Summarizes the developments in geophysics that have led to the concept of the new global tectonics, which attempts to explain such worldwide features as oceanic ridges and trenches, island arcs and young mountain chains, while it develops processes that cause earthquakes, volcanoes and major faulting. Evidence for the hypotheses of continental…

Summarizes the present state of sea-floor spreading theory, elaborates upon some apparent consequences,and makes some suggestions about future education in the earth sciences. The author concludes that the future of the earth sciences looks bright and exciting. (RR)

Discusses continental drift, sea floor spreading, evidence for these two geological phenomena, and how they were unified into a theory of plate tectonics. Also discusses three types of plate boundaries: (1) divergent junctions, (2) convergent junctions, and (3) shear junctions. (Author/JN)

Discusses the theory, formation, and properties of the black holes, nature's dark stars. The connection between black holes and thermodynamics is also discussed. (HM)

Presents the correspondence among three author-scientists in dispute over the spelling of the term peneplain (peneplane). Examines the limits and responsibilities of editorial authority. (MA)

Frank B. Taylor was an American geologist who specialized in the glacial geology of the Great Lakes. This article discusses his work on the Continental Drift theory, which preceeded the work of Alfred Wegener by a year and a half. (MA)

Describes geological research and developments during 1976 in Antartica, Alaska, and Greenalnd, especially in the area of petroleum resources. (MLH)

Describes efforts to implement earth science into the Texas science curriculum and the formation of the Earth Science Task Force to investigate possibilities for the implementation process. (YDS)

Describes an activity to demonstrate the freeze thaw cycle which can cause rocks to break apart due to the expansion of freezing water. (Author/MM)

Describes a 90-minute "Island Watershed" activity to help earth science students understand the concept of the water cycle. Introduces a surface waters unit appropriate for students in grades 7-10. Includes watershed project guidelines. (Author/KHR)