2.1a earth's interior
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1) identify the processes that shape planetary surfaces and identify t.docx
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4) explain the relationship between planet size and processes that have occurred on its surface and
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Solution
One question at a time please as per chegg\'s policy
1) The four most common processes that shape the planetary surfaces are
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2) Venus is often called the twin planet to Earth because it has a similar radius , has a similar mass, has a similar density and has an atmosphere. Surface has processes like craters, volcanos, fault lines and archnoids.
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3) same as above
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2.2c convection currents drive the tectonics movement that drives vocanic ac...
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The Earth is composed of four main layers from outermost to innermost:
1) The crust, which is the top solid rocky layer ranging from 5-70km thick.
2) The mantle, which makes up over 80% of the Earth's volume and is divided into the upper, middle, and lower mantle.
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The document discusses Earth's interior and plate tectonics. It describes plate tectonics theory, including evidence like earthquake and volcanic activity. It also discusses different types of rock formations like igneous, sedimentary, and metamorphic rocks that are formed by volcanic eruptions and weathering of existing rocks at the surface. The key forces that shape the Earth's surface are convection currents in the mantle that cause the movement of tectonic plates.
2.2a earthquakes and volcanoes introduction
The document discusses Earth's interior and plate tectonics, explaining that Earth's interior is composed of layers and plates that move and interact, causing earthquakes and volcanic activity at plate boundaries. Evidence for plate tectonics includes earthquake and volcanic activity at places like convergent and divergent plate boundaries. The movement of tectonic plates is responsible for creating different landforms over long periods of time through processes like mountain building, volcanism, and earthquakes.
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There are two main ways loose sediment becomes a sedimentary rock:
1. Cementation - Loose sediment particles are cemented together by minerals deposited from water. The cement binds the particles into a solid rock.
2. Compaction and lithification - Under great pressure from overlying layers of sediment, loose particles are compressed into a solid mass. Their original structures may still be visible in the solidified rock. Over geologic time and increased pressure and cementation, the sediment lithifies and hardens into sedimentary rock.
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Solution
One question at a time please as per chegg\'s policy
1) The four most common processes that shape the planetary surfaces are
Erosion, volcanism, cratering and tectonics. Out of these, erosion is most dominant on earth.
2) Venus is often called the twin planet to Earth because it has a similar radius , has a similar mass, has a similar density and has an atmosphere. Surface has processes like craters, volcanos, fault lines and archnoids.
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3) same as above
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The document discusses the geology and evolution of Earth. It describes Earth's interior structure with a core, mantle, and crust. It explains tectonic plates, geological features like impact craters, and extinction events from impacts and climate change. It also summarizes the composition and evolution of Earth's atmosphere from early outgassing to today, including the role of greenhouse gases and life in transforming the atmosphere.
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Ancient Greeks thought stars were fixed to a celestial sphere and did not realize they were other suns. This view was incorrect because stars are actually enormous balls of hot, glowing gases that are extremely far away from Earth. A constellation is a recognizable pattern of stars in the night sky that forms an imaginary outline or picture and has been given a name, such as Orion or Ursa Major.
1.1f the origin and fate of the universe
The document discusses the origin and fate of the universe. It provides a timeline of cosmic events from the formation of hydrogen and helium nuclei shortly after the Big Bang to the formation of our solar system around 4.6 billion years ago. It also explains that the ultimate fate of the universe, whether it expands forever or contracts back into a "big crunch", depends on the total mass of the universe and its interaction with gravitational forces.
1.1e the origin of the universe - further investigation of the big bang theory
The document provides instructions for a classroom activity on the Big Bang Theory. Students are asked to complete a Frayer Model in their notebook about the Big Bang Theory, showing at least 4 ideas about it. They are also asked to give 4 things that were happening after the Big Bang, provide 4 proofs that the Big Bang really happened, and tell 3 new things they learned from the activity. The teacher emphasizes no excuses, just results, and reminds students to show up, engage, and produce meaningful work.
1.1e the origin of the universe - further investigation of the big bang theory
The Big Bang Theory proposes that the universe began approximately 13.8 billion years ago from the violent expansion of space and time starting from an extremely dense and hot state called a singularity. As the universe expanded and cooled, the first simple atomic elements like hydrogen and helium formed. Over millions of years, gravity caused matter to accumulate into dense clouds that collapsed and formed the first stars and galaxies. The early universe was dominated by hydrogen and helium, with heavier elements forming later in dying stars.
1.1d the origin of the universe (source internet)
The document discusses the origin of the universe according to the Big Bang theory. It states that the Big Bang occurred approximately 13.8 billion years ago as the single, extremely hot and dense point which exploded, causing the observable universe to expand and cool. As the universe expanded, primordial atoms formed and the leftover radiation from the early hot dense period became cosmic microwave background radiation, which is detectable and provides evidence supporting the Big Bang model. The future of the universe remains uncertain but may expand indefinitely and grow cooler.
1.1c the origin of the universe (source book)
The document discusses the origin of the universe according to the Big Bang theory. It explains that the Big Bang theory postulates that approximately 13.8 billion years ago, the entire visible universe was concentrated into a very hot and dense single point, and then rapidly expanded. It also notes that the cosmic microwave background radiation discovered in 1965 provides substantial support for the Big Bang theory, as it is consistent with the theory that the universe was once much hotter and denser. The future of the universe remains uncertain based on current scientific understanding.
1.1c the origin of the universe (source book)
The document discusses the origin of the universe according to the big bang theory. It instructs students to create two Frayer models - one using information from the textbook on pages 531-534 about the big bang theory and cosmic background radiation, and another using information from the internet. Students are expected to work individually or with partners silently, stay on task, and not disrupt the class.
1.1b classification of galaxies
1. The document discusses three main types of galaxies: irregular galaxies, spiral galaxies, and elliptical galaxies.
2. Irregular galaxies have no regular structure and contain regions of gas and young stars.
3. Spiral galaxies have a central bulge, disk with spiral arms, and halo, while elliptical galaxies are shaped like elongated spheres with smooth light and no axis of rotation.
Ad ess class expectations
This document outlines the expectations, goals, guidelines, rules and procedures for an Earth and Space Science class. The class aims to develop critical thinking skills to solve problems and make informed decisions about topics including the formation and expansion of the universe, observable changes over time, and energy transfer through geological and meteorological systems. Students are expected to attend class daily, participate actively, complete all assignments, and strive for excellence with no excuses. The document details grading policies, homework expectations, classroom routines and the teacher's contact information to ensure student success.
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2.1a earth's interior
- 1. Behavior (page 23 of Student Handbook) 4. Students will use appropriate language. Inappropriate language including profanity, racial slurs, name-calling or harassment of any kind will not be tolerated. No Excuses, Just Results! Show-up, Engage & Produce
- 2. Behavior (page 23 of Student Handbook) 5. Cell phones, headphones, ear buds, CD players, MP3 players, IPODs, radios, or other electronic equipment are not allowed to be used in the classroom from 8:00 am to 3:10 pm. If your phone is being utilized during class, it will be confiscated, given to your administrator, and your parent will have to come to school to pick it up. No Excuses, Just Results! Show-up, Engage & Produce
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- 4. The Universe Earth’s Interior And The Atmosphere Plate Tectonics Earth’s Interior and Plate Tectonics Earth’s Interior Weathering and Plate Physical and Erosion Evidence Tectonics Weathering What is for Plate Earth’s Tectonics Interior Chemical like Transform Weathering Erosion Fault Boundaries Earthquakes Plate Convergent Minerals Tectonics and Plate and Rocks Boundaries Volcanoes Divergent How old Plate Structure are Rocks What are boundaries Volcanoes and Earthquakes Origin of Rocks
- 5. Earth’s Interior and Plate Tectonics Vocabulary • Crust • Mantle • Core • Lithosphere • Plate Tectonics • Asthenosphere • Magma • Subduction • Fault
- 6. 1. Describe the outer layer of the peach (the skin). What aspect of Earth’s structure does the outer layer of the peach represent? 2. The peach pulp is the next layer. How would you describe it? What aspect of Earth’s structure does the peach pulp represent. 3. The pit is the innermost part of the peach. What is the pit like? What aspect of Earth’s structure does the peach pit represent
- 7. Earth and its Interior