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Earthquakes and the Interior of the Earth
- Be able to define the terms fold and fault. Know what causes folding and faulting in the earth’s crust.
- Be able to explain the main causes of earthquakes and to list some minor causes.
- Be aware that there are various types of faults depending on the type of forces operating.
- Be able to define the terms focus, epicentre and seismic waves. Be aware that the focus of an earthquake may be deep (particularly at plate boundaries) or shallow.
- Be able to explain the meaning of primary, secondary and surface waves.
- Be able to compare and contrast the three types of seismic waves.
- Know the meaning of the terms seismometer (or seismograph) and seismogram.
- Know the minimum number of seismic stations needed to locate the epicentre of and earthquake.
- Be able to read a seismogram to determine the time lag between the arrival of the P- and S- waves.
- Be able to use the time-lag and interpret a graph to determine the distance to the epicenter.
- Know the meaning of the term Magnitude and the scale it is recorded on.
- Know the meaning of the term Magnitude and the scale it is recorded on.
- Be able to estimate the magnitude of an earthquake using a Richter nomogram. See http://vcourseware3.calstatela.edu/VirtualEarthquake/VQuakeExecute.html for revision of this.
- Be able to explain what is meant by the term intensity.
- Be able to interpret information from eyewitnesses and estimate the intensity using the Modified Mercalli scale.
- Be able to draw isoseismal lines to construct an isoseismal map.
- Be able to label the main layers in the interior of the Earth.
- Know the difference between oceanic crust and continental crust.
- Know which layer of the Earth is the largest.
- Know which layer of the earth is composed of liquid.
- Know the approximate composition of the core.
- Know the name of the discontinuity between the mantle and the crust.
- Be able to explain how so much is known about the interior of the earth.
Rock Types
- Know the meaning of the terms – sedimentary rocks, clastic and non-clastic;
- Know what features are used to classify sedimentary rocks.
- Be able to use an identification key to identify sedimentary and metamorphic rocks..
- Know the uses of sedimentary rocks.
- Know some sedimentary structures.
- Be able to use fossils to correlate rock strata.
- Be able to explain the meaning of metamorphism and know the two types of metamorphism.
- Know some common examples of metamorphic rocks.
- Know what is meant by the term contact aureole.
- Be able to define igneous rocks.
- Know the main features of igneous rocks that distinguish them from other types of rocks.
- Be able to explain the meaning of the terms intrusive and extrusive.
- Know the difference between plutonic and volcanic igneous rocks and give examples of each.
- Be able to explain the difference between the terms magma and lava.
- Know what features are used to classify igneous rocks.
- Be able to use and interpret an igneous rock classification table.
- Know what information can generally be inferred from the colour of an igneous rock.
- Know some types of rock forming minerals commonly found in igneous rocks.
- Know the two main types of volcanic eruptions.
- Know the main features of each and be able to give examples of where they might be found.
- Know what type of plate boundaries each type of eruption would be associated with.
- Know what geological features and landforms you would look for to find evidence of each type of eruption
- Know some examples of these in Queensland.
- Be able to draw a labelled diagram of a volcano.
- Be able to compare and contrast shield volcanoes and composite volcanoes. (Consider shape, composition of flanks, type of eruption, lava composition, gas content, lava viscosity, examples.)
- Be able to draw a labeled diagram of both a shield volcano and a composite volcano.
- Know what is meant by the term pyroclastic.
- Be able to give some examples of evidence of volcanic activity in Australia.
Moving Continents - Plate tectonics
- Know the names of the three major theories dealing with the movement of the continents and the order in which they were developed.
- Be able to explain what was proposed in the Theory of Continental Drift.
- Know who proposed this theory.
- Be able to outline the main pieces of evidence gathered to support this theory.
- Know the name of the super-continent that began to split about 200 Ma (million years) ago.
- Know the names of the two continents that it split into.
- Know what was proposed in the theory of Sea-floor Spreading developed by Harry Hess in the 50s.
- Know what new technology enabled the development of this theory.
- Be able to outline the main pieces of evidence that support this theory.
- Be able to explain how mid-ocean ridges are formed.
- Be able to draw a labelled diagram of a mid-ocean ridge showing the central rift, the age of the basalt away from the centre, the alignment of the magnetic minerals out from the centre.
- Be able to explain what is meant by palaeomagnetism.
- Be able to explain what was proposed in the Theory of Plate Tectonics initially proposed in 1968 and still being refined today.
- Explain how Plate Tectonics provides a mechanism for the movement of the continents.
- Be able to name the major seven plates. Know which plate contains only oceanic crust.
- Be able to list the three types of plate boundaries.
- Be able to explain what is meant by a divergent boundary.
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