SCIENCE FOR GRADE 10

In this quarter, the topics will focus solely on a theory that explains the
existence of volcanoes and other geologic features. You have two modules to
understand this theory better. In the first module, you will use some of your
science skills such as graphing, measuring, analyzing and interpreting data, and
inferring for you to attain the desired outcomes. In the second module, you will
perform an activity that will allow you to probe the Earth’s interior by analyzing
the behavior of seismic waves

At he end of this quarter, the learners should be able to:

a. describe internal structure of the earth, understand the

formation of physical features of the earth and natural disaster;

b. reflect the effect of the natural disaster of the earth on our

daily lives;

c. demonstrate ways to ensure disaster preparedness during

natural disaster.

LEARNING OBJECTIVES:

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Grade 10 Science: EARTH AND SPACE
This module will be used for the first quarter. You will do and answers all
the activities provided by the teacher.

LESSON 1

PLATE TECTONICS

In this module, we will study thoroughly the framework that will enable
us to understand how and why several features of the Earth continuously
change. This theory is what we call “Plate Tectonics.” This describes the events
within the Earth that give rise to mountain ranges, volcanoes, earthquake belts,
and other features of the Earth’s surface.

LEARNING OBJECTIVES:

At the end of this lesson the learners should be able to:

a. describe the distribution of active volcanoes, earthquake epicenters,
and major mountain belts;

b. describe the different types of plate boundaries.

c. explain the different processes that occur along the plate boundaries.

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Grade 10 Science: EARTH AND SPACE
1. Read and follow the directions in every activity;
2. Read and understand the Learning Objectives and concept notes
provided for you;
3. Answer all the activities in the module;

Before our lesson start, I have a question.

Have you ever wondered why our country is endowed with these kind of
geologic features? Well, if your answer is YES, then this module will help you
find the answer to answer to your question. But before that let’s have first a pre-
test.

PRE-TEST:

Direction: Encircle the letter that carries the right answer.

1. Which plate boundary is formed between the Philippine plate and the Eurasian
plate?
a. convergent b. reverse fault
c. divergent d. transform fault
2. Crustal plate A is moving away from crustal plate B. What is the expected
average rate of change in position between A and B?
a. few centimeters per year b. few millimeters per century c. few meters
per month d. few millimeters per day
3. What do you expect to find at a mid-ocean ridge?
a. relatively young rocks b. very ancient rocks
c. thick accumulation of sediments d. reverse fault
4. Tectonic plates interact at places called plate.
a. reversals b. boundaries c. regions d. center
5. __________ is an instrument that records earthquake waves. 3
Grade 10 Science: EARTH AND SPACE
a. massb. seismograph c. frame c. seismometer
FEEDBACK:

Direction: Encircle the letter that carries the right answer.

1. Which plate boundary is formed between the Philippine plate and the Eurasian
plate?
a. convergent b. reverse fault
c. divergent d. transform fault
2. Crustal plate A is moving away from crustal plate B. What is the expected
average rate of change in position between A and B?
a. few centimeters per year b. few millimeters per century c. few meters
per month d. few millimeters per day
3. What do you expect to find at a mid-ocean ridge?
a. relatively young rocks b. very ancient rocks
c. thick accumulation of sediments d. reverse fault
4. Tectonic plates interact at places called plate.
a. reversals b. boundaries c. regions d. center
5. __________ is an instrument that records earthquake waves.
a. massb. seismograph c. frame c. seismometer

Plate Tectonics

A theory explaining the structure of the earth's crust and many associated
phenomena as resulting from the interaction of rigid lithospheric plates which
move slowly over the underlying mantle.
 Earth's lithosphere is divided into a series of major and minor mobile
4
plates.
Grade 10 Science: EARTH AND SPACE
 Plates move at rates of centimeters per year.
 The destruction of oceanic lithosphere below oceanic trenches explains
the occurrence of earthquakes and volcanoes adjacent to trenches

Plates are typically composed of both continental and oceanic lithospheres.

For example, the South American plate contains the continent of South America
and the southwestern Atlantic Ocean. Plate boundaries may occur along
continental margins (active margins) that are characterized by volcanism and
earthquakes. Continental margins that do not mark a plate boundary are known as
passive margins and are free of volcanism and earthquakes. The Atlantic
coastlines of North and South America are examples of passive margins

Earthquakes and Volcanoes Scientists had long recognized that volcanoes

and earthquakes were present in greatest concentrations around the rim of the
Pacific Ocean (Ring of Fire). Seismologists Kiyoo Wadati and Hugo Benioff
noted that the focal depths of earthquakes became progressively deeper
underlying ocean trenches Prior to the seafloor spreading hypothesis there was no
obvious explanation for the presence of these Wadati-Benioff zones. Now it is
widely accepted that earthquakes occur as one plate bends and fractures as it
descends beneath another into the asthenosphere.

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Grade 10 Science: EARTH AND SPACE
.

Plate Motions
The rates and directions of plate motions were originally determined by
computing the distance of oceanic floor of a known age from the oceanic ridge
system. Rates were computed by dividing age (years) by distance (centimeters).
Such simple but effective calculations were compared to motion rates determined
using the age of volcanic islands formed above mantle hot spots Some volcanic
islands in the interiors of plates form above fixed plumes of magma rising from
the mantle. The locations of these mantle plumes are known as hot spots. The
islands form as the plate moves over the magma source, much like a tectonic
conveyer belt. Islands are progressively older with increasing distance from the
hot spot. The relationship between age and distance yields the rate of plate
motion.

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Grade 10 Science: EARTH AND SPACE
Earth’s lithosphere consists of layers, the crust and the upper part of the
mantle. The crust is made of a variety
FIGURE of solid
1: TWO rocksOF
KINDS likeCRUST
sedimentary,
metamorphic, and igneous. It has an average density of 2.8 g/cm3 and its
(Figure 1) There are two kinds of crust: the thicker but less dense
thickness ranges from 5 to 50 km. The crust is thickest in a part where a
continental crust and the oceanic crust which is relatively thinner but denser than
relatively young mountain is present and thinnest along the ocean floor.
continental crust. According to the plate tectonics model, the entire lithosphere of
the Earth is broken into numerous segments called plates (see Figure 2).

FIGURE 5: Plate Tectonics Map

As shown in Figure 5, there are seven relatively large plates and a number
of smaller ones, including the Philippine plate. The plates move very slowly but
constantly, and this movement is called tectonics; thus the theory of moving
lithospheric plates is called plate tectonics.
FIGURE 4: TWO KINDS OF CRUST

The places
(Figure on Earth
4) There are where most
two kinds of of the the
crust: earthquakes
thicker butoriginated
less denseor some
mountains
continentaland volcanoes
crust were formed
and the oceanic mark the
crust which boundaries
is relatively of each
thinner butlithospheric
denser than
plate. As mentioned
continental earlier, each
crust. According to theplate
plateistectonics
slowly moving relative
model, the entiretolithosphere
each other,of
causing geologic
the Earth events
is broken intotonumerous
happen along their called
segments boundaries.
plates (see Figure 5).

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Grade 10 Science: EARTH AND SPACE
Types of Plate Boundaries Studying plate boundaries is important because
along these boundaries deformation of the lithosphere is happening. These
geologic events have a great impact not only on the environment but also on us.
There are three distinct types of plate boundaries, which are differentiated by the
type of movement they exhibit.

DIVERGENT BOUNDARY

Is a linear feature that exists between two tectonic plates that are moving

away from each other. Divergent boundaries within continents initially
produce rifts, which eventually become rift valleys. Most active divergent plate
boundaries occur between oceanic plates and exist as mid-oceanic ridges.[1]
 Divergent boundaries also form volcanic islands, which occur when the plates
[2]

move apart to produce gaps that molten lava rises to fill.

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Grade 10 Science: EARTH AND SPACE
CONVERGENT BOUNDARY
Convergent plate boundaries are locations where lithospheric plates are
moving towards one another. The plate collisions that occur in these areas can
produce earthquakes, volcanic activity, and crustal deformation.

TRANSFORM BOUNDARY
Transform Plate Boundaries are locations where two plates slide past one
another. The fracture zone that forms a transform plate boundary is known as a
transform fault. Most transform faults are found in the ocean basin and connect
offsets in the mid-ocean ridges. A smaller number connect mid-ocean ridges and
subduction zones.

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Grade 10 Science: EARTH AND SPACE
CONVERGING OCEANIC CRUST LEADING PLATE AND
CONTINENTAL CRUST LEADING PLATE

Converging oceanic plates will cause formation of trenches, and these

trenches will become sources of earthquakes. Underwater earthquakes, especially
the stronger ones, can generate tsunamis. The Japanese term for “harbor wave,”
tsunami is a series of ocean waves with very long wavelengths (typically
hundreds of kilometers) caused by large-scale disturbances of the ocean. The
leading edge of the subducted plate will eventually reach the mantle causing it to
melt and turn into magma. The molten material will rise to the surface creating a
volcanic island arc parallel to the trench. Volcanic island arc is a chain of
volcanoes position in an arc shape as seen in figure below.

Formation of the Philippine Archipelago

Many parts of the Philippines originated from oceanic-oceanic

convergence. This resulted from the collision of two oceanic plates, with one of
the plates diving under the other.

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Grade 10 Science: EARTH AND SPACE
Majority of the islands in the Philippine archipelago are considered as
part of the Philippine Mobile Belt. These islands were formed 65 million years
ago at the southern edge of the Philippine Sea Plate and are considered as part of
island arcs. Other parts of the Philippines, such as Palawan, Mindoro, and the
Zamboanga Peninsula are all highland sections of the Sundaland block of the
Eurasian plate.

The Philippine mobile Belt eventually collided with the Sundaland block
which explains the presence of trenches, such as the Manila-Negros-Cotabato
Trench System, and the Sulu Trench.

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Grade 10 Science: EARTH AND SPACE
On the eastern side of the Philippines, trenches like the Philippine Trench
and East Luzon Trough are both products of subducting Philippine Sea Plate
beneath the archipelago.

Aside from the formation of trenches and troughs, the downward

movement of oceanic lithospheres underneath the Philippine Archipelago creates
active volcanic chains. For example, the descent of the West Philippine Sea
oceanic lithosphere along the Manila Trench created a volcanic chain from
Taiwan to Mindoro. Some of the known active volcanoes in this chain are
Pinatubo in Central Luzon and Taal in Batangas.

Also, the constant dipping movement of slabs induces frequent moderate to

strong earthquakes at various depths, gives rise to mountain ranges and develops
the geologic character of the Philippine Archipelago.

When two continental plates converge, a collision zone is formed. Unlike

the other two types of convergent boundaries, subduction ceases for this
particular type of convergence. No trench, no volcano, and definitely no island
arc is created during this process. Instead, what is created is a large group of tall
mountains called mountain range

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Grade 10 Science: EARTH AND SPACE
Formation of mountain range
About 40 to 50 million years ago, two large land masses, India and Eurasia,
collided to begin the formation of the most visible product of plate tectonics - the
Himalayas. Since subduction is impossible between two colliding continental
plates, pressure is released by pushing the crusts upward and forming the
Himalayan peaks.

Also, collision of continental plates is associated with shallow earthquake

activities.

Collision of the Eurasian and Indian Plates

DIVERGENCE OF PLATES
Formation of rift valleys and oceanic ridges are indications that the crust is
spreading or splitting apart. In this case, the plates are forming divergent plate
boundaries wherein they tend to move apart.

Most divergent boundaries are situated along underwater mountain ranges called
oceanic ridges. As the plates separate, new materials from the mantle ooze up to 13
Grade 10 Science: EARTH AND SPACE
fill the gap. These materials will slowly cool to produce new ocean floor.

The spreading rate at these ridges may vary from 2 to 20 cm per year. Although
OCEANIC PLATE VS. CONTINENTAL PLATE CONVERGENCE

When oceanic lithosphere collides with continental lithosphere, the

14
oceanic plate will descend into the subduction zone Oceanic lithosphere is denser
Grade 10 Science: EARTH AND SPACE
than continental lithosphere and is therefore consumed preferentially. Continental
lithosphere is almost never destroyed in subduction zones. The Nazca Plate dives
below South America in a subduction zone that lies along the western margin of

Transform Fault Boundaries

Most transform faults are located within the ocean basins, there are a few
that cut through the continental crust. An example of this is the San Andreas
fault. The immediate concerns about transform fault boundaries are earthquake
activities triggered by movements along the fault system.

San Andres Fault

TRANSFORM PLATE BOUNDARIES

• The three types of plate boundaries are divergent, convergent, and transform. 15
Grade 10 Science: EARTH AND SPACE
• Plates slide past each other at transform boundaries; lithosphere is neither
destroyed nor created.
Some transform boundaries such as the San Andreas Fault in California or
the North Anatolian Fault in Turkey occur on land. The San Andreas Fault joins
two oceanic ridges. The southern end of the fault begins in the Gulf of California 16
Grade 10
at Science:
the northEARTH
end of aAND SPACE
young ocean. The northern end of the fault becomes the
Mendocino fracture zone offsetting a section of the oceanic ridge that defines one
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Grade 10 Science: EARTH AND SPACE
Now test yourself by doing this activity

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Grade 10 Science: EARTH AND SPACE
DIRECTIONS: Answer the following questions and write your answer on the spaces
provided.

a. What are the three primary types of plate tectonic boundaries?

i) ____________________________________________

ii) ____________________________________________

iii) ____________________________________________

2. Describe the difference between convergent and divergent boundaries.

______________________________________________________________

______________________________________________________________

3. What is the San Andreas Fault famous for?

______________________________________________________________

______________________________________________________________

EARTHQUAKES
One of the most powerful forces of nature that causes trembling
movements of the earth‟s crust. Throughout history, they have caused great
destruction to lives and property.
What is an earthquake?
An earthquake is a sudden trembling movement of the crust. During
most earthquakes, the movement is hardly noticeable. However, during a major
earthquake, the crust shakes violently. This violent shaking caused by an
earthquake is known as a tremor or shock. Most tremors are small, though some
are large enough that is able to split the crust apart as well as destroy a large
building.

Causes of earthquakes
19
GradeEarthquakes
10 Science: are
EARTH AND
caused by SPACE
movements within the earth. Most are caused by
sudden faulting. Some earthquakes are caused by volcanic eruptions. During an
The spot where earthquakes start is called the focus. This is the actual spot where
rocks break and move apart. The ground snaps and sends seismic waves (shock
waves) out in all directions.

Effects of earthquakes 20
Grade 10 Science: EARTH AND SPACE
Effects of earthquakes vary depending mainly on the strengths of seismic waves.
They also depend on the type of material through which they pass. On solid
rocks, ground shaking may be felt as only a swaying motion, however on loose

The World Geological pattern of activities

21
GradeCarefully study
10 Science: the different
EARTH AND maps shown below and on the next page.
SPACE
There are four different types of earthquakes: Tectonic, volcanic, collapse and
explosion.

o A tectonic earthquake is one that occurs when the earth's crust breaks due
to geological forces on rocks and adjoining plates that cause physical and
chemical changes.
o A volcanic earthquake is any earthquake that results from tectonic forces
which occur in conjunction with volcanic activity.
o A collapse earthquake are small earthquakes in underground caverns and
mines that are caused by seismic waves produced from the explosion of
rock on the surface.
o An explosion earthquake is an earthquake that is the result of the
detonation of a nuclear and/or chemical device.

    There are three different types of faults: Normal, Reverse, and Transcurrent
(Strike-Slip). 22
Grade 10 Science: EARTH AND SPACE

o  Normal faults form when the hanging wall drops down. The forces that
Now test yourself by doing this activity

1. Differentiate the three types of earthquakes.

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________________

2. Differentiate the three types of faults.

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

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Grade 10 Science: EARTH AND SPACE
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________________

3. What is the cause of most earthquake?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

VOLCANO
A volcano is a mountain that opens downward to a reservoir of molten
rock below the surface of the earth through which materials such as magma, hot
gases and solid rock are released. The erupted materials heap up to build volcanic
mountains.

Volcanic eruptions
There are different kinds of eruptions, the Strombolian, Vulcanic, Peleean and the
Plinian eruptions.

Strombolian eruptions are eruptions from sticky magma. They spit out sizzling clots of
red-hot lava.

Vulcanic eruptions are explosive eruptions from sticky magma. The magma clogs the
volcano's vent between cannon-like blasts of ash clouds and thick lava flows.

Pelean eject glowing clouds of ash and gas called nuée ardente.

Plinian Eruptions are the most explosive kind of eruption. They are named after Pliny
who witnessed the eruption of Vesuvius in AD79. In Plinian eruptions, boiling gases
blast clouds of ash and volcanic fragments up into the stratosphere.

No two volcanic eruptions are exactly alike but they all come under two basic kinds:
24
Grade1.10 Science:
Quiet eruptions
EARTH AND SPACE2. Explosive eruptions.

QUIET ERUPTIONS
QUIET ERUPTION
EXPLOSIVE ERUPTIONS
In an explosive eruption, lava is violently released out of the volcano. Thick,
pasty granitic lava containing much dissolved gas tend to erupt violently.

This is due to the vent being clogged or completely blocked. The gas and lava
being under pressure cannot escape freely as in a quiet eruption. Pressure builds
up until the gases break free in a violent explosion.

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Grade 10 Science: EARTH AND SPACE
Vent, crater and caldera
During an eruption, lava and other materials spread out from the vent
(central opening of a volcano). Much of the materials pile up around the vent
forming a cone shaped volcanic mountain. As more eruptions occur, more
materials add to the height and even widening the mound.

A cup-like depression called a crater surrounds the vent at the top of a volcano.
A large crater is usually formed by the collapse of a volcano called a caldera.
The whole of Rabaul is a caldera. It was formed when the top of a large volcano
was blown away many thousands of years ago.

CALDERA
VOLCANIC STRUCTURES
Volcanoes have different structures. Some types of volcanoes are easily
recognisable and while others are not. Geologists classify volcanic structures by 26
Gradetheir
10 Science: EARTH
shape and AND SPACE
composition. Shape of a volcano is determined by the type of
eruption and the materials released.
Composite volcano
As stated earlier, some types of volcanoes are easily recognizable and
while others are not. The types that we all know about are easily recognized.

These volcanoes are typically some kilometers across and almost ten thousand
kilometers in height. As illustrated in the diagram on the right, they have
moderately steep sides and sometimes have small craters in their
summits.
Volcanologists call these strato or composite volcanoes because they consist of
layers of

solid lava flows mixed with layers of sand, or -gravel-like volcanic

rock called cinders or volcanic ash.

A composite volcano has a very large symmetrical cone of alternating layers of

solidified lava and rock particles. They are formed by alternating periods of quiet
eruptions of thick lava followed by explosive eruptions of thick lava.

27
GradeCinder
10 Science: EARTH AND SPACE
cone volcano
Another easily recognized type of volcano, as seen in the diagram on the

As you might expect from the name, these volcanoes consist almost entirely of
loose, grainy cinders and almost no lava.

Shield volcanoes
The third easily recognized volcano may be familiar to you from news
reports. It is called the shield volcano. This type of volcano can be almost
hundreds of kilometers across and almost tens of thousands of kilometers high.
Past and present volcanoes
Thousands of volcanoes are spread all over the world. Some are active, some are
dormant and still others are extinct.

Active volcanoes
Volcanoes that are erupting now or have erupted in the recent past are known as
active.

Dormant volcanoes
A volcano which erupted long time ago, resting now but might erupt
again sometimes later is known as a dormant volcano.

Extinct volcanoes
Volcanoes which are completely inactive and no longer erupt are said to
be extinct. Mt. Hagen and Mt. Giluwe are two remains of extinct volcanoes.

Effects of volcanoes
Volcanoes can be dangerous. They can cause a lot of damage to life and
property.
28
GradeMost
10 Science: EARTHactivity
of the volcanic AND SPACE
is concentrated along the edges of plate boundaries.
These are the spots where a lot of crustal weakness magma can easily find its
Now test yourself by doing this activity

A. Define the following terms:

1. Vent
______________________________________________________________
______________________________________________________________

2. Caldera
______________________________________________________________
______________________________________________________________

3. Volcano
______________________________________________________________
______________________________________________________________

B. Name the different types of volcanic eruptions.

(i) __________ (ii) ____________

(iii) __________ (iv) ____________

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Grade 10 Science: EARTH AND SPACE
ACTIVITY 1.1

Let’s Mark the Boundaries

Objectives:

• Describe the distribution of active volcanoes, earthquake epicenters, and major

mountain belts.

• Determine the scientific basis for dividing the Lithospheric plates.

Materials:

• Figure 1: Map of earthquake distribution

• Figure 2: Map of active volcanoes of the world

• Figure 3: Mountain ranges of the world

• 2 pieces plastic sheet used for book cover, same size as a book page

• marking pens (two different colors).

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Grade 10 Science: EARTH AND SPACE
http://marc.fournier.free.free.fr

Figure 1. Map of earthquake distribution (Red, green, and blue dots represent earthquake
epicenters)

Procedure: 1. Study Figure 1 showing the earthquake distribution around the world. Trace the
approximate locations of several earthquake “clusters” using a marking pen on one of the plastic
sheets.

Q1. How are earthquakes distributed on the map?

Q2. Where are they located?

Q3. Where are there no earthquakes?

Q4. Why is it important for us to identify areas which are prone to earthquakes?

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Grade 10 Science: EARTH AND SPACE
http://pubs.usgs.gov/gip/volc/fig34.html

Figure 2: Map of active volcanoes (Red areas represent presence of volcanoes)

2. Study the map of active volcanoes in Figure 2.

Q5. How are volcanoes distributed?

Q6. Where are they located?

Q7. Based on the map, mention a country that is unlikely to experience a volcanic eruption.

3. On the second plastic sheet, sketch the approximate locations of several volcanoes using a
marking pen.

4. Place the earthquake plastic sheet over the volcano plastic sheet.

Q8. Compare the location of majority of earthquake epicenters with the location of
volcanoes around the world.

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Grade 10 Science: EARTH AND SPACE
http://www.clipart.dk.co.uk/1068/az/Earth/Mountain_ranges
Figure 3: Mountain ranges of the world
5. Study Figure 3, the orange portions indicate mountain ranges of the world.

Q9. How will you relate the distribution of mountain ranges with the distribution of
earthquake epicenters and volcanoes?

6. Now that you have seen the location of volcanoes, mountain ranges, and majority of
earthquake epicenters, study, Map of Plate boundaries page 5

Q10. What do you think is the basis of scientists in dividing Earth’s lithosphere into
several plates?

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Grade 10 Science: EARTH AND SPACE
ACTIVITY 1.2

Head-On Collision

Part A: Converging Continental Plate and Oceanic Plate

Converging Continental Plate and Oceanic Plate Objectives:

• Explain the processes that occur along convergent boundaries.

• Determine the consequences of colliding plates.

Procedure: 1. Study figure 1 a cross-sectional diagram of plates that are converging, and answer
the questions that follow.

Figure 1:Cross-sectional diagram of converging continental and oceanic plates

Q1. What type of plate is Plate A? What about Plate B? Why do you say so?

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Grade 10 Science: EARTH AND SPACE
Q2. Describe what happens to Plate A as it collides with Plate B? Why?

Q3. What do you think may happen to the leading edge of Plate A as it continues to move
downward? Why?

Q4. What do you call this molten material?

Q5. What is formed on top of Plate B?

Q6. As the plates continue to grind against each other, what other geologic event could take
place?

Part B: Convergence of Two Oceanic Plates

Procedure:

35
Grade 10 Science: EARTH AND SPACE
1. Study Figure 2. It shows a cross-section of two converging oceanic plates.

2. Using your knowledge gained from the previous activity, identify the geologic events or
features resulting from this collision.

www.marinebio.net
Figure 2. Cross-sectional diagram of converging oceanic plates
Q7. What are the geologic processes/events that will occur because of this plate movement?

Q8. What geologic features might form at the surface of Plate A?

Q9. If the edge of Plate A suddenly flicks upward, a large amount of water may be
displaced. What could be formed at the surface of the ocean?

Part C: Two Continental Plates Converging

Materials:
• modeling clay
• 2 blocks of wood

36
Grade 10 Science: EARTH AND SPACE
• paper
Procedure:

1. On a piece of paper, flatten the modeling clay with the palm of your hand.

2. Cut the clay into four strips; each strip should be 0.5 cm thick, 4 cm wide, and 12 cm long.

3. Put 4 strips one on top of the other.

4. Place a block of wood at each end of the clay strips and slowly push the two blocks
together. Observe what happens to the clay.

Q10. What happened to the strips of clay as they were pushed from opposite ends?

Q11. If the strips of clay represent the Earth’s lithosphere, what do you think is
formed in the lithosphere?

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Grade 10 Science: EARTH AND SPACE
Q12. What other geologic event could take place with this type of plate movement aside
from your answer in Q25?

Q13. In terms of the consequences on the Earth’s lithosphere, how will you
differentiate this type of convergent plate boundary with the other two?

ACTIVITY 1.3

Going Separate Ways

Objectives:

• Explain the processes that occur along divergent boundaries.

• Determine the results of plates that are moving apart.

Materials:

photographs of Rift Valleys and Oceanic Ridges

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Grade 10 Science: EARTH AND SPACE
Procedure:

1. Analyze the photographs of rift valleys (topmost pictures) and oceanic ridges below, and
answer the questions that follow.

http://www.adelaidenow.com.au/, http://www.wildjunket.com/, http://www.jnb-birds.com/

Figure 18. Rift valleys and oceanic ridges

Q1. What are common in the four pictures?

Q2. Millions of years ago, the land masses in each picture were once connected.
What do you think is happening to the Earth’s crust in those pictures?

Q3. If this event continues for millions of years, what do you think will be the effect
on the crust?

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Grade 10 Science: EARTH AND SPACE
Q4. Complete the drawing below to illustrate your answer in question number 30.

At present

After Millions of years

ACTIVITY 1.4

FIRST AID KIT

At this point, we are quite aware that our country is susceptible to different disasters
such as earthquakes, volcanic eruptions, and tsunamis. Therefore, it is a must for us to prepare
and ensure our safety and survival when these disasters strike. For this activity, your goal is to
help your family prepare for an impending emergency. Your task is to prepare an emergency kit
for the whole family. Decide what items should be in your emergency kit and draw it in the box
provided.

ENRICHMENT
ACTIVITY

40
Grade 10 Science: EARTH AND SPACE
GENERAL DIRECTIONS: Read, understand and follow instructions. Read each
questions/statements twice before giving your final answer.

MULTIPLE CHOICE: Encircle the letter of the best answer.

1. The plate tectonics theory states that

a. continental crust "plows through" oceanic crust.
b. oceanic crust "slides over" continental crust.
c. lithospheric plates move.
d. tectonic forces cause the most damage in the center of the plates.
2. Tectonic plates interact at places called plate                               .
a. reversals
b. boundaries
c. regions
d. centers
3. What current theory explains why the tectonic plates move?
a. Mantle Convection
b. Mantle Radiation
c. Mantle Conduction
d. Mantle Subduction
 4. The theory of continental drift
a. was based on the distribution of rock types, fossils and structures.
b. was accepted by most geologist during Wegener's lifetime.
c. was based on oceanic fossils and basalt.
d. suggested that the original land forms were large islands.
5. Plates move at a rate of about 1-16 cm per                               .
a. century
b. year
c. month
d. hour

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Grade 10 Science: EARTH AND SPACE
 
6. The youngest supercontinent known is                               , named by Alfred Wegener.
a. Gondwanaland
b. Laurasia
c. Pangaea
d. Borneo
7. The theory of                                      states that new ocean crust is formed at ocean ridges and
destroyed at deep-sea trenches.
a. seafloor spreading
b. tectonic plates
c. Pangaea
d. continental drift
 8. At what tectonic plate boundary do plates slide horizontally past each other?
a. divergent boundary
b. transform boundary
c. continental-continental boundary
d. oceanic-oceanic boundary
9. Places where tectonic plates move apart are called
a. convergent boundaries.
b. transform boundaries.
c. subduction zones.
d. divergent boundaries.
 10. Subduction is
a. where denser plates sink into the mantle.
where ridge valleys form.
c. occurring mostly in the Atlantic Ocean.
d. occurring where continental plates diverge.
11. Convergence of two continental plates causes formation of                                 .
a. mid-ocean ridges

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Grade 10 Science: EARTH AND SPACE
b. rift valleys
c. mountain chains
d. island arcs
 12. Most earthquakes occur near the                                        of tectonic plates.
a. Circum-Pacific Belt
b. boundaries
c. center
d. ocean ridges
13. Where are most divergent boundaries found?
a. on the seafloor
b. on the continents
c. along coastlines
d. at subduction zones
 
14. Earthquakes are a sudden motion caused by movement of tectonic plates working
against                                   .
a. friction
b. gravity
c. magnetic forces
d. centrifugal force
15. Which feature is associated with a continental-continental plate boundary?
a. a subduction zone
b. a mountain range
c. a deep-sea trench
d. a volcano
 
16. When an oceanic plate slides under a continental plate, what is usually formed?
a. continental drift
b. seafloor spreading

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Grade 10 Science: EARTH AND SPACE
c. subduction zone
d. mountain range
e, all of the above
17. A/n                                    is a sudden motion or trembling of the earth caused
by the abrupt release of slowly accumulated energy in rocks.
a. focus
b. strike-slip fault
c. earthquake
d. fault creep
 
18. California has more than 20,000 earthquakes each year because there is
a large                                running through the state.
a. epicenter
b. river
c. crater
d. fault

POST-TEST:
Direction: Encircle the letter that carries the right answer.
1. Right in the middle of an island, you can find a rift valley. What type of plate boundary exists
on that island?
a. convergent b. divergent c. normal fault d. transform fault
2. Tectonic plates interact at places called plate                               .
a. reversal b. boundaries c. regions d. centers
3. Places where tectonic plates move apart are called

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a. convergent boundaries b. transform boundaries
c. subduction zone d. divergent boundaries
4. Most earthquakes occur near the                                        of tectonic plates.
a. Circum-Pacific Belt b. boundaries
c. center d. ocean ridges
5. A paper or computer record of earthquake waves is called a                               .
a. mass b. seismometer c. seismogram d. gram
Identify: Write your answer on the space provided.
_________________ 1. Theory that the Earth's crust is divided into a series of plates that move
and interact to build the structural features of the world we see.
_________________ 2. At what plate boundaries does trenches and volcanoes found
_________________ 3. Rotational movement in the mantle moves the plates of the crust,
creating landforms.
_________________ 4. At what plate boundaries does A ridge with possible hydrothermal vents
found.
_________________ 5. Locations where two plates slide past one another.
ESSAY:
How important is First Aid kit in our home?

FEEDBACK:

ANSWERS:
1.
2.
3.
4.
5.
II.
1.
2.
45
Grade 10
3. Science: EARTH AND SPACE
4.
REFERENCES:

 NURTURING SCIENCE (Grade 7)

By: Dr. Nonato Cabal, Crisencio Paner, Nerissa Torreta;
PUBLISHED BY: EPHESIANS Publishing Inc.
 DEPED TAMBAYAN http://richardrrr.blogspot.com/

LESSON 2
THE EARTH’S
INTERIOR

In this module you will learn more about the Earth’s Interior. You will
learn the connection between these processes with the internal structure and
mechanism of our planet. It also helps you visualize and understand the
composition and structure of the Earth’s interior This module also consists of
activities that will help you develop your critical thinking skills to have a
deeper understanding about the planet where you lived.
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Grade 10 Science: EARTH AND SPACE
LEARNING OBJECTIVES:

At the end of this lesson the learners should be able to:

a. describe the internal structure of the Earth;

b. discuss the possible causes of plate movement;

c. enumerate the lines of evidence that support plate movement.

1. Read and follow the directions in every activity;

2. Read and understand the Learning Objectives and concept notes
provided for you;
3. Answer all the activities in the module;

Before our lesson start, let’s have first know what you will lean and
needs to be learned from this lesson. This lesson provides you scientific
47
knowledge
Grade 10 Science:that will help
EARTH AND you describe the different layers of the Earth as well as
SPACE
understand their characteristics. Structure and composition of the Earth cause
PRE-TEST:

Direction: Encircle the letter that carries the right answer.

1. What makes up the lithosphere?
a. Continental crust
b. Crust and the upper mantle
c. Oceanic crust and continental crust
d. Upper mantle
2. Miners dig into the Earth in search for precious rocks and minerals. In which
layer is the deepest explorations made by miners?
a. Crust b. Mantle c. Inner core d. Outer core
3. Which of the following layers is described in the statement?
a. Asthenosphere b. Lithosphere c. Atmosphere d. Mantle
4. Outermost solid shell of a rocky planet or natural satellite. 48
Grade 10 Science: EARTH AND SPACE
a. crust b. Mantle c. Inner core d. Outer core
5. Very center of the Earth, and the hottest part of planet.
a. crust b. Mantle c. Inner core d. Outer core

FEEDBACK:

Direction: Encircle the letter that carries the right answer.

1. What makes up the lithosphere?
a. Continental crust
b. Crust and the upper mantle
c. Oceanic crust and continental crust
d. Upper mantle
2. Miners dig into the Earth in search for precious rocks and minerals. In which
layer is the deepest explorations made by miners?
a. Crust b. Mantle c. Inner core d. Outer core
3. Which of the following layers is described in the statement?
a. Asthenosphere b. Lithosphere c. Atmosphere d. Mantle
4. Outermost solid shell of a rocky planet or natural satellite.
a. crust b. Mantle c. Inner core d. Outer core
5. Very center of the Earth, and the hottest part of planet.
a. crust b. Mantle c. Inner core d. Outer core

STUDYING THE EARTH’S INTERIOR

Scientists tried to explore and study the interior of the Earth. Yet, until
today, there are no mechanical probes or actual explorations done to totally
discover the deepest region of the Earth. The Earth is made up of three layers:
the crust, the mantle, and the core. The study of these layers is mostly done in
the Earth’s crust since mechanical probes are impossible due to the tremendous 49
Grade 10 Science: EARTH AND SPACE
heat and very high pressure underneath the Earth’s surface.
What are seismic waves?

You learned that an earthquake is a vibration of the Earth produced by the rapid
release of energy most often because of the slippage along a fault in the Earth’s crust.
This energy radiates in all directions from the focus in the form of waves called seismic
waves, which are recorded in seismographs. The two main types of seismic waves are
body waves and surface waves.

Surface waves can only travel through the surface of the Earth. They
arrive after the main P and S waves and are confined to the outer layers of the
Earth. There are two types of surface waves: The Love waves and the Rayleigh
waves. Love wave is named after A.E.H. Love, a British mathematician who
worked out the mathematical model for this kind of wave in 1911. It is faster
than Rayleigh wave and it moves the ground in a side-to-side horizontal motion,
like that of a snake’s causing the ground to twist. This is why Love waves cause
the most damage to structures during an earthquake.
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Grade 10 Science: EARTH AND SPACE
The other kind of surface wave is the Rayleigh wave. It was named after
John William Strutt, Lord Rayleigh, who mathematically predicted the existence
of this kind of wave in 1885. A Rayleigh wave rolls along the ground just like a
wave rolls across a lake or an ocean. Since it rolls, it moves the ground either up
and down or side-to-side similar to the direction of the wave’s movement. Most
of the shaking felt from an earthquake is due to the Rayleigh wave. Earth’s inner
layers. With this characteristic of the body waves, they are used by scientists to
study the Earth’s interior. These waves are of a higher frequency than the
surface waves. The two types of body waves are the P-waves (primary waves)
and the S-waves (secondary waves).

The P-wave (primary wave) is a pulse energy that travels quickly through
the Earth and through liquids. The P-wave travels faster than the S-wave. After
an earthquake, it reaches a detector first (the reason why it is called primary).
The P-waves also called compressional waves, travel by particles vibrating
parallel to the direction the wave travel. They force the ground to move
backward and forward as they are compressed and expanded. Most importantly,
they travel through solids, liquids and gases.

The S-wave (secondary wave or shear wave) is a pulse energy that travels slower
than a P-wave through Earth and solids. The S-waves move as shear or
transverse waves, and force the ground to sway from side to side, in rolling
motion that shakes the ground back and forth perpendicular to the direction of
the waves. The idea that the S-waves cannot travel through any liquid medium
led seismologists to conclude that the outer core is liquid

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Grade 10 Science: EARTH AND SPACE
Seismic waves as they travel through the Earth

P-waves can travel through liquids while S-waves cannot. During an

earthquake, the seismic waves radiate from the focus. Based on figure on the
right, the waves bend due to change in density of the medium. As the depth
increases, the density also increases.
P-waves are detected on the other side of the Earth opposite the focus. A
shadow zone from 103° to 142° exists from P-waves as shown in Figure 3. Since
P-waves are detected until 103°, disappear from 103° to 142°, then reappear
again, something inside the Earth must be bending the P-waves. The existence of
a shadow zone, according to German seismologist Beno Gutenberg could only
be explained if the Earth contained a core composed of a material different from
that of the mantle causing the bending of the P-waves. To honor him, mantle–
core boundary is called Gutenberg discontinuity.

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Grade 10 Science: EARTH AND SPACE
From the epicenter, S-waves are detected until 103o, from that point, S-
THE COMPOSITION
waves OF THE
are no longer detected. ThisEARTH’S INTERIOR
observation tells us that the S-waves do not
travel all throughout the Earth’s body. There is a portion inside the Earth that
The Earth’s composition tells a story about itself. It gives us clues to its
does not conduct the propagation of S-wave. Hence, knowing the properties and
past and proofs about the gradual and slow changes that it has undergone for
characteristics of S-waves (that it cannot travel through liquids), and with the idea
over 4.6 billion years.
that P-waves are bent to some degree, this portion must be made of liquid, thus
the outer core.
In 1936, the innermost layer of the Earth was predicted by Inge Lehmann,
a Danish seismologist. He discovered a new region of seismic reflection within
the core. So, the Earth has a core within a core. Based on Figure 3 on page 8, we
can say that the outer part of the core is liquid based from the production of an S
wave shadow and the inner part must be solid with a different density than the
Scientists
rest of the gained
surrounding information about the Earth’s internal structure by
material.
studyingThe
howsize
seismic waves
of the innertravel
corethrough the Earth.calculated
was accurately It involvesthrough
measuring the
nuclear
time
THEitCRUST
takes tests
underground for both types ofinwaves
conducted to reach
Nevada. seismic
Echoes from wave detecting
seismic stations
waves provided
from thedata
accurate epicenter of an earthquake.
in determining its size. An epicenter is a point in the Earth’s
The crust is the thinnest and the outermost layer of the Earth that
surface directly above
Table the focus.of Since
1. Thickness P-waves
the Different travel
Layers faster
of the than S-waves,
Earth
extends from the surface to about 32 kilometers below. Underneath some
they’re always detected
Layer first. The farther away from theinepicenter means the
mountains, the crust’s thickness extends to 72Thickness
kilometers. The kilometers
Earth’s crust, as
longer
Crusttime interval between the arrival of 40 P and S waves. In 1909, Yugoslavian
gleaned from Figure 5 on page 12, is subdivided into two regions: the
seismologist Andrija Mohorovičić (moh-haw-rohvuh-chich) found out that the
continental
Mantle crust and the oceanic crust. 2900
velocity of seismic waves changes and increases at a distance of about 50
Outer core 2200
kilometers below the Earth’s surface. This led to the idea that there is a
Inner core
difference in density between the Earth’s 1278 outermost layer (crust) and the layer
that lies below it (mantle). The boundary between these two layers is called
Mohorovičić discontinuity in honor of Mohorovičić, and is short termed Moho.

https://mrb-science.wikispaces.com/Plate+Tectonics
53
The Continental and the Oceanic Crust
Grade 10 Science: EARTH AND SPACE
The continental crust is mainly made up of silicon, oxygen, aluminum, calcium,
sodium, and potassium. The thickness of the continental crust is mostly 35-40
kilometers. Continental crust, found under land masses, is made of less dense
rocks such as granite.
The oceanic crust is around 7-10 kilometers thick which its average
thickness is 8 kilometers. It is found under the ocean floor and is made of dense
rocks such as basalt. The oceanic crust is heavier than the continental crust.
The crust consists of two layers. The upper layer is composed of granite
and is only found in the continental crust. Below the granite is a layer made
mainly of basalt. This is found on both under the continents and the oceans.
Table 2. Elements in the Earth’s crust
Element Percentage
Oxygen 46.60
Silicon 27.72
Aluminum 8.13
Iron 5.00
Calcium 3.63
Sodium 2.83
Potassium 2.59
Magnesium 2.09
Titanium 0.40
Hydrogen 0.14

THE MANTLE
Beneath the crust is the mantle, which extends to about 2900 kilometers from
the Earth’s surface. It makes up about 80% of the Earth’s total volume and about
68% of its total mass.

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Grade 10 Science: EARTH AND SPACE
The mantle is mainly made up of silicate rocks, and contrary to common belief,
is solid, since both S-waves and P-waves pass through it.
The attempt to study the Earth’s mantle extended as far as studying the
rocks from volcanoes, simply because they were formed in the mantle.
Scientists also studied rocks from the ocean floor. They have determined that the
mantle is mostly made of the elements silicon, oxygen, iron and magnesium.
The lower part of the mantle consists of more iron than the upper part. This
explains that the lower mantle is denser than the upper portion. The temperature
and the pressure increase with depth. The high temperature and pressure in the
mantle allows the solid rock to flow slowly.
The crust and the uppermost part of the mantle form a relatively cool,
outermost rigid shell called lithosphere and is about 50 to 100 kilometers thick.
These lithospheric plates move relative to each other.
Beneath the lithosphere lies the soft, weak layer known as the
asthenosphere, made of hot molten material. Its temperature is about 300 –
800oC. The upper 150 kilometers of the asthenosphere has a temperature
enough to facilitate a small amount of melting, and make it capable to flow. This
property of the asthenosphere facilitates the movement of the lithospheric plates.
The lithosphere, with the continents on top of it, is being carried by the flowing
asthenosphere.

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Grade 10 Science: EARTH AND SPACE
The Lithosphere and the Asthenosphere
THE CORE
The core is subdivided into two layers: the inner and the outer core. The
outer core is 2900 kilometers below the Earth’s surface. It is 2250 kilometers
thick and is made up of iron and nickel. The temperature in the outer core
reaches up to 2000oC at this very high temperature, iron and nickel melt.

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Grade 10 Science: EARTH AND SPACE
Aside from seismic data analysis, the Earth’s magnetic field strengthens
the idea that the Earth’s outer core is molten/liquid. The outer core is mainly
made up of iron and nickel moving around the solid inner core, creating Earth’s
magnetism.
The inner core is made up of solid iron and nickel and has a radius of
1300 kilometers. Its temperature reaches to about 5000oC. The extreme
temperature could have molten the iron and nickel but it is believed to have
solidified as a result of pressure freezing, which is common to liquids subjected
under tremendous pressure.
What tells us that the inner core is made up of iron?
Aside from the fact that the Earth has a magnetic field and that it must be
iron or other materials which are magnetic in nature, the inner core must have a
density that is about 14 times that of water. Average crustal rocks with densities
2.8 times that of water could not have the density calculated for the core. So
iron, which is three times denser than crustal rocks, meets the required density.
Some clues that the inner core and the outer core are made up of iron include the
following:
 Iron and nickel are both dense and magnetic.
 The overall density of the earth is much higher than the density of the
rocks in the crust. This suggests that the inside must be made up of something
denser than rocks.
 Meteorite analysis have revealed that the most common type is
chondrite. Chondrite contains iron, silicon, magnesium and oxygen; some
contains nickel. The whole earth and the meteorite roughly have the same
density, thus the Earth’s mantle rock and a meteorite minus its iron, have the
same density.

The Earth’s Mechanism

The Continental Drift
57
GradeIn101912, Alfred
Science: Wegener
EARTH AND a German
SPACEmeteorologist, proposed a theory that about
200 million years ago, the continents were once one large landmass. He called
Wegener searched for evidences to support his claim. He noticed the fit
of the edges of the continents on the opposite sides of the South Atlantic. His
evidences to the Continental Drift Theory includes the distribution of fossils in
different continents, rock features, and ancient climates. Let us have a further 58
Grade 10 Science: EARTH AND SPACE
study on these evidences.
Evidence: The Continental Jigsaw Puzzle
Did it really start as one big landmass? It seems very impossible that the

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Mesosaurus Fossil
THE SEAFLOOR SPREADING
The question as to how the drifting took place left the Continental Drift
Theory blurry. Despite the evidences presented by Wegener, his idea that the
continents were once joined together was not accepted by the scientific society
until the 1960s. 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 61
Grade 10 Science: EARTH AND SPACE
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
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 62
Grade 10 Science: EARTH AND SPACE
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
As the new seafloor is formed at the mid-ocean ridge, the old seafloor farthest
from the ridge is destroyed at the subduction zone.

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Grade 10 Science: EARTH AND SPACE

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

Magnetic Reversal
Seafloor spreading was strengthened with the discovery that the
magnetic rocks near the ridge follow a pattern aside from the fact that rocks near
the ridge are remarkably younger than those father from the ridge.
A magnetic compass tells us directions on Earth. It also proves that the
Earth has a magnetic field. The needle of a magnetic compass usually points to
the North Pole of the Earth which is actually the South Magnetic Pole at present.
The Earth’s magnetic field is generated in the very hot molten outer core
and has already existed since the birth of our planet. The Earth’s magnetic field
is a dipole, one that has a North Pole and a South Pole.
64
Magnetic
Grade 10 Science: reversal
EARTH ANDisSPACE
also called magnetic ‘flip’ of the Earth. It happens
when the North Pole is transformed into a South Pole and the South Pole
Magnetic Reversal

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PLATE TECTONIC THEORY
The Plate Tectonic Theory provided an explanation about the movement of the
lithospheric plates. This theory evolved from the two former theories and was
developed during the first decades of the 20th century.
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. 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
66
Gradenew ocean crust.
10 Science: EARTHThe downward
AND SPACEmovement of the convection current occurs
along a convergent boundary where the sinking force pulls the tectonic plate
downward.
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Grade 10 Science: EARTH AND SPACE
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Grade 10 Science: EARTH AND SPACE
INNER CORE

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70
Grade 10 Science: EARTH AND SPACE
ACTIVITY 2.1

AMAZING WAVES!

Objectives:
•Define seismic waves scientifically.

•Differentiate the different types of seismic waves.

•Recognize the importance of seismic waves in the study of the Earth’s interior.

Procedure:
Using the given organizer, write the necessary information to complete the concept about seismic
waves.

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Grade 10 Science: EARTH AND SPACE
Q1. Differentiate surface waves from body waves.

Q2. Which type of waves do you think were useful to seismologists in their study of the
Earth’s interior? Explain your answer.

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Grade 10 Science: EARTH AND SPACE
ACTIVITY 2.2

OUR DYNAMIC EARTH

Objectives:

• Describe the properties of the layers of the Earth.

• Tell the composition of the layers of the Earth.

Procedure:

1. Label the drawing corresponding to the Earth’s layers.

2. Describe the different layers of the Earth using symbols.

3. Choose from the response grid on the right the symbol that you need to finish the figure on the
left.

4. Draw the symbol/s in the corresponding layer of the Earth.

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Grade 10 Science: EARTH AND SPACE
Guide Questions:
Q1. What element is the most abundant in the Earth’s crust?

Q2. What elements make up most of the mantle? Q5. What is the special feature of the upper
mantle?

Q3. How did scientists come to know that the outer core is liquid?

Q4. What materials make up the inner core?

Q5. Is the inner core solid, liquid, or gas? What keeps it in this phase?

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Grade 10 Science: EARTH AND SPACE
Q6. Compare the inner core and the outer core.

ACTIVITY 2.3

SHARE WHAT YOU GET

1. Discuss the possible causes of plate movement.

2.

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Grade 10 Science: EARTH AND SPACE
ACTIVITY 2.4

EXPERIMENT TIME

MATERIALS:
 15g Cornstarch
 2 small cups
 Medicine dropper
 Stirring rod or spoon

PROCEDURE:

 Put 15 g cornstarch into one of the cup. Put 10 ml into the other cup.
 Add one drop full of water to the cornstarch. Stir the mixture.
 How does the mixture react like: solid, liquid or gas?
 ANSWER:
 Continue to add water to the mixture, one drop full at a time. Stir the mixture after each
addition.
 Stop adding water when the mixture become difficult to stir.
 Pour the mixture into your hand.
 Roll the mixture into a ball and press it.

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Grade 10 Science: EARTH AND SPACE
ANSWER THE FOLLOWING:
1. How does the mixture behave like?

2. How is the mixture of cornstarch and water similar to earth’s mantle?

3. How is it different from earth’s mantle?

4. How does plasticity of the earth’s mantle influence the movement of the lithosphere plates?

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ACTIVITY 2.5

SHORT STORY

Write a short story that describes the most exciting part of your own imaginary journey to
Earth’s center.

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Grade 10 Science: EARTH AND SPACE
ENRICHMENT ACTIVITY 1

GENERAL DIRECTIONS: Read, understand and follow instructions. Read each

questions/statement twices before giving your final answer.
DIRECTION: List down the elements (with percentage) in Earth’s Crust and Entire Earth
EARTH’S CRUST ENTIRE EARTH

ENRICHMENT ACTIVITY 2
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Grade 10 Science: EARTH AND SPACE
DIRECTION: Answer the following questions.

1. What is the third layer from Earth's surface?

2. The convection cycles of the mantle are the main cause of the movement of what part of the
Earth?

3. How can earth's layers be defined?

4. List the layers of the Earth from coolest to warmest with temperatures. With brief definition.

5. What layer of earth is made of molten iron and nickel?

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6. What layer is below the lithosphere?

7. Why are the Earth's layers different?

8. Which layer of Earth does not contain silicates?

9. What is the thickest interior layer of Earth? The thinnest?

10. Where is solid material found in the layers of Earth's structure?

11. What is the Earth's only liquid layer?

12. Which layer of the Earth are the lithosphere and asthenosphere found?

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13. What layer of the earth is liquid?

14. What is the inner core made out of?

15. What is Plate Tectonics

POST-TEST:
GENERAL DIRECTIONS: Read, understand and follow instructions. Read each
questions/statement twices before giving your final answer.
MULTIPLE CHOICE: Encircle the letter of the best answer.
1. In 1912, Alfred Wegener proposed a theory that the Earth is once a single landmass. What is
the name of the Mesozoic supercontinent that consisted of all of the present continents?
a. Eurasia b. Laurasia c. Pangaea d. Gondwanaland

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2. Who were the two scientists who proposed the theory of seafloor spreading in the early
1960s?
a. Charles Darwin and James Hutton b. Harry Hess and Robert Dietz c. John
Butler and Arthur Smite d. F. Vine and D. Mathews
3. Which of the following diagrams best illustrates the convection occurring in the mantle?
a. b.

c. d.

4. During the 1960s, scientists were already equipped with gadgets needed to explore the deep
ocean. What discovery about the ocean floor is associated with the seafloor spreading?
a. Mountains are denser than the mantle.
b. The rotational poles of the Earth have migrated.
c. The crust of the continents is more dense than the crust of the ocean.
d. The crust of the ocean is very young relative to the age of the crust of the continents.
5. If the Atlantic Ocean is widening at a rate of 3 cm per year, how far (in kilometers) will it
spread in a million years?
a. 3 kilometers b. 30 kilometers c. 300 kilometers d. 3000 kilometers
6. Which of the following increases with distance from a mid-ocean ridge?
a. the age of oceanic lithosphere b. the thickness of the lithosphere
c. the depth to the sea floor d. all of the above
7. Which of the following can you infer from the continuous movement of the lithospheric plates
over the asthenosphere?
a. All the continents will cease to exist.
b. All the volcanoes in the Philippines will become inactive.
c. The continents will not be located in the same place as they are now. d. The islands of
the Philippines will become scattered all over the world.

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8. If all the inner layers of the Earth are firm solid, what could have happened to Pangaea?
a. It remained as a supercontinent.
b. It would have become as it is today.
c. It would have slowly disappeared in the ocean.
d. It would have stretched and covered the whole world.
9. Why does the oceanic crust sink beneath the continental crust at the subduction zone?
a. The oceanic crust has a greater density.
b. The oceanic crust is pulled downward by Earth’s magnetic field.
c. The oceanic crust is pushed from the ridge.
d. The continental crust has a denser composition.
10. The lithospheric plates are believed to be moving slowly. What is the driving force that
facilitates this movement?
a. gravitational force of the moon b. magnetic force at the poles
c. convection current in the mantle d. the force of the atmosphere

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REFERENCES:

 NURTURING SCIENCE (Grade 7)

By: Dr. Nonato Cabal, Crisencio Paner, Nerissa Torreta;
PUBLISHED BY: EPHESIANS Publishing Inc.
 DEPED TAMBAYAN http://richardrrr.blogspot.com/
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Grade 10 Science: EARTH AND SPACE