SCIENCE 7 - SEM 2 - WEEK 12.1.pptx
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Waves cause erosion and deposition along coastlines through two main processes: impact and abrasion. Impact occurs as waves crash against the shore and abrasion is the scraping of sediments carried by waves along the coastline. This erosion can form coastal landforms over time, including wave-cut cliffs, sea caves, stacks and arches. Deposition by waves builds up landforms like beaches, sandbars, spits and barrier islands as sediments are deposited.
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Coastal features of erosion
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The document discusses various coastal landforms created by erosion and deposition processes along shorelines. It describes landforms such as headlands and bays, cliffs and wave-cut platforms, caves, arches, stacks, and stumps which are formed by coastal erosion. Beaches and spits are landforms created by coastal deposition, with beaches forming in sheltered areas between high and low tide lines, and spits forming as narrow ridges projecting from the coast due to longshore drift depositing materials.
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1) The document is a PowerPoint presentation about coastal features created by erosion. It contains sections on objectives, rationale, waves, coastal erosion, and various landforms created by erosion like headlands and bays, cliffs and wave-cut platforms, and caves, arches, stacks and stumps.
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LAB MODULE 12: INTERNAL STRUCTURE OF THE EARTH
Note: Please refer to the GETTING STARTED lab module to learn tips on how to set up and
maneuver through the Google Earth ( ) component of this lab.
KEY TERMS
The following is a list of important words and concepts used in this lab module:
Asthenosphere Extrusive igneous Metamorphic rocks
Chemically precipitated sedimentary
rocks
Geologic time scale Organic sedimentary
Cinder cone volcanoes Igneous rocks Rock cycle
Clastic sedimentary Intrusive igneous Sedimentary rocks
Composite Volcanoes Lithification Seismic waves
Core Lithosphere Shield Volcanoes
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LAB MODULE LEARNING OBJECTIVES
After successfully completing this module, you should be able to:
Recognize and interpret the spatial patterns of volcanoes and volcanic activity at the
global scale
Identify and characterize different rock types
Define the process of lithification
Recognize and differentiate the various internal layers of the Earth
Distinguish and describe the different types of volcanoes
Outline and explain the rock cycle
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INTRODUCTION
In this lab module, you will examine some of the fundamental concepts and principles related
to the internal structure of the Earth. Topics include rock types, the rock cycle, geologic time
and volcanoes. While these topics may seem disparate, you will learn how they are inherently
related.
The module starts with four opening topics, or vignettes, which are found in the accompanying
Google Earth file. These vignettes introduce basic concepts related to Earth’s internal structure.
Some of the vignettes have animations, videos, or short articles that provide another
perspective or visual explanation for the topic at hand. After reading each vignette and
associated links, answer the following questions. Please note that some components of this lab
may take a while to download or open, especially if you have a slow internet connection.
Expand INTERNAL STRUCTURE, and then expand the INTRODUCTION folder. Double-click
Topic 1: The Earth’s Internal Composition.
Read Topic 1: The Earth’s Internal Composition
Question 1: What is the depth of the Kola borehole as a percentage of the Earth’s
radius? Calculate using the following equation:
A. (123km / 637km) * 100 = 19.3%
B. (123km / 6370km) * 100 = 1.93%
C. (12.3km / 637km) * 100 = 1.93%
D. (12.3km / 6370km) * 100 = 0.193%
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Question 2: What are alternative terms used in place of “extrusive” and “intrusive”
igneous rock?
A. Magma and granite
B. Pumice and lava
C. Volcanic and plutonic
D. Vesicular and plutonic
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scale image)
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This document provides information about weathering and mass movement. It defines weathering as the breakdown of rocks by mechanical, chemical, or biological processes in place. There are three main types of weathering: chemical, biological, and mechanical. Mass movement is defined as the shifting of rocks or loose material down a slope due to the force of gravity overcoming the forces holding the material in place. This can cause cliff retreat and collapse. Factors like rock type, climate, rock structure, and vegetation affect the degree of weathering and mass movement that occurs.
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3) In the 1960s, the theory of plate tectonics was developed, explaining that convection currents in the mantle cause the movement of tectonic plates. Sea floor spreading provided key evidence that the ocean floor continually forms at mid-ocean ridges.
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1) Alfred Wegener first proposed the theory of continental drift, which suggested that the continents were once joined together and have since drifted apart.
2) Wegener provided geological, fossil, and climate evidence to support his theory, but could not explain the force driving continental movement.
3) In the 1960s, the theory of plate tectonics was developed, explaining that convection currents in the mantle cause the movement of tectonic plates. Sea floor spreading provided key evidence that the ocean floor was pulling apart.
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1) Alfred Wegener first proposed the theory of continental drift, which suggested that the continents were once joined together and have since drifted apart.
2) Wegener provided geological, fossil, and climate evidence to support his theory, but could not explain the force driving continental movement.
3) In the 1960s, scientists discovered sea floor spreading and plate tectonics, which explained that convection currents in the mantle push and pull the tectonic plates. This provided the long-sought mechanism for continental drift.
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The document discusses coastal erosion and the landforms created by erosion, deposition, and transportation processes. It describes four processes - hydraulic action, abrasion, attrition, and solution - that cause erosion. These processes damage cliffs and shores, grinding down rock and dissolving certain rock types. Coastal erosion creates features like cliffs, caves, arches, stacks, and wave cut notches, and causes coastal retreat as the landform continues to move backwards over time. Examples given include Old Harry in Dorset, England and the 12 Apostles in eastern Australia.
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1) Around 250 million years ago, what is now Oregon was under a hot acidic ocean where limestone formed from bacteria. Over time, heat and pressure transformed the limestone into marble.
2) Rainwater mixes with carbon dioxide from the soil and organisms to form carbonic acid, which dissolves the marble and forms caves.
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The document summarizes the geological formation of Oregon Caves. It explains that approximately 250 million years ago, limestone reefs formed in a shallow ocean from microbes. The limestone was later metamorphosed into marble through heat and pressure as tectonic plates collided around 170 million years ago. Over time, fractures in the marble were enlarged by acidic water dissolving the rock through chemical weathering, creating the cave system seen today.
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3) Transform boundaries, where plates move past each other without converging or diverging.
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1
LAB MODULE 12: INTERNAL STRUCTURE OF THE EARTH
Note: Please refer to the GETTING STARTED lab module to learn tips on how to set up and
maneuver through the Google Earth ( ) component of this lab.
KEY TERMS
The following is a list of important words and concepts used in this lab module:
Asthenosphere Extrusive igneous Metamorphic rocks
Chemically precipitated sedimentary
rocks
Geologic time scale Organic sedimentary
Cinder cone volcanoes Igneous rocks Rock cycle
Clastic sedimentary Intrusive igneous Sedimentary rocks
Composite Volcanoes Lithification Seismic waves
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LAB MODULE LEARNING OBJECTIVES
After successfully completing this module, you should be able to:
Recognize and interpret the spatial patterns of volcanoes and volcanic activity at the
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Recognize and differentiate the various internal layers of the Earth
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2
INTRODUCTION
In this lab module, you will examine some of the fundamental concepts and principles related
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and volcanoes. While these topics may seem disparate, you will learn how they are inherently
related.
The module starts with four opening topics, or vignettes, which are found in the accompanying
Google Earth file. These vignettes introduce basic concepts related to Earth’s internal structure.
Some of the vignettes have animations, videos, or short articles that provide another
perspective or visual explanation for the topic at hand. After reading each vignette and
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Expand INTERNAL STRUCTURE, and then expand the INTRODUCTION folder. Double-click
Topic 1: The Earth’s Internal Composition.
Read Topic 1: The Earth’s Internal Composition
Question 1: What is the depth of the Kola borehole as a percentage of the Earth’s
radius? Calculate using the following equation:
A. (123km / 637km) * 100 = 19.3%
B. (123km / 6370km) * 100 = 1.93%
C. (12.3km / 637km) * 100 = 1.93%
D. (12.3km / 6370km) * 100 = 0.193%
Read Topic 2: Rock Types
Question 2: What are alternative terms used in place of “extrusive” and “intrusive”
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A. Magma and granite
B. Pumice and lava
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3
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scale image)
A. Predomi ...
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This document discusses various coastal landforms formed by erosion processes. It describes attrition as the breaking down of material into smaller particles when carried by waves. Corrasion and hydraulic action involve material carried by waves wearing away coastlines through impacts or air pressure within cracks. Solution slowly dissolves rocks through chemical reactions with acid in seawater. Headlands project out and are more resistant to erosion, forming bays between them. Cliffs and wave-cut platforms are formed as waves erode the cliff base and notch it, eventually leaving a platform when the cliff collapses. Caves, arches, stacks and stumps form through the continued erosion of weaknesses in the cliff and eventual collapse of eroded sections.
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This document discusses the formation and characteristics of waves. It begins by introducing the learning objective of understanding how and where waves form and their characteristics. It then defines waves as ripples in the sea caused by the transfer of energy from wind blowing over the surface. The document provides information on how waves are formed by wind and by earthquakes or volcanic eruptions. It also describes what happens as waves approach the coast, including that there is little horizontal water movement until waves break on the shore. Terms like swash and backwash are defined. The document includes diagrams, questions, and a comparison of constructive and destructive waves.
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The document discusses coastal landforms formed by erosion such as headlands and bays, cliffs and wave cut platforms, and caves, arches, stacks, and stumps. Students are assigned to collaborate to describe, explain, and discuss how these landforms are formed and to teach others. They are also tasked with adding diagrams and images to explain the formation of these coastal features through erosion.
2. weathering and mass movement
This document provides information about weathering and mass movement. It defines weathering as the breakdown of rocks by mechanical, chemical, or biological processes in place. There are three main types of weathering: chemical, biological, and mechanical. Mass movement is defined as the shifting of rocks or loose material down a slope due to the force of gravity overcoming the forces holding the material in place. This can cause cliff retreat and collapse. Factors like rock type, climate, rock structure, and vegetation affect the degree of weathering and mass movement that occurs.
Continental Drift And Plate Tectonics Andie
1) Alfred Wegener first proposed the theory of continental drift, which suggested that the continents were once joined together and have since drifted apart.
2) Wegener provided geological, fossil, and climate evidence to support his theory, but could not explain the force driving continental movement.
3) In the 1960s, the theory of plate tectonics was developed, explaining that convection currents in the mantle cause the movement of tectonic plates. Sea floor spreading provided key evidence that the ocean floor continually forms at mid-ocean ridges.
Continental Drift And Plate Tectonics Andie
1) Alfred Wegener first proposed the theory of continental drift, which suggested that the continents were once joined together and have since drifted apart.
2) Wegener provided geological, fossil, and climate evidence to support his theory, but could not explain the force driving continental movement.
3) In the 1960s, the theory of plate tectonics was developed, explaining that convection currents in the mantle cause the movement of tectonic plates. Sea floor spreading provided key evidence that the ocean floor was pulling apart.
Continental Drift And Plate Tectonics Andie
1) Alfred Wegener first proposed the theory of continental drift, which suggested that the continents were once joined together and have since drifted apart.
2) Wegener provided geological, fossil, and climate evidence to support his theory, but could not explain the force driving continental movement.
3) In the 1960s, scientists discovered sea floor spreading and plate tectonics, which explained that convection currents in the mantle push and pull the tectonic plates. This provided the long-sought mechanism for continental drift.
Erosional landscapes
The document discusses coastal erosion and the landforms created by erosion, deposition, and transportation processes. It describes four processes - hydraulic action, abrasion, attrition, and solution - that cause erosion. These processes damage cliffs and shores, grinding down rock and dissolving certain rock types. Coastal erosion creates features like cliffs, caves, arches, stacks, and wave cut notches, and causes coastal retreat as the landform continues to move backwards over time. Examples given include Old Harry in Dorset, England and the 12 Apostles in eastern Australia.
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This document provides an overview of plate tectonics through a webquest containing various links about the theory. It discusses how convection in the mantle drives the movement of tectonic plates, and how this causes earthquakes and volcanic activity at plate boundaries. The document also explores earlier theories on the shifting of continents and formation of geological features, and how data like fossil and magnetic evidence supports the modern theory of plate tectonics.
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This document discusses the Glacial Control Theory of the origin of coral reefs proposed by Daly in 1915. According to this theory, changes in sea level due to Pleistocene glaciation impacted the development of coral reefs. When sea levels dropped during an ice age, coral reefs emerged and were eroded flat. After the ice age, coral polyps redeveloped on these platforms as sea levels rose, forming different reef structures. While it explains some observations, the theory has limitations as lagoon depths and coastline features do not always match its predictions. Most geographers recognize Darwin's land subsidence theory as the most valid overall explanation for coral reef structures.
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The document discusses various coastal landforms created by erosion processes along the coastline. It focuses on the specific example of Old Harry Rocks, located on the Dorset coast in England. Old Harry Rocks consists of two chalk stacks that were formed as the surrounding softer clay was eroded away by waves and other processes over centuries. Hydraulic action, corrosion and abrasion helped erode weaknesses in the chalk cliff and form caves, arches and eventually the remaining stacks that make up Old Harry Rocks today. One of the stacks used to be part of an arch but collapsed, becoming a stump. The document analyzes how these specific landforms were formed through coastal erosion.
FINAL.site.bulletin.101_in_template
1) Around 250 million years ago, what is now Oregon was under a hot acidic ocean where limestone formed from bacteria. Over time, heat and pressure transformed the limestone into marble.
2) Rainwater mixes with carbon dioxide from the soil and organisms to form carbonic acid, which dissolves the marble and forms caves.
3) Most cave formations like stalactites, stalagmites, columns and flowstone are made of calcite, which is deposited as water drips through the cave and releases calcite by bubbling off carbon dioxide.
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The document summarizes the geological formation of Oregon Caves. It explains that approximately 250 million years ago, limestone reefs formed in a shallow ocean from microbes. The limestone was later metamorphosed into marble through heat and pressure as tectonic plates collided around 170 million years ago. Over time, fractures in the marble were enlarged by acidic water dissolving the rock through chemical weathering, creating the cave system seen today.
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This document contains a chapter from a textbook on human inheritance. It discusses several key concepts:
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REVIEW FINAL EXAM.pptx
The document provides a review for a final exam covering topics like the nervous system, reproductive systems, states of matter, and changes of state. It contains multiple choice questions with explanations and diagrams. The review covers key concepts like the functions of the nervous system, types of neurons, parts of the brain, male and female reproductive organs and hormones, phases of pregnancy and childbirth, distinguishing between solids, liquids, and gases, and different phase changes.
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This document is a chapter from a textbook about photosynthesis. It aims to explain how living things get energy from the sun and describe what happens during photosynthesis. Photosynthesis allows plants to use energy from sunlight, carbon dioxide and water to produce oxygen and sugars. The sugars provide food for the plant and energy that enters the food chain to be used by other organisms. The chapter outlines the two stages of photosynthesis - in stage one, chloroplasts in plant leaves capture sunlight and in stage two, plants use the energy to convert carbon dioxide and water into oxygen and sugars.
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This document summarizes a chapter about chemical compounds in cells. It begins by outlining the objectives and key questions, which are to define elements and compounds, and identify the main compounds cells need. The main compounds cells need are then discussed in detail, including carbohydrates, lipids, proteins, nucleic acids, and water. The chapter explains that carbohydrates and lipids are used to store energy, proteins make up cell structures and enzymes, and nucleic acids like DNA carry genetic instructions and direct cell functions. In the final section, the document emphasizes that water is essential, as cells are mostly made of water.
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The document discusses cell structures and how cells work together in organisms. It describes the main parts of the cell including the cell membrane, nucleus, mitochondria, endoplasmic reticulum, Golgi apparatus, chloroplasts, lysosomes and vacuoles. It explains the functions of these organelles such as how the mitochondria produces energy, endoplasmic reticulum and Golgi apparatus package proteins, and chloroplasts perform photosynthesis. The document also discusses how cells in multicellular organisms are specialized to perform different functions and how cells work together to form tissues, organs and organ systems.
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I am the PhD scholar of FND department, Assam down town University
Discovery of An Apparent Red, High-Velocity Type Ia Supernova at 𝐳 = 2.9 wi...
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+
53.13485
−
27.82088
with a host spectroscopic redshift of
2.903
±
0.007
. The transient was identified in deep James Webb Space Telescope (JWST)/NIRCam imaging from the JWST Advanced Deep Extragalactic Survey (JADES) program. Photometric and spectroscopic followup with NIRCam and NIRSpec, respectively, confirm the redshift and yield UV-NIR light-curve, NIR color, and spectroscopic information all consistent with a Type Ia classification. Despite its classification as a likely SN Ia, SN 2023adsy is both fairly red (
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(
�
−
�
)
∼
0.9
) despite a host galaxy with low-extinction and has a high Ca II velocity (
19
,
000
±
2
,
000
km/s) compared to the general population of SNe Ia. While these characteristics are consistent with some Ca-rich SNe Ia, particularly SN 2016hnk, SN 2023adsy is intrinsically brighter than the low-
�
Ca-rich population. Although such an object is too red for any low-
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cosmological sample, we apply a fiducial standardization approach to SN 2023adsy and find that the SN 2023adsy luminosity distance measurement is in excellent agreement (
≲
1
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) with
Λ
CDM. Therefore unlike low-
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Ca-rich SNe Ia, SN 2023adsy is standardizable and gives no indication that SN Ia standardized luminosities change significantly with redshift. A larger sample of distant SNe Ia is required to determine if SN Ia population characteristics at high-
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truly diverge from their low-
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counterparts, and to confirm that standardized luminosities nevertheless remain constant with redshift.
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1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
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校名:学校英文全称
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毕业生姓名：这是最重要的信息之一，标志着该证书是由特定人员获得的。
颁发日期：这是毕业正式生效的时间，也代表着毕业生学业的结束。
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Centrifugation is a powerful technique used in laboratories to separate components of a heterogeneous mixture based on their density. This process utilizes centrifugal force to rapidly spin samples, causing denser particles to migrate outward more quickly than lighter ones. As a result, distinct layers form within the sample tube, allowing for easy isolation and purification of target substances.
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SCIENCE 7 - SEM 2 - WEEK 12.1.pptx
- 1. WAVE EROSION Chapter 13: Lesson 4 pages 502-505; 512
- 2. A glacier is ___________ a solid block of ice that does not move. Small mass of ice floating in the ocean. super warm and can be found near the equator a large mass of moving ice.
- 3. The process of breaking down material by scraping or rubbing materials against each other is known as __________. Abrasion Ice Wedging Oxidation Solution
- 4. Which term BEST describes the rate at which glacial erosion takes place? Quick Short Slow Sudden
- 5. There are two types of glaciers ________ and _______ glaciers. continental and valley glaciers
- 6. OBJECTIVE •Develop and use models to describe how waves cause erosion and deposition.
- 7. THE BIG QUESTION •How do waves cause erosion and deposition?
- 8. Objective: Develop and use models to describe how ocean waves cause erosion and My Planet Diary (page 502) The boat bounced. Things slipped to the back of the boat.
- 9. Objective: Develop and use models to describe how ocean waves cause erosion and My Planet Diary (page 502)
- 10. Objective: Develop and use models to describe how ocean waves cause erosion and My Planet Diary (page 502)
- 11. Objective: Develop and use models to describe how ocean waves cause erosion and My Planet Diary (page 502)
- 12. Objective: Develop and use models to describe how ocean waves cause erosion and My Planet Diary (page 503)
- 13. Objective: Develop and use models to describe how ocean waves cause erosion and My Planet Diary (page 502)
- 14. Objective: Develop and use models to describe how ocean waves cause erosion and My Planet Diary (page 503)
- 15. Objective: Develop and use models to describe how ocean waves cause erosion and My Planet Diary (page 503)
- 16. Objective: Develop and use models to describe how ocean waves cause erosion and My Planet Diary (page 503) The wave picks up and moves sediment toward the shore. When the wave breaks, the sediments scrape the shore.
- 17. Objective: Develop and use models to describe how ocean waves cause erosion and My Planet Diary (page 503)
- 18. Objective: Develop and use models to describe how ocean waves cause erosion and My Planet Diary (page 504)
- 19. Objective: Develop and use models to describe how ocean waves cause erosion and My Planet Diary (page 504)
- 20. Objective: Develop and use models to describe how ocean waves cause erosion and My Planet Diary (page 504)
- 21. Objective: Develop and use models to describe how ocean waves cause erosion and My Planet Diary (page 504)
- 22. Objective: Develop and use models to describe how ocean waves cause erosion and My Planet Diary (page 504)
- 23. Objective: Develop and use models to describe how ocean waves cause erosion and My Planet Diary (page 504)
- 24. Objective: Develop and use models to describe how ocean waves cause erosion and My Planet Diary (page 504)
- 25. Objective: Develop and use models to describe how ocean waves cause erosion and My Planet Diary (page 504)
- 26. Objective: Develop and use models to describe how ocean waves cause erosion and My Planet Diary (page 504)
- 27. Objective: Develop and use models to describe how ocean waves cause erosion and My Planet Diary (page 504)
- 28. Objective: Develop and use models to describe how ocean waves cause erosion and My Planet Diary (page 504)
- 29. Objective: Develop and use models to describe how ocean waves cause erosion and My Planet Diary (page 504) Wave-cut cliff E Sea cave E Headland E Sea arch E Sea stack E Beach D Spit D Sandbar D
- 30. Objective: Develop and use models to describe how ocean waves cause erosion and My Planet Diary (page 504) Waves could erode sea caves on either side of a headland. They could eventually form a sea arch.
- 31. Objective: Develop and use models to describe how ocean waves cause erosion and My Planet Diary (page 504) Impact and abrasion Beach, spit Breaking down rock and depositing sediment
- 32. Lesson Review (page 512) Wave Erosion Different parts of waves drag on the bottom.
- 33. Lesson Review (page 512) Wave Erosion In a storm when the waves are stronger and more frequent.
- 36. A sea stack A wave-cut cliff A beach A sea cave A spit forms A sea stack forms when a sea arch collapses. A wave-cut cliff forms when waves erode the base of a cliff so much that the rock above collapses. A beach forms when waves deposit sediment along a coast. A sea cave forms when waves erode a hollow area in the rock along a coast. A spit forms as a result of deposition at points where a headland or another obstacle interrupts the longshore drift
- 37. Waves erode land by impact and by abrasion. Waves eventually even out a shoreline as their energy becomes concentrated on headlands. beaches, sandbars, barrier islands, and spits