Earth Materials and Processes : ENDOGENIC PROCESS
Content Standard:
The learners demonstrate an understanding of:
geologic processes that occur within the Earth and
the folding and faulting of rocks
Geologic processes that shape the planet Earth, which occurs beneath the surface and associated with Interior forces. Download this so you can see some animations and some hidden images behind some pictures.
This is a PowerPoint Presentation about Magmatism, a lesson in Earth and Life Science, First quarter for Grade 11/12 Students. This will help them understand the lesson and make them familiar with the topic.
Geologic processes that shape the planet Earth, which occurs beneath the surface and associated with Interior forces. Download this so you can see some animations and some hidden images behind some pictures.
This is a PowerPoint Presentation about Magmatism, a lesson in Earth and Life Science, First quarter for Grade 11/12 Students. This will help them understand the lesson and make them familiar with the topic.
Learning objectives:
Identify the different subsystems that make up the earth
Describe the interactions that transpire in each subsystem
Diagram the subsystems that make up the earth including the interactions that transpire in each interface.
Explain that the Earth consists of four subsystems, across whose boundaries matter and energy flow
Rocks and minerals for grade 11; Earth and life sciencesknip xin
please don't forget to like and leave your comments. this presentation is about rocks and minerals, grade 11, earth and life sciences; senior high school
Planet Earth and its properties necessary to support lifeSimple ABbieC
Department of Education | Senior High School
Topic: Planet Earth and its properties necessary to support life.
Learning Competency:
Earth and Life Science: Recognize the uniqueness of Earth, being the only planet in the Solar System with properties necessary to support life.
Earth Science (for STEM): Describe the characteristics of Earth that are necessary to support life.
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This is a powerpoint presentation that is about one of the Senior High School Core Subject: Earth and Life Science. It is composed of the theories that explains the Earth and its Subsystems (The Four Spheres).
Minerals / Common Rock-forming Minerals and their Physical and Chemical Prope...Simple ABbieC
Department of Education | Senior High School
Topic: Minerals / Common Rock-forming Minerals and their Physical and Chemical Properties
Learning Competency:
Earth and Life Science: Identify common rock-forming minerals using their physical and chemical properties.
Earth Science (for STEM): Identify common rock-forming minerals using their physical and chemical properties.
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Introduction to Life Science and The Theories on the Origin of LifeSimple ABbieC
I. Introduction to Life Science
II. The Concept of Life
III. Characteristics of Life
IV. Theories on the Origin of Life
V. Unifying Themes in the Study of Life
Learning objectives:
Identify the different subsystems that make up the earth
Describe the interactions that transpire in each subsystem
Diagram the subsystems that make up the earth including the interactions that transpire in each interface.
Explain that the Earth consists of four subsystems, across whose boundaries matter and energy flow
Rocks and minerals for grade 11; Earth and life sciencesknip xin
please don't forget to like and leave your comments. this presentation is about rocks and minerals, grade 11, earth and life sciences; senior high school
Planet Earth and its properties necessary to support lifeSimple ABbieC
Department of Education | Senior High School
Topic: Planet Earth and its properties necessary to support life.
Learning Competency:
Earth and Life Science: Recognize the uniqueness of Earth, being the only planet in the Solar System with properties necessary to support life.
Earth Science (for STEM): Describe the characteristics of Earth that are necessary to support life.
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This is a powerpoint presentation that is about one of the Senior High School Core Subject: Earth and Life Science. It is composed of the theories that explains the Earth and its Subsystems (The Four Spheres).
Minerals / Common Rock-forming Minerals and their Physical and Chemical Prope...Simple ABbieC
Department of Education | Senior High School
Topic: Minerals / Common Rock-forming Minerals and their Physical and Chemical Properties
Learning Competency:
Earth and Life Science: Identify common rock-forming minerals using their physical and chemical properties.
Earth Science (for STEM): Identify common rock-forming minerals using their physical and chemical properties.
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Introduction to Life Science and The Theories on the Origin of LifeSimple ABbieC
I. Introduction to Life Science
II. The Concept of Life
III. Characteristics of Life
IV. Theories on the Origin of Life
V. Unifying Themes in the Study of Life
Earth materials, internel structure of the earth, composition of the earth Jahangir Alam
Internal Structure of the Earth
The Processes that Change the Shape of the Earth
Composition of the Earth
Basic Rocks Types
Common Rock Forming Minerals
Keys to Student-Centered Learning (Creating a Student-Centered Learning Climate)Simple ABbieC
Keys to Student-Centered Learning
(Creating a Student-Centered Learning Climate)
- Setting high social and academic expectations
- Creating school environments focused on the needs of the learner
Ore Minerals (How it is found, mined, and processed for human use)Simple ABbieC
Department of Education | Senior High School
Topic: Ore Minerals (How it is found, mined, and processed for human use)
Learning Competency:
Earth Science (for STEM): Describe how ore minerals are found, mined, and processed for human use. (S11ES-Ic-d-8)
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EARTH MATERIALS AND PROCESSES
Topic: Classification of Rocks / Types of Rocks
Senior High School | Earth and Life Science
Learning Competency: Classify rocks into igneous, sedimentary, and metamorphic. (S11/12ES-Ib-10)
Senior High School | Earth Science
Learning Competency: Classify rocks into igneous, sedimentary, and metamorphic. (S11ES-Ic-6)
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Earth and Life Science
Earth Materials and Processes: Deformation of the Crust
The learners shall be able to:
1) explain how the seafloor spreads (S11/12ESId-23);
2) describe the structure and evolution of ocean basins (S11/12ES-Id-24); and
3) explain how the movement of plates leads to the formation of folds and faults (S11/12ES-Id-22).
Specific Learning Outcomes
At the end of the lesson, the learners will be able to:
1. Discuss the history behind the Theory of Continental Drift;
2. Describe the Continental Drift Theory;
3. Enumerate and explain the evidence used to support the idea of drifting continents;
4. Identify major physiographic features of ocean basins
5. Describe the process of seafloor spreading
Earth and Life Science
Earth Materials and Processes
Deformation of the Crust: Continental Drift Theory
Learning Competencies
The learners shall be able to explain how the continents drift (S11/12ESId-20), and cite evidence that support continental drift (S11/12ES-Id-21).
Specific Learning Outcomes
At the end of the lesson, the learners will be able to:
1. Discuss the history behind the Theory of Continental Drift;
2. Describe the Continental Drift Theory; and
3. Enumerate and explain the evidence used to support the idea of drifting continents.
Lesson 5: Corpuscles to Chemical Atomic Theory (The Development of Atomic The...Simple ABbieC
At the end of the lesson, you will have to:
1. cite the contribution of John Dalton toward the understanding of the concept of the chemical elements
2. explain how Dalton’s theory contributed to the discovery of other elements.
Lesson 4 Not Indivisible (The Structure of the Atom)Simple ABbieC
Learning Competencies
At the end of the lesson, you will have to:
1. point out the main ideas in the discovery of the structure of the atom and its subatomic particles
2. cite the contributions of J.J. Thomson, Ernest Rutherford, Henry Moseley, and Niels Bohr to the understanding of the structure of the atom
3. describe the nuclear model of the atom and the location of its major components (protons, neutrons, and electrons)
Lesson 3 Atomos, Aristotle and Alchemy (Chemistry Before Modern History)Simple ABbieC
Lesson 3 Atomos, Aristotle and Alchemy (Chemistry Before Modern History)
CONTENT:
How the idea of the atom, along with the idea of the elements evolved
CONTENT STANDARD
At the end of the lesson, you will have to describe:
1. how the concept of the atom evolved from Ancient Greek to the present; and
2. how the concept of the element evolved from Ancient Greek to the present
LEARNING COMPETENCIES
At the end of the lesson, you will have to:
1. describe the ideas of the Ancient Greeks on the atom (S11/12PS-IIIa-b-5)
2. describe the ideas of the Ancient Greeks on the elements (2 hours) (S11/12PS-IIIa-b-6)
3. describe the contributions of the alchemists to the science of chemistry (S11/12PS-IIIb-7)
Lesson 2 We Are All Made of Star Stuff (Formation of the Heavy Elements)Simple ABbieC
Content: How the elements found in the universe were formed
Content Standard:
At the end of the lesson, you will be able to demonstrate an understanding of:
the formation of the elements during the Big Bang and during stellar evolution
the distribution of the chemical elements and the isotopes in the universe
Learning Competencies:
At the end of the lesson,
Give evidence for and describe the formation of heavier elements during star formation and evolution (S11/12PS-IIIa-2)
Write the nuclear fusion reactions that take place in stars that lead to the formation of new elements (S11/12PS-IIIa-3)
Describe how elements heavier than iron are formed (S11/12PSIIIa-b-4))
Lesson 1 In the Beginning (Big Bang Theory and the Formation of Light Elements)Simple ABbieC
Content: How the Elements Found in the Universe were Formed
Content Standard:
The learners demonstrate an understanding of:
• the formation of the elements during the Big Bang and during stellar evolution
Learning Competency
The learners:
• give evidence for and explain the formation of the light elements in the Big Bang theory (S11/12PS-IIIa-1)
Summary
• The big bang theory explains how the elements were initially formed the formation of different elements involved many nuclear reactions, including fusion fission and radioactive decay
• There are three cosmic stages through which specific groups of elements were formed.
(1) The big bang nucleosynthesis formed the light elements(H, He, and Li).
(2) Stellar formation and evolution formed the elements heavier than Be to Fe.
(3) Stellar explosion , or supernova, formed the elements heavier than Fe.
• Atoms are the smallest unit of matter that have all the properties of an element. They composed of smaller subatomic particles as protons, neutrons, and electrons. Protons have positive charge, neutrons are electrically neutral; and electrons have a negative charge.
• The nucleus, which takes the central region of an atom, is comprised of protons and neutrons, electrons move around the nucleus.
• The atomic number (Z) indicates the number of protons in an atom. In a neutral atom, number of protons is equal to the number of electrons. The atomic mass (A) is equal to the sum of the number of protons and neutrons.
• Isotopes refer to atoms with the same atomic number but different atomic masses.
• Ions, which are positively or negatively charged particles, have the same number of protons in different number of electrons.
Core Subject: Earth and Life Science
II. Earth Materials and Processes
A. Minerals and Rocks
The learners
demonstrate an
understanding of:
1. the three main categories of rocks
2. the origin and environment of formation of common minerals and rocks
The learners:
1. identify common rock-forming minerals using their physical and chemical properties
2. classify rocks into igneous, sedimentary, and metamorphic
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
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Ethnobotany and Ethnopharmacology:
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New development in herbals,
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Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
2. •Processes that is formed
or occurring beneath
the surface of the Earth.
ENDOGENIC PROCESS
3. a mixture of molten
rock, minerals and
gases.
This mixture is usually made up of a hot
liquid base called the melt, minerals
crystallized by the melt, solid rocks
incorporated into the melt from the
surrounding confines and dissolved
gases.
MAGMA
4. originates in the lower part of
the Earth’s crust and in the
upper portion of the mantle
known as asthenosphere.
MAGMA
5.
6.
7. • At about 30 to 65 km below the earth’s surface, the
temperature is high enough to melt rocks into magma. The
reason why it is difficult to drill holes deep into the crust is
that the temperature rises about 30 degree for every
kilometer.
• The asthenosphere which is between 100 to 350km deep is
so hot that most of the rock is melted . The melt flows very
slowly because it is under intense pressure. Magma reaches
temperatures between 600 degree 140 degree Celsius.
How Are Magmas Formed ?
8.
9. • Deep in the Earth, nearly all magmas contain gas dissolved
in the liquid, As magma rises at the surface of the Earth,
pressure is decreased and the gas forms a separate vapor
phase. This is somewhat similar to carbonated beverages
which are bottled at high pressure.
• When magma emerges on the surface of the Earth, it is
called lava. Lava spilling over or erupting from craters is
usually bubbly, a sign that gases are escaping.
Gases in Magma
10. •Viscosity is the resistance to flow
(an antonym for fluidity).
• Magma with higher silica content has higher viscosity. Viscosity
increases with increasing silica concentration in the magma.
• Magma with low temperature has higher viscosity than those
with high temperature. Viscosity decreases with increasing
temperature of the magma.
Viscosity of Magmas
11. • Magma leaves the confines of the asthenosphere and
crust in two major ways; an intrusion or extrusion.
• Magma can intruded into low-density area of another
geologic form such as a sedimentary rock. When it cools
and hardens, this intrusion develops into an pluton
commonly know as an igneous intrusive rock.
• Magma rises towards the Earth`s surface where are less
dense surrounding rocks and when a structural zone allows
movement.
Magma Escape Routes
12.
13.
14.
15. • Magma develops within the upper mantle and crust where the crust
where the temperature and pressure conditions favor the molten state.
Magma collects in areas called magma chamber.
• There pool of magma in a magma chamber is layered. The least dense
magma rises to the top. The densest magma sinks at the bottom of the
chamber.
• During an eruption, gases, ash and light-colored rocks are emitted from
the least dense top layer magma chamber. Dark, dense volcanic rock
from the lower part of chamber may be released later.
Magma Chamber
17. 1) Decompression Melting
Ways to Generate Magma
involves the upward movement of the
Earth’s mostly solid mantle
this hot material rises to an area of lower
pressure through the process of
convection.
18.
19. 2) Transfer of Heat
Ways to Generate Magma
Happens when hot, liquid rock intrudes
into the Earth’s crust. As the liquid rock
solidifies, it loses this heat and transfers it
to the surrounding crust. This is similar to a
hot fudge poured over cold ice cream.
20.
21. 3) Flux Melting
Ways to Generate Magma
It occurs when water or carbon
dioxide added on rocks these affects
the melting point of rock when added
with water beneath the earth it
generates magma.
22.
23. Types of Magma
1. Felsic Magma
2. Intermediate Magma
3. Mafic Magma
4. Ultramafic Magma
24.
25. This type of magma has viscosity
level there has low in iron but high
in potassium and sodium this form
makes granite rocks.
Felsic Magma
26. This normally found in
volcano that erupts, after
the eruption it releases a
lava that has high silica
and very viscous/ it
commonly produced
Andesite Rock.
Intermediate Magma
27. Mafic magma has relatively low silica
content but high in iron and
magnesium. This magma has a low
gas content and low viscosity. Mafic
magma has high average
temperature which contributes to its
low velocity. Low velocity means that
mafic magma is the most fluid of all
magma types.
Mafic Magma
29. Today our planet is to cool, for
ultramafic magma to form. This
is a probably a good thing,
since ultramafic magma would
be the hottest and fastest
flowing magma.
Ultramafic Magma
33. 1) Stress
Rock Deformation
the force that could create deformation
on rocks in their shape and/ volume.
Great forces from several directions may act on the
lithospheric plates causing them to move. Although this
crustal plates are elastic solid, they are subjected to great
forces such as pulling, pushing or squeezing.
34. 1) Lithostatic stress
Rock beneath the Earth’s surface
experiences equal pressure exerted
on it from all directions because the
weight of the overlying rock.
It is like the hydrostatic stress (water pressure) that a person
feels pressing all over his body when diving down deep in the
water.
Kinds of Stress
35. 2) Differential stress
stress on rocks that are caused by an
additional due to unequal stress due to
tectonic forces.
3 Kinds are
a) Tensional stress (stretching)
b) Compressional stress (squeezing)
c) Shear stress
Kinds of Stress
36. a) Tensional stress (stretching). This is when rock is stretched apart
or pulled apart. Where crustal plates diverge, rocks are pulled
apart.
b) Compressional stress (squeezing). This is when rock is pressed,
squeezed or pushed together . It’s like a car caught in the
middle of a long pile up on the highway. Where crustal plates
collide, rocks are compressed or pushed.
c) Shear stress which results in slippage and translation. With
shear stress, the rock is being pulled in opposite directions. It is
similar to the motion between individual playing cards when
the top of the stack is moved relative to the bottom.
Types of Differential Stress
38. a) Elastic deformation
For small differential stresses, less than the yield strength,
rock deforms like a spring. It changes in shape by a very
small amount in response to the stress. The deformation is
not permanent. This deformation is reversable. The rock can
return to its original shape.
b) Brittle deformation or Fracture
Near the Earth’s surface rock behave in its familiar brittle
fashion. If a differential stress is applied that is greater than
the rock’s yield strength, the rock fractures. Fracture is an is
an irreversable strain wherein the rock breaks.
Types of Deformation
40. 4) Faults
Rock Deformation
are extremely long and deep
break or large crack in a rock
a result of continuous pulling
and pushing.
41. a) Dip-slip fault (Normal fault)
b) Strike-slip fault
c) Reverse (or thrust) fault
Types of Faults
42. 1) Dip-slip fault (Normal fault)
occurs when brittle rocks are stretched-tectonic
tensional forces are involved and the movement of
blocks or rock is mainly in the vertical direction (sinking
and rising).
For dip-slip faults, the block lying on the top of the fault
surface is referred to as the hanging wall while the
one below is referred to as the footwall.
Normal fault tends to dip about 600. The hanging wall
has moved downward relative to the footwall.
Types of Faults
43. Normal faults are the chief structural components of many
sedimentary rift basins like the North Sea where they have
major significance for hydrocarbon exploration.
44.
45. 2) Strike-slip fault
occurs when brittle rocks are sheared (the
opposing tectonic forces are at right angles to
compression and tension directions) and the
movement of blocks of rock is chiefly in the
horizontal direction.
If the far side of the fault moves to the left
relative to an observer it is called “sinistral strike-
slip fault” (left-lateral).
Types of Faults
46.
47. 3) Reverse (or thrust) fault
occur when brittle rocks are pushed
(the tectonic forces are
compressional).
Types of Faults
48.
49.
50. Philippines has many faults. One of this is the Marikina Valley
Fault System that contains two major segments: the West Valley
Fault and the East Valley Fault.
The West Valley Fault which is believed to impact as the BIG
ONE is a dominantly strike-slip fault that extends from Dingalan,
Aurora in the North and runs through the provinces of Nueva Ecija,
Bulacan (Dona Rosario Trinidad, Norzagaray, San Jose del Monte),
Rodriguez, Rizal and the cities of Metro Manila which include
Quezon City, Marikina, Pasig, Makati, Parañaque, Taguig and
Muntinlupa and the provinces of Laguna (San Pedro, Biñan, Sta.
Rosa, Cabuyao, Calamba) and Cavite (Carmona, Gen. Mariano
Alvarez, Silang) that ends in Tagaytay. The eastern segment
known as the East Valley Fault moves in an oblique dextral motion.
It affects the area of Rodriguez and San Mateo Rizal.
51. Deformation
Rocks buried deep within the Earth’s crust
behave differently when subjected to differential
stress. It is impossible to produce fracture in rocks
the way it is at the Earth’s surface. Rocks become
thicker under compressional stress and thinner
under tensional stress. Rock layers tend to bend
and go out of shape. The high temperature
condition makes a rock softer, less brittle and more
ductile.
52.
53. FOLDS
promoted by high temperature and pressure at
great depth.
When rocks deform in a ductile manner, instead of
fracturing to form faults or joints, they may bend or
fold and the resulting structures are called folds.
Kinds of folds:
1. Monoclines
2. Synclines
3. Anticlines
54. 1) Monocline
are the simplest types
of folds. Monoclines
occur when the
horizontal layers are
bent upward so that
two limbs of the fold
are still horizontal.
Kinds of Folds
55. 2) Syncline
are folds structures when
the original rock layers
have been folded
downward and the two
limbs of the fold dip
inward toward the hinge
of the fold.
Kinds of Folds
56. 3) Anticline
are fold structures
formed when the
originally rock layers have
been folded upward and
the two limbs of the fold
dip away from the hinge
of the fold.
Kinds of Folds
57. Synclines and anticlines usually occur
together such that the limb of a syncline is also
the limb of an anticline. The anticline may form
mountains, hills or ridges while the syncline may
from valleys.
Faults and folds are geological structure
that result from the response of rocks to
tectonic stresses induced by plate movements.
58.
59. REFERENCE:
• Moncada, M. et. al (2016). Earth and Life Science for Senior High School.
Disclaimer:
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