Name _______________________W.G __________

Year 9 Tectonic Hazards Work booklet

Keywords to be learned for this unit of work

Advanced – 20 words to learn Intermediate – 15 words to learn Foundation – 10 words to learn

Hazard risk

Prediction

Natural hazard

Primary effects

Conservative plate margin

Protection

Constructive plate margin

Secondary effects

Destructive plate margin

Tectonic hazard

Earthquake

Tectonic plate

Immediate responses

Volcano

Long-term responses

Low income country

Monitoring

High income country

Plate margin

Development

Planning

Wealth

Lesson 1- Defining Natural Hazards

Learning Objectives-

· To define what a natural hazard is

· To understand the types of natural hazards

Activity 1-

You need to write down as much as you know already about natural hazards. E.g. What is meant by a natural hazard? What is an example of a natural hazard?

Activity 2-

Look at the picture and then answer the following questions.

a. What damage do you see?

b. Who do you think this affected?

c. Why do you think this happened?

Activity 3 –

Watch the following clip on you tube: https://www.youtube.com/watch?v=_smJ13x90oM

As you watch the clip, write down whether the hazard is:

Geological, Atmospheric, Hydrological, Biological

Some may be in more than one section – think about why. Add any other hazards that you think of.

Type of natural hazard

Examples

Geological hazards (caused by land and tectonic processes)

Atmospheric hazards

(weather and climate)

Hydrological hazards (water)

Biological

(involve living organisms)

Activity 4–

Use an atlas or the internet to help you locate the key natural disasters (in the table page 5) from 2015 on the world map (on page 4). Include,

· Type of hazard,

· When in 2015 it hit,

· Country’s name,

· Key fact about it,

Natural Hazards of 2015

Type of disaster

Month

Location

Key facts

Flood

January

Malawi & Mozambique

200 people died and 120,000 forced from their homes in Malawi, 25 people dead in Mozambique.

Cyclone (Pom)

March

Vonatu

11 people died, thousands left homeless, on the island of Tanna 80% of buildings flattened.

Earthquake

April

Nepal

7.8 magnitude earthquake killed more than 8,000 people, most of the country in ruin, caused an avalanche on Mount Everest killing 19 climbers.

Heat wave

April to June

India and Pakistan

More than 2,500 people died in India, temperatures went up to 47◦C, most people were killed in the southern part of India, more than 830 people died in southern Pakistan as temperatures reached 45◦C.

Flash flood

July

Pakistan

More than 100 people died, tens of thousands left homeless, over 2,000 villages were flooded, almost 3,000 homes collapsed or suffered major damage, a power station in Chitral was destroyed.

Wildfire

July

Saskatchewan

More than 13,000 people were forced to flee their homes, hundreds of wildfires were reported.

Wildfire

September

California, USA

5 people died, over 1,500 homes destroyed, thousands of people were evacuated, more than 6,200 wildfires were reported burning 125,000 hectares of land.

Earthquake

September

Chile

11 people died, tsunami warnings were triggered in Hawaii and California with waves of up to 4.5m hitting the city of Coquimbo washing large fishing boats onto the streets, more than 1 million people fled their homes.

Flood/Tropical Storm (Etau)

September

Japan

Thousands forced to flee their homes, entire houses were washed away in Joso near Tokyo, hundreds of people were left stranded, many waited on roof tops to be rescued.

Flood

October

South Carolina, USA

Roads turned into rivers leaving people trapped in their cars, 12 people died, 50 roads and bridges had to be closed.

Wildfire

November

Southwest, Australia

4 people died, hundreds of homes were evacuated.

Landslide

November

Burma (Myanmar)

More than 100 people died when a 60m mountain of dirt discarded by a mining company collapsed overnight, more than 70 makeshift huts were buried.

Flood

December

Chennai, India

Thousands had to flee their homes, more than 250 people died (some by electrocution), large parts of the city (India’s 4th largest) were up to 3m underwater.

Extension Activity–

1. Why do you think more people are likely to be affected by river flooding than by landslides or mudflows?

2. Explain why some hazards have a greater risk than other hazards

(6 marks, include 6 key points of explanations in your answers.)

Lesson 2- Physical Processes

Learning Objectives-

· To understand where earthquakes and volcanoes are found

· To be able to explain the plate tectonics theory

Activity 1-

Why do you think the earth is being compared to that of an egg?

Watch

https://www.youtube.com/watch?v=Q9j1xGaxYzY

Activity 2-

Read the information box at the top of the sheet.

Use four different colours to select the parts of the text that relate to the crust, the mantle, the outer core and the inner core.

Make sure you complete the key so that you know which colour is which.

Activity 3.

In the space below sketch a diagram to show the inside of the earth. Use the internet to help you if necessary. Use the information you have selected to add labels to the diagram. Remember to pick out the key information about each layer, such as the name, how thick it is, what it is made of.

Activity 4 Watch this video clip. https://www.youtube.com/watch?v=zocutif0cQY

Think about what this video clop has to do with how earthquakes and volcanoes occur.

Now use the resource sheet on page 9 and what you have learned so far to answer the questions.

Activity 5

Read the following information on Continental and oceanic crust and then answer the questions.

Continental and oceanic crust

Continental crust is found on the land (the continents). It is relatively light and made of the rock granite. Continental crust is old, as it is never destroyed at destructive plate margins. Continental crust is thicker and less dense than oceanic crust.

Oceanic crust is found under the oceans and is much younger and thinner than continental crust. It is constantly being created at constructive plate boundaries and so is much younger. Oceanic crust is made of heavier, denser basalt rock.

1. On the paragraph above, highlight or underline the two rock types mentioned.

2. Complete the table below to compare continental and oceanic crust:

Continental crust

Oceanic crust

Found on land or under the sea?

Heavier or lighter?

Older or younger?

Less or more dense?

Rock type?

3. Describe what is happening in this map of Iceland:

4. Describe the distribution of volcanoes shown by red triangles on the map of Iceland.

Activity 6

Using the maps below and the internet. Complete the following worksheet on page 12.

Global tectonic plates

Global distributions of earthquakes (as shown by the red dots)

Global distribution of volcanoes (as shown by the red triangles)

Lesson 3- Plate Margins

Learning Objectives-To explain the physical processes taking place at different types of plat margins

Activity 1

The CRUST is divided into huge slabs called PLATES. Where the plates meet there are three types of plate boundary:

Constructive or divergent plate boundaries where the two plates are moving apart.

Conservative or transform plate boundaries where the plates are sliding past each other.

Destructive or collision or convergent plate boundaries where the plates are moving together.

Using the map of plate boundaries complete the following statements:

1. The South American and African plates are moving

2. The North American and Eurasian plates are moving __

3. The South American and Nazca plate are moving

4. Constructive plate boundaries are where new crust is being made or constructed, so destructive plate boundaries are where the crust.

Activity 2- Constructive Plate Boundary

1. On the diagram above add the following labels:

· Convection Currents

· Plates moving apart

· Volcano

· New land being formed

· Mantle

· Crust

2. Use the word bank to complete the sentences below:

Why do volcanoes form at constructive plate boundaries?

a. Plates are moving ______________________ due to rising ______________________ currents.

b. Magma from the mantle rises through the_____________________________ in the ____________________________________________ to form ___________________.

c. The lava cools to form _________________________.

Word bank

gap

apart

crust

volcano

convection

new land

Activity 3- Conservative Plate Boundary

Why do we get earthquakes at conservative plate margins?

Circle/highlight or underline the correct word in each pair.

1. The two plates are moving [parallel with / apart from] each other.

2. They [slide past / slide apart] from each other.

3. Due to friction the plates [stick/move].

4. [Pressure/magma] builds up.

5. This pressure is released suddenly in a [jerking/smooth] movement.

6. This releases [shock waves / tidal waves] and an earthquake occurs.

7. These waves can be recorded on a [barometer/seismometer].

8. The San Andreas Fault in California lies on a conservative plate margin.

Explain with the help of a diagram how earthquakes are caused at a conservative plate margin.(4 Marks)

_____________________

Activity 4- Destructive Plate Boundary

Destructive or collision or convergent plate boundaries occur where the plates are moving together. There are three possible boundary types:

· at a continental to continental plate boundary

· at an oceanic to continental plate boundary or

· at an oceanic plate to oceanic plate boundary.

1. Label the three diagrams below using the three destructive plate boundary types.

2. Are the sentences below true or false?

· When two plates move towards one another, they form a subduction zone or a continental collision.

· Pressure and friction build up at destructive plate boundaries.

· Earthquakes and volcanoes are common near destructive plate boundaries.

· Large fold mountain ranges are formed during collisions between two continental plates.

· The Himalayas were formed by the Indian plate colliding with the Eurasian plate over millions of years.

3. There is a deep ocean trench in the Pacific Ocean, west of South America at the boundary of the Nazca Plate and South American Plates.

Explain the formation of an ocean trench. (4 Marks)

______

Lesson 4- Plate Margins

Learning Objectives-To define key terminology such as focus and epicentre and Richter Scale.

Activity 1. Match the keywords to its definition

The outer layer of the earth

An opening in the earth’s crust through which molten lava, ash and gases are ejected.

A sudden and often violent shift in the rocks forming the earth’s crust, which is felt as the surface.

A section of the earth’s crust

The boundary where two plates meet.

The gradual movement of the continents across the earth’s surface through geological time.

The circular currents of heat in the mantle.

A small area where the crust is think and magma is able to escape creating a chain of volcanoes e.g. Hawaii Islands.

Keywords

convection currentscrustplate marginearthquake tectonic platevolcanocontinental drifthotspot

Activity 2.

Create a caption for each of the images. Think along the lines of a newspaper headline.

Activity 3

Watch the video and come up with your own definition of what an earthquake is. Use this link https://www.youtube.com/watch?v=MTTBwSis_OQ

Activity 4

Describe and explain the relationship between the two maps.

The relationship between the location of earthquakes and the plate boundaries is…..

A map showing the location of earthquakes.

A map showing the plate boundaries

Activity 5- The features of an earthquake

On the diagram below, add the correct definitions to the keywords.

· The points in the earth’s crust where the earthquake begins.

· This is the point on the earth’s surface that is directly above the focus.

· These are seismic waves generated by an earthquake that passes through the earth’s crust causing vibrations on the surface of the land.

SHOCKWAVES

FOCUS

EPICENTRE (on the surface directly above the focus)

Activity 6- How do we measure earthquakes?

Earthquakes are detected using a seismometer – a piece of equipment that picks up the vibrations in the earth.

A scientist can work out the location of an earthquake by calculating the time difference between the arrival of the S and P waves. Information from three different seismometers is compared to work out the exact location of the earthquake – the epicentre.

The seismometers will only work out how far the wave has travelled and not the direction. By using information from three seismometers, you can calculate the epicentre, which is where all three distances meet: this process is called triangulation.

The Richter Scale

· Seismic waves are the vibrations from earthquakes that travel through the Earth; they are recorded on instruments called seismographs. Seismographs record a zig zag replicating the ground motions detected.

· On the Richter Scale, magnitude is expressed in whole numbers and decimal fractions.

· For example, a magnitude of 6.3 is 10 times stronger than a 5.3 earthquake, this is because of the logarithmic basis of the scale, each whole number increase in magnitude represents a tenfold increase.

Seismograph

The Richter Scale- measures the strength of earthquakes

Annote on the Richter Scale above the following earthquakes.

Chile 1960: 9.5Indian Ocean 2004: 9.1Japan 2004: 9.0

Nepal 2015: 7.9Italy 2016: 6.2

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