?
CONCLUSION OF LAB
Paragraph #1:
□
Restate the question and purpose of the lab.
Paragraph #2 Chile Area Analysis
□
What two plates are converging in the Chile area? Which is subducting? Which is overriding?
□
What is the relative distance from the edge of the subducting plate from the source of new crust at the East
Pacific rise? What does this mean about the age and density of this edge of the Nazca Plate?
□
Describe where the chile-peru trench is compared to the earthquake data. Describe how this surface feature is
created.
□
Describe the pattern of depth of the earthquake focus as seen on your graph.
□
□
What range of longitudes are the shallow earthquakes?
□
What range of longitudes are the intermediate depth?
□
What range of longitudes are the deep focus?
Describe the pattern in depth of earthquakes and what this evidence proves about what happens to the Nazca
plate as it subducts under the S. American plate.
Paragraph #3 Other geologic processes related to the earthquake data
□
Where is the Chile-Peru trench located compared to the depth of the earthquakes you analyzed?
□
Where are the Andes Mountains compared to the depth of the earthquakes?
□
Explain how the volcanos making up the Andes mountain chain relate to the subducting plate boundary.
□
Explain the significance of the East Pacific Rise.
Paragraph #4 Tonga Area analysis
□
What two plates are converging in the Tonga area? Which is subducting? Which is overriding?
□
What is the relative distance from the edge of the subducting plate from the source of new crust at the East
Pacific rise? What does this mean about the age and density of the edge of the Pacific plate?
□
Describe the pattern seen of depth of the earthquake focus versus Longitude as seen on your graph.
o What range of longitudes are the shallow earthquakes?
□
o
What range of longitudes are the intermediate depth?
o
What range of longitudes are the deep focus?
Describe the pattern in the earthquake depth data and what this evidence proves about what happens to the
the Pacific plate as it subducts under the IndoAustralian Plate.
Paragraph #5 Differences and similarities between the two areas
□
Compare the direction that the subducting plates are moving in the two areas. How does the earth quake data
prove this?
□
Compare the age of the subducting plates in the two areas
□
Compare the angle of the subducting plates in the two areas
□
Compare the number of deep focus earthquakes in the two areas.
□
What do angle and number of deep focus earthquakes suggest what about the rate of decent of the subducting
plate in the two areas?
Paragraph #6 Ending
□
Again state the Theory of Plate tectonics:
□
How can plate movement on the top of the earth be directly measured?
□
What is happening below the surface cannot be directly measured. Therefore, what geologic process does plate
movement often cause and that provided the data set used in this lab?
□
Emphasis that analyzing earthquake depth can provide evidence for what is happening at subduction
boundaries.
WORD BANK
List important words to use in your essay. You are not limited to these words!
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
CHILE: Topographical Relief Mapping –Graph a cross-section (transect) of the topography of the ocean floor and South
America.
On the data table you will find land elevation indicated by positive numbers and water depth (bathymetric) values
indicated by negative numbers. Plot these data on the graph to construct an east/west vertical cross-section of the land
surface and ocean bottom.
Table 1 :
Longitude degrees West
67.6
67.8
68.0
68.2
68.4
68.6
68.8
69.0
69.2
69.4
69.6
69.8
70.0
70.2
70.4
70.6
70.8
71.0
71.2
71.4
71.6
71.8
72.0
72.2
72.4
72.6
72.8
73.0
Elevation (meters)
4422
4147
3425
2568
3228
2512
2892
2579
2703
1772
1110
804
1391
1251
956
-681
-2515
-3081
-5533
-7598
-5921
-4958
-4463
-4184
-4200
-4248
-4249
-4123
On your graph label:
a) The Nazca Plate
b) The South American Plate
c) The trench
d) Land above sea level (Andes Mountains) by drawing a person standing
e) Ocean surface by drawing a squiggly line with a boat
8
South Kingstown High School - Lab Report Rubric
Name______________________________________Class___Earth Systems_____
Proficiency Requirements
Applicable GSE’s___PS3 (9-11) ESS1-, 1, 2, 3__ Next generation science standards:
A proficient lab report must:
HS-ESS2-1, HS-ESS2-2
CCA Earthquakes and Subduction Boundaries__
1. Demonstrate that the student understands the nature of science and the scientific process
2. Demonstrate that the student understands the applicable GSE's and other content and concepts presented and analyzed in the experiment..
3. Demonstrate the student's ability to analyze their data and use their data to draw conclusions relative to the validity of their hypothesis.
CATEGORY
Exceeds Standard
Meets Standard
Approaching Standard
Below Standard
Wt.
Pts.
Proficiency
Requirements
Exemplary demonstration of the Adequately demonstrates the
3 proficiency standards.
3 proficiency standards.
Adequately demonstrates 2
out of 3 of the proficiency
standards
Proficiency standards not
demonstrated.
(Introduction)
Insight included in the purpose
or question. Is in the students
own words.
The purpose of the lab or the
question to be answered
during the lab is identified,
but is stated in a somewhat
unclear manner.
The purpose of the lab or 1
the question to be
answered during the lab is
erroneous.
3.5
Background information is
Background information is
sufficient, concise, wellconcise and gives context to
researched and gives context to the purpose of the lab.
the purpose of the lab
Adequate understanding of the
Exemplary understanding of
applicable GSE’s.
the applicable GSE’s
Background information is
correct but does not give
context to the purpose of the
lab. May be too short or too
long.
Background information is 2
incorrect.
7
Data Table A and B included,
Accurate representation of the
tabular data and observations.
NO interpretation.
Data and observations are
complete, but include
occasional errors.
Data and observations are
incomplete and inaccurate.
Some interpretation of data.
Observations only – NO
interpretation.
Table format is evident, but
some units are missing.
Question/
Purpose
(Introduction)
Background
Information
(Results)
Data and
calculations
and
Observations
(Results)
Tables are, numbered, labeled
and titled. Correct units.
The purpose of the lab or the
question to be answered
during the lab is clearly
identified and stated.
xxx xxxx xxx
x
No understanding of the
applicable GSE’s
Emerging understanding of
applicable GSE’s
Data and observations are 1
completely inaccurate,
incomplete and poorly
organized.
3.5
Extensive interpretation of
data.
40% of criteria completed. 2
7
Tonga Trench
Graph
Type of graph is appropriate for 80 % of criteria are completed 60% of criteria completed.
the application. Variables are
plotted on the correct axis. Units
are correctly plotted and scaled
Graph includes figure number,
title, axis labels and units.
(Results)
Same as above
Same as above
7
Chile Trench
Graph
9
same
Same as above.
2
Conclusion
Conclusion
Exceeds Standard
Meets Standard
Paragraph #1
Meets the standard with
exceptional insight and
analysis.
Adequate understanding of
the applicable GSE’s.
Restates
purpose
Paragraph #2
Chile area
analysis
Paragraph #3
Other geologic
processes
related to
Earthquakes
Paragraph #4
Emerging understanding
of applicable GSE’s
Meets the standard with
exceptional insight and
analysis.
Emerging understanding
of applicable GSE’s
Meets the standard with
exceptional insight and
analysis.
Differences
and similarities
among 2 areas
Paragraph #6
Final wrap up
applications
and extensions
Format
10
1
3.5
1
3.5
1
3.5
1
3.5
1
3.5
1
3.5
1
3.5
No understanding of the
applicable GSE’s
No understanding of the
applicable GSE’s
No understanding of the
applicable GSE’s
No understanding of the
applicable GSE’s
Adequate understanding of
the applicable GSE’s.
Emerging understanding
of applicable GSE’s
Meets the standard with
exceptional insight and
analysis.
Pts.
Adequate understanding of
the applicable GSE’s.
Emerging understanding
of applicable GSE’s
Meets the standard with
exceptional insight and
analysis.
Wt.
Adequate understanding of
the applicable GSE’s.
Emerging understanding
of applicable GSE’s
Meets the standard with
exceptional insight and
analysis.
Below Standard
Adequate understanding of
the applicable GSE’s.
Tonga Area
analysis
Paragraph #5
Approaching Standard
No understanding of the
applicable GSE’s
Adequate understanding of
the applicable GSE’s.
Accurate and complete
Accurate and complete
format. Adequately written.
format. Well-written. Avoids A few grammar or spelling
personal pronouns. Excellent
mistakes..Adequate
citations in correct format.
citations.
Emerging understanding
of applicable GSE’s
No understanding of the
applicable GSE’s
Format incomplete. Poorly
written
Format incomplete and
difficult to follow. Very
poorly written. No
citations
Citations included