Earth’s Energy
Unit Packet
Make-up labs will be
scheduled during Pride
Time if you miss a lab.
Make sure you come to
these make up days!
Being absent does not
excuse you from
missing work! It is
your responsibility to
get caught up!
Name: _____________________________
Date:
(subject to change)
Period: _______
Lesson/Worksheets/Labs:
Score:
Every Day
Starter Questions (1 box/day)
/12
Every Day
WS: Earth Energy Unit Vocabulary
/72
Lesson One: Energy of the Earth
2/26 (A) or 2/27 (B)
WS: Ring of Fire
2/28 (A) or 3/1 (B)
/40
Lesson Two: Volcanic Energy
WS: Mount Saint Helens
/44
Lesson Three: Earthquakes
3/4 (A) or 3/5 (B)
WS: San Andreas Fault
/42
3/6 (A) or 3/7 (B)
WS: Plotting Volcanoes and Earthquakes
/50
3/8 (A) or 3/11 (B)
Lab: Finding the Epicenter
/50
Lesson Four: Wasatch Fault
3/12 (A) or 3/13 (B)
Lab: Earthquake Machine
/40
WS: Wasatch Fault Prediction
/26
3/14 (A) or 3/15 (B)
WS: Yellowstone
/50
Quiz: Earth Energy Unit
/24
WS: Earth Energy WA Review
/30
3/18 (A) or 3/19 (B)
Earth Energy Unit Walk Away
3/20 (A) or
3/21 (B)
If you miss a starter question day, the
questions are posted to the unit page on
the class website after the class is over.
Starter Questions: (3 points each)
/12
If you are missing any part of this worksheet, you can view the
lessons on the unit page any time. The answer key will also be
posted on the website after the review day (before the test)
/72
(1 point each written item)
Main Concepts of Geology:
1) (L1) _________________ from the core of the earth _____________________
___________________ on the surface.
2) (L1) Mountains, volcanoes and many other geologic features are
_________________ ________________________ on top of the mantle.
3) (L2) A __________________________ is simply a _______________________
______________building up beneath the surface.
4) (L3) Earthquake _____________________ occurs at ____________________
(large cracks in the crust) called “______________”
5) (L3) Earthquake ____________________ is caused by
________________________!
6) (L4) Not all __________________________________ are found at
______________ _______________________.
Vocabulary:
1) (L1) Geology:
2) (L1) Evidence for Alfred Wagoner of Continent Motion:
a.
b.
3) (L1) Draw and label a basic earth profile of what is happening as heat rises
from the core:
4) (L1) Indicators for Plate Motion:
a.
b.
5) (L1) Divergent Plate Boundary:
6) (L1) Describe features associated with a DPB:
a.
b.
c.
d.
7) (L1) Convergent Plate Boundary:
8) (L1) Describe Features of a CPB:
a.
b.
c.
d.
e.
9) (L1) Transform Plate Boundary:
10) (L1) Describe Features of a TPB:
a.
b.
c.
d.
11) (L2) Volcano:
a. Where will you find volcanoes?
i.
ii.
iii.
12) (L2) Draw and label why a volcano forms near a CPB:
13) (L2) Hot Spot:
a. Examples:
i.
ii.
iii.
14) (L2) Evidence for Volcanic Danger in Utah:
a.
b.
c.
d.
15) (L2) Basic Eruption Indicators:
a.
b.
c.
d.
e.
16) (L2) Draw a volcanic eruption graph:
17) (L3) Earthquake:
18) (L3) Seismic Waves:
a. P-Waves:
b. S-Waves:
c. Surface Waves:
19) (L3) Earthquake Magnitude:
20) (L3) Seismograph:
21) (L3) Faults:
22) (L3) Main Fault Features (Try drawing too):
a. Scarp:
b. Fold:
c. Offset features:
23) (Lab PPT) Epicenter:
a. How to locate the Epicenter:
24) (L4) Wasatch Fault:
25) (L4) Landslide:
26) (L4) Liquefaction:
If you miss this video, it can be
found on You Tube; or come to
the Pride Time session make-up
/40
1) What percentage of the world’s volcanoes is found along the ring of fire?
2) How long is the arc that makes up the ring of fire?
3) What percentage of volcanoes in the United States is found in Alaska?
4) What determines the viscosity of lava?
5) What do the hornblende crystals tell us about how magma is formed?
6) Where does carbon 12, found in volcanic gases, come from?
7) How did the scientist in the Chugach Mountains determine that the rock contained
limestone?
8) What is the name of the geologic process that drives the sea floor under the
continental crust?
9)
What percentage of the worlds earthquakes occur along the ring of fire?
10)
What causes the boulders on the beach to point upland? (stacked like dominoes)
11)
What do the beach boulders found inland tell us about the 1964 great Alaska
earthquake?
12)
What causes a mega thrust earthquake?
13)
What phenomenon do mega thrust earthquakes cause in the ocean?
14)
What path do the earthquake epicenters follow?
15)
What geological feature is found all along the ring of fire coast line?
16)
What do the GPS Antennas across the United States tell us?
17)
What is causing the plates to move?
18)
Why isn’t subduction making the sea floor smaller?
19)
What indicator do scientists look for determine that new seafloor is being created?
20)
What process is responsible for the volcanoes, earthquakes and tsunamis along the
ring of fire?
If you miss this video, it can be
found on You Tube; or come to
the Pride Time session make-up
1) Where is Mt. St. Helens located?
2) What Mountain range does Mt. St. Helens belong to?
3) What was causing the earthquakes at Mt. St. Helens?
4) Besides earthquakes, what was an indicator of volcanic activity at Mt. St. Helens?
5) What causes the explosion of a volcano?
6) Did gas emissions increase as the earthquakes got greater?
7) What happened to the north side of the mountain prior to eruption?
8) How many feet had the bulge moved out by May 11, 1980?
9) How much rock slid down the mountain according to scientists calculations?
10) What caused the rock in the crater wall to turn yellow?
11) Besides changing the color, what did the hot water do to the rock?
12) What about the eruption of Mt. Saint Helens was a surprise to scientists?
/44
13) How much energy was released by the eruption in comparison to the atomic bomb at
Hiroshima?
14) What other destructive process occurred following the landslide and eruption
15) What is a “lahar”?
16) Where did the rocks in the mudflow come from?
17) What would have happened if Spirit Lake had over flown?
18) What was happening to the magma reservoir under the volcano in 2004?
19) What did scientists look for to determine that the rock came from a lava flow?
20) How did the loose rock fragments get where they are now?
21) What common indicators of volcanic activity did the volcano on Montserrat share with Mt. St.
Helens? (list 2)
a)
b)
If you miss this video, it can be
found on You Tube; or come to
the Pride Time session make-up
1. How many seconds did the 1906 San Francisco earthquake last?
2. What was the magnitude of the earthquake?
3. What did some of the inhabitants they think earthquakes were caused by?
4. What was the theory that was developed 40 years later (from the 1906 EQ) that
helped to explain how two bodies of rocks were joined on the beach?
5. How long is the fault?
6. List at least 2 pieces of evidence that helped geologists find the fault.
a)
b)
7. What evidence did Dr. Hudnut use to date an earthquake?
8. What other piece of evidence did they notice about the river bed?
9. How far was the creek offset?
10. How long did it take for the creek to move that far?
11. Calculate the rate of movement. [Distance / Time]
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12. What is the difference between the earthquakes in park field city as compared to
earthquakes everywhere else?
13. What did the geologists do to try to find out what was happening down in the
fault?
14. What evidence (rock/ mineral) did they discover?
15. What is the secret behind slipping of the San Andres fault and the earthquakes
themselves?
16. What are some things that geologists can predict?
17. What is it about the granite rocks that make up the continent that makes having
earthquakes in an area more difficult?
18. Why is this a major concern?
19. What evidence did geologists discover that rise concern about earthquake events?
20. What types of faults does this phenomenon occur at?
21. How does this explain the 1906 earthquake at San Francisco?
This is just a basic worksheet. If
you miss this day, read the
instructions and complete the
assignment on your own.
/50
Why are volcanoes located where they are? Why do earthquakes happen more often in
certain places? Is there a pattern to where both are created and happen? These are
questions that you will answer by doing this assignment.
Partner: ______________________________________
PART 1: Evaluating what you know
1) Name some places you know have volcanoes.
2) Name some places that have frequent earthquakes:
3) Why do YOU THINK those places have more frequent earthquakes and
volcanoes than other places?
Part 2: Plotting Distribution
1) Assign one person to work on plotting volcanoes and one person to work on plotting
earthquakes.
2) Label on the top of your map which phenomenon you are plotting. You can use bright
colored pens, pencils, or markers.
3) Volcanoes: Make a little triangle for each mountain. Use a dark (black or brown)
color
4) Earthquakes: Make a little dot for each event.
Use the following colors:
-Red: 6.1 and greater magnitude
-Green: 4.1-6.0 magnitude
-Blue: 1.0-4.0 magnitude
5) Plot your data on the map.
6) Add your partner’s data to your map when you are done with your part.
7) When finished plotting, as best as you can, draw possible plate boundaries based
upon earthquake and volcano locations. (hint: there are at least 7 main plates on this
map)
Red (Convergent); Green (Transform); Blue (Divergent)
8) Draw a large circle around any hot spots you see. (hint: there are at least 3)
9) Draw a single arrow in the middle of each plate to show the general direction each
plate is travelling.
LAB QUESTIONS:
(Now compare your two maps)
1) Which type of plate boundary seems to have more volcanoes?
2) What about an earthquake might tell you which type of plate boundary it is at?
3) Almost all earthquakes and volcanoes occur near what geologic feature(s)?
4) Where on your map would a convection current be rising?
5) Where on your map would a convection current be sinking?
6) What is a possible indicator(s) to tell you that you might live near a transform
plate boundary?
7) What explains why some volcanoes are so far away from plate boundaries?
8) What indicates the direction of the convection current motion?
9) Why are more volcanoes located near CONVERGENT plate boundaries?
If you miss this lab, review the “Finding the
Epicenter” lesson first and then use the link given
below and follow the instructions listed. You can
use the computers in the library or one at home.
Instructions:
You will be using the laptops to perform an online experiment to determine the
location and magnitude of an earthquake.
The link:
www.sciencecourseware.org
1) Click: Geology Labs online
2) Click: Virtual Earthquake
3) Read the instructions then click: Execute Virtual Earthquake (at bottom)
4) Read the instructions (VERY IMPORTANT!!!) Make sure that you start on the San
Francisco area earthquake then click: Submit Choice
5) Read the instructions then click: View Seismograms
6) Fill in the s-p intervals for all three seismograms (the measurement is the time when the
s-waves begin)
You need to be as exact as possible!!!!!
7) Read the instructions and fill in the distances for all three stations. Then click: Find
Epicenter
8) One of three answers will be given to you:
“Excellent work”: you got it exactly right; the earthquake is where the three circles
meet!
Click: Compute Richter Magnitude
“Very close”: your estimates were just a bit off! You can click: find true epicenter
and compare your data to the true data.
Click: Compute Richter Magnitude
“Oops”: Your estimates were too far away. You will need to try again.
Click: re-do s-p interval and try again.
9) On the Richter page: READ THE INSTRUCTIONS!!!! Click: go to next page
10) Read the instructions. Then click: go to next page
11) Fill in the S-Wave Amplitude for all three seismograms (the measurement is the size of
the tallest wave from the center of the seismogram). Click: Submit Nomogram.
12) You will now see three color lines crossing the chart. Where the three lines intersect is
the magnitude. You might have to estimate a little. Enter the magnitude in the box and then
click: Confirm Earthquake.
13) You will now see if your estimate was correct.
14) Before you close the current earthquake page, make sure you have filled in your data
table.
15) Go back to the beginning and re-do all instructions for the next earthquake. *You will
need to complete all four earthquakes!
16) Fill in the data tables below:
/50
Earthquake one: ___________________________
Station one:
Station two:
Station three:
S-P Interval:
Distance:
Amplitude:
Earthquake Magnitude:
Earthquake two: ___________________________
Station one:
Station two:
Station three:
S-P Interval:
Distance:
Amplitude:
Earthquake Magnitude:
Earthquake three: ________________________________
Station one:
Station two:
Station three:
S-P Interval:
Distance:
Amplitude:
Earthquake Magnitude:
Earthquake four: __________________________________
Station One:
S-P:
Distance
Amplitude
Earthquake Magnitude:
Station Two:
Station Three
1) Why do the stations draw circles instead of just deciding where the earthquake is?
2) How do we know exactly where the earthquake is?
3) How does the size of the seismograms compare to the size of an earthquake?
4) Why are the three seismograms always different between the three stations for
the same earthquake?
5) How can we tell by looking at the seismogram what the Magnitude of an earthquake
is?
6) How can we tell by looking at a seismogram that P-waves are the fastest of the
three seismic waves?
7) What are some variables that could change the amount of shaking experienced
(damage) in an earthquake?
8) Define what an epicenter is:
9) Why do Seismic S-waves have higher amplitudes than Seismic P-waves?
10) What is an earthquake?
If you miss this lab, there will be a Pride
Time session make-up. Please check the
schedule and make sure you attend.
Trying to predict an earthquake can be a hard and daunting task; Geologists have been trying to do it for
quite some time. Several hypotheses have been developed concerning the timing and predictability of
earthquakes. These hypotheses are listed below.
 Hypothesis 1: Earthquakes are periodic (in other words, all of the same slip, and all separated by the
same amount of time).
 Hypothesis 2: Earthquakes are 'time-predictable' (this means that the larger the slip in the last
earthquake, the longer the wait until the next one.)
 Hypothesis 3: Earthquakes occur randomly in time and have randomly varying size.
1) What is the ultimate reason why earthquakes occur?
2) What is an interval:
3) What is magnitude:
4) How do seismographs show magnitude?
5) What are some factors why earthquakes are difficult to predict?
In this lab, you will examine earthquakes using the earthquake machine model. With this model, you are
going to examine the time duration between intervals and the magnitude of the quake by measuring the
distance it moved to help answer the questions below. To do this, you will collect one series of data with
the rough surface.
/40
This lab will contain 4 jobs:
1. Timer
2. Measurer
3. Crank controller (Mr. Burrell)
4. Recorder (Class)
Earthquake
Event
Distance [cm]
Time
1
Time
Difference
Rate (D/T)
X
2
3
Average:
Re-do the test to see if you can duplicate the previous results:
Earthquake
Event
Distance [cm]
1
Time
Time
Difference
Rate (D/T)
X
2
3
Average:
1) Were your results identical?
2) Were the earthquake events always identical? How were they different?
3) Was the highest distance of movement connected with the greatest time interval?
If not, which time interval did the highest movement event match up with?
4) What does this experiment teach you about earthquake prediction?
If you miss this video; it can be viewed on You Tube at
home, checked out of the media center at school, or during
the Pride Time make –up session. Please make a plan.
1) How many Earthquakes shake Yellowstone in a year?
2) Why was Yellowstone made the first national park?
3) How old are some of the rocks in Yellowstone?
4) What needs to build up for steam to “erupt” from Old Faithful geyser?
5) List two indicators for Yellowstone to be a volcano:
a)
b)
6) What can geologists look at to try and predict the future of the Yellowstone volcano?
7) List at least two indicators for how large the last super eruption was:
a)
b)
8) How far across is the Yellowstone crater?
9) How many times bigger than the Mt. Saint Helens eruption was the last super eruption of
Yellowstone?
10) What can cause seismic waves to slow down?
11) How big is the magma chamber under the park?
/50
12) List two indicators that helped scientists find the magma chamber under the park:
a)
b)
13) How deep is the hot spot under Yellowstone national Park?
14) What did scientists find in the Snake River valley that indicated that there where even older super
eruptions?
15) The movement of the Yellowstone Hot Spot is similar to what other famous hot spot?
16) What are two indicators that the volcano is ready to erupt again?
a)
b)
17) What specific feature shows that the land is rising in the park?
18) How fast is Yellowstone rising since 2006?
19) Give an example that shows or explain how indicators for volcanic eruptions are present at
Yellowstone:
a. Earthquakes:
b.
Bulging:
c.
Outgassing:
If you miss this quiz, there is an online version
of the quiz complete with answers on the class
website. Earth Energy Unit Page.
/24
1) In addition to world maps, what other indicator (evidence) did Alfred
Wagener find for all the continents being joined together?
PPT (Name & Slide #): __________________________________________
Correct Answer: ________________________________________________
2) How does the age of the sea floor support the idea that continents are
moving?
PPT (Name & Slide #): __________________________________________
Correct Answer: ________________________________________________
3) Which form of energy (from the center of the earth) is primarily responsible
for all the geologic activity on the surface of the crust?
PPT (Name & Slide #): ___________________________________________
Correct Answer: _________________________________________________
4) The locations of Earthquakes and Volcanoes indicate what?
PPT (Name & Slide #): __________________________________________
Correct Answer: ________________________________________________
5) A long, mid-ocean ridge with small volcanoes and many small earthquakes
would indicate what kind of plate boundary?
PPT (Name & Slide #): __________________________________________
Correct Answer: ________________________________________________
6) How is a “Hot Spot” different from volcanoes at either a Divergent or
Convergent plate boundary?
PPT (Name & Slide #): ___________________________________________
Correct Answer: _________________________________________________
7) If we found a plate boundary with a deep ocean trench, large volcanoes and
mountains; which type of plate boundary have we found?
PPT (Name & Slide #): ______________________________________________
Correct Answer: ____________________________________________________
8) What indicators should we look for to know if a volcano is about to erupt?
PPT (Name & Slide #): ______________________________________________
Correct Answer: ____________________________________________________
9) Q: If letter “C” represents the volcanic eruption, what could “A” and “B”
represent?
PPT (Name & Slide #): ______________________________________________
Correct Answer: ____________________________________________________
10) What instrument could we use to measure the energy release from an
earthquake?
PPT (Name & Slide #): _______________________________________________
Correct Answer: _____________________________________________________
11) If the movement in the mantle never stops, what force keeps the faults from
moving constantly?
PPT (Name & Slide #): ______________________________________________
Correct Answer: ____________________________________________________
12) When looking at a seismograph, what would indicate to you that S-waves are
transferring more energy than P-waves?
PPT (Name & Slide #): ________________________________________________
Correct Answer: ______________________________________________________
/30
Match the terms with the definitions (1pt each):
A) Transform Boundary
B) Plate Tectonics
C) Earthquake
D) Convergent Boundary
E) Volcano
F) Convection cell
G) Divergent Boundary
___ c Movement of crust or rock
___ g Where two plates are moving apart
___ e Where molten rock has made it’s way to the surface
___ b The study of the movement of large pieces of crust across the planet
___ a Where two plates move side by side
___ d Where two plates collide with each other
___ f Movement of heated material in a circular motion within the Mantel of the planet
Questions (2 pts each):
Q: Where do earthquakes and volcanoes usually occur?
Q: Which form of energy drives the earth geologic processes?
Q: Both the Andes mountains and the Himalayan mountains were formed by the same
event/feature called:
Q: Which event would involve a greater release of energy?
-A magnitude 7 earthquake
-A magnitude 3.7 earthquake
Q: Energy from an earthquake is sent to surrounding areas by what?
Q: Give an example to prove that not all faults are at plate boundaries:
Q: If the pressure at a fault builds up beyond the level that the fault can withstand, what
will occur?
Q: A dormant volcano has been bulging at the surface and numerous earthquakes have
been felt at the mountain. Both of these facts are evidence that what is about to happen:
Q: Draw in the line graph that shows a volcanic eruption that is preceded by one
earthquake several days prior:
Amount of
Energy
released
Time in days
Q: What were some of Alfred Wagener’s evidence that continental drift was happening: