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Science 10
Quarter 1 – Module 5 Week 8:
EARTH’S INTERIOR
Science – Grade 10
Alternative Delivery Mode
Quarter 1 – Module 5 Week 8: Earth’s Interior
First Edition, 2020

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Science
Quarter 1 – Module 5- Week 8
The Earth’s Interior
Introductory Message
For the facilitator:

Welcome to the Science 10 Module Modules 5 Week 8 on the Earth’s Interior!

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This module is self-explanatory. You are
expected to encourage, assist and keep
track of the learners as they do the tasks
included in the module.

Notes to the Learners

This module is self-explanatory. You are
expected to follow the module sequentially
and independently. Answer the activities
and assessment with outmost honesty.

Notes to the Facilitator/Parent

This module is self-explanatory. Provide
ample time for the learner to finish the task
given and a space conducive for learning.
The role of the facilitator/parent is to
explain a topic for clarification.

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Standard Symbols/Icons used to represent some
parts of the module:

Introduction. It contains learning objectives to be developed in

a material. It introduces the topic/content of the module briefly.

What I Know. This is given to check what the learner knows about
the lesson to take. This contains instruction in whether to proceed or
skip the module.

What’s In. Connects the current lesson with the previous lesson by
going over concepts that were learned previously.

What’s New. Introduces the new lesson through a story, a poem,

song, situation, or an activity.

Discussion. Provides questions that will help the learner discover

and understand the concept.

What is It. This section provides a brief discussion of the lesson.

The aims to help you discover and understand new concepts and
skills.

What’s More. This comprises activities for independent practice to

solidity your understanding and skills of the topic. You may check the
answers to the exercises using the Answer Key at the end of the
module.

What I Have Learned. This includes questions or blank

sentence/paragraph to be filled into process what you learned from the
lesson.

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What I Can Do. This section provides an activity which will help you
transfer your new knowledge or skill into real life situations or concerns.

Assessment. This evaluates the learner’s level of mastery in

achieving the learning objectives. The task given shall validate the
concepts and provide more opportunities to deepen the learning.

Additional Activities. In this portion, another activity will be given to

you to enrich your knowledge or skill of the lesson learned. This also
tends retention of learned concepts.

Answer Key. This contains answers to all activities in the module.

At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part
of the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other
activities included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through
with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.
We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!

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!

What I Need to Know

In the previous week, you learned about the structure and composition of the Earth’s
interior. It provides you scientific knowledge that helped you describe the different
layers of the Earth as well as understand their characteristics.

After this module through this module you are expected to:
a. enumerate the lines of evidence that support plate movement Week 8 (S9ES
–Iaj-36.6)

What I Know

Choose the letter of the best answer. Write the chosen letter on a separate sheet of
paper.
1. What age are the fossils of the reptile Mesosaurus found in Africa and South
America that suggested that the two continents were once together?
2.
A. early Cenozoic C. early Mesozoic
B. late Mesozoic D. late Paleozoic
2. Which plate is being subducted beneath western South America?
A. the Pacific Plate C. the Nazca plate
B. the South American plate D. the South Atlantic plate
3. In sea floor spreading, molten material rises from the mantle and
erupts________.
A. along mid-ocean ridges
B. in deep ocean trenches
C. at the north and south poles
D. along the edges of all the continents

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4. How did scientists discover that rocks farther away from the mid-ocean ridge
were older than those near it?
A. by measuring how fast sea floor spreading occurs
B. by determining the age of rock samples obtained by drilling on the sea floor
C. by observing eruptions of molten material on the sea floor
D. by mapping rocks on the sea floor using sonar

5. Most geologists rejected Alfred Wegener’s idea of continental drift because

__________________.
A. Wegener could not identify a force that could move the continents
B. Wegener was interested in what Earth was like millions of years ago
C. They were afraid of a new idea
D. Wegener used several different types of evidence to support his hypothesis

6. Which of the following was not used by Wegener as evidence of continental drift?
A. Fossils that were found on different continents
B. Evidence of glacial scratches continents found near the equator
C. The fit of the continents
D. Magnetic reveals on the seafloor

7. Alfred Wegener is a German scientist who hypothesized that the Earth was
once made up of a single large landmass called Pangaea. Which of the following
theories did Wegener propose?
A. Continental Drift Theory C. Plate Tectonics
B. Continental Shift Theory D. Seafloor Spreading Theory

8. If you are a cartographer, what will give you an idea that the continents were
once joined
A. Ocean depth C. Shape of the continents
B. Position of the south pole D. Size of the Atlantic Ocean

9. Which observation was Not instrumental in formulating the

hypothesis of seafloor spreading?

A. Depth of the ocean

B. Identifying the location of glacial deposits

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C. Magnetization of the oceanic crust
D. Thickness of seafloor sediments

10. As a new seafloor is formed at the mid-ocean ridge, the old seafloor farthest from
the ridge is destroyed. Which of the stated processes describes how the oceanic crust
plunges into the Earth and destroyed at the mantle?
A. Convection C. Diversion
B. Construction D. Subduction

Lesson

1 THE EARTH’S MECHANISM

The Continental Drift

Alfred Wegener: Building a Case for Continental Drift

http://publish.illinois.edu/alfredwegener/evidence/

The Continental Drift Theory is the hypothesis that the Earth’s continents have
move over geological time relative to each other, thus appearing to have drifted
across the ocean bed. The speculation that continents drifted apart was first
suggested by Abraham Ortelius in 1596. The concept was independently and more
fully developed by Alfred Wegener in 1912, but his hypothesis was rejected by many
for lack of any motive mechanism. Arthur Holmes later proposed mantle convection

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for that mechanism. The idea of geological phenomenon has since been subsumed
by the idea of tectonics, which explains that the continents move by riding on
plates of the Earth's lithosphere.
https://en.wikipedia.org/wiki/Continental_drift

To support Wegener’s hypothesis, he offered several lines of evidence

since the idea of continents drifting across the face of the earth was a very radical
idea at that time and nearly everyone believed that continental landmasses were
geographic features that did not move about.

What’s In

Evidence Supporting Continental Drift

Wegener used the following

observations to support his hypothesis of
continental drift.
The fit of the continents. The
edge of one continent surprisingly matches
the edge of another: South America and
Africa fit together; India, Antarctica, and
Australia match one another; Eurasia and
North America complete the whole
continental puzzle in the north. To
Wegener, this suggested that the two
continents were once joined together.
Figure 1.
http://publish.illinois.edu/alfredwegener/files/2014/12/alfred-fit.jpg

The similarity of fossils in different continents. Fossils are traces and

remains of organisms that lived in prehistoric times (more than 10 000
years ago). These are important piece of evidence in the Continental Drift
theory. There are various examples of fossils found on separate
continents and in no other regions. This indicates that these continents

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had to be once joined because the extensive oceans between these land
masses act as a type of barrier for fossil transfer. Four fossil examples
include: the Mesosaurus, Cynognathus, Lystrosaurus, and Glossopteris.

https://pubs.usgs.gov/gip/dynamic/continents.html
Figure 2. Distribution of Fossils across Different Continents

The Mesosaurus is known to have been a type

of reptile, similar to the modern crocodile,
which propelled itself through water with its
long hind legs and limber tail. It lived during the
early Permian period (286 to 258 million years
ago) and its remains are found solely in South
Africa and Eastern South America. Now if the
continents were in still their present positions,
there is no possibility that the Mesosaurus
would have the capability to swim across such
a large body of ocean as the Atlantic because
it was a coastal animal. http://www.fossilmall.com/EDCOPE_Enterprises/Dinosaur_and_Reptile/dino1/dinofossils-1b.htm

Figure 3. Mesosaurus Fossil

The now extinct Cynognathus, which
translates to “dog jaw” was a mammal- like reptile.
Roaming the terrains during the Triassic period (250
to 240 million years ago), the Cynognathus was as
large as a modern wolf. Its fossils are found only in
South Africa and South America. As a land dominant
species, the Cynognathus would not have been
capable of migrating across the Atlantic

http://publish.illinois.edu/alfredwegener/evidence/

Figure 4. Cynognathus

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The Lystrosaurus which translates to “shovel
reptile”, is thought to have been an herbivore with a
stout build like a pig. It is approximated that it grew
up to one meter in length and was relatively dominant
on land during the early Triassic period (250 million
years ago). Lystrosaurus fossils are only found in
Antarctica, India, and South Africa. Similar to the land
dwelling Cynognathus, the Lystrosaurus would have
not had the swimming capability to transverse any
ocean.
http://publish.illinois.edu/alfredwegener/evidence/

Figure 5. Lystrosaurus

Possibly the most important fossil

evidence found is the plant, Glossopteris.
Known as a woody, seed bearing tree, the
Glossopteris is named after the Greek
description for tongue due to its tongue
shaped leaves and is the largest genus of the
extinct descendant of seed ferns. Reaching
Source: fossilmall.com as tall as 30 meters, the Glossopteris
Figure 6. Glossopteris fossil
emerged during the early Permian period
(299 million years ago) and became the dominant land plant species until the end of
the Permian. The Glossopteris fossil is found in Australia, Antarctica, India, South
Africa, and South America—all the southern continents. Now, the Glossopteris seed
is known to be large and bulky and therefore could not have drifted or flown across
the oceans to a separate continent. Therefore, the continents must have been joined
at least one point in time in order to maintain the Glossopteris’ wide range across the
southern continents

The similarity of rock type and age along the matching coastlines. There
is a close match between the rocks found in the northwestern coast of Africa and the
rocks found in eastern Brazil, South America. The ages of the rocks are also similar.
In both places, 500 million-year-old rocks are found side by side with 2 billion-year-
old rocks. In fact, the boundary between the two rock groups, may be traced from one
continent to the other, if the continents were assembled next to each other.
The presence of coal seams in Antarctica.Coal beds were formed from the
compaction and decomposition of swamp plants that lived million years ago. These
were discovered in South America, Africa, Indian subcontinent, Southeast Asia, and
even in Antarctica.
How is a coal bed formation possible in Antarctica? The current location
of Antarctica could not sustain substantial amount of life. If there is a substantial
quantity of coal in it, thus, it only means that Antarctica must have been
positioned in a part of the Earth where it once supported large quantities of life.

This leads to the idea that Antarctica once experienced a tropical climate,
thus, it might have been closer before to the equator.

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Notes to the Teacher
This module is self-explanatory. You are expected to encourage,
assist and keep track of the learners as they do the tasks included
in the module.

What’s New

Let’s Try This

Activity 1. Drifted Supercontinent!

Objectives:

• Reconstruct and describe Pangaea.

• Predict what will happen to the world as the continents
continuously move.

Materials:
Crayons pair of scissors
Glue short Bond Paper

Procedure:
1. Label the land masses on each sheet. Color the fossil areas to match the legend
below.
2. Cut out each of the continents along the edge of the continental shelf
( the outermost dark line). Alfred Wegener’s evidence for continental drift is shown
on the cut-outs. Wegener used this evidence to reconstruct the positions of the
continents relative to each other in the distant past.

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3. Try to logically piece the continents together so that they form a giant supercontinent
.

https://volcanoes.usgs.gov/vsc/file_mngr/file-139/This_Dynamic_Planet-Teaching_Companion_Packet.pdf

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https://volcanoes.usgs.gov/vsc/file_mngr/file-139/This_Dynamic_Planet-Teaching_Companion_Packet.pdf

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Questions:

1. What do the Glossopteris fossils tell us about the early positions of the
continents?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
____________________________________________________________
2. What does the presence of Mesosaurus fossils tell about the initial location
and positioning of South America, Africa, and Antarctica?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

3. What clues are useful in reconstructing Pangaea?

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

4. Where do you think was the Philippines located during the time that the
Pangaea existed?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

What is It

The Seafloor Spreading

The question as to how the drifting took place left the Continental Drift
Theory blurry. Despite the evidence presented by Wegener, his idea that the
continents were once joined together was not accepted by the scientific society
until the 1960s.

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He wasn’t able to explain how this drifting took place. This made scientists
conduct further studies in search for the answer.

During the 1950s and 1960s, new techniques and modern gadgets
enabled scientists to make better observations and gather new information
about the ocean floor. With the use of sonars and submersibles, scientists had
a clearer view of the ocean floors. They have discovered underwater features
deep within the ocean.
Scientists found a system of ridges or mountains in the seafloor similar to
those found in the continents. These are called mid-ocean ridges. One of these
is the famous Mid-Atlantic Ridge, an undersea mountain chain in the Atlantic
Ocean. It has a gigantic cleft about 32-48 km long and 1.6 km deep. The ridge
is offset by fracture zones or rift valleys.

Figure 7. The Mid-Atlantic Ridge

In the early 1960’s, scientist Harry Hess, together with Robert Dietz,
suggested an explanation to the continental drift. This is the Seafloor Spreading
Theory. According to this theory, hot, less dense material from below the earth’s
crust rises towards the surface at the mid-ocean ridge.
This material flows sideways carrying the seafloor away from the ridge
and creates a crack in the crust. The magma flows out of the crack, cools down
and becomes the new seafloor. Overtime, the new oceanic crust pushed the old
oceanic crust far from the ridge. The process of seafloor spreading allowed the
creation of new bodies of water. For example, the Red Sea was created as the
African plate and the Arabian plate moved away from each other. Seafloor
spreading is also pulling the continents of Australia, South America, and
Antarctica away from each other in the East Pacific Rise.
The East Pacific Rise is one of the most active sites of seafloor spreading,
with more than 14 centimeters every year. In the place where two oceanic plates

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collide or where an oceanic plate and a continental plate collide, a subduction
zone occurs. As the new seafloor is formed at the mid-ocean ridge, the old
seafloor farthest from the ridge is destroyed at the subduction zone.

Figure 8. Subduction Zone

The rate of formation of a new seafloor is not always as fast as the

destruction of the old seafloor at the subduction zone. This explains why the
Pacific Ocean is getting smaller and why the Atlantic Ocean is getting wider.

If subduction is faster than seafloor spreading, the ocean shrinks. When

the seafloor spreading is greater than the subduction, then the ocean gets wider.

Findings that support Seafloor Spreading Theory:

1. Rocks are younger at the mid-ocean ridge.
2. Rocks far from the mid-ocean ridge are older.
3. Sediments are thinner at the ridge.
4. Rocks at the ocean floor are younger than those at the continents.

The Seafloor Spreading Theory contradicts a part of the Continental Drift

Theory. According to this theory, continents moved through unmoving oceans
and that larger, sturdier continents broke through the oceanic crust. Whereas,
the seafloor spreading shows that the ocean is the actual site of tectonic activity.

Evidence for Seafloor Spreading

Several types of evidence supported Hess’s theory of seafloor spreading

eruptions of molten material, magnetic stripes in the rock of the ocean floor, and the
ages of the rocks themselves. This evidence led scientists to look again at Wegener’s
hypothesis of continental drift.

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Evidence from Molten Material

In the 1960s, scientists found evidence that new material is indeed erupting
along mid-ocean ridges. The scientists dived to the ocean floor in Alvin, a small
submarine built to withstand the crushing pressures four kilometers down in the
ocean. In a ridge’s central valley, Alvin’s crew found strange rocks shaped like pillows
or like toothpaste squeezed from a tube. Such rocks form only when molten material
hardens quickly after erupting under water. These rocks showed that molten material
has erupted again and again along the mid-ocean ridge.

Evidence from Magnetic Stripes

When scientists studied patterns in the rocks of the ocean floor, they found
more support for seafloor spreading. You read earlier that Earth behaves like a giant
magnet, with a north pole and a south pole. Surprisingly, Earth’s magnetic poles
have reversed themselves many times during Earth’s history. The last reversal
happened 780,000 years ago. If the magnetic poles suddenly reversed themselves
today, you would find that your compass needle points south.
Scientists discovered that the rock that makes up the ocean floor lies in a
pattern of magnetized “stripes.” These stripes hold a record of reversals in Earth’s
magnetic field. The rock of the ocean floor contains iron. The rock began as molten
material that cooled and hardened. As the rock cooled, the iron bits inside lined up in
the direction of Earth’s magnetic poles. This locked the iron bits in place, giving the
rocks a permanent “magnetic memory.”
Using sensitive instruments, scientists recorded the magnetic memory of rocks on
both sides of a mid-ocean ridge. They found that stripes of rock that formed when
Earth’s magnetic field pointed north alternate with stripes of rock that formed when
the magnetic field pointed south. As shown in Figure 9, the pattern is the same on
both sides of the ridge.

FIGURE 9. Magnetic Stripes Magnetic stripes in the rock of the ocean floor show the direction of
Earth’s magnetic field at the time the rock hardened.

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Evidence From Drilling Samples

The final proof of sea-floor spreading came from

rock samples obtained by drilling into the ocean floor.
The Glomar Challenger, a drilling ship built in 1968,
gathered the samples. The Glomar Challenger sent
drilling pipes through water six kilometers deep to drill
holes in the ocean floor. This feat has been compared
to using a sharp-ended wire to dig a hole into a sidewalk
from the top of the Empire State Building.

FIGURE 10 .Sea-Floor Drilling The Glomar Challenger was the first research ship designed to drill
samples of rock from the deep-ocean floor.

Samples from the sea floor were brought up through the pipes. Then the
scientists determined the age of the rocks in the samples. They found that the farther
away from a ridge the samples were taken, the older the rocks were. The youngest
rocks were always in the center of the ridges. This showed that seafloor spreading
really has taken place.

http://www.phschool.com/itext/sci_exp/iText/products/0-13-181243-2/ch1/ch1_s4_3.html

Plate Tectonic Theory

What is the theory of plate tectonics? The theory holds that the outermost rigid
layer of the earth ( the lithosphere) is broken into several segments called plates, and
these lithospheric plates are in motion.The lithosphere does not go around the earth
in a contiguous (physically continuous) layer.
Get a hard – boiled egg and strike it with a spoon until the shell is cracked in several
places. This is what the lithosphere is like. It consists of several segments called plates,
and these plates are in motion.
What facilitates the movement of the plates? Heat is produced in the core that produces
convection in the mantle. This convection causes the plate to move around.

Convection Current

As a substance like water is heated, the less dense particles rise while denser
particles sink. Once the hot less dense particles cool down, they sink, and the other
less dense particles rise. This continuous process is called convection current. This
is exactly what happens in the Earth’s mantle. The hot, less dense rising material
spreads out as it reaches the upper mantle causing upward and sideward forces.

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These forces lift and split the lithosphere at divergent plate boundaries. The hot
magma flows out of the mantle and cools down to form the new ocean crust.

The downward movement of the convection current occurs along a convergent

boundary where the sinking force pulls the tectonic plate downward. The convection
currents rotate very slowly, as they move and drag the plates along. Because of
convection current, the tectonic plates are able to move slowly along the tectonic
boundaries, pushing each other, sliding past each other and drifting away from each
other.

Figure 9. Convection currents in Earth’s mantle

As an oceanic crust moves away from a divergent boundary, it becomes

denser than the newer oceanic crust. As the older seafloor sinks, the weight of the
uplifted ridge pushes the oceanic crust toward the trench at the subduction zone. This
process is called ridge push. Slab pull is the other possible process involved in the
tectonic plate movement. The weight of the subducting plate pulls the trailing slab into
the subduction zone just like a tablecloth slipping off the table and pulling items with
it.

Now that you understand what happens inside the Earth and its effects on the
Earth’s surface, you should be able to realize that the tectonic activities at the surface
just like volcanic eruptions and earthquakes are inevitable. You should view the Earth
as a dynamic planet and still the most fascinating planet for it offers you a home that
no other planet can.

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What’s More

The Theory of Continental Drift

Complete the following statement below:

1.State Alfred Wegener’s hypothesis about how Earth’s continents have

moved.
___________________________________________________________________

2. Wegener named his supercontinent

___________________________________________________________________

3. What did Wegener think had happened to this supercontinent?

___________________________________________________________________

4. Wegener’s idea that the continents slowly moved over Earth’s surface
became known as
________________________________________________

Multiple Choice

Identify the choice that best completes the statement or answers the question. Write
the letter on the blank line to the left of the question.

1. The youngest rocks on the ocean floor are located ____.

a. near continents c. far from mid-ocean ridges
b. at mid-ocean ridges d. near Asia

2. The crust and upper mantle make up Earth's ____.

a. asthenosphere c. core
b. lithosphere d. continents

3. Scientists have observed that the continents move apart or come together at
speeds of a few centimeters per ____.
a. Century b. year c. Day d. decade

4. The alignment of iron minerals in rocks when they are formed reflects the fact that
Earth's ____ has reversed itself several times in the past.
a. Core c. asthenosphere
b. Magnetic field d. gravity

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5. Seafloor spreading occurs because ____.
a. new material is being added to the asthenosphere
b. earthquakes break apart the ocean floor
c. sediments accumulate at the area of spreading
d. molten material beneath Earth's crust rises to the surface

6. While studying the ocean floor, scientists found ____ bands of magnetism.
a. Plastic b. sediment c. No d. alternating

7. Wegener believed that the continents were assembled as part of a supercontinent

about ____ years ago.
a. 250 million c. 400 million
b. 300 million d. 500 million

8. A ____ is a sensitive device used to detect magnetic fields on the seafloor.

a. magnetometer c. Glomar
b. geologist's compass d. seismometer

9. Many early mapmakers thought Earth’s continents had moved based on ____.
a. matching coastlines c. climatic data
b. fossil evidence d. plate boundary locations

10.The magnetic pattern of ocean-floor rocks on one side of an ocean ridge is __.
a. a mirror image of that of the other side
b. younger than on the other side
c. much different from the magnetic pattern found in rocks on land
D at right angles to the ocean ridge

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What I have Learned

Matching

Match each process of seafloor spreading A, B, or C with its description below.

Two points each.

____ 1. Hot lava fills the gap that forms at the ridge.
____ 2. The lava hardens, to form a small amount of ocean floor.
____ 3. Hot magma

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Assessment

Multiple Choice: Choose the correct answer. Write your answer in a separate sheet of
paper.

1. What is called the supercontinent in the continental drift hypothesis?

A. Panthalassa C. Mesosaurus
B. Pangaea D. Africa

2. Who were the two scientists who proposed the theory of seafloor
spreading in the early 1960s?
A. Charles Darwin and James Hutton C. Harry Hess and Robert Dietz

B. John Butler and Arthur Smite Vine D. F. Vine and Mathews

3. Which observation on the ocean floor supports the Plate Tectonic theory?
A. The oceanic crust is about the same age as Pangaea.
B. The oceanic crust is younger at trench and older near a ridge.
C. The oceanic crust is much older than a continental crust.
D. The oceanic crust is younger at a ridge and older near a trench.
4. Which hypothesis states that the continents were once joined to form
a single supercontinent?

A. Continental drift C. Plate tectonics

B. Paleomagnetism D. Seafloor Spreading

5. What is one kind of evidence that supports Wegener’s hypothesis?
A. the same magnetic directions exist on different continents

B. major rivers on different continents match

C. land bridges still exist that connect major continents
D. fossils of the same organism have been found on different continents
6. What was the main reason Wegener’s continental drift hypothesis
was rejected?
A. He was not well liked by other scientists.

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B. He could not provide a mechanism for the movement of the continents.

C. He could provide only illogical explanations for the movement of the

continents.
D. His evidence was incorrect.

7. Among the given, which could give you an idea that the continents
were once joined?

A. Ocean depth
B. Position of the south pole
C. shape of the continents
D. size of the Atlantic Ocean
8. What geologic feature can you find the youngest rocks on the ocean floor?
A. a mid-ocean ridge C. an abyssal plain
B. a continental shelf D. a subduction trench

9. Which of the following increases with distance from a mid-ocean ridge?

A. the age of oceanic lithosphere
B. the depth to the sea floor
C. the thickness of the lithosphere
D. all of the above

A D C

B
Figure 1.

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10. What type of plate boundary is illustrated in Figure 1?
A. convergent oceanic-oceanic boundary C. Divergent boundary

B. convergent oceanic-continental boundary D. transform fault

boundary
11. What feature is labelled A in Figure 1?
A. Continental volcanic arc C. trench
B. ocean ridge D. volcanic island arc
12. What feature is labelled B in Figure 1?
A. Continental volcanic arc C. trench
B. ocean ridge D. volcanic island arc

13. What layer of the Earth labelled as C in Figure 1?

A. asthenosphere C. continental
lithosphere
B. continental crust D. oceanic crust
14. What process is illustrated by the area labelled as D in Figure 1?
A. seafloor spreading C. continental
volcanism
B. Rifting D. subduction
15. When did the supercontinent Pangaea begin to break apart?
A. about 10,000 years ago
B. about 10 million years ago
C. about 200 million years ago
E .about 570 million years ago

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Answer Key

Evidence Supporting Continental Drift

1.What do the Glossopteris fossils tell us about the early positions of the continents?

The discovery of glossopteris fossils tell us that there was once a supercontinent
named Pangaea before it broke into different continents that we have today such
as Asia, Europe, Russia, Africa, North America, South America and Antarctica.

2. What does the presence of Mesosaurus fossils tell about the initial location and
positioning of South America, Africa, and Antarctica?
Mesosaurus fossils are found in rocks the remains of Mesosaurus- a crocodile-like
reptile tells us that South America, Africa and Antarctica were once joined together
which means they were once a big continent
3.What clues are useful in reconstructing Pangaea?
The edges of the continents are useful in reconstructing Pangaea. Aside from the
fitting of edges of the continents, the presence of evidence found in the same
continents made the reconstruction easier
4.Where do you think was the Philippines located during the time that the Pangaea
existed?
The Philippines were not in the Pangaea during the time that it existed because
the Philippines was just formed because of the converging of plates that results to
volcanic arcs.

The Theory of Continental Drift

1.State Alfred Wegener’s hypothesis about how Earth’s continents have moved.
Wegener’s hypothesis was that all the continents had once been joined
together in a single landmass and have since drifted apart.

2.Wegener named his supercontinent Pangaea

3.What did Wegener think had happened to this supercontinent?

Wegener thought that this supercontinent had broken apart and that the
pieces had slowly moved to become the continents as they they are today

4.Wegener’s idea that the continents slowly moved over Earth’s surface became
known as continental drift.

28
SEAFLOOR SPREADING
Multiple Choice Test

1. B
2. B
3. B
4. B
5. D
6. D
7. A
8. A
9. A
10. A

MATCHING TYPE

1. B
2. C
3. A

Pretest

A.
1. D 6. D
2. C 7. A
3. A 8. C
4. B. 9. B
5. A 10. D

Post Test

1. B 11. D
2. C 12. C
3. D 13. B
1. A 14. D
2. D 15. C
3. B
4. C
5. A
6. D
7. B
29
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34
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