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Asynchronous Plate Tectonics Lab developed for Teach the Earth
Module 1: Development of the Theory of Plate
Tectonics
Student Worksheet
Introduction
In this module you will read articles and watch videos exploring the history of the development of the theory of plate tectonics. After completing this research, you will create two concept maps exploring the evidence and research that led to the development of the theory. This activity should take 1-2 hours to complete.
Learning Objectives
●
Explain the scientific process using the development of the theory of plate tectonics
●
Discuss why multidisciplinary studies and a diversity of voices in the sciences were necessary for the synthesis of the theory of plate tectonics ●
Compile the evidence in support of plate tectonics
The theory of plate tectonics, as with all theories in science, was not discovered
- it was
developed
based on multiple observations and collection of evidence over a long period of time.
Discussion: Community and Scientific Discourse
Contrary to popular belief, science is not “discovered” by individual geniuses, rather scientific theories are developed slowly over time through discussion and collaboration between researchers. Every scientific paper must be reviewed by a collection of peer reviewers before publication and community consensus must be reached before a theory is adopted. Interdisciplinary collaboration and a diversity of viewpoints and approaches are critical to robust research.
Research
Read the following three articles before answering the discussion question below. 1)
https://www.smithsonianmag.com/history/seeing-believing-how-marie-tharp-changed-
geology-forever-180960192/
2)
https://www.nature.com/news/earth-science-how-plate-tectonics-clicked-1.13655
3)
https://greatergood.berkeley.edu/article/item/how_diversity_makes_us_smarter
Discussion Question
How did learning about the development of the theory of plate tectonics affect your understanding of the scientific process and the scientific community?
Background: Concept Maps
Concept maps are a symbolic way to represent the various relationships that exist between the pieces of information you are trying to learn. These maps organize the loose ideas floating around in your head and connect these pieces of information together by identifying the relationships between them
Developed by Kat Cantner, Eryn Klosko, Suki Smaglik, and Adrienne Sorenson
Asynchronous Plate Tectonics Lab developed for Teach the Earth
Structure of a Concept Map
In a concept map, ideas or concepts are written inside of shapes that are connected together by
arrows. Each arrow is labeled with the relationship between the two concepts. Each map begins
with a single starting concept. The addition of new concepts and connections branching out from the original idea forms a larger structure that provides the whole picture. Example
If you are making a concept map about volcanic hazards you would begin by writing the word volcano and inside of a circle. You could then write the words “ash clouds”, “lava flows” and “mudslides” inside of their own circles around that initial volcano concept. Each of these circles would be connected to the initial concept by an arrow labeled “produces” coming from the volcano, illustrating the relationship between the volcano that produces the hazard. Relationships between concepts can define, question, expand on, contribute to, or be a product
of the concept on the other side of the arrow. These relationships are what shape the map.
Figure 1 Simple concept map of volcanic hazards. The relationship expressed in this map is production.
Types of Concept Maps: Mind Maps
Mind maps are hierarchical in nature and can help to structure information. These maps are designed around a single “big idea” topic which connects other major concepts that branch into
smaller details. Often, these maps end up looking like fireworks with their radial structure branching and branching into finer details. We can use the same example of volcanic hazards, but the mind map will look fairly different. The volcano is still in the middle with three separate branches for each of the hazards; one for ash cloud hazards, one for mudslide hazards, and one for lava flows. At the end of each branch are the details of the hazard.
Developed by Kat Cantner, Eryn Klosko, Suki Smaglik, and Adrienne Sorenson
Asynchronous Plate Tectonics Lab developed for Teach the Earth
Figure 2 Mind map of volcanic hazards
Types of Concept Maps: Flow Charts
Flow charts show a sequence of concepts. In a flow chart you begin with the first idea at the top
or left side of the page and then build the chart concept by concept sequentially. This kind of chart is good for showing time relationships, algorithms, or concepts and processes that necessarily build on or respond to each other. Often flow charts have labeled arrows like a concept map because the relationship is not as obvious as it is in a hierarchical mind map.
Staying with the concept of volcanic hazards, a flow chart on this topic could indicate when to deploy certain services to prevent loss of life, or be useful if you were given a scenario where you were a decision maker in a city with a nearby volcano. The example given below shows the sequence of events in a volcanic eruption.
Figure 3 Flow chart of events before, during and after a volcanic eruption.
Developed by Kat Cantner, Eryn Klosko, Suki Smaglik, and Adrienne Sorenson
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Asynchronous Plate Tectonics Lab developed for Teach the Earth
Making a Concept Map
A concept map should take you 20-30 minutes to create. There are a lot of programs for making
concept maps if you're not a pencil and paper person. You may use any program you would like but here is one to get you started:
https://www.mindmup.com/
Research: Plate Tectonics Theory
1)
Read the Pre-Lab Handout on Plate Tectonics
2)
Watch the following video and take notes on the events and the evidence that led to the
development of the theory of plate tectonics: https://www.iris.edu/hq/inclass/animation/plate_tectonic_theorya_brief_history
Lab Activity 1: Create a Mind Map
Use the words below to create a mind map explaining the theory of plate tectonics:
Plate Tectonics
Continental Crust
Ocean Crust
Lithosphere
Tectonic plates
Asthenosphere
Mid ocean ridge
Convection
Convergent Boundary
Divergent Boundary
Transform Boundary
Hot Spot
Ridge Push
Slab Pull
Subduction
Wadati-Benioff Zone
Include a lot of branching and many levels of hierarchy. Make sure you cross-link concepts in one area of the map with those in other areas. You may add as many additional concepts as you
wish to make your maps unique and personally meaningful. The boxes or ovals should contain only one or two words. You may re-draw your maps as many times as you want. A mind map is a distinctive representation of YOUR understanding. There are many different ways to organize and represent what you know. This is a creative process with no “correct” answer. Checklist for Completion
1)
Does your mind map contain all the listed concepts?
2)
Are all your links precisely labeled?
3)
Is your mind map well organized?
4)
Does it provide a clear big picture of the ideas?
5)
Are your concepts short and clear?
Lab Activity 2: Create A Flow Chart
A flow chart illustrates a timeline or sequence of events. Use the notes you wrote while watching the video to create a flowchart explaining how the theory of plate tectonics developed over time. Be sure to include the names of the researchers, the evidence they gathered and the years they published their research. Checklist for Completion
1)
Does your map contain all the events listed in the video?
2)
Are the processes and products mapped out in the correct sequence?
3)
Are all your links precisely labeled?
Developed by Kat Cantner, Eryn Klosko, Suki Smaglik, and Adrienne Sorenson
Asynchronous Plate Tectonics Lab developed for Teach the Earth
4)
Is your map well organized?
5)
Does it provide a very clear big picture of the development of the ideas over time?
6)
Are your concepts short and clear?
Developed by Kat Cantner, Eryn Klosko, Suki Smaglik, and Adrienne Sorenson