-
Glencoe Science
Chapter Resources
Earthquakes and Volcanoes
Includes:
Reproducible Student Pages
ASSESSMENT
✔ Chapter Tests
✔ Chapter Review
HANDS-ON ACTIVITIES
✔ Lab Worksheets for each Student Edition Activity
✔ Laboratory Activities
✔ Foldables–Reading and Study Skills activity sheet
MEETING INDIVIDUAL NEEDS
✔ Directed Reading for Content Mastery
✔ Directed Reading for Content Mastery in Spanish
✔ Reinforcement
✔ Enrichment
✔ Note-taking Worksheets
TRANSPARENCY ACTIVITIES
✔ Section Focus Transparency Activities
✔ Teaching Transparency Activity
✔ Assessment Transparency Activity
Teacher Support and Planning
✔ Content Outline for Teaching
✔ Spanish Resources
✔ Teacher Guide and Answers
-
Glencoe Science
Photo CreditsSection Focus Transparency 1: Ken M. Johns/Photo
ResearchersSection Focus Transparency 2: Prof. Sigurdur
Thorarinsson/Univ. of IcelandSection Focus Transparency 3: Mehau
Kulyk/Science Photo Library/Photo Researchers
Copyright © by The McGraw-Hill Companies, Inc. All rights
reserved.Permission is granted to reproduce the material contained
herein on the conditionthat such material be reproduced only for
classroom use; be provided to students,teachers, and families
without charge; and be used solely in conjunction with
theEarthquakes and Volcanoes program. Any other reproduction, for
use or sale, isprohibited without prior written permission of the
publisher.
Send all inquiries to:Glencoe/McGraw-Hill8787 Orion Place
Columbus, OH 43240-4027
ISBN 0-07-867148-5
Printed in the United States of America.
1 2 3 4 5 6 7 8 9 10 071 09 08 07 06 05 04
-
Reproducible Student Pages■ Hands-On Activities
MiniLAB: Observing Deformation . . . . . . . . . . . . . . . . .
. . . . . . . . . . . 3MiniLAB: Try at Home Modeling an Eruption .
. . . . . . . . . . . . . . . . . 4Lab: Disruptive Eruptions . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5Lab: Seismic Waves . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . 7Laboratory Activity 1: Wave
Detecting . . . . . . . . . . . . . . . . . . . . . . . . .
9Laboratory Activity 2: Volcanic Eruptions . . . . . . . . . . . .
. . . . . . . . . 11Foldables: Reading and Study Skills. . . . . .
. . . . . . . . . . . . . . . . . . . . 15
■ Meeting Individual NeedsExtension and Intervention
Directed Reading for Content Mastery . . . . . . . . . . . . . .
. . . . . . . . . 17Directed Reading for Content Mastery in Spanish
. . . . . . . . . . . . . . 21Reinforcement . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
25Enrichment. . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . 28Note-taking Worksheet . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
■ AssessmentChapter Review . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . 35Chapter Test . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . 37
■ Transparency ActivitiesSection Focus Transparency Activities .
. . . . . . . . . . . . . . . . . . . . . . . 42Teaching
Transparency Activity . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . 45Assessment Transparency Activity . . . . . . . . . .
. . . . . . . . . . . . . . . . . 47
Earthquakes and Volcanoes 1
ReproducibleStudent Pages
-
2 Earthquakes and Volcanoes
Hands-OnActivities
Hands-On Activities
-
Cop
yrig
ht ©
Gle
ncoe
/McG
raw
-Hill
,a d
ivis
ion
of t
he M
cGra
w-H
ill C
ompa
nies
,Inc
.
Earthquakes and Volcanoes 3
Name Date Class
Observing Deformation
Analysis1. Which of the procedures that you performed on the
taffy involved applying tension? Which
involved applying compression?
2. Infer how to apply a shear stress to the third bar of
taffy.
Hand
s-On
Act
iviti
es
WARNING: Do not taste or eat any lab materials. Wash hands when
finished.
Procedure 1. Remove the wrapper from three bars of taffy.
2. Hold a bar of taffy lengthwise between your hands and gently
push on itfrom opposite directions.
3. Hold another bar of taffy and pull it in opposite
directions.
-
4 Earthquakes and Volcanoes
Name Date Class
Modeling an EruptionProcedure 1. Place red-colored gelatin into
a self-sealing plastic bag until the bag is half
full.
2. Seal the bag and press the gelatin to the bottom of the
bag.
3. Put a hole in the bottom of the bag with a pin.
Hands-On Activities
Cop
yrig
ht ©
Gle
ncoe
/McG
raw
-Hill
,a d
ivis
ion
of t
he M
cGra
w-H
ill C
ompa
nies
,Inc
.
Analysis1. What parts of a volcano do the gelatin, the plastic
bag, and the hole represent?
2. What force in nature did you mimic as you moved the gelatin
to the bottom of the bag?
3. What factors in nature cause this force to increase and lead
to an eruption?
-
Cop
yrig
ht ©
Gle
ncoe
/McG
raw
-Hill
,a d
ivis
ion
of t
he M
cGra
w-H
ill C
ompa
nies
,Inc
.
Earthquakes and Volcanoes 5
Name Date Class
Lab PreviewDirections: Answer these questions before you begin
the Lab.
1. Why are safety goggles especially important when doing this
lab?
2. Based on what you know about the activity from question 1,
what can you expect to happenthat might resemble a cinder-cone
volcanic eruption? Explain.
A volcano’s structure can influence how it erupts. Some
volcanoes have only onecentral vent, while others have numerous
fissures that allow lava to escape.Materials in magma influence its
viscosity, or how it flows. If magma is a thinfluid—not
viscous—gases can escape easily. But if magma is
thick—viscous—gases cannot escape as easily. This builds up
pressure within a volcano.
Real-World QuestionWhat determines the explosiveness of a
volcaniceruption?
Materialsplastic film canisters baking soda (NaHCO3)vinegar
(CH3COOH) teaspoon50-mL graduated cylinder
Goals■ Infer how a volcano’s opening contributes to
how explosive an eruption might be.■ Hypothesize how the
viscosity of magma
can influence an eruption.
Safety Precautions
WARNING: This lab should be done outdoors.Goggles must be worn
at all times. The caps ofthe film canisters fly off due to the
chemical reac-tion that occurs inside them. Never put anythingin
your mouth while doing the experiment.
Procedure1. Watch your teacher demonstrate this lab
before attempting to do it yourself.2. Add 15 mL of vinegar to a
film canister.3. Place 1 teaspoon of baking soda in the film
canister’s lid, using it as a type of plate.4. Place the lid on
top of the film canister,
but do not cap it. The baking soda will fallinto the vinegar.
Move a safe distanceaway. Record your observations in theData and
Observations section.
5. Clean out your film canister, and repeat thelab, but this
time cap the canister quicklyand tightly. Record your
observations.
Disruptive Eruptions
Hand
s-On
Act
iviti
es
-
6 Earthquakes and Volcanoes
Cop
yrig
ht ©
Gle
ncoe
/McG
raw
-Hill
,a d
ivis
ion
of t
he M
cGra
w-H
ill C
ompa
nies
,Inc
.
Name Date Class
Data and Observations
Table 1
Hands-On Activities
Communicating Your Data
Research three volcanic eruptions that have occurred in the past
five years. Compare eacheruption to one of the eruption styles you
modeled in this lab. Communicate to yourclass what you learn.
Conclude and Apply1. Identify Which of the two labs models a
more explosive eruption?
2. Explain Was the pressure greater inside the canister during
the first or second lab? Why?
3. Explain What do the bubbles have to do with the explosion?
How do they influence the pressure in the container?
4. Infer If the vinegar were a more viscous substance, how would
the eruption be affected?
1
Trial Observations
2
(continued)
-
Cop
yrig
ht ©
Gle
ncoe
/McG
raw
-Hill
,a d
ivis
ion
of t
he M
cGra
w-H
ill C
ompa
nies
,Inc
.
Earthquakes and Volcanoes 7
Name Date Class
Lab PreviewDirections: Answer these questions before you begin
the Lab.
1. What about this lab makes wearing goggles a good idea?
2. Predict which type of wave will show the most motion in the
spring. Explain.
If you and one of your friends hold a long piece of rope between
you andmove one end of the rope back and forth, you can send a wave
through thelength of the rope. Hold a ruler at the edge of a table
securely with one end ofit sticking out from the table’s edge. If
you bend the ruler slightly and thenrelease it, what do you
experience? How does what you see in the rope andwhat you feel in
the ruler relate to seismic waves?
Real-World QuestionHow do seismic waves differ?
Materialscoiled spring toyyarn or stringmetric ruler
Goals■ Demonstrate the motion of primary,
secondary, and surface waves.■ Identify how parts of the spring
move in
each of the waves.
Safety Precautions
Procedure1. Use the table in the Data and Observations
section to record your observations.2. Tie a small piece of yarn
or string to every
tenth coil of the spring.3. Place the spring on a smooth, flat
surface.
Stretch it so it is about 2 m long (1 m forshorter springs).
4. Hold your end of the spring firmly. Make awave by having your
partner snap thespring from side to side quickly.
5. Record your observations and draw thewave you and your
partner made in thedata table.
6. Have your lab partner hold his or her endof the spring
firmly. Make a wave byquickly pushing your end of the springtoward
your partner and bringing it backto its original position.
7. Record your observations of the wave andof the yarn or string
and draw the wave inthe data table.
8. Have your lab partner hold his or her endof the spring
firmly. Move the spring offof the table. Gently move your end of
thespring side to side while at the same timemoving it in a rolling
motion, first upand away and then down and towardyour partner.
9. Record your observations and draw thewave in the data
table.
Seismic Waves
Hand
s-On
Act
iviti
es
-
8 Earthquakes and Volcanoes
Cop
yrig
ht ©
Gle
ncoe
/McG
raw
-Hill
,a d
ivis
ion
of t
he M
cGra
w-H
ill C
ompa
nies
,Inc
.
Name Date Class
Data and Observations
Table 1
Hands-On Activities
Communicating Your Data
Compare your conclusions with those of other students in your
class. For more help,refer to the Science Skill Handbook.
Conclude and Apply1. Based on your observations, determine which
of the waves that you and your partner have gener-
ated demonstrates a primary, or pressure, wave. Record in your
data table and explain why youchose the wave you did.
2. Do the same for the secondary, or shear wave, and for the
surface wave. Explain why you chosethe wave you did.
3. Explain Based on your observations of wave motion, which of
the waves that you and yourpartner generated probably would cause
the most damage during an earthquake?
4. Observe What was the purpose of the yarn or string?
5. Compare and Contrast the motion of the yarn or string when
primary and secondary wavestravel through the spring. Which of
these waves is a compression wave? Explain your answer.
6. Compare and Contrast Which wave most closely resembled wave
motion in a body of water?How was it different? Explain.
Comparing Seismic Waves
Observationof Wave
Observation ofYarn or String Drawing Wave Type
(continued)
-
Cop
yrig
ht ©
Gle
ncoe
/McG
raw
-Hill
,a d
ivis
ion
of t
he M
cGra
w-H
ill C
ompa
nies
,Inc
.
Earthquakes and Volcanoes 9
Name Date Class
Wave Detecting
Today, scientists use seismographs to observe and record seismic
waves. Before the nineteenthcentury, however, scientists used other
types of instruments to study earthquakes. These instru-ments did
not record seismic waves. Instead, they indicated the magnitude or
direction of anearthquake in a general way. In the 1600s in Italy,
for example, scientists used a device that contained water to
observe seismic waves. The amount of water spilling out during an
earthquakeindicated the amount of shaking. In this lab, you will
make a simple earthquake-detecting deviceand determine how it is
affected by seismic waves.
StrategyYou will model and observe the effects of seismic
waves.You will infer how the energy released by an earthquake
affects the amplitude, or height,
of seismic waves.
Materials baking panlarge ceramic or stainless steel bowlpitcher
of tap waterdroppermetersticktextbookpaper towels
Procedure1. Work with a partner. Place the baking pan
on a flat surface such as a desk or counter.Set the bowl inside
the pan.
2. Pour water into the bowl from the pitcher.Fill the bowl to
within 1 to 2 mm of therim.
3. Using the dropper add water to the bowluntil the surface of
the water arches abovethe rim (Figure 1). This is your
earthquakedetector.
4. Model an earthquake by having a partnerdrop a textbook near
the detector from aheight of 2 cm. Observe what happens tothe water
in the bowl. Do waves appear?Does water spill over? Record your
observation in the Data and Observationssection. Add more water to
the bowl withthe dropper if any spills out. Then repeatthis step,
switching roles with your partner.
5. Repeat step 4 several more times. Eachtime, you should
increase the height atwhich you drop the book by several
centimeters.
6. If any water spills outside the baking pan,be sure to wipe it
up with the paper towels.
LaboratoryActivity11
Hand
s-On
Act
iviti
esWater
Figure 1
-
10 Earthquakes and Volcanoes
Cop
yrig
ht ©
Gle
ncoe
/McG
raw
-Hill
,a d
ivis
ion
of t
he M
cGra
w-H
ill C
ompa
nies
,Inc
.
Laboratory Activity 1 (continued)
Name Date Class
Data and Observations
Table 1
Questions and Conclusions1. How are the waves produced by the
book landing on the table similar to seismic waves?
2. Could you tell that the waves produced by some of your model
earthquakes had greater amplitude than others? Explain.
3. How did you increase the magnitude of your model earthquake?
How did increasing the magnitude of the earthquake affect the
amplitude of the waves in your detector?
4. How could you use two earthquake detectors to model how the
amplitude of seismic waves isaffected by the distance the waves
travel? Explain.
Strategy Check
Can you model and observe the effects of seismic waves?
Can you infer how the energy released by an earthquake affects
the amplitude of seismicwaves?
Hands-On Activities
Trial Height from Which Observations ofBook Is Dropped (cm)
Earthquake Detector
1
2
3
4
-
Cop
yrig
ht ©
Gle
ncoe
/McG
raw
-Hill
,a d
ivis
ion
of t
he M
cGra
w-H
ill C
ompa
nies
,Inc
.
Earthquakes and Volcanoes 11
Name Date Class
Volcanic Eruptions
Some volcanic eruptions consist of violent explosions of gases
and tephra, while others involvea relatively quiet flow of lava
around a vent. The type of eruption that occurs depends on both
thecomposition of the magma and the amount of gas trapped in it.
Thick magma that is rich in silicatends to trap steam and other
gases. The more gas in the magma, the greater the pressure
thatbuilds up in the volcano. The tremendous pressure that builds
in silica-rich magma is releasedwhen the volcano erupts
explosively.
By contrast, magma that contains less silica tends to be less
explosive and flow more easily.This type of magma is rich in iron
and magnesium and traps smaller amounts of gas. It producesbasaltic
lava that flows from a volcano in broad, flat layers. In this lab,
you will model bothbasaltic lava flows and explosive eruptions.
LaboratoryActivity22
Hand
s-On
Act
iviti
es
StrategyYou will model and observe how the buildup of pressure
in a volcano can lead to an
explosive eruption.You will determine how layers of basaltic
lava accumulate.
Materials newspaper old paintbrushes (3)balloons (9) spongeempty
coffee can markermeasuring cup meterstickplaster of paris
scissorswater piece of thick cardboard (approximately 50 cm ✕ 50
cm)1 lb. plastic margarine tubs (2) textbooksred, blue, and green
food coloring small tubes of toothpaste in different colors wooden
paint stirrers (3) (white, green, striped)WARNING: Never put
anything you use in a laboratory experiment into your mouth.
ProcedurePart A—Modeling Explosive Eruptions1. Work in a group
of five or six students. Put
on your apron and goggles, and cover yourwork area with sheets
of newspaper.
2. Inflate six of the balloons. Put less air in someof the
balloons than in others. You’ll need twosmall balloons, two medium,
and two large.Leave the remaining balloons uninflated.
3. In the coffee can, combine 1 L of plastermix with 2 L of
water. Stir the mixturewith a wooden stirrer until the mixture
issmooth. You should use a bit more waterthan the directions on the
box suggest.Thinner plaster will be easier to work with.
4. Pour about one-third of the mixture intoeach of the plastic
tubs, leaving the final thirdin the can. Add several drops of food
coloringto each container, and stir.
You should end up with three colors of plas-ter: red, green, and
blue. Do this step asquickly as possible since the plaster mix
willbegin to harden.
5. Using paintbrushes, coat the entire surface ofeach of the
inflated balloons with a thin layerof plaster. Paint the two small
balloons blue,the medium balloons green, and the largeballoons red.
Using any color, paint a bandaround the center of each of the empty
bal-loons, leaving the ends unpainted (Figure 1).Set the balloons
on sheets of newspaper todry. If you spill any plaster while you
arepainting, wipe it up with a damp sponge.
-
12 Earthquakes and Volcanoes
Cop
yrig
ht ©
Gle
ncoe
/McG
raw
-Hill
,a d
ivis
ion
of t
he M
cGra
w-H
ill C
ompa
nies
,Inc
.
Laboratory Activity 2 (continued)
Name Date Class
6. While the plaster is drying, skip to Part Bof the
procedure.
7. To model the buildup of pressure insidemagma, try to inflate
the empty balloons.What do you observe? Record your observa-tion in
the Data and Observations section.
8. Spread newspapers on an open area of thefloor. With the
marker, draw a large X onthe center of the paper. To model
anexplosive eruption, take one of the small,blue balloons and place
it on the X. Popthe balloon by stepping on it. Leave thepieces of
the plaster in place and pop thesecond small balloon in the same
way.WARNING: Wear your safety gogglesthroughout this
experiment.
9. With the meterstick, measure the distancefrom the X to the
piece of plaster thatlanded the farthest from it. This
distancerepresents the radius of the debris field.Record this
measurement in Table 1 theData and Observations section.
10. Repeat step 8 using the medium balloons.Measure and record
the distance from theX to the piece of green plaster that
landedfarthest from it.
11. Repeat step 8 using the large balloons.Measure and record
the distance from theX to the piece of red plaster that
landedfarthest from it.
Part B—Modeling Basaltic Lava Flows1. Use the scissors to poke a
hole near the
center of the piece of cardboard. Widen thehole until it is just
large enough for the capof a tube of toothpaste to fit through
it.
2. Make two stacks of books and place thecardboard on top of
them so that the holeis suspended about 30 cm above your
worksurface (Figure 2).
3. Remove the cap from one of the tubes oftoothpaste. Stick the
cap end of the tubethrough the hole so that the tube is uprightand
just the mouth is sticking out the top ofthe cardboard. Model a
basaltic lava flow byslowly squeezing out the contents of the
tube.
Figure 2
4. Measure the height and diameter of your“lava” flow and record
your measurementsin Table 2 in the Data and
Observationssection.
5. To model additional eruptions, repeat steps3 and 4 using the
other two tubes of tooth-paste to add to your “lava” flow.
6. Return to step 7 of Part A.
Hands-On Activities
Figure 1
Inflated Uninflated
-
Cop
yrig
ht ©
Gle
ncoe
/McG
raw
-Hill
,a d
ivis
ion
of t
he M
cGra
w-H
ill C
ompa
nies
,Inc
.
Earthquakes and Volcanoes 13
Name Date Class
Data and ObservationsWhat did you observe when you inflated the
plaster-coated balloons?
Hand
s-On
Act
iviti
es
Laboratory Activity 2 (continued)
Questions and Conclusions1. The air in your balloons modeled the
gases that build up in silica-rich magma. Which balloons
(small, medium, or large) modeled magma under the greatest
pressure? Explain.
2. What do your results from Part A tell you about the
relationship between pressure and theforce of an explosive volcanic
eruption?
3. What type or types of volcano did you model in Part A?
Explain your answer.
Table 1
Table 2
Eruption Diameter (cm) Height (cm)
1
2
3
Balloon Size Radius of DebrisField (cm)
Small 1
Small 2
Medium 1
Medium 2
Large 1
Large 2
-
14 Earthquakes and Volcanoes
Cop
yrig
ht ©
Gle
ncoe
/McG
raw
-Hill
,a d
ivis
ion
of t
he M
cGra
w-H
ill C
ompa
nies
,Inc
.
Laboratory Activity 2 (continued)
Name Date Class
4. What were you modeling when you inflated the plaster-coated
balloons in step 7 of Part A?
5. a. In Part B, how did the layers of toothpaste accumulate?
Did the second and third layers formon top of the first layer or
beneath it?
b. What does this result tell you about the age of the top layer
of basaltic lava on a volcanocompared with lower layers?
6. How did the height of the volcano you modeled in Part B
compare with its width? What typeof volcano has this shape?
7. How did the two types of eruptions you modeled differ from
one another? How were they alike?
Strategy Check
Can you model an explosive eruption due to the buildup of gas
pressure?
Can you describe how layers of basaltic lava accumulate?
Hands-On Activities
-
Cop
yrig
ht ©
Gle
ncoe
/McG
raw
-Hill
,a d
ivis
ion
of t
he M
cGra
w-H
ill C
ompa
nies
,Inc
.Earthquakes and Volcanoes
Directions: Use this page to label your Foldable at the
beginning of the chapter.
Volcanoes
Earthquakes
Botha cone-shaped mountain or hill that spews magma, solids, and
gas
can have pyroclastic flows or tremendous amounts of ash
intensity measured on a seismograph
rocks inside Earth pass their elastic limit, break, and have
elastic rebound
Name Date Class
Hand
s-On
Act
iviti
es
Earthquakes and Volcanoes 15
-
16 Earthquakes and Volcanoes
Meeting IndividualNeeds
Meeting Individual Needs
-
Cop
yrig
ht ©
Gle
ncoe
/McG
raw
-Hill
,a d
ivis
ion
of t
he M
cGra
w-H
ill C
ompa
nies
,Inc
.
Name Date Class
Earthquakes and Volcanoes 17
Directions: Complete the concept map using the terms in the list
below.
elastic limit magma elastic rebound lava tectonic plate
Mee
ting
Indi
vidu
al N
eeds
Directed Reading for
Content Mastery
OverviewEarthquakes and Volcanoes
occurwhen rising
occur whenrocks within
Earth’s crust arestressed past their
4.
5.
erupts through avent onto Earth’s
surface as
Locations of many
1.
volcanoes earthquakes
are related to
2.
3. ___________boundaries
break andundergo
Directions: Use the following terms to fill in the blanks in the
paragraph below.
magma divergent mantle hot spots tectonic energy
Volcanoes often occur at 6. _______________ and convergent plate
boundaries.
They also occur at 7. _______________ where large, rising bodies
of
8. _______________ can force their way through Earth’s 9.
_______________
and crust.
Like volcanoes, earthquakes also occur at 10. _______________
plate
boundaries. They are caused by the 11. _______________ generated
by the plates’
movement.
-
Name Date Class
18 Earthquakes and Volcanoes
Section 1 ■ Earthquakes
Directions: Write the term that matches each description below
on the spaces provided. The vertical, boxed letters should spell
the word that answers question 10.
Cop
yrig
ht ©
Gle
ncoe
/McG
raw
-Hill
,a d
ivis
ion
of t
he M
cGra
w-H
ill C
ompa
nies
,Inc
.
Directed Reading for
Content Mastery
Meeting Individual Needs
1. type of fault that may form when rocks are compressed2. the
measurement that describes how much energy an earthquake releases3.
the fastest type of seismic wave4. on the Modified Mercalli scale,
a measure of the amount of structural and
geologic damage an earthquake causes5. kind of force that causes
a strike-slip fault to form6. type of seismic wave that causes the
most damage7. type of fault that may form when rocks are pulled
apart8. type of fault that may form when rocks slide past one
another in opposite direc-
tions9. instrument used to record seismic waves
10. what can happen when rocks pass their elastic limit, break,
and snap back in
elastic rebound?
8
7
6
5
4
3
2
11
9
V
M
N
H
Q
F
L
M
R
G
-
Cop
yrig
ht ©
Gle
ncoe
/McG
raw
-Hill
,a d
ivis
ion
of t
he M
cGra
w-H
ill C
ompa
nies
,Inc
.
Name Date Class
Earthquakes and Volcanoes 19
Directions: Complete the following sentences using the terms
listed below.
magma hot spot composite
fissure shield tephra
1. ____________________ volcanoes such as the Soufriere Hills
volcano often formalong subduction zones.
2. Bits of rock or solidified lava that fall from the air after
a volcanic eruption are
called ____________________.
3. The type of volcanic eruption depends on the amount of gases
and the composition
of the ____________________.
4. The largest volcanoes are ____________________ volcanoes,
which producebasaltic lava.
5. ____________________ eruptions occur when very fluid magma
oozes fromcracks in Earth’s surface.
6. The Hawaiian Islands did not form at a boundary of tectonic
plates, like most
volcanoes, but over a ____________________.
Directions: Study the following diagrams. Then label the plate
boundaries as divergent, transform, orconvergent.
Mee
ting
Indi
vidu
al N
eeds
Directed Reading for
Content Mastery
Section 2 ■ VolcanoesSection 3 ■ Earthquakes,
Volcanoes, and Plate Tectonics
7. A. ____________________ C. ____________________
B. ____________________
A B C
-
Name Date Class
20 Earthquakes and Volcanoes
Key TermsEarthquakes and Volcanoes
Directions: Write the correct term from the list in the space
provided next to each definition below.
fault rift tsunami seismic wave
hot spot seismic safe lava focus
shield volcano seismograph composite volcano
epicenter cinder cone volcano magnitude
1. broad volcano with gently sloping sides
2. long crack that forms as two tectonic plates move apart
3. magma that reaches Earth’s surface
4. point inside Earth where earthquake movement firstoccurs
5. small volcano formed from tephra
6. the surface of a break in a section of rock
7. powerful sea wave caused by an earthquake
8. steep-sided volcano formed from layers of lava andtephra
9. point on Earth’s surface directly above the focus of
anearthquake
10. rising magma that may force its way through Earth’scrust,
not at a plate boundary
11. type of building structure that can withstand earthquake
vibrations
12. waves generated by an earthquake and measured usingthe
Richter scale
13. the instrument scientists use to record the measurements in
question 12
14. the height of the lines recorded on a seismograph, orthe
amount of energy released by an earthquake
Cop
yrig
ht ©
Gle
ncoe
/McG
raw
-Hill
,a d
ivis
ion
of t
he M
cGra
w-H
ill C
ompa
nies
,Inc
.
Directed Reading for
Content Mastery
Meeting Individual Needs
-
Cop
yrig
ht ©
Gle
ncoe
/McG
raw
-Hill
,a d
ivis
ion
of t
he M
cGra
w-H
ill C
ompa
nies
,Inc
.
Nombre Fecha Clase
Terremotos y volcanes 21
Instrucciones: Completa el mapa de conceptos con los siguientes
términos.
límite elástico magma rebote elástico lava placas tectónicas
Lectura dirigida para
Dominio del contenido
SinopsisTerremotos y volcanes
ocurre cuandoal elevarse el(la)
ocurre cuando las rocasdentro de la corteza terres-tre son
presionadas más
allá de su
4.
5.
hace erupción a travésde una chimeneahacia la superficie
terrestre como
La ubicación demuchos
1.
volcanes terremotos
está relacionada con
2.
los límites entre3. ___________
y se quiebran yexperimentan
Instrucciones: Usa los siguientes términos para llenar los
espacios en blanco.
magma divergentes manto focos cálidos tectónicas energía
Los volcanes ocurren con frecuencia en los límites entre
placas
6. _______________ y convergentes. También ocurren en 7.
_______________, en
donde grandes masas de 8. _______________ que se elevan pueden
forzar su paso
a través del(la) 9. _______________ y la corteza terrestre.
Como los volcanes, los terremotos también ocurren en los límites
entre las placas
10. _______________. Los terremotos son causados por el(la)
11. _______________ generada por el movimiento de las
placas.
Satis
face
las n
eces
idad
es in
divi
dual
es
-
Nombre Fecha Clase
22 Terremotos y volcanes
Sección 1 ■ Los terremotos
Instrucciones: Llena el crucigrama con el término que describe
cada clave. Las letras en las cajas oscuras verti-cales deben darte
la respuesta para la pregunta 10.
Cop
yrig
ht ©
Gle
ncoe
/McG
raw
-Hill
,a d
ivis
ion
of t
he M
cGra
w-H
ill C
ompa
nies
,Inc
.
Lectura dirigida para
Dominio del contenido
1. medida que describe la energía liberada por un terremoto
2. tipo de fuerza que forma las fallas transformantes
3. tipo más rápido de onda sísmica
4. tipo de onda sísmica que causa los peores daños
5. tipo de falla que puede formarse cuando las rocas son
comprimidas
6. tipo de falla que puede formarse cuando las rocas son
forzadas a separarse
7. instrumento que se usa para registrar las ondas sísmicas
8. en la escala modificada de Mercalli, medida de la cantidad de
daño estructural ygeológico causado por un terremoto
9. tipo de falla que puede formarse cuando las rocas se deslizan
una al lado de otraen direcciones opuestas
10. Lo que puede suceder cuando las rocas sobrepasan su límite
elástico, sequiebran y vuelven a su sitio debido al rebote
elástico.
Satisface las necesidades individuales
TM A G N I T U D
C I Z A L L A M I E N T O2
P R I M A R I A
D E S U P E R F I C I E
I N V E R S A A A
N O R M A L
S I S M O G R A F O
I N T E N S I D A D
T R A N S F O R M A N T E
4
9
1
3
7
5
6
8
-
Cop
yrig
ht ©
Gle
ncoe
/McG
raw
-Hill
,a d
ivis
ion
of t
he M
cGra
w-H
ill C
ompa
nies
,Inc
.
Nombre Fecha Clase
Terremotos y volcanes 23
Instrucciones: Completa las oraciones usando los siguientes
términos.
magma foco cálido compuestos
fisuras de escudo tefrita
1. Los volcanes ____________________, como las Colinas
Soufriere, se forman fre-
cuentemente sobre zonas de subducción.
2. Los trozos de roca o lava solidificada que caen por el aire
después de una erup-
ción volcánica se llaman ____________________.
3. El tipo de erupción volcánica depende de la cantidad de gases
y de la
composición del(la) ____________________.
4. Los volcanes más grandes son volcanes ____________________,
los cuales
producen lava basáltica.
5. Las erupciones de ____________________ ocurren cuando el
magma muy
líquido se escurre entre las grietas de la superficie
terrestre.
6. Las islas de Hawai no se formaron sobre un límite de placas
tectónicas, como casi
todos los volcanes, sino sobre un(a) ____________________.
Instrucciones: Estudia los diagramas. Luego rotula cada uno
usando el término correcto.
divergente transformante convergente
Lectura dirigida para
Dominio del contenido
Sección 2 ■ Los volcanesSección 3 ■ Terremotos,
volcanes y tectónica de placas
7. A. ____________________ C. ____________________
B. ____________________
A B C
Satis
face
las n
eces
idad
es in
divi
dual
es
-
Nombre Fecha Clase
24 Terremotos y volcanes
Términos clavesTerremotos y volcanes
Instrucciones: Para cada definición, escoge el término correcto
y escríbelo en el espacio dado, a la izquierda desu definición.
falla de dislocación tsunami onda sísmica
foco cálido segura contra sismos lava foco
volcán de escudo sismógrafo volcán compuesto
epicentro volcán de cono de carbonilla magnitud
1. volcán ancho con pendientes suaves
2. grieta larga que se forma cuando dos placas tectóni-cas se
separan
3. magma que llega a la superficie de la Tierra
4. punto dentro de la Tierra en donde ocurre porprimera vez un
movimiento sísmico
5. volcán pequeño formado por tefrita
6. superficie de una ruptura en una sección de roca
7. ola marina poderosa causada por un terremoto
8. volcán de pendientes abruptas formado por lava ytefrita
9. punto en la superficie de la Tierra directamente sobreel foco
de un terremoto
10. magma que se levanta y fuerza su paso a través de lacorteza
terrestre, en lugar de pasar por un límiteentre placas
11. tipo de construcción que puede soportar las vibra-ciones de
los terremotos
12. ondas generadas por un terremoto y que se midenusando la
escala Richter
13. instrumento que los científicos usan para registrar
lasmedidas de la pregunta 12
14. altura de las líneas que registra un sismógrafo, o can-tidad
de energía liberada por un terremoto
Cop
yrig
ht ©
Gle
ncoe
/McG
raw
-Hill
,a d
ivis
ion
of t
he M
cGra
w-H
ill C
ompa
nies
,Inc
.
Lectura dirigida para
Dominio del contenido
Satisface las necesidades individuales
-
Cop
yrig
ht ©
Gle
ncoe
/McG
raw
-Hill
,a d
ivis
ion
of t
he M
cGra
w-H
ill C
ompa
nies
,Inc
.
Name Date Class
Earthquakes and Volcanoes 25
Directions: Write the term that matches each description below
on the spaces provided. One or two letters havebeen given as clues
for each answer. Rearrange the letters given as clues to find the
term that completes the sentence in question 9.
1. ___ ___ ___ ___ m ___ ___ ___ ___ ___ ___
2. ___ s ___ ___ a ___ ___
3. ___ ___ ___ ___ s
4. e ___ ___ ___ ___ ___ ___ ___ ___ e
5. ___ ___ i ___ ___ ___ ___ ___ __
6. ___ ___ i ___ a ___ ___ ___ ___ ___ ___
7. ___ ___ ___ f ___ c ___ ___ ___ ___ ___
8. s ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___
1. instrument that records seismic waves2. seismic sea wave;
becomes more dangerous as it gets closer to shore and can be very
destructive3. the point inside Earth where movement from an
earthquake first occurs4. vibrations caused by rocks breaking and
moving as a result of a sudden release of energy5. the point on the
surface of Earth located directly above the earthquake focus6. type
of seismic wave that travels the fastest through rock material by
causing rocks to vibrate in
the same direction as the waves7. type of seismic wave that
travels the slowest and causes most of the destruction8. type of
seismic wave that moves through rocks by causing rocks to vibrate
at right angles to the
direction of the waves9. A building able to stand up against an
earthquake is considered to be
Directions: Complete the following table.
Earthquakes
Mee
ting
Indi
vidu
al N
eeds
Description Forces That Cause Fault Type of Fault
Rocks are pulled apart 10. 13.
Rocks are sheared 11. 14.
Rocks are compressed 12. 15.
Reinforcement11
-
26 Earthquakes and Volcanoes
Cop
yrig
ht ©
Gle
ncoe
/McG
raw
-Hill
,a d
ivis
ion
of t
he M
cGra
w-H
ill C
ompa
nies
,Inc
.
Name Date Class
Volcanoes
Directions: Indicate whether each statement refers to a shield
volcano (sh), a cinder cone volcano (cc), or a composite volcano
(cv).
1. moderate to violent eruptions throwing volcanic ash, cinders,
and lava high into the air
2. largest type of volcano
3. a relatively small cone of volcanic material formed from
tephra
4. sometimes erupts violently, forming a layer of tephra;
sometimes a quieter eruptionforming a lava layer
5. forms along subduction zones
6. buildup of basaltic layers, forming a broad volcano with
gently sloping sides
7. forms where magma is being forced up from the extreme depths
within Earth, or in areas where Earth’s plates are moving apart
8. Sunset Crater, near Flagstaff, Arizona
9. Mount St. Helens, in Washington
10. a steep-sided mountain composed of alternating layers of
lava and tephra
Directions: Match the descriptions in Column II with the items
in Column I. Write the letter of the correctdescription in the
blank at the left.
Column I
11. pyroclastic flow
12. mudflows
13. lava
14. lava rich in silica
15. lava rich in iron and magnesium
16. tephraM
eeting Individual Needs
Column II
a. magma when it reaches Earth’ssurface
b. ash, cinders, solidified lava
c. tends to flow easily
d. tends to be thicker and is moreresistant to flow
e. hot, glowing rock flows oncushion of hot gases
f. often accompany eruptions,and can be brought on by heavy
rain
Reinforcement22
-
Cop
yrig
ht ©
Gle
ncoe
/McG
raw
-Hill
,a d
ivis
ion
of t
he M
cGra
w-H
ill C
ompa
nies
,Inc
.
Name Date Class
Earthquakes and Volcanoes 27
Directions: Answer the following questions on the lines
provided.1. Describe the lithosphere.
2. What are rifts? What kinds of eruptions would you expect
there?
3. What happens at a convergent plate boundary? How does this
set up conditions that form volcanoes?
4. Where do most volcanoes form? How did the Hawaiian Islands
form?
5. Where and how do earthquakes form?
6. Describe the convection theory of tectonic plate
movement.
Directions: Use the drawings to identify the types of plate
boundaries.
Earthquakes, Volcanoes, andPlate Tectonics
Mee
ting
Indi
vidu
al N
eeds
A B C
7. transform boundary ______
8. convergent boundary ______
9. divergent boundary ______
Reinforcement33
-
28 Earthquakes and Volcanoes
Cop
yrig
ht ©
Gle
ncoe
/McG
raw
-Hill
,a d
ivis
ion
of t
he M
cGra
w-H
ill C
ompa
nies
,Inc
.
Name Date Class
The New Madrid Fault
Of all the states, California faces the highestrisk of
earthquakes. This is due, in part, to amajor break in Earth’s crust
that runs throughthe state for approximately 1,050 km.
Thisfracture, the San Andreas Fault, was responsi-ble for the
killer San Francisco earthquake in1906 and countless others
since.
Earthquakes in MissouriBut a series of three earthquakes
between
December 16, 1811, and February 7, 1812, tookplace not in
California, but in Missouri, alonga quake zone called the New
Madrid Fault. Allthree measured 8.0 on the Richter scale, mak-ing
them the largest American earthquakesever. The quakes were so
strong that tremorswere felt as far east as Boston and
Washington,D.C. Aftershocks continued for more than ayear. Besides
devastating 7,800 to 13,000 km2
of land, the earthquake caused the MississippiRiver to reverse
its direction temporarily andbegin to flow upstream. The earthquake
alsocaused the Mississippi to permanently changeits course and
create new lakes and islandswhere there hadn’t been any before.
The New Madrid Fault is 70 km wide, 300 kmlong, and is located
near New Madrid, Missouri.
It runs primarily through Missouri, Arkansas,Kentucky, and
Tennessee. If an earthquake hap-pened, it could affect up to 17
states surroundingthe fault zone. For a long time, geologists
thoughtthat a New Madrid earthquake was likely to happen only every
1,000 years or so.
Earthquake ConferenceUnfortunately, earthquakes can and do
hap-
pen anytime, anywhere. Scientists are still unableto predict
them, so they’re constantly working onways to prepare for an
earthquake and to mini-mize the damage to lives and property. In
the fallof 2000, representatives from 26 earthquake-prone states
met at the first-ever National Earth-quake Risk Management
Conference. Theydiscussed, among other things, the New MadridFault
and the need to make people aware thatearthquakes don’t just happen
in California.
Scientists predict that a New Madrid earth-quake could result in
$20 billion in damages.With increased land development and
urbansprawl hitting all the communities located onthe New Madrid
Fault, it’s likely the humancost would be very high as well.
1. Where could you find information on earthquake preparedness?
Is this something you andyour family need to think about? Give at
least two reasons.
2. When the New Madrid earthquakes of 1811–1812 hit, there were
very few people or buildingsin the area. Now scientists predict
that a similar earthquake would cause damage from St. Louisto
Memphis, causing billions of dollars in property damage and the
loss of hundreds of lives.What effect would a New Madrid earthquake
have on the land itself?
3. List some preventive measures your school could take to
prepare for an earthquake.
Meeting Individual Needs
Enrichment11
-
Cop
yrig
ht ©
Gle
ncoe
/McG
raw
-Hill
,a d
ivis
ion
of t
he M
cGra
w-H
ill C
ompa
nies
,Inc
.
Name Date Class
Earthquakes and Volcanoes 29
Fire and Ice!
1. Why does Iceland have so many volcanic eruptions?
2. How is geothermal energy captured in Iceland?
3. This type of energy is also called hydrothermal energy. Why
do you think that is so?
Iceland is a land of fire and ice. Volcanoes,hot springs, and
glaciers create a landscape ofhot and cold contrasts. Every now and
then, anearthquake shakes things up. The country islocated right
over the spreading Mid-AtlanticRidge where the seafloor is tearing
apart.
A Volcano ZoneAs the Earth’s plates move apart in a
spreading ridge, fissures form. A long fissurezone with many
shield volcanoes on its sidesruns right through the southeastern
andsouthwestern parts of Iceland. This zone isabout 70 kilometers
long. This has createdmany problems for the people of Iceland,since
the volcanic eruptions often cause a lotof damage. Some cities have
been damagedbecause they were built near what were erro-neously
thought to be inactive volcanoes.
Because much of Iceland is under ice, manysmall volcanic
eruptions aren’t seen, but theystill melt a lot of water. The water
is captured ina caldera, the center region of a volcano, whereit
then spills out every three to four years.
These water spills are called jökulhaups (yoh-kewl-owps) and can
cause a great deal ofdestruction.
Putting Volcanoes to UseThe people of Iceland have learned to
live
with their volcanoes. Iceland is one of themost effective
countries of the world in capturing the geothermal energy of Earth
andusing it to make electricity. When water seepsinto the cracks of
the fissures, it is superheatedby magma. The water turns to steam
andescapes through the top of the fissure as ageyser. This
high-temperature steam is used torotate turbine blades. In turn,
the turbinesproduce electricity for use by the people. Morethan 70
percent of the homes in Iceland areheated and lighted by geothermal
energy.
Iceland is a model for other countries whenit comes to
geothermal power. Geothermalenergy is environmentally clean and
will probably last a long time.
Mee
ting
Indi
vidu
al N
eeds
Enrichment22
-
30 Earthquakes and Volcanoes
Cop
yrig
ht ©
Gle
ncoe
/McG
raw
-Hill
,a d
ivis
ion
of t
he M
cGra
w-H
ill C
ompa
nies
,Inc
.
Name Date Class
Coming Up: Island UnderConstruction
Hawaii is a favorite vacation spot for peopleall over the world.
Many people enjoy its beaches and pleasant weather. You can visit
itseight major islands: Nihau, Kauai, Oahu,Molokai, Lanai, Maui,
Kahoolawe, and Hawaii.
A New IslandThere is another “island” that is fairly large,
but most people have never heard of it. It iscalled Loihi, a
Hawaiian word that means“long.” However, you cannot make a
reserva-tion to stay at a hotel there, because Loihi isbeneath the
ocean. It is about 20 miles fromthe southeast coast of the island
of Hawaii andsits on the same hot spot as Mauna Loa andKilauea, two
active Hawaiian volcanoes.
Like the other Hawaiian Islands, Loihi isvolcanic. But unlike
most of the other islands,it is still being formed. Currently, the
island ismore than 3,000 m high. It has about 969 mto go before it
reaches sea level. If it keepsgrowing at its current rate, it
should becomevisible above the surface of the ocean some-time in
the next 10,000 to 100,000 years.
Scientists Discover LoihiLoihi is a volcano that is a seamount,
or
sea mountain. For a long time, scientists knew it existed, but
believed it was extinct.
They discovered Loihi was actually relativelyyoung and active in
1970, when an expeditionof scientists went to investigate a swarm
ofearthquakes that had occurred there. Swarm isa term used to
describe a large amount ofearthquake activity. Undersea photographs
ofLoihi showed new-looking lava formations.Actual samples of the
lava had a glass-likecrust, which confirmed the lava was new.
Keepin mind that “new” in scientific, or geologic,terms can mean as
long as several hundredyears ago or as recently as yesterday.
Loihi EarthquakesIn the summer of 1996, the largest swarm of
earthquakes ever recorded for the islandsoccurred at Loihi.
About 4,000 earthquakesshook the seamount during a two-month
periodthat summer. Once again, scientists went to Loihito study the
situation. Diving down to the islandin a vessel called a
submersible, they collectedsamples of lava. By using radiometry to
date thelava, they found that the volcano had erupted atleast once,
and possibly twice, that year.
Scientists have been monitoring Loihi usingdevices such as a
hydrophone, a microphonethat works underwater. The evidence the
scien-tists are collecting shows that Loihi continuesto erupt and
grow.
1. How did scientists recognize that Loihi was still
growing?
2. Why do you think Loihi is sometimes called a submarine
island?
3. If Loihi reaches sea level in 10,0000 years, what would its
average rate of growth per year be?What would its average rate of
growth per year be if it reaches sea level in 100,000 years?
4. Do you think other new islands are possible in the Hawaiian
chain? Explain.
Meeting Individual Needs
Enrichment33
-
Cop
yrig
ht ©
Gle
ncoe
/McG
raw
-Hill
,a d
ivis
ion
of t
he M
cGra
w-H
ill C
ompa
nies
,Inc
.
Name Date Class
Earthquakes and Volcanoes 31
Section 1 Earthquakes
A. Earthquakes—large ______________ that move through rock or
other Earth materials
1. Elastic rebound—when rocks strain and then break, the broken
pieces _____________.
a. Rocks __________ slowly over long periods of time.
b. _____________ energy builds up in them.
c. Energy is released suddenly when rocks break and
_________.
d. The movement causes ______________ that move through
Earth.
2. _________—the surface of a break in rock
a. Normal fault—caused by tension forces, rock above the fault
moves ________ comparedto rock below the fault.
b. Reverse fault—caused by compression forces, rock above the
fault moves __________compared to rock below the fault.
c. Strike-slip fault—caused by shear forces, rock on either side
of the fault moves
____________________ in opposite directions.
B. Seismic waves—When strained rock’s ____________________ is
released, it moves outwardfrom the fault in seismic waves.
1. Focus—the point inside Earth where ____________ along a fault
first occurs and energy is released
2. Epicenter—the point on Earth’s ________________ located
directly above the focus
3. Seismic waves start at the focus and travel away in
_______________________.
a. ______________ waves—cause rock to move back and forth in the
same direction thewaves are moving
b. ________________ waves—cause rock to vibrate at right angles
to the direction thewaves are moving
c. ________________ waves—slowest, largest, most destructive
waves
C. Measuring earthquakes
1. Seismograph—instrument that records an earthquake’s
____________________
2. If seismic-wave arrival times are recorded from three
stations, the ________________ canbe determined.
3. Richter scale—measures an earthquake’s size, or magnitude,
based on the heights of lines
representing the amount of energy released through
____________________ recorded on a seismograph
Mee
ting
Indi
vidu
al N
eeds
Note-takingWorksheet
Earthquakes and Volcanoes
-
32 Earthquakes and Volcanoes
Cop
yrig
ht ©
Gle
ncoe
/McG
raw
-Hill
,a d
ivis
ion
of t
he M
cGra
w-H
ill C
ompa
nies
,Inc
.
Name Date Class
D. Earthquake Damage
1. Modified Mercalli intensity scale—measures an earthquake’s
intensity based on the amount
of __________________________________
2. Most earthquake damage is caused by ___________ waves.
3. Tsunamis—when an earthquake occurs on the _______________,
the sudden movementpushes against the water and creates powerful
waves that can travel thousands of kilometers.
E. Seismic-safe structures are able to stand up against an
earthquake’s _______________.
1. Many high-rise buildings stand on huge steel and rubber
_______________.
2. Underground water and gas pipes are replaced with pipes that
will _______________.
3. Highways have cement pillars with spiral _______________
around them.
F. Predicting Earthquakes
1. Long-range forecasts predict whether an earthquake is likely
to occur in a given area within
_____________ years.
Section 2 Volcanoes
A. Volcanoes—cone-shaped hills or mountains formed by
___________________
1. When magma flows onto Earth’s surface through a vent, it is
called ________.
2. __________—bits of rock or solidified lava dropped from the
air after an explosive eruption.
3. Some volcanoes form where Earth’s plates ___________.
a. One plate ____________, or is forced underneath, the
other.
b. Part of the plate that is forced underneath _________,
forming magma chambers.
4. Avalanches of hot, glowing molten rock that flow on cushions
of hot gases down a side of a
volcano are called _____________________.
5. How forceful an eruption is depends on the composition of the
_________.
a. More silica makes magma _____________________.
b. More iron and magnesium make magma _____________________.
c. Water vapor trapped in the magma becomes steam and
_____________________.
6. The type of _______________ and _______________ contained in
the lava determine the
type of volcano that forms.
Meeting Individual Needs
Note-taking Worksheet (continued)
-
Cop
yrig
ht ©
Gle
ncoe
/McG
raw
-Hill
,a d
ivis
ion
of t
he M
cGra
w-H
ill C
ompa
nies
,Inc
.
Name Date Class
Earthquakes and Volcanoes 33
B. Four types of volcanoes:
1. Shield volcanoes—____________ lava, which flows easily
a. Forms a _________ volcano with gently sloping sides
b. ___________ type of volcano
c. Form where Earth’s plates are ______________ and magma is
forced upward betweenplates
2. Cinder cone volcanoes—high _______ content in the magma
a. Explosive, but _______________, eruptions
b. Form a small cone of volcanic material from tephra
3. Composite volcanoes—made of alternating layers of lava and
__________
a. Steep-sided mountains
b. Form where Earth’s plates are colliding and being forced
underneath each other, or
______________ zones.
4. Fissure eruptions—magma that is very _________
a. Oozes from __________ in Earth’s surface
b. Magma flows freely across the land, as _________________.
c. Most of Earth’s crust beneath the _________ is flood
basalts.
Section 3 Earthquakes, Volcanoes, and Plate Tectonics
A. Earth’s crust is broken into __________ that move around.
B. Most _____________ form where plates are colliding or moving
apart.
1. Divergent plate boundaries—where plates move __________
a. Long cracks called _________ form between them.
b. ___________ eruptions are common where plates separate.
2. Convergent plate boundaries—where plates ___________ and
denser plates subduct, or areforced underneath less dense
plates
3. Hot spots—large rising bodies of _________ force their way
through Earth’s crust, not atplate boundaries
C. Most _______________ occur where plates are colliding or
moving apart.
Mee
ting
Indi
vidu
al N
eeds
Note-taking Worksheet (continued)
-
34 Earthquakes and Volcanoes
Assessment
Assessment
-
Cop
yrig
ht ©
Gle
ncoe
/McG
raw
-Hill
,a d
ivis
ion
of t
he M
cGra
w-H
ill C
ompa
nies
,Inc
.
Name Date Class
Earthquakes and Volcanoes 35
Chapter Review
Earthquakes and Volcanoes
Part A. Vocabulary ReviewDirections: Write the correct term in
the spaces after each definition. Unscramble the boxed letters to
answerquestion 17.
1. wave that passes through Earth ___ ___ ___ ___ ___ ___ ___
___ ___ ___
2. small, steep volcano with a cone made of tephra ___ ___ ___
___ ___ ___ ___ ___ ___
3. vibrations that occur when rocks break due to stress ___ ___
___ ___ ___ ___ ___ ___ ___
4. seismic sea wave ___ ___ ___ ___ ___ ___
5. magma that has reached the surface of Earth ___ ___ ___
6. number based on seismic wave amplitude ___ ___ ___ ___ ___
___ ___ ___
7. underground center of an earthquake ___ ___ ___ ___
8. structures that can withstand earthquakes ___ ___ ___ ___ ___
___ ___ ___ ___ ___
9. bits of rock or solidified lava dropped from the air ___ ___
___ ___ ___
10. instrument used to record earthquakes ___ ___ ___ ___ ___
___ ___ ___ ___ ___
11. cone-shaped mountains that spew out lava or gas ___ ___ ___
___ ___ ___ ___ ___
12. break in Earth’s rocks caused by stress ___ ___ ___ ___
13. long crack where plates diverge ___ ___ ___
14. large rising bodies of magma not at plate boundaries ___ ___
___ ___ ___ ___ ___
15. point on Earth’s surface directly above the focus ___ ___
___ ___ ___ ___ ___ ___
16. volcano formed by gentle
eruptions of fluid lava 16. ___ ___ ___ ___ ___ ___ ___ ___ ___
___ ___ ___
17. The name of a type of volcano:
_________________________________________________
Asse
ssm
ent
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
-
Cop
yrig
ht ©
Gle
ncoe
/McG
raw
-Hill
,a d
ivis
ion
of t
he M
cGra
w-H
ill C
ompa
nies
,Inc
.
Name Date Class
Chapter Review (continued)
36 Earthquakes and Volcanoes
Part B. Concept ReviewDirections: Circle the term in parentheses
that makes the statement correct.
1. Molten rock inside Earth is (lava, magma, tephra).
2. Subduction takes place at a (convergent, divergent,
transform) plate boundary.
3. The Richter scale measures (intensity, duration,
magnitude).
4. A broad, shallow volcano with lava sides is a (shield,
composite, cinder cone) volcano.
5. Tectonic plates are moved around by (seismic waves, nuclear
reactions, convection currents).
6. (Primary, Secondary, Surface) waves are the slowest and
largest of the seismic waves and cause
most of the destruction during an earthquake.
7. Most earthquakes and volcanic eruptions occur (at the center
of the plates, near the equator,
at plate boundaries).
Directions: Answer the following question on the lines
provided.8. Name the three kinds of faults and describe each of
them.
Directions: Use the following table to answer questions 9 and
10.
Assessment
9. Why was the difference in time between the arrival of the P-
and S-waves so much greater inTown Y than in Town X?
10. Which town probably suffered the greatest earthquake damage?
Why?
Distance from Time Needed for Time Needed for Difference
inEarthquake to S-waves to P-waves to Time Between the
Town Reach Town Reach Town of S- and P-waves
Town X 120 km 30 s 20 s 10 s
Town Y 960 km 240 s 160 s 80 s
-
Transparency Activities
Earthquakes and Volcanoes 41
Tran
spar
ency
Act
iviti
es
-
Cop
yrig
ht ©
Gle
ncoe
/McG
raw
-Hill
,a d
ivis
ion
of t
he M
cGra
w-H
ill C
ompa
nies
,Inc
.
Name Date Class
42 Earthquakes and Volcanoes
Section FocusTransparency Activity11
Transparency Activities
The Richter scale was first used to rate the strength of
earthquakesin 1935. Since then, we’ve learned a great deal about
the causes ofearthquakes, but predicting when an earthquake will
strike remainstricky.
Nobody’s Fault at All
1. What happens during an earthquake?
2. What parts of an earthquake can be measured?
3. Why is it easier to predict where an earthquake will strike
thanwhen it will strike?
-
Cop
yrig
ht ©
Gle
ncoe
/McG
raw
-Hill
,a d
ivis
ion
of t
he M
cGra
w-H
ill C
ompa
nies
,Inc
.
Name Date Class
Earthquakes and Volcanoes 43
Section FocusTransparency Activity22
Tran
spar
ency
Act
iviti
es
In November of 1963, the Atlantic Ocean got a new island.
Theisland was named Surtsey after Sutur, a mythological fire god.
Thenew island was the result of a volcanic eruption very near
Iceland.
Does the stork bringbaby islands?
1. Looking at the photo, how did the island of Surtsey form?
2. What do volcanoes and earthquakes have in common?
3. What unique learning opportunities might scientists have
onSurtsey?
-
Cop
yrig
ht ©
Gle
ncoe
/McG
raw
-Hill
,a d
ivis
ion
of t
he M
cGra
w-H
ill C
ompa
nies
,Inc
.
Name Date Class
44 Earthquakes and Volcanoes
Section FocusTransparency Activity33
Transparency Activities
The dots on this image show places where earthquakes
haveoccurred. The line of dots in the middle of the Atlantic Ocean
is the Mid-Atlantic Ridge. As you can see, the area is geologically
veryactive!
Earth Shattering
1. What do you notice about the locations of the earthquakes
shownabove?
2. What other geological activity is likely to follow a similar
pattern?
3. Give an example of some geological activity that does not
occuralong these boundaries.
-
Cop
yrig
ht ©
Gle
ncoe
/McG
raw
-Hill
,a d
ivis
ion
of t
he M
cGra
w-H
ill C
ompa
nies
,Inc
.
Name Date Class
Earthquakes and Volcanoes 45
Trav
el T
ime
(min
)
16
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
0
Distance to Epicenter (km)1,000 2,000 3,000 4,000
S-W
ave C
urve
P-Wave
Curve
First S Wave
First P Wave
5 min
Tran
spar
ency
Act
iviti
es
Seismic WavesTeaching TransparencyActivity11
-
46 Earthquakes and Volcanoes
Cop
yrig
ht ©
Gle
ncoe
/McG
raw
-Hill
,a d
ivis
ion
of t
he M
cGra
w-H
ill C
ompa
nies
,Inc
.
Name Date Class
Teaching Transparency Activity (continued)
1. What instrument records seismic waves from all over the
world?
2. What is the name of the scale that gives the magnitude of
energy an earthquake releases?
3. What two waves are indicated on the transparency? What do the
abbreviations stand for?
4. What is the point on Earth’s surface directly above an
earthquake’s focus?
5. What do seismologists study?
6. What do the height of the lines on a seismograph measure?
7. Look at the graph to determine the approximate distance to
the epicenter if the first P-wavearrives at the recording station
two minutes ahead of the first S-wave.
Transparency Activities
-
Cop
yrig
ht ©
Gle
ncoe
/McG
raw
-Hill
,a d
ivis
ion
of t
he M
cGra
w-H
ill C
ompa
nies
,Inc
.
Name Date Class
Earthquakes and Volcanoes 47
AssessmentTransparency Activity
Tran
spar
ency
Act
iviti
es
Directions: Carefully review the table and answer the following
questions.
Earthquakes and Volcanoes
1. According to the table, which location has earthquakes with
anaverage severity greater than 5.0?A AB BC CD D
2. The most likely cause of the earthquakes in California is
___.F collision of the ocean and landG vibrations from landslidesH
effects of the weather
J faults in Earth’s crust
3. According to the table, which house has had no earthquake
damage in the last ten years?A AB BC CD D
Earthquake Activity
A
B
C
D
Oregon
California
Illinois
Delaware
12
73
0
2
2.5
5.2
0
1.1
Location Average Severity
HouseEarthquakes
in Last 10Years
Glencoe Science, Level BlueContents in Brief Table of
ContentsUnit 1: Humans and HeredityChapter 1: The Nature of
ScienceLaunch Lab: Measure Using ToolsFoldablesSection 1: What is
science?Integrate Social StudiesScience OnlineMiniLAB: Inferring
from PicturesLab: Battle of the Beverage Mixes
Section 2: Doing ScienceApplying Science: Problem-Solving
SkillsIntegrate EnvironmentMiniLAB: Comparing Paper
TowelsVisualizing Descriptive and Experimental Research
Section 3: Science and TechnologyScience OnlineLab: When is the
Internet the busiest?Science and Language Arts: The Everglades:
River of Grass
Chapter 1 Study GuideChapter 1 ReviewChapter 1 Standardized Test
Practice
Chapter 2: Traits and How They ChangeLaunch Lab: How are people
different?FoldablesSection 1: Traits and the EnvironmentIntegrate
ChemistryMiniLAB: Observing Gravity and Stem GrowthScience
OnlineLab: Jelly Bean Hunt
Section 2: GeneticsMiniLAB: Observing Fruit Fly
PhenotypesApplying Math: Percent of Offspring with Certain
Traits
Section 3: Environmental Impact over TimeIntegrate
CareerVisualizing Natural SelectionScience OnlineLab: Toothpick
FishScience and Society: How Did Life Begin?
Chapter 2 Study GuideChapter 2 ReviewChapter 2 Standardized Test
Practice
Chapter 3: Interactions of Human SystemsLaunch Lab: Model Blood
Flow in Arteries and VeinsFoldablesSection 1: The Human
OrganismScience OnlineIntegrate Earth ScienceVisualizing Human
CellsLab: Observing Cells
Section 2: How Your Body WorksMiniLAB: Observing the Gases That
You ExhaleIntegrate HistoryMiniLAB: Observing a Chemical
ReactionApplying Math: Lung VolumeScience OnlineLab: Does exercise
affect respiration?Science Stats: Astonishing Human Systems
Chapter 3 Study GuideChapter 3 ReviewChapter 3 Standardized Test
Practice
Unit 2: EcologyChapter 4: Interactions of LifeLaunch Lab: How do
lawn organisms survive?FoldablesSection 1: Living EarthScience
Online
Section 2: PopulationsMiniLAB: Observing Seedling
CompetitionApplying Science: Do you have too many crickets?Science
OnlineMiniLAB: Comparing Biotic PotentialVisualizing Population
Growth
Section 3: Interactions Within CommunitiesIntegrate
ChemistryIntegrate HistoryLab: Feeding Habits of PlanariaLab:
Population Growth in Fruit FliesScience and History: The Census
measures a human population
Chapter 4 Study GuideChapter 4 ReviewChapter 4 Standardized Test
Practice
Chapter 5: The Nonliving EnvironmentLaunch Lab: Earth Has Many
EcosystemsFoldablesSection 1: Abiotic FactorsMiniLAB: Determining
Soil MakeupApplying Math: Temperature ChangesIntegrate
CareerScience OnlineLab: Humus Farm
Section 2: Cycles in NatureMiniLAB: Comparing
FertilizersVisualizing the Carbon CycleScience Online
Section 3: Energy FlowIntegrate Earth ScienceLab: Where does the
mass of a plant come from?Science Stats: Extreme Climates
Chapter 5 Study GuideChapter 5 ReviewChapter 5 Standardized Test
Practice
Chapter 6: EcosystemsLaunch Lab: What environment do houseplants
need?FoldablesSection 1: How Ecosystems ChangeScience
OnlineVisualizing Secondary Succession
Section 2: BiomesMiniLAB: Modeling Rain Forest LeavesIntegrate
Earth ScienceLab: Studying a Land Ecosystem
Section 3: Aquatic EcosystemsMiniLAB: Modeling Freshwater
EnvironmentsIntegrate CareerApplying Math: TemperatureScience
OnlineLab: Use the Internet: Exploring WetlandsScience and Society:
Creating Wetlands to Purify Wastewater
Chapter 6 Study GuideChapter 6 ReviewChapter 6 Standardized Test
Practice
Unit 3: Earth's Changes over TimeChapter 7: Plate
TectonicsLaunch Lab: Reassemble an ImageFoldablesSection 1:
Continental DriftScience OnlineMiniLAB: Interpreting Fossil
Data
Section 2: Seafloor SpreadingIntegrate ChemistryLab: Seafloor
Spreading Rates
Section 3: Theory of Plate TectonicsScience OnlineApplying
Science: How well do the continents fit together?Visualizing Plate
BoundariesMiniLAB: Modeling Convection CurrentsIntegrate
CareerIntegrate PhysicsLab: Predicting Tectonic ActivityScience and
Language Arts: Listening In
Chapter 7 Study GuideChapter 7 ReviewChapter 7 Standardized Test
Practice
Chapter 8: Earthquakes and VolcanoesLaunch Lab: Construct with
StrengthFoldablesSection 1: EarthquakesMiniLAB: Observing
DeformationScience OnlineVisualizing Tsunamis
Section 2: VolcanoesMiniLAB: Modeling an EruptionScience
OnlineLab: Disruptive Eruptions
Section 3: Earthquakes, Volcanoes, and Plate TectonicsIntegrate
ChemistryIntegrate Language ArtsApplying Math: P-wave Travel
TimeLab: Seismic WavesScience and History: Quake
Chapter 8 Study GuideChapter 8 ReviewChapter 8 Standardized Test
Practice
Chapter 9: Clues to Earth's PastLaunch Lab: Clues to Life’s
PastFoldablesSection 1: FossilsMiniLAB: Predicting Fossil
PreservationIntegrate Social StudiesIntegrate Life Science
Section 2: Relative Ages of RocksScience OnlineVisualizing
UnconformitiesScience OnlineLab: Relative Ages
Section 3: Absolute Ages of RocksMiniLAB: Modeling Carbon-14
DatingScience OnlineApplying Science: When did the Iceman die?Lab:
Model and Invent: Trace FossilsOops! Accidents in Science: The
World’s Oldest Fish Story
Chapter 9 Study GuideChapter 9 ReviewChapter 9 Standardized Test
Practice
Chapter 10: Geologic TimeLaunch Lab: Survival Through
TimeFoldablesSection 1: Life and Geologic TimeSection 2: Early
Earth HistoryIntegrate ChemistryMiniLAB: Dating Rock Layers with
FossilsVisualizing Unusual Life FormsScience OnlineLab: Changing
Species
Section 3: Middle and Recent Earth HistoryScience OnlineApplying
Math: Calculating Extinction By Using PercentagesMiniLAB:
Calculating the Age of the Atlantic OceanLab: Use the Internet:
Discovering the PastScience Stats: Extinct!
Chapter 10 Study GuideChapter 10 ReviewChapter 10 Standardized
Test Practice
Unit 4: Earth's Place in the UniverseChapter 11: The
Sun–Earth–Moon SystemLaunch Lab: Model Rotation and
RevolutionFoldablesSection 1: EarthIntegrate Life ScienceMiniLAB:
Making Your Own CompassScience OnlineScience Online
Section 2: The Moon—Earth's SatelliteMiniLAB: Comparing the Sun
and the MoonScience OnlineIntegrate CareerVisualizing the Moon’s
SurfaceApplying Science: What will you use to survive on the
Moon?Lab: Moon Phases and Eclipses
Section 3: Exploring Earth's MoonScience OnlineLab: Tilt and
TemperatureScience and History: The Mayan Calendar
Chapter 11 Study GuideChapter 11 ReviewChapter 11 Standardized
Test Practice
Chapter 12: The Solar SystemLaunch Lab: Model Crater
FormationFoldablesSection 1: The Solar SystemScience
OnlineIntegrate PhysicsVisualizing the Solar System’s FormationLab:
Planetary Orbits
Section 2: The Inner PlanetsMiniLAB: Inferring Effects of
GravityScience OnlineApplying Math: Diameter of Mars
Section 3: The Outer PlanetsMiniLAB: Modeling PlanetsIntegrate
Language Arts
Section 4: Other Objects in the Solar SystemLab: Model and
Invent: Solar System Distance ModelOops! Accidents in Science: It
Came from Outer Space!
Chapter 12 Study GuideChapter 12 ReviewChapter 12 Standardized
Test Practice
Chapter 13: Stars and GalaxiesLaunch Lab: Why do clusters of
galaxies move apart?FoldablesSection 1: StarsMiniLAB: Observing
Star PatternsApplying Science: Are distance and brightness
related?
Section 2: The SunScience OnlineLab: Sunspots
Section 3: Evolution of StarsScience OnlineIntegrate
ChemistryIntegrate History
Section 4: Galaxies and the UniverseMiniLAB: Measuring Distance
in SpaceVisualizing the Big Bang TheoryLab: Design Your Own:
Measuring ParallaxScience Stats: Stars and Galaxies
Chapter 13 Study GuideChapter 13 ReviewChapter 13 Standardized
Test Practice
Unit 5: Chemistry of MatterChapter 14: Inside the AtomLaunch
Lab: Model the UnseenFoldablesSection 1: Models of the AtomMiniLAB:
Modeling the Nuclear AtomIntegrate HistoryLab: Making a Model of
the Invisible
Section 2: The NucleusScience OnlineMiniLAB: Graphing
Half-LifeApplying Math: Find Half-LivesIntegrate EnvironmentScience
OnlineVisualizing Tracer ElementsIntegrate Life ScienceLab: Design
Your Own: Half-LifeScience and History: Pioneers in
Radioactivity
Chapter 14 Study GuideChapter 14 ReviewChapter 14 Standardized
Test Practice
Chapter 15: The Periodic TableLaunch Lab: Make a Model of a
Periodic PatternFoldablesSection 1: Introduction to the Periodic
TableMiniLAB: Designing a Periodic TableScience OnlineApplying
Science: What does periodic mean in the periodic table?
Section 2: Representative ElementsIntegrate CareerIntegrate Life
Science
Section 3: Transition ElementsIntegrate PhysicsVisualizing
Synthetic ElementsScience OnlineLab: Metals and NonmetalsLab: Use
the Internet: Health Risks from Heavy MetalsScience and Language
Arts: Anansi Tries to Steal All the Wisdom in the World
Chapter 15 Study GuideChapter 15 ReviewChapter 15 Standardized
Test Practice
Chapter 16: Atomic Structure and Chemical BondsLaunch Lab: Model
the Energy of ElectronsFoldablesSection 1: Why do atoms
combine?Science OnlineIntegrate CareerApplying Science: How does
the periodic table help you identify properties of
elements?MiniLAB: Drawing Electron Dot Diagrams
Section 2: How Elements BondIntegrate PhysicsMiniLAB:
Constructing a Model of MethaneScience OnlineVisualizing Crystal
StructureLab: Ionic CompoundsLab: Mode and Invent: Atomic
StructureScience and Language Arts: "Baring the Atom's Mother
Heart"
Chapter 16 Study GuideChapter 16 ReviewChapter 16 Standardized
Test Practice
Chapter 17: Chemical ReactionsLaunch Lab: Identify a Chemical
ReactionFoldablesSection 1: Chemical Formulas and
EquationsVisualizing Chemical ReactionsIntegrate Life
ScienceMiniLAB: Observing the Law of Conservation of MassScience
OnlineApplying Math: Conserving Mass
Section 2: Rates of Chemical ReactionsScience OnlineMiniLAB:
Identifying InhibitorsIntegrate HistoryLab: Physical or Chemical
Change?Lab: Design Your Own: Exothermic or Endothermic?Science and
History: Synthetic Diamonds
Chapter 17 Study GuideChapter 17 ReviewChapter 17 Standardized
Test Practice
Unit 6: Motion, Forces, and EnergyChapter 18: Motion and
MomentumLaunch Lab: Motion After a CollisionFoldablesSection 1:
What is motion?Integrate Life ScienceApplying Math: Speed of a
SwimmerMiniLAB: Measuring Average SpeedScience Online
Section 2: AccelerationApplying Math: Acceleration of a
BusMiniLAB: Modeling Acceleration
Section 3: MomentumIntegrate Social StudiesApplying Math:
Momentum of a BicycleScience OnlineVisualizing Conservation of
MomentumLab: CollisionsLab: Design Your Own: Car Safety
TestingOops! Accidents in Science: What Goes Around Comes
Around
Chapter 18 Study GuideChapter 18 ReviewChapter 18 Standardized
Test Practice
Chapter 19: Force and Newton's LawsLaunch Lab: Forces and
MotionFoldablesSection 1: Newton's First LawIntegrate Life
ScienceScience OnlineMiniLAB: Observing Friction
Section 2: Newton's Second LawIntegrate HistoryApplying Math:
Acceleration of a Car
Section 3: Newton's Third LawScience OnlineVisualizing Newton’s
Laws in SportsMiniLAB: Measuring Force PairsLab: Balloon RacesLab:
Design Your Own: Modeling Motion in Two DirectionsScience and
Society: Air Bag Safety
Chapter 19 Study GuideChapter 19 ReviewChapter 19 Standardized
Test Practice
Chapter 20: Work and Simple MachinesLaunch Lab: Compare
ForcesFoldablesSection 1: Work and PowerIntegrate HistoryApplying
Math: Calculating WorkMiniLAB: Work and PowerApplying Math:
Calculating PowerScience OnlineLab: Building the Pyramids
Section 2: Using MachinesScience OnlineApplying Math:
Calculating Mechanical AdvantageIntegrate Life ScienceApplying
Math: Calculating Efficiency
Section 3: Simple MachinesVisualizing LeversMiniLAB: Observing
PulleysLab: Design Your Own: Pulley PowerScience and Society:
Bionic People
Chapter 20 Study GuideChapter 20 ReviewChapter 20 Standardized
Test Practice
Chapter 21: Thermal EnergyLaunch Lab: Measuring
TemperatureFoldablesSection 1: Temperature and Thermal
EnergyApplying Math: Converting to Celsius
Section 2: HeatMiniLAB: Comparing Rates of MeltingMiniLAB:
Observing ConvectionIntegrate Life ScienceLab: Heating Up and
Cooling Down
Section 3: Engines and RefrigeratorsScience OnlineVisualizing
the Four-Stroke CycleIntegrate CareerLab: Comparing Thermal
InsulatorsScience and Society: The Heat is On
Chapter 21 Study GuideChapter 21 ReviewChapter 21 Standardized
Test Practice
Unit 7: Physical InteractionsChapter 22: ElectricityLaunch Lab:
Observing Electric ForcesFoldablesSection 1: Electric
ChargeVisualizing Nerve ImpulsesScience Online
Section 2: Electric CurrentMiniLAB: Investigating the Electric
ForceIntegrate ChemistryIntegrate History
Section 3: Electric CircuitsApplying Math: Voltage from a Wall
OutletMiniLAB: Identifying Simple CircuitsApplying Math: Electric
Power Used by a LightbulbScience OnlineIntegrate Life ScienceLab:
Current in a Parallel CircuitLab: A Model for Voltage and
CurrentScience and Society: Fire in the Forest
Chapter 22 Study GuideChapter 22 ReviewChapter 22 Standardized
Test Practice
Chapter 23: MagnetismLaunch Lab: Magnetic
Forces,FoldablesSection 1: What is magnetism?Applying Science:
Finding the Magnetic DeclinationMiniLAB: Observing Magnetic
FieldsScience OnlineLab: Make a Compass
Section 2: Electricity and MagnetismMiniLAB: Assembling an
ElectromagnetVisualizing Voltmeters and AmmetersScience
OnlineIntegrate HistoryLab: How does an electric motor work?Science
and Language Arts: Aagjuuk and Sivulliit
Chapter 23 Study GuideChapter 23 ReviewChapter 23 Standardized
Test Practice
Chapter 24: Waves, Sound, and LightLaunch Lab: Wave
PropertiesFoldablesSection 1: WavesApplying Math: Speed of
SoundMiniLAB: Refraction of Light
Section 2: Sound WavesIntegrate HealthLab: Sound Waves in
Matter
Section 3: LightScience OnlineMiniLAB: Separating
WavelengthsVisualizing Common Vision ProblemsLab: Bending
LightOops! Accidents in Science: Jansky’s Merry-Go-Round
Chapter 24 Study GuideChapter 24 ReviewChapter 24 Standardized
Test Practice
Student ResourcesScience Skill HandbookScientific MethodsSafety
SymbolsSafety in the Science Laboratory
Extra Try at Home LabsTechnology Skill HandbookComputer
SkillsPresentation Skills
Math Skill HandbookMath ReviewScience Applications
Reference HandbookTopographic Map SymbolsPhysical Science
Reference TablesPeriodic Table of the Elements
English/Spanish GlossaryIndexCredits
Feature ContentsCross-Curricular ReadingsNational GeographicUnit
OpenersVisualizing
TIME Science and SocietyTIME Science and HistoryOops! Accidents
in ScienceScience and Language ArtsScience Stats
LABSLaunch LABMiniLABMiniLAB Try at HomeOne-Page LabsTwo-Page
LabsDesign Your Own LabsModel and Invent LabsUse the Internet
Labs
ActivitiesApplying MathApplying ScienceIntegrateScience
OnlineStandardized Test Practice
Student WorksheetsChapter 1: The Nature of ScienceChapter 2:
Traits and How They ChangeChapter 3: Interactions of Human
SystemsChapter 4: Interactions of LifeChapter 5: The Nonliving
EnvironmentChapter 6: EcosystemsChapter 7: Plate TectonicsChapter
8: Earthquakes and VolcanoesChapter 9: Clues to Earth's PastChapter
10: Geologic TimeChapter 11: The Sun-Earth-Moon SystemChapter 12:
The Solar SystemChapter 13: Stars and GalaxiesChapter 14: Inside
the AtomChapter 15: The Periodic TableChapter 16: Atomic Structure
and Chemical BondsChapter 17: Chemical ReactionsChapter 18: Motion
and MomentumChapter 19: Force and Newton's LawsChapter 20: Work and
Simple MachinesChapter 21: Thermal EnergyChapter 22:
ElectricityChapter 23: MagnetismChapter 24: Waves, Sound, and
LightProbeware LabsTo the StudentGetting Started with
ProbewareSafety in the LabSafety SymbolsLife Science LabsLab 1:
Size Limits of CellsLab 2: Exercise and Heart RateLab 3: Cooking
with BacteriaLab 4: Sweat is CoolLab 5: Biodiversity and
Ecosystems
Earth Science LabsLab 6: The Effect of Acid Rain on LimestoneLab
7: The Formation of CavesLab 8: Measuring EarthquakesLab 9:
Predicting the WeatherLab 10: How are distance and light intensity
related?
Physical Science LabsLab 11: How fast do you walk?Lab 12:
Transforming EnergyLab 13: Endothermic and Exothermic ProcessesLab
14: Thermal ConductivityLab 15: Let the Races Begin!
Appendix A: Using the TI-73 to Create a HistogramAppendix B:
Using the TI-83 Plus Graphing Calculator to Create a
HistogramAppendix C: Using the TI-73 Graphing Calculator to Create
a Box Plot and Display StatisticsAppendix D: Using the TI-83 Plus
Graphing Calculator to Box Plot and Display StatisticsAppendix E:
Using the TI-73 Graphing Calculator to Create a Circle Graph
Reading and Writing Skills ActivitiesActivity 1Activity
2Activity 3Activity 4Activity 5Activity 6Activity 7Activity
8Activity 9Activity 10Activity 11Activity 12Activity 13Activity
14Activity 15Activity 16Activity 17Activity 18Activity 19Activity
20Activity 21Activity 22Activity 23Activity 24Activity 25Activity
26
Reading EssentialsChapter 1: The Nature of ScienceChapter 2:
Traits and How They ChangeChapter 3: Interactions of Human
SystemsChapter 4: Interactions of LifeChapter 5: The Nonliving
EnvironmentChapter 6: EcosystemsChapter 7: Plate TectonicsChapter
8: Earthquakes and VolcanoesChapter 9: Clues to Earth's PastChapter
10: Geologic TimeChapter 11: The Sun-Earth-Moon SystemChapter 12:
The Solar SystemChapter 13: Stars and GalaxiesChapter 14: Inside
the AtomChapter 15: The Periodic TableChapter 16: Atomic Structure
and Chemical BondsChapter 17: Chemical ReactionsChapter 18: Motion
and MomentumChapter 19: Force and Newton's LawsChapter 20: Work and
Simple MachinesChapter 21: Thermal EnergyChapter 22:
ElectricityChapter 23: MagnetismChapter 24: Waves, Sound, and
Light
Science Inquiry LabsSafety SymbolsSafety GuidelinesSI Reference
SheetLaboratory EquipmentScience as InquiryActivity 1: It's a Small
WorldActivity 2: Designing a Classification SystemActivity 3:
Effects of Acid RainActivity 4: Growth Rings as Indicators of
ClimateActivity 5: Radiation and Its Effects on SeedsActivity 6:
Survival in Extreme ClimatesActivity 7: Upfolds and
DownfoldsActivity 8: Making WavesActivity 9: A Trip Around the
WorldActivity 10: Investigating DiatomiteActivity 11: Coal: What's
My Rank?Activity 12: Tornado in a JarActivity 13: Identifying
Metals and NonmetalsActivity 14: The Inside Story of
PackagingActivity 15: Lenses that MagnifyActivity 16: Electrolytes
and ConductivityActivity 17: Curds and WheyActivity 18: Cabbage
ChemistryActivity 19: States of MatterActivity 20: Isotopes And
Atomic Mass
Standardized Test PracticeChapter 1: The Nature of
ScienceChapter 2: Traits and How They ChangeChapter 3: Interactions
of Human SystemsChapter 4: Interactions of LifeChapter 5: The
Nonliving EnvironmentChapter 6: EcosystemsChapter 7: Plate
TectonicsChapter 8: Earthquakes and VolcanoesChapter 9: Clues to
Earth's PastChapter 10: Geologic TimeChapter 11: The Sun-Earth-Moon
SystemChapter 12: The Solar SystemChapter 13: Stars and
GalaxiesChapter 14: Inside the AtomChapter 15: The Periodic
TableChapter 16: Atomic Structure and Chemical BondsChapter 17:
Chemical ReactionsChapter 18: Motion and MomentumChapter 19: Force
and Newton's LawsChapter 20: Work and Simple MachinesChapter 21:
Thermal EnergyChapter 22: ElectricityChapter 23: MagnetismChapter
24: Waves, Sound, and Light
Study Guide and ReinforcementChapter 1: The Nature of
ScienceChapter 2: Traits and How They ChangeChapter 3: Interactions
of Human SystemsChapter 4: Interactions of LifeChapter 5: The
Nonliving EnvironmentChapter 6: EcosystemsChapter 7: Plate
TectonicsChapter 8: Earthquakes and VolcanoesChapter 9: Clues to
Earth's PastChapter 10: Geologic TimeChapter 11: The Sun-Earth-Moon
SystemChapter 12: The Solar SystemChapter 13: Stars and
GalaxiesChapter 14: Inside the AtomChapter 15: The Periodic
TableChapter 16: Atomic Structure and Chemical BondsChapter 17:
Chemical ReactionsChapter 18: Motion and MomentumChapter 19: Force
and Newton's LawsChapter 20: Work and Simple MachinesChapter 21:
Thermal EnergyChapter 22: ElectricityChapter 23: MagnetismChapter
24: Waves, Sound, and Light
HelpInternet LinkPrevious DocumentSearch - DocumentSearch -
FullPage NavigatorExit