Instructor’s Guide
Physics in Action
PROCESSES THAT SHAPE THE EARTH
Introduction
This Instructor’s Guide provides information to help you get the most out of Processes That Shape
the Earth, part of the five-part series Physics in Action. The contents of the guide will allow you to
prepare your students before using the program and to present follow-up activities to reinforce the
program’s key learning points.
Can the study of physics be fun? This clever five-part series answers “Yes!” by presenting essential
facts, formulas, and laws of physics through real-world examples, illustrative animations, and a likeable field guide named Mr. Physics who makes complicated concepts easier to understand. End-ofsection reviews are included throughout each program, and equations are worked out, step by step,
on-screen.
The series includes the following titles:
• Energy
• Forces and Motion
• Planets, Stars, and Galaxies
• Processes That Shape the Earth
• The Nature of Matter
Learning Objectives
After viewing the program, students will be able to:
• Understand the Big Bang; solar, geothermal, and tidal energy; and the four spheres of matter,
including the layers of the earth from core to crust
• Understand plate tectonics
• Understand the life cycle of rock, as well as the difference between the three types of rock
• Understand the interrelation of precipitation, streams, groundwater, and caves
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Instructor’s Guide
Understand the basics of different geologic time periods, and the Earth’s major eons
Understand glaciers and ice sheets
Understand wind, waves, and tides
Understand the impact that human beings have had upon the earth, including the human role in
species’ extinction and global warming
Educational Standards
BENCHMARKS FOR SCIENCE LITERACY STANDARDS
This program correlates with the following standards from Benchmarks for Science Literacy, by the
American Association for the Advancement of Science, for grades 9 through 12.
The Physical Setting: The Universe
• On the basis of scientific evidence, the universe is estimated to be over ten billion years old. The
current theory is that its entire contents expanded explosively from a hot, dense, chaotic mass.
• Stars condensed by gravity out of clouds of molecules of the lightest elements until nuclear fusion
of the light elements into heavier ones began to occur. Fusion released great amounts of energy
over millions of years.
• Eventually, some stars exploded, producing clouds containing heavy elements from which other
stars and planets orbiting them could later condense. The process of star formation and destruction
continues.
The Physical Setting: The Earth
• Greenhouse gases in the atmosphere, such as carbon dioxide and water vapor, are transparent
to much of the incoming sunlight but not to the infrared light from the warmed surface of the
earth. When greenhouse gases increase, more thermal energy is trapped in the atmosphere, and
the temperature of the earth increases the light energy radiated into space until it again equals
the light energy absorbed from the sun.
• The earth’s climates have changed in the past, are currently changing, and are expected to change
in the future, primarily due to changes in the amount of light reaching places on the earth and
the composition of the atmosphere. The burning of fossil fuels in the last century has increased
the amount of greenhouse gases in the atmosphere, which has contributed to Earth’s warming.
The Physical Setting: Processes That Shape the Earth
• Plants on land and under water alter the earth’s atmosphere by removing carbon dioxide from it,
using the carbon to make sugars and releasing oxygen. This process is responsible for the oxygen
content of the air.
• The formation, weathering, sedimentation, and reformation of rock constitute a continuing
“rock cycle” in which the total amount of material stays the same as its forms change.
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• The outward transfer of the earth’s internal heat causes regions of different temperatures and densities. The action of a gravitational force on regions of different densities causes the rise and fall of
material between the earth’s surface and interior, which is responsible for the movement of plates.
• Earthquakes often occur along the boundaries between colliding plates, and molten rock from
below creates pressure that is released by volcanic eruptions, helping to build up mountains.
Under the ocean basins, molten rock may well up between separating plates to create new ocean
floor. Volcanic activity along the ocean floor may form undersea mountains, which can thrust
above the ocean’s surface to become islands.
Historical Perspectives: Moving the Continents
• As soon as fairly accurate world maps began to appear, some people noticed that the continents
of Africa and South America looked as though they might fit together, like a giant jigsaw puzzle.
This led some to speculate that they might have once been part of a single giant land mass that
broke into pieces and then drifted apart. This idea was repeatedly suggested and rejected because
it was hard to imagine that anything that large and apparently immobile could move.
• Early in the 1900s, Alfred Wegener, a German scientist, reintroduced the idea of moving continents, adding such evidence as the underwater shapes of the continents, the similarity of life
forms and land forms in corresponding parts of Africa and South America, and the increasing
separation of Greenland and Europe. Even with this evidence and the realization that the earth
was old enough for this to have occurred, very few contemporary scientists adopted Wegener’s
theory because he lacked a plausible mechanism for the movement of continents.
• In the 1960s, scientists noted that earthquakes occur much more frequently in certain areas, that
the rock around mid-ocean ridges is progressively older the farther it is from the ridge, and that
this gradient is symmetrical on either side of the ridge. This evidence, coupled with a scientifically sound physical explanation for how continents could move, transformed the idea of moving
continents into the theory of plate tectonics.
• Scientists continue to study the motions of the earth’s plates and the phenomena those motions
cause in an attempt to better understand the internal composition of the earth and the processes
taking place within it.
SOURCE: Benchmarks For Science Literacy, by The American Association for the Advancement of Science. Copyright 1993,
2009 by The American Association for the Advancement of Science. Used by permission of Oxford University Press, Inc.
ENGLISH LANGUAGE ARTS STANDARDS
The activities in this instructor’s guide were created in compliance with the following standards from
National Standards for the English Language Arts, from the National Council of Teachers of English.
• Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary)
to communicate effectively with a variety of audiences and for different purposes.
• Students employ a wide range of strategies as they write and use different writing process elements
appropriately to communicate with different audiences for a variety of purposes.
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• Students conduct research on issues and interests by generating ideas and questions, and by posing
problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and
audience.
• Students use a variety of technological and information resources (e.g., libraries, databases,
computer networks, video) to gather and synthesize information and to create and communicate
knowledge.
• Students use spoken, written, and visual language to accomplish their own purposes (e.g., for
learning, enjoyment, persuasion, and the exchange of information).
SOURCE: Standards for the English Language Arts, by the International Reading Association and the National Council
of Teachers of English. Copyright 1996 by the International Reading Association and the National Council of Teachers of
English. Reprinted with permission.
TECHNOLOGY STANDARDS
The activities in this instructor’s guide were created in compliance with the following standards
from The ISTE National Education Technology Standards (NETS•S) and Performance Indicators
for Students.
• Creativity and Innovation: Students demonstrate creative thinking, construct knowledge, and
develop innovative products and processes using technology.
• Research and Information Fluency: Students apply digital tools to gather, evaluate, and use
information.
• Critical Thinking, Problem Solving, and Decision Making: Students use critical thinking skills
to plan and conduct research, manage projects, solve problems, and make informed decisions
using appropriate digital tools and resources.
SOURCE: © 2007 The International Society for Technology Education. Reprinted with permission.
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Instructor’s Guide
Program Overview
The Earth is like a living, breathing organism. From its molten core to the upper reaches of the
atmosphere, nothing is still. How was the planet formed, and what are the forces that continue to
sculpt it? This program uses animated topographical maps, a broken pane of glass, a fortune in diamonds, a floor-sanding machine, stalactites, flowing glaciers, a merry-go-round, a greenhouse, and
more to help students visualize the structure and composition of the Earth and the processes that
shape our world. Dangerous impacts of humankind — most notably pollution and deforestation
— are also considered.
Main Topics
Chapter 1: Overview of Planet Earth
The program begins with a synopsis of the Big Bang theory, then goes on to define solar, geothermal,
and tidal energy, and the geosphere, biosphere, hydrosphere, and atmosphere. The structure of the
earth, from core to crust, is described.
Chapter 2: Plate Tectonics
Through a discussion of the ancient landmass Pangaea, this section covers the dynamics of plate
tectonics, including seafloor spread and earthquakes.
Chapter 3: Rocks
Here viewers learn the difference between igneous, sedimentary, and metamorphic rock; and about
the processes of weathering, mass wasting, and metamorphism that are all part of the rock cycle.
Chapter 4: Freshwater
This section highlights the action of precipitation and of streams; it also includes information on
caves and their formations.
Chapter 5: Historical Geology
An outline of major time periods and their characteristics is presented, beginning with the Precambrian 4.6 billion years ago, and ending with the current Cenozoic age. The section also touches on
glacials and interglacials; and explains the naming conventions of geologic time periods.
Chapter 6: Glaciers
Glaciers and ice sheets are the focus of this section; also included is information on glacial maximums
and the Laurentide Ice Sheet.
Chapter 7: Wind
In this section viewers learn about wind — its cause and effects (including deflation and abrasion),
the Coriolis effect, and atmospheric circulation.
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Chapter 8: The Shoreline
This section explains how waves work. The formation of crests and troughs, tides, and tsunamis is
explained.
Chapter 9: Humans
The program ends with a discussion of human impact upon the planet. Our role in species’ extinction,
the greenhouse effect, and global warming is discussed in detail.
Fast Facts
• The term ‘Big Bang’ was coined by Fred Hoyle, science fiction writer and sometimes-controversial
astronomer, in 1949. He didn’t believe that this cosmological theory was valid, and blurted out the
term in a moment of sarcasm.
• Geologists say that, due to plate tectonics, Hawaii is moving towards Japan at a rate of approximately three inches per year, and that Los Angeles could someday bump into San Francisco
— but not for another 5 million years.
• Earthquakes occur somewhere on the planet approximately once every eleven seconds, adding up
to more than three million earthquakes each year. Fortunately, most of these quakes are very weak.
• Except for meteorites, all rock now found on Earth has been here for millions of years. The rocks
are ‘recycled’ via the rock cycle, starting out as molten lava, cooling into igneous rock, eventually
eroding into sediments which become sedimentary rock, and finally ending, due to pressure, as
metamorphic rock. Metamorphic rock can then melt down into magma.
• Much of the flow of water around the earth is actually powered by the sun. As the oceans absorb
sunlight, water evaporates, leaving the salt behind. The vapor then forms into clouds, which
leads to precipitation, which then falls back to Earth in the form of rain and snow.
• The Woodland peoples of prehistoric Kentucky made much use of Mammoth Cave. Besides
ceremonial purposes, there is evidence that these Native Americans mined the cave system for
epsomite and gypsum crystals. The hard-won crystals were sacred to the tribe.
• 20,000 years ago, the area we now know as New York City was under a gigantic sheet of ice called
the Laurentide Ice Sheet. In ‘Manhattan’ the ice was taller than the Empire State Building is today.
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• Hurricanes spin counterclockwise in the northern hemisphere and clockwise in the southern
hemisphere, due to the Coriolis effect.
• Just about one-third of all the Earth’s land has been taken over by human beings. Cropland covers
roughly 10% of the surface, pastures account for about 20%, and 3% is used by people for living,
working, and recreation.
• The extinction of species is a natural part of evolution, but the rate at which it’s happening now is
100 to 1,000 times higher than in the past. In only 2,000 years — a mere blip in geological terms
— human beings have caused the extinction of 1/4 of all bird species, and the endangerment of
many others.
• The amount of carbon dioxide in the atmosphere has increased 40% since the 1700s, contributing
to global warming.
Vocabulary Terms
atmosphere: One of the four spheres of matter, it is all the air above the Earth’s surface.
atmospheric circulation: The large-scale predictable pattern of winds.
Big Bang: A model of the initial conditions and subsequent development of the universe. The
theory deduces the explosion of a small (smaller than a dime!), hot, dense mass about 13 billion years
ago which eventually resulted in the scattering of elements that then formed the stars and planets.
The idea was first proposed in 1927, and is based on the observed expansion of the universe, cosmic
background radiation, abundance of the elements, and the laws of physics.
biosphere: The smallest of the four spheres of matter, it is the area of the earth and its atmosphere
that supports life.
cavern: A large cave; a large underground chamber.
Cenozoic era: The last phase of the Phanerozoic eon — and the era we live in today — beginning
about 65 million years ago. The Cenozoic era is marked by the formation of modern continents,
glaciation, and the diversification of mammals, birds, and plants.
Coriolis effect: The apparent deflection of a body in motion with respect to the earth, caused by the
rotation of the earth. The Coriolis effect explains why weather patterns seem to deflect from the equator.
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cutoff: A crescent-shaped lake which is formed in a stream when meanders get so big that adjacent
sections of the stream meet up.
deflation: The erosion of sand and soil by the action of the wind picking up the loose material and
carrying it away.
eon: The largest division of geologic time, comprising two or more eras. The two main eons are the
Precambrian, and the Phanerozoic.
epoch: Any of several divisions of a geologic period during which a geologic series is formed.
era: A major division of geologic time composed of a number of periods. We currently live in the
Cenozoic era.
erosion: The process of being swept away by wind, water, or ice.
evapotranspiration: The process of transferring moisture from the earth to the atmosphere by evaporation of water and transpiration from plants.
fossil fuels: Any combustible organic material, such as oil, coal, or natural gas, derived from the
remains of former life.
freshwater: Of, relating to, or consisting of water that is not salty.
geosphere: The largest of the four spheres of matter, it refers to the core, mantle, and crust (and
their associated layers) of the earth.
geothermal energy: A form of energy obtained from heat in the earth’s core, some of which was
built up during Earth’s formation.
glacial maximum: A period of time when ice sheets have reached their largest extent, and the earth
reaches its coldest temperatures. The last glacial maximum was 20,000 years ago.
glacier: A huge mass of ice slowly flowing over a land mass, formed from compacted snow in an
area where snow accumulation exceeds melting and sublimation. To be a glacier, the ice mass must
be on land, be perennial (that is, over one year old), and move under its own weight.
global warming: An increase in the Earth’s average atmospheric temperature that causes corre-
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sponding changes in climate and that may result from the greenhouse effect.
greenhouse effect: The retention of part of the Sun’s energy in the Earth’s atmosphere in the form of
heat as a result of the presence of greenhouse gases. Without the greenhouse effect, the earth would
be unbearably cold; but with too much greenhouse effect, the planet will get unbearably hot. The
burning of fossil fuels, deforestation, and raising livestock all contribute to the greenhouse effect.
greenhouse gases: Any of the gases whose absorption of solar radiation is responsible for the greenhouse effect, including water vapor, clouds, carbon dioxide, methane, ozone, and the fluorocarbons.
hydrosphere: One of the four spheres of matter, it consists of all water on top of or inside the
earth’s surface, including snow and ice.
ice sheet: A broad, thick sheet of ice covering an extensive area for a long period of time.
igneous rock: A type of rock formed when magma cools into a rigid solid. Granite, pumice, and
obsidian are examples of igneous rock.
infiltration: When precipitation falls on land and then seeps into the ground.
KYA: An acronym that stands for ‘thousands of years ago’ (the ‘K’ stands for ‘kilo’).
lithosphere: The outer part of the earth, consisting of the crust and upper mantle. The lithosphere
is approximately 62 miles thick.
MYA: An acronym that stands for ‘millions of years ago.’
magma: The molten material beneath or within the earth’s crust, from which igneous rock is formed.
mass wasting: The downhill movement of soil and rock fragments due to gravity.
meanders: Twists and bends in a stream.
Mesozoic era: The second phase of the Phanerozoic eon, it is when mammals, birds, and flowering
plants began to appear. Also known as ‘The Age of the Dinosaurs,’ the Mesozoic lasted about 184
million years; its ending is marked by the extinction of the dinosaurs. The Jurassic period occurred
in the middle of the Mesozoic era.
metamorphic rock: A type of rock formed when igneous or sedimentary rock has been changed by
natural forces, such as heat or pressure. Marble and slate are examples of metamorphic rock.
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metamorphism: A change in texture or chemical composition caused by high temperatures or
pressures. Metamorphism can turn granite into gneiss.
mineral: A naturally occurring inorganic solid that has a certain chemical composition and characteristic crystalline structure, color, and hardness. A rock is an aggregate of minerals. Quartz and
mica are minerals, as are diamonds, gold, and silver.
Paleozoic era: The first 250 million years of the Phanerozoic eon, it is when the first species of
plants and animals evolved to live on land.
Pangaea: The name of the landmass formed of all the current continents when they were joined
together about 200 million years ago. A rift that opened at the modern boundaries of Africa and
South America widened, resulting in the Atlantic Ocean.
period: The basic unit of geologic time, during which a standard rock system is formed: comprising
two or more epochs and included with other periods in an era.
Phanerozoic: Divided into three eras — Paleozoic, Mesozoic, and Cenozoic — it is the eon we live
in today. ‘Phanerozoic’ means ‘visible life.’
plate tectonics: A now-proven theory first proposed in the 1960s that the Earth’s crust and upper
mantle is divided into large, platelike sections that move as distinct masses. Plate tectonics is responsible for the drifting of continents, the formation of mountains, and for earthquakes, and is linked
to most volcanic activity.
Pleistocene epoch: An epoch beginning about two million years ago and ending 10,000 years ago,
characterized by widespread glacial ice (an ice age) and the advent of modern humans.
Precambrian: Earth’s first eon, beginning about 4.6 billion years ago. At this time bacterial microorganisms started flourishing in the oceans, giving rise to oxygen.
precipitation: Falling products of condensation in the atmosphere, such as rain, snow, or hail.
rock: A solid aggregate of minerals. Rock can be composed of a single mineral (such as a diamond), or
several minerals. Rocks can be grouped into one of three types: igneous, metamorphic, or sedimentary.
runoff: Rainfall not absorbed by soil, and that flows into streams.
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seafloor spreading: A process in which new ocean floor is created as molten material from the
earth’s mantle rises between the tectonic plates and spreads out. Seafloor spreading is the basis of
plate tectonics.
sedimentary rock: A type of rock formed when fine, loose material such as sand and dirt combines
into solid rock. Sandstone and shale are examples of sedimentary rock.
solar energy: A form of energy derived from solar radiation.
stalactite: A cone-shaped formation hanging from a cave’s ceiling, formed from the dripping of
mineral-rich water.
stalagmite: A cone-shaped formation built up on a cavern’s floor, formed from the dripping of
mineral-rich water.
stream: Any body of flowing water, regardless of its size.
striations: Parallel grooves cut into rock where an ice sheet has scraped along bedrock.
tectonic plates: The dozen or so plates (part of the lithosphere) that make up the surface of the
Earth. Most earthquakes are caused by the movement of tectonic plates.
tidal energy: Also called tidal power, it is a form of energy obtained by harnessing the power generated by the tidal rise and fall of oceans.
transform faults: A fault, such as California’s San Andreas fault, which runs along the boundary of
a tectonic plate. Here, plates slide past each other, rather than moving away from or towards each
other. Earthquakes occur along transform faults.
troposphere: The lowest layer of the atmosphere, from 6 to 12 miles high, within which nearly all
cloud formations occur and weather conditions manifest themselves.
tsunami: A very large wave caused by a disturbance beneath the sea, such as seismic activity or an
undersea volcanic eruption, or by a coastal landslide. Sometimes erroneously called a tidal wave.
weathering: The various mechanical and chemical processes by which rock gets broken down. Water, ice, and tree roots are contribute to the weathering of rock.
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Instructor’s Guide
Pre-Program Discussion Questions
1. Besides solar energy, can you name two other forms of natural energy that power the earth?
2. How do you think caves, stalagmites, and stalactites are formed?
3. Where do you think glaciers come from? Are they the same as icebergs?
4. How is wind created?
5. Do you think that human beings have played a role in climate change?
Post-Program Discussion Questions
1. What is Pangaea?
2. What is the difference between the geosphere and the biosphere?
3. What is the name of the geologic era in which we live today?
4. What is a glacial maximum?
5. What effect has human activity had upon the Earth in terms of pollution and species extinctions?
Student Projects
• Present an explanation of the Big Bang, including evidence, unresolved issues, and implications
for the future. Your presentation can be in the form of a written report, chart, series of labeled
drawings, poster, or even a video or song. (You may also want to include descriptions and comparisons of other cosmological models and origin myths.)
• Investigate the feasibility of using tidal power to generate electricity, and compare tidal energy to
wind, solar, and other forms of energy. Present your findings to the class.
• Using the library and Internet, learn more about one of the topics in this program. Present
your findings in the form of a news story or magazine article, and include illustrations. Possible
topics: Pangaea; plate tectonics; caves (formation, life-forms, petroglyphs, etc.); water stress; the
2004 Indian Ocean Tsunami; the Holocene extinction event (also called The Sixth Extinction).
• Create a detailed poster depicting and explaining one of the topics covered in this program, using as many of the vocabulary terms from this guide as possible. Possible topics: the rock cycle;
biomes; eons of the geologic timescale (including events, conditions, life-forms, etc.).
• Is global warming real? If so, has it been caused by human beings? Do humans have an intrinsic
right to use the Earth in whatever way they wish, even if it means extinction of other species? Work
with other students to conduct a debate on climate change. Participants should back up their positions with solid scientific research from a variety of reputable sources.
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Assessment Questions
1. According to the Big Bang theory, _____.
a) the solar system was formed from the explosion of a black hole
b) the stars and planets were formed from elements that were scattered throughout space
after a primordial explosion — and the universe is still moving outward from the force of
the blast
c) the universe was formed two million years ago
d) after a primordial explosion, elements of the universe were scattered throughout space at a
tremendous rate of speed before finally slowing down and beginning to recede back again
to the center
2. The mesosphere, asthenosphere, and lithosphere are all part of the _____.
a) atmosphere
b) biosphere
c) geosphere
d) hydrosphere
3. Plate tectonics is responsible for all of the following, except _____.
a) the formation of mountains
b) earthquakes
c) the formation of caves and caverns
d) the breaking apart of Pangaea
4. ( Choose the correct term). [Igneous / sedimentary / metamorphic] rock forms when material
such as sand and dirt combines into solid rock. [Igneous / sedimentary / metamorphic] rock
is formed when magma cools into a rigid solid. [Igneous / sedimentary / metamorphic] rock is
formed after being subjected to extremes of heat or pressure.
5. True or False? Igneous rock eventually breaks down into sedimentary rock, and this, in turn,
becomes metamorphic rock — which eventually melts back down into magma, only to emerge
again as igneous rock.
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6. Over time, streams transport sediments from higher to lower elevations, _____.
a) eroding rock and shaping the Earth’s surface along the way
b) creating logjams that result in cutoffs
c) after which the sediments undergo the process of evapotranspiration
d) eventually ending as the stalactites and stalagmites found in caves
7. How long ago was the earth formed?
a) About 3 million years ago
b) About 2 billion years ago
c) About 5 billion years ago
d) About 5 trillion years ago
8. Which of the following is not part of the definition of a glacier?
a) A large ice mass that exists on water
b) A large ice mass that exists on land
c) A large ice mass that is perennial (that is, has been there for over a year)
d) A large ice mass that moves under its own weight
9. True or False? Wind is a more powerful force in erosion than is water.
10. From which three sources do waves get their energy?
a) Wind
b) The gravitational pull of the moon and sun
c) The rotation of the Earth, as expressed by the Coriolis effect
d) Seismic activity beneath the Earth’s surface
11. The major contributing factor to species extinction is _____.
a) natural loss of genetic variation
b) natural disasters (including volcanic eruption)
c) over-exploitation (such as hunting and whaling)
d) land use by humans
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Assessment Questions Answer Key
1. According to the Big Bang theory, _____.
a) the solar system was formed from the explosion of a black hole
b) the stars and planets were formed from elements that were scattered throughout space
after a primordial explosion — and the universe is still moving outward from the force of
the blast
c) the universe was formed two million years ago
d) after a primordial explosion, elements of the universe were scattered throughout space at a
tremendous rate of speed before finally slowing down and beginning to recede back again
to the center
A: (b) the stars and planets were formed from elements that were scattered throughout space after a primordial explosion explosion — and the universe is still moving outward from the force of the blast
2. The mesosphere, asthenosphere, and lithosphere are all part of the _____.
a) atmosphere
b) biosphere
c) geosphere
d) hydrosphere
A: (c) geosphere
3. Plate tectonics is responsible for all of the following, except _____.
a) the formation of mountains
b) earthquakes
c) the formation of caves and caverns
d) the breaking apart of Pangaea
A: (c) the formation of caves and caverns
4. ( Choose the correct term). [Igneous / sedimentary / metamorphic] rock forms when material
such as sand and dirt combines into solid rock. [Igneous / sedimentary / metamorphic] rock
is formed when magma cools into a rigid solid. [Igneous / sedimentary / metamorphic] rock is
formed after being subjected to extremes of heat or pressure.
A. Sedimentary rock forms when material such as sand and dirt combines into solid rock. Igneous rock
is formed when magma cools into a rigid solid. Metamorphic rock is formed after being subjected to
extremes of heat or pressure.
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5. True or False? Igneous rock eventually breaks down into sedimentary rock, and this, in turn,
becomes metamorphic rock — which eventually melts back down into magma, only to emerge
again as igneous rock.
A: True. This is called ‘the rock cycle.’
6. Over time, streams transport sediments from higher to lower elevations, _____.
a) eroding rock and shaping the Earth’s surface along the way
b) creating logjams that result in cutoffs
c) after which the sediments undergo the process of evapotranspiration
d) eventually ending as the stalactites and stalagmites found in caves
A: (a) eroding rock and shaping the Earth’s surface along the way
7. How long ago was the earth formed?
a) About 3 million years ago
b) About 2 billion years ago
c) About 5 billion years ago
d) About 5 trillion years ago
A: (c) About 5 billion years ago
8. Which of the following is not part of the definition of a glacier?
a) A large ice mass that exists on water
b) A large ice mass that exists on land
c) A large ice mass that is perennial (that is, has been there for over a year)
d) A large ice mass that moves under its own weight
A: (a) A large ice mass that exists on water
9. True or False? Wind is a more powerful force in erosion than is water.
A: False; water is much a more powerful eroder than is wind.
10. From which three sources do waves get their energy?
a) Wind
b) The gravitational pull of the moon and sun
c) The rotation of the Earth, as expressed by the Coriolis effect
d) Seismic activity beneath the Earth’s surface
A: (a), (b), and (d)
Copyright © 2010 Films for the Humanities & Sciences® • www.films.com • 1-800-257-5126
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Physics in Actions
PROCESSES THAT SHAPE THE EARTH
Instructor’s Guide
11. The major contributing factor to species extinction is _____.
a) natural loss of genetic variation
b) natural disasters (including volcanic eruption)
c) over-exploitation (such as hunting and whaling)
d) land use by humans
A: (d) land use by humans
Additional Resources
ScienCentral
Science Videos, Science News
www.sciencentral.com
PhysOrg
Science : Physics : Tech : Nano : News
www.physorg.com
Science Daily
News & Articles in Science, Health, Environment & Technology
www.sciencedaily.com
National Science Foundation
www.nsf.gov
U.S. Geological Survey
www.usgs.gov
rocksandminerals4u
www.rocksandminerals4u.com
National Caves Association
Find caves near you!
http://cavern.com
World Without Us
Without us on the Earth, what traces of us would linger? What would disappear?
www.worldwithoutus.com/did_you_know.html
Copyright © 2010 Films for the Humanities & Sciences® • www.films.com • 1-800-257-5126
17
Physics in Actions
PROCESSES THAT SHAPE THE EARTH
Instructor’s Guide
Wildlife Conservation Society
www.wcs.org
WWF International
WorldWide Fund for Nature
www.panda.org
Additional Products from Films Media Group
Available from Films Media Group • www.films.com • 1-800-257-5126
Behind the Big Bang Theory (DVD/VHS)
This Science Screen Report demonstrates how the Big Bang is thought to have occurred, and examines principles scientists use to support the theory. Beginning with the establishment of the
concept in 1948, the program guides students through the detection of the Cosmic Background
Radiation in the 1960s, which provided solid evidence of the Big Bang, to the ways in which the
Hubble Space Telescope and terrestrial facilities have helped scientists elaborate on this centerpiece
of modern cosmology. Correlates to National Science Education Standards. Produced in association
with the Accreditation Board for Engineering and Technology and the Junior Engineering Technical
Society. A viewable/printable instructor’s guide is available online. (16 minutes) © 2004 (# 34119)
Oceanic Electric Power (DVD/VHS)
This program explores ways that electric power can be drawn from tidal forces or from fluctuations
in ocean currents. Traveling the globe, the film highlights several innovations, including a tide-driven
rotor off the coast of Cornwall in the U.K., a multi-rotor locks system in the English Channel, an
OTEC—or ocean-thermal energy conversion plant—in southern Japan, and another OTEC facility in
Hawaii. Commentary from the inventors, designers, and managers of these systems is included, along
with helpful animation that illustrates how each mechanism works. (53 minutes) © 2007 (#39853)
The Truth About Climate Change (DVD/VHS)
The three hottest years in the last thousand have all occurred since 1998. How much has the greenhouse effect changed our world? To what degree is human activity responsible? How bad might
things get? And what can we do to mitigate this potentially catastrophic climatic trend? Sir David
Attenborough searches for answers in this two-part series. A sobering counter-argument to global
warming naysayers and an unambiguous call to action. Produced by the Open University. The series
includes Are We Changing Planet Earth? | Can We Save Planet Earth? (2-part series, 60 minutes each)
© 2006 (# 39355)
Copyright © 2010 Films for the Humanities & Sciences® • www.films.com • 1-800-257-5126
18
Physics in Actions
PROCESSES THAT SHAPE THE EARTH
Instructor’s Guide
Earth Time: Evolution and Human Memory (DVD/VHS)
This program opens a window into time frames that dwarf human life spans — evoking the insignificance of civilization in comparison to the age of the planet itself. Host Michio Kaku illustrates
life’s evolution by driving the distance between America’s coasts — with the final millimeter representing the human epoch. He also looks at the importance of DNA as a tool for studying human
evolution. Original BBC broadcast title: Earth Time. (50 minutes) © 2006 (# 36411)
Cambridge Core Science Series: GeoBasics (DVD/VHS)
As oil supplies dwindle, as catastrophic weather events multiply, as the ozone layer grows thinner,
Earth needs geologists, geophysicists, environmentalists, and other researchers as never before! Introduce your students to Earth science—and inspire them to help save the world—with this eight-part
series. Magnificent location footage and satellite images, explanations by experts in the field, and
animated diagrams that simplify complicated processes make GeoBasics a valuable addition to any
study of the Earth, its systems, and humankind’s impact. Correlates to National Science Education
Standards, National Educational Technology Standards, and Standards for the English Language
Arts. A Cambridge Educational Production. Viewable/printable instructor’s guides are available online.
The series includes Our Planet Earth | Plate Tectonics | Rocks and Minerals | Oceans and Seas | Geocycles | Atmosphere, Climate, and Weather | Energy and Resources | Environmental Issues and Human
Impact. (8-part series, 19-26 minutes each) © 2006 (# 34720)
Physics of Fun (posters)
Physics of Fun—a dynamic eight-piece series of 17” x 22”
posters—has fun with physics as it illustrates key principles every science
student needs to know. Whether it’s a skateboarder on a ramp turning potential energy into kinetic energy or a goalkeeper performing
negative mechanical work on a soccer ball, this is serious
science. A Films for the Humanities & Sciences
Product. The posters are: Potential Energy Poster | Kinetic
Energy Poster | Work Poster | Angular Momentum Poster |
Conservation of Energy Poster | Newton’s 1st Law Poster |
Newton’s 2nd Law Poster | Newton’s 3rd Law Poster.
© 2008 (# 38992)
Please send comments, questions, and suggestions to [email protected]
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