The structure of Earth

Contributed by:

kevin Fri, Jan 14, 2022 10:00 PM UTC

Earth’s inside structure is quite different to its hard, crusty shell. We sometimes
get a glimpse of Earth’s interior through the action of active volcanoes. Earth’s
rocky crust is by no means stationary and we regularly see evidence of crust
movement in the form of earthquakes.

1. Earth’s structure
Introduction
This topic explores the key concepts of Earth’s structure as they relate to:
• the structure of Earth
• movement of Earth’s crust
• earthquakes
• tsunamis
• volcanoes
• rocks.
Key concepts of Earth’s structure
The activities in this topic are designed to explore the following key concepts:
• Earth is made up of layers: the core, mantle and crust.
• Earth’s crust is divided into plates that move like bricks over freshly laid
mortar.
• Earth’s plate movements are responsible for earthquakes, tsunamis and
volcanoes.
• Earth’s plate movements are responsible for the creation of mountain
ranges.
• Soils on Earth are the result of weathering of rocks.
• There are three main categories of rock: igneous, metamorphic and
sedimentary.
• Igneous rocks are formed through the cooling of magma.
• Sedimentary rocks are formed through compaction of sediment over an
extended period of time.
• Metamorphic rocks result through the transformation of other rocks by heat
and pressure processes that occur below Earth’s surface.
• Minerals are the building blocks of rocks.
© Deakin University 1

2. 2 SCIENCE CONCEPTS: YEARS 5–10 EARTH’S STRUCTURE © Deakin University
Students’ alternative conceptions of Earth’s structure
Research into students’ ideas about this topic has identified the following
non-scientific conceptions:
• The location of earthquakes is random.
• Continents don’t move.
• Earth is molten, except for its crust.
• Most of the world’s most spectacular scenery was created by cataclysmic
events.
• An earthquake measuring 6.5 on the Richter scale is one time more
powerful than an earthquake measuring 5.5.
• Rocks stay the same forever.
• Earthquakes cannot happen where I live.
• The biggest danger of a volcano such as Mount St Helens is the hot lava.
• Any crystal that scratches glass is a diamond.
• Rocks must be heavy.
• Soil must have always been in its present form.
• Mountains are created rapidly.
• Earth’s gravitational attraction is drastically reduced on mountaintops.
• Boiling or burning radioactive material can reduce the radiation emanating
from the material.
• All radioactivity is man-made.
Resources
Current volcanic activity—useful links: USGS
http://vulcan.wr.usgs.gov/News/current_activity_links.html
This US Geological Survey (USGS) site details current volcanic activity.
Earthquake Hazards Program—Northern California
http://quake.wr.usgs.gov/
US Geological Survey (USGS) information; latest quake information; maps and
lists of recent earthquakes; what’s new or interesting; hazards and preparedness.
Earthquakes
http://www.thetech.org/exhibits_events/online/quakes/
Everything you wanted to know about earthquakes, and more. This is the best
site for clear explanations, with good graphics and animations.
The Mineral and Gemstone Kingdom
http://www.minerals.net/
Contains information on all types of gemstones and includes interesting facts
about all minerals from A to Z.
Minerals Council of Australia
http://www.minerals.org.au/

3. © Deakin University SCIENCE CONCEPTS: YEARS 5–10 EARTH’S STRUCTURE 3
Minerals Downunder
http://www.agso.gov.au/education/factsheet/
Fact sheets on gold, copper, silver and exploration techniques
Minerals Education Victoria
http://www.vicmins.com.au
A good resource for teachers and students.
Mountain Maker, Earth Shaker
http://www.pbs.org/wgbh/aso/tryit/tectonics/
Comprehensive site with facts, history and graphics relating to plate tectonics
and continental drift. Includes an activity that allows you to manipulate tectonic
plates.
National Earthquake Information Center
http://wwwneic.cr.usgs.gov/
Provides frequently asked questions and links to general earthquake
information.
Plate tectonics: the cause of earthquakes
http://www.seismo.unr.edu/ftp/pub/louie/class/100/plate-tectonics.html
Concise, informative site that contains satellite pictures.
Project Atmosphere Australia Online
http://www.schools.ash.org.au/paa/
Contains trivia and facts related to volcanoes—takes you to various links.
Puzzles of the Earth
http://library.thinkquest.org/17701/high/structure/
Provides information about Earth’s structure, plate tectonics, volcanoes,
earthquakes and tsunamis.
Rock and Mineral Dictionary
http://www.enchantedlearning.com/geology/rocks/glossary/
Rocks and Minerals: Franklin Institute
http://www.fi.edu/tfi/units/rocks/
A comprehensive site from the Franklin Institute (USA).
Rocks and Minerals: Kentucky Geological Survey
http://www.uky.edu/KGS/coal/webrokmn/rocksmin.htm
Rocks and minerals.
This dynamic earth: the story of plate tectonics
http://pubs.usgs.gov/publications/text/dynamic.html
Comprehensive site that explains the history of plate tectonics theory and
evidence for it.

4. 4 SCIENCE CONCEPTS: YEARS 5–10 EARTH’S STRUCTURE © Deakin University
USGS Volcano Hazards Program
http://volcanoes.usgs.gov/
Lists active and potentially active volcanoes; hazards of volcanoes.
Volcanoes online
http://library.thinkquest.org/17457/english.html
Covers plate tectonics and volcanoes, and has games, lesson plans, comics and
links to related sites.
Volcanoes page: Michigan Technological University
http://www.geo.mtu.edu/volcanoes/
Public information about volcanoes. Provides current global volcanic activity
among other things
Volcano types: USGS
http://vulcan.wr.usgs.gov/Glossary/VolcanoTypes/framework.html
Description and examples of types of volcanoes and how they are formed.
Volcano World
http://www.volcanoworld.org/
Describes itself as the Web’s premier source of volcano information. Sponsored
by NASA, Volcano World has all you wanted to know about volcanoes, and
more.
The structure of Earth
Earth’s inside structure is quite different to its hard, crusty shell. We sometimes
get a glimpse of Earth’s interior through the action of active volcanoes. Earth’s
rocky crust is by no means stationary and we regularly see evidence of crust
movement in the form of earthquakes. Earthquakes in ocean regions produce
destructive ocean waves called ‘tsunamis’.
The universal acceptance of plate tectonic theory is recognised as a major
milestone in the earth sciences. It is comparable to the revolution caused by
Darwin’s theory of evolution or Einstein’s theories about motion and gravity.
Plate tectonics provide a framework for interpreting the composition, structure
and internal processes of Earth on a global scale.
Earth is made of three concentric layers: the core, mantle and crust. Each layer
has its own chemical composition and properties (see Figure 1).

5. © Deakin University SCIENCE CONCEPTS: YEARS 5–10 EARTH’S STRUCTURE 5
FIGURE 1:
STRUCTURE OF
E A RT H
Core
The core has two layers: an inner core that is solid and an outer core that is
liquid. The core is mostly iron, with some nickel and takes up 16% of Earth’s
total volume. The metallic core accounts for Earth’s magnetic field. Earth
behaves as though it has a simple straight bar magnet at its centre, with the
‘south’ pole just below Canada and the ‘north’ pole opposite, not quite
coincident with the geographical poles (see Figure 2). A compass needle’s
‘north’ pole points northwards; because ‘unlike’ poles attract, Earth’s magnetic
pole in the Arctic must be the opposite type, ‘south’. It is thought that streams
of liquid metal within the outer core, combined with Earth’s rotation, cause the
magnetism. The strength of the magnetism may change from decade to decade
and, over the period of 500 000 years, the magnetism reverses completely. This
means that over the next 500 000 years, compasses will point south!
Evidence of Earth’s change in magnetic polarity (direction of north–south line
of magnetism) is found in the rocks. Scientists have found that rocks within
Earth’s crust formed at different times. Within some rocks there are small
particles of magnetite that are magnetic and, when the rocks were formed, these
magnetite particles aligned themselves with Earth’s magnetic field. As the rocks
cooled, the direction of the particles’ magnetic polarity was fixed. Therefore, by
knowing the age of a rock and the magnetic polarity of the magnetite particles
within it, we can determine the magnetic polarity and Earth’s strength in times
past.
F I G U R E 2 : E A RT H
AS A MAGNET

6. 6 SCIENCE CONCEPTS: YEARS 5–10 EARTH’S STRUCTURE © Deakin University
Mantle
The mantle is the thickest of Earth’s layers and takes up 83% of Earth’s
volume. It extends down to about 2900 km from the crust to Earth’s core and is
largely composed of a dark, dense, igneous rock called ‘peridotite’, containing
iron and magnesium. The mantle has three distinct layers: a lower, solid layer;
the asthenosphere, which behaves plastically and flows slowly; and a solid
upper layer. Partial melting within the asthenosphere generates magma (molten
material), some of which rises to the surface because it is less dense than the
surrounding material. The upper mantle and the crust make up the lithosphere,
which is broken up into pieces called ‘plates’, which move over the
asthenosphere. The interaction of these plates is responsible for earthquakes,
volcanic eruptions and the formation of mountain ranges and ocean basins. The
section on plate tectonic theory later in this topic explains the occurrence of
these events further.
Crust
The Earth’s crust is the outermost layer, consisting mainly of the chemical
elements silicon and aluminium. The crust has two types: a continental crust
that varies in thickness between 20 km and 90 km, and an oceanic crust that
varies in thickness between 5 km and 10 km. The oceanic crust is denser than
the continental crust.
The following activity provides a picture of the relative size of Earth’s interior
and atmospheric components.
A C T I V I T Y: This activity creates a linear model to help you get some idea of the size of Earth,
FROM THE the thickness of its interior layers and the various layers of its atmosphere.
CENTRE OF
E A RT H T O You will need:
O U T E R S PA C E • a roll of toilet paper
• some Post-it notes.
In this activity, 1 cm on the toilet paper represents a distance of 10 km. A sheet of
toilet paper is about 11 cm long, so this represents a distance of 110 km.
Lay the toilet paper out on the floor. At one end of the paper place a label for the
centre of Earth. Place labels along the paper according to the table below.

7. © Deakin University SCIENCE CONCEPTS: YEARS 5–10 EARTH’S STRUCTURE 7
Layer of Earth Distance Distance
(km) (sheets of toilet paper)
centre of Earth 0 0
edge of inner core 635 6
edge of outer core 2200 20.5
edge of mantle 2900 25
surface of Earth 2940 25 + 4 cm
edge of troposphere 2955 25 + 5.5 cm
edge of stratosphere 2990 25 + 9 cm
edge of ionosphere 3640 33
edge of exosphere 4290 39
outer space > 4290 place next to last note
The space shuttle and the international space station orbit Earth at a height of
about 700 km above Earth’s surface. Are these spacecraft in outer space? I find it
surprising that the thickness of Earth’s crust and atmosphere are quite small in
comparison to the size of Earth.
The temperature of the material in Earth’s interior increases with depth, as the
table below illustrates. Heat is transferred to Earth’s surface by convection
(liquid layers) and conduction (solid layers). Convection is where the hot
material, in this case the liquid magma, moves from a lower layer to a higher
one. Conduction is heat transfer where the actual hot material, in this case the
rock, does not move. For example, conduction occurs along a metal bar if one
end is held in a flame.
Section Depth (km) Temperature (°C)
upper mantle (top) 50 800
upper mantle (bottom) 1000 3300
lower mantle 2000 2225
mantle core boundary 2900 2500
centre 6371 3000

8. 8 SCIENCE CONCEPTS: YEARS 5–10 EARTH’S STRUCTURE © Deakin University
Movement of Earth’s crust
Plate tectonic theory
Plate tectonic theory is a theory developed in the 1910s by a German
meteorologist, Alfred Wegener, who amassed a tremendous amount of
geological, paleontological and climatological data that indicated continents
moved through time. He proposed the hypothesis of ‘continental drift’ to
explain his data. However, Wegener’s theory was not accepted at the time
because it could not account for a mechanism by which the huge continental
masses move; evidence of a possible mechanism was not found until the 1950s
and 1960s. Plate tectonic theory is now universally accepted. The significance
of this theory is enormous when you consider that it can account for many
seemingly unrelated geological features and events.
According to plate tectonic theory, the lithosphere is divided into about a dozen
rigid sections, called ‘plates’, which move over the asthenosphere, the part of
the mantle that behaves plastically and flows slowly (imagine bricks moving
over freshly laid mortar). Refer to one of the websites listed in the section
‘Resources’ in this topic to view how Earth’s surface divides into plates and
why they are referred to as ‘continental plates’.
The mechanism responsible for the movement of Earth’s plates is thought to be
convection cells within Earth’s mantle. Convection cells are convection currents
that occur when warm material from deep within Earth rises towards the
surface, cools, and then, upon losing heat, descends back into the interior. Hot
material rises because it is less dense (amount of material per volume) than the
colder material. The cycle then begins again with hot material rising. This
results in loops of moving material that form convection cells. The direction of
the top of the convection current determines in which direction the overriding
plate moves (see Figure 3).
FIGURE 3:
C E L L S B E N E AT H
E A RT H ’ S P L AT E S
Zones of volcanic activity, earthquake activity, mountain ranges and oceanic
ridges mark plate boundaries. Along these boundaries, plates diverge, converge,
or slide sideways past each other. Based on adjoining convection cells (see
Figure 4) we can see how plates can sometimes converge and other times
diverge (see Figure 4).

9. © Deakin University SCIENCE CONCEPTS: YEARS 5–10 EARTH’S STRUCTURE 9
Divergent plate boundaries
Plates move apart as magma rises to the surface from the asthenosphere. These
boundaries occur in the oceans at oceanic ridges. As the plates separate, the gap
is continually being filled by magma (molten rock), which solidifies to form
rock and then attaches to the moving plates. The phenomenon of sea-floor
spreading occurs at different rates. For example, in the Atlantic the spreading is
at a rate of 2 cm per year, whereas in the east Pacific the rate is 4 cm of new
crust every year.
Convergent plate boundaries
One plate sinks beneath another plate (called ‘subduction’) along a subduction
zone. The leading edges of the colliding plates may both be oceanic, or one
plate may be oceanic (and will be the sinking plate) and the other continental, or
both plates may be continental. Where oceanic plates collide, deep trenches in
the ocean occur. As the plate descends it melts to generate magma. As this
magma rises, it may erupt at Earth’s surface, forming a chain of volcanoes.
Where continental plates collide, mountain ranges such as the Himalayas arise.
Mountain chains are also formed where one of the plates is continental and the
other is oceanic.
Transform plate boundaries
Plates slide sideways past each other. The San Andreas Fault in California is a
transform plate boundary separating the Pacific plate and North American plate.
Sliding plates build up pressure in certain places, causing the sudden movement
of plates to release the pressure. The sudden movements of plates are
earthquakes.
FIGURE 4:
P L AT E
There is a substantial amount of evidence in support of plate tectonic theory.
This includes the following facts:
• Shorelines of different continents fit together.
• The same type of rocks and fossils are at different places on Earth.
• The age of rocks can be determined; rocks in the ocean ridges are young
and get older with distance from the ridges.
• The rock bed of the oceans has magnetic material imprinted with the
magnetic polarity of Earth in ancient times.
• Precise measurements of continental positions by satellites have verified
continental drift.

10. 10 SCIENCE CONCEPTS: YEARS 5–10 EARTH’S STRUCTURE © Deakin University
Folds and faults
The movement of Earth’s crust creates pressures in certain regions of rocks.
Where pressure is slowly applied to rocks, they bend. If the temperature and
pressure are high, as at great depths, the rocks bend fairly easily. The bending in
the rocks creates folds. There are two main types of folds: upward folds and
downward folds. The upward folds are called ‘anticlines’ and the downward
folds are called ‘synclines’ (see Figure 5).
FIGURE 5:
TYPES OF FOLDS
Under different conditions, instead of bending, rock can break and change
position. Continued pressure causes movement along some cracks. Such cracks,
along which the rocks move, are called ‘faults’. Faults can vary in the way
blocks of earth move relative to each other. Blocks can move over or under each
other, or move sideways to each other (see Figure 6).
FIGURE 6:
T Y P E S O F FA U LT S
A C T I V I T Y: Mountains are formed when plates slowly push together and cause layers of rock
MAKING A to fold upwards. You will need three or four flat rectangles of modelling clay
FOLD (alternatively, you could use layers of dishcloths). Press the rectangles of clay on
M O U N TA I N top of each other. Now push the ends inwards and observe what happens (see the
figure below). What mountain ranges of the world do you think formed when
tectonic plates bumped into each other?
M O U N TA I N M O D E L

11. © Deakin University SCIENCE CONCEPTS: YEARS 5–10 EARTH’S STRUCTURE 11
Earthquakes
The earthquake in India in 2001 demonstrated the immense destructive power
earthquakes can have. More than 900 000 earthquakes are recorded around the
world each year. While scientists have found out a lot about earthquakes, they
have not as yet been able to predict the precise location, time or intensity of an
earthquake. Most earthquakes (almost 95%) take place in belts where stresses
between plate boundaries occur.
An earthquake is the vibration of Earth caused by the sudden release of energy,
usually located at a fault that involves the movement of blocks of rock along
fractures. Following an earthquake there are usually adjustments along a fault
line, which generate a series of smaller earthquakes called ‘aftershocks’.
Aftershocks usually continue for a few days after the initial earthquake but may
persist for months.
A C T I V I T Y: You will need a photocopied map of the world. Based on an Internet search (try
WHERE ON some of the sites listed in the section ‘Resources’ in this topic), mark the location of
E A RT H D O earthquakes from last year on your map in blue. Mark in the location of current
E A RT H Q U A K E S earthquake activity using the colour red. What similarities and differences do you
OCCUR? find? Do you find any relationship between the occurrence of earthquakes and the
location where continental plates meet (refer to the section on plate tectonic theory
earlier in this topic). Outline maps suitable for hand plotting earthquake locations
can be obtained at .
Seismic waves
Earthquakes send out vibrations, called ‘seismic waves’, within Earth in all
directions. Some vibrations can be detected many kilometres away, even on the
other side of Earth. There are three main types of travelling disturbances, or
waves, that travel out from the site, or epicentre, of an earthquake: surface
waves, P (primary) waves and S (secondary) waves. A wave is a disturbance, or
vibration, that travels through a material (solid, liquid or gas) without the actual
material moving along with the travelling disturbance. Waves in a material can
be generated in two basic ways: as a longitudinal wave and a transverse wave.
In a longitudinal wave the material in which the wave travels moves forwards
and backwards to the direction of the wave. In a transverse wave the material
moves perpendicularly to the wave direction (see the activity Investigating
waves on a slinky).
A C T I V I T Y: You will need a long helical spring, sometimes called a ‘slinky’. On a linoleum or
I N V E S T I G AT I N G wooden floor, stretch the slinky between two people. One person holds the slinky
WAV E S O N A steady and the other person makes a vibration. The vibration can be either a
SLINKY sideways motion or a forwards-and-backwards motion. Observe the different types
of waves that travel along the spring. Where a sideways movement occurs in the
spring the wave is a transverse wave. Where the movement of the spring is
forwards and backwards, the wave produced is a longitudinal wave (see the figure
Types of waves). Sound is a phenomenon that produces longitudinal waves,
whereas waves on the surface of water are transverse waves.

12. 12 SCIENCE CONCEPTS: YEARS 5–10 EARTH’S STRUCTURE © Deakin University
T Y P E S O F WAV E S
P waves
These waves are longitudinal waves and are similar to sound waves. P waves
can move through solids, liquids and gases. P waves are primary waves and are
the fastest of the seismic wave types.
S waves
These waves are transverse waves. S waves are slower than P waves and can
only move through solids. S waves are secondary waves, as they are slower
than primary waves.
Surface waves
As their name suggests, these waves travel on the surface of a material rather
than through it. They are transverse waves. There are several types of surface
waves; the most common are called ‘R (Raleigh) waves’ and ‘L (Love) waves’.
R waves travel like surface water waves, where the material moves up and
down (vertically) as the wave passes, whereas in L waves material moves
sideways (horizontally) to the wave motion. Surface waves are slower than both
P waves and S waves.
The speed of seismic waves varies according to the pressure and elasticity (or
springiness) of the material they move through. For example, seismic waves
travel slower through rocks of greater density, but faster through rocks of
greater elasticity.
A C T I V I T Y: This activity demonstrates how shock waves travel through solid materials.
S H O C K WAV E S You will need:
• a large sheet of paper
• sugar
• a ruler.
Place the paper on a table near the edge. Put a little sugar near the centre of the
paper and slip the end of the ruler under the paper (see the figure Making shock
waves). Hold the ruler gently to the table and flick the end. Observe what happens
to the sugar when you flick the ruler.
To demonstrate that even small vibrations can travel long distances in solids, find
a long length of wood or metal such as the top railing of the school fence. Have one
person tap the fence with a stick. Have another person move some distance along
the fence and place his/her ear on the railing. How far along the fence can the
vibration be heard?

13. © Deakin University SCIENCE CONCEPTS: YEARS 5–10 EARTH’S STRUCTURE 13
S H O C K WAV E S
Measuring and detecting earthquakes
There are two popular earthquake scales: the Richter Magnitude Scale and the
Modified Mercalli Intensity Scale.
The Richter Magnitude Scale measures the total amount of energy released by
an earthquake at its source, or epicentre. The Richter Magnitude Scale is an
open-ended scale that begins with 1. The largest magnitude recorded is 8.6 (the
earthquake in India in 2001 registered 7.9).
The Modified Mercalli Intensity Scale measures the kinds of damage done by
an earthquake. Table 1 gives some of the Modified Mercalli Intensity Scale.
TA B L E 1 :
PA RT O F T H E Scale Damage
MERCALLI I Not felt except by a few people under especially favourable conditions
III Noticeable indoors, especially in upper rooms. Standing cars rock
noticeably.
V Felt by nearly everyone. Some dishes, windows broken, maybe cracked
plaster. Disturbance of trees, poles and tall objects noticeable.
VII Everybody runs outdoors. Damage negligible in good design buildings
but considerable in poorly built structures; some chimneys broken.
Noticed by people driving cars.
IX Buildings shifted off foundations. Underground pipes broken.
XI Few masonry structures standing. Bridges destroyed. Underground
pipelines completely out of order.
XII Damage total. Objects thrown into the air.
Scientists use an instrument called a ‘seismograph’ to detect seismic waves
generated by earthquakes. A seismograph is built so that part of it is attached to
solid rock and part of it is not (see Figure 7). When Earth shakes, the part of the
seismograph attached to solid rock shakes too. The other part, a heavy
suspended weight, moves very little. A pen records the relative movement

14. 14 SCIENCE CONCEPTS: YEARS 5–10 EARTH’S STRUCTURE © Deakin University
between the two parts on a slowly rotating drum. An earthquake is recorded as a
wiggly line on what is called a ‘seismogram’. What has been described, and
shown in Figure 7, is an early model of a seismograph. Modern versions use
electronic motion detectors that are connected to solid rock. Electrical signals
are sent to a pen that marks a graph on a rotating drum.
FIGURE 7:
E A R LY- M O D E L
An earthquake produces different types of seismic waves that travel at different
speeds. Because of this the seismograph shows different sets of vibrations from
the one earthquake (see Figure 8).
FIGURE 8:
SEISMOGRAM OF
A N E A RT H Q U A K E
Seismograms can be used to locate the epicentre of earthquakes. This is done by
comparing seismograms from at least three separate locations on Earth. From
one particular site scientists can determine the time difference between the P
and S seismic waves. Based on the speeds of these waves, scientists can
determine the distance to the epicentre. Therefore, each site constructs a circle
on a map for the probable location of the earthquake. The intersection of the
three circles (one from each detection site) is the location of the earthquake.
This method of detecting the location of earthquakes is also used to monitor
explosions from nuclear bombs. A country cannot secretly test a nuclear bomb
without the rest of the world knowing about it. Information from seismograms
can also be used to determine the structure of the centre of Earth. Waves travel
at different speeds and reflect off boundaries between the different layers of
Earth’s interior. By knowing the speeds of seismic waves in different materials,
scientists can build up a picture of Earth’s interior.

15. © Deakin University SCIENCE CONCEPTS: YEARS 5–10 EARTH’S STRUCTURE 15
A C T I V I T Y: A seismograph consists of a slowly rotating drum that is firmly connected to
MODEL OF A Earth’s crust. A pen draws a continuous line on the drum, which has a piece of
SEISMOGRAPH graph paper attached. When earthquakes occur, the pen vibrates, making wiggly
lines on the graph paper. The larger the earthquake, the larger the amplitude of
the wiggles.
To model a seismograph you will need:
• a table, preferably with four separate legs
• a partner
• a pen or pencil
• sticky tape
• strips of graph paper.
Tape a strip of graph paper to the table. Now slowly move your pen down the
central line of the graph paper strip while keeping your other hand off the table.
Have your partner bump or shake the table from the side, first gently and then
harder as you are drawing the line.
The line drawn on the graph paper strip becomes your model seismogram.
Tsunamis
Tsunamis are sometimes called ‘tidal waves’, but they have no connection with
the tides. Tsunamis are caused mainly by earthquakes, but also by underwater
landslides and volcanic eruptions. They are seismic ocean waves that travel at
hundreds of kilometres per hour over very long distances. These seismic waves
have enormous energies. While in deep water the crest of the waves is low at
sea (ships may not even notice them in the other waves) but they travel at fast
speeds. As these seismic waves reach shallower water, their speed slows and
their energy is converted into an increase in the height of the wave. The waves,
on reaching shore, may be 38 m or more in height and can therefore be very
destructive.
Volcanoes
Volcanoes are cone-shaped mountains around an opening where lava, gases and
ash are erupted. They come in many shapes and sizes but most have a crater at
their top. Volcanoes occur in well-defined zones or belts. Sixty per cent of all
active volcanoes surround the Pacific Ocean and 20% are part of the
Mediterranean belt. Most volcanoes occur at spreading oceanic ridges where
plates diverge, or along subduction zones where plates converge (refer to the
section ‘Plate tectonic theory’ earlier in this topic).
A C T I V I T Y: You will need a photocopied map of the world. Based on an Internet search of
WHERE ON volcano websites, mark the location of as many volcanoes as you can. Make up a
E A RT H D O symbol to represent a volcano. You may wish to colour the most recently active
VOLCANOES volcanoes in a different colour. Outline maps suitable for hand plotting volcano
OCCUR? locations can be obtained at maps.html>.

16. 16 SCIENCE CONCEPTS: YEARS 5–10 EARTH’S STRUCTURE © Deakin University
A C T I V I T Y: Search the Internet to find answers to the following questions.
EXPLORING • What are the different types of volcanoes?
VOLCANOES • Volcanoes erupt solids, liquids and gases; what types of solids, liquids and
ONLINE gases are there?
• What are the constituents of lava? How hot is it?
• Find out about some of the more famous and more destructive volcanic
eruptions? Where were they? What damage was caused? Are the volcanoes
still active?
A C T I V I T Y: You will need:
AN ERUPTING • sand or fine dirt
• a film canister
• 1 tbsp baking powder
• water
• red food colouring
• 3 tbsp vinegar
• dishwashing detergent.
One-third fill the canister with water. Dissolve the baking powder in the water.
Add a few drops of food colouring and detergent to the water. Make a volcano-
shaped cone with the sand. Push the canister into the top of the cone. Add the
vinegar to the canister. This will react with the baking powder to produce carbon
dioxide gas. The detergent will help form foamy ‘lava’. Watch the eruption.
Rocks
The dynamic nature of Earth’s crust means that as new rock is formed at one
location it deteriorates at other locations; this is the rock cycle. There is an
enormous variety of rocks, and their constituent minerals, present in Earth’s
crust, but all rock varieties are classified as one of three basic types: igneous,
sedimentary or metamorphic. These basic types of rock relate to the manner in
which the rocks were formed. The mining of rocks and minerals from Earth’s
crust has provided humankind with many benefits, including building materials,
fossil fuels (oil, coal and gas), and precious metals and minerals for cosmetic
and industrial uses.
The rock cycle
A rock is an aggregate of minerals. Minerals are naturally occurring, inorganic,
crystalline solids that have definite physical and chemical properties. There are
two exceptions to this definition: naturally occurring glass, called ‘obsidian’,
and sedimentary rock coal. More than 3500 minerals have been identified and
described, but only about a dozen make up the bulk of the rocks in Earth’s
crust.
All rocks in Earth’s crust, with the exception of meteorites, were formed from
magma (molten rock material) pushed up from the mantle. While the original
rock material comes from the mantle, geologists (scientists who study rocks)
distinguish three distinct processes of rock formation; every rock is then

17. © Deakin University SCIENCE CONCEPTS: YEARS 5–10 EARTH’S STRUCTURE 17
generally classified according to its mode of formation. The three major groups
of rocks are: igneous, sedimentary and metamorphic.
The interrelationships between Earth’s internal and exterior processes of rock
formation and disintegration are described by the rock cycle (see Figure 9). The
rock cycle relates:
• the three rock types to each other
• surface processes such as weathering, transportation and deposition
• internal processes such as magma generation and metamorphism.
FIGURE 9:
THE ROCK CYCLE
Plate movement (see the section on plate tectonic theory earlier in this topic) is
the mechanism responsible for recycling rock materials and therefore drives the
rock cycle. The following sections include more details about the rock cycle.
Igneous rocks
Igneous rocks are formed through the crystallisation of magma as it cools either
in the mantle or on the surface after a volcanic eruption. The components of
rock are minerals, and each mineral forms, or crystallises, under a certain
temperature and pressure. Therefore, considering that the variation in pressures
and temperatures is great when one extends from the mantle to the surface, it is
not surprising that a huge variety of minerals exist. Crystallisation is the process
whereby the mineral particles form tight bonds in a well-defined three-
dimensional shape. As an exercise, look at the crystal shapes of sugar and salt
under a magnifying glass. The size of the crystal is determined by the time that
it takes to cool. If cooled slowly, the crystal shapes are large.
As magma cools, minerals crystallise, and the resulting rock is characterised by
interlocking mineral crystalline grains. Magma that cools beneath Earth’s

18. 18 SCIENCE CONCEPTS: YEARS 5–10 EARTH’S STRUCTURE © Deakin University
surface produces intrusive igneous rocks (also called ‘plutonic rocks’), while
magma that cools at Earth’s surface produces extrusive igneous rocks (also
called ‘volcanic rocks’) (see Figure 9). Igneous rocks that cool slowly have a
coarse-grained texture characterised by large mineral crystals, whereas rocks
that cool quickly are fine-grained and have small mineral crystals. Generally,
intrusive rocks are coarse-grained, whereas extrusive rocks are fine-grained.
Common volcanic rocks include tuff, rhyolite, andesite and basalt. Common
plutonic rocks include granite, diorite and gabbro.
A C T I V I T Y: Search the Internet to:
I N V E S T I G AT I N G • investigate the characteristics of igneous rocks
• find pictures of the common volcanic and plutonic rocks; can you easily
distinguish the two types?
• find and name any igneous rocks that are located in your local area.
Weathering, erosion and deposition
Weathering is the physical breakdown (disintegration) and/or chemical
alteration (decomposition) of rocks on Earth’s surface. These changes are
caused by the weather—by air and water. There are two types of weathering:
mechanical and chemical, usually taking place at the same time.
Mechanical weathering is the breaking up of rocks and mineral into smaller
pieces. This can occur in various ways:
• trees and other plants send down roots into cracks in rocks, wedging them
apart
• water and wind erode the surface of rocks
• expansion and contraction of rock through temperature changes in the
environment, creating cracks in rocks
• liquid water gets into cracks and as it freezes it expands the wedging apart
of rocks (water expands about 9% when it freezes)
• animals burrow and help break up the rock.
Chemical weathering includes all the chemical changes that take place when air
and water attack the rocks. Chemicals in the water break down the rocks. As
mechanical weathering breaks apart the rocks, there is more surface area on the
rocks for chemical weathering to occur.
Weathering yields the raw materials for both soils and sedimentary rocks. The
small particles of rock are called ‘sediment’, which is generally transported to
another site, where it accumulates. The method of transportation varies.
Glaciers can move particles of any size, whereas wind transports only
sand-sized and smaller sediment. Waves and marine currents also transport
sediments, but by far the most common method of transportation is by running
water (rivers and streams). Any geographical area in which sediment is
deposited is a depositional environment.
Soils are sediments that combine with humus. Humus gives many soils their
dark colour and is derived by bacterial decay of organic matter.

19. © Deakin University SCIENCE CONCEPTS: YEARS 5–10 EARTH’S STRUCTURE 19
A C T I V I T Y: Collect a bottle of water from a nearby lake or river. Ideally, water should be
SEDIMENTS IN collected from moving water near the shore of the lake or from the current in the
LAKE AND river. Don’t stir up the bottom sediment when collecting the samples.
R I V E R WAT E R
Let your sample of water stand quietly. How long does it take for the sediment to
settle and the water to clear? Is there any scum or pollution collected on top of the
water?
If possible, collect water from a stream after it has rained, and collect water when
there has been a dry spell. Which samples had more sediment? Why?
Pour off most of the water, and let the rest evaporate. Study the sediment under a
microscope? What do you see?
A C T I V I T Y: Collect some soil from different parts of the garden. Mix with plenty of water into
S O I L FA C T O RY a glass jar or beaker, shake and let settle. Note the sand/silt/clay/humus
composition. Which particles settle first? Can you make some soil to match, using
crushed sedimentary rock and compost?
A C T I V I T Y: Place a teaspoon of soil in the palm of your hand. Add water drop by drop until it
M A N I P U L AT I N G is thoroughly wet but there is no excess waste in your hand.
S C I E N T I F I C A L LY Record what happens when you try to:
• use your finger to press the soil flat on your palm
• roll it into a long thin ‘worm’
• mould it into a tiny bowl
• make it into a cube.
Soil scientists operating in field locations describe soils as ‘sands’, ‘loams’ or
‘clays’ according to whether they fall apart (sand), hold together in blocks but do
not roll into a thin ‘worm’ (loam), or roll out well to a thin ‘worm’ (clay), when
moistened and then manipulated as you have done.
Sedimentary rocks
Following the weathering of rocks, the sediment formed is transported and
deposited at a depositional environment. These deposits may become
compacted and/or cemented and thereby converted into sedimentary rock. The
process by which sediment is transformed into sediment is ‘lithification’.
About 95% of Earth’s crust is composed of igneous and metamorphic rocks, but
sedimentary rocks are most common at or near the surface. Approximately 75%
of the surfaces exposed on continents consist of sediments or sedimentary
rocks.
Sedimentary rocks are generally classified as detrital or chemical. Detrital
sedimentary rocks consist of solid particles of pre-existing rocks. The fragments
might be tiny or they may be large. Table 2 gives the name of the original
sediment, the lithification process and the rock type produced.

20. 20 SCIENCE CONCEPTS: YEARS 5–10 EARTH’S STRUCTURE © Deakin University
TA B L E 2 :
SEDIMENT TO
Sediment Lithification process Rock
gravel compaction/ conglomerate (rounded
(>2 mm) cementation particles)
breccia (angled particles)
sand compaction/ sandstone
(2 mm to 0.06 mm) cementation
silt compaction/ siltstone
(0.06 mm to 0.004 mm) cementation
clay compaction shale
(<0.004 mm)
Chemical sedimentary rocks originate from the weathering process where rock
material is dissolved into water and transported to lakes and oceans. Here,
chemical processes result in the accumulation of minerals. Organic material
may also be involved in the chemical processes. The rocks produced are called
‘biochemical sedimentary rocks’. For example, coal is composed of the
compressed, altered remains of organisms, mainly plants. Another example is a
type of limestone called ‘coquina’, which consists entirely of broken seashells
cemented by calcium carbonate.
Areas on Earth’s surface where sedimentary rock is found are characterised by
distinctive layers and the presence of fossils. Rivers transport sediment from
one location to another deposit in layers. Over many years different layers build
up. Sometimes dead animals and plants get immersed in the sediment layers.
Therefore, following lithification the sedimentary rock produced is in layers
that quite often contain the remains of ancient organisms, called ‘fossils’.
A C T I V I T Y: Search the Internet to:
I N V E S T I G AT I N G • investigate the characteristics of sedimentary rocks
S E D I M E N TA RY
• investigate the features of at least ten sedimentary rocks (both detrital and
chemical)
• find and name any sedimentary rocks that are located in your local area.
Metamorphic rocks
Metamorphic rocks result from the transformation of other rocks by
metamorphic processes that occur below Earth’s surface. Through heat and
pressure, igneous and sedimentary rocks are transformed into metamorphic
rocks. In the metamorphic process the change in the rock may be minor, where
the features of the parent rock are still recognisable. The change may also be a
major one that results in the formation of new minerals and/or a change in
texture of the rock. In this situation any features of the parent rock may be
unrecognisable.

21. © Deakin University SCIENCE CONCEPTS: YEARS 5–10 EARTH’S STRUCTURE 21
A C T I V I T Y: Search the Internet to:
I N V E S T I G AT I N G • investigate the characteristics of metamorphic rocks; what is a foliated and
M E TA M O R P H I C unfoliated texture?
ROCKS • investigate the features of at least ten metamorphic rocks. Find out the parent
rock in each case. Choose rocks that were originally igneous and sedimentary.
Select rocks that underwent a slight metamorphosis and others that changed
significantly.
• find and name any metamorphic rocks that you can find and name that are
located in your local area.
Properties of minerals
Minerals are the building blocks of rocks. They are substances that have
narrowly defined chemical compositions and characteristic physical properties
such as density, colour and hardness. Minerals include gemstones such as
diamonds and rubies, as well as metals such as iron, gold and copper. Some of
the distinguishing characteristics of minerals are:
• chemical composition
• crystal shape
• colour and lustre
• hardness
• specific gravity and density.
A C T I V I T Y: Crush some sandstone, some mudstone and some limestone. Examine the materials
BREAKING UP formed. In what ways are they similar? In what ways are they different? Compare
ROCKS your crushed samples with soil. In what ways are they different?
Examine a small piece of coarse-grained granite. How many different minerals are
present? Estimate the relative amounts of the three main components. Crush the
granite with a hammer, to pieces about the size of a grain of rice, and separate into
the different mineral components (quartz, felspar and a little mica). How close was
your initial estimate?
A C T I V I T Y: Classify the man-made ‘rocks’ as sedimentary, metamorphic, conglomerate,
R O C K FA C T O RY etcetera. Survey the classroom, the building and grounds for a list of materials
manufactured by humans from mineral/metal origins and now used in
construction. Include the gardens, nature strip and roadway in your list.
Make a sedimentary rock, using crushed sandstone and water. Investigate what
works best as binding (plaster, clay, etc.)
Make some concrete blocks (conglomerate) using screenings and different
proportions of sand and cement (for example, 1:2, 2:1, 3:1). Devise a test to
determine the strongest concrete. Compare your samples with samples of
commercial concrete.
Make bricks using clay (metamorphic). Try adding various materials that could
affect the strength (for example, straw).

22. 22 SCIENCE CONCEPTS: YEARS 5–10 EARTH’S STRUCTURE © Deakin University
Minerals vary in their chemical composition. Because silicon and oxygen are
the two most abundant elements in the crust, it is not surprising that many
minerals contain these elements. The atoms within minerals form three-
dimensional networks that form crystals. Mineral crystals occur in a variety of
shapes, as shown in Figure 10.
FIGURE 10:
S O M E C RY S TA L
Cube Dodecahedron Diamond A prism with pyramids
Minerals vary greatly in colour and lustre. Lustre is the appearance of the
mineral in reflected light. There are two major types of lustre: metallic and non-
metallic.
Hardness is the resistance of a mineral to abrasion or being scratched. An
Austrian geologist, Friedrich Mohs, devised a relative hardness scale based on
ten minerals. All other minerals fit within this range. Any mineral on the scale
will scratch a mineral with a lower number. The Mohs Hardness Scale is shown
in Table 3 below.
TA B L E 3 :
MOHS HARDNESS Hardness Mineral Hardness of common objects
10 diamond
9 corundum
8 topaz
7 quartz
6 orthoclase steel file (6.5)
5 apatite glass (5.5–6)
4 fluorite
3 calcite copper coin (3)
2 gypsum fingernail (2.5)
1 talc
Minerals are compared according to their densities or specific gravities. The
density of a substance is the amount of mass it has per unit volume. The specific
gravity of a substance is the density of the substance compared to the density of
pure water, which is exactly 1 gram per cubic centimetre (g/cm3). For example,
the density of balsa wood is 0.11 g/cm3 and the density of mercury is 13.5
g/cm3; therefore the specific gravity of balsa is 0.11 and for mercury it is 13.5.
The specific gravity of water is, of course, 1. The following activity determines
the specific gravity of some rock samples.

23. © Deakin University SCIENCE CONCEPTS: YEARS 5–10 EARTH’S STRUCTURE 23
A C T I V I T Y: You will need:
SPECIFIC • a collection of rocks
G R AV I T I E S O F • a large measuring cylinder
• a weighing device
• an ice-cream bucket
• a piece of plastic tubing
• calculator.
Rocks are compared according to their densities or specific gravities. The density
of a substance is the amount of mass it has per unit volume. The specific gravity of
a substance is the density of the substance compared to the density of pure water,
which is exactly 1 gram per cubic centimetre (g/cm3). For example, the density of
balsa wood is 0.11 g/cm3 and the density of mercury is 13.5 g/cm3; therefore the
specific gravity of balsa is 0.11 and for mercury it is 13.5. The specific gravity of
water is, of course, 1.
Partly fill a large-diameter graduated cylinder with enough water to completely
submerge your rock. Fill it to some convenient mark, for example, 50 mL. Then
immerse the rock completely and determine the new level of the water. The
difference in the levels gives you the volume of the rock. For example, if the water
rose to 105 mL, the volume of the rock is 105 - 50 = 55 mL. As 1 mL = 1 cm3, the
volume of the rock is 55 cm3.
Alternatively, the volume of your rock can be determined by making an overflow
can. Near the top of an ice-cream bucket place a hole and insert a small piece of
plastic tubing that will run into a measuring cylinder. Fill the bucket to the point
of overflow through the tube. To determine the volume of the rock, submerge it
into the bucket of water and determine the volume of the overflowed water. If you
don’t have a measuring cylinder, weigh your overflow container before and after it
fills with water. Then calculate the weight of the overflowed water in grams. As the
density of water is 1 g/cm3, the weight of water in grams is the same volume in cm3.
Next, weigh your rock in grams. Now you can determine the density of your rock
(just divide the weight in grams by the volume in cubic centimetres). What is the
density of your rock? What is the specific gravity of your rock?
Age of rocks and geological time
The age of rocks is determined by measuring the amounts of radioactive
particles, called ‘radioactive isotopes’, within the rock. A radioactive material,
such as uranium, gives off radiation and in doing so begins to disintegrate. In
disintegrating, the uranium material changes into another material. The half-life
of a radioactive material is the time taken for half of the original material to
disintegrate. By looking at the composition of the radioactive materials in a
rock sample and by knowing their half-life, we can determine the age of the
rock. By knowing the age of rocks, scientists can then determine the age of
anything contained within the rocks, such as fossils. By dating fossils scientists
have developed a geological time scale. The time scale is divided into eons that
are subdivided into eras, divided further into periods and divided further still
into epochs (see Table 4).

24. 24 SCIENCE CONCEPTS: YEARS 5–10 EARTH’S STRUCTURE © Deakin University
TA B L E 4 : Eon Era Period Epoch Millions Major events
of years
TIME SCALE
ago
Phanerozoic Cenozoic Quaternary Recent or 0
Holocene 0.01 Ice age ends
Pleistocene 1.6 Ice age begins
Earliest humans
Tertiary Pliocene 5.3
Miocene 23.7
Oligocene 36.6
Eocene 57.8 Formation of
Himalayas
Palaeocene 66 Extinction of
dinosaurs
Mesozoic Cretaceous 144 First birds
Jurassic 208
Triassic 245 First mammals
First dinosaurs
Paleozoic Permian 286 Formation of
Pangaea
Carboniferous 360 First reptiles
Devonian 408 First amphibians
Silurian 438 First land plants
Ordovician 505 First fish
Cambrian 570 Earliest shelled
animals
Proterozoic 2500 Earliest fossil
record
Archean 4600 Origin of Earth
A C T I V I T Y: You will need:
GEOLOGICAL • toilet paper
TIME LINE
• Post-it notes.
Roll out about 5 m of toilet paper. This will represent a geological time line. Use a
scale of 1 billion years to represent 1 m. On one side of the toilet paper place Post-
it notes to represent the different periods of time. On the other side place Post-it
notes that mark the time of significant events. You can research the time for other
major events.
The significance of this exercise is that it highlights the very small time period that
human beings have been on Earth from a geological time perspective.

25. © Deakin University SCIENCE CONCEPTS: YEARS 5–10 EARTH’S STRUCTURE 25
Mining
The following is an extract from the introduction to the website ‘The uses of
rocks and minerals’ .
Rocks and minerals that occur naturally, though sporadically, in Earth’s crust
perform vital roles in our everyday lives. But few of us ever make the
connection between the objects, appliances and materials we use and which
help to make life easier, and their source in a mine or quarry somewhere in
Australia. It has been estimated that a hole of about 12 cubic metres in size
needs to be dug every year to provide for the mineral and energy needs of the
average Australian household.
Australia is fortunate in having a relative abundance of a wide variety of
minerals, sufficient to meet our own needs and also to sell to other less well-
endowed countries, thereby producing wealth and employment and helping to
pay for the enormous variety of imported manufactured goods.
Some rocks and minerals can be used virtually in the condition they are dug
from the earth, with only some grading and blending to assure consistent
quality. Examples are sand, gravel and clay used for construction of buildings,
road and bridges and for brick manufacture. Others require only some
‘dressing up’ to make them suitable for their intended uses, such as faceting of
gemstones and the sawing of sandstone into blocks and sheets for building
construction, or the polishing of granite for decorative cladding and
benchtops. Yet others require complex refinement and a purification process,
such as aluminium, which needs large amounts of electricity to separate the
metal from its parent oxide, but once separated is highly resistant to corrosion
and lasts a very long time. Some, such as gold, platinum, sulphur and
occasionally copper and silver, occur in the earth as native elements, requiring
no treatment other than separation from their host rocks.
(NSW Minerals Council 2005, http://www.nswmin.com.au/minerals/az-minerals.shtml)
A C T I V I T Y: Access the website ‘The uses of rocks and minerals’ USES OF minerals/az-minerals.shtml to answer the following:
ROCKS AND • list ten major uses of rocks and minerals; list the rocks/minerals used
• list five rocks/minerals that do not require extraction from other materials
when they are obtained from the ground
• list five minerals that require a significant amount of extraction from other
materials when obtained from the ground.
Mining is the extraction of minerals from Earth’s crust. Based on the activity
Uses of rocks and minerals, you should realise that there is a great variety of
uses for rocks and minerals. The extraction of minerals for use varies widely. In
the activity The mining of minerals the choice of exploring information about
mining specific mineral types is left open to you.
A C T I V I T Y: Search the Internet to explore the mining of one or two minerals of your choice. In
THE MINING OF your exploration find out:
MINERALS • the technique(s) used by geologists to determine the location of your selected
mineral
• how your selected mineral is mined; does this present any environmental
problems?
• how your selected mineral is processed; does this present any environmental
problems in terms of the waste produced?

26. 26 SCIENCE CONCEPTS: YEARS 5–10 EARTH’S STRUCTURE © Deakin University
• what uses your selected mineral has for humankind (assuming that this has
not been done from the previous activity)
• how plentiful your selected mineral is?
Further resources
Ainsbury, GE & Mann, GR 1976, Weather, McGraw-Hill, Auckland.
Ardley, N 1992, Science for kids: weather, Allen & Unwin, Sydney.
Beazley, M 1980, Anatomy of the earth, Mitchell Beazley, London.
Crowder, B 1995, The wonder of the weather, Australian Government
Publishing Service, Canberra.
Hanson, B & Lahs, P 1984, Weather, C.C. Publications, USA.
Heller, RL, Byrne, JV, Darby, DG, Dexter, WA, Hawkes, HB, Kaufmanis, K &
Ojakangas, RW 1973, Earth science, McGraw-Hill, Webster Division, N.Y.
Lutgens, FK & Tarbuck, EJ 1979, The atmosphere: an introduction to
meteorology, 2nd edn, Prentice-Hall, N.J.
Monroe, JS & Wicander, R 1994, The changing earth: exploring geology and
evolution, West Publishing, London.
Suzuki, D 1988, Looking at weather, Allen & Unwin, Sydney.

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