Graham Cracker Model of Plate Movements
Graham Cracker Plate Tectonics Lab
Purpose: To study the interactions of the tectonic plates as they move slowly on the asthenosphere.
Background:(5 points) The Theory of Plate Tectonics states that pieces of Earth’s lithosphere are in slow, constant motion driven by ______________ currents in the mantle. These pieces, or plates, “ride” on the hot layer of mantle known as____________________. In this lab, you will investigate the interactions that take place along the boundaries of different plates.
|Plate movement |Graham Cracker Movement (Use arrows to describe) (15 pts) |
|divergent boundary | |
|convergent boundary | |
|transform boundary | |
Materials: one whole graham cracker; fruit roll-up; a cup of water; frosting; paper plates; and spoon * (you may only get the materials after each group member has shown the hands motions of each type of plate interaction) *
Directions: ***Please draw and label a picture of each model at the end of each section. ***
Part One (15 points)
1. Break a whole cracker into half. Set aside on paper towel.
2. Using the plastic spoon, spread two spoonful of frosting in the center of the plate a little smaller than the size of the whole graham cracker. Level this out on plate
3. Lay two pieces of graham cracker against one another on the top of the frosting so that it looks like complete half graham cracker again.
4. Place your index fingers each hand in the center of each cracker half and gently press down on each cracker as you slowly slide them away from each other (apart). Do this until the pieces are about 2cm apart.
Questions:
a. What do the graham crackers and frosting represent?
b. Which type of plate movement this this activity represent?
c. What happens to the frosting between the crackers during movement?
d. What features are formed along this type of boundary?
_________________________ and _____________________________
Part Two (15 points)
1. Pull the graham crackers off the plate and set aside. Scrape off excess frosting from cracker back to plate. Smooth the frosting on plate.
2. Lay the crackers on plate side-by-side, so they look like a complete half again.
3. Using 2 fingers of each hand in the middle of each graham cracker, gently push the pieces down and pull one graham cracker towards you and push the other away from you.
Questions:
e. What type of plate movement does this activity represent?
f. What happened to the graham crackers?
g. What occurs due to this type of movement on earth?
Part Three (15 points)
1. Pull the graham crackers off the plate and set aside. Scrape off excess frosting from cracker back to plate.
2. Smooth icing on plate. Open fruit roll up and place in the middle of plate. Place one piece of graham cracker on the opposite side of fruit roll up about 2cm away.
3. Using just your index fingers in the center of each item, slowly push the items together so that fruit roll up goes underneath the cracker.
Questions:
h. What does the graham cracker represent? What does the fruit roll-up represent?
i. What specific type of plate movement does this activity represent? (O-O? C-C? O-C?)
j. What happened to the fruit-roll up in the end? What do we call this?
Part Four (15 points)
4. Pull the items off the plate and set aside. Scrape off excess frosting from cracker back to plate. Smooth the frosting on plate.
5. Using the same 2 graham cracker pieces from part 2, dip one side of each of the graham cracker pieces into a bowl of water (you only need to get a couple of millimeters wet.) Immediately place the crackers about 2 centimeters apart on the frosting with the wet edges facing each other.
6. Using just your index fingers in the center of each cracker, slowly push the crackers together.
Questions:
k. What does the graham cracker represent?
l. What specific type of plate movement does this activity represent? (O-O? C-C? O-C?)
m. What happened to the graham crackers?
n. What feature does the curling and folding at the ends of the wet crackers represent?
*(5 points) Clean up your area. Please wipe your area clean, and throw away all trash. Once your area has been approved by your teacher, you may eat your “tectonic plates”. Teacher Signature: ________________________
Analysis & Conclusion (20 points): Summarize what happened during your lab in each part 1, 2 and 3.
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Part 1 Illustration & Labels
Part 2 Illustration & Labels
Part 3 Illustration & Labels
Part 4 Illustration & Labels
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