The Mystery of Ellora The Mystery of Ellora Catastrophe Etna Problem 1 Catastrophe Etna Problem 1 The Mystery of Ellora The Mystery of Ellora Ravi gives guided tours around the Buddhist and Hindu temples at Ellora, in India. These temples were built over a thousand years ago but were not built up of blocks of stone. They were carved downwards out of a very thick layer of basalt. Ravi is an expert on the history of the caves but some tourists want to know more about the rocks from which the caves were carved. Ravi usually shows tourists a piece of rock from which the caves are carved. It is made up of tiny interlocking crystals. Write down some notes for Ravi to help him tell the tourists more about the rock. Make sure these notes explain: Ravi gives guided tours around the Buddhist and Hindu temples at Ellora, in India. These temples were built over a thousand years ago but were not built up of blocks of stone. They were carved downwards out of a very thick layer of basalt. Ravi is an expert on the history of the caves but some tourists want to know more about the rocks from which the caves were carved. Ravi usually shows tourists a piece of rock from which the caves are carved. It is made up of tiny interlocking crystals. Write down some notes for Ravi to help him tell the tourists more about the rock. Make sure these notes explain: What type of rock this is. What it was made from. What the crystal structure of the rock tells you about how it formed. Why carving these caves by hand is so impressive. What type of rock this is. What it was made from. What the crystal structure of the rock tells you about how it formed. Why carving these caves by hand is so impressive.

Catastrophe Etna Problem 1 Teachers’ guide Goal The problem targets understanding part of the Big Idea: Dynamic Earth. Rocks bear the evidence of the minerals, temperatures and forces that created them. When liquid rock cools it forms 'igneous rock'. It is crystalline, and the size of the crystals is determined by how fast it cooled. The crystals interlock making igneous rocks hard and non-porous. APP links The problem could be used to assess achievement against criteria in the ‘explanations’ strand of AF1. Mission If you are using the APPREND Mission Booklets, the student outcomes will allow you to give feedback on the ‘Know facts’ and ‘Explain simply’ sections of the L3–5 mission: ‘Understand Dynamic Earth’. Marking guide APP L3 Identifies differences, similarities or changes related to simple scientific ideas, processes or phenomena. Responds to ideas given to them to answer questions or suggest solutions to problems. Represents things in the real world using simple physical models. Factual recall that basalt is an igneous rock. Factual recall that igneous rocks are formed from cooled down molten rock. Factual recall that the crystals formed when molten rock cooled down. APP L4 Uses scientific ideas when describing simple processes or phenomena. Uses simple models to describe scientific ideas. As above plus: the crystals are small because they did not have a long time to grow any bigger. APP L5 Uses abstract ideas or models or more than one step when describing processes or phenomena e.g. the molten rock must have cooled quickly this means they must have formed above the surface of the Earth (i.e. from lava) the crystals interlock tightly, which means that the rock is very hard and difficult to carve into.

Catastrophe Etna Problem 2 The Giant’s Causeway The water represents the upper part of the Earth’s crust. The sand represents the lower part of the Earth’s crust. Fiona works at the visitor centre of the Giant’s Causeway in Northern Ireland. She enjoys telling tourists the legend about how people used to think the rocks were part of a path made by a giant across the sea to Scotland. Fiona knows that the rocks are actually a type of rock called basalt, but wants to feel more confident about answering questions on the geology of the area. She could show visitors the model opposite to explain to them how the Giant’s Causeway was formed but she needs a talk to accompany it. Write this talk for Fiona. Make sure it includes: The model is gently heated from below using a Bunsen burner. Which layer of the Earth the wax and the Bunsen burner represent. What happens to the wax when the beaker is heated, and how this is similar to what happens in real life. What happens when the wax cools, and how this is similar to what happens in real life. How this model is different to what happens in real life. A layer of solid wax forms at the top.

Catastrophe Etna Problem 2 Teachers’ guide Goal The problem targets understanding part of the Big Idea: Dynamic Earth. A simple model of the Earth: it consists of a molten core and a solid mantle that behaves like a fluid. The Earth's heat comes from radioactive reactions in its core, which travel in the mantle by convection currents. The process of a volcanic eruption: rock in the mantle can melt and become liquid rock called magma. As it is less dense than the surrounding rock, it rises upwards. A volcano is an opening in the Earth's crust that allows magma, ash and gases to escape from below the surface. APP links The problem could be used to assess achievement against criteria in the ‘explanations’ strand of AF1. Mission If you are using the APPREND Mission Booklets, the student outcomes will allow you to give feedback on the ‘Know facts’ and ‘Explain simply’ sections of the L3–5 mission: ‘Understand Dynamic Earth’. You may wish to show the students the model volcano before they attempt the problem. Details on this can be found on the JESEI website (www.rsc.org/education/teachers/learnnet/jesei/volcano/index.htm) Marking guide APP L3 Identifies differences, similarities or changes related to simple scientific ideas, processes or phenomena. Responds to ideas given to them to answer questions or suggest solutions to problems. Represents things in the real world using simple physical models: when the model is heated the wax melts and rises to the top. This shows how sometimes melted rock can escape from under the Earth’s surface when the wax cools it goes hard. This represents molten rock cooling to form (igneous) rock. APP L4 Uses scientific ideas when describing simple processes or phenomena. Uses simple models to describe scientific ideas. As above plus: the model uses wax to represent the mantle, the layer in the Earth below the crust and the Bunsen burner represents the core. APP L5 Uses abstract ideas or models or more than one step when describing processes or phenomena. the melted red wax rises through the sand and water before reaching the top, spreading out and forming a layer. The wax then hardens this represents molten rock from the mantle rising to the Earth’s surface through a weak part of the crust. When it reaches the surface it is called lava in this example the lava spreads out to form a layer when this lava cools a layer of igneous rock is formed at least one comment on how this model is different to real life, e.g. In real life the rock would be made up of lots of tiny interlocking crystals but this doesn’t happen in the model because the wax stays smooth when it sets.

Predicting eruptions Predicting eruptions Catastrophe Etna Problem 3 Catastrophe Etna Problem 3 Predicting eruptions Predicting eruptions You have been sent to the Philippines to investigate Mayon, a cone-shaped volcano. You have been sent to the Philippines to investigate Mayon, a cone-shaped volcano. The local government are worried because scientists have noticed some changes in the volcano but they are not sure if this means an eruption will happen and, if it does, how dangerous it would be. The local government are worried because scientists have noticed some changes in the volcano but they are not sure if this means an eruption will happen and, if it does, how dangerous it would be. Below is the information that the scientists have gathered: Below is the information that the scientists have gathered: Low level earthquakes detected at the base of the volcano. The ground surrounding the volcano has risen slightly. The glow from inside the volcano has got brighter. The percentage of carbon dioxide and sulphur dioxide in the gases coming from the volcano has increased. Low level earthquakes detected at the base of the volcano. The ground surrounding the volcano has risen slightly. The glow from inside the volcano has got brighter. The percentage of carbon dioxide and sulphur dioxide in the gases coming from the volcano has increased. Advise the local government: Advise the local government: Explain why it is important for them to be able to judge if the volcano will erupt or not. Suggest what is happening to the volcano in order to bring about these changes. Say whether you think these signs mean an eruption will happen or not. Explain why it is important for them to be able to judge if the volcano will erupt or not. Suggest what is happening to the volcano in order to bring about these changes. Say whether you think these signs mean an eruption will happen or not.

Catastrophe Etna Problem 3 Teachers’ guide Goal The problem targets understanding part of the Big Idea: Dynamic Earth. Studying volcanoes allows scientists to deduce the properties of the Earth's interior. A simple model of the Earth: it consists of a molten core and a solid mantle that behaves like a fluid. The Earth's heat comes from radioactive reactions in its core, which travel in the mantle by convection currents. The process of a volcanic eruption: rock in the mantle can melt and become liquid rock called magma. As it is less dense then the surrounding rock, it rises upwards. A volcano is an opening in the Earth's crust that allows magma, ash and gases to escape from below the surface. APP links The problem could be used to assess achievement against criteria in the ‘explanations’ strand of AF1. Mission If you are using the APPREND Mission Booklets, the student outcomes will allow you to give feedback on the ‘Solve it’ section of the L5H–7 mission: ‘Master Dynamic Earth’. Marking guide APP L5 Uses more than one step to explain processes or phenomena, suggest solutions to problems and answer questions. e.g. it is important that the local government can judge whether the volcano will erupt or not because they may need to organise an evacuation of the people living near the volcano APP L6 Takes account of more than one factor when explaining processes or phenomena. As above plus: An attempt at explaining the evidence does point to an imminent eruption. e.g. - the earthquakes around the volcano might show that magma is moving under the volcano - the rise in the ground might show that magma is building up under the volcano - the glow inside the volcano and higher levels of gases may show that magma is building up inside. APP L7 Employs a systematic approach in deciding the relative importance of a number of factors when developing an argument and explaining processes or phenomena. As above but also explains what the changes in the volcano show about what is happening under it. e.g. the magma coming from the mantle below the Earth’s crust is melting and rising up because it is less dense than the surrounding solid rock. This movement explains the earthquakes. The magma collects in a chamber below the volcano. This causes the uplift in the ground below. The gases from the magma will start to escape as the magma rises to the Earth’s surface. This explains the increase in gases. The magma starts rising up the centre of the volcano, which explains the increase in the glow.

Picture credits Picture Slide Credit EIlora Kailash entry 1 commons.wikimedia.org Giant’s Causeway 3 commons.wikimedia.org Model Volcano 3 JESEI (www.rsc.org/education/teachers/ learnnet/jesei/volcano/index.htm)