1. Explore p. 650 - 662

2.  4. At a rate of 2 cm/second how long did it take your plate to move across your work table?  About 75 seconds, or 1 minute 15 seconds  6. Let’s scale up the velocity from 2cm/second to see how far the plate moves in a year.  7. Using the rate above (km/yr) how long would it take your plate to move to different states? cm/seccm/mincm/yrm/yrkm/yr 212063,115,200631,000631

3.  8. Tectonic plates move at a rate of 3cm/year. How long would it take a tectonic plate to move across your work table?  If the table is 150cm long, it would take 50 years.  150cm x 1year/3cm = 50 years  S&T #1a: Continents move about 3cm/yr. What step from #6 has units that are easiest to compare with the velocity of continents? Why?  S&T #1b: Is the paper plate’s or continent’s velocity faster? How much faster?  The paper plate is about 21,000,000 times faster  63,115, 200 cm/yr / 3 cm/yr = 21,038,400

4.  Learning Target: I can distinguish between uplift and erosion processes in mountain belts.  Skills: I can analyze coral terraces and graph elevation changes I can calculate uplift rates from this graph I can compare uplift, erosion, and erosion half-life

5.  Read Introduction p. 654  Some vocabulary:  Glacial period – periods where the overall global climate is cold. Glacials are characterized by low sea levels and the widespread extent of ice sheets.  Interglacial period – periods where the overall global climate is warm. Interglacials are characterized by high sea level and a limited extent of ice sheets.  Radiometric dating - is a technique used to date materials such as rocks, usually based on a comparison between the observed abundance of a naturally occurring radioactive isotope and its decay products, using known decay rates.

6.  kya means thousands of years ago  mya means millions of years ago

7.  Work with your partner to complete P&P #1-10. p.654-662 (2 days to complete)  Make sure you answer all questions in your science notebook.  Graphs should be done on graph paper and taped into your science notebook!  Must get through step 6 today  HW: Read “Weather to Erode” p. 659 and take notes! Don’t forget a summary at the end!

8.  If you are planning to take the retest for the dimensional analysis quiz, the review worksheet is due today.  You must schedule a time to take the quiz either before school, after school, or during lunch on Monday.

9.  First, you used the diagrams of the coral terraces in Papua New Guinea and Barbados to create a data table (elevation vs. age of coral).  You measured the distance (in mm or cm) from sea level to the top of the coral terrace on the sketch.  You used the scale as a conversion factor to calculate the elevation in meters. (New Guinea: 200m/15mm) (Barbados: 50m/11mm)

11. Then you graphed elevation vs. age. What did the slope correspond to? What can you say about the uplift rates of the two locations?

12.  (Step 6) Then you began with an uplift rate of 2.5 mm per year (m/yr), and converted it first to meters per thousand years (m/kyr), then to kilometers per million years (km/Myr).  What did you find?

13.  (Step 8) You used the uplift rate of 2.5 mm per year (m/yr) to calculate how much uplift would occur in a mountain chain over 1 Million years. (It was helpful to refer back to your table from step 6).  You repeated this to calculate uplift over 10 Myr.  You compared your calculations to the actual elevation of Mt. Everest (8,850m) over 30 Myr.  Why are they different?

14.  (Step 9) You applied the concept of erosion half-life to see how a mountain chain that is not being uplifted changes over time.  How did the mountain profile change?

15.  You should be able to  use a geologic diagram to determine elevation vs. age  graph elevation vs. age  calculate an uplift rate from your graph  Convert uplift rates from mm/yr to m/kyr to km/Myr  Calculate how much uplift occurs in a given amount of time, given an uplift rate  Explain why the calculated uplift may be different than the actual elevation of a mountain  Predict the elevation of peaks and valleys given an erosion half-life (before and after)  Compare erosion half-lives and discuss why they are different for different areas  Discuss how erosion and uplift affect mountains