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Mindanao State University at Naawan

SCHOOL OF GRADUATE STUDIES
Naawan, Misamis Oriental

SCI ED 250 EARTH AND SPACE

ACTIVITY 3
THE ROCK CYCLE
OBJECTIVES

1. To show in a diagram the changes and processes that some earth materials undergo
2. To recognize one of the many cyclic events in nature

MATERIALS

scissors
paste
bond paper or colored paper
colored pencils (optional)

Figure 1. The Rock Cycle

Figure 2 is an incomplete representation of the ROCK CYCLE – a repetition of events and changes that the earth
materials undergo. Three boxes show the principal kinds of rocks (IGNEOUS, METAMORPHIC and SEDIMENTARY)
while one shows the molten rock material (MAGMA).Along the inner side of the circle and between the boxes, you are
to put arrow to represent the processes that the rocks and magma undergo as they change from one kind to another. These
arrows are shown in A under PROCEDURE.

The processes include the following:

a. METAMORPHISM – a change in constitution of a rock brought about by pressure, heat and chemical
action, resulting in a more compact and highly crystalline condition of the rock.
b. WEATHERING – the breaking down of rocks brought about by either physical or chemical means.
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c. EROSION – the process by which rock particles are carried along by such agents as wind and running water.
d. DEPOSITION – the process by which rock particles carried by agents of erosion are dropped or deposited in
other places.

You will know more about these processes in the next chapter.

PROCEDURE:

Complete Figure 2 by following the directions below.

A. Copy or trace then cut out the missing arrows shown below. Paste the cut outs in their proper places in the diagram.

B. Complete the cycle by drawing long arrows ( ) within the circle:

a. an arrow from igneous rocks pointing towards metamorphism

b. an arrow from metamorphic rocks pointing towards weathering
c. an arrow from sedimentary rocks pointing towards weathering

DISCUSSION

1. What 3 conditions change igneous rocks and sedimentary rocks into metamorphic rocks?

2. What 3 processes help change metamorphic and igneous rocks into sedimentary rocks?

3. What kind of rock results from the weathering, erosion and deposition of other rock particles?

4. What kind of rock changes to magma after melting?

5. How is magma transformed into igneous rocks?

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Mindanao State University at Naawan

SCHOOL OF GRADUATE STUDIES
Naawan, Misamis Oriental

ACTIVITY 4
PLATE TECTONICS

OBJECTIVES

1. To point out the causes and effects of plate tectonics

2. To explain how plate tectonics cause boundary formation

MATERIALS

flat frying pan water paper pen

Burner few grains of cloth dye Philippine map with fault line data

BACKGROUND INFORMATION

Plate Tectonics

Plate tectonics is a new theory. It combines the ideas of Alfred Wegener on Continental Drift as well as the
ideas of Henry Hess on sea-floor spreading. “Plate tectonics states that the Earth’s crust and upper mantle are broken
into sections called plates. These plates move around in the mantle.” (Feather, R.Jr. M., et al., 1993).

Scientists say that it is a convection current in the mantle that provides energy like a huge convection cell
which causes plate tectonics resulting in changes in the earth’s crust.

arrows represent lithosphere the direction of the

convection current

Figure 1. Convection current in Earth’s mantle

*adapted from Feather, et al., 1993. Earth Science. Gleneve Div. McMillian/ McGraw Hill

The convection current causes “the cycle of heating, rising, cooling and sinking” of plasticlike rock. Differences
in density cause it to move the surface. When the rock cools, it sinks but thickens as it takes along some of the crust
with it.

Boundary Formation

When two plates move away from each other, a divergent boundary is formed. The Mid-Atlantic Ridge and
the Great Rift Valley in East Africa are examples of this.

When a collision occurs between two plates a convergent boundary is formed. Of this, there are three types. One
type causes the ocean plate to sink under the continental plate resulting in the formation of a subduction zone. Volcanoes
occur at subduction zones.

The second type occurs when two ocean plates collide. One plate bends and the other slides under it.
The Philippine Deep and the Marianas trench are examples of this convergent boundary.

The third type occurs when two continental plates of the same density collide. These plates crumple up and form
mountain ranges.
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Transform Fault Boundaries

The sliding of one plate past another causes fault lines to form. Where fault lines are formed, earthquakes
are likely to occur.

PROCEDURE AND OBSEERVATIONS / DISCUSSION

1. Go over the background information. Do the following:

a. Fill a flat frying pan three-fourths full with water. Heat towards the simmering stage.
b. Add a few grains of cloth dye.
c. Watch for currents and record your observations.
d. Suggest reasons for the occurrence of the current.

2. In the same group as no. 1, study the Philippine map.

a. Where do you find the fault lines? What type of boundary causes these?
b. Look up some Philippine earthquake data. Where have they occurred?
c. Look up areas where mountain ranges are found. What kind of boundary formation could have caused this?
d. Locate the area of the Philippine Deep. What kind of boundary formation could have caused this?
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Mindanao State University at Naawan

SCHOOL OF GRADUATE STUDIES
Naawan, Misamis Oriental

ACTIVITY 5
CLIMATE OF THE PHILIPPINES

OBJECTIVES
1. To identify the types of climates of the Philippines
2. To identify the factors that produce the different climates
3. To record and analyze climatological data on temperature and rainfall

MATERIALS
4 colored pencils
topographic map of the Philippines (a photo copy of the map is provided. This is Figure 1.)
climatological data (a photo copy of the map is provided. This is Figure 5.)

PROCEDURE:
A. Color the regions to show the climate types in Figure 1.
Use one color for each type of climate. Also color the legend boxes to identify the regions.
B. Refer to your colored map of climate types and the topographic map of the Philippines to answer
the questions for part B.
C. Refer to the appendix for the climatological data of some cities in the Philippines. Examine the first
columns for average (mean) temperature (°C) and average rainfall (cm). Complete Table 1. Compute
the range for average temperature and average rainfall in each city by finding the difference between
the highest and lowest data.

RANGE = Highest - Lowest

DISCUSSION

A. Color Figure 1.

B. 1. What is the type of climate along the western part of Luzon, Mindoro, Palawan, Panay and Negros?
2. What land feature shields these regions from the Northeast Monsoon and Northeast Trade Winds?
3. Are the regions on the western side open to the Southwest Monsoon and cyclonic storms?
4. What is the type of climate of regions along or very near the eastern coasts of the Philippines?
5. Would these regions experience the full strength of winds and incoming typhoons?
6. Which parts of the Philippines are frequently affected by tropical cyclones?
7. What does this (No.6) suggest about the direction or path of typhoons in the Philippines?
8. What is the type of climate in your place? Describe it briefly.

C. Complete Table 1 below.

Table 1. Some Data on Philippine Climate

AVE. AVE.RAINFALL
TEMPERATURE RANGE =H-L
TYPE OF (cm)
(°C)
CLIMATE/LOCATION
Highest Lowest Highest Lowest Ave. Ave.
Temp. Rainfall
Manila
1st San Fernando
Legaspi
2nd Tacloban
3rd Cebu
4th Jolo
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9. In the Philippines, which has a wider range, temperature or rainfall?

10. Which is more or less the same among the different types of climates, temperature or rainfall?

11. On which factor then do we base the clarification of the Philippine regions into the four types of climate?

12. What causes the differences in rainfall of the different regions?

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Mindanao State University at Naawan

SCHOOL OF GRADUATE STUDIES
Naawan, Misamis Oriental

ACTIVITY 6
PROFILE OF A LANDFORM
OBJECTIVE: To draw the profile of a landform and describe some of its features

MATERIALS

Strip of bond paper (¼ sheet, cut lengthwise) pencil

PROCEDURE:

1. Look at the baseline XY drawn across the center of the contour map in Figure 1.
2. Note the points A to A¹ where the contour lines and line XY meet.
3. Lay the paper strip along the XY. Mark each point on the strip of paper. Label A, B, C...to A¹. Write the
elevation of each point on the strip of paper.
4. On the prepared graph of Figure 1, transfer the marks from the strip of paper. Locate on the graph the elevation
of each point. (Note: The points should go upward to the right, then downward.)
5. Connect the points with a smooth line. The figure drawn is the profile of a well-known landform in
the Philippines.

Elevation in Meters Figure 1. Profile of a landform

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DISCUSSION

1. Which side of the landform are you looking at on the contour map of Figure 1, top view or side view.
2. Which side of the landform are you looking at in the profile of Figure 1, top view or side view?
3. Which famous landform in the Philippines does the profile resemble?
4. What is the elevation at its highest point?
5. What does part I to I¹ represent?
6. What does contour line A to A¹ represent?
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Mindanao State University at Naawan

SCHOOL OF GRADUATE STUDIES
Naawan, Misamis Oriental

ACTIVITY 7
LENGTH OF DAY AND NIGHT
OBJECTIVES

1. To compare the length of daytime and night time during different months of the year
2. To illustrate graphically the changes in length of day and night within a year
3. To illustrate observations on length of day and night to the motion of the earth in space (i.e., its revolution,
together with the tilt of its axis)

MATERIALS

graphing paper
ruler
pencil
coloring materials (optional)

PROCEDURE

In Figure 1, draw 4 bar graphs of the data below. The time of sunrise and sunset on four different days of a year in
the Philippines is given in Table 4. For each given date, darken the spaces from the left end up to sunrise time. Also
darken the spaces from sunset time to 12 o’clock midnight.

Table 1. Time of Sunrise and Sunset

DATE TIME OF
Sunrise Sunset
March 21 6:00 AM 6:07 PM

June 21 5:28 AM 6:28 PM

September 21 5:45 AM 5:53 PM

December 21 6:18 AM 5:35 PM

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Figure 1.

Figure 2. Graph on the length of day and night

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TIME OF DAY
MONTH/DAY

OF THE YEAR MORNING Noon AFTERNOON Midnight

1 2 3 4 5
6 7 8 9 10 11 12 1 2 3 4 5 6 7 8 9 10 11 12

March 21

June 21

Sept. 21

Dec. 21

Legend: Daytime – from sunrise to sunset

Nighttime – darkened space after sunset up to sunrise

Note: The finer divisions between hours represent 15 minutes each.

Figure 3. Daytime and Nighttime

DISCUSSION

A. Interpretation of Graph (Figure 3)

1. On which of the four dates is daytime longest (or night time shortest)?
2. On which of the four dates is night time longest (or daytime shortest)?
3. Consider the data in Table 1 as representative of the gradual changes in length of days and nights that take
place as months pass by. The changes are similar for the succeeding years.
4. From December 21 to June 21, is the length of daytime increasing or decreasing?
5. From June 21 to December 21, is the length of daytime increasing or decreasing?
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Figure 4.

Figure 4.

B. Interpretation of Diagram (Figure 4)

To explain the changes in the length of day and night, consider Figure 4. Remember that the Philippines is
located in the Northern Hemisphere. In the following items, choose and write the word/s inside the parenthesis which
makes each statement true.

Underline your answer below.

6. In June, the days are (longer, shorter) than nights in the Northern Hemisphere.

7. In December, the nights are (longer, shorter) than the days in the Northern Hemisphere.

8. From June to December, the days are becoming (longer, shorter) in the Northern Hemisphere.

9. From December to June, the days are becoming (longer, shorter) in the Northern Hemisphere.

10. The above conditions are (the same, opposite) in the Southern Hemisphere.

11. Christmas (December) in the Southern Hemisphere is celebrated during the (winter, summer) time.
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Mindanao State University at Naawan

SCHOOL OF GRADUATE STUDIES
Naawan, Misamis Oriental

ACTIVITY 8
MEASURING A CRATER ON THE MOON
OBJECTIVE: To determine the approximate diameter of one of the craters on the moon

MATERIALS

photograph of the moon (Note: You may use Figure 1)

ruler

PROCEDURE

1. Examine the photograph of the moon and choose a crater located near the center. (Note: To measure a crater near the
edge would produce greater errors because the spherical moon is represented on a flat photograph.)
2. Measure and record (in cm) the diameter of the moon on the photograph.

Figure 1. Measuring a Crater on the Moon

3. Measure and record (in cm) the diameter of the crater.

4. The actual diameter of our moon is about 3475 km. Divide this number by the diameter of the moon on
the photograph.
5. Using these data (steps 2 to 4), compute the width (in km) of the chosen crater.

DATA AND COMPUTATIONS

1. The diameter of the moon on the photograph is ___________ cm.

2. The diameter of the crater on the photograph is ___________ cm.

3. Using the actual diameter of the moon in space and the answer to No.1 above, we compute the scale of the
photograph as follows:

3.475 km. = _________ km/cm

_____cm

The answer means that_________________ kilometres of the moon is represented by 1 centimeter on the
photograph.

4. Using your answers to Nos.2 and 3 above, how many kilometres is the actual diameter of the chosen crater on
the moon? __________ km.

5. To summarize the results, complete the table below.

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Table 1. Measurements on the Moon

MEASUREMENT ON THE MEASUREMENT ON THE MOON
PHOTOGRAPH
Diameter of the moon cm km

Diameter of the crater cm km

6, Try to compute the diameter of another crater.

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Mindanao State University at Naawan

SCHOOL OF GRADUATE STUDIES
Naawan, Misamis Oriental

ACTIVITY 9

MEASUREMENT OF DISTANCES TO STARS

OBJECTIVES

1. To demonstrate a method used in the measurement of distances to the nearest stars

2. To become familiar with units used to describe astronomical distances

MATERIALS

blackboard and chalk paper

meterstick tape
pencil or stick small figure of star
book (cut out)

PROCEDURE:

1. Draw a long horizontal line across the middle of the blackboard.

2. Roll a sheet of paper and tape it to make a fine tube about 2 cm in
diameter. This will be used for viewing or sighting objects.
3. Lay your textbook near the edge of the table located at the back of the room.
4. Tape the star figure at the tip of the pencil.
5. Let one student hold the pencil 50 cm from the observer (that’s you).
6. View the star through the tube at position 1.
7. Let a third student near the blackboard mark the point on the board line with which the star coincides.
8. Then view the pencil at position 2. Again, let the third student mark the corresponding point on the board line. Label
the two points on the board A and B.
9. Next, move the pencil about a meter away from you. Repeat the procedure, sighting the star from positions 1 and
2. Mark the points on the boards and label them C and D.
10. Compare the distance AB with distance CD.

OBSERVATIONS / DISCUSSION

A. 1. Does the star appear as if it changes position?

Note: This phenomenon is referred to as parallax of stars.

2. Where does the real change in position take place?

The distance between points A and B and the distance between points C and D represent the shifts in
the apparent positions of the star.

3. Which shows a greater displacement, AB or CD?

4. When a shift in apparent position is greater, is the star nearer or farther from the
observer? B. Study Figure 1 it illustrates the parallax of stars in space.
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Figure 1. Parallax of stars

The angle of parallax is a small angle in the triangle formed by the star, earth and sun.

5. Which star has a greater angle of parallax, a star nearer the sun or a star farther from the sun?
6. Write a sentence expressing the relationship between the distance of stars from the sun and the size of their
angle of parallax.

C. Some Units of Astronomical Distances

1 astronomical unit (AU) – the distance from the sun to earth equivalent to 150 000 000 km

1 light-year – the distance light travels in one year equivalent to (300 000 km/sec x 60 sec/ min x 60 min/hr x
24 hr/day x 365 days/yr) km or about 31 trillion km

1 parsec – the distance equal to 3.26 light-years – or about 31 trillion km

7. Complete Table 6 to show the relationship between parsec and light-year.

Table 6. Relation between Parsec and Light-year

STAR DISTANCE IN PARSECS DISTANCE IN LIGHT-YEARS
Alpha Centauri 1.3
(nearest star)
Sirius 2.7

Pollus 10