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Unit 6 Ecology Biotic Factors

Environmental Factors that Influence Organisms

Ecology is the study of how living things interact with another and with their environment.

An organism interacts with and responds to both the living and nonliving things in its environment

ABIOTIC vs. BIOTIC FACTORS

Abiotic factors

the nonliving parts of an ecosystem

Abiotic factors include:

Water: All living things need water to carry out their life processes

Sunlight: Necessary for photosynthesis in plants

Oxygen: Most living things require oxygen to carry out their life processes

Temperature: The temperatures that are typical of an area determine the types of organisms that can live there

Soil: The type of soil in an area influences the kinds of plants that can grow

Biotic factors

living or once living organisms in the environment

Biotic factors include:

Bacteria, Protists, Fungi, Plants, and Animals

Organisms depend on other organisms for food, shelter, protection, and reproduction

Ex: The biotic factors in the prairie dogs ecosystem include the grass and plants that provide seeds and berries.

The hawks, ferrets, badgers, and eagles that hunt the prairie dogs

are also biotic factors. In addition, worms, fungi, and bacteria are biotic factors that live in the soil underneath the prairie grass. These organisms keep the soil rich in nutrients as they break down the remains of other living things.

Name a biotic factor in your environment: people, dogs, plants, birds

Natures Cycles

Natures cycles help the earth renews itself.

The living things within an ecosystem interact with each other and also with their non-living environment to form an ecological unit that is largely self-contained. Sometimes this renewal process is violent and destructive. Sometimes it is gradual and gentle. Nevertheless, ecosystems contain within themselves the resources to regenerate themselves.

Cycles in nature include:

life cycles of plants and animalsseasonal cycles

lunar cyclesnitrogen cycle

oxygen-carbon cyclewater cycle

rock cycle

geophysical cycles (plate tectonics,

earthquakes and volcanoes)

13

(Bioenergy.org)

(Zazzle.com)

(http://computerkiddoswiki.pbworks.com/f/1195402734/insect_life_cycle.jpg)

POPULATIONS

Population Size

the number of individuals in the population

always changing

List how a population may change:

1. birth rates

2. death rates

3. movement of organisms into or out of an area

Limiting Factors

populations cannot continue to grow larger forever

any ecosystem has limits to the amount of biotic or abiotic factors available

List limiting factors that would change a populations size:

1. food availability

2. water availability

3. amount of available living space

4. available mates

Carrying Capacity

the largest number of individuals of a species that an environment can support and maintain

if a population gets bigger than the carrying capacity of the environment, individuals are left without the biotic and abiotic resources they need

Biotic Potential

the maximum rate at which a population can increase when there are unlimited biotic and abiotic resources

RELATIONSHIPS BETWEEN LIVING THINGS

(Insect and flower)Mutualism

A relationship between in which both species benefit

Ex: tick bird/rhino, honey badger/honey guide bird, mushrooms

near the tree roots, bacteria/termites

Parasitism

(Mosquito and human)A relationship in which one species benefits

and the other species is harmed

The parasite hurts the host

but does not necessarily kill it

Ex: tick/rhino, heartworm/dog, lice/human, termite/tree

Commensalism

A relationship in which one species benefits

and the other species is not affected

It is neither helped nor harmed

(Barnacle on a sea scallop)

Ex: bird living in a tree, remora/shark, crab carrying sea urchin

Predator/ Prey

A relationship between two animal species in which one animal hunts the other animal for food

The hunter is the predator

The prey is hunted by the predator

Ex: penguin/fish, snake/mouse, shark/sea turtle,

hawk/rabbit, bear/fish

(Shark(predator) and sea lion (prey))

Label the following relationships:

Predator/prey: bird and wormPredator/prey: fox and rabbit

Commensalism: bird and treeCommensalism: moss on a tree

Mutualism: cow bird and cow Mutualism: clown fish and sea anemone

Parasitism: cow and West Nile mosquito

Parasitism: tree fungus and tree Mutualism: pollination between a bee

(Photos from nearctica.com/ecology) and a flower

WHO EATS WHAT?

I. Producers

Producers are organisms that do not have to eat anything to obtain their nutrients. They produce their own food through a process called photosynthesis.

In this chemical reaction, sunlight helps make complex substances such as proteins and starches.

Ex: plants

II. Consumers

Consumers are organisms that must eat other organisms to obtain their nutrients.

A. Herbivores eat plants

Ex: rabbit, deer

B. Carnivores eat other animals

Ex: hawk, mountain lion

C. Omnivores eat both plants and animals

Ex: humans

D. Scavengers

Scavengers are carnivores that eat animals that are already dead.

Scavengers usually wait until other animals are done feeding, and then they come in for leftovers.

Ex: vultures, hyenas, ants

E. Decomposers

Decomposers are natures recyclers. They help break down organic molecules into materials that go back into the soil to help fertilize the producers.

Ex: bacteria, maggots, fungi, worms

F. Parasites

Parasites are organisms that feed on animals that are still living.

Ex: tick, fungi, tapeworm

vulture pig deer worm flower

scavenger omnivoreomnivoredecomposerproducer

THE FLOW OF ENERGY THROUGH A COMMUNITY

A community is made up of all of the organisms that live together in an area.

The energy that flows through a community begins with solar energy.

The energy from the sun is transferred to producers and then to consumers.

A food web, food chain, or energy pyramid can show the transfer of energy.

1. FOOD WEB

shows the transfer of energy throughout all of the members

of a community

(hawksnakefroginsectplantrabbit)Ex:

Draw the missing arrows:

2. FOOD CHAIN

shows only one of the paths in the food web

Ex:

Draw the arrowheads in the correct direction:

acorn squirrelowl

3. ENERGY PYRAMID

diagram that shows the amount of energy available

at each level of the feeding order in a food chain

Ex:

( )

(hawk)

Label the pyramid:1%

(rabbits)producers

hawk_10%

(producers)rabbits

ADAPTATIONS

Traits that help a species to survive

A. Structural Adaptations

A body part aids in survival

Examples:

Survival Skill

Plants

Animals

Food Acquisition

Roots, leaves

Sharp teeth, claws

Movement

n/a

Wings, hooves, fins

Reproduction

Seed shape

Shell of eggs, pouch

Protection

Needles, thorns

Antlers, quills, odor

Conserve Water and Heat

Thick, waxy leaves

Blubber, thick fur

B. Coloration Adaptations

The coloring of a plant or animal aids in survival

2 types camouflage and warning coloration

Camouflage- characteristics that enable the organism to blend in with their surroundings (4 types of camouflage)

1. Protective coloration - camouflage in which colors and patterns of organisms match the surroundings

Ex: polar bear appears white to blend in with snow; chameleon

2. Protective resemblance - camouflage in which the shape and color of an organism match other objects in the surroundings

Ex: caterpillar resembles bird droppings; seahorse looks like coral

3. Mimicry - camouflage in which a species resembles another species in the same habitat

Ex: viceroy moth resembles monarch butterfly

4. Eye spots - camouflage in which an animal has a spot that resembles an eye in order to fool predators

Ex: fish eyespots on tail confuse predators

Warning Coloration- bold patterns and colors

that serve as a warning signal to other species and predators

Ex: dart frog

C. Behavioral Adaptations

Behaviors aid an animal species in survival

Examples:

Survival Skill

Behavior

Food Acquisition

Spinning a spider web

Birds call out when they find food

Protection (escaping danger)

Deer flips tail

Elephants surround their young

Reproduction (finding mates)

Cockroaches raise their wings and pose

Types of Behavior

1. Learned Behavior - an action that is not inherited from a species parent

Ex: skunk squirting; lion cubs hunting

2. Instincts - an inherited behavior; the species parent does not have to teach its offspring the behavior

Ex: wolves howling; puffer fish inflating its body

Behavioral Responses

1. Stimulus a change in an organisms surrounding that causes the organism to respond

2. Response an action or change in behavior to the stimulus

Internal stimuli signals inside an organism that cause a response

Example of internal stimuli:

Internal Stimulus

Response

dry mouth (thirst)

Drink water

growling stomach

Eat food

brains signal to lungs

Breathe

External stimuli signals outside an organism that cause a response

Examples of external stimuli:

External Stimulus

Response

Heat on a snake

Move to a cooler location

Light on a plant

Grows toward light

Sudden movement behind a door (seen by you)

Scream

Seasons (changing temperature) on animals

Store food, migrate, hiberbnate

Sound of a fox to a rabbit

Run away

UNIT 7: ABIOTIC FACTORS

(Condensation) (Condensation)

(Precipitation)

(Evaporation) (Surface Runoff) (Transpiration)

(Subsurface Runoff (underground)

(Accumulation)

Label the water cycle diagram using the words below:

Evaporation - the process in which liquid water becomes water vapor (a gas). Water vaporizes from the surfaces of oceans and lakes, from the surface of the land, and from melts in snow fields.

Transpiration - the process in which some water within plants evaporates into the atmosphere. Water is first absorbed by the plant's roots, then later exits by evaporating through pores in the plant.

Condensation - the process in which water vapor (a gas) in the air turns into liquid water. Condensing water forms clouds in the sky. Water drops that form on the outside of a glass of icy water are condensed water. (This term appears twice in the diagram.)

Precipitation - the process in which water (in the form of rain, snow, sleet, or hail) falls from clouds in the sky.

Subsurface Runoff - rain, snow melt, or other water that flows in underground streams, drains, or sewers.

Surface Runoff - rain, snow melt, or other water that flows in surface streams, rivers, or canals.

Accumulation - the process in which water pools in large bodies (like oceans, seas and lakes).

Components of Water

The chemical formula for water is H2O. It contains 2 Hydrogen atoms and 1 oxygen atom.

Rivers, lakes and oceans have natural salts in them that have dissolved out of rocks.

Problem: What happens to salt when water evaporates?

Hypothesis: If water containing salt evaporates, then the salt will be left behind.

Experiment:

Materials: Beaker, teaspoon, water, salt, heat source

Procedure: Boil 250mL of H2O and 2 tsp of salt. Observe and record data.

Conclusion: My hypothesis was correct. When water containing salt evaporates, salt is left behind.

Water Pollution

Unfortunately, besides H, O and salts, pollutants also exist in water.

Types of water pollution:

1. Acid rain

2. Wastes

3. Oil

4. Chemicals

Burning the fossil fuel, coal, can release SO2 (sulfur dioxide) into the air. SO2 combines with rain (H2O) to make H2SO4, or acid rain. Acid rain enters the water cycle by ending up in the lakes and rivers.

Burn coal release SO4 combine with rain enter H2O cycle

Mini Lab Part 1: Cleopatras Needle

Cleopatras Needle was a monument in the Sahara Desert in Egypt. It was being eroded by wind blown sand. After 2000+ years it was moved to the United States to save it. In just over 15 years, our acid rain has nearly destroyed it!

Problem: How does an acidic liquid affect a solid object?

Hypothesis: If certain objects are exposed to acid, then they will weather away.

Experiment:

Materials: chalk, vinegar, dropper, container

Procedure: Add a few drops of acid (vinegar) to a solid object (chalk).

Conclusion: My hypothesis was correct. The chalk weathered away when exposed to acid.

Mini Lab Part 2: Acid Rain in Lakes

The bedrock under lakes is not the same. Explore the effect of acid rain on different rock types.

Effect on granite: Does not affect MOST types of granite, only granite with feldspar.

Effect on limestone: Limestone weathers away (fizz)

If fizzing means the acid is neutralized, what would the effects of acid rain be in a limestone lake versus a granite lake?

With a limestone lake, the acid will be neutralized. However, the lakes limestone is eaten away. With a granite lake, the lake water will become more acidic.

Therefore, Cleopatras Needle is made of (granite/ limestone). Its a trick question. BOTH, because it is made of limestone and granite with feldspar.

CHALLENGE: Can you label this diagram of the water cycle?

(The Water Cycle)

(Precipitation)

(Precipitation)

(Condensation)

(Precipitation)

(Transpiration)

(Evaporation)

(Evaporation)

(Snowmelt Runoff)

(Evaporation)

(Surface Runoff)

(Surface Runoff)

(Groundwater)

(http://www.learningdemo.com/noaa/lesson07.html)

WATERSHEDS

1. Watershed a land area in which surface runoff drains into a lake or a system of rivers and streams. They come in all shapes and sizes and cross county, state, and national boundaries. We all live in a watershed!

2. The largest watershed in the United States is the Mississippi River watershed.

3. Surface Water includes lakes, rivers, streams and ponds.

4. Water beneath Earths surface, found in spaces in the soil, sand, and rocks, is called groundwater.

5. The upper zone of this underground area is called the unsaturated zone, or zone of aeration. (pore spaces are filled with air)

6. Farther down, water collects in the saturated zone or zone of saturation. (pore spaces are filled with water)

7. The top of the saturated zone is known as the water table.

8. Groundwater dissolves rocks to create caves.

9. An aquifer is a rock layer that stores ground water and allows it to flow. Aquifers and surface water occur in watersheds.

10. If the water table reaches Earths surface, water will flow out from the ground and form a spring.

11. When springs do not occur, wells must be dug or drilled to obtain water.

12. In the United States, 23% of the water used by people comes from groundwater.

13. Water (from a source such as a reservoir) is cleaned at a water treatment plant.

14. Wastewater is used water and is cleaned at a wastewater treatment plant.

AIR

Main components of air

Earths air contains 78% Nitrogen

20%Oxygen

1%Carbon Dioxide

1% Argon

Problem: Determine the percent of oxygen inside a small container.

Experiment:

Materials: candle, matches, pie pan, graduated cylinder

Procedure:

1. Affix a candle to the bottom of a pie pan.

2. Fill it about 1/3 full of water.

3. Light the candle.

4. Using an upside down graduated cylinder, place it over the candle.

5. Observe and record data.

Total mL air 100mL

mL of O2 20mL

%O2 20%

Conclusion: The burning candle will use the gas, Oxygen. This will decrease the air pressure inside the cylinder and cause the outside air pressure to push up the water to replace the used oxygen.

O2 - CO2 Cycle

Through photosynthesis

plants take in carbon dioxide to make food

and release oxygen

Through respiration

animals take in oxygen

and release carbon dioxide

AIR MASSES

An air mass is a large section of air that has the same basic temperature and humidity

Each air mass is described by two words that tell its basic temperature and humidity.

Temperature

Tropical warm air from the south

Polar cold air from the north

Humidity

Maritime wet air from oceans

Continental dry air from land

Four main air masses affect the United States

(1.CP)

(4.MP)

(2.MT) (3.CT)

FRONTS

A front is the boundary where two air masses meet.

4 types of fronts

Warm Front

Warm air pushes cold air

A sign that one is coming - cirrus clouds

Brings steady, lasting rain

Cold Front

Cold air pushes warm air

Rapid temperature drop

Can bring violent short-lived storms if the warm air is humid

Stationary Front

One that has stopped moving

Brings weather similar to a warm front

Occluded Front

A warm air mass is trapped between two cold fronts

(http://ww2010.atmos.uiuc.edu/(Gh)/guides/mtr/af/frnts/home.rxml)Brings a combination of weather

VIOLENT WEATHER

Thunderstorms

1. come from cumulonimbus clouds, also called thunderheads

2. caused by cold fronts and rapid heating of humid air in the summer

3. creates lightning (static electricity caused by rapidly moving air currents)

4. creates thunder (the sound of the explosion that occurs as air expands rapidly and explosively when lightning heats the air to nearly 30,000 degrees C)

5. thunderstorm safety avoid touching metal object, find a low area away from trees, fences, and poles; stay away from water, avoid touching anything electrical

Tornadoes

1. often accompany thunderstorms and also form in low, heavy cumulonimbus clouds

2. About 800 tornadoes occur in the United States every year

3. Funnel - shaped and rotate counterclockwise in the northern hemisphere due to the Coriolis Effect

4. the center is the worst part

5. the wind causes the damage

6. Tornado Watch= conditions are right for a tornado

7. Tornado Warning= a tornado has been sighted

8. tornado safety Move to the middle of the ground floor. Stay away from windows and doors. Lie on the floor under a sturdy piece of furniture. If you are outdoors, move to a building or lie flat in a ditch.

Hurricanes

1. form in the ocean over tropical waters

2. rotate counterclockwise in the northern hemisphere

3. the calm center is called the eye of the hurricane

4. a wall of water called the storm surge causes most of the damage

5. other damage is caused by wind and flooding

6. more total energy than any other storm

(TOPSOILSUBSOILBEDROCK)OUR LAND

Layers the land beneath us can be divided into three layers

1. The bottom layer is called bedrock.

2. It is made of layers of rock.

3. As these layers are exposed to air and weather, they begin

to change physically and chemically.

4. They turn into smaller pieces, and its composition

can change.

5. These smaller pieces of bedrock make up the second layer,

which is called subsoil.

6. The top layer is called topsoil.

7. The rock pieces here have become very weathered and

may not even resemble the original bedrock.

8. Topsoil also contains organic material such as leaves,

insects, and roots.

9. Between the solid particles is either air or water.

10. (Nitrogen is released back into the air by:1. waste2. decomposition3. bacteria)Our topsoil is affected by the nitrogen cycle.

The Nitrogen Cycle

(Lightning adds nitrogen to soil) (Nitrogen from the air)

(Nitrogen-fixing bacteria form nitrogen compounds)

THE ROCK CYCLE

Heat and Pressure

(Metamorphic RockSedimentary RockSedimentMagmaIgneous RockHeat and PressureMeltingHeat and PressureMeltingCoolingWeathering and ErosionWeathering and ErosionWeathering and ErosionCompacting and Cementing)

(Melting)

Word bank (some will be used more than once):

compacting and cementingmagmasediment

weathering and erosionigneous rockcooling

heat and pressuremetamorphic rock

meltingsedimentary rock

(http://www.learner.org/interactives/rockcycle/diagram.html)

IGNEOUS ROCKS

Igneous rocks are made from molten rock. This rocks temperature is so hot that it melts. There are two basic types of igneous rocks: rocks made from magma underground, and rocks made from lava above ground.

INTRUSIVE IGNEOUS ROCKS

Intrusive igneous rocks are made underground out of magma. Because they are not ever exposed to the air or water, they cool very slowly. This allows the minerals in the rocks time to form large crystals. These rocks are also called coarse grained. The most common intrusive igneous rock is granite.

EXTRUSIVE IGNEOUS ROCKS

Extrusive igneous rocks are made on the surface of the earth out of lava. These rocks cool quickly, which results in small or no crystals. Sometimes the lava cools so quickly that bubbles form from escaping gas. Some rocks are more than 50% holes! If the lava cools rapidly in water, the resulting rock can look like glass.

INVESTIGATING IGNEOUS ROCKS

Part 1: Separate the rocks into two groups: intrusive and extrusive.

Record the numbers of the rocks in each group.

Intrusive rocks - 3

Extrusive rocks 1,2,4,5

Part 2: Identify the rocks according to the following descriptions:

Rock number

Intrusive or Extrusive

Description

3

Intrusive

granite- large crystals of pink, black, and white

1

Extrusive

pumice light-colored with many holes

4

Extrusive

scoria rust-colored with many holes

2

Extrusive

basalt dark with no visible crystals, dull

5

Extrusive

obsidian black with glassy luster

Part 3: Conclusion

1. Which rock cooled most slowly? granite

2. Which rock cooled in water? obsidian

3. Which rocks had escaping gas? pumice and scoria

SEDIMENTARY ROCKS

Sedimentary rocks are made from sediments that were either pressed together or cemented together. Most sedimentary rocks form under water.

There are three main types of sedimentary rocks:

1. Clastic rocks are only composed of rock fragments.

2. Organic rocks also contain material that was once living.

3. Chemical rocks are formed by a chemical process.

CLASTIC SEDIMENTARY ROCKS

Rocks that are exposed at the surface of the earth are subjected to weathering. This breaks the rocks into smaller pieces. The process of erosion then moves the pieces to another location where they are deposited. These pieces become compressed and cemented together to form a clastic sedimentary rock. The size of the particles that make the rock is what identifies the rock type.

NON-CLASTIC SEDIMENTARY ROCKS

Two kinds of non-clastic rocks exist: organic and chemical.

1. Organic sedimentary rocks are made either directly or indirectly from material that was once alive. Examples of materials that make up organic rocks are leaves and shells.

2. Chemical sedimentary rocks are formed by a chemical process and do not involve any living organisms. An example of these would be evaporites, which form when water evaporates out of a solution, leaving the minerals behind.

INVESTIGATING SEDIMENTARY ROCKS

Part 1: Separate the rocks into two groups: clastic and non-clastic.

Record the numbers of the rocks in each group.

Clastic rocks 4,1,3

Non-clastic rocks 2,5

Part 2: Identify the rocks according to the following descriptions:

Rock number

Clastic or non-clastic

Description

4

Clastic

conglomerate made of pebbles

5

Non-clastic

rock salt made when ocean water evaporates

1

Clastic

sandstone made of sand

2

Non-clastic

bituminous coal made from plant remains

3

Clastic

shale made of layers of silt

Part 3: Conclusion

1. If rock salt can be found on the surface in Texas, what inference can be made about Texas geological history? Texas was covered by ocean water.

METAMORPHIC ROCKS

Metamorphic rocks are made when already existing rocks are buried deep within the earth. Tremendous heat, great pressure and chemical reactions cause them to change into different rocks with different textures and structures. The mineral crystals in the rocks may change their size or shape or they may separate into layers. Because the amount of heat, pressure, and chemical reactions differ, the degree of metamorphism also varies. Some rocks change a little, while other rocks change drastically. There are two types of metamorphic rocks: foliated and unfoliated.

FOLIATED METAMORPHIC ROCKS

Metamorphic rocks with a foliated texture have mineral crystals arranged in parallel bands. These rocks tend to break along the parallel bands. The rocks form when the mineral crystals in the original rock re-crystallize or flatten under pressure.

UNFOLIATED METAMORPHIC ROCKS

Metamorphic rocks with an unfoliated texture do not have bands of crystals and do not break into layers. However, the grains of the crystals can be changed in size and shape.

INVESTIGATING METAMORPHIC ROCKS

Part 1: Separate the rocks into two groups: foliated and unfoliated.

Record the numbers of the rocks in each group.

Foliated rocks - 1

Unfoliated rocks 2,3,4

Part 2: Identify the rocks according to the following descriptions:

Rock number

Foliated or Unfoliated

Description

4

Unfoliated

Marble large, light-colored crystals; not in bands; originally limestone

1

Foliated

Slate dark, flat layers of minerals; breaks along bands; originally shale

2

Unfoliated

Quartzite light-colored small crystals; originally sandstone

3

Unfoliated

Anthracite coal shiny black; originally bituminous coal

Part 3: Conclusion

1. Why are metamorphic rocks the least common ones to find?

Most metamorphic rocks are still buried underground.

THE THEORY OF PLATE TECTONICS

Although the crust is separated from the mantle, the uppermost, rigid layer of the mantle moves as if it were part of Earths crust.

The rigid, upper part of Earths mantle together with the crust is called the lithosphere.

It is broken into about 30 sections called plates and they move around on the plastic-like asthenosphere which is also part of the mantle.

The plates do not move in the same direction. They move independently about 2 cm per year.

The places where different plates meet are called plate boundaries.

The constant movement of plates creates forces that affect Earths surface at the boundaries of these plates.

PLATE MOVEMENT (3 TYPES)

1. Divergent Plate Movement: Seafloor Spreading

(Plates that move apart)Plates move apart as a result of a force called tension and forms new oceanic crust

Ex: rift valleys

2. Convergent Plate Movement

(Plates that collide)Plates collide due to a force called compression. When plates collide, uplifting of Earths crust occurs.

Ex: mountains, volcanoes

If one plate sinks underneath another plate, it is called subduction.

3. Lateral Slipping Plate Movement: Transform Boundary

(Plates that slide past each other)Plates slide past each other due to a force called shearing. These plates move sideways and cause earthquakes along the fault line.

Ex: San Andreas Fault in California

(http://www.enchantedlearning.com/subjects/astronomy/planets/earth/Continents.shtml)

PLATE MOVEMENT

A. PLATES THAT MOVE APART IN THE OCEAN

Ocean crust moves apart. Lava rises in the

rift valley forming a chain

of volcanic mountains called the

Mid Ocean Ridge.

Ex: Mid Atlantic Ridge

B. PLATES THAT MOVE APART ON LAND

Continental crust moves apart. This forms a

rift valley and rift mountains. Ocean water can fill in the gap to make a linear sea.

Ex: Red Sea

C. PLATES THAT COLLIDE

1. TWO OCEANIC PLATES

One of the plates is pulled under the other

plate. A series of volcanoes.

Forms a chain of islands called an

island arc. A deep sea

trench is formed. Magma may be pushed up, forming volcanoes in the vicinity.

Ex: Japan

2. OCEANIC PLATE AND CONTINENTAL PLATE

The oceanic plate is pulled under the continental plate. A chain of volcanic mountains forms on the land. A deep sea trench is formed in the ocean.

Ex: Mount St. Helens

3. TWO CONTINENTAL PLATES

As the plates collide, they form a series of

fold mountains.

Ex: Himalayas in Asia

(http://www.enchantedlearning.com/subjects/astronomy/planets/earth/Continents.shtml)

PLATE TECTONICS MAP OF THE WORLD

(http://www.freewebs.com/mdreyes3/plate-tectonics.jpg)

Condensation