True or false:

oceanic crust is most like granite in composition overall.

pressure and temperature increase as you move deeper below earth’s surface.

to learn about earth’s interior, geologists study how seismic waves move through earth.

the core is earth’s outer skin of solid rock.

The answers would be:

False

True

True

False

If you'd like to know more about this, read on:

The oceanic crust is formed from the volcanic vents that erupt under water. The rocks that are formed from these eruptions are mafic, because they are compose magnesium and iron. Examples of mafic rocks are basalt and gabbro.

The Earth is made up of several layers. The deeper you go, the more heat and pressure. It gets really hot at the core because of different factors. One of them is the outer core and the inner core. The outer core flows around the solid core, which creates friction, thus creates heat. The outer core is also responsible for the electromagnetic property of the Earth.

Because seismic waves behave differently when they encounter different materials, geologists are able to use this to determine the different states of the layers beneath the Earth's surface. It helps them to determine whether the layer is molten, semi-molten or even solid.

The core is not the Earth's outer skin. The layer described is actually the CRUST. The core is the deepest layer of the Earth. It is solid and mostly made up of iron. The crust on the other hand is the outermost layer, and it is the layer that we live on.  

that would be called plucking : )

explanation:

''plucking, also referred to as quarrying, is a glacial phenomenon that is responsible for the erosion and transportation of individual pieces of bedrock, especially large "joint blocks". as a glacier moves down a valley, friction causes the basal ice of the glacier to melt and infiltrate joints (cracks) in the bedrock."

picture a world where computers are building made-to-order personalized robotic arms and synthetic organs, drones are circulating above mars! due to the rapid growth of technology, the future has never been more unpredictable, and it presents a huge challenge in education: we are teaching students how to work in a future that we have never been unsure of. it is widely predicted that in eight years’ time, there will be more jobs in the fields of science, mathematics, technology and engineering than in any other discipline. and, as the technology continues to develop, it will soon become clear that addressing social problems will involve more innovative thinking, and analytical and technical knowledge than ever before. undeniably, there are no subjects that encourage innovative and creative thinking, deep thought, problem solving and independence more than the stem subjects. while it is widely commented on that there is a need to reimagine the ways stem subjects are taught in schools by embracing a more interactive and innovative approach to appeal to more students, it should come as no surprise that some of the most reputable educational organizations in the world are already implementing changes to embrace stem. harvard, for example, announced in 2014 that they were increasing their computer science faculty by over 50% and has since introduced computer science as a core subject for all freshmen. the urgency of supporting stem subjects at a young age is becoming more relevant than ever, as adopting a keen interest in the curricula needs to happen early. however, beyond the age issue is one of gender.

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