NAT Science 12 Review Material

I. Origin and Structure of the Earth

Competency 1: State the different hypotheses explaining the origin of the

universe.
A. Critical Thinking
1. The Big Bang Theory suggests that the universe started as:
A. A massive explosion of stars.
B. A small, dense point that expanded over time.
C. A collision of galaxies.
D. A chain reaction of chemical processes.
Answer: B. A small, dense point that expanded over time.
Rationale: The Big Bang Theory posits that the universe began as a
singularity—a small, dense point—and has been expanding ever since.
2. Why do scientists consider the Steady State Theory less credible than the
Big Bang Theory?
A. It doesn’t explain the redshift of galaxies.
B. It contradicts the laws of thermodynamics.
C. It lacks evidence of expanding cosmic radiation.
D. It denies the existence of stars.
Answer: A. It doesn’t explain the redshift of galaxies.
Rationale: The Steady State Theory fails to account for the observed
redshift of galaxies, which supports the Big Bang Theory's expansion
model.
3. What does the Oscillating Universe Hypothesis suggest about the
universe's fate?
A. The universe will continue to expand infinitely.
B. The universe will contract after expansion and repeat.
C. The universe will collapse and remain static.
D. The universe will merge with other universes.
Answer: B. The universe will contract after expansion and repeat.
Rationale: The Oscillating Universe Hypothesis proposes a cyclical process
of expansion and contraction, often referred to as the "Big Crunch."

B. Problem Solving
1. If new evidence showed that the universe's expansion is slowing, which
hypothesis would this support?
A. Big Bang Theory
B. Oscillating Universe Hypothesis
C. Steady State Theory
D. Multiverse Theory
Answer: B. Oscillating Universe Hypothesis
Rationale: A slowing expansion aligns with the Oscillating Universe
Hypothesis, which predicts eventual contraction.
 2. Imagine a scientist finds cosmic radiation uniform across the universe.
What hypothesis does this support?
A. Big Bang Theory
B. Steady State Theory
C. Multiverse Theory
D. Heliocentric Model
Answer: A. Big Bang Theory
Rationale: The discovery of uniform cosmic background radiation is strong
evidence for the Big Bang Theory, as it suggests an origin point for the
universe.
3. If galaxies are observed to move closer together, which conclusion would
fit?
A. The universe is expanding.
B. The universe is contracting.
C. The universe is static.
D. The universe is infinite.
Answer: B. The universe is contracting.
Rationale: Galaxies moving closer together suggest contraction,
supporting hypotheses like the Oscillating Universe Hypothesis.

C. Creative Thinking
1. Design a model of the Big Bang using accessible materials. What feature is
essential in the model?
A. A point of singularity expanding outward.
B. A static set of planets and stars.
C. Multiple universes colliding.
D. A star exploding into smaller fragments.
Answer: A. A point of singularity expanding outward.
Rationale: A singularity expanding outward is a key feature of the Big
Bang model.
2. If you were to create a story based on the Big Bang Theory, what would
be the best starting point?
A. The formation of galaxies.
B. The initial explosion of the singularity.
C. The development of stars.
D. The cooling of cosmic gases.
Answer: B. The initial explosion of the singularity.
Rationale: The story should start with the singularity’s expansion, which is
the beginning of the Big Bang.
3. How can you visually represent the Oscillating Universe Hypothesis in an
animation?
A. Show galaxies continually moving apart.
B. Illustrate galaxies expanding, contracting, and repeating.
C. Show stars colliding to form galaxies.
D. Represent the universe remaining constant.
Answer: B. Illustrate galaxies expanding, contracting, and repeating.
Rationale: The Oscillating Universe Hypothesis is best represented by
cycles of expansion and contraction.
Competency 2: Describe the different hypotheses explaining the origin of the solar
system.
A. Critical Thinking
1. What is the primary idea behind the Nebular Hypothesis?
A. The planets formed from an exploding star.
B. The solar system formed from a rotating cloud of gas and dust.
C. The planets were captured by the Sun’s gravity.
D. The solar system always existed in its current state.
Answer: B. The solar system formed from a rotating cloud of gas and dust.
Rationale: The Nebular Hypothesis states that the solar system formed from
a spinning nebula of gas and dust that collapsed under gravity.
2. Why does the Capture Theory fail to explain the origin of the solar system?
A. It doesn’t account for the Sun’s rotation.
B. It ignores the presence of gas giants.
C. It lacks evidence of planetary capture.
D. It contradicts the gravitational forces of the Sun.
Answer: C. It lacks evidence of planetary capture.
Rationale: The Capture Theory is challenged because there is no
evidence to suggest that planets were captured by the Sun’s gravity.
3. Which hypothesis explains the consistent direction of planetary orbits?
A. Nebular Hypothesis
B. Capture Theory
C. Tidal Theory
D. Fission Hypothesis
Answer: A. Nebular Hypothesis
Rationale: The Nebular Hypothesis explains that the consistent direction of
planetary orbits resulted from the initial rotation of the nebula.

B. Problem Solving
1. If a newly discovered solar system has all planets orbiting in one direction,
which hypothesis is most likely applicable?
A. Fission Hypothesis
B. Nebular Hypothesis
C. Tidal Theory
D. Capture Theory
Answer: B. Nebular Hypothesis
Rationale: The Nebular Hypothesis explains the uniformity of planetary
orbits due to the initial spinning of the gas and dust cloud.
 2. Imagine a scenario where most planets in a solar system are gas giants.
Which hypothesis might explain their formation?
A. Nebular Hypothesis
B. Capture Theory
C. Steady State Hypothesis
D. Fission Hypothesis
Answer: A. Nebular Hypothesis
Rationale: The Nebular Hypothesis accounts for gas giants forming in
cooler regions of a protoplanetary disk.
3. A student observes a solar system where planets are irregularly spaced.
What hypothesis might best explain this phenomenon?
A. Capture Theory
B. Nebular Hypothesis
C. Oscillating Universe Hypothesis
D. Fission Hypothesis
Answer: A. Capture Theory
Rationale: The Capture Theory could explain irregular spacing as a result
of gravitational capture, though this is not widely accepted.

C. Creative Thinking
1. If you were to create a diorama of the Nebular Hypothesis, what key
element should it include?
A. A spinning cloud of gas and dust condensing into planets.
B. Planets forming from a single massive explosion.
C. A star capturing rogue planets.
D. A gas giant splitting into smaller planets.
Answer: A. A spinning cloud of gas and dust condensing into planets.
Rationale: A spinning nebula condensing into planets is central to the
Nebular Hypothesis.
2. Design a poster that compares the Nebular Hypothesis and the Capture
Theory. What feature of the solar system would you highlight as a key
difference?
A. The direction of planetary orbits.
B. The size of the planets.
C. The color of stars.
D. The temperature of the Sun.
Answer: A. The direction of planetary orbits.
Rationale: The consistent direction of planetary orbits strongly supports the
Nebular Hypothesis, contrasting with the randomness in the Capture
Theory.
3. Create a short story about the origin of the solar system based on the Tidal
Hypothesis. What event would serve as the climax?
A. A star’s gravity pulling material from the Sun to form planets.
B. A nebula collapsing under its own gravity.
C. Gas and dust forming into planetesimals.
D. A planet breaking apart to create moons.
Answer: A. A star’s gravity pulling material from the Sun to form planets.
Rationale: The Tidal Hypothesis focuses on the gravitational interaction
between a passing star and the Sun, making this event the climax.
Competency 3: Recognize the uniqueness of Earth, being the only planet in the
solar system with properties necessary to support life.
A. Critical Thinking
1. Why is Earth capable of supporting life while Venus and Mars are not?
A. Earth has an ideal atmosphere and liquid water.
B. Venus and Mars are too close to the Sun.
C. Earth has more volcanoes than Venus and Mars.
D. Venus and Mars lack gravitational pull.
Answer: A. Earth has an ideal atmosphere and liquid water.
Rationale: Earth's atmosphere and the presence of liquid water make it
habitable, unlike Venus and Mars.
2. What makes Earth's magnetic field essential for life?
A. It maintains a stable climate.
B. It deflects harmful solar radiation.
C. It attracts oxygen molecules.
D. It keeps water on Earth’s surface.
Answer: B. It deflects harmful solar radiation.
Rationale: Earth’s magnetic field protects the planet from solar winds and
harmful radiation.
3. How does Earth's distance from the Sun contribute to its ability to support
life?
A. It ensures a stable orbit.
B. It prevents extreme temperatures.
C. It allows continuous volcanic activity.
D. It eliminates the greenhouse effect.
Answer: B. It prevents extreme temperatures.
Rationale: Earth’s position in the "habitable zone" prevents extreme heat
or cold, enabling liquid water and life.

B. Problem Solving
1. If Earth's atmosphere suddenly became 90% carbon dioxide, what would
likely happen?
A. Earth would cool rapidly.
B. Earth would experience a runaway greenhouse effect.
C. Earth’s surface would remain unchanged.
D. Earth would lose its magnetic field.
Answer: B. Earth would experience a runaway greenhouse effect.
Rationale: Excess carbon dioxide would trap heat, causing global
warming similar to Venus.
 2. A planet with the same size and composition as Earth is found, but it has
no atmosphere. What would be its major limitation?
A. Lack of gravity to support life.
B. No protection from radiation or ability to retain water.
C. Too much volcanic activity.
D. Continuous freezing temperatures.
Answer: B. No protection from radiation or ability to retain water.
Rationale: Without an atmosphere, the planet couldn’t shield life from
radiation or maintain stable temperatures and liquid water.

3. If Earth's rotation slowed significantly, how would this affect life?

A. Days and nights would become longer, affecting temperature.
B. Earth's gravity would weaken, causing objects to float.
C. Earth would stop orbiting the Sun.
D. The magnetic field would strengthen.
Answer: A. Days and nights would become longer, affecting temperature.
Rationale: Slower rotation would lead to longer days and nights, causing
extreme temperature changes.

C. Creative Thinking
1. Design a fictional planet similar to Earth. What unique feature would you
add to support life better than Earth?
A. A stronger magnetic field.
B. Faster rotation to shorten days.
C. Oceans with floating cities.
D. No volcanic activity.
Answer: A. A stronger magnetic field.
Rationale: A stronger magnetic field would provide even greater
protection from solar radiation.
2. Imagine Earth without its moon. How would this affect life on Earth?
A. Earth’s tides would be weaker, impacting marine ecosystems.
B. Earth would have no atmosphere.
C. Earth’s seasons would remain unchanged.
D. Earth would stop orbiting the Sun.
Answer: A. Earth’s tides would be weaker, impacting marine ecosystems.
Rationale: Without the Moon, tidal effects that influence marine
ecosystems and climate would diminish.
3. Create a model to show Earth’s uniqueness. What feature would you
emphasize most?
A. Presence of liquid water.
B. Distance from other planets.
C. The number of craters.
D. The Sun’s composition.
Answer: A. Presence of liquid water.
Rationale: Liquid water is essential for life, making it Earth’s most defining
characteristic.
Competency 4: Explain that the Earth consists of four subsystems, across whose
boundaries matter and energy flow.
A. Critical Thinking
1. Which of the following scenarios demonstrates the interaction between
the geosphere and atmosphere?
A. A volcanic eruption releases gases into the air.
B. Plants absorb carbon dioxide from the air.
C. Ocean currents affect the climate.
D. Animals release heat into their surroundings.
Answer: A. A volcanic eruption releases gases into the air.
Rationale: A volcanic eruption from the geosphere releases gases into the
atmosphere, showing interaction.
2. How does deforestation affect the Earth's subsystems?
A. It reduces the geosphere's size.
B. It disrupts the biosphere and atmosphere by increasing carbon dioxide.
C. It increases the hydrosphere's temperature.
D. It stabilizes all subsystems.
Answer: B. It disrupts the biosphere and atmosphere by increasing carbon
dioxide.
Rationale: Cutting trees reduces the biosphere and contributes to more
carbon dioxide in the atmosphere.
3. Which subsystem interaction occurs when a hurricane forms over warm
ocean waters?
A. Atmosphere and hydrosphere
B. Biosphere and geosphere
C. Geosphere and atmosphere
D. Hydrosphere and geosphere
Answer: A. Atmosphere and hydrosphere
Rationale: The atmosphere interacts with the hydrosphere when warm
ocean waters provide energy for a hurricane.

B. Problem Solving
1. A farmer notices that crops are drying up due to lack of rain. Which
subsystem interactions can explain this?
A. Atmosphere and biosphere
B. Geosphere and hydrosphere
C. Hydrosphere and biosphere
D. All of the above
Answer: D. All of the above
Rationale: Drought involves multiple subsystems: atmosphere (weather),
hydrosphere (water shortage), biosphere (plants).
 2. If the hydrosphere is polluted with oil, which subsystem would be most
directly affected first?
A. Biosphere, due to harm to marine life.
B. Geosphere, due to soil contamination.
C. Atmosphere, due to air pollution.
D. Lithosphere, due to erosion.
Answer: A. Biosphere, due to harm to marine life.
Rationale: Oil spills primarily harm the biosphere by affecting aquatic life.
3. During an earthquake, which subsystems interact the most?
A. Geosphere and hydrosphere
B. Geosphere and biosphere
C. Atmosphere and biosphere
D. Hydrosphere and atmosphere
Answer: B. Geosphere and biosphere
Rationale: Earthquakes (geosphere) can destroy habitats and affect
organisms (biosphere).

C. Creative Thinking
1. Design a model to show how the hydrosphere and atmosphere interact.
Which would you include?
A. Evaporation of water from oceans forming clouds
B. Rocks eroding into the ocean
C. Plants releasing oxygen into the air
D. Animals drinking water
Answer: A. Evaporation of water from oceans forming clouds
Rationale: Water evaporates (hydrosphere) into the air (atmosphere) to
form clouds, demonstrating interaction.

2. Imagine a world without a biosphere. What would be the most immediate

consequence?
A. The geosphere would collapse.
B. The atmosphere would lose its balance of gases.
C. The hydrosphere would dry up.
D. There would be no tectonic activity.
Answer: B. The atmosphere would lose its balance of gases.
Rationale: Without the biosphere, there would be no photosynthesis or
respiration to maintain atmospheric gases.
3. Create an infographic on the Earth's subsystems. What element would you
emphasize for better understanding?
A. The flow of matter and energy between subsystems
B. The number of organisms in the biosphere
C. The size of each subsystem
D. The color of different subsystems
Answer: A. The flow of matter and energy between subsystems
Rationale: Highlighting the flow of matter and energy is essential to
understanding subsystem interactions.
Competency 5: Explain the current advancements/information on the solar
system.
A. Critical Thinking
1. Why is the James Webb Space Telescope significant for studying the solar
system?
A. It allows exploration of Earth’s core.
B. It provides detailed images of distant planets.
C. It focuses on tracking satellites.
D. It measures volcanic eruptions on Earth.
Answer: B. It provides detailed images of distant planets.
Rationale: The James Webb Space Telescope captures detailed images,
helping us learn more about distant planets and systems.
2. How have recent discoveries about exoplanets expanded our
understanding of the solar system?
A. By proving all planets are identical to Earth.
B. By showing that planetary systems vary greatly.
C. By confirming that other stars lack planets.
D. By disproving the existence of black holes.
Answer: B. By showing that planetary systems vary greatly.
Rationale: Exoplanet research reveals diverse planetary systems,
contrasting with our solar system.
3. Which current advancement helps us study the Sun’s impact on Earth?
A. Space probes like Parker Solar Probe
B. Telescopes observing other galaxies
C. Research on Earth’s magnetism
D. New studies on ancient fossils
Answer: A. Space probes like Parker Solar Probe
Rationale: Parker Solar Probe studies the Sun and its effects on Earth’s
magnetosphere and solar winds.

B. Problem Solving
1. If scientists discover a new dwarf planet beyond Pluto, which organization
would classify it?
A. International Astronomical Union (IAU)
B. NASA Space Division
C. European Space Agency
D. Planetary Science Division
Answer: A. International Astronomical Union (IAU)
Rationale: The IAU is responsible for classifying celestial bodies, including
planets and dwarf planets.
 2. A student claims that all solar systems are identical to ours. What evidence
can be used to challenge this?
A. The discovery of exoplanets with different sizes and orbits
B. The similarity in star compositions
C. The presence of water on Mars
D. The lack of moons around gas giants
Answer: A. The discovery of exoplanets with different sizes and orbits
Rationale: Research shows that exoplanets differ significantly from planets
in our solar system.

3. Scientists find a new comet approaching the Sun. Which instrument could
they use to study its composition?
A. Spectrometer on a space probe
B. Ground-based radar
C. Geothermal scanner
D. Earthquake detector
Answer: A. Spectrometer on a space probe
Rationale: Spectrometers analyze the light emitted or reflected by
objects, revealing their composition.

C. Creative Thinking
1. Imagine you are designing a spacecraft to study the outer planets. What
key feature should it have?
A. High resistance to extreme cold
B. Ability to drill into Earth’s crust
C. Tools to study coral reefs
D. Technology to absorb solar radiation
Answer: A. High resistance to extreme cold
Rationale: Outer planets are extremely cold, requiring spacecraft to
endure such conditions.
2. Design a poster to explain the significance of the asteroid belt. What
should it highlight?
A. Its role in studying early solar system formation
B. Its similarity to Earth’s atmosphere
C. Its connection to ocean currents
D. Its impact on the Moon’s surface
Answer: A. Its role in studying early solar system formation
Rationale: The asteroid belt provides clues about the formation and early
history of the solar system.
3. Create a fictional story about a mission to Europa (one of Jupiter’s
moons). What would the mission’s main goal be?
A. Searching for signs of life under its icy surface
B. Mining diamonds from the core
C. Tracking the movement of Jupiter’s rings
D. Studying Earth’s weather patterns
Answer: A. Searching for signs of life under its icy surface
Rationale: Europa’s subsurface ocean makes it a primary target in the
search for extraterrestrial life.
Competency 6: Show the contributions of personalities/people on the
understanding of the Earth systems.
A. Critical Thinking
1. Which scientist is credited with proposing the theory of plate tectonics?
A. Galileo Galilei
B. Isaac Newton
C. Dmitri Mendeleev
D. Alfred Wegener
Answer: D. Alfred Wegener
Rationale: Alfred Wegener proposed the theory of continental drift, which
led to the development of plate tectonics.
2. James Hutton is often referred to as the "Father of Modern Geology." What
was his major contribution?
A. He discovered the law of gravity.
B. He proposed the rock cycle and uniformitarianism.
C. He classified the layers of the Earth's atmosphere.
D. He explained the origin of the solar system.
Answer: B. He proposed the rock cycle and uniformitarianism.
Rationale: Hutton introduced uniformitarianism, emphasizing that
geological processes occur over time, forming the rock cycle.
3. How did Marie Tharp significantly contribute to the understanding of
Earth's systems?
A. By discovering fossils of extinct species.
B. By developing the heliocentric model of the solar system.
C. By proposing the theory of relativity.
D. By mapping the ocean floor, providing evidence for plate tectonics.
Answer: D. By mapping the ocean floor, providing evidence for plate
tectonics.
Rationale: Marie Tharp’s mapping of the ocean floor revealed mid-ocean
ridges, supporting the theory of seafloor spreading and plate tectonics.

B. Problem Solving
1. If you were to teach the importance of Charles Darwin’s work in
understanding ecosystems, which concept should you highlight?
A. Natural selection explains the adaptation of organisms to their
environments.
B. Gravity determines the survival of species.
C. Uniformitarianism governs weather patterns.
D. The heliocentric model affects life on Earth.
Answer: A. Natural selection explains the adaptation of organisms to their
environments.
Rationale: Darwin’s theory of natural selection is fundamental to
understanding ecosystems and species survival.
 2. Which of the following demonstrates the application of Rachel Carson’s
contributions to Earth systems?
A. Exploration of ocean trenches.
B. Development of models for plate tectonics.
C. Campaigns to reduce the use of harmful pesticides.
D. Invention of renewable energy technologies.
Answer: C. Campaigns to reduce the use of harmful pesticides.
Rationale: Rachel Carson’s work in "Silent Spring" highlighted the dangers
of pesticides, leading to conservation efforts.
3. A student argues that Nicolaus Copernicus did not influence Earth
systems. Which counterexample can best prove this wrong?
A. He mapped Earth’s subsurface layers.
B. He introduced the concept of seafloor spreading.
C. He identified the composition of the Earth's crust.
D. He proposed the heliocentric model, changing humanity’s view of
Earth’s place in the solar system.
Answer: D. He proposed the heliocentric model, changing humanity’s
view of Earth’s place in the solar system.
Rationale: Copernicus’ heliocentric model changed perceptions about
Earth's position, influencing astronomical and Earth sciences.

C. Creative Thinking
1. Imagine you are writing a biography of Alfred Wegener. What chapter
title would best summarize his contribution?
A. “The Theory of Relativity”
B. “Drifting Continents: A Revolutionary Idea”
C. “Exploring the Ocean Depths”
D. “Unlocking the Layers of the Atmosphere”
Answer: B. “Drifting Continents: A Revolutionary Idea”
Rationale: Wegener’s theory of continental drift fundamentally changed
geology.
2. If you were to create a monument to honor scientists who contributed to
the understanding of Earth systems, what symbol should it include?
A. A globe divided into tectonic plates
B. A tree growing in a desert
C. A star in the night sky
D. A satellite orbiting Earth
Answer: A
Rationale: A globe with tectonic plates represents contributions such as
Wegener’s and Tharp’s work on Earth’s dynamic crust.
3. Design a classroom activity to highlight the contributions of notable
scientists to Earth systems. What would be the most effective method?
A. Memorizing the names and dates of scientific discoveries
B. Role-playing as famous scientists presenting their discoveries
C. Creating flashcards of famous scientists
D. Drawing diagrams of the solar system
Answer: B. Role-playing as famous scientists presenting their discoveries
Rationale: Role-playing actively engages students in understanding the
contributions of scientists.
Competency 7: Identify the layers of the Earth (crust, mantle, core).
A. Critical Thinking
1. Which layer of the Earth is primarily composed of solid iron and nickel?
A. Inner core
B. Mantle
C. Outer core
D. Crust
Answer: A
Rationale: The inner core is solid and composed mainly of iron and nickel
due to intense pressure.
2. How does the mantle differ from the crust?
A. The mantle is thicker and made of semi-solid rock, while the crust is thin
and solid.
B. The mantle contains water, while the crust does not.
C. The mantle is the outermost layer of the Earth.
D. The mantle is made of solid metal.
Answer: A
Rationale: The mantle is semi-solid and much thicker than the solid, thin
crust.
3. What evidence suggests the outer core is liquid?
A. The presence of mountain ranges.
B. The temperature of the mantle.
C. The color of volcanic lava.
D. The absence of S-waves in seismic studies.
Answer: D. The absence of S-waves in seismic studies.
Rationale: S-waves cannot travel through liquid, proving the outer core is
liquid.

B. Problem Solving
1. If you wanted to drill into the mantle, where should you start?
A. At the thickest part of the crust, on continents.
B. At the thinnest part of the crust, near mid-ocean ridges.
C. Near the Earth’s poles.
D. On volcanic islands.
Answer: B. At the thinnest part of the crust, near mid-ocean ridges.
Rationale: The crust is thinner at mid-ocean ridges, making it easier to
reach the mantle.
 2. A geologist finds rocks rich in silicon and aluminum. Which layer is most
likely the source?
A. Crust
B. Mantle
C. Outer core
D. Inner core
Answer: A
Rationale: The crust contains abundant silicate rocks rich in silicon and
aluminum.
3. Why is the inner core solid despite its high temperature?
A. It contains no metals.
B. It is made of rock.
C. Extreme pressure prevents it from melting.
D. The mantle cools it down.
Answer: C. Extreme pressure prevents it from melting.
Rationale: High pressure keeps the inner core solid, despite its high
temperature.

C. Creative Thinking
1. If you were to draw a cross-section of the Earth, how would you visually
represent the mantle?
A. As a thin line separating the crust and core.
B. As a large, metallic core.
C. As a small section under the crust.
D. As a thick layer with varying colors to indicate temperature differences.
Answer: D. As a thick layer with varying colors to indicate temperature
differences.
Rationale: The mantle is thick, and its temperature variations can be
depicted through color gradients.
2. Imagine a fictional scenario where the Earth's outer core solidifies. What
would likely happen?
A. The magnetic field would disappear, affecting life on Earth.
B. Volcanoes would form at an accelerated rate.
C. Earthquakes would stop completely.
D. The crust would sink into the mantle.
Answer: A. The magnetic field would disappear, affecting life on Earth.
Rationale: The outer core generates Earth’s magnetic field; its solidification
would disrupt this process.
3. Create a 3D model of the Earth’s layers. What material would you use for
the mantle?
A. Aluminum foil to show its metallic properties.
B. Playdough to represent its semi-solid texture.
C. Cotton to depict its softness.
D. Sandpaper to show its roughness.
Answer: B. Playdough to represent its semi-solid texture.
Rationale: Playdough accurately represents the semi-solid nature of the
mantle.
Competency 8: Differentiate the layers of the Earth.
A. Critical Thinking
1. Which layer of the Earth is composed primarily of liquid iron and nickel?
A. Crust
B. Mantle
C. Outer Core
D. Inner Core
Answer: C. Outer Core
Rationale: The outer core is the only liquid layer of the Earth, composed
mainly of iron and nickel, responsible for generating Earth's magnetic field.
2. Which layer of the Earth is the thickest?
A. Crust
B. Mantle
C. Outer Core
D. Inner Core
Answer: B. Mantle
Rationale: The mantle is the thickest layer, making up about 84% of Earth's
volume.
3. The lithosphere includes which parts of the Earth?
A. Crust and uppermost mantle
B. Crust only
C. Mantle only
D. Inner core and outer core
Answer: A. Crust and uppermost mantle
Rationale: The lithosphere comprises the Earth's crust and the rigid,
uppermost part of the mantle.

B. Problem Solving
1. A geologist wants to identify the layer of the Earth where convection
currents occur, driving plate tectonics. Which layer should they study?
A. Crust
B. Mantle
C. Outer Core
D. Inner Core
Answer: B. Mantle
Rationale: Convection currents occur in the mantle, specifically in the
asthenosphere, causing plate movement.
 2. If seismic waves slow down as they pass through a certain layer of the
Earth, which layer are they most likely traveling through?
A. Outer Core
B. Mantle
C. Crust
D. Inner Core
Answer: A. Outer Core
Rationale: Seismic waves slow down in the outer core because it is liquid,
while they travel faster through solid layers like the mantle and inner core.
3. During an earthquake, S-waves cannot pass through a certain layer of the
Earth. Which layer is this?
A. Crust
B. Mantle
C. Outer Core
D. Inner Core
Answer: C. Outer Core
Rationale: S-waves cannot travel through the outer core because it is
liquid, while they can pass through solid layers.

C. Creative Thinking
1. Imagine you are designing a model of Earth's layers using everyday
materials. Which materials would best represent the inner and outer
cores?
A. Solid metal for the inner core and liquid metal for the outer core
B. Clay for the inner core and sand for the outer core
C. Paper for the inner core and plastic for the outer core
D. Glass for the inner core and water for the outer core
Answer: A. Solid metal for the inner core and liquid metal for the outer
core
Rationale: Solid and liquid metals accurately represent the composition
and states of the inner and outer cores.
2. You are writing a poem about Earth's layers. How would you describe the
mantle?
A. A brittle layer of solid rock
B. The dense iron heart of the planet
C. A flowing sea of molten rock
D. A floating layer of gases
Answer: C. A flowing sea of molten rock
Rationale: The mantle is best described as a semi-solid layer where rocks
flow due to intense heat and pressure.
3. Create a classroom analogy for the Earth’s layers. Which analogy works
best?
A. An apple: the skin as the crust, the flesh as the mantle, and the core as
the inner and outer cores
B. A basketball: the surface as the crust, the inside as the mantle, and the
air as the cores
C. A stack of pancakes: each layer as a different Earth layer
D. A tree: the bark as the crust, the trunk as the mantle, and the roots as
the core
Answer: A
Rationale: An apple's structure closely resembles Earth's layers: thin crust
(skin), thick mantle (flesh), and dense core.