7th Grade Science © Fall 2005, Pflugerville ISD, 7th Grade Unit 3: Earth Science Chapter 15: Organization of the Environment Section 1: The Natural Environment Section 2: How Ecosystems Change Chapter 16: Climate Section 1: What is Climate? Section 2: Climates of the World Section 3: Changes in Climate Chapter 24: Earth, Sun, and Moon Section 1: Days and Seasons on Earth © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Earth Science Unit 3: Earth Science Chapter 17: The Earth’s Ecosystems Section 1: Land Ecosystems Section 2: Marine Ecosystems Section 3: Freshwater Ecosystems Chapter 6: Energy Resources Section 1: Natural Resources Section 2: Fossil Fuels Section 3: Alternative Resources © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Earth Science Unit 3: Earth Science Chapter 21: Earthquakes Section 1: What are Earthquakes? Section 2: Earthquake Measurement Chapter 22: Volcanoes Section 1: Volcanic Eruptions Section 2: Volcanoes’ Effects on Earth Section 3: What Causes Volcanoes? © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Earth Science Organization of the Environment What Do You Think? How do you think our environment is organized? © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 15 : Section 1 Organization of the Environment An environment is made up of 2 parts. 1. Biotic- All of the organisms and the matter they produce such as dead leaves and molten skin. © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 15 : Section 1 Organization of the Environment An environment is made up of 2 parts. 2. Abiotic- All of the physical things-water, sunlight, rocks- that affect organisms living in a certain area. © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 15 : Section 1 Organization of the Environment The environment is organized into 5 levels. 1. Organism 2. Population 3. Community 4. Ecosystem 5. Biosphere © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 15 : Section 1 Organization of the Environment Organism • This level contains the individual species of a particular organism. © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 15 : Section 1 Organization of the Environment Population • Populations are groups of individuals of the same species that live together in the same area at the same time. © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 15 : Section 1 Organization of the Environment Communities • Communities are made up of all of the populations of different species that live and interact in an area. © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 15 : Section 1 Organization of the Environment Ecosystems • Ecosystems are made up of a community of organisms and its abiotic environment. © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 15 : Section 1 Organization of the Environment Biosphere • A biosphere contains the whole area of the Earth where life exists, including its abiotic factors. © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 15 : Section 1 Let’s Review! - 1Give 2 examples of biotic and abiotic factors in your science room. © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 15 : Section 1 Answer • Biotic- students, plants, textbooks • Abiotic- floors, air, metal desks © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 15 : Section 1 Let’s Review! -2What do you think would happen to the other organisms in a small lake if all of the plants got a fungus and died? © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 15 : Section 1 Answer • Many of the organisms depend directly or indirectly on the plants for food. Without the plants, these other organisms would probably die or move into other areas. © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 15 : Section 1 Organization of the Environment • Natureworks: Habitat © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 15 : Section 1 Organization of the Environment What Do You Think? Why could fire be good for a forest? © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 15 : Section 2 Organization of the Environment How Ecosystems Change • Ecological succession is defined as the changes an ecosystem goes through as it develops or regrows. • There are 2 types of ecological succession. 1. Primary succession 2. Secondary succession © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 15 : Section 2 Organization of the Environment Primary Succession • Primary succession occurs in an area where there were no living things. • No soil is present during primary succession. • Over a very long time, many organisms live and die on the rocks. This eventually breaks the rocks down. • The rock is slowly changed into soil, and a community of organisms eventually develops. © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 15 : Section 2 Organization of the Environment © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 15 : Section 2 Organization of the Environment Secondary Succession • This succession occurs in an area where an earlier community was disturbed by fire, landslides, floods, or plowing for crops. • Soil is present at the beginning, so the time for secondary succession is shorter than primary succession. © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 15 : Section 2 Organization of the Environment © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 15 : Section 2 Organization of the Environment • Ecological succession helps an ecosystem stay balanced because it allows the ecosystem to slowly recover from disturbances. • Without succession, the disturbed ecosystem would not recover after a natural disaster, and would not reach equilibrium again. © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 15 : Section 2 Let’s Review -1- How does ecological succession maintain equilibrium in an ecosystem? © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 15 : Section 2 Answer • Ecological succession maintains equilibrium be allowing an ecosystem to slowly recover from disturbances. © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 15 : Section 2 Organization of the Environment • Websites to see: Natureworks: Ecosystems © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 15 : Section 2 Organization of the Environment 1. 2. 3. 4. 5. Identify the following examples as either primary succession or secondary succession: A rock face exposed by a scraping glacier. A new shoreline in Hawaii created after a lava flow. A once forested area cleared by a tornado. An island appearing from the activity of an undersea volcano. The lawn of an abandoned farmhouse. © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 15 : Section 2 Climate What Do You Think? Why do we have different seasons each year? © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 16 : Section 1 Climate Seasons • In most places around the US, the year has four seasons. • Winter is cooler where we live, but this is not the case in all places. • For example, areas near the equator have around the same temperature and same amount of daylight hours all year. © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 16 : Section 1 Climate • This happens because of the Earth is tilted on its own axis at a 23.5° angle. • The tilt of the Earth affects how much solar energy an area receives as it moves around the sun. This also affects how long our days are. © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 16 : Section 1 Climate © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 16 : Section 1 Climate Click below to see about the change of seasons on Earth. • NASA: Earth's Seasons • Enchanted Learning: Earth's Seasons © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 16 : Section 1 Let’s Review -1Describe how the tilt of the Earth affects the amount of daylight hours in the Northern Hemisphere. © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 16 : Section 1 Answer • As the Earth revolves around the sun, the tilt of the Earth’s axis causes the Northern Hemisphere to receive different amount of sun, depending on the time of year. • During the winter, when the Northern Hemisphere is tilted away from the sun, there are fewer daylight hours. • In the summer, there are more daylight hours. © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 16 : Section 1 Let’s Review! -2How would season’s be different if the Earth did not tilt on its axis? © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 16 : Section 1 Answer • If the Earth did not tilt on its own axis, there would be no seasons at all. • The same amount of solar radiation would reach both hemispheres year-round. © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 16 : Section 1 Climate What Do You Think? Can polar bears live in Texas? Why or why not? © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 16 : Section 2 Climate • A Biome us a large region characterized by a specific type of climate and the plants and animals that live there. • Climate is the average weather conditions in an area over a long period of time. • Different biomes support different organisms based on their climate. © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 16 : Section 2 Climate • Tropical Rain Forest Temperature 25°C to 28°C (77°F to 82°F) © Fall 2005, Pflugerville ISD, 7th Grade Rainfall 200 cm or more each year Soil thin and nutrient poor Unit 3 : Chapter 16 : Section 2 Climate • Tropical Deserts Temperature 16°C to 50°C (61°F to 120°F) © Fall 2005, Pflugerville ISD, 7th Grade Rainfall 0-25 cm per year Soil poor in organic matter Unit 3 : Chapter 16 : Section 2 Climate • Tropical Savannas Temperature Rainfall 27°C to 32°C (80°F around 100 cm to 90°F) per year © Fall 2005, Pflugerville ISD, 7th Grade Soil generally nutrient poor Unit 3 : Chapter 16 : Section 2 Climate • Temperate Deciduous Forest Temperature 0°C to 28°C (32°F to 82°F) © Fall 2005, Pflugerville ISD, 7th Grade Rainfall Soil 76-250 cm per year very fertile, organically rich Unit 3 : Chapter 16 : Section 2 Climate • Temperate Grassland Temperature Rainfall Soil -6°C to 26°C (21°F to 78°F) 38-76cm per year most fertile of all biomes © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 16 : Section 2 Climate • Chaparrals Temperature Rainfall Soil 11°C to 26°C (51°F to 78°F) 48-56 cm per year rocky, nutrient poor © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 16 : Section 2 Climate • Temperate Deserts Temperature Rainfall 1°C to 50°C (34°F to 120°F) 0-25 cm per year © Fall 2005, Pflugerville ISD, 7th Grade Soil poor in organic matter Unit 3 : Chapter 16 : Section 2 Climate • Tundra Temperature Rainfall Soil -27°C to 5°C (-17°F to 41°F) 0-25 cm per year frozen © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 16 : Section 2 Climate • Taiga Temperature -10°C to 15°C (14°F to 59°F) © Fall 2005, Pflugerville ISD, 7th Grade Rainfall Soil 0-25 cm per year frozen Unit 3 : Chapter 16 : Section 2 Climate • Plants that require a lot of water must live in climates with a lot of precipitation (rain). • Animals that require the sun to keep them warm must live in a biome that has higher temperatures. © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 16 : Section 2 Let’s Review -1What kinds of plants and animals would live in a tropical desert? © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 16 : Section 2 Answer • The organisms that would live in a tropical desert must be adapted to hot, dry conditions. • Cactuses, and lizards would be examples. © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 16 : Section 2 Let’s Review! -2Describe how different biomes support different varieties of organisms. © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 16 : Section 2 Answer • Cold, wet biomes support animals and plants that can survive in cold, wet conditions. • Warm, dry biomes support animals that can survive in warm, dry conditions. • The same applies for cold and dry biomes, and warm and wet biomes. © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 16 : Section 2 Climate What Do You Think? What is global warming, and how does it affect us? © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 16 : Section 3 Climate • The greenhouse effect is the Earth’s natural heating process in which gases in the atmosphere trap thermal energy. • Global warming is a rise in the average temperatures that can result from an increase in the greenhouse effect. © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 16 : Section 3 Climate Global Warming • Our Earth acts just like a plant greenhouse. • It allows the sunlight to come in, but the glass (or atmosphere) keeps the thermal energy (heat) from escaping. • This makes our Earth warmer, just like a plant greenhouse. © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 16 : Section 3 Climate Global Warming • Most scientists believe that the rise in global temperatures is due to an increase in carbon dioxide, a greenhouse gas, as a result of human activity. © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 16 : Section 3 Climate Global Warming • Increased amounts of carbon dioxide in the air is caused by the burning of fossil fuels (oil, coal, and gasoline). • Deforestation, or the process of clearing forests, also adds carbon dioxide to the air. © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 16 : Section 3 Climate Global Warming • There are many theories as to what will happen if we continue to increase the greenhouse gases. 1. The ice caps could melt, and flooding could occur. 2. Areas that receive little rain, like deserts, might receive less because of increased evaporation. © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 16 : Section 3 Climate Volcanic Eruptions • Many natural factors can affect global warming. Volcanic eruptions can influence climate. © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 16 : Section 3 Climate • A volcanic eruption would send large amounts of dust, smoke, and ash particles into the atmosphere. • The dust, smoke, and ash particles act as a shield. • They would block out so much of the sun’s rays that the Earth would cool. • This could affect the balance of the gases in the atmosphere. © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 16 : Section 3 Let’s Review! -1Explain how the greenhouse effect warms the Earth. © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 16 : Section 3 Answer • Greenhouse gases allow sunlight to pass through the atmosphere, where it is absorbed by the Earth’s surface as heat. © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 16 : Section 3 Let’s Review! -2What impact could a volcanic eruption have on the Earth? © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 16 : Section 3 Answer • A large volcanic eruption could send enormous amounts of dust and ash into the atmosphere. These materials will block the sun’s rays and make the Earth cooler. © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 16 : Section 3 Climate • Websites to Visit Ozone Facts Climate Changes Global Warming Volcanic Effects on Global Warming © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 16 : Section 3 Earth, Sun, and Moon What Do You Think? What causes daylight and night? © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 24 : Section 1 Earth, Sun, and Moon • Revolution is the motion of a body as it orbits another body in space. - It takes 1 year, or 365 ¼ days for the Earth to revolve around the sun. © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 24 : Section 1 Earth, Sun, and Moon • Rotation is the spin of an object in space. - The Earth rotates once on its own axis in 23 hours and 56 minutes. - The Earth’s rotation is a direct cause of day and night. © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 24 : Section 1 Earth, Sun, and Moon • See Chapter 16, Section 1 for how the tilt and movement of the Earth causes changes in seasons and the length of the day. Click here to return to the information on Seasons. © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 24 : Section 1 Earth, Sun, and Moon • Earth, Sun, and Moon Demo © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 24 : Section 1 The Earth’s Ecosystems What Do You Think? What are the main differences between a desert and a rain forest? © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 17 : Section 1 The Earth’s Ecosystems • We learned in Chapter 16 that different climates of biomes support a variety of organisms. • There are 4 main ecosystems that support different types of plants and animals. © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 17 : Section 1 The Earth’s Ecosystems Forests • Forest ecosystems develop in places where the temperatures are mild and there is plenty of rain. • The 3 main types of forest ecosystems are temperate deciduous forests, coniferous forests, and tropical rain forests. © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 17 : Section 1 The Earth’s Ecosystems • Temperate Deciduous Forest Go.hrw.com © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 17 : Section 1 The Earth’s Ecosystems • Coniferous Forest (Taiga) © Fall 2005, Pflugerville ISD, 7th Grade Go.hrw.com Unit 3 : Chapter 17 : Section 1 The Earth’s Ecosystems • Tropical Rain Forest © Fall 2005, Pflugerville ISD, 7th Grade Go.hrw.com Unit 3 : Chapter 17 : Section 1 The Earth’s Ecosystems Grasslands • Grasslands are areas where grasses are the main plants. • They are found between forests and deserts. • Most grasslands are flat or have gently rolling hills. © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 17 : Section 1 The Earth’s Ecosystems • Temperate Grasslands © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 17 : Section 1 The Earth’s Ecosystems • Tropical Savanna © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 17 : Section 1 The Earth’s Ecosystems Deserts • Deserts are areas that are very dry and usually very hot. • Organisms have developed special ways to live in a hot, dry climate. • What is an example of a plant adaptation in the desert? • What is an example of an animal adaptation in the desert? © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 17 : Section 1 The Earth’s Ecosystems •Deserts © Fall 2005, Pflugerville ISD, 7th Grade Go.hrw.com Unit 3 : Chapter 17 : Section 1 The Earth’s Ecosystems Tundra • Areas with very cold temperatures and little rainfall are called tundra ecosystems. • It is so cold here that trees don’t even grow! © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 17 : Section 1 The Earth’s Ecosystems • Arctic Tundra - The ground remains frozen almost all of the time. - This frozen layer is called permafrost. - The layer of soil above the permafrost is too shallow for plants with deep roots. - Grasses and shrubs live here. - Animals that feed on grasses and shrubs, such as the musk oxen, wolves, and caribou live here. © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 17 : Section 1 The Earth’s Ecosystems • Alpine Tundra - This is very similar to the artic tundra, but it’s found at the tops of tall mountains. - Trees are not able to grow here. © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 17 : Section 1 The Earth’s Ecosystems • Natureworks: Land Ecosystems • Enchanted Learning: Land Biomes © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 17 : Section 1 The Earth’s Ecosystems What Do You Think? What is the difference between marine and freshwater ecosystems? © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 17 : Section 2 The Earth’s Ecosystems Marine Ecosystems • Marine ecosystems are in the oceans of the world. They contain a wide variety of plant and animal species. • There are 4 main parts, or zones, in the ocean. Each zone has different plants and animals. © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 17 : Section 2 The Earth’s Ecosystems Part 1: The Intertidal Zone • The intertidal zone is the place where the ocean meets the land. • Animals and plants that live here must adapt to the tide moving in and out each day. • The animals and plants must be able to live in and out of water. • Most of the animals have shells that protect them from drying out. Other animals bury themselves in the sand for protection. © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 17 : Section 2 The Earth’s Ecosystems © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 17 : Section 2 The Earth’s Ecosystems Part 2: The Neritic Zone • As you keep walking into the ocean you reach the neritic zone. • This area is warm and sunny. • Water in this area is less than 200 m deep. • Most animals and plants live in this zone. • The large amount of sunlight makes it possible for a lot of plankton to grow. The plankton feeds many fish, which provide food for birds and marine mammals. © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 17 : Section 2 The Earth’s Ecosystems © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 17 : Section 2 The Earth’s Ecosystems Part 3: The Oceanic Zone • • • This zone is past the continental shelf where the ocean floor drops sharply. Since there is not much sunlight, animals must get their energy from food that has drifted down from the surface. Many of the larger mammals that live in the neritic zone also live in the upper parts of the oceanic zone. There is a lot of space to swim in this area. © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 17 : Section 2 The Earth’s Ecosystems © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 17 : Section 2 The Earth’s Ecosystems Part 4: The Benthic Zone • This zone is the ocean floor. (From 200m-6000m deep) • Very unusual organisms live here. Some get their food from chemicals found near thermal vents. • A thermal vent is a place in the ocean floor where heat and chemicals escape from a crack in the Earth’s crust. • There is no sunlight here, so plants cannot produce food. • This area is extremely cold, except in areas near thermal vents. © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 17 : Section 2 The Earth’s Ecosystems © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 17 : Section 2 Let’s Review! -1Describe how different marine environments support different varieties of organisms. © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 17 : Section 2 Answer • Different marine environments provide different combinations of light, salt concentration, temperature, and nutrients. These different combinations provide a variety of conditions, each of which supports organisms adapted to those conditions. © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 17 : Section 2 Let’s Review! -2Determine which areas of the ocean each of the following animals would live in: 1. Dolphins 2. Starfish 3. Tube worms © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 17 : Section 2 Answers 1. Dolphins live in the neritic zone, or the upper part of the oceanic zone. 2. Starfish live in the intertidal zone. 3. Tube worms live near hot water vents in the benthic zone called black smokers. © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 17 : Section 2 The Earth’s Ecosystems • • • • • Natureworks: Natureworks: Natureworks: Natureworks: Natureworks: © Fall 2005, Pflugerville ISD, 7th Grade Marine Ecosystems Estuaries Intertidal Zone Oceanic Zone Benthic Zone Unit 3 : Chapter 17 : Section 2 The Earth’s Ecosystems What Do You Think? Name as many freshwater ecosystems as you can. © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 17 : Section 3 The Earth’s Ecosystems Freshwater Ecosystems • Freshwater Ecosystems include all of the plant and animals, along with the abiotic factors, that are in fresh (no salt) water. • They are usually separated on how fast the water is moving. © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 17 : Section 3 The Earth’s Ecosystems • Moving Water Ecosystems – Include brooks, streams, and rivers • Fast Moving Water- many streams and some rivers have water that moves fast. 1. This type of water is full of life. 2. Organisms that live here need ways to keep from being washed away. © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 17 : Section 3 The Earth’s Ecosystems • Moving Water Ecosystems cont… • Slow Moving Water- eventually rivers grow wider and slower 1. Many insects live in the slow moving rivers and marshes. 2. They eventually empty into a lake or an ocean. © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 17 : Section 3 The Earth’s Ecosystems Still Waters • Include ponds and lakes. • These still water ecosystems are divided into 3 parts: – Littoral Zone – Open-Water Zone – Deep-Water Zone © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 17 : Section 3 The Earth’s Ecosystems Littoral Zone • This zone is closest to the edge of the land. • Many plants an animals live here. • Examples of plants include cattails and water lilies. • Animals include frogs, snakes, and various types of fish. © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 17 : Section 3 The Earth’s Ecosystems © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 17 : Section 3 The Earth’s Ecosystems Open Water Zone • This zone extends from the littoral zone across the top of the open water. • The open water zone only goes as deep as the light can reach. • This zone is home to bass, lake trout, blue gills, and many plankton. © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 17 : Section 3 The Earth’s Ecosystems Deep Water Zone • This is an area below the open water zone. • No light reaches here. • Catfish, carp, bacteria, fungi, and worms feed on pieces of dead organisms that fall from above. © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 17 : Section 3 The Earth’s Ecosystems © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 17 : Section 3 The Earth’s Ecosystems Wetlands • A wetland is an area of land where the water level is near or above the surface of the ground for most of the year. • Wetlands have a variety of plants and animals. • They also play an important role in flood control. During heavy rains, or spring snow melt, wetlands soak up large amounts of water that replenish the underground water supplies. © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 17 : Section 3 The Earth’s Ecosystems • There are 2 types of wetlands: 1. A marsh is a treeless wetland. • They are often found in shallow waters along the shores of lakes, ponds, rivers, and streams. 2. A swamp is a wetland where trees and vines grow. • Swamps occur in low lying areas and beside slow moving rivers. • Most swamps are flooded only part of the year, depending on rainfall. © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 17 : Section 3 The Earth’s Ecosystems © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 17 : Section 3 Let’s Review! -1Compare and contrast the littoral zone with the open-water zone of a lake. © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 17 : Section 3 Answer Littoral Open Water •Edge of lake •Both have light •In the middle of a lake or pond •Large number of plants and animals •Both contain fish •Home to larger fish •Both are in still water •Contains many plankton © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 17 : Section 3 Let’s Review! -2How are a swamp and a marsh different? © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 17 : Section 3 Answer • A marsh is a wetland with trees, and a swamp is a wetland without trees. • Because they lack trees, marshes support plants and animals that thrive in sunlight. • Since swamps have trees, they provide a better environment for organisms that can live in shade. © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 17 : Section 3 The Earth’s Ecosystems • Natureworks: Freshwater Ecosystems © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 17 : Section 3 Energy Resources What Do You Think? Why is recycling so important? © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 6 : Section 1 Energy Resources Earth’s Resources • The Earth provides almost everything needed for life! • A natural resource is any natural substance, organism, or energy form that living things use. • We use natural resources to help make our lives easier. • What would be a natural resource that you are using right now that makes your life easier? © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 6 : Section 1 Energy Resources There are 2 types of Natural Resources. 1. Renewable Resources 2. Nonrenewable Resources © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 6 : Section 1 Energy Resources Renewable Resources • A renewable resource is a natural resource that can be used and replaced over a short period of time. • Examples include trees and freshwater. • Humans often use renewable resources more quickly than they can be replaced. © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 6 : Section 1 Energy Resources © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 6 : Section 1 Energy Resources Nonrenewable Resources • A nonrenewable resource is a natural resource that cannot be replaced, or can only be replaced over thousands or millions of years. • The amount available on Earth is fixed, once they are used up, they are gone forever. • Examples are coal, oil, and natural gas. © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 6 : Section 1 Energy Resources © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 6 : Section 1 Energy Resources 1. 2. 3. 4. 5. Label the following as renewable or nonrenewable resources: Trees Gasoline Petroleum Water Sunlight © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 6 : Section 1 Energy Resources How can natural resources be conserved? • use them only when we have to. • recycle (newpapers, cans, plastic) • carpool / ride your bike instead of driving. © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 6 : Section 1 Let’s Review! -1List 2 ways humans use natural resources. © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 6 : Section 1 Answer • Lumber from trees for paper • Gasoline for cars, lawnmowers, etc… • Sun, wind, and water to create energy © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 6 : Section 1 Let’s Review! -1What is the difference between renewable and nonrenewable resources? © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 6 : Section 1 Answer • Renewable resources can be replaced over a relatively short period of time. • Nonrenewable resources cannot be replaced pr can only be replaced over thousands or millions of years. © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 6 : Section 1 Energy Resources What Do You Think? Why do you think the term fossil fuels has the word fossil in it? © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 6 : Section 2 Energy Resources • Energy resources are natural resources that humans use to produce energy. • Fossil fuels are defined as nonrenewable energy resources that form in the Earth’s crust over millions of years. • Fossil fuels form from the buried remains of once-living organisms. © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 6 : Section 2 Energy Resources Fossil Fuels • Fossil fuels release energy when they are burned. • We rely on fossil fuels to provide us the energy we need for many modern conveniences. • Fossil fuels can be solids, liquids, or gases. © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 6 : Section 2 Energy Resources Liquid Fossil Fuels • Composed of things such as gasoline, jet fuel, kerosene, diesel fuel, and oil. • Petroleum, also known as crude oil, is a mixture of oily compounds. • Petroleum is separated in a refinery. © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 6 : Section 2 Energy Resources © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 6 : Section 2 Energy Resources Solid Fossil Fuels • Humans most use coal. • Coal is a source of energy formed underground from buried, decomposed plant materials. • Coal used to be the leading source of energy in the US, but it has been replaced by things that create less pollution and are more affordable. © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 6 : Section 2 Energy Resources © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 6 : Section 2 Energy Resources Gaseous Fossil Fuels • Gaseous fossil fuels are also called natural gas. • Natural gases are often used for heating and generating electrical energy. • Examples of natural gases include methane, butane (camp stoves), and propane (outdoor grills). • The use of vehicles powered by natural gases is increasing. Why? © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 6 : Section 2 Energy Resources © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 6 : Section 2 Energy Resources • There are many problems associated with using fossil fuels. 1. When coal is burned, sulfur dioxide is produced. When mixed with air, sulfur dioxide causes acid precipitation. This harms wildlife, plants, buildings, and statues. © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 6 : Section 2 Energy Resources Fossil Fuel Problems continued…. 2. The mining of coal can also cause environmental problems. Strip mining removes soil which plants need for growth, and some animals need for shelter. © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 6 : Section 2 Energy Resources Fossil Fuel Problems continued…. 3. Transporting petroleum can also cause environmental problems. In 1989, Exxon Valdez had a tanker spill 257,000 barrels of crude oil into the ocean off the coast of Alaska. Thousand of plants and animals were killed by the oil. © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 6 : Section 2 Energy Resources Fossil Fuel Problems continued…. 4. Burning petroleum causes an environmental problem called smog. Smog is a fog produced by the reaction of sunlight and air pollutants. It is a big problem in bigger cities such as Los Angeles and Houston. © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 6 : Section 2 Energy Resources How do we help fossil fuel problems? 1. 2. 3. 4. 5. Carpooling Riding your bike Walking Ride the bus Use alternative energy resources © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 6 : Section 2 Let’s Review! -1Name 3 problems with fossil fuels. © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 6 : Section 2 Answer 1. Oil spills 2. Loss of soil from strip mining coal. 3. Production of smog. © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 6 : Section 2 Energy Resources What Do You Think? What is an alternative energy resource? © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 6 : Section 3 Energy Resources Alternative Energy Resources • Alternative energy resources are needed to slow the use fossil fuels. • They include: 1. Nuclear energy 2. Solar energy 3. Wind energy © Fall 2005, Pflugerville ISD, 7th Grade 4. Hydroelectric energy 5. Plant energy 6. Geothermal energy Unit 3 : Chapter 6 : Section 3 Energy Resources Nuclear Energy • Nuclear energy is an alternative source of energy that comes from the nuclei of atoms. • Fission is a process in which the nuclei of radioactive atoms are split and energy is released. • The energy from fission is used to produce steam to run electric generators in a power plant. © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 6 : Section 3 Energy Resources Nuclear Energy continued… • Fusion is the joining of two or more nuclei with small masses to form a larger, more massive nuclei. This process releases energy. • So far, fusion reactions have only taken place in laboratory experiments. © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 6 : Section 3 Energy Resources Pros and Cons of Using Nuclear Energy Pros Cons No air pollution Radioactive wastes are produced. More concentrated source of energy than fossil fuels. Storage sites are hard to find. Can be cheaper than obtaining fossil fuels. High temperatures are required for fusion. No materials can withstand the temperatures required. © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 6 : Section 3 Energy Resources Solar Energy • Solar energy is energy from the sun. • The sun is an inexhaustable resource because it cannot be used up. The Earth always receives solar energy. © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 6 : Section 3 Energy Resources Pros and Cons of using Solar Energy Pros Cons No air pollution Very expensive to produce solar cells. Solar cells are dependable, quiet, and can last for years with no maintenance. Running electrical wires required to use solar cells is difficult and costly. © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 6 : Section 3 Energy Resources Wind Energy • Wind is created indirectly by solar energy through the uneven heating of air. • Wind energy is the energy captured in wind. © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 6 : Section 3 Energy Resources Pros and Cons of Using Wind Energy Pros Cons No air pollution Wind energy is inexhaustable along as solar energy is present. The land that has the wind turbines on them can also be used for farming. © Fall 2005, Pflugerville ISD, 7th Grade Wind turbines are costly. The wind does not blow strong and steady in most places in the US, so wind energy is only beneficial in places with a lot of wind, such as California. Unit 3 : Chapter 6 : Section 3 Energy Resources Hydroelectric Energy • Electrical energy generated by falling water is called hyrdoelectric energy. © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 6 : Section 3 Energy Resources Pros and Cons of Using Hydroelectric Energy Pros Little pollution is produced. Inexpensive to produce. Water can be renewed because of the water cycle. © Fall 2005, Pflugerville ISD, 7th Grade Cons Can only be produced where large amounts of falling water can be harnessed. Building the dams for hydroelectric power plants destroys forests and wildlife habitats. Unit 3 : Chapter 6 : Section 3 Energy Resources Plant Energy • Plants are similar to solar collectors because they store energy from the sun for later use in their leaves, wood, and stems. • An organic matter that contains stored energy is called biomass. • Most countries use animal dung or wood to heat their homes and cook their food. © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 6 : Section 3 Energy Resources Plant Energy • Biomass can also be changed into liquid fuel. Plants that contain sugar or starch can be used to produce ethanol. Ethanol can be burned, or mixed with gasoline to make a fuel mixture called gasohol. © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 6 : Section 3 Energy Resources Pros and Cons of Using Biomass for Energy Pros Can be used in countries that are poor, and do not have access to fossil fuels. Always renewable. © Fall 2005, Pflugerville ISD, 7th Grade Cons Produces a lot of air pollution when burned. Requires a lot of biomass to make a small amount of fuel. Unit 3 : Chapter 6 : Section 3 Energy Resources Geothermal Energy • Geothermal energy is the energy resulting from the heating of the Earth’s crust. • In some areas, rainwater enters porous rock near a source of magma. Magma heats up water that is below the surface of the Earth. • This water turns into steam, and it escapes through natural vents called geysers. © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 6 : Section 3 Energy Resources Pros and Cons of Using Geothermal Energy Pros Geothermal energy is renewable. © Fall 2005, Pflugerville ISD, 7th Grade Cons Can only be used in places on the Earth where magma and rainwater are avaliable in the same place. Unit 3 : Chapter 6 : Section 3 Let’s Review! -1How could human activities affect inexhaustable resources? © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 6 : Section 3 Answer • Although inexhaustable resources, such as sunlight, cannot be used up, the amount available to a specific area can be affected. • The amount of solar energy in an area can be affected by air pollution from using other energy resources. © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 6 : Section 3 Let’s Review! -1Explain why the use of gasohol could help to reduce the problems associated with the use of fossil fuels. © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 6 : Section 3 Answer • The use of gasohol would reduce the total amount of gasoline used. As the amount of gasoline used decreases, the problems with fossils fuels will also be reduced. © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 6 : Section 3 Energy Resources Websites to Visit! • Energy Facts • Fossil Fuels © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 6 : Section 3 Earthquakes What Do You Think? Where do earthquakes happen, and what causes them? © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 21 : Section 1 Earthquakes Where do Earthquakes happen? • Most earthquakes happen near boundaries between tectonic plates. • Tectonic plates are giant pieces of Earth’s thin, outermost layer. • Tectonic plates move around on a layer of softer rock beneath. © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 21 : Section 1 Earthquakes Where do Earthquakes happen? • Because of tectonic plate movements, the Earth’s crust breaks in some places. • A fault is a break in the Earth’s crust along which blocks of the crust slide past each other. © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 21 : Section 1 Earthquakes What causes Earthquakes? • As the tectonic plates push against each other a huge amount of potential energy is built up. • Potential energy is energy that an object has because of its position or shape. • Potential energy does not cause the Earth to move. It is energy built up along the fault. © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 21 : Section 1 Earthquakes What causes Earthquakes? • When the rocks of the earth shift (along a fault line), this potential energy changes to kinetic energy and the earth shakes. • Kinetic energy is the energy of motion. • An earthquake is the kinetic energy that is finally released after enough pressure builds up along a fault. © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 21 : Section 1 Let’s Review! -1Explain how potential and kinetic energy act on rock to cause earthquakes. © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 21 : Section 1 Answer • Most earthquakes occur because tectonic forces cause potential energy to build up in the rocks along a fault. • When the stress becomes too great, the rocks shift and kinetic energy is released, causing an earthquake. © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 21 : Section 1 Earthquakes What Do You Think? Explain how earthquakes are detected. © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 21 : Section 2 Earthquakes How are Earthquakes detected? • Seismologists use a device called a seismograph to detect seismic waves. • The focus is the place on earth where the earthquake originates. • The epicenter is the place on earth directly above the focus. • The epicenter from several stations help determine where an earthquake began. © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 21 : Section 2 Earthquakes How strong are Earthquakes? •The Richter scale measures the strength of an earthquake. •As magnitude increases, the amount of energy released by the earthquake increases. © Fall 2005, Pflugerville ISD, 7th Grade Magnitude Effects 2 Detected by a seismograph 3 Felt at epicenter 4 Felt by most in area 5 Damage at epicenter 6 Widespread damage 7 Great, widespread damage. Unit 3 : Chapter 21 : Section 2 Let’s Review! -1Predict the impact of an earthquake with a magnitude of 5.0. © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 21 : Section 2 Answer • If an earthquake with a magnitude of 5.0 happened in a small town, some buildings would be damaged, but only a few people would be hurt. © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 21 : Section 2 Earthquakes Websites to visit • Earthquake Seisomgraph © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 21 : Section 2 Pre-AP Extension Earthquakes 3 Causes of Earthquakes Transform plate Convergent plate Plates slip back Moderate, and forth shallow earthquake Plates come Strong, deep together earthquake Divergent plate Plates pull apart Weak, shallow earthquake © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 21 : Pre-AP Pre-AP Extension Earthquakes How do Earthquakes travel? • Seismic waves are waves of energy that travel through the earth away from the earthquake in all directions. • 2 types of seismic waves 1. Body Waves 2. Surface Waves © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 21 : Pre-AP Pre-AP Extension Earthquakes Body Waves • P (primary) waves - move rock particles back and forth by first squeezing and then stretching the rock. - first waves to arrive - travel through solids, liquids, and gases © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 21 : Pre-AP Pre-AP Extension Earthquakes Body Waves continued… • S (shear) waves -these waves move back and forth like a flag waving in the wind -1/2 as fast as p waves -only travel through solids © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 21 : Pre-AP Pre-AP Extension Earthquakes Surface Waves • Surface Waves are seismic waves that move the ground up and down. • These do not affect deep layers of the earth. • Travel slower than body waves, but are more destructive. © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 21 : Pre-AP Pre-AP Extension Earthquakes © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 21 : Pre-AP Volcanoes What Do You Think? How could potential and kinetic energy relate to volcanoes? © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 22 : Section 1 Volcanoes • A volcano is a mountain that forms when molten rock, called magma, is forced to the Earth’s surface. • Magma is commonly a mixture of hot, liquid rock, and solid mineral crystals below the surface of the Earth. • Lava is molten rock at or above the surface of the Earth. © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 22 : Section 1 Volcanoes Potential and Kinetic Energy in Volcanoes • Just like earthquakes, potential energy builds up at tectonic plates where a volcano may occur. • As the pressure from the magma builds up, the potential energy is changed to kinetic energy as the volcano erupts. © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 22 : Section 1 Volcanoes Volcanoes as Systems • A volcano is a system of vents, magma, and rock. • The system is in equilibrium when the force of the magma pushing up equals the force of the rock pushing down. © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 22 : Section 1 Volcanoes Volcanoes as Systems • When a volcano erupts, it is no longer in equilibrium because the force of the magma is greater than the downward force of the rocks. • After the eruption, the system returns to equilibrium, because the forces are equal again. © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 22 : Section 1 Volcanoes Magma • The composition of the magma determines how explosive a volcanic eruption will be. • Viscosity is a liquid’s resistance to flow. • If magma has a high viscosity, it flows slow, like honey. • If magma has a low viscosity, it flows fast, like water. © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 22 : Section 1 Volcanoes • Magma with a high viscosity keeps water vapor and other gases from escaping easily. This can cause a huge buildup of pressure, causing a very explosive reaction. • Magma with a low viscosity produces a nonexplosive, less violent reaction. © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 22 : Section 1 Let’s Review! -1Describe how a volcanic system changes from a state of equilibrium to a state of eruption and back. © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 22 : Section 1 Answer • When in equilibrium, the force of the magma pushing up equals the force of the rocks pushing down. • If more magma build up under the volcano, the forces are no longer equal and an eruption results. • After the eruption, the forces of the rock and the magma are once again in equilibrium. © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 22 : Section 1 Volcanoes What Do You Think? What impact could volcanoes have on Earth? © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 22 : Section 2 Volcanoes Impacts of Volcanoes • In the most violent eruptions, ash and gases are blasted into the atmosphere. • These blasts can blow down trees and even nearby buildings. • The volcanic ash can also stay in the atmosphere, where it can block the sun for weeks. This can dramatically affect crops. © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 22 : Section 2 Let’s Review! -1Explain why the ash from an eruption can be catastrophic. © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 22 : Section 2 Answer • Volcanic ash is hazardous when it flows downhill, which chokes and burns living things, and when it smothers crops, it can result in food shortages. © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 22 : Section 2 Volcanoes What Do You Think? What methods do scientists use to predict volcanoes? © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 22 : Section 3 Volcanoes Predicting Volcanoes • Scientists classify volcanoes based on their eruption histories and on the likelihood that they will erupt again. – Extinct volcanoes are those that have not erupted in recorded history, and probably never will again – Dormant volcanoes are those that are not now erupting, but have erupted at some time in recorded history – Active volcanoes are those that are now erupting or that show signs of erupting soon. © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 22 : Section 3 Volcanoes Predicting Volcanoes • Small earthquakes, detected by a seismograph, usually occur just before a volcanic eruption. Scientists can predict if a volcano will occur based on the small earthquake waves. © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 22 : Section 3 Volcanoes Predicting Volcanoes • The movement of magma can also cause changes in a volcano’s slope. • Scientists use a tiltmeter to measure small changes in the angle of the volcano’s slope. • The tiltmeter can help scientists to predict a volcanic eruption based on the movement of the magma below. © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 22 : Section 3 Volcanoes Predicting Volcanoes • Scientists measure changes in the ratios of certain volcanic gases to help predict eruptions. • If the ratios of certain gases change, the magma is also changing, and a volcanic eruption could be near. © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 22 : Section 3 Volcanoes Predicting Volcanoes • Using satellite images to predict volcanic eruptions is a new technique used in science. • Infrared satellite images can see changes in the temperature of a certain area. • If a volcano is getting hotter, the magma below is probably rising. © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 22 : Section 3 Volcanoes Websites to visit • Volcanoes © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 22 : Section 3 Let’s Review! -1What kind of technology do scientists use to predict volcanic eruptions? © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 22 : Section 3 Answer • Seismographs • Tiltmeters • Infrared satellite images © Fall 2005, Pflugerville ISD, 7th Grade Unit 3 : Chapter 22 : Section 3