Lab Packet #4
Mrs. Dunbar
Room 131
Name _____________________________________ Period _____
Lab # Lab Title
4–1
Earth’s Interior
4–2
Locating an Epicenter
4–3
Patterns of Crustal Movement
4–4
Puzzle Lab
4–5
Sea-Floor Spreading
Grade
Minutes
Teacher
Lab Minutes Packet 4
Previous Total Lab Minutes
Total Lab Minutes for the YEAR
Page 1
Lab # 4-1
Earth’s Interior
Introduction: Information grained from the study of earthquake
waves that pass through Earth’s interior have helped scientists to
develop a picture of what it might look like inside Earth. In this
activity your will make a scale model of Earth that shows what
the inside would look like if you cut it in half
Objective:
 To make a scale model of Earth’s interior
 To compare the relatives sizes of each interior layer
Definitions:
a atmosphere
-
b. lithosphere
-
Materials
 pencil
 ESRT’s
 Ruler
 Colored pencils
 Adding machine
tape
c. hydrosphere -
Procedure:
1) In the table below, the actual thickness of each layer is given. Determine the
thickness needed for your scale model by dividing each of those values by 50.
(50 km = 1 cm). Place your results in the table in the column labeled “Scale Model”.
Layer
Inner Core
Thickness of Each Layer
Actual (km)
Scale Model (cm)
1300
Color
Yellow
Outer Core
2200
Blue
Mantle
2300
Green
Asthenosphere
500
Purple
Lithosphere
100
Brown
Hydrosphere
2
Troposphere
12
Light Blue
Stratosphere
38
White
Mesosphere
32
Yellow
Thermosphere
200
Orange
Page 2
Use a Thick Line
Dark Blue
2) Obtain a piece of adding machine tape and a ruler.
3) Draw a vertical line 4 cm from the end of the tape as shown in the diagram below.
Place your name to the left of that line.
Name
4) The line drawn would be the center of Earth. Measure the distance for the Inner
Core and draw a vertical line. USING PENCIL, very lightly and small label it
“Inner Core” This will must erased before you color it.
5) From the line drawn for the Inner Core, measure the distance for the Outer Core
Draw a vertical line. USING PENCIL, very lightly and small label it “inner core”
This will must erased before you color it.
6) Continue to measure the remaining layers and drawing the corresponding lines.
7) BEFORE you color it in, check your accuracy with your teacher! Once “OK” by
teacher, color it in using the colors listed on the chart (page 19)
8) Complete the chart below using your Earth Science Reference tables.
Temperature
Pressure Range
Density
(millions of atm)
Range (C)
Layer
Composition
(g/cm3)
From To
From - To
Inner Core
Outer Core
Mantle
Mg, Fe, Al,
Si, O
Asthenosphere
Lithosphere
Hydrosphere
1 atm
Troposphere
Stratosphere
Ozone
Less than 1
Mesosphere
Ionosphere
Thermosphere
Less than 10-4
9)
Answer the following questions:
a. Number the following from 1 – 3, in the order of increasing density.
____ lithosphere
____ atmosphere
____ hydrosphere
b. What happens to density as you go from the surface to the center of Earth?
________________________________
c. What happens to pressure as you go from the surface to the center of
Earth? ________________________________
10) What happens to temperature as you go from the surface to the center of
Earth? _______________________________
Page 3
Lab # 4-2
Locating an Epicenter
Introduction: There are seismic stations located all over the
world. Each small movement of Earth’s crust can result in many
of these stations recording at least some type of data (P wave
and S wave arrivals) that assist in determining where the
epicenter is located. Today you will be interpreting data from
three separate seismic stations in an attempt to locate the
epicenter
Materials
 Pencil
 Drawing compass
 ESRT’s
Objective: After this activity you will be able to
 determine the distance to the epicenter
 locate the epicenter using the data given and a drawing compass
Procedure:
1) Look at the seismographs on the next page and determine the arrival times for the P
wave and the S wave at each location.
2) Determine the difference in arrival time. Subtract the P wave arrival time from the
S wave arrival time.
3) Determine the distance to the epicenter for each station by using the ESRT’s.
Page 4
Data Table 1
Seismograph
Station
Arrival Time
P wave
S wave
Difference in
Arrival Time
Distance to the
Epicenter
Chicago
Tampa
Wink
4) Using the map below, construct a circle for each city whose radius is equal to the
distance from the city to the epicenter. Use the scale at the bottom of the map to
set the compass to the correct radius.
5) Mark and Label the epicenter on the map.
Page 5
Questions:
1) Name three ways in which P waves and S waves differ.
P Waves
S waves
2) By using the distance to the epicenter as determined in Data Table 1 (last column), and
your Earth Science Reference Tables, determine the travel time for the P waves and
S waves for each of the following locations.
Location
Distance to
Epicenter
copy from Data Table 1
P wave
Travel Time
S wave
Travel Time
Chicago
Tampa
Wink
3) Why is three the minimum number of stations necessary to locate an epicenter? (Why
not one or two?)
4) Describe step by step how to determine the location of an earthquake.
5) What is the approximate location of the epicenter of this earthquake? ___________
6) Which seismic location is closest to the epicenter? ______________________
a. How can you tell by the picture? _____________________________________
b. How can you tell by the data chart? ___________________________________
Page 6
Lab # 4-3
Patterns of Crustal Movement
Introduction: Scientists are continually trying to analyze and
Materials
reconstruct the events that lead to Earth’s ever-changing surface.
 pencil
They are confident that the “present is the key to the past” (law
 colored pencils
of uniformitarianism) and that by studying today’s events they will
 ESRT’s
be able to better understand the dynamic Earth. In this
investigation you will be looking at specific locations on Earth that
have enormous amounts of crustal activities. You will be noting similarities in locations
and features that appear that those locations.
Objective:
 To compare locations of earthquakes, mountain ranges and volcanoes
 To find surface features that correlate with the locations you discover
Procedure A: The map below illustrates locations where earthquakes, active volcanoes
and mountain ranges are located on Earth.
Symbol Location
Color
1) Color each location on the map as
X
Earthquakes
Blue
indicated in the chart to the right.
Mountain ranges
Brown
Active volcanoes
Red
Page 7
Questions:
1. Your world map should indicate the earthquakes and volcanoes do not occur at
random locations. Referring to your earth science reference tables, where do
these events take place? ___________________________________________
______________________________________________________________
2. What regions of North and South America show the greatest crustal activity? ___
______________________________________________________________
______________________________________________________________
3. According to the map, what is the probability of having either a major earthquake
shake your house or of a volcano popping up in your back yard? _______________
Explain. ________________________________________________________
______________________________________________________________
4. Why is the perimeter around the Pacific Ocean referred to as the “Ring of Fire”?
______________________________________________________________
______________________________________________________________
Procedure B:
1) Find the key on the map of South America on page
each earthquake.
that indicated the depth of
2) On the graph provided under the continent, draw a profile for the depths of the
earthquakes following the cress section AB.
a. First plot the depths at each of the three depths indicated on line AB
b. Connect the points with a smooth curved line
3) Referring to the arrows along the cross section on the map, mark the top of the
graph with the same arrows.
4) On the left side of the graph, along the curved line you drew in step 3b draw an
arrow indicating that this plate is being subducted under the continental plate.
5) On the right side of the graph, along the curved line you drew in step 3b draw an
arrow indicating that this plate is overriding the oceanic plate.
Page 8
Distance below
surface
of ocean (km)
Cross-section of South America
0
100
200
300
400
500
Oceanic
Crust
Continental
Crust
Page 9
Questions:
1) Using the cross-section of South America, describe the pattern of earthquake depth
from west to east along line AB?________________________________________
________________________________________________________________
2) What type of boundary is located at the coastline of South America and the Pacific
Ocean? ________________________________________________________
3) What is the density of the oceanic plate? ___________________
4) What is the density of the continental plate? ___________________
5) Which plate is subducted? _________________________________
6) Referring to a world map, what surface feature on the west coast of South America
has apparently formed as a result of the collision of the two crustal plates? _______
________________________________________________________________
7) According to your Earth Science Reference Tables and the map on page 48, where are
most divergent plate boundaries found? __________________________________
8) What type of plate boundary is the San Andreas fault? ______________________
9) At which type of plate boundary is new ocean crust created? __________________
10) Ocean trenches are associated with which type of plate boundary? ______________
11) Name and describe the three types of boundaries. Give an example of each.
(a) ________________________________ - ___________________________
_____________________________________________________________
example: ______________________________________________________
(b) ________________________________ - __________________________
_____________________________________________________________
example: ______________________________________________________
(c) ________________________________ - ___________________________
_____________________________________________________________
example: ______________________________________________________
Page 10
Puzzle Lab
Introduction: There are several pieces of evidence that supports
the theory that the continents once made up a single super continent
called Pangea. We will be working with an ordinary puzzle to
demonstrate how inferences can be investigated and supported.
Lab # 4-4
Materials
 Pencil
 Puzzle
Objective: After this activity you will be able to correlate the evidence and theory of
Plate Tectonics to a simple puzzle
Procedure:
1) List the four things that support the theory of Plate Tectonics
2)
3)
4)
5)
Pick up a puzzle from your instructor
Place the puzzle on your desk with the pieces upside down
Put the puzzle together
How did you know how to put the puzzle together correctly?
6) Carefully turn the puzzle over so that the picture is on top.
7) Name two different pieces of evidence the puzzle is put together correctly?
8) Compare the puzzle and its pieces with the continents.
Page 11
Lab # 4-5
Sea Floor Spreading
Introduction: Divergent boundaries occur along spreading centers
where plates are moving apart and new crust is created by magma
pushing up from the mantle. Picture two giant conveyor belts, facing
each other but slowly moving in opposite directions as they
transport newly formed oceanic crust away from the ridge crest.
Materials
 Pencil
 Construction
paper
 Plain paper
 ruler
 color pencils
 glue
 tape
 cardboard cut
outs
Objective:
 To illustrate a divergent plate boundary
Procedure:
1. Turn your plain paper so that the short distance is top to
bottom (“landscape” on a computer).
2. Using a ruler, measure the following distances on the top and the bottom of your
plain piece of paper (use centimeters).
2
*
*
4
2
2.5
2.5
1.5
1.5
2
1.5
3
3
3. Draw lines connecting those points.
4. Fold the paper in half (the long way – hotdog) and then open it up.
5. Place “*” on the bottom of the top and top of the bottom of the first column as
shown in the diagram above.
6. Refold along the same crease and then carefully tear the paper in half
7. Lay the two halves next to each other and match the “*” on the left of one and the
right of the other.
J
I
H
G
*
*
F
A
B
C
D
E
Masking tape
8. Using masking tape, tape the two halves together.
9. Color the masking tape red and label it “Mid ocean ridge”
10. Starting at the masking tape and a red color pencil, place a large arrow, pointing
upward in the first section, and in every other section to the right. Repeat for the
opposite side with the first section’s arrow again pointing up. (See diagram above)
Page 12
11. Starting at the masking tape and a blue color pencil, place a large arrow, pointing
down in between each of the other arrow. Repeat for the opposite side with the
first section’s arrow again pointing up. (See diagram above)
12. Using half a sheet of construction paper, draw a landmass.
13. Rip the construction paper in about half so that the tear is NOT even.
14. Put glue on the last two “sections” of your plain paper to the right
15. Place the ½ piece of construction paper (landmass) so that the inside edge is
located in the third from last section but it is glued to the last two.
16. Repeat for the other side. Make sure the torn parts of the construction paper
face each other so that they would complete the landmass design if pushed
together.
17. Put materials away and then pick up a cardboard cut out
18. Fold the paper so that the lines and arrows are on the inside.
19. Place the folded paper into the cut out portion of the cardboard.
20. Lay the landmass so that it is flat.
21. Place an arrow on each half of the landmass to demonstrate
the motions of the plates
22. Slowly pull the landmass apart to demonstrate sea-floor spreading.
Questions:
1. What type of boundary is being illustrated by this activity?
2. What feature would be forming where the masking tape is?
3. What do the arrows on either side of the masking tape represent?
4. Where are the youngest rocks located in your diagram?
5. Looking at your “sea-floor”, write down the matching letters that represent the
same age of bedrock.
A and
B and
C and
D and
E and
6. Where are the oldest rocks located in your diagram?
7. If this were the ocean floor, where would the heat flow be the greatest?
Page 13