Saturday 28 September 2019
Sunday 22 September 2019
Webquest: Seismic risk.
Internal dynamics of the Earth
Task 1
Earthquakes happen all over the world, all the time. Find out what causes them and
which parts of the world are at risk.
Resources:
http://www.bbc.co.uk/science/hottopics/naturaldisasters/earthquakes.shtml
http://news.bbc.co.uk/cbbcnews/hi/find_out/guides/tech/earthquakes/newsid_1894000/1894934.
stm
http://earthquake.usgs.gov/learning/kids//
Task 2
You live in a region where earthquakes are frequent. First, find out how to
protect yourself before, during, and after an earthquake. Then, design a leaflet with
safety instructions to hand out to your community. Include advice and illustrations.
Resources:
http://www.fema.gov/hazard/earthquake/eq_during.shtm
http://seagrant.uaf.edu/features/earthquake/prepare2.html
http://www.videojug.com/interview/after-an-earthquake-2#what-do-i-do-if-i-find-myself-trappedafter-
an-earthquake
http://www.geo.mtu.edu/UPSeis/bda.html
Task 1
Earthquakes happen all over the world, all the time. Find out what causes them and
which parts of the world are at risk.
Resources:
http://www.bbc.co.uk/science/hottopics/naturaldisasters/earthquakes.shtml
http://news.bbc.co.uk/cbbcnews/hi/find_out/guides/tech/earthquakes/newsid_1894000/1894934.
stm
http://earthquake.usgs.gov/learning/kids//
Task 2
You live in a region where earthquakes are frequent. First, find out how to
protect yourself before, during, and after an earthquake. Then, design a leaflet with
safety instructions to hand out to your community. Include advice and illustrations.
Resources:
http://www.fema.gov/hazard/earthquake/eq_during.shtm
http://seagrant.uaf.edu/features/earthquake/prepare2.html
http://www.videojug.com/interview/after-an-earthquake-2#what-do-i-do-if-i-find-myself-trappedafter-
an-earthquake
http://www.geo.mtu.edu/UPSeis/bda.html
Introduction to Earth Science
INTRODUCTION TO PLATE TECTONICS
INTRODUCTION TO CLIMATE CHANGE
INTRODUCTION TO VOLCANOES
INTRODUCTION TO EARTHQUAKES
Norton&Company: Essentials of Geology.
Hi, students!
This web site is going to be really usefull for your next exam...
Here, you will be able to enjoy some animations about the way the Earth works:
http://www.wwnorton.com/college/geo/egeo2/content/animations/2_3.htm
http://www.wwnorton.com/college/geo/egeo2/content/ch02/animations.htm
Geology of the arid zone of SE Almería.
Largescale Geological Units in the arid region of SE Almeria:
http://www.juntadeandalucia.es/medioambiente/web/ContenidosOrdenacion/red_informacion_ambiental/PDF/Geodiversidad/Geology_of_the_arid_zone_of_Almeria/Introduction.pdf
The Tabernas Basin:
http://www.juntadeandalucia.es/medioambiente/web/ContenidosOrdenacion/red_informacion_ambiental/PDF/Geodiversidad/Geology_of_the_arid_zone_of_Almeria/The_Tabernas_Basin.pdf
Geología del entorno árido almeriense:
http://www.juntadeandalucia.es/medioambiente/web/ContenidosOrdenacion/red_informacion_ambiental/PDF/Geodiversidad/Guia_geologica_sureste_almeriense_espa%F1ol.pdf
http://www.juntadeandalucia.es/medioambiente/web/ContenidosOrdenacion/red_informacion_ambiental/PDF/Geodiversidad/Geology_of_the_arid_zone_of_Almeria/Introduction.pdf
The Tabernas Basin:
http://www.juntadeandalucia.es/medioambiente/web/ContenidosOrdenacion/red_informacion_ambiental/PDF/Geodiversidad/Geology_of_the_arid_zone_of_Almeria/The_Tabernas_Basin.pdf
Geología del entorno árido almeriense:
http://www.juntadeandalucia.es/medioambiente/web/ContenidosOrdenacion/red_informacion_ambiental/PDF/Geodiversidad/Guia_geologica_sureste_almeriense_espa%F1ol.pdf
Web task: SEISMIC RISK
You live in a region where earthquakes are frequent. First, find out how to
protect yourself before, during, and after an earthquake. Then, design a leaflet with
safety instructions to hand out to your community. Include advice and illustrations.
Resources:
http://www.ready.gov/earthquakes
http://seagrant.uaf.edu/features/earthquake/prepare2.html
http://www.videojug.com/interview/after-an-earthquake-2#what-do-i-do-if-i-find-myself-trappedafter-an-earthquake
http://www.geo.mtu.edu/UPSeis/bda.html
safety instructions to hand out to your community. Include advice and illustrations.
Resources:
http://www.ready.gov/earthquakes
http://seagrant.uaf.edu/features/earthquake/prepare2.html
http://www.videojug.com/interview/after-an-earthquake-2#what-do-i-do-if-i-find-myself-trappedafter-an-earthquake
http://www.geo.mtu.edu/UPSeis/bda.html
Plate Tectonics Web-Quest
http://www.learner.org/interactives/dynamicearth/structure/
I: Earth’s Structure.
Use the following link to find these answers:
http://www.learner.org/interactives/dynamicearth/structure.html
1. The lithosphere is made up of the ________ and a tiny bit of the _________ ___________
2. The plates of the lithosphere move (or float) on this hot, malleable __________ _________ zone in the upper mantle, directly underneath the lithosphere. This is known as the ___________________.
3. The layer of Earth that is the only liquid layer is the ___________ ___________.
II. Plate Tectonics.
Use the following link to find these answers: http://www.learner.org/interactives/dynamicearth/drift.html
1. What did Earth look like 250 million years ago?
The continents of Earth were clustered together in formation that a scientist named _____________. The scientist that named “Pangaea” was a German scientist by the name of ____________________ He theorized that “Pangaea" split apart and the different landmasses, or continents, drifted to their current locations on the globe. Wegener’s theories of plate movement became the basis for the development of the theory of ____________ ________________
2. The place where the two plates meet is called a ____________________. Boundaries have different names depending on how the two plates are moving in relationship to each other.
A. If two plates are pushing towards each other it is called a _______________________.
B. If two plates are moving apart from each other it is called a ______________________.
C. If two plates are sliding past each other it is a called a __________________________
IV. Slip, Slide, and Collide.
Use the following link to find these answers: http://www.learner.org/interactives/dynamicearth/slip.html
1. At convergent boundaries, tectonic plates ___________ with each other. The events that occur at these boundaries are linked to the types of plates (oceanic or _______________) that are interacting. Subduction Zones and Volcanoes At some convergent boundaries, an oceanic plate collides with a continental plate. Oceanic crust tends to be ____________ and _____________ than continental crust, so the denser oceanic crust gets bent and pulled under, or ________________, beneath the lighter and thicker continental crust. This forms what is called a subduction zone. As the oceanic crust sinks, a deep oceanic ____________, or valley, is formed at the edge of the continent. The crust continues to be forced deeper into the earth, where high heat and pressure cause trapped water and other gasses to be released from it. This, in turn, makes the base of the crust melt, forming ___________. The magma formed at a subduction zone rises up toward the earth's surface and builds up in magma chambers, where it feeds and creates ________________ on the overriding plate. When this magma finds its way to ____ the surface through a vent in the crust, the volcano erupts, expelling ___________ and __________. An example of this is the band of active volcanoes that encircle the Pacific Ocean, often referred to as the Ring of Fire.
A subduction zone is also generated when two oceanic plates collide — the older plate is forced under the ______________ one, and it leads to the formation of chains of volcanic islands known as ____________ ___________.
Collision Zones and Mountains
What happens when two continental plates collide?
Because the rock making up continental plates is generally lighter and less dense than oceanic rock, it is too light to get pulled under the earth and turned into magma. Instead, a collision between two continental plates crunches and folds the rock at the boundary, lifting it up and leading to the formation of __________________ .
2. At divergent boundaries, tectonic plates are moving __________ from each other. One result of huge masses of crust moving apart is ______________ spreading. This occurs when two plates made of oceanic crust pull apart. A crack in the ocean floor appears and then magma oozes up from the mantle to fill in the space between the plates, forming a raised ridge called a _______________ ___________. The magma also spreads outward, forming _________ ocean floor and _________ oceanic crust. When two _______________ plates diverge, a valley-like rift develops. This __________ is a dropped zone where the plates are pulling apart. As the crust widens and thins, valleys form in and around the area, as do _______________, which may become increasingly active. Early in the rift formation, streams and rivers flow into the low valleys and long, narrow lakes can be created. Eventually, the widening crust along the divergent boundary may become thin enough that a piece of the continent breaks off, forming a new tectonic plate.
3. At transform boundaries, tectonic plates are not moving directly toward or directly away from each other. Instead, two tectonic plates ___________ past each other in a horizontal direction. This kind of boundary results in a _________. A fault is a crack or ___________ in the earth's crust that is associated with this movement. Transform boundaries and the resulting faults produce many ________________ because edges of tectonic plates are jagged rather than ____________. As the plates grind past each other, the jagged edges strike each other, catch, and stick, "locking" the plates in place for a time. Because the plates are locked together without moving, a lot of ____________ builds up at the fault line. This stress is released in quick bursts when the plates suddenly slip into new positions. The sudden movement is what we feel as the shaking and trembling of an earthquake. The motion of the plates at a transform boundary has given this type of fault another name, a _________________ ____________. The best-studied strike-slip fault is the San Andreas Fault in _____
I: Earth’s Structure.
Use the following link to find these answers:
http://www.learner.org/interactives/dynamicearth/structure.html
1. The lithosphere is made up of the ________ and a tiny bit of the _________ ___________
2. The plates of the lithosphere move (or float) on this hot, malleable __________ _________ zone in the upper mantle, directly underneath the lithosphere. This is known as the ___________________.
3. The layer of Earth that is the only liquid layer is the ___________ ___________.
II. Plate Tectonics.
Use the following link to find these answers: http://www.learner.org/interactives/dynamicearth/drift.html
1. What did Earth look like 250 million years ago?
The continents of Earth were clustered together in formation that a scientist named _____________. The scientist that named “Pangaea” was a German scientist by the name of ____________________ He theorized that “Pangaea" split apart and the different landmasses, or continents, drifted to their current locations on the globe. Wegener’s theories of plate movement became the basis for the development of the theory of ____________ ________________
2. The place where the two plates meet is called a ____________________. Boundaries have different names depending on how the two plates are moving in relationship to each other.
A. If two plates are pushing towards each other it is called a _______________________.
B. If two plates are moving apart from each other it is called a ______________________.
C. If two plates are sliding past each other it is a called a __________________________
IV. Slip, Slide, and Collide.
Use the following link to find these answers: http://www.learner.org/interactives/dynamicearth/slip.html
1. At convergent boundaries, tectonic plates ___________ with each other. The events that occur at these boundaries are linked to the types of plates (oceanic or _______________) that are interacting. Subduction Zones and Volcanoes At some convergent boundaries, an oceanic plate collides with a continental plate. Oceanic crust tends to be ____________ and _____________ than continental crust, so the denser oceanic crust gets bent and pulled under, or ________________, beneath the lighter and thicker continental crust. This forms what is called a subduction zone. As the oceanic crust sinks, a deep oceanic ____________, or valley, is formed at the edge of the continent. The crust continues to be forced deeper into the earth, where high heat and pressure cause trapped water and other gasses to be released from it. This, in turn, makes the base of the crust melt, forming ___________. The magma formed at a subduction zone rises up toward the earth's surface and builds up in magma chambers, where it feeds and creates ________________ on the overriding plate. When this magma finds its way to ____ the surface through a vent in the crust, the volcano erupts, expelling ___________ and __________. An example of this is the band of active volcanoes that encircle the Pacific Ocean, often referred to as the Ring of Fire.
A subduction zone is also generated when two oceanic plates collide — the older plate is forced under the ______________ one, and it leads to the formation of chains of volcanic islands known as ____________ ___________.
Collision Zones and Mountains
What happens when two continental plates collide?
Because the rock making up continental plates is generally lighter and less dense than oceanic rock, it is too light to get pulled under the earth and turned into magma. Instead, a collision between two continental plates crunches and folds the rock at the boundary, lifting it up and leading to the formation of __________________ .
2. At divergent boundaries, tectonic plates are moving __________ from each other. One result of huge masses of crust moving apart is ______________ spreading. This occurs when two plates made of oceanic crust pull apart. A crack in the ocean floor appears and then magma oozes up from the mantle to fill in the space between the plates, forming a raised ridge called a _______________ ___________. The magma also spreads outward, forming _________ ocean floor and _________ oceanic crust. When two _______________ plates diverge, a valley-like rift develops. This __________ is a dropped zone where the plates are pulling apart. As the crust widens and thins, valleys form in and around the area, as do _______________, which may become increasingly active. Early in the rift formation, streams and rivers flow into the low valleys and long, narrow lakes can be created. Eventually, the widening crust along the divergent boundary may become thin enough that a piece of the continent breaks off, forming a new tectonic plate.
3. At transform boundaries, tectonic plates are not moving directly toward or directly away from each other. Instead, two tectonic plates ___________ past each other in a horizontal direction. This kind of boundary results in a _________. A fault is a crack or ___________ in the earth's crust that is associated with this movement. Transform boundaries and the resulting faults produce many ________________ because edges of tectonic plates are jagged rather than ____________. As the plates grind past each other, the jagged edges strike each other, catch, and stick, "locking" the plates in place for a time. Because the plates are locked together without moving, a lot of ____________ builds up at the fault line. This stress is released in quick bursts when the plates suddenly slip into new positions. The sudden movement is what we feel as the shaking and trembling of an earthquake. The motion of the plates at a transform boundary has given this type of fault another name, a _________________ ____________. The best-studied strike-slip fault is the San Andreas Fault in _____
Tuesday 17 September 2019
BLOGS:
https://anamolina.weebly.com/biologiacutea-y-geologiacutea-1ordm-bach.html#https://drive.google.com/file/d/1ThRQXsVMSwQdJMNk5ybSNJWOcm7Pvldm/view
PRÁCTICAS DE LABORATORIO
https://drive.google.com/file/d/1kPxB_DYUFRQ5P0JSrWqlC63UO9Zx-7G0/view
https://drive.google.com/file/d/17qrlGdEEnf0E_ipKOrQjEm409mthKZt0/view?usp=sharing
https://drive.google.com/file/d/1kSp3GjIZpXRWzQncidJ5gg4Hyi6tYK8c/view
PRESENTAR UNA NOTICIA
https://drive.google.com/file/d/1ThRQXsVMSwQdJMNk5ybSNJWOcm7Pvldm/view
https://biologiacampmorvedre.blogspot.com/2015/02/1.html
https://anamolina.weebly.com/biologiacutea-y-geologiacutea-1ordm-bach.html#https://drive.google.com/file/d/1ThRQXsVMSwQdJMNk5ybSNJWOcm7Pvldm/view
PRÁCTICAS DE LABORATORIO
https://drive.google.com/file/d/1kPxB_DYUFRQ5P0JSrWqlC63UO9Zx-7G0/view
https://drive.google.com/file/d/17qrlGdEEnf0E_ipKOrQjEm409mthKZt0/view?usp=sharing
https://drive.google.com/file/d/1kSp3GjIZpXRWzQncidJ5gg4Hyi6tYK8c/view
PRESENTAR UNA NOTICIA
https://drive.google.com/file/d/1ThRQXsVMSwQdJMNk5ybSNJWOcm7Pvldm/view
https://biologiacampmorvedre.blogspot.com/2015/02/1.html
Thursday 12 September 2019
Monday 9 September 2019
ESA
ESA is the only space agency in the world that covers the whole range of space activities. We're exploring our Solar System and unlocking the secrets of the Universe. We're monitoring space and protecting our planetary environment. We're making space accessible and developing the technologies for the future, and we're also using space to benefit citizens and meet future challenges on Earth. In November 2019, European ministers in charge of space activities will gather at the Space19+ conference in Seville, Spain, to decide on ESA’s vision for the future of Europe in space. Space19+ will be an opportunity to direct Europe’s ‘next generation’ ambitions in space, and address the challenges facing not only the European space sector but also European society as a whole.
NIGHTMARE AT SCHOOL
https://www.nfb.ca/film/nightmare_at_school/
Who hasn't felt apprehensive at the thought of starting high school? Playing on imagination and humour, this short film offers viewers a thought-provoking piece dealing with the transition that young people between the ages of 10 and 13 experience. Inspired by the work of Escher and Magritte, Catherine Arcand has created a graphically rich film through optical illusions and trompe-l'oeil effects. Her style aptly illustrates the theme of perceptions and is perfectly suited to conveying the dream world into which the film takes us. A film without words.
Who hasn't felt apprehensive at the thought of starting high school? Playing on imagination and humour, this short film offers viewers a thought-provoking piece dealing with the transition that young people between the ages of 10 and 13 experience. Inspired by the work of Escher and Magritte, Catherine Arcand has created a graphically rich film through optical illusions and trompe-l'oeil effects. Her style aptly illustrates the theme of perceptions and is perfectly suited to conveying the dream world into which the film takes us. A film without words.
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