The document provides information on an educational material in English for secondary students on Earth's internal energy, including its goals of explaining how the planet's internal energy causes geological transformations and phenomena like volcanoes and earthquakes. It discusses concepts like tectonic plates and continental drift, providing activities for students to learn vocabulary, describe processes, and understand the evidence for plate tectonics theory. The material would take approximately 9 sessions to complete and aims to develop students' skills in areas like science, digital literacy, and social awareness.
The document discusses the Earth's internal energy and how it causes tectonic plate movement and related geological phenomena. The main points are:
1) The Earth has internal heat from radioactive elements and impacts that causes plate tectonics and results in volcanoes, earthquakes, and mountain building.
2) Alfred Wegener proposed continental drift in 1912 to explain how the continents were once joined together before drifting apart, as evidenced by matching continental shelves.
3) The Earth's solid crust is made up of tectonic plates that move due to convection currents in the mantle, resulting in earthquakes and volcanic activity at plate boundaries.
The document discusses different types of volcanic hazards including lahars, ash fall, pyroclastic flows, volcanic gases, lava flows, and ballistic projectiles. It provides details on the characteristics and impacts of each hazard. The document instructs to conduct research on volcanic hazards from books and websites and prepare a visual aid for presentation.
Earth's internal heat comes from three main sources:
1) The accretion of dust and gas particles during the Earth's formation released gravitational potential energy and caused internal heating.
2) Radioactive decay of elements in the Earth's core and mantle, such as uranium and potassium, continues to generate heat.
3) Frictional heating from convection currents in the mantle also contributes to the Earth's internal heat. Seismic waves have allowed scientists to indirectly learn about the Earth's layered structure despite only drilling about 7 miles deep.
Module 1 Origin and Structure of the Earth Planet Earth.pptxJaysonKierAquino
The four main subsystems of the Earth are:
1. Geosphere - This refers to the solid part of the Earth including the crust and upper mantle. It includes rocks, soil and sediments.
2. Hydrosphere - This refers to the water on Earth's surface in liquid and frozen forms such as oceans, seas, rivers, lakes, ice caps and underground water.
3. Atmosphere - This refers to the envelope of air surrounding the Earth held in place by gravity. It is made up of nitrogen, oxygen, carbon dioxide and other gases.
4. Biosphere - This refers to the global ecological system integrating all living beings and their relationships, including their interaction with the atmosphere, lithosphere,
1. The document summarizes the key stages of the Big Bang theory, including the formation of the early light elements hydrogen and helium.
2. It describes how in the early universe, matter and antimatter annihilated each other, leaving an excess of matter. Nuclear fusion then formed the first atomic nuclei like deuterium and helium-3.
3. Eventually, hydrogen and helium nuclei combined to form the first stable atomic element, helium-4, accounting for about 25% of the elemental abundance we observe today.
Earth and Life Science "Introduction to life"Khaystar Juanta
This document discusses the key characteristics of life. It identifies seven characteristics shared by all living things: 1) cellular organization, 2) reproduction, 3) metabolism, 4) homeostasis, 5) heredity, 6) responsiveness, and 7) growth and development. Each characteristic is then further explained, with cellular organization distinguishing unicellular from multicellular organisms, and reproduction defined as asexual or sexual. The document also provides examples to illustrate metabolism, homeostasis, heredity, and responsiveness.
Magma forms deep in the Earth's crust and upper mantle through the process of partial melting. Heat from the mantle causes rocks like quartz and feldspar to melt at temperatures over 650°C. Additional melting occurs through decompression as magma rises to shallower depths and pressure decreases, or through flux melting when water or carbon dioxide are added to already hot rocks. Once a volcano erupts, the magma is called lava on the Earth's surface.
Earth's interior heat comes from two main sources: residual heat left over from the planet's formation and ongoing radioactive decay within Earth's core and mantle. This heat keeps the outer core liquid through convection of iron and nickel, generating the Earth's magnetic field, and drives thermal convection in the mantle which powers plate tectonics at the surface. Heat is eventually released through volcanic and tectonic activity that forms and cools new crust.
The document discusses the Earth's internal energy and how it causes tectonic plate movement and related geological phenomena. The main points are:
1) The Earth has internal heat from radioactive elements and impacts that causes plate tectonics and results in volcanoes, earthquakes, and mountain building.
2) Alfred Wegener proposed continental drift in 1912 to explain how the continents were once joined together before drifting apart, as evidenced by matching continental shelves.
3) The Earth's solid crust is made up of tectonic plates that move due to convection currents in the mantle, resulting in earthquakes and volcanic activity at plate boundaries.
The document discusses different types of volcanic hazards including lahars, ash fall, pyroclastic flows, volcanic gases, lava flows, and ballistic projectiles. It provides details on the characteristics and impacts of each hazard. The document instructs to conduct research on volcanic hazards from books and websites and prepare a visual aid for presentation.
Earth's internal heat comes from three main sources:
1) The accretion of dust and gas particles during the Earth's formation released gravitational potential energy and caused internal heating.
2) Radioactive decay of elements in the Earth's core and mantle, such as uranium and potassium, continues to generate heat.
3) Frictional heating from convection currents in the mantle also contributes to the Earth's internal heat. Seismic waves have allowed scientists to indirectly learn about the Earth's layered structure despite only drilling about 7 miles deep.
Module 1 Origin and Structure of the Earth Planet Earth.pptxJaysonKierAquino
The four main subsystems of the Earth are:
1. Geosphere - This refers to the solid part of the Earth including the crust and upper mantle. It includes rocks, soil and sediments.
2. Hydrosphere - This refers to the water on Earth's surface in liquid and frozen forms such as oceans, seas, rivers, lakes, ice caps and underground water.
3. Atmosphere - This refers to the envelope of air surrounding the Earth held in place by gravity. It is made up of nitrogen, oxygen, carbon dioxide and other gases.
4. Biosphere - This refers to the global ecological system integrating all living beings and their relationships, including their interaction with the atmosphere, lithosphere,
1. The document summarizes the key stages of the Big Bang theory, including the formation of the early light elements hydrogen and helium.
2. It describes how in the early universe, matter and antimatter annihilated each other, leaving an excess of matter. Nuclear fusion then formed the first atomic nuclei like deuterium and helium-3.
3. Eventually, hydrogen and helium nuclei combined to form the first stable atomic element, helium-4, accounting for about 25% of the elemental abundance we observe today.
Earth and Life Science "Introduction to life"Khaystar Juanta
This document discusses the key characteristics of life. It identifies seven characteristics shared by all living things: 1) cellular organization, 2) reproduction, 3) metabolism, 4) homeostasis, 5) heredity, 6) responsiveness, and 7) growth and development. Each characteristic is then further explained, with cellular organization distinguishing unicellular from multicellular organisms, and reproduction defined as asexual or sexual. The document also provides examples to illustrate metabolism, homeostasis, heredity, and responsiveness.
Magma forms deep in the Earth's crust and upper mantle through the process of partial melting. Heat from the mantle causes rocks like quartz and feldspar to melt at temperatures over 650°C. Additional melting occurs through decompression as magma rises to shallower depths and pressure decreases, or through flux melting when water or carbon dioxide are added to already hot rocks. Once a volcano erupts, the magma is called lava on the Earth's surface.
Earth's interior heat comes from two main sources: residual heat left over from the planet's formation and ongoing radioactive decay within Earth's core and mantle. This heat keeps the outer core liquid through convection of iron and nickel, generating the Earth's magnetic field, and drives thermal convection in the mantle which powers plate tectonics at the surface. Heat is eventually released through volcanic and tectonic activity that forms and cools new crust.
Lesson 2 We Are All Made of Star Stuff (Formation of the Heavy Elements)Simple ABbieC
1) The formation of heavier elements occurs through nuclear fusion reactions during stellar evolution and supernova explosions.
2) Elements up to iron are formed through fusion in stars, while elements heavier than iron are formed through fusion and neutron capture processes during supernovae.
3) Key nuclear fusion reactions in stars include the proton-proton chain, triple alpha process, CNO cycle, and alpha ladder, which fuse hydrogen and helium into heavier elements up to iron.
Astronomical event before the advent of telescopeoryzasativa0720
- Ancient Babylonian and Egyptian civilizations systematically observed and recorded the motions of the sun, moon, and planets without telescopes. They noted the sun rises in the east and sets in the west, and its rising and setting points varied over the course of a year.
- They observed the moon's changing appearance over 29.5 days in its phases from a thin crescent to a full circular disk. Lunar eclipses where the Earth casts its shadow on the moon were also noticed.
- Constellations were patterns of visible stars that helped with navigation, timekeeping of calendars, and recognizing stars. Five planets - Mercury, Venus, Mars, Jupiter, and Saturn - could be seen without telescopes
This document discusses various geological hazards caused by earthquakes, volcanic eruptions, and landslides. It identifies the Philippines as highly prone to these hazards due to its location in the Ring of Fire. Specific hazards of each event are outlined such as ground shaking from earthquakes, pyroclastic flows from volcanic eruptions, and human activities that can trigger landslides like deforestation. The document also lists the most at-risk provinces in the Philippines for each hazard and provides safety precautions to follow during hazardous geological events.
Lighter elements like hydrogen, helium, and lithium were formed during the Big Bang, while heavier elements are formed through nuclear fusion processes inside stars. Elements up to iron are fused in the cores of stars through the triple alpha process, CNO cycle, and alpha ladder. When stars explode as supernovae, even heavier elements are created via the r-process of rapid neutron capture or the s-process of slow neutron capture in red giants.
This document provides information about stars and their formation. It begins by discussing how the universe originated from the Big Bang approximately 13 billion years ago. It then explains that early in the universe's formation, light elements like hydrogen and helium were formed through nuclear fusion. The document goes on to state that stars are formed from clouds of dust and gas in nebulae, and that nuclear fusion in the cores of stars is responsible for forming heavier elements.
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.
Please LIKE / FOLLOW and SHARE my other social media accounts.
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Earth Materials and Processes : EXOGENIC PROCESSSimple ABbieC
This document discusses exogenic processes that shape the Earth's surface. It describes weathering as the breakdown of rocks at or near the surface through mechanical or chemical means. Physical weathering breaks rocks into smaller pieces through processes like freeze-thaw cycling, while chemical weathering alters rock composition through reactions with water and gases. Erosion then transports weathered materials like sand and soil through agents such as water, wind, and gravity. Mass movement involves large-scale slope movements under gravitational forces, like landslides. Together, weathering, erosion, and mass movement continuously reshape the landscape over time.
The document discusses the Earth's unique characteristics that make it habitable and able to support life. It focuses on three key aspects: the presence of liquid water, heat sources, and the atmosphere. Liquid water is essential for life and was brought to Earth by comets or volcanism. The Earth exists within the habitable zone of the Sun where water can be liquid. Heat sources both internally from the Earth's core and externally from the Sun allow life-sustaining temperatures. The atmosphere supports photosynthesis, regulates gases and temperature, and its existence is due to the Earth's gravity holding it in place.
The document discusses endogenetic forces that cause folding and faulting within the Earth's crust. It describes several types of folds that occur due to compression, such as anticlines where rock layers bend upwards and synclines where they bend downwards. It also details different fault types like normal faults where rocks move apart and reverse faults where they move together. In total, the document outlines seven fold types and five fault types that shape the Earth's surface over millions of years through horizontal and vertical crustal movements.
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).
This document discusses the polarity of molecules and how it relates to properties like solubility and miscibility. It defines polarity as a separation of electric charge within a molecule, leading to partial charges. Polar molecules contain polar bonds with an electrostatic difference. Solubility is defined as a substance dissolving in a solvent, while miscibility is the ability of liquids to mix in all proportions. The document states that "like dissolves like" meaning polar substances dissolve in polar solvents, and nonpolar substances dissolve in nonpolar solvents. It provides examples of polar and nonpolar substances and whether they would mix or form separate layers. The strength of intermolecular forces affects properties such as boiling point, melting point, vapor pressure and
Earth and Life Sciences, MELCs (S11_12LT-IIa-1 and IIa-3)TristanBabaylan1
This learning area provides a general background on Earth science and biology. It discusses the history of Earth through geologic time, the structure and composition of Earth, and natural hazards. It also covers basic biological principles and processes at the cellular, organism, population, and ecosystem levels.
How rocks behave under different types of stressMittyMitty
This document discusses how rocks behave under different types of stress. It explains that rocks undergo deformation and strain when subjected to tensional, compressional, or shear stresses. The document outlines the different stages of rock deformation, from elastic to ductile to fracture, and factors like temperature, confining pressure, and composition that influence the deformation process. It also describes geological structures like joints, faults, folds, anticlines and synclines that form from rock deformation.
Here are the answers to your questions:
1. The results of experiments by Redi, Spallanzani and Pasteur supported the cell theory because they disproved the theory of spontaneous generation. Their experiments showed that living organisms arise only from pre-existing living organisms of the same kind, not from non-living matter. This observation agreed with the cell theory that all cells come from pre-existing cells.
2. Rudolf Virchow's contribution to the cell theory, which stated that "all cells come from pre-existing cells", did not agree with the theory of spontaneous generation. The theory of spontaneous generation claimed that living organisms could arise from non-living matter, while Virchow's statement and the cell
Module 1_Evolving Concept of life Based on Emerging Pieces of Evidence.pptxClarenceMarasiganCas
The document discusses the timeline of life on Earth from its beginnings over 4 billion years ago to present day humans. It notes that the earliest life forms were prokaryotes that lived 3.5 billion years ago, and the first photosynthetic organisms were cyanobacteria that appeared 3 billion years ago. Stromatolites, formed by cyanobacteria, provide evidence of early life. Eukaryotes developed around 2 billion years ago, and multicellular life evolved around 1.2 billion years ago. Major eras like the Paleozoic, Mesozoic, and Cenozoic are covered, along with key species that dominated each period.
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
Aristotle believed motion was either natural or violent. Natural motion involved straight upward or downward movement, while violent motion resulted from a push or pull. Ptolemy altered Aristotle's model, placing Earth stationary at the center of the universe with planets orbiting in loops. Copernicus formulated a model with Earth and planets revolving around the Sun in circular orbits, contradicting the accepted model. Kepler discovered through Brahe's observations and his own that planets move in ellipses with the Sun at one focus.
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.
Please LIKE / FOLLOW and SHARE my other social media accounts.
Facebook: https://www.facebook.com/Simple-ABbieC-131584525051378/
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TA-65 is a proven telomerase activator that was discovered by California biotech company Geron Corporation (NDAQ:GERN) and licensed to TA Sciences. Anti-Aging Labs is licensed to sell TA-65 by T.A. Sciences.
TA-65, anti-aging based on Nobel Prize awarded science. For the first time in mankind's age-old quest, something has the potential to extend maximum human lifespan. Reported benefits: significant improvements in immune system, bone density, sexual performance, skin appearance (elasticity), energy levels (endurance), cardiovascular biomarkers and several other areas.
In the past two decades, there is a remarkable difference in the way life has evolved. I am a mid-80’s kid and proud to be one of them. There is huge difference between the present generation kids and our generation
Lesson 2 We Are All Made of Star Stuff (Formation of the Heavy Elements)Simple ABbieC
1) The formation of heavier elements occurs through nuclear fusion reactions during stellar evolution and supernova explosions.
2) Elements up to iron are formed through fusion in stars, while elements heavier than iron are formed through fusion and neutron capture processes during supernovae.
3) Key nuclear fusion reactions in stars include the proton-proton chain, triple alpha process, CNO cycle, and alpha ladder, which fuse hydrogen and helium into heavier elements up to iron.
Astronomical event before the advent of telescopeoryzasativa0720
- Ancient Babylonian and Egyptian civilizations systematically observed and recorded the motions of the sun, moon, and planets without telescopes. They noted the sun rises in the east and sets in the west, and its rising and setting points varied over the course of a year.
- They observed the moon's changing appearance over 29.5 days in its phases from a thin crescent to a full circular disk. Lunar eclipses where the Earth casts its shadow on the moon were also noticed.
- Constellations were patterns of visible stars that helped with navigation, timekeeping of calendars, and recognizing stars. Five planets - Mercury, Venus, Mars, Jupiter, and Saturn - could be seen without telescopes
This document discusses various geological hazards caused by earthquakes, volcanic eruptions, and landslides. It identifies the Philippines as highly prone to these hazards due to its location in the Ring of Fire. Specific hazards of each event are outlined such as ground shaking from earthquakes, pyroclastic flows from volcanic eruptions, and human activities that can trigger landslides like deforestation. The document also lists the most at-risk provinces in the Philippines for each hazard and provides safety precautions to follow during hazardous geological events.
Lighter elements like hydrogen, helium, and lithium were formed during the Big Bang, while heavier elements are formed through nuclear fusion processes inside stars. Elements up to iron are fused in the cores of stars through the triple alpha process, CNO cycle, and alpha ladder. When stars explode as supernovae, even heavier elements are created via the r-process of rapid neutron capture or the s-process of slow neutron capture in red giants.
This document provides information about stars and their formation. It begins by discussing how the universe originated from the Big Bang approximately 13 billion years ago. It then explains that early in the universe's formation, light elements like hydrogen and helium were formed through nuclear fusion. The document goes on to state that stars are formed from clouds of dust and gas in nebulae, and that nuclear fusion in the cores of stars is responsible for forming heavier elements.
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.
Please LIKE / FOLLOW and SHARE my other social media accounts.
Facebook: https://www.facebook.com/Simple-ABbieC-131584525051378/
-----------------------------------------------------------------------
Youtube:
http://tiny.cc/SimpleABbieC
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Slideshare:
https://www.slideshare.net/AbbieMahinay
-----------------------------------------------------------------------
Blogger:
https://simpleabbiec.blogspot.com/?m=1
Earth Materials and Processes : EXOGENIC PROCESSSimple ABbieC
This document discusses exogenic processes that shape the Earth's surface. It describes weathering as the breakdown of rocks at or near the surface through mechanical or chemical means. Physical weathering breaks rocks into smaller pieces through processes like freeze-thaw cycling, while chemical weathering alters rock composition through reactions with water and gases. Erosion then transports weathered materials like sand and soil through agents such as water, wind, and gravity. Mass movement involves large-scale slope movements under gravitational forces, like landslides. Together, weathering, erosion, and mass movement continuously reshape the landscape over time.
The document discusses the Earth's unique characteristics that make it habitable and able to support life. It focuses on three key aspects: the presence of liquid water, heat sources, and the atmosphere. Liquid water is essential for life and was brought to Earth by comets or volcanism. The Earth exists within the habitable zone of the Sun where water can be liquid. Heat sources both internally from the Earth's core and externally from the Sun allow life-sustaining temperatures. The atmosphere supports photosynthesis, regulates gases and temperature, and its existence is due to the Earth's gravity holding it in place.
The document discusses endogenetic forces that cause folding and faulting within the Earth's crust. It describes several types of folds that occur due to compression, such as anticlines where rock layers bend upwards and synclines where they bend downwards. It also details different fault types like normal faults where rocks move apart and reverse faults where they move together. In total, the document outlines seven fold types and five fault types that shape the Earth's surface over millions of years through horizontal and vertical crustal movements.
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).
This document discusses the polarity of molecules and how it relates to properties like solubility and miscibility. It defines polarity as a separation of electric charge within a molecule, leading to partial charges. Polar molecules contain polar bonds with an electrostatic difference. Solubility is defined as a substance dissolving in a solvent, while miscibility is the ability of liquids to mix in all proportions. The document states that "like dissolves like" meaning polar substances dissolve in polar solvents, and nonpolar substances dissolve in nonpolar solvents. It provides examples of polar and nonpolar substances and whether they would mix or form separate layers. The strength of intermolecular forces affects properties such as boiling point, melting point, vapor pressure and
Earth and Life Sciences, MELCs (S11_12LT-IIa-1 and IIa-3)TristanBabaylan1
This learning area provides a general background on Earth science and biology. It discusses the history of Earth through geologic time, the structure and composition of Earth, and natural hazards. It also covers basic biological principles and processes at the cellular, organism, population, and ecosystem levels.
How rocks behave under different types of stressMittyMitty
This document discusses how rocks behave under different types of stress. It explains that rocks undergo deformation and strain when subjected to tensional, compressional, or shear stresses. The document outlines the different stages of rock deformation, from elastic to ductile to fracture, and factors like temperature, confining pressure, and composition that influence the deformation process. It also describes geological structures like joints, faults, folds, anticlines and synclines that form from rock deformation.
Here are the answers to your questions:
1. The results of experiments by Redi, Spallanzani and Pasteur supported the cell theory because they disproved the theory of spontaneous generation. Their experiments showed that living organisms arise only from pre-existing living organisms of the same kind, not from non-living matter. This observation agreed with the cell theory that all cells come from pre-existing cells.
2. Rudolf Virchow's contribution to the cell theory, which stated that "all cells come from pre-existing cells", did not agree with the theory of spontaneous generation. The theory of spontaneous generation claimed that living organisms could arise from non-living matter, while Virchow's statement and the cell
Module 1_Evolving Concept of life Based on Emerging Pieces of Evidence.pptxClarenceMarasiganCas
The document discusses the timeline of life on Earth from its beginnings over 4 billion years ago to present day humans. It notes that the earliest life forms were prokaryotes that lived 3.5 billion years ago, and the first photosynthetic organisms were cyanobacteria that appeared 3 billion years ago. Stromatolites, formed by cyanobacteria, provide evidence of early life. Eukaryotes developed around 2 billion years ago, and multicellular life evolved around 1.2 billion years ago. Major eras like the Paleozoic, Mesozoic, and Cenozoic are covered, along with key species that dominated each period.
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
Aristotle believed motion was either natural or violent. Natural motion involved straight upward or downward movement, while violent motion resulted from a push or pull. Ptolemy altered Aristotle's model, placing Earth stationary at the center of the universe with planets orbiting in loops. Copernicus formulated a model with Earth and planets revolving around the Sun in circular orbits, contradicting the accepted model. Kepler discovered through Brahe's observations and his own that planets move in ellipses with the Sun at one focus.
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.
Please LIKE / FOLLOW and SHARE my other social media accounts.
Facebook: https://www.facebook.com/Simple-ABbieC-131584525051378/
-----------------------------------------------------------------------
Youtube:
http://tiny.cc/SimpleABbieC
-----------------------------------------------------------------------
Slideshare:
https://www.slideshare.net/AbbieMahinay
-----------------------------------------------------------------------
Blogger:
https://simpleabbiec.blogspot.com/?m=1
TA-65 is a proven telomerase activator that was discovered by California biotech company Geron Corporation (NDAQ:GERN) and licensed to TA Sciences. Anti-Aging Labs is licensed to sell TA-65 by T.A. Sciences.
TA-65, anti-aging based on Nobel Prize awarded science. For the first time in mankind's age-old quest, something has the potential to extend maximum human lifespan. Reported benefits: significant improvements in immune system, bone density, sexual performance, skin appearance (elasticity), energy levels (endurance), cardiovascular biomarkers and several other areas.
In the past two decades, there is a remarkable difference in the way life has evolved. I am a mid-80’s kid and proud to be one of them. There is huge difference between the present generation kids and our generation
Este documento presenta el programa de actividades para las fiestas patronales de Nuestra Señora de la Paz en la parroquia de Payara del 16 al 24 de enero. Incluye misas, charlas, procesiones, conciertos, teatro, juegos y bailes. Muchos de los eventos requieren transporte. El documento agradece a los grupos y personas que apoyan este proyecto de trabajo en equipo.
Novarca Communication of asset management costsHenry Tapper
A presentation delivered to the Transparency task force which helps us to understand not just what we are paying for asset management but what we are getting for our money
Un grupo de 106 organizaciones envió una carta abierta al Presidente del Gobierno español pidiendo que impulse el proceso de elaboración del II Plan de Derechos Humanos, que lleva retrasos injustificados. Recuerdan que el Congreso instó al Gobierno en 2012 a adoptar medidas concretas para la promoción y protección de los derechos humanos en el exterior y el interior, cumpliendo compromisos internacionales. Piden al presidente que lidere este proceso y dé cumplimiento al mandato del Congreso.
El documento describe la biomecánica de la marcha humana. Explica que la marcha es un proceso de locomoción coordinado que involucra fases de apoyo y oscilación. También señala que la evolución humana y la postura erguida permitieron mejorar la visión, la movilidad de manos y el desarrollo de habilidades manuales. Finalmente, proporciona referencias bibliográficas sobre el tema.
Deutsche EuroShop - Conference Call Presentation - Interim Report H1 2011Deutsche EuroShop AG
Deutsche EuroShop reported strong results for the first half of 2011. Revenue increased 29% to €91.1 million due to the opening of new properties. EBT rose 24% to €38.7 million despite higher financing costs. For the full year 2011, Deutsche EuroShop forecasts revenue of €184-188 million and EBT before valuation of €75-78 million, representing continued growth. The company remains focused on expanding its portfolio of shopping centers in Germany.
Taller práctico sobre SEO y creación de anuncios en Facebook Ads para #CampusForMoms en Google Campus Madrid.
Qué le gusta a Google,
Cómo conseguir posicionarse
Cómo elegir palabras claves adecuadas
Optimizar tu página para SEO OnPage y OffPage
Creación de audiencias en Facebook Ads y ReMarketing
The document provides an overview of developing a media plan, including conducting market analysis to establish media objectives and identify target markets. It discusses developing media strategies and implementing tactics, such as determining the appropriate media mix, reach and frequency, scheduling, and creative aspects. Evaluation and follow-up are also important parts of the media planning process. Key concepts covered include different media types like print, broadcast, out-of-home, and digital media as well as metrics for measuring and comparing media.
This document discusses the implementation of customer relationship management (CRM) practices at ICICI Bank, a major private bank in India. It provides an overview of ICICI Bank's CRM strategy, which involves understanding customers, developing customized products and services, interacting with and delivering value to customers, and acquiring and retaining valuable customers. The key aspects of implementing CRM at ICICI Bank included focusing on business needs, organizational structure, metrics, marketing, and technology. ICICI Bank deployed a CRM solution from Siebel and a data warehouse to gain insights from customer data and better manage customer relationships.
In this workshop for LeadsCon Path2Conversion, Michael Brenner explains the importance of content for B2B Marketing in today's digital world.
You will learn:
1. How to build a content marketing strategy
2. Editorial strategy
3. Distribution best practices
4. How to measure results
Volcanoes (GENEVEVE MAGPATOC & JORDAN ABRAHAM)magene
Volcanoes form at three main types of plate boundaries: divergent boundaries where plates split apart, convergent boundaries where one plate subducts beneath another, and at hotspots within plates. The type of boundary controls the composition of magma erupted - divergent boundaries produce basalt, convergent produce andesite, and hotspots can produce either depending on the plate composition. Major hazards from volcanoes include lava flows, explosive eruptions of ash and pyroclastic flows, lahars, and gas emissions. Large eruptions can impact global climate through atmospheric dust veiling sunlight. Volcanoes are monitored to determine activity levels and eruptions can be predicted based on increased seismicity, gas emissions,
Este documento resume un informe sobre la presencia del autismo en Internet. Analiza la presencia del autismo en medios online, medios sociales y redes sociales como Facebook, Twitter y YouTube. También examina quiénes son los actores más importantes en Internet relacionados con el autismo, como asociaciones, blogs y grupos en redes sociales. Finalmente, compara la presencia del autismo en Internet con la de otros trastornos teniendo en cuenta el número de personas afectadas.
M.P. Parthiban is seeking a position that allows him to develop his skills and contribute to team and organizational success. He has over 10 years of experience in welding engineering and quality control at Sundaram Hydraulics Limited. He is responsible for welding procedure qualification, welder qualification, inspection, automation projects, and reducing defects and rework. Parthiban holds an AWS CWI certification and welding qualifications. He implemented several successful automation and quality improvement projects, including reducing ultrasonic testing defects from 28% to less than 1%.
Este documento presenta una línea de tiempo sobre la evolución de la grabadora a través de 6 ediciones. Comienza con las primeras transmisiones deportivas por radio y continúa con el lanzamiento del formato Betamax de Sony en 1975, el primer VCR para uso doméstico en 1972, y el desarrollo de formatos como VHS. Más adelante describe el lanzamiento del Discman de Sony en 1984 y el Betacam de Sony para uso en transmisiones en 1978. Finaliza con detalles sobre el lanzamiento de un televisor a color por Sony en
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This document provides an overview of the Grade 10 Earth and Space science curriculum in the Philippines. It covers two main modules on plate tectonics and Earth's interior. The plate tectonics module describes plate boundaries, processes at boundaries like earthquakes and volcanoes, and activities to teach these concepts. The Earth's interior module covers the internal structure of Earth and evidence that supports plate movement, with additional hands-on activities. The curriculum aims to explain geological phenomena based on the theory of plate tectonics.
Mining Matters Core Concepts are standalone classroom ready activities that reflect key foundational ideas in Earth science. Sourced from our archives of curriculum-linked teacher resources, each activity reflects an integral part of many important concepts and theories in the various disciplines that comprise the Geosciences.
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The topic of plate tectonics is largely based on Alfred Wegner's theory of continental drift, which became accepted with the discovery of seafloor spreading in the Atlantic Ocean, and after fossil, flora, and geological studies in Africa and South America. In this lesson, students will learn about Earth’s structure, differences between various types of tectonic plate boundaries, their outcomes, and their connection to locations of volcanoes and earthquake activity.
1. This lesson plan provides activities to teach students about the composition and structure of the Earth.
2. Students will conduct research to label a diagram of the Earth's layers and learn about their relative thickness, temperature, and density.
3. Activities include making a mobile model of the Earth's layers and using an egg to demonstrate plate tectonics and earthquakes. Students will also graph the thickness of layers and research the supercontinent Pangaea.
The document provides information about the structure and composition of Earth's interior. It discusses how scientists have studied the interior without direct exploration by using seismic waves from earthquakes. The Earth has three main layers - the crust, mantle, and core. The crust and upper mantle form tectonic plates that move over the plastic mantle. The inner core is solid iron and nickel while the outer core is liquid, which generates the planet's magnetic field.
This document provides an introduction to the structure and composition of the Earth's interior. It discusses how scientists have studied the interior without being able to directly explore or probe it. Seismic waves from earthquakes are used to analyze the different layers of the Earth. There are three main layers - the crust, mantle, and core. The core is further divided into a solid inner core and liquid outer core. Activities are included to help students understand these concepts, such as simulating seismic waves and comparing the Earth's layers to those in a hard boiled egg.
The document provides information about the structure and composition of Earth's interior. It discusses how scientists have studied the interior without direct exploration. It describes the three main layers - crust, mantle, and core. The crust is divided into continental and oceanic crust. The mantle is largely solid but flows slowly. The core is divided into a solid inner core and liquid outer core. Seismic waves have provided evidence about the composition and properties of the different layers.
The document discusses the Earth's internal structure and processes. It describes two models that explain the Earth's internal layers: the geochemical model which divides the Earth into crust, mantle, and core, and the dynamic model which divides it into lithosphere, asthenosphere, mesosphere, and endosphere. The primary cause of Earth's internal activity is convection currents transferring heat from the core outward. This movement of heat drives the movement of tectonic plates at convergent, divergent, and transform boundaries, resulting in geologic processes such as volcanoes and earthquakes.
The document discusses plate tectonics and earthquakes. It describes how the Earth's crust is broken into tectonic plates that move slowly over time, interacting at their boundaries in ways that cause earthquakes and volcanic activity. During an earthquake, seismic waves travel outward from the epicenter, including P waves, S waves, and surface waves. Seismographs are used to detect and measure these waves to determine the location and magnitude of earthquakes.
The document provides information about the structure and composition of Earth's interior. It is divided into three main layers: the crust, mantle, and core. The crust is the outermost layer and is thinner oceanic crust under the oceans. The mantle lies below the crust and makes up the majority of Earth's volume. It is solid but can flow slowly. The core is at the center and has a solid inner core surrounded by a liquid outer core. Seismic waves have provided evidence about the composition and properties of these layers.
This document provides instructions for an activity to recreate the supercontinent Pangaea and support the Continental Drift Theory. Students will cut out and paste continents onto a map to show their positioning in Pangaea. They will then place icons within continents to indicate the locations of mountain ranges, coal deposits, and glacial features found as evidence. The activity aims to describe plate movement and cite evidence like rock and mountain correlations and paleoclimate data that support Continental Drift Theory.
The document provides information about the structure and layers of the Earth. It discusses evidence that the Earth is composed of layers, including rock samples, volcanic materials, earthquake waves, and meteorites. Convection currents in the mantle cause the movement of tectonic plates.
Page 65 4.1 InTroduCTIonIn chapter one, we reviewed th.docxalfred4lewis58146
Page | 65
4.1 InTroduCTIon
In chapter one, we reviewed the scientific method and the exact meaning of a
theory, which is a well-supported explanation for a natural phenomenon that still
cannot be completely proven. A Grand Unifying Theory is a set of ideas that
is central and essential to a field of study such as the theory of gravity in physics
or the theory of evolution in biology. The Grand Unifying Theory of geology is the
theory of Plate Tectonics, which defines the outer portion of the earth as a brit-
tle outer layer that is broken into moving pieces called tectonic plates. This the-
ory is supported by many lines of evidence including the shape of the continents,
the distribution of fossils and rocks, the distribution of environmental indicators,
as well as the location of mountains, volcanoes, trenches, and earthquakes. The
movement of plates can be observed on human timescales and easily measured
using GPS satellites.
Plate tectonics is integral to the study of geology because it aids in reconstruct-
ing earth’s history. This theory helps to explain how the first continents were built,
how oceans formed, and even helps inform hypotheses for the origin of life. The
theory also helps explain the geographic distribution of geologic features such as
mountains, volcanoes, rift valleys, and trenches. Finally, it helps us assess the po-
tential risks of geologic catastrophes such as earthquakes and volcanoes across
the earth. The power of this theory lies in its ability to create testable hypotheses
regarding Earth’s history as well as predictions regarding its future.
4.1.1 learning outcomes
After completing this chapter, you should be able to:
• Explain several lines of evidence supporting the movement of tectonic plates
• Accurately describe the movement of tectonic plates through time
• Describe the progression of a Hawaiian Island and how it relates to the
Theory of Plate Tectonics
4Plate TectonicsBradley Deline
Page | 66
Introductory GeoloGy Plate tectonIcs
• Describe the properties of tectonics plates and how that relates to the
proposed mechanisms driving plate tectonics
• Be able to describe and identify the features that occur at different plate
boundaries
4.1.2 Key Terms
4.2 evIdenCe of The movemenT of ConTInenTs
The idea that the continents appear to have been joined based on their shapes is
not new, in fact this idea first appeared in the writings of Sir Francis Bacon in 1620.
The resulting hypothesis from this observation is rather straightforward: the shapes
of the continents fit together because they were once connected and have since bro-
ken apart and moved. This hypothesis is discussing a historical event in the past and
cannot be directly tested without a time machine. Therefore, geoscientists reframed
the hypothesis by assuming the continents used to be connected and asking what
other patterns we would expect to find. This is exactly how turn of the century earth
scientists (.
This document provides an overview of a module on plate tectonics that includes the following:
1) The module covers topics on evidence of plate tectonics and managing effects of natural phenomena associated with plate tectonics through 4 lessons on the structure of Earth, formation of continents, earthquakes, and volcanoes.
2) Students will complete a pre-assessment on their understanding of the structure of Earth, movement of tectonic plates, earthquakes, and volcanoes from elementary science.
3) The module will help students develop a better understanding of plate tectonics to inform decisions on managing effects of natural phenomena through acquiring scientific knowledge from the lessons and activities.
The document provides an overview of a course on Earth science and the universe. It includes 12 lessons covering topics like mapping the seafloor, plate tectonics, earthquakes and volcanoes, the origin of the universe, the solar system, what we are made of, the extinction of dinosaurs, and whether life exists elsewhere. The first lesson introduces concepts of time, space, the structure of Earth, and the rock cycle. Subsequent lessons will explore these topics in more depth.
Q3_W2_Volcanic_Eruption Science 9 Third quarter.pptxssuser86252c
The document provides information about plate tectonics and volcanic eruptions. It begins with definitions of key terms like lithospheric plates, divergent boundaries, convergent boundaries, and sea-floor spreading. It then discusses the two types of crust, oceanic and continental, and how they relate to plate boundaries and volcanoes. Different plate boundary types are also explained, including the forces and results associated with divergent, convergent, and transform boundaries. The document concludes with a discussion of evidence that supports the theory of continental drift, such as matching fossil records across continents.
Plate tectonics and the movement of tectonic plates cause dynamic earth processes like earthquakes and volcanic activity. Evidence from seafloor topography, paleomagnetism, and earthquake patterns provided evidence for plate tectonics and Alfred Wegener's hypothesis of continental drift. There are three types of plate boundaries - divergent where plates pull apart, convergent where they push together, and transform where they slide past each other like the San Andreas fault. Earthquakes are usually caused by the sudden release of built up energy at plate boundaries, and can be used to determine the structure of the Earth's interior. Volcanic eruptions are powered by movement of magma from deep in the lithosphere along
This document contains information about a lesson on earthquakes. It includes objectives, standards, and activities about earthquakes and faults. The lesson will have students use models to explain how movement along faults generates earthquakes. It will also have them differentiate between the epicenter and focus of an earthquake. Activities include creating a model of the layers of the Earth, an inquiry lab involving sand and styrofoam to show what parts of Earth experience earthquakes, and a discussion of different types of faults.
The document summarizes key concepts in geology, including:
1) The formation of the solar system from a nebula of dust and gas around 4.5 billion years ago, which led to the formation of the Sun and planets through gravitational attraction and other processes.
2) Methods for determining the age of the Earth including absolute radiometric dating techniques that measure radioactive decay and relative dating principles like superposition and cross-cutting relationships.
3) The use of fossils to provide temporal and paleoecological information about Earth's history and environmental conditions of different periods. Index fossils in particular help date and classify rock layers.
Removing Uninteresting Bytes in Software FuzzingAftab Hussain
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In this work, we equipped AFL, a popular fuzzer, with DIAR and examined two critical Linux libraries -- Libxml's xmllint, a tool for parsing xml documents, and Binutil's readelf, an essential debugging and security analysis command-line tool used to display detailed information about ELF (Executable and Linkable Format). Our preliminary results show that AFL+DIAR does not only discover new paths more quickly but also achieves higher coverage overall. This work thus showcases how starting with lean and optimized seeds can lead to faster, more comprehensive fuzzing campaigns -- and DIAR helps you find such seeds.
- These are slides of the talk given at IEEE International Conference on Software Testing Verification and Validation Workshop, ICSTW 2022.
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CI/CD with in UiPath
End-to-end overview of CI/CD pipeline with Azure devops
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In the rapidly evolving landscape of technologies, XML continues to play a vital role in structuring, storing, and transporting data across diverse systems. The recent advancements in artificial intelligence (AI) present new methodologies for enhancing XML development workflows, introducing efficiency, automation, and intelligent capabilities. This presentation will outline the scope and perspective of utilizing AI in XML development. The potential benefits and the possible pitfalls will be highlighted, providing a balanced view of the subject.
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Earth’s internal energy
1.
2.
3. CONSEJERÍA DE EDUCACIÓN
Dirección General de Participación e Innovación Educativa
Identificación del material AICLE
TÍTULO
Earth’s internal energy
NIVEL LINGÜÍSTICO
SEGÚN MCER
A.2.1
IDIOMA
Inglés
ÁREA / MATERIA
Ciencias Naturales
NÚCLEO TEMÁTICO
Transformaciones geológicas debido a la energía interna de la Tierra.
GUIÓN TEMÁTICO
Concepto de energía como motor de cambios y eje central para explicar
los movimientos de las placas tectónicas y como consecuencia de ello se
desarrollan los fenómenos geológicos más espectaculares que son Terremotos
y volcanes.
FORMATO
Material didáctico en formato PDF
CORRESPONDENCIA
CURRICULAR
2º de Educación Secundaria
AUTORÍA
Fernando Sánchez García
TEMPORALIZACIÓN
APROXIMADA
9 sesiones (3 semanas)
COMPETENCIAS
BÁSICAS
- Conocimiento e interacción con el medio físico. Por medio de los diferentes
acontecimientos geológicos que se producen actualmente y los producidos con
anterioridad y cuyos efectos pueden verse en el entorno
- Digital y tratamiento de la información. A través de prensa escrita y digital sobre
movimientos de tierra y erupciones volcánicas
- Social y ciudadana. A través de la concienciación sobre medidas de seguridad
y preventivas ante este tipo de fenómenos
- Aprender a Aprender. Con la conexión conceptual de las diferentes partes de
la secuencia didáctica, lo cuál puede servir para entender la secuencia causaconsecuencia la cuál estará influenciada en gran medida por la prevención que
oportunamente se haga
OBSERVACIONES
La competencia de comunicación lingüística es una competencia tratada de
forma continuada tanto en inglés como en español.
Material AICLE 2º de ESO: Earth’s
internal energy
3
4. Tabla de programación AICLE
OBJETIVOS
- Interpretar y producir con propiedad, autonomía y creatividad mensajes que utilicen
códigos artísticos, científicos y técnicos
- Comprender los principios básicos que rigen el funcionamiento del medio físico y
natural, valorar las repercusiones que sobre él tienen las actividades humanas y contribuir activamente a la defensa, conservación y mejora del mismo como elemento
determinante de la calidad de vida
CONTENIDOS DE
CURSO / CICLO
Bloque 4. Transformaciones geológicas debidas a la energía interna de la Tierra
Transferencia de energía en el interior de la Tierra
TEMA
- Las manifestaciones de la energía interna de la Tierra: erupciones volcánicas y
terremotos
- Valoración de los riesgos volcánico y sísmico e importancia de su predicción y
prevención
- Identificación de rocas magmáticas y metamórficas y relación entre su textura y su
origen
- Manifestaciones de la geodinámica interna en el relieve terrestre.
MODELOS
DISCURSIVOS
- Leer y escuchar las lecturas sobre los puntos del tema
- Expresar opiniones y conceptos adquiridos. En cada una de las actividades
planteadas
- Relacionar los diferentes contenidos entre sí para obtener una red de relaciones lo
más extensa posible
- Consensuar tareas de cooperación en pequeño y gran grupo
TAREAS
- Ejercicios de vocabulario específico con definiciones monolingües
- Realización de mapas conceptuales en los que se relacionan los diversos
conceptos
- Preparar presentaciones para el resto de compañeros en formato digital
- Construir modelos sencillos de las teorías estudiadas
CONTENIDOS
LINGÜÍSTICOS
FUNCIONES:
- Describir de forma sucinta los efectos de
terremotos y el aspecto de volcanes en
erupción.
- Relacionar las manifestaciones externas
observadas con la energía interna de la Tierra.
- Discutir y argumentar el origen de los
desastres naturales y como pueden
amplificarse o amortiguarse dependiendo de
las construcciones que el ser humano realiza
en la superficie de la Tierra.
- Sintetizar la evolución que la energía interna
de la Tierra tiene desde el centro de la misma
hasta la superficie como origen de múltiples
cambios en la superficie de la Tierra.
- Contrastar.con datos obtenidos de los
medios de comunicación populares y de más
carácter científico la actividad incesante que
se desarrolla en una Tierra dinámica
CRITERIOS DE
EVALUACIÓN
4
ESTRUCTURAS:
Did you find....?
Look for information ......
Can you spell.....
Can you repeat
May I ........?
Complete this chart with
Find this concept
Connect with linkers
In my opinion this is right
LÉXICO: Energy, Continents, Tectonic Plates, Theory,
Crust,, Lithosphere , Drift, Continental drift, Fit, Fossils,
Climate, Wandering, Evidences, Core, Mantle, Lateral
slipping, Convergent, , Divergent, Rift Boundary, Molten
rocks, Damages, Intensity, Earthquake, Volcano,
Seafloor spreading, Lava, Epicentre, Hypocentre,,
Pyroclastic, Fumaroles, Geyser, Hot spring.
- Saber cuál es el origen de la energía geotérmica
- Explicar por qué se mueven las placas litosféricas
- Describir cómo se producen los volcanes
- Explicar cómo se producen los terremotos
- Describir los elementos de un terremoto
- Describir los desastres que puede ocasionar un terremoto y un volcán
Material AICLE 2º de ESO: Earth’s
internal energy
5.
Brainstorm
What is energy?
Do you see any changes caused by
the Earth’s internal energy?
What’s your opinion about
the magnitude of this energy?
Energy is.........
I heard news about an earthquake in........
In my opinion it depends
on.......
Volcano, Damages, ash,
break up, furniture
movement.
Material AICLE 2º de ESO: Earth’s
internal energy
5
6.
1.-The Earth’s Internal Energy (Introduction).
There is a lot of evidence of the Earth’s internal energy:
- The inside of the Earth is hotter than the outside. According to the most
widely accepted theory, the origin of this internal heat is due to how our
planet was formed. The heat generated during this process is maintained in
the inside of the Earth, although the external layer (the crust) has cooled.
- The continents are moving.
- The Earth’s internal energy produces brusque movements in the crust:
EARTHQUAKES
- Volcanoes expel very hot materials.
These are the most important phenomenon that we can see, and we’ll be studying
them!
2.- The continents are moving.
The lithosphere is fragmented
The lithosphere is the most external layer of our planet; it consists of a series of
enormous fragments, the tectonic or lithospheric plates.
These fragments are like the pieces of a puzzle and they are moving, although very
slowly.
The main lithospheric plates are:
The Pacific plate
The South American plate
The Undo-Australian plate The Antarctic plate
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Material AICLE 2º de ESO: Earth’s
The African plate
The Eurasian plate
The Nazca plate
North American plate
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7.
A.0. Now have a look at the previous illustration and match each continent or
country in the photo with the corresponding plate.
1
5
2
6
- I can’t find a photo for the plate........
- Photo number one is Africa so it
matches with ...... plate
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4
7
Who knows what plate goes with
photo number…..?
Which photo matches the Eurasian
Plate?
internal energy
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8. The Lithospheric plates are continuously moving, crashing into each other at
some points and separating in others. These movements are due to the internal
energy of the planet.
8
2.1.Wegener Theory.
In 1915, Alfred Wegener (1880-1930) first
proposed the theory of continental drift, which
states that parts of the Earth’s crust slowly drift
atop a liquid core. Wegener hypothesized that
there was an original, gigantic super continent
200 million years ago, which he named
Pangaea, meaning “All-Earth”. Pangaea was a
super continent consisting of all of Earth’s land
masses.
Pangaea started to break up into two smaller
super continents, called Laurasia and
Gondwanaland. It formed the continents
Gondwanaland and Laurasia, separated by the
Tethys Sea. By the end of the Cretaceous
period, the continents were separating into land
masses that look like our continents.
2.2. Evidence supporting continental drift.
The Earth’s crust is constantly moving, both vertically and horizontally, at rates
of up to several inches a year. When the plates move, the continents and ocean
floor above them move as well. Continental Drift occurs when the continents
change position in relation to each other. While tectonic plates is a relatively
new idea, scientists have been gathering data in support of the Continental
Drift theory for a very long time. Wegener used the fit of the continents, the distribution of fossils, a similar sequence of rocks at numerous locations, ancient
climates, and the apparent wandering1 of the Earth’s Polar Regions to support
his idea.
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9.
Now sum up the concepts you’ve just learned.
Key words: Energy, Crust, Movement, Plate, Drift, evidence,
A.1. Pangaea Puzzle Pieces
Key Words
Procedure
•Pangaea
•Paleozoic Era
•Panthalassa
•Mesozoic Era
•Rift
•Atlantic Ocean
•Alfred Wegener
•paleoclimate
•Continental Drift Hypothesis
Prior Knowledge
Some volunteers will tell what they know
about tectonic plates.
- Display a globe or world map and look
carefully at the continents.
- Talk about how Europe, Africa, South
America, and North America might fit
together as puzzle pieces.
- Discuss what might explain this fit. Point
out that millions of years ago the continents
were joined together in one super continent
called Pangaea.
Materials
A plate tectonic is a fragment of the...
Africa might fit with .........
North America might fit with......
In my opinion Wegener was right
because there are lots of ...............
In my opinion Pangaea was a super
continent a long time ago because
there are similar fossils in ....... and in
The reason why the continents are
separated today is .....
•photocopies of worksheets 1-3 of the
continental puzzle pieces (Appendix)
•Photocopy of worksheet #4
•Lightweight cardboard
•Glue or glue stick
•Scissors
•Large sheet of background paper (blue would be best)
What to do
- Glue the pages with continents onto cardboard,
- Cut out each continent or land mass to make the eight puzzle pieces.
Cut out only the general shape of the continents, not all of the finer details.
•Note: the modern shape of the continents is probably not the exact shape
they had 240 million years ago, so the puzzle pieces won’t all fit perfectly.
- Once the puzzle pieces are ready, talk about the different types of evidence.
- Note that there are several letters written on the edges of many of the pieces.
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10. The key to the letters is as follows:
• F = fossils M = mountain belts G = glacial deposits Arrows show the
orientation of glacial striations
Notes:
- Central America did not exist 240 million years ago, so another puzzle piece
will be on top of it. You may fold Central America under, or cut it off.
- Use the “geologic evidence” shown by the letters, as well as the puzzle-like fit
of the continents, to reconstruct or reassemble Pangaea.
- Begin the reconstruction by finding the North American continent
- Compare the completed puzzles with Worksheet #4.
Once all the puzzles have been arranged correctly, compare them with the next
figure which illustrates what the ancient shorelines probably looked like.
Discuss the differences between the “old” shoreline shapes and “today’s”
shoreline shapes. Where is Panthalassa?
A.2. Word search. Find the words from the list.
Did you find ..........?
Is there a word next to
this one?
Which way
does……..go?
(forwards/backwards/
down/up/diagonally)
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11.
A.3. Now, match each word on the right with its definition on the left. Then,
write the words and the definitions in your notebook. One person should write
al the words and definitions on the board.
2.3. Types of continental movement
At the boundaries of the plates, various deformations occur as the plates interact; they separate from one another (sea floor spreading), collide (forming
mountain ranges), slip past one another (subduction zones, in which plates
undergo destruction and re-melting), and slip laterally. The types of movement
are: Divergent - Convergent - Lateral Slipping
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12.
A.4. Now you will listen to three definitions. Please match each one with the
previous concepts (divergent, convergent, lateral slipping).
Definition # 1:
Definition # 2:
Definition # 3:
Can you repeat the definition.....?
Can you spell........?
A.5. You are going to listen to an interesting explanation of the Earth’s magnetic
fields and seafloor spreading , but some word or words are missing so pay
attention carefully and fill in the gaps with the word or words that you’ll hear.
Good luck!
Reading: The Earth’s magnetic fields and sea-floor spreading:
Although__________ do not
understand all of the details, they know
that motions of molten metals in the
Earth’s _____ generate our planet’s
magnetic field. Movement of molten
iron and nickel generates electrical
and _______ fields that produce the
Earth’s magnetism. The flows
of these molten metals in the Earth’s
outer core are not perfectly
_______ over time, so the Earth’s
magnetic field changes over time as
well. The ____________ Magnetic
Poles wander over time; the North Magnetic Pole moved some 1,100 km (684
miles) during the _________. The strength of the Earth’s magnetic field varies
as well; it has been ____________ ever since around 1850. Over the course of
Earth’s history the magnetic field has actually ____________ many times, with
north becoming south and vice versa!
Basaltic lava contains iron-bearing ___________ such as magnetite,
which act like compasses . That is, as these iron-rich minerals cool below their
Curie Point , they became magnetized in the direction of the _______________
________________. Studies of ancient magnetism (paleomagnetism) recorded
in rocks of different ages provide a record of when the Earth’s magnetic field
reversed___________________.
When research scientists used magnetometers to study the ocean floor, they
discovered a surprising pattern. ____________________________ variations
showed that, in many areas, alternating bands of rocks recording normal and
reversed polarity were arranged symmetrically above mid-ocean ridges.
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13. Can you repeat the paragraph .....?
How many words are there in the .......gap of the paragraph ....?
Who can explain to me what the wandering is?
Is there anybody who can explain what the Curie point is?
I think this evidence is important to know because ....
Activity.
We will do an interesting activity that will help us to understand the fundamental concept of
captured magnetism directions on the sea floor of the Atlantic Ocean and which provides
key evidence for the tectonic plates theory.
Materials Needed:
2 markers (at least two different colours)
2 pieces of paper (A4)
2 desks.
Directions (work in pairs):
- Turn your two desks so that they are facing each other almost touching.
- Each student should put a piece of paper in the small gap between the desks. You should
insert the paper as far in as it will go.
- Practice pulling both papers out of the desk at the same time and at the
same rate of movement (this is the seafloor spreading).
- Each of you should take a different coloured marked.
- Start with a little bit of paper
showing as you both slowly pull the
paper out at the same rate
(look at the illustration).
- One of you must draw a coloured
line on both pieces of paper along
the gap between desks (ridge) so
that there is a strip of colour parallel
to the ridge.
•This colour represents rocks that are
formed with their magnetic minerals
facing toward a magnetic pole (N)
- Pull the pieces of paper some a little more and stop.
• This represents what happens after years have passed, so:
• A new seafloor has been created.
• The Earth’s magnetic pole has changed.
- The second student must draw a new line with their coloured maker and make
the same type of coloured line as the first one.
• This colour represents rocks that are formed with their magnetic minerals
facing toward a new magnetic pole.(S)
- Continue to pull the piece of paper and draw new lines taking your turns with the markers.
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14. To summarize:
- Tape the papers together down the centre (what would be the middle of
your ocean ridge) and label the following:
• The rift zone.
• The strips of colour that represent N(normal) polarity and those represent S
(reversed) polarity.
• Where the oldest rocks are.
• Where the youngest rocks are.
- Put your names on the paper model.
- Describe, in detail, what the activity is shows and what it represents.
Make sure to emphasize the mirror image effect
A.6. Copy and complete the following C-map in your notebook. Use the words
from the chart below.
A volunteer must copy their C-map on the blackboard and discuss the different
options with classmates
Lateral Slipping
Alfred Wegener
Mantle
Continents Plants-animals
I put .........under……
Where does…..go?
- Now, use your hand to illustrate the differences between
the different types of plate movements.
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Positions
15.
3.- Volcanoes
A volcano is an opening in the planet’s
surface or crust which allows hot molten
rock and ashes to escape along the
Earth’s surface. Over time, these
openings slowly turn into mountains
The different materials ejected from
volcanoes include, but are not limited to:
Gases: water vapour, carbon dioxide, nitrogen, sulphur, and other less abundant gases.
Lava Flows:
Lava flows are produced by the magma
which reaches the Earth’s surface. This
lava then begins to flow down the side of
the mountain. The main types of lava
flows are:
Pahoehoe (pronounced “pah-hoy-hoy” - a
Hawaiian term), which has a smooth surface
with wrinkles in it, creating a silky-appearance.
The aa (pronounced “ah-ah” - a Hawaiian term-)
flow which is rough in appearance, and it is
also sharp and blocky
Pyroclastic Material:
Pyroclastic material is characterized by the
rapid expansion of lava, rocks, and glass
fragments which blow out in many pieces
varying greatly in size.
Nuee-ardente: an extremely fast-moving
body of lava and gas. A nuee-ardente can be
extremely devastating due to its rapid
movement.
Discussion:
Can you explain to me why a nuee-ardente moves so fast
In my opinion,…………….
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16.
A.7. Baking soda and vinegar volcano.
Materials
Procedure: Listen to the following instructions in detail. Try to understand
them, and ask any questions that you may have before we start.
•6 cups flour
•2 cups salt
•4 tablespoons cooking oil
•warm water
•plastic water bottle (33 cL)
•dish washing detergent
•food colouring
•vinegar
•baking dish or other pan
•baking soda (Sodium bicarbonate)
1. First make the ‘cone’ of the baking soda volcano. Mix flour, salt, cooking oil,
and water. The resulting mixture should be smooth and firm.
2. Stand the bottle in the baking pan and mould the dough around it into a
volcano shape. Don’t cover the hole or drop dough into it.
3. Fill the bottle most of the way full with water and a bit of food colouring (this
can be done before sculpting as long as you don’t take so long that the water
gets cold).
4. Add detergent to the bottle and its contents.
5. Add baking soda to the liquid.
6. Slowly pour vinegar into the bottle.
Discussion:
I think this amount of detergent it is too much because.......
Why does the vinegar have to be the last ingredient........?
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17.
3.1. Types of volcanoes.
Since each volcanic eruption is different, we can
identify various eruption types or styles. The most
common types of eruptions are represented by the
eruptions that take place on the islands of Hawaii.
- Volcanoes in Hawaii
Hawaiian eruptions are characterized as low
energy eruptions of basaltic lava and gases,
these eruptions are considered non-explosive
eruptions.
- Stromboli (Strombolian) volcano.
Strombolian eruptions are more explosive than
Hawaiian eruptions
- Mount/Montagne Pelée (Pelean):
Pelean eruptions are severe and create hazardous
pyroclastic flows
3.2. Volcanism attenuated.
When an active volcano is near by, An active volcano
can emit temperature gases. These are the most
commonly found in:
- Fumaroles
They are openings in the Earth’s crust, often in the
vicinity of volcanoes, which emit steam and gases
such as carbon dioxide, sulphur dioxide, hydrochloric
acid, and hydrogen sulphide
- Hot springs
They are springs that are produced by the emergence
of geothermal heated groundwater from the Earth’s crust.
- Geysers
A geyser is a hot spring characterized by intermittent
discharge of water ejected turbulently and
accompanied by a vapour phase (steam)
Explain how you can differentiate between different types
of volcanoes. Explain the differences between geysers,
hot springs and fumaroles.
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18. A.8. As a class, make a C-map using these words and relating to the concepts
that you just learned.
Crust rupture
Lava Mantle
Volcanoes
Materials ejected
Outer layer
4.- Earthquakes.
Brainstorm.
What is energy?
Do you see any changes caused by
the Earth’s internal energy?
What’s your opinion about
the magnitude of this energy?
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Types of volcanoes
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An Earthquake is.......
I think they come from .......
In my opinion it depends on
........
19.
What is an earthquake?
An earthquake is what happens when two blocks
of the Earth suddenly slip past one another. The
surface where they slip is called the fault or fault
line. The location below the Earth’s surface where
the earthquake starts is called the hypocenter, and
the location directly above it on the surface of the
Earth is called the epicentre
How do scientists measure the size of earthquakes?
The size of an earthquake depends on the size of
the fault and the amount of slip on the fault. Scien
tists use seismogram recordings made on the seis
mographs at the surface of the Earth to determine
how big an earthquake was. A short wiggly line that
doesn’t wiggle very much means that it was a small
earthquake, and a long wiggly line that wiggles a lot
means that it was a large earthquake.
Discussion:
Can you explain to me the
differences between ...............
seismographs?
Are there any seismograph
stations in ............. ?
The size of the earthquake is called its magnitude (Richter scale).
Richter Magnitudes
Earthquake Magnitudes Effects
Less than 3.5
Generally not felt, but recorded.
3.5-5.4
Often felt, but rarely causes damage.
Under 6.0
At most slight damage is caused to
well-designed buildings. Can cause major damage to
poorly constructed buildings over small regions.
6.1-6.9
Can be destructive in inhabited areas up to about
100 kilometres wide and where people live.
7.0-7.9
Major Earthquake. It can cause serious damage over
larger areas.
8 or greater
Great Earthquake. It can cause serious damage in
areas several hundred kilometres wide.
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20. Scientists also talk about the intensity (Mercali scale) of shaking from an
Earthquake, and this varies depending on where you are during the Earthquake
Mercali Magnitudes Earthquake senses
I
People do not feel any movement.
II
A few people might notice movement if they are at
rest and/or on the upper floors of high buildings.
III
Many people indoors feel movement. Hanging ob
jects swing back and forth. People outdoors might
not realize that an earthquake is occurring.
IV
Most people indoors feel movement. Hanging ob
jects swing. Dishes, windows, and doors rattle.
The earthquake feels like a heavy truck hitting the
walls. A few people outdoors may feel movement.
Parked cars rock.
Almost everyone feels movement. Sleeping
V
people are awakened. Doors swing open or
closed. Dishes are broken. Pictures on the wall
move. Small objects move or are turned over.
Trees might shake. Liquids might spill out
from open containers
VI
Everyone feels movement. People have trouble
walking. Objects fall from shelves. Pictures fall off
walls. Furniture moves. Plaster in walls might
crack. Trees and bushes shake. Damage is slight
in poorly built buildings. No structural damage.
VII
People have difficulty standing. Drivers feel their
cars shaking. Some furniture breaks. Loose bricks
fall from buildings. Damage is slight to moderate
in well-built buildings; considerable in poorly built
buildings.
VII
Drivers have trouble steering. Houses that are not
bolted down might shift on their foundations. Tall
structures such as towers and chimneys might
twist and fall. Well-built buildings suffer slight da
mage. Poorly built structures suffer severe
damage. Tree branches break. Hillsides
might crack if the ground is wet. Water levels in
wells might change.
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21. IX
Well-built buildings suffer considerable damage.
Houses that are not bolted down move off their
foundations. Some underground pipes are broken.
The ground cracks. Reservoirs suffer serious
damage
X
Most buildings and their foundations are destroyed.
Some bridges are destroyed. Dams are seriously
damaged. Large landslides occur. Water is thrown
on the banks of canals, rivers, lakes. The ground
cracks in large areas. Rail road tracks are bent
slightly.
XI
Most buildings collapse. Some bridges are
destroyed. Large cracks appear in the ground.
Underground pipelines are destroyed. Rail
road tracks are badly bent
XII
Almost everything is destroyed. Objects are
thrown into the air. The ground moves in
waves or ripples. Large amounts of rock may move
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22. A.9. As a class, make a C-map using the words below and relating to the
information that you have just learned.
Earthquake Epicentre
Hypocentre Richter scale Mercali Scale
Earth’s surface
A.10. Word search. Find the words from the list.
Discussion
Did you find ..........?
Is there any word next to this?
What’s the direction of ......? (forward/back/down/up/diagonal)
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23.
A.11. Complete the following crossword puzzle with words related to volcanoes
and earthquakes
Down:
Across:
2.Two plates move sideways
1.The process by which new oceanic crust is
against each other
formed by lateral displacement of the plates
5.Molten rocks from the mantle
3.Sections of crust that move independently
4.A sudden violent movement of the Earth’s surface reaching the Earth’s surface
9.The location directly above
5.Small solidified fragments of lava
the hypocenter on the surface
6.An opening in the Earth’s surface or crust which
allows hot molten lava to escape
7.The location where an earthquake starts
8.Type of movement where two plates collide
10.Type of movement where two plates are separated What is the first letter
11. The author of the “intensity” scale used to measure for....... across?
What’s number.........?
earthquakes
How do you spell........?
12. The author of the “magnitude” scale used to
measure earthquakes
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24.
A.12. Have a look at the photo below.
- Describe what you see
- Write down what you think caused this
- How could you prevent this from happening?
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There is a bridge........
The building has.......
The car is under.......
In order to prevent ......... they
might......
This is........
In my opinion they should have
used.…...to build it.
25. A.13. Project
Here is a newspaper article about an earthquake in Spain
Spain hit by 6.3 magnitude earthquake
Sunday, April 11, 2010
The USGS has reported a 6.3 magnitude earthquake in Spain. It had a depth of
616.7 kilometres. The epicentre was located 25 kilometres north east from
Granada, 106 kilometres north east of Malaga and 341 kilometres south of
Madrid. It occurred on Monday at 00:08:10 local time (22:08:10 UTC).
People posted via Twitter that the earthquake was felt in Cadiz, Malaga, and
Murcia. CNN reports there are no immediate reports of deaths, injuries or
damages. “An earthquake with that depth means little damage is likely,”
seismologist Susan Potter told CNN. She also stated that “when an earthquake
is deeper, the seismic energy is absorbed by the Earth, so there will be less
damage expected in the epicentre area.”
Meanwhile, almost a month ago, on March 1, the Spanish Geologist Luis
Eugenio Suarez, said that the Granada area could suffer an earthquake within
a short time, and with an intensity similar to that of the February 27 Cauquenes,
Chile earthquake. Suárez commented that, “Spain is not like Chile,” because
the latter is located on a high seismic frequency area, but also noted that “once
every hundred years, a destructive earthquake is produced in the peninsula.”
The last earthquake in Spain was in Arenas del Rey, in Granada, 126 years ago,
and reached a magnitude of 6.6, leaving between 750 to 900 dead, thousands
injured and a lot of material destruction.
Using this information, pretend that you are a news reporter and present the
news to your class. You can make a power point to help you. You should make
sure to include the following:
A seismic map that includes Spain.
Photos of earthquake damage in Spain.
Seismologic observation sites in Spain.
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26.
What I learned.
- I can understand that energy causes a lot of changes
- I can explain how the plates are moving.
- I can understand evidence that supports the Wegener theory.
- I can identify the different parts of a volcano.
- I can explain how an earthquake starts.
- I can describe the effects of an earthquake depending on the site where it
develops.
APPENDIX.
A.1.
Objectives:
Students will:
- Use logic and evidence to reconstruct the position of large islands and conti
nents as they appeared 220 million years ago.
- Understand the theory of continental movement and tectonic plates.
- Describe how scientists use different kinds of evidence to form theories.
Once all the puzzles have been arranged correctly, compare them with the
next figure that illustrate what the ancient shorelines probably looked like.
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