Lab 2 Worksheet: Plate Tectonics

Materials: set of vocabulary cards; map puzzle pieces; rock samples, scales, graduated
cylinders; two colors of playdough; ruler; calculator
All questions worth ½ point each unless otherwise noted.

This lab will use two different ways to input your answers. Some questions will be
multiple choice. Other questions will ask you to write out your response to the question.
This format allows you the opportunity to show your work and allows the instructor to
better see your thought process. Also note, that for many of these questions there is not
a single correct answer and seeing your thought process and understanding the
material is more important than your answer. Therefore, it is important to show your
work.

Objectives:

● Explain several lines of evidence supporting the movement of tectonic plates

● Accurately describe the movement of tectonic plates through time
● Describe the properties of tectonics plates and how that relates to the proposed
mechanisms driving plate tectonics
● Be able to describe and identify the features that occur at different plate
boundaries

Part A – Matching Game

1. Time for a little friendly competition!  Using the set of cards provided to you,
each group will match the plate tectonics terms with their descriptions/definitions.
Your instructor will time you to see which group finishes the fastest! Once you’re
done, let your instructor know so they can come and check your answers. Then,
move on to Part B (2 points). Set of cards created by the Lunar and Planetary
Institute, 2015.
Part B - Continental “Drift”

Using the Pangaea

puzzle pieces given
to you, reconstruct
the supercontinent
of Pangaea (about
225 million years
ago). Use the
evidence collected
by Alfred Wegener
in Figure 1 to assist
you.

Figure 1 | Alfred
Wegener’s evidence for
continental drift. Source:
Florida Museum

2. In the space below, sketch your reconstruction of Pangaea. Label the plates and
continents so they are easily identifiable (2 points).
 3. Is the reconstruction of Pangea you developed unique or could you have created
an alternative model? What would the alternative model require you to do
(overlaps or gaps) in order to create a single landmass? (1 point)

4. Why can we find similar fossils on different continents today (for example, some
found in South America may also be found in Africa)? Explain how this could
have occurred. (1 point)

5. Explain why, today, we can find tropical cycad (palm-like tree) fossils and
dinosaur remains in Antarctica. (1 point)

Part C - Plate Motion and Evidence

One of the most striking things about the geography of the continents today is
how they appear to fit together like puzzle pieces. The reason for this is clear: they once
were connected in the past and have since separated shifting into their current
positions. Using the world map provided, examine the coastlines of eastern South
America and Western Africa and notice how well they match in shape.
There are scientifically important rock deposits in southern Brazil, South America and
Angola, Africa that show the northernmost glacial deposits on the ancient continent of
Pangaea, which indicates these two areas were once connected. Based on the shape
of the two coastlines, give the present day latitude and longitude of two sites along the
coast of these countries that used to be connected when the two continents were joined
as a part of Pangaea (note: there are multiple correct answers):

6. Brazil (Latitude and Longitude)

7. Angola (Latitude and Longitude)

8. Using a ruler and the scale bar on the map, measure in kilometers the distance
between the two points you recorded in the previous question. Given that this
portion of Pangaea broke apart 200,000,000 years ago, calculate how fast South
America and Africa are separating in cm/year? (Hint: Speed= Distance/Time) (2
points)

9. When will the next supercontinent form? Examine the Western Coast of South
America, the Eastern Coast of Asia, and the Pacific Ocean. If South America and
Africa are separating and the Atlantic Ocean is growing, then the opposite must
be occurring on the other side of the earth (the Americas are getting closer to
Asia and the Pacific Ocean is shrinking). How far apart are North America and
Mainland Asia in cm? (measure the distance across the Pacific at 40 degrees
north latitude- basically measure between Northern California and North Korea)?
Take that distance and divide it by the speed you calculated in question 3 to
estimate when the next supercontinent will form. Show your work! (1 point)
Use Figures 2 and 3 to answer questions 10-12.

Figure 2 Figure 3

Figures 2 and 3 | The distribution across Australia and Antarctica (Figure 2) of the fossil snake
Patagoniophis (Figure 3). Obviously, this small snake was unable to swim the immense distance between
the continents and, therefore, lived while Australia and Antarctica were still joined together. Figure
modified from the Australia Department of Natural Resources and Scanlon (2005), Memoirs of the
Queensland Museum.
Figure 2 Figure 3
Author: Bradley Deline Author: The Queensland Museum
Source: Original Work Source: The Queensland Museum
License: CC BY-SA 3.0 License: CC BY-NC-ND 3.0

10. How far have the snake fossils moved apart since they were originally
deposited?

a. 1250 miles b. 1700 miles c. 2150 miles d. 2700 miles

11. Given that this portion of the Australian plate moves at a speed of 2.2 inches per
year, how old are the snake fossils?

a. 310 million years old b. 217 million years old c. 98 million years old
 d. 62 million years old e. 34 million years old

12. There are fossils such as Glossopteris and Lystrosaurus that are found in rocks
in South America and Africa that indicate they were part of Pangaea
approximately 200 million years ago. These same fossils can be found in
Australia, which indicates it, along with Antarctica, was also part of Pangaea at
that time. Based on your answer to question 6 which of the following statements
about the break-up of Pangaea is TRUE?

a. Australia and Antarctica separated before the break-up of Pangaea.

b. Australia and Antarctica separated during the break-up of Pangaea.

c. Australia and Antarctica separated after the break-up of Pangaea.

Part D - Plate Densities

By now you can see many different lines of evidence that the tectonic plates are
moving (there are many additional lines of evidence as well). To build a theory we need
an explanation or a mechanism that explains the patterns that we see. The theory of
plate tectonics states that the outer rigid layer of the earth (the lithosphere) is broken
into pieces called tectonic plates (Figure 4) and that these plates move independently
above the flowing plastic-like portion of the mantle (Asthenosphere).

Figure 4 | Tectonic
plates on Earth.

Author: USGS
Source: USGS
License: Public Domain

Tectonic plates are

composed of the crust and
the uppermost mantle that
functions as a brittle solid.
These plates can be
composed of oceanic crust,
continental
crust or a mixture of both.
The Oceanic Crust is thinner and normally underlies the world’s oceans, while the
Continental Crust is thicker and like its name consists of the continents. The interaction
of these tectonic plates is at the root of many geologic events and features, such that
we need to understand the structure of the plates to better understand how they
interact. The interaction of these plates is controlled by the relative motion of two plates
(moving together, apart, or sliding past) as well as the composition of the crustal portion
of the plate (continental or oceanic crust). Continental crust has an overall composition
similar to the igneous rock granite, which is a solid, silica-rich crystalline rock typically
consisting of a mixture of pink (feldspar), milky white (feldspar), clear (quartz), and black
(biotite) minerals. Oceanic crust is primarily composed of the igneous rock gabbro,
which is a solid, iron and magnesium-rich crystalline rock consisting of a mixture of
black and dark gray minerals (pyroxene and feldspar). The difference in rock
composition results in distinctive physical properties that you will determine in the next
set of questions.

An important property of geological plates is their density (mass/volume).

Remember the asthenosphere has fluid-like properties, such that tectonic plates ‘float’
relative to their density. This property is called isostasy and is similar to buoyancy in
water. For example, if a cargo ship has a full load of goods it will appear lower than if it
were empty because the density of the ship is on average higher. Therefore, the relative
density of two plates can control how they interact at a boundary and the types of
geological features found along the border between the two plates. Measuring the
density of rocks is fairly easy and can be done by first weighing the rocks and then
calculating their volume. The latter is best done by a method called fluid displacement
using a graduated cylinder. Water is added to the cylinder and the level is recorded, a
rock is then added to the cylinder and the difference in water levels equals the volume
of the rock. Density is then calculated as the mass divided by the volume (Figure 5).

Figure 5
Method to find
the density of a
rock. First the
weight is
measured on a
digital scale
and then the
fluid
displacement
method is used
to determine
the volume.
 Author: Bradley Deline Source: Original Work License: CC BY-SA 3.0

13. You will need to calculate density of two rocks (labelled A and B) to answer the
following questions. First you will measure the weight (in grams) as well as the
volume of water recorded by a graduated cylinder (in milliliters) before and after
the rock was added. Note: each line on the graduated cylinder represents 10 ml.
When measuring the volume please round to the nearest 10 milliliter line on the
graduated cylinder. Hint: Surface tension will often cause the water level to curve
up near the edges of the graduated cylinder creating a feature called a meniscus.
To accurately measure the volume, use the lowest point the water looks to
occupy. Fill in the table below as you complete your measurements (2 points).

Rock Mass of Volume of Volume of Volume Density of Type

Sample Sample water in water in of rock rock of
(grams) graduated graduated sample sample Crust
cylinder cylinder (mL) (grams/mL) it
(mL) with the Repre-
rock in it sents
(mL)

14. Now, using your density calculations, determine which rock sample best
represents each of the options below, and fill them into the last column of your
table:

Continental crust Oceanic crust

15. Remember, because of isostasy the denser plate will be lower than the less
dense plate. If oceanic and continental crust collided, based on their densities the
__________ crust would sink below the ________crust.

a. continental; oceanic b. oceanic; continental

Part E – Recreating Plate Boundaries

Tectonic plates can interact in three different ways. They can come together,
they can pull apart, or they can slide by each other (Figure 6). The other factor
that can be important is the composition of the plates (oceanic or continental
crust) that are interacting as was explored in the previous section. These three
types of motions along with the type of plates on each side of the boundary can
produce vastly different structures and geologic events (Table 1).
Two plates that are moving apart from each other are called divergent. Divergent
boundaries are important because they are the way that continents split
apart and break into separate plates as well as where new oceanic crust is formed.
If a divergent boundary forms within a continent, that area stretches apart. This
results in the area becoming thinner creating a topographic low or a valley. This
extension is not a smooth process so the area is prone to earthquakes as well as
volcanic activity. Eventually, the crust gets so thin it will rupture, forming a gap between
the plates, which will be filled with molten rock, creating new oceanic crust.
A thin and dense plate will be topographically low and will be covered in water
forming a long and narrow sea. As the plates persist in pulling apart new crust is
continually being formed at the plate boundary along an elevated crest known as a
mid-oceanic ridge.
Two plates that are moving together are called convergent. Convergent
boundaries are important because they are the way distinctive plates can join
(suture) together to form larger plates as well as where oceanic crust is destroyed.
The resulting structures we see at convergent boundaries depend on the types of
tectonic plates. If two thick and lower density continental plates converge we get
a large collision which results in mountains. This is a violent process resulting in
many earthquakes, deformation (folds and faults) of rock, and the uplift of mountains.
The rocks are also under immense pressure and heat and will eventually
become stuck together as a single plate. If a continental plate and an ocean plate
converge (continent-ocean convergent plate boundary) there will be subduction,
where the oceanic plate sinks downward underneath the continental plate. This
will result in several features including a deep trench near the subducting plate,
abundant earthquakes, and the formation of magma which results in a line of volcanoes
along the coast. Associated with this type of plate boundary is the Wadati-
Benioff zone, a zone where earthquakes are produced; this zone ranges in
depth from shallow (at the trench) to deep (~600km), indicating that the oceanic
plate is sinking into the mantle. If two oceanic plates converge it will also result in
subduction with similar features as were just discussed. The only exception will be
that the volcanoes will appear on an oceanic plate and will eventually form islands
along the tectonic boundary.
When the two plates slide past each other it is called a transform boundary.
This type of boundary differs from the previous two in that no new crust is
being formed and no old crust is being destroyed. Therefore, there won’t be as
many striking geologic features. Transform boundaries are often marked by abundant
earthquakes that can be close to the surface as well as distinctive patterns of
rivers that become offset as the land is moving underneath them. Transform
boundaries are also often associated with mid-oceanic ridges. If a ridge has a
jagged or stair-stepped edge the pulling apart of the two tectonic plates will also
result in transform motion as you can see in Figure 6.

Figure 6: Figure
showing multiple
plate boundaries
and the features
associated with
them.
Author: José F.
Vigil
Source: USGS
License: Public

Table 1. Characteristics of the different Plate Boundaries

Instructions:
In this activity, you are going to recreate different types of plate boundaries using play
dough. Note that these are not a perfect representation, but since we can’t travel to a
plate boundary during lab, we will be using these to help increase our understanding of
these processes.  Activity based on Plate Tectonics STEM Club -
https://evavarga.net/modeling-plate-tectonics/

You will use: play dough, plastic knife

Type 1: Convergent Plate Boundaries

Procedure:
1. Sanitize your hands using the hand sanitizer on the wall.
2. Wipe your lab table down with cleaning spray and paper towels.
3. Make a thin layer, about ½ inch thick, of one layer of play dough on your table.
Make a thin layer of the second color of play dough on the table.
4. Stack two different layers on top of each other, but don’t press them into each
other (we want to be able to separate these later).
5. Using a plastic knife, cut the stack of two different colors in half and separate.
These two layers will represent your plates.
6. Model a convergent boundary using your play dough. You may notice that your
clay pushes up and forms a peak.
Answer these questions:

Question 16. What do the two colors of play dough represent?

Question 17. What is a convergent boundary?

Question 18. What happened as you created your convergent boundary? Make
observations below.

Question 19. Sketch your convergent boundary below, making sure that the two layers
are differentiated; you can either label them or color them. Add arrows that show how
the plates moved relative to each other.

Question 20. On the Earth’s surface, convergent boundaries can cause both plates to
move up creating tall ___________ but usually one plate is more dense than the other
and ________ below the less dense plate. This is called a _______________ zone.

Question 21. Name a specific location on the Earth where this kind of boundary occurs.

Type 2: Divergent Plate Boundaries

Procedure:
1. Separate your plates and layers. You will need to reshape your initial layers
(repeat steps #1-2). Only cut one layer, do not cut this second piece in half.
2. Model a divergent boundary using your play dough by moving only the top layer
of play dough. To imitate the result of diverging oceanic plates, press
down slightly on the play dough as you slowly pull apart in opposite
directions.

Answer these questions:

Question 22. As you move the play dough, can you see the bottom layer of play dough?
__________ What does this represent about a divergent boundary?
Question 23. Sketch your divergent boundary below, making sure that the two layers
are differentiated; you can either label them or color them. Add arrows that show how
the plates moved relative to each other.

Question 24. On the Earth’s surface, divergent boundaries usually create

____________ between them that rise higher than the rest of the plate. Between these
two plates material from the __________________ rises up and then cools to create
new ______________.

Question 25. Name a specific location on the Earth where this kind of boundary activity
takes place.

Type 3: Transform Plate Boundaries (Sliding)

Procedure:
1. Separate your plates and layers. You will need to reshape your initial layers and
cut them in half (repeat steps #1-3).
2. Model a transform boundary with your play dough. Push one of the pieces
away from you while pulling the other toward you.
Answer these questions:
Question 26. What is a transform boundary?

Question 27. As you move your layers, what do you notice happening to the edges of
the plates?

Question 28. Sketch your transform boundary below, making sure that the two layers
are differentiated; you can either label them or color them. Add arrows that show how
the plates moved relative to each other.
Question 29. A fault is defined as a break in the Earth’s surface where movement
occurs. On the Earth’s surface, transform boundaries are also faults, and can create a
large amount of side-to-side movement of the Earth’s crust. Such horizontal movements
create huge __________ on the crust and as they do slide past each other this causes
________________.

Question 30. Name a specific location on the Earth where this type of boundary activity
takes place.

Clean up Procedure:
1. Separate your plates and layers.
2. Return each color of play dough to each of their containers.
3. Wipe down your table with cleaning spray and paper towels.

Synthesis Questions:
Question 31. In this activity you moved the plates. What process in the mantle really
moves the plates of the Earth?

Question 34. In a convergent boundary, one plate is subducted under another. What
determines which plate gets subducted?

Bonus Question (1 point): In a convergent boundary, what happens to the plate that
gets subducted?