Plate Tectonics and Surface Environment Role of the Oceanic Upper Mantle
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Lecture 2A Structure and Composition of the Earth Plate Tectonics
Engineering and Environmental Geology (EART 3012) – 2014 Lecture 2A Structure and composition of the Earth Plate tectonics Dr Tom Raimondo See Marshak pg. 42–53; 78–100 Figures taken from Earth: Portrait of a Planet, WW Norton & Co. Course outline and introduction Sweet weekly homework Every week, there are regular tasks that must be completed. There are clear expectations about the amount of time you should spend studying this course. Contact time per Non-contact time per week week Lectures 2 hours 1–2 hours pre- reading and revision Practicals 2 hours 1 hour pre-reading Weekly quizzes - 30 mins to 1 hour eModules - 30 mins to 1 hour Textbook online - 30 mins to 1 hour resources Total 4 hours 4–5 hours Lecture 2A Why do I need to know all this stuff? . Knowing the structure and composition of the Earth forms the basis for all geological concepts . We need to have a understanding of how the Earth behaves as a whole, and what its properties are, before we can consider more specific Earth systems and cycles . Plate tectonics is the fundamental geological theory for how the Earth works and how we can predict its behaviour . We need to understand this theory to be able to understand and interpret a range of geological phenomena (e.g. earthquakes, volcanoes, tsunamis, landslides, etc.) Lecture 2A Lecture outline Part 1: Structure and composition of the Earth . Layers of the Earth: crust, mantle and core . Lithosphere and asthenosphere Part 2: Plate tectonics . What is a tectonic plate? . Types of plate boundaries . Other plate features . -
Mantle Transition Zone Structure Beneath Northeast Asia from 2-D
RESEARCH ARTICLE Mantle Transition Zone Structure Beneath Northeast 10.1029/2018JB016642 Asia From 2‐D Triplicated Waveform Modeling: Key Points: • The 2‐D triplicated waveform Implication for a Segmented Stagnant Slab fi ‐ modeling reveals ne scale velocity Yujing Lai1,2 , Ling Chen1,2,3 , Tao Wang4 , and Zhongwen Zhan5 structure of the Pacific stagnant slab • High V /V ratios imply a hydrous p s 1State Key Laboratory of Lithospheric Evolution, Institute of Geology and Geophysics, Chinese Academy of Sciences, and/or carbonated MTZ beneath 2 3 Northeast Asia Beijing, China, College of Earth Sciences, University of Chinese Academy of Sciences, Beijing, China, CAS Center for • A low‐velocity gap is detected within Excellence in Tibetan Plateau Earth Sciences, Beijing, China, 4Institute of Geophysics and Geodynamics, School of Earth the stagnant slab, probably Sciences and Engineering, Nanjing University, Nanjing, China, 5Seismological Laboratory, California Institute of suggesting a deep origin of the Technology, Pasadena, California, USA Changbaishan intraplate volcanism Supporting Information: Abstract The structure of the mantle transition zone (MTZ) in subduction zones is essential for • Supporting Information S1 understanding subduction dynamics in the deep mantle and its surface responses. We constructed the P (Vp) and SH velocity (Vs) structure images of the MTZ beneath Northeast Asia based on two‐dimensional ‐ Correspondence to: (2 D) triplicated waveform modeling. In the upper MTZ, a normal Vp but 2.5% low Vs layer compared with L. Chen and T. Wang, IASP91 are required by the triplication data. In the lower MTZ, our results show a relatively higher‐velocity [email protected]; layer (+2% V and −0.5% V compared to IASP91) with a thickness of ~140 km and length of ~1,200 km [email protected] p s atop the 660‐km discontinuity. -
STRUCTURE of EARTH S-Wave Shadow P-Wave Shadow P-Wave
STRUCTURE OF EARTH Earthquake Focus P-wave P-wave shadow shadow S-wave shadow P waves = Primary waves = Pressure waves S waves = Secondary waves = Shear waves (Don't penetrate liquids) CRUST < 50-70 km thick MANTLE = 2900 km thick OUTER CORE (Liquid) = 3200 km thick INNER CORE (Solid) = 1300 km radius. STRUCTURE OF EARTH Low Velocity Crust Zone Whole Mantle Convection Lithosphere Upper Mantle Transition Zone Layered Mantle Convection Lower Mantle S-wave P-wave CRUST : Conrad discontinuity = upper / lower crust boundary Mohorovicic discontinuity = base of Continental Crust (35-50 km continents; 6-8 km oceans) MANTLE: Lithosphere = Rigid Mantle < 100 km depth Asthenosphere = Plastic Mantle > 150 km depth Low Velocity Zone = Partially Melted, 100-150 km depth Upper Mantle < 410 km Transition Zone = 400-600 km --> Velocity increases rapidly Lower Mantle = 600 - 2900 km Outer Core (Liquid) 2900-5100 km Inner Core (Solid) 5100-6400 km Center = 6400 km UPPER MANTLE AND MAGMA GENERATION A. Composition of Earth Density of the Bulk Earth (Uncompressed) = 5.45 gm/cm3 Densities of Common Rocks: Granite = 2.55 gm/cm3 Peridotite, Eclogite = 3.2 to 3.4 gm/cm3 Basalt = 2.85 gm/cm3 Density of the CORE (estimated) = 7.2 gm/cm3 Fe-metal = 8.0 gm/cm3, Ni-metal = 8.5 gm/cm3 EARTH must contain a mix of Rock and Metal . Stony meteorites Remains of broken planets Planetary Interior Rock=Stony Meteorites ÒChondritesÓ = Olivine, Pyroxene, Metal (Fe-Ni) Metal = Fe-Ni Meteorites Core density = 7.2 gm/cm3 -- Too Light for Pure Fe-Ni Light elements = O2 (FeO) or S (FeS) B. -
Amplify Science Earth's Changing Climate
Lawrence Hall of Science has new instructional materials that address the Next Generation Science Standards! Check out these Middle School Units… As just one example, compare Middle School units from three different Hall programs. See for yourself how each program goes about addressing the Middle School NGSS Standards related to Human Impacts and Climate Change, and choose the approach that best meets the needs of your school district. MS NGSS Performance Expectations: Human Impacts and Climate Change • MS-ESS3-2. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects. • MS-ESS3-3. Apply scientific principles to design a method for monitoring and minimizing a human impact on the Environment. • MS-ESS3-4. Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems. • MS-ESS3-5. Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century. Sample Units from Three Different Hall Programs • Amplify Science—Earth’s Changing Climate: Vanishing Ice Earth’s Changing Climate Engineering Internship • FOSS—Weather and Water • Ocean Sciences Sequence—The Ocean-Atmosphere Connection and Climate Change ©The Regents of the University of California ©The Regents of the University of California Description of two Middle School units from Amplify Science Earth’s Changing Climate: Vanishing Ice and Earth’s Changing Climate Engineering Internship Grade 6-8 Units — requiring at least 19 and 10 45-minute class sessions respectively (two of 27 Middle School Amplify Science units) The Problem: Why is the ice on Earth’s surface melting? Students’ Role: In the role of student climatologists, students investigate what is causing ice on Earth’s surface to melt in order to help the fictional World Climate Institute educate the public about the processes involved. -
Earth's Interior
11/7/2012 Please do the Audio Setup Wizard ! 11/7/12 Science Class Connect with Mrs. McFarland & Mr. Gluckin Earth’s Interior Ohio Academic Content Standards Today’s Class Agenda • Review Ground Rules for Earth and Space Sciences Classes The Universe • Earth’s Stats 9. Describe the interior structure of Earth and the Earth’s crust as • Composition of the Earth divided into tectonic plates riding on top of the slow moving currents of magma in the mantle. – Crust/Mantle/Core 11. Use models to analyze the size and shape of Earth, its surface and • Structures of the Earth its interior (e.g. globes, topographic maps and satellite images). – Lithosphere/Asthenosphere • Lithospheric Plates The Study Island lesson is due by 4pm on Thursday: SI 2e • State of matter and heat Student Centered Objectives – Convection Currents I will be able to describe the layers on the inside of the Earth. • Reminders I will be able use images to look at the Earth’s interior by composition. • Today’s Slides I will understand the different physical properties of the Earth’s layers. • Exit Ticket • Your Questions Ground rules Earth’s Stats • Please close all other apps & web pages. No Facebook, games, music, etc. • The Earth's mass is about 5.98 x 1024 kg. • No off‐topic chat • Be respectful of each other • Don’t share personal information • Earth is the densest planet in our Solar • I can see all chat … even “private chat” System (mass/volume). • Earth is made of several layers with different compositions and physical properties, like temperature, density, and the viscosity (“aka” ability to flow). -
Planets of the Solar System
Chapter Planets of the 27 Solar System Chapter OutlineOutline 1 ● Formation of the Solar System The Nebular Hypothesis Formation of the Planets Formation of Solid Earth Formation of Earth’s Atmosphere Formation of Earth’s Oceans 2 ● Models of the Solar System Early Models Kepler’s Laws Newton’s Explanation of Kepler’s Laws 3 ● The Inner Planets Mercury Venus Earth Mars 4 ● The Outer Planets Gas Giants Jupiter Saturn Uranus Neptune Objects Beyond Neptune Why It Matters Exoplanets UnderstandingU d t di theth formationf ti and the characteristics of our solar system and its planets can help scientists plan missions to study planets and solar systems around other stars in the universe. 746 Chapter 27 hhq10sena_psscho.inddq10sena_psscho.indd 774646 PDF 88/15/08/15/08 88:43:46:43:46 AAMM Inquiry Lab Planetary Distances 20 min Turn to Appendix E and find the table entitled Question to Get You Started “Solar System Data.” Use the data from the How would the distance of a planet from the sun “semimajor axis” row of planetary distances to affect the time it takes for the planet to complete devise an appropriate scale to model the distances one orbit? between planets. Then find an indoor or outdoor space that will accommodate the farthest distance. Mark some index cards with the name of each planet, use a measuring tape to measure the distances according to your scale, and place each index card at its correct location. 747 hhq10sena_psscho.inddq10sena_psscho.indd 774747 22/26/09/26/09 111:42:301:42:30 AAMM These reading tools will help you learn the material in this chapter. -
Continental Flood Basalts Derived from the Hydrous Mantle Transition Zone
ARTICLE Received 4 Sep 2014 | Accepted 1 Jun 2015 | Published 14 Jul 2015 DOI: 10.1038/ncomms8700 Continental flood basalts derived from the hydrous mantle transition zone Xuan-Ce Wang1, Simon A. Wilde1, Qiu-Li Li2 & Ya-Nan Yang2 It has previously been postulated that the Earth’s hydrous mantle transition zone may play a key role in intraplate magmatism, but no confirmatory evidence has been reported. Here we demonstrate that hydrothermally altered subducted oceanic crust was involved in generating the late Cenozoic Chifeng continental flood basalts of East Asia. This study combines oxygen isotopes with conventional geochemistry to provide evidence for an origin in the hydrous mantle transition zone. These observations lead us to propose an alternative thermochemical model, whereby slab-triggered wet upwelling produces large volumes of melt that may rise from the hydrous mantle transition zone. This model explains the lack of pre-magmatic lithospheric extension or a hotspot track and also the arc-like signatures observed in some large-scale intracontinental magmas. Deep-Earth water cycling, linked to cold subduction, slab stagnation, wet mantle upwelling and assembly/breakup of supercontinents, can potentially account for the chemical diversity of many continental flood basalts. 1 ARC Centre of Excellence for Core to Crust Fluid Systems (CCFS), The Institute for Geoscience Research (TIGeR), Department of Applied Geology, Curtin University, GPO Box U1987, Perth, Western Australia 6845, Australia. 2 State Key Laboratory of Lithospheric Evolution, Institute of Geology and Geophysics, Chinese Academy of Sciences, P.O.Box9825, Beijing 100029, China. Correspondence and requests for materials should be addressed to X.-C.W. -
Earth's Structure and Processes 8-3 the Student Will Demonstrate An
Earth’s Structure and Processes 8-3 The student will demonstrate an understanding of materials that determine the structure of Earth and the processes that have altered this structure. (Earth Science) 8-3.1 Summarize the three layers of Earth – crust, mantle, and core – on the basis of relative position, density, and composition. Taxonomy level: 2.4-B Understand Conceptual Knowledge Previous/future knowledge: Students in 3rd grade (3-3.5, 3-3.6) focused on Earth’s surface features, water, and land. In 5th grade (5-3.2), students illustrated Earth’s ocean floor. The physical property of density was introduced in 7th grade (7-5.9). Students have not been introduced to areas of Earth below the surface. Further study into Earth’s internal structure based on internal heat and gravitational energy is part of the content of high school Earth Science (ES-3.2). It is essential for students to know that Earth has layers that have specific conditions and composition. Layer Relative Position Density Composition Crust Outermost layer; thinnest Least dense layer overall; Solid rock – mostly under the ocean, thickest Oceanic crust (basalt) is silicon and oxygen under continents; crust & more dense than Oceanic crust - basalt; top of mantle called the continental crust (granite) Continental crust - granite lithosphere Mantle Middle layer, thickest Density increases with Hot softened rock; layer; top portion called depth because of contains iron and the asthenosphere increasing pressure magnesium Core Inner layer; consists of Heaviest material; most Mostly iron and nickel; two parts – outer core and dense layer outer core – slow flowing inner core liquid, inner core - solid It is not essential for students to know specific depths or temperatures of the layers. -
Paleomagnetic Reconstruction in the Troodos Ophiolite Gabbro
The oceanic crust in 3D: Paleomagnetic reconstruction in the Troodos ophiolite gabbro Abstract The Troodos complex, Cyprus, provides an opportunity to study the structural configuration along a fossil intersection of a spreading axis and a transform fault. We complement studies at Troodos that have reconstructed the brittle deformation of the upper crust by new paleomagnetic data from the gabbro suite. The gabbro suite is exposed at the extinct spreading axis continuing the Solea graben toward the intersection with the fossil Arakapas oceanic transform. This is a unique exposure of deep crustal rocks formed at both an inside-corner and an outside-corner of a ridge- transform intersection. Remanence directions from gabbros (24 sites) were used as indicators for rigid body rotation. The spatial distribution of rotation axes allow recognition of three regions to which deformation is partitioned: 1) a western region (outside corner) that experienced primarily tilt about horizontal axis 2) a central region with minor rotation and, 3) an eastern area (inside corner) where vertical axis rotations are dominant. The absence of significant rotation in the 6 km-wide central domain together with its location between the inside- and the outside corner uncover the root of a fossil axial volcanic zone, a zone sufficiently hot so the upper crust can decouple from the substrate. Clockwise rotation in the gabbro increases from the axial zone eastward, similar to that in the overlying dikes, indicating coupling of the lower crust with the brittle upper oceanic crust. The transition from the decoupled layers of sheeted dikes and gabbro in the axial-zone to the dikes- gabbro coupling in the inside corner is in keeping with deepening of the brittle-ductile transition from the dike-gabbro boundary into the lower crust away from the axial zone. -
A Continuous Plate-Tectonic Model Using Geophysical Data to Estimate
GEOPHYSICAL JOURNAL INTERNATIONAL, 133, 379–389, 1998 1 A continuous plate-tectonic model using geophysical data to estimate plate margin widths, with a seismicity based example Caroline Dumoulin1, David Bercovici2, Pal˚ Wessel Department of Geology & Geophysics, School of Ocean and Earth Science and Technology, University of Hawaii, Honolulu, 96822, USA Summary A continuous kinematic model of present day plate motions is developed which 1) provides more realistic models of plate shapes than employed in the original work of Bercovici & Wessel [1994]; and 2) provides a means whereby geophysical data on intraplate deformation is used to estimate plate margin widths for all plates. A given plate’s shape function (which is unity within the plate, zero outside the plate) can be represented by analytic functions so long as the distance from a point inside the plate to the plate’s boundary can be expressed as a single valued function of azimuth (i.e., a single-valued polar function). To allow sufficient realism to the plate boundaries, without the excessive smoothing used by Bercovici and Wessel, the plates are divided along pseudoboundaries; the boundaries of plate sections are then simple enough to be modelled as single-valued polar functions. Moreover, the pseudoboundaries have little or no effect on the final results. The plate shape function for each plate also includes a plate margin function which can be constrained by geophysical data on intraplate deformation. We demonstrate how this margin function can be determined by using, as an example data set, the global seismicity distribution for shallow (depths less than 29km) earthquakes of magnitude greater than 4. -
Earth Science SCIH 041 055 Credits: 0.5 Units / 5 Hours / NCAA
UNIVERSITY OF NEBRASKA HIGH SCHOOL Earth Science SCIH 041 055 Credits: 0.5 units / 5 hours / NCAA Course Description Have you ever wondered where marble comes from? or how deep the ocean is? or why it rains more in areas near the Equator than in other places? In this course students will study a variety of topics designed to give them a better understanding of the planet on which we live. They will study the composition of Earth including minerals and different rock types, weathering and erosion processes, mass movements, and surface and groundwater. They will also explore Earth's atmosphere and oceans, including storms, climate and ocean movements, plate tectonics, volcanism, earthquakes, mountain building, and geologic time. This course concludes with an in-depth look at the connections between our Earth's vast resources and the human population's dependence and impact on them. Graded Assessments: 5 Unit Evaluations; 2 Projects; 2 Proctored Progress Tests, 5 Teacher Connect Activities Course Objectives When you have completed the materials in this course, you should be able to: 1. Describe how Earth materials move through geochemical cycles (carbon, nitrogen, oxygen) resulting in chemical and physical changes in matter. 2. Understand the relationships among Earth’s structure, systems, and processes. 3. Describe how heat convection in the mantle propels the plates comprising Earth’s surface across the face of the globe (plate tectonics). 4. Evaluate the impact of human activity and natural causes on Earth’s resources (groundwater, rivers, land, fossil fuels). 5. Describe the relationships among the sources of energy and their effects on Earth’s systems. -
Structure of the Earth
TheThe Earth’sEarth’s StructureStructure fromfrom TravelTravel TimesTimes SphericallySpherically symmetricsymmetric structure:structure: PREMPREM --CCrustalrustal StructuStructurree --UUpperpper MantleMantle structustructurree PhasePhase transitiotransitionnss AnisotropyAnisotropy --LLowerower MantleMantle StructureStructure D”D” --SStructuretructure ofof thethe OuterOuter andand InnerInner CoreCore 3-3-DD StStructureructure ofof thethe MantleMantle fromfrom SeismicSeismic TomoTomoggrraphyaphy --UUpperpper mantlemantle -M-Miidd mmaannttllee -L-Loowweerr MMaannttllee Seismology and the Earth’s Deep Interior The Earth’s Structure SphericallySpherically SymmetricSymmetric StructureStructure ParametersParameters wwhhichich cancan bebe determineddetermined forfor aa referencereferencemodelmodel -P-P--wwaavvee v veeloloccitityy -S-S--wwaavvee v veeloloccitityy -D-Deennssitityy -A-Atttteennuuaattioionn ( (QQ)) --AAnisonisotropictropic parame parametersters -Bulk modulus K -Bulk modulus Kss --rrigidityigidity µ µ −−prepresssuresure - -ggravityravity Seismology and the Earth’s Deep Interior The Earth’s Structure PREM:PREM: velocitiesvelocities andand densitydensity PREMPREM:: PPreliminaryreliminary RReferenceeference EEartharth MMooddelel (Dziewonski(Dziewonski andand Anderson,Anderson, 1981)1981) Seismology and the Earth’s Deep Interior The Earth’s Structure PREM:PREM: AttenuationAttenuation PREMPREM:: PPreliminaryreliminary RReferenceeference EEartharth MMooddelel (Dziewonski(Dziewonski andand Anderson,Anderson, 1981)1981) Seismology and the