earth science junior high pearson: earth science

Copyright Kolbe Academy 2019 All Rights Reserved Pearson Earth Science EarthSciCP2019.02

Kolbe Academy

EARTH SCIENCE

JUNIOR HIGH Pearson: Earth Science

TABLE OF CONTENTS

SYLLABUS ........................................................................................................................................................ 1

COURSE TEXTS .......................................................................................................................................... 1

COURSE DESCRIPTION ........................................................................................................................... 1

SCOPE AND SEQUENCE ......................................................................................................................... 1

COURSE PLAN “AT A GLANCE” OUTLINE .......................................................................................... 2

COURSE PLAN METHODOLOGY ......................................................................................................... 2

COURSE PLAN ................................................................................................................................................ 4

FIRST SEMESTER ....................................................................................................................................... 4

SECOND SEMESTER .............................................................................................................................. 29

QUIZZES AND EXAMS .............................................................................................................................. 54

CHAPTER QUIZZES................................................................................................................................ 54

EXAMS ....................................................................................................................................................... 79

CHAPTER QUIZ ANSWER KEYS ....................................................................................................... 118

EXAM ANSWER KEYS ......................................................................................................................... 125

APPENDIX .................................................................................................................................................. 140

INQUIRY (LAB) MATERIALS ............................................................................................................... 140

Resale & Copying Policy: This course plan and all accompanying materials are not intended for resale or copying. Copying represents copyright infringement, which is illegal. Regarding reselling the materials, Kolbe Academy relies upon the continued purchase of our course plans for financial stability. As a Catholic Apostolate, we ask you to refrain from reselling Kolbe's course plans. While we cannot stop you from copying or reselling this course plan, we do strongly implore you not to do so.

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Kolbe Academy Napa, CA ♦ SYLLABUS ♦

Earth Science Junior High

Copyright Kolbe Academy 2019 All Rights Reserved Pearson Earth Science 1 S07ERTPRcp2019.02

SYLLABUS COURSE TITLE: Earth Science COURSE TEXTS: Pearson Earth Science (2017) Pearson Earth Science (2017) Online Access, Optional Kolbe Academy Answer Key for Pearson Earth Science, Optional COURSE DESCRIPTION: This course covers topics in geology, hydrology, oceanography, meteorology, and astronomy. The topics in the field of Earth science sometimes present students and parents with controversial issues, including the origin of life on earth, formation of the universe (cosmology), and other issues. It is up to the parents as first teachers of their children to discuss these issues with their students and instruct the students in Church teaching. We have done our best to point out the controversial issues and to provide guidance on how to address them. The Catechism and other relevant resources are included in the course plan as needed. The Pearson Earth Science textbook is intended for a high school audience. The material presented in some chapters may be beyond the abilities of a younger student. Parents should not hesitate to modify the course plan to fit the aptitude of their student even if that means omitting some topics. Parents may also make the course less rigorous by allowing younger students to use their books and notes on exams. SCOPE AND SEQUENCE:

1. Earth’s Materials: minerals, rocks, natural resources 2. Sculpturing Earth’s Surface: weathering, groundwater, erosion by ice, wind, and water 3. Forces Within: plate tectonics, earthquakes, volcanoes, mountain building 4. Historical Geology: Earth’s history 5. Oceanography: ocean floor, seawater, oceanic life, waves and tides 6. Meteorology: atmosphere, clouds and precipitation, air pressure, wind, weather, climate 7. Astronomy: solar system, the sun, the universe

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COURSE PLAN “AT A GLANCE” OUTLINE:

Please note that some chapters are not covered in their entirety. Refer to the course plan that follows for specific guidance. Also, note that there are 8 examinations included instead of the typical 4 quarterly exams. Review quizzes are provided for each chapter. The student should use these quizzes as a study aid for exams. Semester 1 Quarter 1

Semester 2 Quarter 3

Weeks 1-4: Chapters 1-3 Weeks 1-5: Chapters 14-16 Week 4: Exam 1 Week 5: Exam 5 Weeks 5-9: Chapters 4-7 Weeks 6-8: Chapters 17 and 21 Week 9: Exam 2 Week 9: Exam 6

Quarter 2 Quarter 4 Weeks 10-14: Chapters 8-11 Weeks 10-12: Chapters 18-20 Week 14: Exam 3 Week 13: Exam 7 Weeks 15-18: Chapters 12-13 Weeks 13-18: Chapters 22-25 Week 18: Exam 4 Week 18: Exam 8

COURSE PLAN METHODOLOGY: Kolbe Academy has worked diligently to create the best possible course plans. Remember, however, that our program is intended to be flexible. Per the principle of subsidiarity, these course plans are a suggested course of study. As the teacher, you should adapt and modify them to meet the individual learning needs of your child. Do not feel obligated to follow the course plans exactly. In the course plans that follow, Pearson Earth Science is represented by the abbreviation PES. Each weekly assignment is summarized in the first line of the week’s daily course plan. The specific daily assignments are outlined in the following lines indicated by the DAY 1, DAY 2, DAY 3, and DAY 4 abbreviations. Parent daily guidelines are given to the right of the student assignments. Although most of Kolbe Academy course plans are set up for a four-day week, the student may benefit from having the week’s assignments spread out over five days. A weekly grade book is included at the end of the week’s course plan as a convenience. Parents should use the grade book only if they find it helpful. It includes a cumulative list of written assignments from the week’s course plan as well as space for additional assignments, if needed. You can and should omit any assignments you find burdensome, redundant, or unnecessary for your child’s learning. Kolbe Academy does not require that you keep record of all student work. If you intend to report your student’s work to Kolbe Academy for an official record, only one sample of written and graded work is required per quarter per course in grades K-6 or two samples of written and graded work per semester per course in grades 7-8 along with the signed and filled out report card. The weighting suggestion in the end of quarter grade book is there for convenience and may be modified as the parent deems fit. Please consult the welcome packet for a full tutorial on using the grade book.

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This science course contains 36 weeks broken into two 18-week semesters. If you intend to use the tests provided, look them over before teaching the subjects and make sure you review the material in the tests throughout the quarter. Finally, begin every class with a prayer. This is a good way to help the child memorize new prayers. Repeat the same ones every day until they are known. Be sure to explain the meanings of the prayers. Repetition in all areas of study is most beneficial.

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Kolbe Academy Napa, CA ♦ COURSE PLAN ♦



COURSE PLAN FIRST SEMESTER

♦♦♦ FIRST SEMESTER ♦♦♦

WEEK 1 ♦♦♦ UNIT 1: Earth’s Materials ♦♦♦

Book Weekly Breakdown Goals and Notes for the Week

PES Chapter 1 Sections 2, 3, 4, 5

Be sure to take note of the question numbers assigned in each Section Assessment. For example, in Section 2, only questions 2, 4, and 5 are assigned. Questions assigned within the scope of Kolbe Academy’s course plan are the only questions that are answered in the Kolbe Academy Answer Key for Pearson Earth Science. VOCABULARY: atmosphere, hydrosphere, geosphere, core, mantle, biosphere, latitude, longitude, topographic map, contour line, contour interval, system, hypothesis, theory

Student Daily Assignments Parent Daily Guidelines

DAY 1

PES Read Section 2 Have the student read Section 2. Do Section 2 Assessment: 2, 4, 5.

Earth’s four spheres and three physical layers are discussed. The theory of plate tectonics is introduced. Section 2

Assessment

DAY 2

PES Read Section 3 Have the student read Section 3. Do Section 3 Assessment: 1-4, 6,

and 7. Students will learn about the principles of mapmaking. It is important for students to understand the application of all projection types (Mercator, Robinson, conic, and gnomic). Additionally, students should familiarize themselves with the rules of topographic map-making.

Section 3 Assessment

Inquiry Exploration Lab

Pages 26-27

DAY 3

PES Read Section 4 Have the student read Section 4. Do Section 4 Assessment: 1, 3,

and 5. Students should understand that the Earth is a system made up of interacting parts. The system’s primary source of energy is the sun.


DAY 4

PES Read Section 5 Have the student read section 5. Do Section 5 Assessment: 2, 5,

and 7 and Chapter 1 Review: 4-10, 13, 18,19, 22, and 24. Take the Chapter 1 Review Quiz.


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Chapter Assessment

The scientific method and methods of scientific inquiry are discussed in this section. Complete the Venn diagram on page 23 to help the student understand the difference between a theory and a hypothesis. The student should understand that a scientific theory is not merely a guess. It is an explanation which is well-supported by a substantial body of evidence and accepted by most members of the scientific community. Nevertheless, scientific theories are not absolutes. Scientific knowledge is always in flux as new discoveries emerge.

Week 1 Grade Book

Assignments Include (A) Points Earned

(B) Possible Points

A/B x100 =% (C)

Section 2 Assessment Section 3 Assessment Inquiry Exploration Lab Section 4 Assessment Section 5 Assessment Chapter Assessment

Week 1 Average

Add up column C & divide by number of included assignments = %

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WEEK 2 Book Weekly Breakdown Goals and Notes for the Week

PES Chapter 2 Sections 1, 2, 3

VOCABULARY: element, atomic number, energy level, isotope, mass number, compound, chemical bond, ion, ionic bond, covalent bond, metallic bond, mineral, silicate, silicon-oxygen tetrahedron, streak, luster, crystal form, hardness, Mohs scale, cleavage, fracture, density


DAY 1

PES Read Section 1

Have the student read Section 1. Do Section 1 Assessment: 1, 4, and 5. Students are given a high-level overview of the fundamentals of chemistry in order to understand the properties of minerals. Students do not need to know how to draw electron dot diagrams (page 39) but the illustration may be useful for visual learners.


DAY 2

PES Read Section 2

Have student read Section 2. Do Section 2 Assessment: 1-4 and 6 The defining characteristics of minerals are discussed in this section. Students should understand the processes which result in mineral formation and why it is beneficial to group minerals according to their composition.


DAY 3

PES Read Section 3

Have the student read Section 3. Do Section 3 Assessment: 1-3, 6 Students should be able to describe the properties of minerals and explain why some are more useful to scientists than others (ex. Streak vs color). Memorize: The definition and formula for density on page 53.


DAY 4

PES Chapter Review

Review Sections 1-3. Have the student do Chapter Assessment: 1-10, 17, 18, 20, 24, 34. Take the Chapter 2 Review Quiz.

Week 2 Grade Book


(B) Possible Points

A/B x100 =% (C)

Section 1 Assessment Section 2 Assessment Section 3 Assessment Chapter Assessment Other:

Week 2 Average


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PES Chapter 3 Sections 1, 2, 3, 4

VOCABULARY: rock, rock cycle, magma, lava, igneous rock, weathering, sediment, sedimentary rock, metamorphic rock, intrusive igneous rock, extrusive igneous rock, texture, granitic composition, basaltic composition, andesitic composition, erosion, deposition, compaction, cementation, clastic sedimentary rock, chemical sedimentary rock, biochemical sedimentary rock, metamorphism, contact metamorphism, regional metamorphism, hydrothermal solution, foliated metamorphic rock, nonfoliated metamorphic rock


DAY 1

PES Read Section 1 Have the student read Section 1. Do Section 1 Assessment: 1-5,

and 9. Students will learn about the processes involved in the rock cycle. Students should be able to explain how melting, cooling, weathering, erosion, deposition, and lithification are involved in the formation of metamorphic, igneous, and sedimentary rock.

Section 1 Assessment Inquiry Try It!

Page 65 DAY

2 PES

Read Section 2 Have the student read Section 2. Do Section 2 Assessment: 1-4. The formation and classification of igneous rock is discussed.

DAY 3


and 9. The formation and classification of sedimentary rock is discussed. Students should understand how fossils form in sedimentary rock.


DAY 4

PES Read Section 4

Have the student read Section 4. Do Section 4 Assessment: 1, 4, and 5. The formation and classification of metamorphic rock is discussed. Given the large volume of vocabulary in this chapter, it may be beneficial for the student to create flashcards for review.


Week 3 Grade Book


(B) Possible Points

A/B x100 =% (C)

Section 1 Assessment Inquiry Try It! Section 2 Assessment Section 3 Assessment Section 4 Assessment Other:

Week 3 Average


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PES Review Examination 1


DAY 1

Chapter 3 Assessment Have student do Chapter 3 Assessment: 1-10, 13, 19-22, 25, 32, 34.

Take the Chapter 3 Review Quiz. Start studying for exam 1.

DAY 2


Have student perform the lab activity found on pages 86-87. Observe all safety precautions carefully. Continue reviewing for exam 1.

DAY 3 Review Day Have the student review for exam 1 which will cover chapters 1-3.

DAY 4 Exam 1 Take exam 1.

Week 4 Grade Book


(B) Possible Points

A/B x100 =% (C)

Chapter 3 Assessment Inquiry Exploration Lab Exam 1 (Mark in Q1 Gradebook) NO Other:

Week 4 Average


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PES Chapter 4 Sections 1-2

VOCABULARY: renewable resource, nonrenewable resource, fossil fuel, ore, hydroelectric power, geothermal energy

Bible Gen. 1:26 – 31, 2:15 – 25


DAY 1

PES Read Section 1 Have the student read Section 1. Have the student do Section 1

Assessment: 1, 2, 6. Students should understand the distinction between renewable and nonrenewable resources and be able to name examples of each.


DAY 2

Bible Read Genesis

Read the Genesis passages. Students will learn about Earth’s renewable and nonrenewable resources in this chapter. The ideas behind conservation and recycling are presented, and the student should learn about his responsibility as God’s steward of creation toward the Earth’s resources. The study of Earth’s natural resources allows for the introduction of the Catholic concepts of dominion and stewardship. Man was given dominion over nature, but we are also called to be stewards of the Earth and its resources. For some excellent information on the whole idea of Catholic environmentalism, visit conservation.catholic.org. This site has great resources from Sacred Scripture, the Catechism, Popes, Saints, etc., on the proper relationship between man and the natural world. You can also read Genesis 1:26-31 and 2:15-25, the Catholic Catechism sections 2415-2418, 2432, 2451 and 2456-2457, and Laudato Si. Samuel Gregg, D.Phil. (Oxon.), Director of Research at the Acton Institute, had this to say regarding Dominion and Stewardship: Believers and the Environment: “…As we mark Earth Day on April 22, however, it is appropriate that those who adhere to orthodox Christianity ensure that the framework through which Christians view the environment does not slip into the wilderness of a type of neo-pantheism. Indeed those Christians who take a particular interest in the environment ought to remain watchful of ideologies underlying much secularist environmental thought… …The idea of dominion encapsulates the notion that human beings exercise a unique place in God’s created order. They alone are charged with authority over the material world, and the responsibility of exercising it in ways that allow God’s original Creative Act to be further unfolded. In this sense, human beings are co-creators…

Read Dominion and Stewardship: Believers and the Environment (to

the right)

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…Dominion does not, however, mean…that God does not care how we use the material world. From the very beginning, God insists that humans are not “little gods” with limitless authority. Yes, Genesis describes the creation of man as ‘very good,’ but the creation of non-human creation is also described as ‘good.’ In other words, the material world has its own value. Though not equal to humans, nature may not be abused by man. This motif is confirmed in the second account of creation found in Genesis, which emphasizes the idea of stewardship. Man, as the imago Dei, cannot use the things of this world in ways that demean their value or violate the natural moral law.”

DAY 3

PES Read Section 2

Have the student read Section 2. Do Section 2 Assessment: 1, 2, 4. Students will learn about alternative energy sources such as solar and hydroelectric energy. Students should understand that there is no truly “free” source of energy. For instance, although wind farms do not pollute the atmosphere, they are detrimental to bird and bat populations and are very expensive to build and maintain.


DAY 4

Stewardship Essay

Have the student write a short, reflective essay on the Biblical view of stewardship over creation. The student should include concrete examples of good stewardship of the Earth’s resources based on their reading of Chapter 4.

Week 5 Grade Book


(B) Possible Points

A/B x100 =% (C)

Section 1 Assessment Section 2 Assessment Stewardship Essay Other:

Week 5 Average


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PES Chapter 4 Sections 3, 4

VOCABULARY: point source pollution, nonpoint source pollution, runoff, global climate change, conservation, compost, recycling


DAY 1

PES Read Section 3

Have the student read Section 3. Do Section 3 Assessment: 1-3, 5. Sources of pollution are discussed in this chapter. Students should be able to explain why fresh water is a priceless natural resource.


DAY 2

PES Read Section 4

Have the student read Section 4. Students will learn about the conservation of natural resources. Continue to discuss the moral obligation to act as a steward of God’s creation.

DAY 3

PES Section 4

Assessment

Do Section 4 Assessment: 4-6. Complete the Inquiry Exploration Lab to reinforce the concepts presented in Chapter 4. Inquiry

Exploration Lab Pages 118-19

DAY 4

PES Chapter 4

Assessment

Have the student do Chapter Assessment: 1-11, 14, 18, 20, 24, 26. Take the Chapter 4 Review Quiz.

Week 6 Grade Book


(B) Possible Points

A/B x100 =% (C)

Section 3 Assessment Section 4 Assessment Inquiry Exploration Lab Chapter Review Other:

Week 6 Average


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WEEK 7 ♦♦♦ UNIT 2: Sculpturing Earth’s Surface ♦♦♦



VOCABULARY: mechanical weathering, frost wedging, talus, exfoliation, chemical weathering, mass movement, rockfall, rockslide, slump, mudflow, earthflow, creep

PES Chapter 6, Section 1

VOCABULARY: water cycle, infiltration, stream channel, gradient, discharge, tributary, meander


DAY 1

PES Chapter 5

Read Section 1

Have the student read Section 1. Do Section 1 Assessment: 1, 3, 7. Students will learn about mechanical and chemical weathering and the factors that affect the rate of weathering. Section 1

Assessment

DAY 2

PES Chapter 5

Read Section 3

Have the student read Section 3. Do Section 3 Assessment: 1-5, The factors which trigger mass movement are discussed in this section. Students should be able to explain the influence of gravity on mass movement and the ways in which scientists classify mass movements.


DAY 3

PES Chapter 5

Assessment

Do Chapter 5 Assessment: 1-3, 8-10, 11, 21, 25, 36. Take the Chapter 5 Review Quiz. Have the student complete the Inquiry Try It! activity on page 125 to reinforce understanding.

Inquire Try It! Page 125

DAY 4

PES Read Chapter 6

Section 1

Have the student read Section 1. Do Section 1 Assessment: 1, 3, 5-7, 10. Students are introduced to the water cycle and the characteristics of streams. Students should understand the factors which influence a stream’s erosive capacity.


Week 7 Grade Book


(B) Possible Points

A/B x100 =% (C)

Section 1 Assessment Section 3 Assessment Chapter 5 Assessment Inquiry Try It! Section 1 Assessment Other:

Week 7 Average


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PES Chapter 6

Sections 2, 3

VOCABULARY: bed load, capacity, delta, natural levee, floodplain, flood, drainage basin, divide, porosity, permeability, aquifer, zone of saturation, groundwater, water table, spring, geyser, well, artesian well, cavern, travertine, karst topography, sinkhole

PES Chapter 7 Section 1

VOCABULARY: ice age, glacier, snowline, valley glacier, abrasion, till, moraine, drumlin, esker


DAY 1

PES Chapter 6

Read Section 2

Have the student read Section 2. Do Section 2 Assessment: 1-3, 5, 6. Students will learn about the erosive power of streams. The relationship between streams and drainage basins is discussed.


DAY 2

PES Read Section 3

Have the student read Section 3. Do Section 3 Assessment: 1, 2, 4, 6, 7, 8. The flow and storage of ground water are explained in this section. Students are introduced to some features created by the movement of water underground. The Ogallala aquifer (page 180) would be an interesting topic for a research paper.


DAY 3

Chapter 6 Assessment Do Chapter 6 Assessment: 1-12, 17, 24, 27-29. Take the Chapter 6

Review Quiz. Complete the lab on page 181 to reinforce concepts introduced in this chapter.


Page 181

DAY 4

PES Chapter 7

Read Section 1

Have the student read Chapter 7, Section 1. Do Section 1 Assessment: 1-4 Students will learn about the formation and movement of glaciers. Students will also learn how glaciers have shaped the surface of the Earth over millions of years. Students should understand that the globe naturally cycles through periods of warming and cooling. Glacial periods generally last about 100,000 years.


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Week 8 Grade Book


(B) Possible Points

A/B x100 =% (C)

Section 2 Assessment Section 3 Assessment Chapter Assessment Inquiry Exploration Lab Section 1 Assessment Other:

Week 8 Average


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PES Chapter 7

Sections 2-3 VOCABULARY: alluvial fan, playa lake, deflation, desert pavement, loess, dune

Examination 2 Student Daily Assignments Parent Daily Guidelines

DAY 1

PES Read Section 2 Have the student read Section 2. Do Section 2 Assessment: 1, 3, 4,

6. Students will learn about how weathering and erosion shape deserts.


DAY 2

PES Read Section 3 Have the student read Section 3. Do Section 3 Assessment: 1-3, 5

The two types of wind erosion, deflation and abrasion, are discussed. Students will learn about features formed by wind deposition. It is not necessary for students to memorize the six different types of sand dunes on pages 206-207. Optional: Research the period of American history known as the “Dust Bowl.” Write a paper discussing the role of wind erosion and the contribution of human practices on the severe dust storms which ravaged the Midwest.


DAY 3

PES Chapter 7

Assessment

Do Chapter 7 Assessment: 1-10, 13-16, 24. Take the Chapter 7 Review Quiz. Do the lab activity on page 187 to reinforce the concepts introduced in this chapter.

Inquiry Try It! Page 187

DAY 4

PES Review Review for Exam.

DAY 5

PES Exam Have the student take Examination 2 on Chapters 4-7.

Week 9 Grade Book


(B) Possible Points

A/B x100 =% (C)

Section 2 Assessment Section 3 Assessment Chapter Assessment Inquiry Try It! Exam 2 (Mark in Q1 Gradebook) NO Other:

Week 9 Average


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Quarter 1 Grade Book Points Earned Points Possible A/B

Exam 1 (Week 4) (A) (B) (C) Exam 2 (Week 9) (A) (B) (D)

Exam Weight Add C + D then x 100 = % (E)

Weekly Averages Weekly Percent Grade (F)

Record from Week 1 grades Week 1 Average Record from Week 2 grades Week 2 Average Record from Week 3 grades Week 3 Average Record from Week 4 grades Week 4 Average Record from Week 5 grades Week 5 Average Record from Week 6 grades Week 6 Average Record from Week 7 grades Week 7 Average Record from Week 8 grades Week 8 Average Record from Week 9 grades Week 9 Average

Sum of Weekly Percent Grades from column F = % (G) Total Weekly Grade Average Divide G/9 = % (H)

Weekly Grade Weight Multiply H x 2 = % (I) QUARTER 1

EARTH SCIENCE GRADE Add E + I and divide by 4 = %

Letter Grade Equivalent (see report card) =

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WEEK 10 ♦♦♦ UNIT 3: Forces Within ♦♦♦



VOCABULARY: earthquake, fault, focus, seismic waves, epicenter, elastic rebound, aftershock, P wave, S wave, surface wave, seismograph, seismogram, moment magnitude, liquefaction, tsunami, seismic gap, crust, mantle, lithosphere, asthenosphere, outer core, inner core, Moho


DAY 1

PES Read Section 1

Have the student read Section 1. Do Section 1 Assessment: 1-3, 6, 7. Students will learn about the tectonic plate motion which causes seismic activity. The concept of elastic energy is introduced in this section. Students should understand that thousands of earthquakes happen every day, but very few cause damage or are even felt. The Inquiry Try It! activity on page 217 can be performed at any point this week. Use the directions as a guideline, but the student can be creative with the exercise. For instance, the student may wish to use marshmallows and toothpicks to build instead of sugar cubes. The student should research earthquake-resistant architecture before designing his building.



DAY 2


7. Seismology, the study of earthquakes, is discussed in this section. Students should understand how a seismograph works and be able to differentiate between the Richter and moment magnitude scales.


DAY 3

PES Read Section 3 Have the student read Section 3. Do Section 3 Assessment: 1-3, 6.

Earthquake-associated hazards are explained. Students will learn about technologies and precautions which can reduce property damage and loss of life during major earthquakes. Researching one of the major earthquakes in the table on page 229 would be an interesting project.


DAY 4

PES Read Section 4 Have the student read Section 4. Do Section 4 Assessment: 1-2.

Students will learn about the physical and chemical layers of the Earth. Students should understand that seismic waves can be used to study the interior structure of the Earth. Wave paths are complicated. Students should be familiar with general principles used by seismologists to study the Earth’s interior, but are not responsible for the particulars.


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Week 10 Grade Book


(B) Possible Points

A/B x100 =% (C)

Section 1 Assessment Inquiry Try It! Section 2 Assessment Section 3 Assessment Section 4 Assessment Other:

Week 10 Average


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PES Chapter 8

Assessment Chapter 9

Sections 1-3

VOCABULARY: continental drift, Pangaea, sonar, deep-ocean trench, mid-ocean ridge, rift valley, sea-floor spreading, subduction, paleomagnetism, plate, plate tectonics, divergent boundary, convergent boundary, transform fault boundary, continental volcanic arc, volcanic island arc


DAY 1

PES Chapter 8

Assessment

Do Chapter 8 Assessment: 1-11, 14, 19, 24, 28. Take the Chapter 8 Review Quiz.

DAY 2

PES Chapter 9

Read Section 1

Have the student read Section 1. Do Section 1 Assessment: 1-4. Students will learn about Alfred Wegener’s theory of continental drift. Students should be able to explain the evidence presented by Wegener and the reason why most of Wegener’s peers rejected the theory.



DAY 3

PES Section 2

Have the student read Section 2. Do Section 2 Assessment: 1, 3, 6. In the 1900s, new evidence was discovered to support Wegner’s theory. Students will learn about the mechanism of sea-floor spreading and how the phenomenon explains the movement of the tectonic plates. Students should understand that technology, like sonar, often goes together with scientific discovery.


DAY 4

PES Section 3 Have the student read Section 3. Do Section 3 Assessment: 1, 2, 4,

6. The theory of plate tectonics is discussed in this section. Students will learn about the relative movement of tectonic plates at the three boundary types.


Week 11 Grade Book


(B) Possible Points

A/B x100 =% (C)

Chapter 8 Assessment Section 1 Assessment Inquiry Try It! Section 2 Assessment Section 3 Assessment Other:

Week 11 Average


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VOCABULARY: convection current, slab-pull


VOCABULARY: decompression melting, Ring of Fire, intraplate volcanism, hot spot, viscosity, vent, pyroclastic material, volcano, crater, shield volcano, cinder cone, composite cone, caldera, volcanic neck, lava plateau, lahar


DAY 1

PES Read Chapter 9

Section 4

Have the student read Section 4. Do Section 4 Assessment: 1, 3. Students will learn about the forces which cause plate motion. Do Chapter 9 Assessment: 1-10, 15, 17, 21, 23-24. Take the Chapter 9 Review Quiz.

Section 4 Assessment Chapter 9

Assessment

DAY 2

PES Inquiry

Exploration Lab

Have the student do the Inquiry Exploration Lab on pages 272-73 to reinforce the concepts presented in Chapter 9.

DAY 3

PES Read Chapter 10

Section 1

Have the student read Chapter 10, Section 1. Do Section 1 Assessment: 1-4, 6. Students will learn about the factors which influence the formation of magma below the Earth’s surface. Students should understand the relationship between tectonic plate boundaries and volcanic activity.


DAY 4


The factors which affect volcanic eruption and the production of lava flows and/or pyroclastic material are introduced in this section. Students should be familiar with the anatomy of a volcano, the types of volcanoes, and volcanic landforms.

Inquiry Quick Lab Page 287 Section 2

Assessment Week 12 Grade Book


(B) Possible Points

A/B x100 =% (C)

Section 4 Assessment Chapter 9 Assessment Section 1 Assessment Inquiry Quick Lab Section 2 Assessment Other:

Week 12 Average


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VOCABULARY: pluton, sill, laccolith, dike, batholith

PES Chapter 11 Sections 1

VOCABULARY: deformation, stress, strain, isostasy, isostatic adjustment


DAY 1

PES Read Section 3 Have the student read Chapter 10, Section 3.

Students will learn about intrusive igneous rock formations and how volcanoes effect the Earth. Read “How Earth

Works” Pages 298-99

DAY 2


Have the student do Section 3 Assessment: 1, 3, 5. Do Chapter 10 Assessment: 1-10, 12, 16-17, 20, 28, 32. Take the Chapter 10 Review Quiz.

Chapter 10 Assessment

DAY 3

PES Read Chapter 11

Section 1

Have the student read Chapter 11, Section 1. Do the Inquiry Try It! activity on page 307 to reinforce concepts. Students will learn about rock deformation and the forces that put stress on rock. Students should understand isostasy at a high level but are not responsible for grasping the particulars of this complex concept.


DAY 4

PES Section 1

Assessment

Have the student do Section 1 Assessment: 1-2.

Week 13 Grade Book


(B) Possible Points

A/B x100 =% (C)

Section 3 Assessment Chapter 10 Assessment Inquiry Try It! Section 1 Assessment Other:

Week 13 Average


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Section 3 (Optional)

VOCABULARY: anticline, syncline, monocline, normal fault, reverse fault, thrust fault, strike-slip fault, orogenesis, folded mountain, fault-block mountain, graben, horst

PES Examination 3 Student Daily Assignments Parent Daily Guidelines

DAY 1


Students will learn about how rock folds. Students should be able to describe the fault types and the “orogenesis” or formation of the major mountain types. This section has a lot of vocabulary. Flash cards may be a useful study aid.


DAY 2

PES Read Section 3

(Optional)

Have the student do Chapter 11 Assessment: 1-8, 13, 17-19. Take the Chapter 11 Review Quiz. Section 3 will not be covered on the exam. Chapter 11

Assessment DAY

3 PES

Review Review for Examination.

DAY 4

PES Review Review for Examination.

DAY 5

PES Exam 3 Have the student do Examination 3 which covers Chapters 8-11.

Week 14 Grade Book


(B) Possible Points

A/B x100 =% (C)

Section 2 Assessment Chapter Assessment Exam 3 (Mark in Q2 Gradebook) NO Other:

Week 14 Average


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WEEK 15 ♦♦♦ UNIT 4: Historical Geology ♦♦♦


PES Chapter 12 Section 1, 2

VOCABULARY: uniformitarianism, relative dating, law of superposition, principle of original horizontality, principle of cross-cutting relationships, unconformity, correlation, extinct, fossil, principle of fossil succession, index fossil, evolution, natural selection, adaptation


DAY 1

PES Read Section 1

Have the student read Section 1. This section introduces the geologic history of the Earth. Students will learn about relative dating the principles of superposition, original horizontality, and cross-cutting relationships. Students should understand how geologists correlate rock layers and be able to describe the different types of unconformities.

DAY 2

PES Section 1

Assessment

Have the student do Section 1 Assessment: 1, 4, 5, 7.

DAY 3

PES Read Section 2

Have the student read Section 2. The fossil record enables scientists to piece together a history of the Earth. Students should be able to describe different fossil types and explain how scientists use fossils to correlate rock layers.

DAY 4

PES Section 2

Assessment

Do Section 2 Assessment: 1-4. This chapter discusses the geologic time scale, including the notion that the Earth is estimated to be 4.5 billion years old. Important biological and geological events are introduced in this section with regard to each era on the geologic time scale. The section also discusses the events that resulted in mass extinction and appearance of species. Evolution and natural selection are briefly introduced on pages 345-46. Catholic Answers (http://www.catholic.com/library/Adam_Eve_and_Evolution.asp) has this to say: “Much less has been defined as to when the universe, life, and man appeared. The Church has infallibly determined that the universe is of finite age—that it has not existed from all eternity—but it has not infallibly defined whether the world was created only a few thousand years ago or whether it was created several billion years ago. Catholics should weigh the evidence for the universe’s age by examining biblical and scientific evidence. ‘Though faith is above reason, there can never be any real discrepancy between faith and

Read text in column to the

right

http://www.catholic.com/library/Adam_Eve_and_Evolution.asp

AMDG




reason. Since the same God who reveals mysteries and infuses faith has bestowed the light of reason on the human mind, God cannot deny himself, nor can truth ever contradict truth’ (Catechism of the Catholic Church 159). The contribution made by the physical sciences to examining these questions is stressed by the Catechism, which states, ‘The question about the origins of the world and of man has been the object of many scientific studies which have splendidly enriched our knowledge of the age and dimensions of the cosmos, the development of life-forms and the appearance of man. These discoveries invite us to even greater admiration for the greatness of the Creator, prompting us to give him thanks for all his works and for the understanding and wisdom he gives to scholars and researchers’ (CCC 283).” For additional reading, see The Catechism of the Catholic Church, sections 337-349. The Church has no official position on the age of the earth—e.g., whether the world is only 6,000 years old or that it was created in six literal 24-hour periods versus the idea of the world being billions of years old.

Week 15 Grade Book


(B) Possible Points

A/B x100 =% (C)

Section 1 Assessment Section 2 Assessment Other:

Week 15 Average


AMDG






VOCABULARY: geologic time scale, eon, Precambrian time, era, period, epoch


VOCABULARY: shield, photosynthesis, stromatolite, prokaryote, eukaryote


DAY 1

PES Chapter 12

Read Section 4

Have the student read Chapter 12, Section 4. Do Section 4 Assessment: 1-2. Students will learn about the divisions of the geologic time scale: eons, eras, periods, and epochs. Section 4

Assessment

DAY 2

PES Chapter 12 Assessment

Do Chapter 12 Assessment: 1-3, 5-7, 11, 13, 15, 26, 28-29. Take the Chapter 12 Review Quiz. Have the student perform the Inquiry Exploration Lab on pages 356-57 to reinforce the concepts in this chapter.

Inquiry Exploration Lab Pages 356-57

DAY 3

PES Chapter 13

Read Section 1

Have the student read Chapter 13, Section 1. In this section, the formation of ancient Earth 4.5 billion years ago is discussed. Students will learn that the earliest life forms probably arose in in ancient oceans during the Precambrian eon. Students will also learn about the formation of continental shields. Students will be introduced to a lot of information in Chapter 13. It may be beneficial to create a table to record the events which occurred during each geologic time period.

DAY 4

PES Section 1

Assessment

Do Section 1 Assessment: 1-4, 7, 8.

Week 16 Grade Book


(B) Possible Points

A/B x100 =% (C)

Section 4 Assessment Inquiry Exploration Lab Chapter 12 Assessment Section 1 Assessment Other:

Week 16 Average


AMDG






VOCABULARY: mass extinction, Gondwana, Laurasia, amphibian, reptile, Pangaea, mammal, gymnosperm, angiosperm


DAY 1

PES Read Section 2

Have the student read Section 2. The Paleozoic Era will be introduced in this section. Students should familiarize themselves with the geologic events and life forms which arose in each Paleozoic period.

DAY 2

PES Section 2

Assessment

Do Section 2 Assessment: 3, 5, 6.

DAY 3

PES Read Section 3

Have the student read Section 3. The Mesozoic Era will be introduced in this section. Students should familiarize themselves with the geologic events and life forms which arose in each Mesozoic period.

DAY 4

PES Section 3

Assessment

Do the Section 3 Assessment: 2, 3, 6.

Week 17 Grade Book


(B) Possible Points

A/B x100 =% (C)


Week 17 Average


AMDG






VOCABULARY: Milankovitch cycle


DAY 1

PES Read Section 4

Have the student read Section 4. Do Section 4 Assessment: 1, 3, 7. The Cenozoic Era will be introduced in this section. Students should familiarize themselves with the geologic events and life forms which arose in each Cenozoic period.

Section 4 Assessment Section 4 briefly touches on the possibility of human evolution. The

Church permits that man’s body may have evolved but clearly states that the human soul was immediately created by God. Pope Pius XII writes that “the teaching authority of the Church does not forbid that, in conformity with the present state of human sciences and sacred theology, research and discussions . . . take place with regard to the doctrine of evolution, in as far as it inquires into the origin of the human body as coming from pre-existent and living matter—[but] the Catholic faith obliges us to hold that souls are immediately created by God” (Humani Generis 36).

It is not necessary to go in-depth on this topic but the parent may find “Adam, Eve, and Evolution” a useful resource for answering questions (https://www.catholic.com/tract/adam-eve-and-evolution).

Read “Adam, Eve, and

Evolution”

DAY 2


Have the student do Chapter Assessment: 1-11, 18, 21, 23, 27. Take the Chapter 13 Review Quiz.

DAY 3

PES Inquiry

Exploration Lab Pages 386-87

Do the Inquiry Exploration Lab on pages 386-87 to reinforce the concepts presented in Chapter 13. Review for Examination.

DAY 4


DAY 5

PES Exam 4 Have the student do Examination. Examination 4 covers Chapters

12-13.

https://www.catholic.com/tract/adam-eve-and-evolution

https://www.catholic.com/tract/adam-eve-and-evolution

AMDG




Week 18 Grade Book


(B) Possible Points

A/B x100 =% (C)

Section 4 Assessment Chapter 13 Assessment Inquiry Exploration Lab Exam 4 (Mark in Q2 Gradebook) NO Other:

Week 18 Average










Letter Grade Equivalent (see report card) = SEMESTER 1

EARTH SCIENCE GRADE Add Q1 Grade + Q2 Grade and divide by 2 =


AMDG




SECOND SEMESTER

♦♦♦ SECOND SEMESTER ♦♦♦

WEEK 1 ♦♦♦ UNIT 5: Oceanography ♦♦♦



VOCABULARY: bathymetry, submersible, continental margin, continental shelf, continental slope, submarine canyon, turbidity current, continental rise, ocean basin floor, abyssal plain, seamount, mid-ocean ridge, seafloor spreading


DAY 1

PES Review Section 1

Have the student read Section 1. Do Section 1 Assessment: 2-4, 7, 8. Students will learn about the topography of the ocean floor. Students should be able to name the four major ocean basins and discuss the technologies used by researchers to study the ocean floor. Students should also be able to compare the topography of the ocean floor to features found on Earth’s surface. It may be interesting to research the three-year journey of the HMS Challenger. The expedition is considered the beginning of modern oceanography.


DAY 2

PES Read Section 2

Have the student read Section 2. This section describes the major regions of the ocean floor: continental margins, the ocean basin floor, and the mid-ocean ridge. It may be helpful to create a visual organizer, such as the outline described on page 401, to keep track of the divisions of the ocean floor. Page 406 explains Darwin’s hypothesis regarding the formation of atolls. Implicit in the hypothesis is the presupposition that the Earth is very, very old. Review week 6 in the second quarter for a discussion on the Church’s perspective.

DAY 3

PES Section 2

Assessment

Do Section 2 Assessment: 1, 2, 4, 5, 7.

DAY 4

PES Inquiry Try It!

Page 393

Have the student do the Inquiry Try It! activity on page 393 to reinforce the concepts introduced in this chapter.

AMDG




Week 1 Grade Book


(B) Possible Points

A/B x100 =% (C)

Section 1 Assessment Section 2 Assessment Inquiry Try It! Other:

Week 1 Average


AMDG






VOCABULARY: gas hydrate

PES Chapter 15, Section 1

VOCABULARY: salinity, thermocline, density, pycnocline


DAY 1

PES Chapter 14

Read Section 4

Have the student read Chapter 14, Section 4. Do Section 4 Assessment: 1, 3, 4. Students will learn about natural resources which come from the ocean floor. Section 4

Assessment

DAY 2

PES Inquiry Quick Lab Do the Inquiry Quick Lab on page 412 and Chapter 14 Assessment:

1-6, 9-12, 21, 29. Take the Chapter 14 Review Quiz. PES


DAY 3

PES Chapter 15

Read Section 1

Have the student read Chapter 15, Section 1. The chemical properties of ocean water are explained in this section. Students will learn about the layering of the ocean created by differences in water density.

DAY 4

PES Section 1

Assessment

Do Section 1 Assessment: 1-6.

Week 2 Grade Book


(B) Possible Points

A/B x100 =% (C)

Section 4 Review Section 5 Review Lab Activities Section 1 Review Other:

Week 2 Average


AMDG






VOCABULARY: photosynthesis, plankton, phytoplankton, zooplankton, nekton, benthos, photic zone, intertidal zone, neritic zone, oceanic zone, pelagic zone, benthic zone, abyssal zone, primary productivity, chemosynthesis, trophic level, food chain, food web


DAY 1


5, 8. Students will learn how marine organisms are categorized by where they live and their mobility. The ocean can also be divided into zones by the availability of sunlight, distance from shore, and water depth.


DAY 2

PES Read Section 3

Have the student read Section 3. The transfer of energy between marine organisms, beginning with primary producers, is explained. Students should be able to explain the influence of temperature on the productivity of polar, temperate, and tropical oceans. Project: Have the student research a marine ecosystem and draw an accurate food web.

Project (Optional)

DAY 3

PES Section 3

Assessment

Do Section 3 Assessment: 1, 3, 6. Read “How Earth Works” on pages 438-39.

PES Read “How Earth

Works” (Optional)

DAY 4


Have the student do Chapter Assessment: 1-10, 12, 16, 20, 23, 24. Take the Chapter 15 Review Quiz.

Week 3 Grade Book


(B) Possible Points

A/B x100 =% (C)

Section 2 Assessment Section 3 Assessment Research project (optional) Chapter Assessment Other:

Week 3 Average


AMDG






VOCABULARY: ocean current, surface current, gyre, Coriolis effect, upwelling, density current, wave height, wavelength, wave period, fetch, tide, tidal range, spring tide, neap tide


DAY 1

PES Read Section 1

Have the student read Section 1. Do Section 1 Assessment: 1-5. Students will learn about the formation of surface and density currents. The ecological significance of upwelling is also discussed in this section. Students should be able to explain how currents affect climate. Read “Shoes and Toys as Drift Meters” on page 454.


Read “Shoes and Toys as Drift

Meters”

DAY 2

PES Read Section 2

Have the student read Section 2. Students will learn how energy moves through the ocean as waves. Students should understand the factors which affect waves and be able to wave speed. Memorize: wave speed= wavelength/wave period Students are also introduced to the forces which produce tides and the different tidal patterns.

DAY 3

PES Section 2

Assessment

Do Section 2 Assessment: 1, 2, 4-6, 10.

DAY 4

PES Math Practice

Do Math Practice problem #11 on page 460 and Math Skills problem #27 on page 472. PES

Math Skills Week 4 Grade Book


(B) Possible Points

A/B x100 =% (C)

Section 1 Assessment Section 2 Assessment Math Practice Math Skills Other:

Week 4 Average


AMDG





PES

Chapter 16 Section 3

VOCABULARY: beach, wave refraction, longshore current, barrier island

Examination 5


DAY 1

PES Read Section 3

Have the student read Section 3. Do Section 3 Assessment: 1, 4, 6, 8. Erosion and deposition along the shoreline are explained. Students should understand that the shoreline is constantly reshaped by the forces described in this section. Humans erect protective structures to prevent property damage and maintain recreational beaches.


DAY 2

PES Chapter

Assessment

Have the student do Chapter 16 Assessment: 1-10, 13, 16, 17, 24, 30. Take the Chapter 16 Review Quiz.

DAY 3

PES Review Review for the exam.

DAY 4

PES Review Review for the exam.

DAY 5

PES Examination 5 Take exam 5 – Chapter 14, Sections 1, 2, 4; Chapter 15, Sections 1-

3; Chapter 16, Sections 1-3. Week 5 Grade Book


(B) Possible Points

A/B x100 =% (C)

Section 3 Assessment Chapter Assessment Examination 5 (Mark as Q3 in the gradebook)

NO

Other: Week 5 Average


AMDG




WEEK 6 ♦♦♦ UNIT 6: Meteorology ♦♦♦



VOCABULARY: ozone, troposphere, stratosphere, mesosphere, thermosphere, summer solstice, winter solstice, autumnal equinox, spring equinox, heat, temperature, conduction, convection, radiation, reflection, scattering, greenhouse effect


DAY 1

PES Read Section 1

Have the student read Chapter 17, Section 1. Students will learn about the composition and layering of the Earth’s atmosphere. The factors which determine weather, climate, and seasonal change are discussed. Activity: Shine a flashlight directly at a ball or globe. Then shift the light so it is angled at the top and bottom of the ball. Ask the student to explain how the light coverage changes as the light shifts. Use this activity to illustrate the uneven distribution of solar energy over the Earth’s surface. On page 478, the ozone layer is discussed. Students should understand that the ozone layer protects the Earth from UV radiation and makes Earth inhabitable. Human pollution can produce harmful, ground-level ozone, however. Review the Catholic concept of stewardship and discuss ways to protect the environment and atmosphere from pollutants.

DAY 2

PES Section 1

Assessment

Have the student do Section 1 Assessment: 1, 2, 4.

DAY 3

PES Read Section 2

Have the student read Section 2. Students will learn about the transfer of heat energy through convection, conduction, and radiation. Students should understand what happens to solar radiation when it hits the Earth.

DAY 4

PES Do Section 2 Assessment


Week 6 Grade Book


(B) Possible Points

A/B x100 =% (C)


Week 6 Average


AMDG





PES


VOCABULARY: albedo, isotherm


VOCABULARY: climate, tropical zone, temperate zone, polar zone


DAY 1

PES Read Section 3 Have the student read Chapter 17, Section 3. Do Section 3

Assessment: 1-3, 5. Students will learn about factors which cause temperatures to vary around the globe. Students should be able to explain how the world’s oceans act as a global “thermostat.”


DAY 2


Do Chapter 17 Assessment: 1-10, 13, 15-18, 24. Take the Chapter 17 Review Quiz.

DAY 3

PES Read Section 1

Have the student read Chapter 21, Section 1. Students will learn about the factors which affect global climate. Students should be able to describe the location and characteristics of the tropical, temperate, and polar zones.

DAY 4

PES Section 1

Assessment

Do Section 1 Assessment: 1, 3, 6, 10. Have the student perform the lab activities on pages 587 and 590. Inquiry Try It!

Page 587 Inquiry Quick Lab

Page 590 Week 7 Grade Book


(B) Possible Points

A/B x100 =% (C)

Section 3 Assessment Chapter Assessment Section 1 Assessment Inquiry Try It! Inquiry Quick Lab Other:

Week 7 Average


AMDG






VOCABULARY: Köppen climate classification system


DAY 1

PES Read Section 2

Have the student read Section 2. The Köppen climate classification system is introduced in this section. Students should understand that there are many classification systems, but the Köppen system is well-known and frequently used. It would be beneficial to make a table or outline with the temperature and precipitation characteristics of each climate.

Map It! Activities Pages 595 and

598

DAY 2

PES Section 2

Assessment

Do Section 2 Assessment: 1, 6, 7, 9.

DAY 3


The natural processes which cause climate to change are discussed in this section. Students will also learn about the human impact on global climate. Take this opportunity to review the Catholic concept of stewardship. Discuss ways that natural resources, especially fossil fuels, might be conserved to minimize the impact of pollution on global climate.


DAY 4


Do Chapter 21 Assessment: 1-8, 12, 13, 15, 16, 20, 24, 25, 26, 29. Take the Chapter 21 Review Quiz.


Page 606

Week 8 Grade Book


(B) Possible Points

A/B x100 =% (C)

Section 2 Assessment Section 3 Assessment Chapter Assessment Inquiry Exploration Lab Other:

Week 8 Average


AMDG




WEEK 9 Book Weekly Breakdown Goals and Notes for the Week PES Examination 6


DAY 1

PES Review

Review for examination.

DAY 2

DAY 3

DAY 4

DAY 5

PES Exam 6 Have the student do Examination 6 – Chapters 17 and 21.

Week 9 Grade Book


(B) Possible Points

A/B x100 =% (C)

Review Exam 6 (Mark in Q3 Gradebook) NO Other: Other:

Week 9 Average


AMDG













AMDG




WEEK 10 ♦♦♦ UNIT 6: Meteorology ♦♦♦



VOCABULARY: precipitation, latent heat, evaporation, condensation, sublimation, deposition, humidity, saturated, relative humidity, dew point, hygrometer, cirrus, cumulus, stratus, Bergeron process, supercooled water, supersaturated air, collision-coalescence process


DAY 1

PES Read Section 1

Have the student read section 1. Do Section 1 Assessment: 3, 5, 8. Students will learn about water in the atmosphere and the processes through which water changes states from solid, to liquid, to gas. Students should understand that energy is either released or absorbed as water changes state. Review Table 1 on page 506. Students should understand that relative humidity can be changed by adding or removing water vapor or by varying the temperature.


DAY 2

PES Read Section 3

Have the student read Section 3. Do Section 3 Assessment: 1-3, 6. Students will learn about the classification of clouds and the five types of precipitation. Students should understand the naming conventions for clouds. The prefix attached to the cloud name describes the height of the cloud. For instance, a cirrocumulus cloud is cumulus cloud which formed at high altitudes. “Nimbo” or “nimbus” in a cloud name indicates that the cloud carries precipitation. “Nimbus” means “rainy cloud.”


DAY 3


Have the student do Chapter 18 Assessment: 1-10, 13, 16, 19, 25. Take the Chapter 18 Review Quiz.

DAY 4


Do the Inquiry Try It! activity on page 503 to reinforce the concepts introduced in this chapter.

Week 10 Grade Book


(B) Possible Points

A/B x100 =% (C)

Section 1 Assessment Section 3 Assessment Chapter Assessment Inquiry Try It! Other:

Week 10 Average


AMDG






VOCABULARY: air pressure, barometer, isobars, pressure gradient, Coriolis effect, jet stream, cyclone, anticyclone, trade winds, westerlies, polar easterlies, polar front, monsoon, prevailing wind, anemometer, El Nino, La Nina


DAY 1

PES Read Section 1

Have the student read Section 1. Do Section 1 Assessment: 1-4. Students will learn about air pressure and how a barometer can be used to measure air pressure. Students will also be introduced to the three factors which control global wind patterns: pressure differences, the Coriolis effect, and friction. Use an example from baseball to illustrate the influence of the Coriolis effect. If a batter hits the ball 100 meters in 4 seconds down the right field line, the ball will curve by 1.5 cm due to the Coriolis effect. The deflection could turn a home run into a foul ball! Note that this occurrence is only probable at middle latitudes where the Coriolis effect is most pronounced.


DAY 2


6. Students will be introduced to air pressure centers and the pressure patterns associated with cyclones and anticyclones. Students will also learn about global wind patterns. Students should understand that the unequal heating of the globe is what causes wind.


DAY 3

PES Read Section 3 Have the student read Section 3. Do Section 3 Assessment: 1, 3-5.

Students will learn about the causes of local winds and the tools used for wind measurement. El Nino and La Nina are also discussed. Section 3

Assessment

DAY 4

PES Read “Tracking El Nino from Space”

Page 549 (Optional)

Do Chapter 19 Assessment: 1-11, 13, 16, 18, 19, 22. Take the Chapter 19 Review Quiz.

Chapter Assessment

DAY 5

PES Project

(Optional)

Keep a weather journal for two weeks following the instructions under the “Performance-Based Assessment” on page 554. Have the student organize their data into two tables and discuss any trends that emerge.

AMDG




Week 11 Grade Book


(B) Possible Points

A/B x100 =% (C)

Section 1 Assessment Section 2 Assessment Section 3 Assessment Chapter Assessment Other:

Week 11 Average


AMDG






VOCABULARY: air mass, front, warm front, cold front, stationary front, occluded front, thunderstorm, tornado, hurricane, eye wall, eye, storm surge


DAY 1

PES Read Section 1 Have the student read Chapter 20, Section 1. Do Section 1

Assessment: 1, 3, 6, 10. Students will be introduced the movement of air masses and the weather associated with the four types of air masses.


DAY 2

PES Read Section 2

Have the student read Section 2. Do Section 2 Assessment: 1-6. Students will learn what happens when air masses collide. Students should be able to name and describe the four types of fronts. The formation of cyclones and anticyclones is also discussed. Review the figure on page 568. For kinesthetic and visual learners, try the following activity to demonstrate how cyclones form. Hold a pencil between your palms. Slowly move your right hand forward and your left hand back. The pencil, which represents a cyclone, will move counterclockwise. Your hands represent two air masses and the space between your palms signifies a front.


DAY 3


Students will learn about severe weather storms. Students should be able to explain the conditions necessary for the formation of thunderstorms, tornadoes, and hurricanes.


DAY 4


Do Chapter 20 Assessment: 1-9, 18, 19-22, 27, 29. Take the Chapter 20 Review Quiz. Have the student perform the Inquiry Try It! activity to reinforce the concepts introduced in this chapter. Project: Develop a safety plan for a severe weather storm (hurricane or tornado). The student should explain what precautions they would take before, during, and after the storm. The plan can be presented on a poster or as a brochure.


Project (Optional)

AMDG




Week 12 Grade Book


(B) Possible Points

A/B x100 =% (C)

Section 1 Assessment Section 2 Assessment Section 3 Assessment Chapter Assessment Inquiry Try It! Other: Other:

Week 12 Average


AMDG




WEEK 13 ♦♦♦ UNIT 7: Astronomy ♦♦♦


PES Examination 7 Chapters 18-20


VOCABULARY: astronomy, geocentric, orbit, heliocentric, retrograde motion, ellipse, astronomical unit (AU)


DAY 1

PES Review

Review.

DAY 2

PES Review Review.

DAY 3

PES Examination 7 Have the student take examination 7 – Chapters 18-20.

DAY 4

PES Read Section 1

Have the student read Section 1. The study of the universe, or astronomy, is introduced in this section. Students will learn about the contributions of ancient astronomers and the birth of modern astronomy. Students should be able to explain the discoveries of each scientist listed in this section. Note: The authors allude briefly to the conflict between Galileo and the Church on page 619. Students should understand that the heliocentric theories proposed by Copernicus and Kepler were well-received by the Church. Galileo ran into trouble when he moved out of the realm of science and tried to apply his view of the universe to biblical exegesis. Emphasize to the student that there is no conflict between Faith and reason, science and the Church. Read: https://www.catholic.com/tract/the-galileo-controversy

Catholic Answers “The Galileo Controversy”

DAY 5

PES Section 1

Assessment

Do Section 1 Assessment: 1, 2, 4-6.

Week 13 Grade Book


(B) Possible Points

A/B x100 =% (C)

Exam 7 (Mark in Q4 Gradebook) NO Section 1 Assessment: Other:

Week 13 Average


AMDG






VOCABULARY: rotation, revolution, precession, perihelion, aphelion, perigee, apogee, phases of the moon, solar eclipse, lunar eclipse, crater, ray, mare, rille, lunar regolith


VOCABULARY: terrestrial planet, Jovian planet, nebula, planetesimal


DAY 1

PES Read Section 2

Have the student read Chapter 22, Section 2. Do Section 2 Assessment: 1, 3, 6. Students are introduced to the movement of the Earth and the phases of the moon. Some of the vocabulary words in this section may be difficult to remember. It may help the student to learn the following word parts and their meanings: “helios”= sun “ge” or “gee”= earth “peri”= around or near “ap” or “apo”= away from For instance, aphelion literally means “away from”+”sun.” The aphelion is the point in the Earth’s orbit in which it is farthest from the sun.


DAY 2

PES Read Section 3 Have the student read Section 3. 1. Do Section 3 Assessment: 1-3,

5. This section describes the moon’s history and topography. Students should understand that much is still unknown about the formation of the moon. However, the giant-impact hypothesis is supported by compelling evidence. Do Chapter 22 Assessment: 1-10, 12, 15, 16, 19, 23, 33. Take the Chapter 22 Review Quiz.


Read “Foucault’s Experiment”

Page 635


DAY 3


Have the student read Chapter 23, Section 1. Do Section 1 Assessment: 1-4, 6. Students will learn about the grouping of our solar system’s planets into the small, rocky terrestrial planets and the large, gas giants, or Jovian planets. Theories regarding the formation of the solar system are also discussed.


DAY 4


The characteristics of each of the terrestrial planets are described in this section. It may be helpful to create a table to compare the size, density, mass, location, and other features of the terrestrial planets.


AMDG




Week 14 Grade Book


(B) Possible Points

A/B x100 =% (C)

Section 2 Assessment Section 3 Assessment Chapter Assessment Section 1 Assessment Section 2 Assessment Other:

Week 14 Average


AMDG






VOCABULARY: dwarf planet, asteroid, comet, coma, meteoroid, meteor, meteorite


DAY 1

PES Inquiry Try It!

Page 643

Have the student complete the Inquiry Try It! activity on page 546 to illustrate the elliptical movement of planetary bodies.

DAY 2

PES Read Section 3 Have the student read Section 3. Do Section 3 Assessment: 1-3, 5.

The characteristics of each of the outer planets are described in this section. It may be helpful to create a table to compare the size, density, mass, location, and other features of the gas giants. Students should be able to explain why the International Astronomical Union (IAU) redesignated Pluto as a dwarf planet. Students should also understand that Pluto is not the only, or even the largest, dwarf planet in our solar system.


DAY 3

PES Read Section 4

Have the student read Section 4. Do Section 4 Assessment: 1, 2, 4, 5. This section minor bodies in the solar system including asteroids and comets. Students should understand that these relatively small bodies hold important clues about the formation of the solar system.


DAY 4


Do Chapter 23 Assessment: 1-10, 15-17, 22, 25. Take the Chapter 23 Review Quiz. Optional: Performance-Based Assessment on page 670.

Week 15 Grade Book


(B) Possible Points

A/B x100 =% (C)

Inquiry Try It! Section 3 Assessment Section 4 Assessment Chapter Assessment Other:

Week 15 Average


AMDG






VOCABULARY: electromagnetic spectrum, photon, spectroscopy, continuous spectrum, absorption spectrum, emission spectrum, Doppler effect, refracting telescope, chromatic aberration, reflecting telescope, radio telescope, photosphere, chromosphere, corona, solar wind, sunspot, prominence, solar flare,


DAY 1

PES Read Section 1

Have the student read Section 1. Do Section 1 Assessment: 1-4. Students will learn about the types of radiation that make up the electromagnetic spectrum. Students should be able to describe the three types of spectra and explain what spectroscopy can tell us about the stars. Students should also understand how the Doppler effect is used to determine whether a heavenly body is moving away from or toward Earth.


DAY 2

PES Read Section 2

Have the student read Section 2. Do Section 2 Assessment: 1-3, 5, 8. Optical and nonoptical telescopes are described in this section. Students will learn why reflecting telescopes are superior to refracting telescopes. Students should understand that the atmosphere interferes with all Earth-based telescopes. Project: Research the Hubble Space Telescope project. Put together a poster presentation to share what you learned.


Project

DAY 3

PES Read Section 3

Have the student read Section 3. Do Section 3 Assessment: 1-6. Students will learn about the structure of the sun and how the sun produces energy. Students should be able to describe the four layers of the sun: the solar interior, the photosphere, the chromosphere, and the corona. Caution the student to avoid looking directly at the sun. Doing so can cause serious damage to the eyes.


DAY 4

PES Chapter

Assessment

Have the student do Chapter 24 Assessment: 1-10, 12, 15, 17, 19, 22, 32. Take the Chapter 24 Review Quiz.

AMDG




Week 16 Grade Book


(B) Possible Points

A/B x100 =% (C)

Section 1 Assessment Section 2 Assessment Project Section 3 Assessment Chapter Assessment Other:

Week 16 Average


AMDG






VOCABULARY: constellation, binary star, light-year, apparent magnitude, absolute magnitude, Herzsprung-Russel diagram, main-sequence star, red giant, supergiant, Chepheid variable, nova, protostar, supernova, white dwarf, neutron star, pulsar, black hole


DAY 1

PES Read Section 1

Have the student read Section 1. Students will learn about the properties of stars and what scientists can gain by studying stars. One tool used by astronomers to study stars is the Hertzsprung-Russel Diagram which shows the relationship between the absolute magnitude of a star and its temperature. Study figure 5 on page 704 and determine to which group our sun belongs. Have the student complete the Inquiry Try It! activity on page 699 to illustrate parallax shift.


DAY 2

PES Section 4 Review Do Section 1 Assessment: 1, 3-5.

DAY 3

PES Read Section 2

Have the student read Section 2. Students will learn about the life cycle of a star.

DAY 4

PES Section 2

Assessment


Week 17 Grade Book


(B) Possible Points

A/B x100 =% (C)

Section 1 Assessment Inquiry Try It! Section 2 Assessment Other:

Week 17 Average


AMDG






VOCABULARY: galaxy, galaxy cluster, Hubble’s law, Big Bang theory


DAY 1

PES Read Section 3

Have the student read Section 3. Do Section 3 Assessment: 1-6. Students will learn about the size and structure of the Milky Way galaxy. They will also be introduced to other types of galaxies in the universe and the evidence for the expanding universe theory. The so-called “Big Bang theory” is described at the end of the section. Students may be surprised to learn that the theory was proposed by a Catholic priest – Fr. Georges Lemaitre. The Church has no official position on the age or origin of the universe. The Catechism states: “The question about the origins of the world and of man has been the object of many scientific studies which have splendidly enriched our knowledge of the age and dimensions of the cosmos, the development of life-forms and the appearance of man. These discoveries invite us to even greater admiration for the greatness of the Creator, prompting us to give him thanks for all his works and for the understanding and wisdom he gives to scholars and researchers” (CCC 283). Consequently, the Big Bang theory is in no way contrary to the Catholic Faith.


DAY 2

PES Chapter

Assessment

Do Chapter 25 Assessment: 1-11, 14, 20, 23, 26. Take the Chapter 25 Review Quiz.

DAY 3


DAY 4

PES Review

Review for Examination.

DAY 5

PES Exam Have the student do Examination 8: Chapters 22-25.

AMDG




Week 18 Grade Book


(B) Possible Points

A/B x100 =% (C)

Section 3 Assessment Chapter Assessment Exam 8 (Mark in Q4 Gradebook) NO

Other: Week 18 Average










Letter Grade Equivalent (see report card) = SEMESTER 2

EARTH SCIENCE GRADE Add Q3 Grade + Q4 Grade and divide by 2 =


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Kolbe Academy Napa, CA ♦ CHAPTER 1 QUIZ ♦



QUIZZES AND EXAMS CHAPTER QUIZZES

CHAPTER 1 QUIZ:

1. All of the water on Earth makes up the ____________________.

2. The ____________________ includes all life on Earth.

3. The high density, inner sphere of the Earth is called the _____________________.

4. A life-sustaining, thin, gaseous envelope surrounding the Earth is known as the _____________________.

5. ______________________ is the distance north or south of the equator, measured in degrees.

6. ______________________ is the distance east or west of the prime meridian, measured in degrees.

7. A(n) _________________________ represents Earth’s three-dimensional surface in two dimensions.

8. The ________________________ tells you the difference in elevation between adjacent lines on a topographic map.

9. A(n) ________________________ can be any size group of interacting parts that form a complex whole.

10. A(n) ________________________ is a scientific explanation for a set of observations that can be tested in ways that support or reject it.

AMDG




CHAPTER 2 QUIZ:

1. A(n) _________________ is a substance that cannot be broken down into simpler substances by chemical or physical means.

2. A(n) ___________________ is the smallest particle of matter.

3. Carbon-12, carbon-13, and carbon-14 are considered ____________________ because they have the same number of protons but different numbers of neutrons.

4. A(n) ___________________ bond forms when atoms share electrons.

5. A(n) ___________________ is a naturally occurring, inorganic solid with an orderly crystalline structure and a definite chemical composition.

6. _____________________ are minerals that only contain one element or type of atom.

7. ____________________ is the color of a mineral in its powdered form.

8. The ___________ scale is used to rate the hardness of minerals.

9. ________________ is the ratio of an object’s mass to its volume.

10. ________________ is the uneven breakage of a mineral.

AMDG




CHAPTER 3 QUIZ:

1. A(n) _______________ is a solid mass of minerals or mineral-like materials.

2. Melted rock deep underground is called ________________.

3. A rock’s _________________ describes the size, share, and arrangement of its component parts.

4. ___________________ rock forms when molten rock, above or below the surface of the Earth, solidifies.

5. ___________________ is the picking up and carrying away of sediments.

6. ___________________ is the process that squeezes sediment.

7. Halite is an example of _________________________ which forms when sediments precipitate directly from water.

8. Transformation of preexisting rock is called ___________________.

9. ____________________ metamorphic rock contains minerals that are oriented perpendicular to the direction of greatest pressure.

10. ____________________ metamorphic rock lacks a layered or banded appearance.

AMDG




CHAPTER 4 QUIZ:

1. Plants, animals, water, and wind are all examples of _________________ resources which can be replenished over a fairly short period of time.

2. Coal, petroleum, and natural gas are all __________________ or carbon-containing fuels that formed over millions of years from the remains of living things.

3. Naturally occurring black, thick tar deposits are called _________________.

4. ____________________ is a useful metallic mineral that can be mined at a profit.

5. Nuclear _________________ occurs when the nuclei of heavy atoms are split into smaller nuclei.

6. _________________________ is water that flows over the land rather than seeping into the ground.

7. The build-up of salts in soil is called ______________________.

8. _____________________ is the careful use of natural resources.

9. _____________________ is partly decomposed organic material that is used as fertilizer.

10. _____________________ is the collecting and processing of used items so that they can be made into new products.

AMDG




CHAPTER 5 QUIZ:

1. _____________________________ occurs when physical forces break rock into smaller pieces without changing the rock’s mineral composition.

2. Sections of rock that are wedged loose may tumble into piles called __________________.

3. Slabs of outer rock separate and break loose in a process called ______________________.

4. _____________________________ is the transformation of rock into one or more new compounds.

5. The transfer of rock and soil downslope due to gravity is called _______________________.

6. A(n) _________________ is the downward movement of a block of material along a curved surface.

7. The slowest type of mass movement is _________________.

AMDG




CHAPTER 6 QUIZ:

1. This unending circulation of Earth’s water supply is called the ___________________.

2. __________________________ is the movement of surface water into rock or soil through cracks and pore spaces.

3. __________________________ is the slope or steepness of a stream channel.

4. The ________________________ of a stream is the volume of water flowing past a certain point in a given unit of time.

5. The _____________________ of a stream is the maximum load it can carry.

6. A(n) ______________________ is an accumulation of sediment formed where a stream enters a lake or ocean.

7. ____________________ is the percentage of the total volume of rock or sediment that consists of pore spaces.

8. The upper limit of the zone of saturation is called the _______________________.

9. A(n) _____________________ is a naturally formed underground chamber.

10. A(n) _____________________ is a depression produced in a region where groundwater has removed soluble rock.

AMDG




CHAPTER 7 QUIZ:

1. A(n) ____________________ is a thick ice mass that moves slowly over the land surface.

2. _______________________ occurs as the glacial ice and its load of rock fragments slide over bedrock.

3. ____________________ is material deposited directly by the glacier.

4. Narrow, winding ridges made mainly of stratified drift are called _____________________.

5. A(n) ___________________ is a fan-shaped deposit of sediment formed when a stream’s slope is abruptly reduced.

6. ______________________ occurs when wind lifts and removes loose particles such as clay and silt.

7. The skipping and rolling movement of sand particles along a surface is a process called ____________________.

8. Thick deposits of wind-blown silt are called ____________________.

9. Sand deposits in mounds or ridges are called ___________________.

AMDG




CHAPTER 8 QUIZ:

1. A(n) ___________________ is the vibration of Earth produced by the rapid release of energy within the lithosphere.

2. The ________________________ is the location on the surface direction above the focus of an earthquake.

3. A(n) _______________________ is an earthquake that occurs sometime soon after a major earthquake.

4. A(n) _____________________ is an instrument that records seismic waves.

5. A recording of ground motion during an earthquake is called a(n) _____________________.

6. A(n) _____________________ is a series of waves formed when the ocean floor shifts suddenly during an earthquake.

7. A(n) _____________________ is an area along a fault where there has not been any earthquake activity for a long period of time.

8. The __________________ is the thin, rocky outer layer of Earth.

9. The __________________ is a solid, rocky shell that extends to a depth of 2890 kilometers.

10. The __________________ is a solid sphere at the center of the Earth.

AMDG




CHAPTER 9 QUIZ:

1. According to Alfred Wegener’s hypothesis of continental drift, the continents had once been joined to form a single supercontinent called ______________________.

2. ____________________ is a system that uses sound waves to calculate the distance to an object.

3. A(n) _____________________ is a long chain of mountains extending throughout all the oceans.

4. In the process of _________________, ocean floor returns to the mantle as it sinks beneath a deep ocean trench.

5. In the theory of _____________________, Earth’s lithospheric plates move slowly relative to each other, driven by convection currents in the mantle.

6. ___________________ fault boundaries occur where two plates grind past each other.

7. ___________________ fault boundaries occur where two of Earth’s plates move apart.

8. ___________________ fault boundaries form where two plates move together.

9. In ____________________, gravity pulls dense oceanic lithosphere down into the deep mantle.

10. A(n) _________________________ is the continuous, circular flow that occurs in a fluid because of differences in density.

AMDG




CHAPTER 10 QUIZ:

1. ________________________ occurs when rock rises and melts due to reduced pressure.

2. The “______________________” is the long belt of volcanoes that circles much of the Pacific Ocean.

3. Volcanic activity that occurs within a plate is called __________________________.

4. _____________________ is a substance’s resistance to flow.

5. A(n) ___________________ is a volcano’s opening at the surface.

6. A steep-walled depression at the summit of some volcanoes is called the ____________________.

7. ____________________ volcanoes are produced by the accumulation of fluid basaltic lavas.

8. A(n) _______________________ is a large, nearly symmetrical volcanic mountain composed of layers of lava and pyroclastic material.

9. The structures that result from the cooling and hardening of magma beneath Earth’s surface are called ________________.

10. A(n) ____________________ is a body of intrusive igneous rock that has a surface exposure of more than 100 square kilometers.

AMDG




CHAPTER 11 QUIZ:

1. ________________________ is any change in the original shape and/or size of a rock body.

2. ________________________ is the force per unit area acting on a solid.

3. The concept of a floating crust in gravitational balance is called _____________________.

4. A(n) ______________________ is usually formed by the upfolding, or arching, of rock layers.

5. A(n) ______________________ fault occurs when the hanging wall block moves down relative to the footwall block.

6. The collection of processes involved in mountain building are called _____________________.

AMDG




CHAPTER 12 QUIZ:

1. ________________________ is the idea that the physical, chemical, and biological laws that operate today also operated in the past.

2. The law of _____________________ states that in an undeformed sequence of sedimentary rocks, each layer is older that the one above it and younger than the one below it.

3. A surface that represents a break in the rock record is termed a(n) _______________________.

4. _______________________ is the process of matching rock layers at different locations that formed at the same time and by the same processes.

5. A(n) __________________ is the preserved remains or traces of an organism.

6. Change overtime is known as ___________________.

7. According to the theory of __________________, traits that improve an individual’s chance for survival and reproduction will be passed on more frequently to future generations that traits that do not.

8. Geologists divide Earth’s history into four long units called ______________.

9. The smallest unit of time on the geologic time scale is called a(n) ______________________.

AMDG




CHAPTER 13 QUIZ:

1. _____________________ is the process by which organisms use light energy to convert carbon dioxide and water to oxygen and food in the form of carbohydrates.

2. A(n) ______________________ is a single-celled organism whose DNA is not contained within a nucleus.

3. A(n) ______________________ is an organism whose DNA is contained within a nucleus.

4. The dying out of many groups of organisms in a relatively short time is called a(n) _____________________________.

5. A(n) ______________________ is a four-legged animal, with lungs for breathing, that can live on land but that lays its eggs in water.

6. ______________________ are a group of generally terrestrial and scaly animals that lay amniotic eggs.

7. ______________________ are animals that have hair and nourish their young with milk.

8. ______________________ are a group of plants that bear their seeds on the scales of cones.

9. ______________________ are plants that produce flowers and seeds with an outer covering.

10. Cycles related to Earth’s movements, such as its orbit around the sun, that scientists think may help to cause ice ages are called ______________________.

AMDG




CHAPTER 14 QUIZ:

1. ____________________ is the measurement of ocean depths and the charting of the topography of the ocean floor.

2. A(n) _______________________ is a small underwater craft used for deep-sea research.

3. The zone of transition between a continent and the adjacent open basin floor is known as the continental ____________________.

4. The __________________________________ is the area of the deep-ocean floor between the continental margin and the oceanic ridge.

5. The volcanic peaks that dot the ocean floor but are not tall enough to break through the ocean surface, are called ____________________.

6. Compact chemical structures made of water and natural gas are called ___________________.

AMDG




CHAPTER 15QUIZ:

1. _____________________ is the total amount of solid material dissolved in water.

2. The _____________________ is the layer of ocean water between 300 meters and 1000 meters, where there is a rapid change of temperature with depth.

3. The _____________________ is the layer of ocean water between 300 meters and 1000 meters where there is a rapid change of density.

4. All organisms that drift with ocean currents are called _______________________.

5. All animals capable of moving independently of the ocean currents are called ___________________________.

6. Organisms that live on or in the ocean bottom are called __________________.

7. The part of the ocean into which sunlight penetrates is called the ________________ zone.

8. Open ocean of any depth is called the ____________________ zone.

9. ________________________ is the process by which certain microorganisms produce organic molecules from inorganic nutrients using chemical energy.

10. A(n) ______________________ is a sequence of organisms through which energy is transferred, starting with the primary producer.

AMDG




CHAPTER 16 QUIZ:

1. ______________________ are movements of water the flow horizontally in the upper part of the ocean’s surface.

2. Large whirls of water within an ocean based are called ___________________.

3. _____________________ is the rising of cold water to replace warmer surface water that has been displaced by wind.

4. The vertical distance between the trough and crest of a wave is called ______________________.

5. The horizontal distance between two successive crest or two successive troughs is the ______________________.

6. ___________________ tides are tides that have the greatest tidal range due to the alignment of the Earth, the moon, and the sun.

7. A(n) ______________________ is the accumulation of sediment found along the shore of a lake or ocean.

8. The bending of waves is called wave _________________________.

9. A(n) ___________________ is an elongated ridge of sand that projects from the land into the mouth of an adjacent bay.

10. ____________________________ are narrow sandbars parallel to, but separated from, the coast.

AMDG




CHAPTER 17 QUIZ:

1. _____________________ is a form of oxygen that combines three oxygen atoms into each molecule.

2. The layer of atmosphere closest to the surface of the Earth is called the ________________________.

3. The outermost layer of the atmosphere is called the ______________________.

4. During the spring ________________ the vertical rays of the sun strike the equator.

5. ___________________ is a measure of the average kinetic energy of the individual atoms or molecules in a substance.

6. ___________________ is the transfer of heat through matter by molecular activity.

7. ___________________ occurs when electromagnetic waves bounce off an object.

8. ___________________ is the transfer of heat by mass movement or circulation within a substance.

9. The fraction of total radiation that is reflected by any surface is called _____________________.

10. ___________________ are lines that connect points that have the same temperature.

AMDG




CHAPTER 18 QUIZ:

1. Steam rising from a pot of water on the stove is an example of _________________________, the change of a liquid to a gas.

2. The general term for the amount of water vapor in the air is _______________________.

3. __________________________ is the conversion of a solid directly to a gas, without passing through the liquid state (example: dry ice “smoking”).

4. Any form of water that falls from a cloud is known as __________________________.

5. A(n) ____________________________ is an instrument used to measure relative humidity.

6. _________________________ clouds are white, thin, and found high in the atmosphere.

7. _________________________ clouds have a fluffy, cotton ball appearance and usually are flat-bottomed.

8. _________________________ clouds are sheets or layers that cover much of the sky.

9. A cloud with its base at or very near the ground is called _____________________.

10. The process that generates much of the precipitation in the middle latitudes occurs in cold clouds and is called the _____________________ process.

AMDG




CHAPTER 19 QUIZ:

1. A(n) _____________________________ is an instrument used for measuring air pressure.

2. ____________________________ are lines on a weather map that connect places of equal air pressure.

3. ____________________________ are fast-moving rivers of air near the tropopause.

4. Centers of low pressure are called __________________________.

5. Centers of high pressured are called ___________________________.

6. __________________________ are two belts of winds, located between the subtropical highs and the equator, that blow almost constantly from easterly directions.

7. Seasonal reversal of wind direction associated with large continents, especially Asia, are called ________________________.

8. When the wind consistently blows more often from one direction that from any other, it is called a(n) _______________________ wind.

9. A(n) ____________________________ is an instrument used to measure wind speed.

10. Every three to seven years, warm countercurrents become unusually strong and replace cold offshore waters with warm equatorial waters. This phenomenon is referred to as _________________________.

AMDG




CHAPTER 20 QUIZ:

1. A(n) _________________________ is an extremely large body of air that is located in the troposphere and is characterized by similar temperatures and amounts of moisture at any given altitude.

2. _________________________ air masses form over land and are likely to be dry.

3. _________________________ air masses form over water and are typically humid.

4. A(n) _________________________ front forms when a cold front overtakes a warm front.

5. A(n) _________________________ front forms when two air masses come together but neither displaces the other.

6. A storm that generates lightning and thunder is known as a(n) ___________________________.

7. A(n) __________________________ is a violent windstorm that takes the form of a rotating column of air.

8. Whirling tropical cyclones are often called __________________________.

9. The very center of a tropical cyclone, where there is no precipitation and winds are mild, is called the ___________ of the storm.

10. A(n) ________________________________ is a dome of water that sweeps across the coast where a hurricane’s eye moves onto land.

AMDG




CHAPTER 21 QUIZ:

1. The _____________________ zones are located around the equator where heat from the sun’s rays is most intense.

2. The _____________________ zones are located between 23.5°and 66.5° north and south of the equator. Because the sun’s radiation strikes Earth at a smaller angle, the summers are hot and the winters are cold.

3. The _____________________ zones are located 66.5° and 90° north and south latitudes. Because the sun’s energy is spread out over a large area, these regions are very cold.

4. The _____________________ climate classification system is a way of classifying climates that is based on mean monthly and annual values of temperature and precipitation.

5. _______________________ are tropical regions characterized by drought-resistant trees and tall grasses.

6. A(n) ______________________ is a semi-arid climate that is more humid than a desert climate.

7. The ______________________ climate does not have a single monthly mean temperature above 0°C and its landscape is covered with permanent ice and snow.

8. An increase in average temperatures of the atmosphere, along with climate changes that have resulted from it, due in part to increased carbon dioxide levels is referred to as ___________________________________________.

AMDG




CHAPTER 22 QUIZ:

1. ______________________ is the science that studies the universe.

2. The path of an object as it goes around another object in space is called a(n) ___________________.

3. A sun-centered, or ___________________, view of the universe was first proposed by Aristarchus in the third century B.C.

4. One astronomical unit (AU) is equal to ___________ million kilometers.

5. Sir Isaac Newton proposed a concept called _______________ which suggests that a moving object will continue to move at a constant speed and in a straight line.

6. ________________________ is the turning, or spinning, of a body on its axis.

7. ________________________ is the motion of a body, such as a planet or moon, along its orbit around some point in space.

8. Because Earth orbits in an ellipse, its distance from the sun varies. At ______________________, Earth is closest to the sun.

9. Round depressions on the surface of the moon are called _____________________.

10. The uppermost layer of the moon, composed of igneous rock, beads, and fine lunar dust, is called the lunar _____________________.

AMDG




CHAPTER 23 QUIZ:

1. Mercury, Venus, Earth, and Mars are known as the ________________________ planets because they are small and rocky.

2. A(n) _______________________ is a cloud of dust and gas in space.

3. ______________________ has the densest atmosphere of the inner planets.

4. The smallest of the inner planets is _________________________.

5. ___________________________ is the largest planet in our solar system.

6. Saturn’s largest moon, ___________________, has a thick, smog-like atmosphere consisting mostly of nitrogen.

7. ___________________ is the only planet in our solar system to rotate “on its side.”

8. ___________________ are small rocky bodies that orbit the sun and are larger than 10 meters in diameter.

9. ___________________ are pieces of rocky and metallic materials held together by frozen water, ammonia, methane, carbon dioxide, and carbon monoxide.

10. A(n) ____________________ is a small solid particle that travels through space.

AMDG




CHAPTER 24 QUIZ:

1. Light acts as a stream of particles called _______________________.

2. The narrow band of electromagnetic radiation we can see is sometimes called ___________________________.

3. Most stars emit a dark line or ______________________ spectrum which is produced when visible light is passed through a relatively cool gas under low pressure.

4. Early astronomers used telescopes, called ____________________ telescopes, with glass lenses to bend and focus light.

5. ____________________ telescopes used a concave mirror that focuses light in front of a mirror. These telescopes are not affected by chromatic aberration.

6. A(n) __________________ telescope focuses incoming radio waves on an antenna, which absorbs and transmits the waves to an amplifier.

7. The _____________________ is the layer of the sun which radiates most of the light that we see.

8. The _____________________ is the outermost layer of the solar atmosphere and is not typically visible.

9. The northern and southern lights, or _____________________, are an after effect of solar flares.

10. The sun produces energy through a process known as _____________________.

AMDG




CHAPTER 25 QUIZ:

1. A(n) _____________________ is used to designate an area of the sky that contains a specific pattern of stars.

2. One light-year is equal to approximately ________ trillion kilometers.

3. A star’s brightness as it appears from Earth is known as its ______________________________.

4. Our sun, along with 90% of all stars, is considered a ____________________ star.

5. A(n) _____________________ is a developing star not yet hot enough to engage in nuclear fusion.

6. ____________________ are extremely small stars that are the remains of low-mass and medium-mass stars.

7. Dense objects with gravity so strong that not even light can escape their surface are called ______________________________.

8. _____________________ are large groups of stars, dust, and gases held together by gravity.

9. We belong to a galaxy called the ____________________________.

10. __________________________ states that galaxies are retreating from us at a speed that is proportional to their distance.

AMDG

Kolbe Academy Napa, CA ♦ EXAM 1 ♦ Earth Science

Junior High


EXAMS

EXAMINATION 1 Part I. Fill in the Blank. (2 points each)

1. The geosphere is divided into three parts based on composition: the _________, the

_________, and the ______________.

2. _____________________ is the distance north or south of the equator, measured in

degrees.

3. _____________________ is the distance east or west of the prime meridian, measured in

degrees.

4. A(n) ___________________ is a scientific explanation for a set of observations that can

be tested in ways that support or reject it.

5. A(n) _______________________ is a substance that cannot be broken down into simpler

substances by chemical or physical means.

6. A(n) _____________________ is the basic unit of matter.

7. _________________ elements are minerals that only contain one element or type of

atom.

8. A(n) ___________________ is a solid mass of minerals or mineral-like materials.

9. Underground melted rock is called ___________________.

10. ____________________ is the picking up and carrying away of sediments.

Part II. Matching. Match the properties of minerals with their descriptions. (1 point each)_____ 1. The visible expression of a

mineral’s internal arrangement of atoms.

_____ 2. A measure of the resistance of a mineral to being scratched.

_____ 3. The uneven breakage of a mineral.

A. cleavage B. luster C. hardness D. color

_____ 4. The shade or tint of a mineral.

AMDG


Junior High


EXAMINATION 1 (Cont’d.) _____ 5. How light is reflected from the

surface of a mineral.

E. streak F. crystal form

_____ 6. The color of a mineral in its powdered form.

G. fracture

_____ 7. The tendency of a mineral to break along flat, even surface.

Part III. Multiple Choice. Select the best answer to each question. 1. All of the water on Earth makes up the a. atmosphere. b. hydrosphere. c. geosphere. d. biosphere. 2. Which type of map projection is commonly used to make road and weather maps? a. Mercator projection b. Robison projection c. Conic projection d. Gnomonic projection 3. Which type of projection is made by placing a flat piece of paper on a globe so that it touches a single point on the globe’s surface? a. Mercator projection b. Robison projection d. Conic projection d. Gnomonic projection 4. Contour lines that are close together on a topographic map indicate a(n) a. steep slope. b. valley. c. lake. d. gentle slope. 5. Which of the following is classified as a nonrenewable resource? a. oil b. natural gas c. coal d. All of the above.

AMDG


Junior High


EXAMINATION 1 (Cont’d.) 6. Which subatomic particle has a positive charge and is found in the nucleus of an atom? a. proton b. neutron c. electron d. isotope 7. What type of chemical bond forms when atoms share electrons? a. Ionic b. Metallic c. Covalent d. All of the above. 8. What type of mineral is quartz (SiO2)? a. Halide b. Silicate c. Native element d. Carbonate 9. A certain mineral sample has a mass of 220 grams and a volume of 10 cubic centimeters. What is the density of the sample? a. 2.2 g/cm3

b. 22 g/cm3

c. 220 g/cm3

d. 2,200 g/cm3

10. Sedimentary rock forms from a. layers of weathered, eroded, and deposited sediment. b. preexisting rock which is changed by forces within the Earth. c. cooled magma or lava. d. explosive eruptions of magma or lava. 11. A sample of igneous rock has large, prominent crystals. How did the sample form? a. Layers of sediment were compacted and cemented together. b. Molten rock cooled rapidly at the Earth’s surface. c. Molten rock cooled slowly below the Earth’s surface. d. Not enough information is provided to answer the question.

AMDG


Junior High


EXAMINATION 1 (Cont’d.) 12. Rock salt which forms when the mineral halite precipitates from sea water is an example of a(n) a. basaltic composition rock. b. clastic sedimentary rock. c. biochemical sedimentary rock. d. chemical sedimentary rock. 13. The two processes involved in lithification are a. erosion and deposition. b. condensation and evaporation. c. melting and cooling. d. compaction and cementation. 14. Fossils, the preserved remains of deceased organisms, are typically preserved in a. sedimentary rock. b. igneous rock. c. metamorphic rock. d. All types of rock. 15. Which type of metamorphism is associated with major changes in the Earth’s crust such as mountain building? a. Lithification b. Regional c. Contact d. Cementation Part IV. Short Answer. Respond to four of the following prompts in complete sentences. (9 points each) 1. Explain how the hydrosphere, atmosphere, and geosphere influence the biosphere. 2. The Earth system is powered by energy from two sources. What are they? 3. Describe the difference between a scientific hypothesis and theory. Explain why theories are neither guesses nor absolute truths. 4. Describe the five characteristics shared by all minerals. 5. Describe the process or processes that can occur at each point on diagram.

AMDG


Junior High


EXAMINATION 1 (Cont’d.)

6. Describe the three agents of metamorphism.

AMDG


Junior High


EXAMINATION 2 Part I. Fill in the Blank. (2 points each) 1. A(n) _________________ resource can be replenished over a fairly short time span.

2. _________________ is the water that flows over land and often carries nonpoint source

pollution.

3. The careful use of Earth’s resources is called _________________.

4. Tree roots growing into the cracks of a rock is an example of ______________

weathering.

5. The transfer of rock and soil downslope due to gravity is called

____________________________.

6. The unending circulation of Earth’s water supply is known as the

__________________________.

7. A(n) ______________ is an accumulation of sediment formed where a stream enters a

lake or ocean.

8. A(n) ________________, such as Old Faithful in Yellowstone National Park, is an

intermittent hot spring in which a column of water shoots up with great force at

various intervals.

9. A thick ice mass that moves slowly over the land surface is called a(n) _____________.

10. When wind lifts and removes loose particles such as clay and silt, _________________

occurs.

Part II. Multiple Choice. Select the best answer to each question. (2 points each) 1. All fossil fuels including coal, petroleum, and natural gas contain the element a. magnesium. b. potassium. c. carbon. d. silicon.

AMDG


Junior High


EXAMINATION 2 (Cont’d.) 2. The final stage of coal formation, called ________________, releases the most heat when burned. a. peat b. lignite c. bituminous coal d. anthracite 3. Which of the following is an example of point source pollution? a. Factory pipes b. Oil from streets c. Farm pesticides d. Lawn chemicals 4. In cold climates, water works its way into the cracks of rocks, freezes, and expands. Over many winters, the freeze-thaw cycle breaks the rock into pieces. This is a form of mechanical weathering known as a. unloading. b. frost wedging. c. biological activity. d. glacial till. 5. What is the most important agent of chemical weathering? a. Iron oxide b. Water c. Carbon dioxide d. Sulfides 6. What is the primary force behind all forms of mass movement? a. earthquakes b. soil saturation c. removal of vegetation d. gravity 7. Plants release water into the atmosphere through a process called a. transpiration. b. evaporation. c. condensation. d. percolation.

AMDG


Junior High


EXAMINATION 2 (Cont’d.) 8. The ability of a stream to erode depends largely on its a. profile. b. headwaters. c. velocity. d. capacity. 9. Large, coarse particles that bounce or roll along the bottom of a stream are called a. suspended load. b. bed load. c. dissolved load. d. turbulent load. 10. Which river has the largest drainage basin in the United States? a. Ohio River b. Missouri River c. Mississippi River d. Potomac River 11. So-called “Karst landscapes” are characterized by many depressions called a. caverns. b. ravines. c. floodplains. d. sinkholes. 12. Glaciers originate on land in areas where a. snow melts every season. b. blizzards occur infrequently. c. more snow falls than melts. d. None of the above. 13. The area of the glacier below the snowline where the glacier loses mass as ice melts is called the zone of a. accumulation. b. till. c. drift. d. wastage.

AMDG


Junior High


EXAMINATION 2 (Cont’d.) 14. When glaciers melt, they leave layers or ridges of till called a. moraines. b. hanging valleys. c. cirques. d. troughs. 15. A cone of debris which forms at the mouth of a canyon is known as a(n) a. playa. b. alluvial fan. c. placer deposit. d. cirque. 16. The Yellow River earned its name from the very fine silt, called ____________, transported by wind from nearby deserts. a. desert pavement b. stratification c. loess d. till Part III. Answer all six prompts in complete sentences. (8 points each) 1. Choose one alternative energy source. Explain how the power source works and its associated advantages and disadvantages. 2. Reflect on the following quote from the Catechism of the Catholic Church (373): In God's plan man and woman have the vocation of "subduing" the earth as stewards of God. This sovereignty is not to be an arbitrary and destructive domination. God calls man and woman, made in the image of the Creator "who loves everything that exists", to share in his providence toward other creatures; hence their responsibility for the world God has entrusted to them. Discuss how the Catholic concept of dominion over and stewardship of God’s creation relates to environmental conservationism. 3. Describe the five basic types of mass movement based on the kind of material moved, how it moves, and the speed of movement. 4. Explain the relationship between the zone of aeration, the zone of saturation, and the water table.

AMDG


Junior High


EXAMINATION 2 (Cont’d.) 5. Explain why groundwater is viewed as a nonrenewable resource by some scientists. 6. What was the Dust Bowl? Explain how this event was caused by natural occurrences and made worse by human impact.

AMDG


Junior High


EXAMINATION 3 Part I. Fill in the Blank. (2 points each) 1. The point within Earth where an earthquake starts is called the _______________.

2. Earthquakes are caused by slippage along a break in the lithosphere known as the

________________.

3. Scientists use an instrument called a(n) __________________ to measure seismic waves.

4. ______________ is a system that uses sound waves to calculate the distance to an

object. This technology is used to study the ocean floor.

5. Chunks of lithosphere “floating” on the asthenosphere are called tectonic

_______________.

6. The “_____________ of ____________” is the long belt of volcanoes that circles much of

the Pacific Ocean.

7. A volcano’s opening at the surface is called the _____________.

8. A(n) __________________ is a structure that results from the cooling and hardening of

magma beneath Earth’s surface.

9. ____________________ is any change in the original shape and/or size of a rock body.

10. During mountain building, stress often bends sedimentary and volcanic rock into

ripples called _____________.

AMDG


Junior High


EXAMINATION 3 (Cont’d.) Part II. Labeling. Label the diagram with the five physical layers of the Earth. (1 point each)

A. ________________________________________ B. ________________________________________ C. ________________________________________ D. ________________________________________ E. ________________________________________ Part III. Multiple Choice. Choose the best answer to each question. (2 points each) 1. According to the _________________ hypothesis, many earthquakes are caused by the quick release of energy from rock that has been subjected to stress. a. elastic rebound b. gap c. plate tectonics d. continental drift

AMDG


Junior High


EXAMINATION 3 (Cont’d.) 2. The most destructive seismic waves are a. P waves. b. S waves. c. surface waves. d. body waves. 3. In order to use a travel-time graph to locate an earthquake’s epicenter, seismologists must have a. data from three or more earthquakes. b. data from earthquakes over the last decade. c. data from seismograms on each continent. d. data from seismograms at three or more locations which recorded the same earthquake. 4. The boundary between the crust and the underlying mantle is called the a. asthenosphere. b. Moho discontinuity. c. unconformity. d. disconformity. 5. Which scientist proposed the theory of continental drift? a. Alfred Wegener b. Charles Darwin c. Charles Lyell d. James Hutton 6. The process in which the ocean floor returns to the mantle as it sinks beneath a deep ocean trench is called a. rift. b. disconformity. c. subduction. d. divergence. 7. A(n) _______________ boundary occurs where two tectonic plates grind past each other. a. divergent b. transform fault c. convergent d. strike-slip

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Junior High


EXAMINATION 3 (Cont’d.) 8. Which of the following is used as evidence to support the theory of continental drift? a. fossil evidence b. paleomagnetism c. the fit of South America and Africa d. All of the above. 9. True or False? Increasing the water content of rock lowers the rock’s melting temperature. a. True b. False 10. Intraplate volcanism, volcanic activity that occurs within a plate, occurs where a mass of hotter-than-normal molten rock called a(n) ____________________ rises near the surface. a. hot spot b. mantle plume c. continental arc d. subduction zone 11. Which type of volcano is relatively small and consists mostly of lapilli? a. shield b. cinder cone c. composite d. summit caldera 12. Mt. Rainier in Washington state is an example of a ______________ volcano which composed of layers of lava and pyroclastic material. a. shield b. cinder cone c. composite cone d. summit caldera 13. A(n) ___________________ is a body of intrusive igneous rock that has a surface exposure of more than 100 km. a. sill b. laccolith c. dike d. batholith

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Junior High


EXAMINATION 3 (Cont’d.) 14. Which of the following is an example of ductile deformation? a. glass shattering b. breaking a wooden pencil c. a fractured bone d. modeling clay 15. ________________, or step-like folds in horizontal sedimentary strata, are a prominent feature of the Colorado Plateau. a. Monoclines b. Anticlines c. Synclines d. Laccoliths Part IV: Short Answer. Answer all five prompts in complete sentences. (9 points each) 1. Explain the three scales that seismologists use to describe earthquakes. 2. Describe three hazards associated with earthquakes. 3. Explain how slab-pull and ridge-push are related to tectonic plate motion. 4. Explain the factors that determine whether a volcano erupts explosively or quietly. 5. Name and describe the three types of stress that cause rock deformation.

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Junior High


EXAMINATION 4 Part I. Fill in the Blank (1 point each) 1. A surface that represents a break in the rock record is termed a(n)

___________________.

2. ___________________ is the process of matching rock layers at different locations that

formed at the same time and by the same processes.

3. A(n) __________________ fossil is a fossil that is both geographically widespread and

abundant in the fossil record but that existed for only a limited span of time.

4. Scientists hypothesize the life on Earth has undergone significant change, or

_______________, over the course of millions of years.

5. Geologists divide Earth’s history into four long units called ______________.

6. Geologists estimate that the Earth is approximately ______________ billion years old.

7. ________________ is the process by which organisms use light energy to convert carbon

dioxide and water to oxygen and sugar.

8. When many groups of organisms die out in a relatively short time it is called a(n)

__________________________.

9. A(n) __________________ is a four-legged animal, with lungs for breathing, that can live

on land but that lays its eggs in water.

10. _______________ are animals that have hair and nourish their young with milk.

Part II. Multiple Choice. Choose the best answer to each question. (2 points each) 1. Which scientist proposed the theory of uniformitarianism – a principle which suggests that the physical, chemical, and biological laws that operate today also operated in the past? a. James Hutton b. Nicolaus Steno c. Charles Darwin d. Charles Lyell

AMDG


Junior High


EXAMINATION 4 (Cont’d.) 2. The law of ________________ states that in an undisturbed sequence of sedimentary rocks, each layer is older than the one above it and younger than the one below it. a. continental drift b. deformation c. original horizontality d. superposition 3. Which principle states that sediment is generally deposited in flat layers? a. principle of cross-cutting relationships b. principle of original horizontality c. principle of unconformity d. principle of superposition 4. The arrows in the diagram are pointing to _________________, pieces of older rock found within a younger rock unit.

a. inclusions b. unconformities c. disconformities d. correlations 5. Which organism is most likely to be found in the fossil record? a. a worm b. a small, flowering plant c. a mammal with a hard skeleton d. bacteria

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Junior High


EXAMINATION 4 (Cont’d.) 6. According to the theory of _____________________, traits or adaptations that improve an organism’s chance for survival and reproduction will be passed on more frequently to future generations than traits that do not. a. superposition b. succession c. evolution d. natural selection 7. True or False? The geologic time scale includes many absolute dates as the result of radiometric dating techniques. a. True b. False 8. The smallest unit of time on the geologic time scale is the a. eon. b. era. c. period. d. epoch. 9. Fossils from the ________________ time are rare because rock from this time has been buried, eroded, metamorphosed, or destroyed. a. Phanerozoic b. Mesozoic c. Precambrian d. Ordovician 10. Most major groups of modern organisms evolved during the ________________________ era. a. Precambrian b. Paleozoic c. Mesozoic d. Cenozoic 11. Scientists hypothesize that Earth formed as ___________________ pulled together dust, rock, and ice in space. a. solar radiation b. fission reactions c. gravity d. subduction

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Junior High


EXAMINATION 4 (Cont’d.) 12. Scientists hypothesize that _______________ dramatically changed the Earth’s atmosphere 3.5 billion years ago by using carbon dioxide and releasing oxygen into the atmosphere. a. bacteria b. flowering plants c. plants with cones d. mosses and ferns 13. Geologists have found _________________, exposed areas of Precambrian rock, on every modern continent. a. unconformities b. angular disconformities c. volcanoes d. shields 14. Many new groups of organisms evolved in a relatively short time in an event called the “______________ explosion.” a. Silurian b. Cambrian c. Mesozoic d. Permian 15. During the _______________ period sharks and jawed fish evolved in the oceans and the first true trees and forests appeared. a. Devonian b. Silurian c. Ordovician d. Laurasian 16. __________________, scaly animals that lay amniotic eggs, evolved during the Carboniferous period. a. Amphibians b. Prokaryotes c. Reptiles d. Mammals

AMDG


Junior High


EXAMINATION 4 (Cont’d.) 17. The most famous organisms of the Jurassic period are a. amphibians. b. angiosperms. c. dinosaurs. d. mammals. 18. Flowering plants, called angiosperms, developed during the ________________ period. a. Tertiary b. Jurassic c. Triassic d. Cretaceous 19. The Cenozoic Era is sometimes referred to as the “Age of ________________.” a. Dinosaurs b. Mammals c. Reptiles d. Sea Life 20. During the Tertiary Period, the giant landmass known as ________________ separated into continents. a. Pangaea b. Laurasia c. Panthalassa d. Gondwana Part III. Short Answer. Answer all five prompts in complete sentences. (10 points each) 1. What is a fossil? Describe three different types of fossils. 2. Explain how unconformities form. Describe the three types of unconformities. 3. Describe the similarities and differences between prokaryotes and eukaryotes. 4. Describe the formation and composition of the Earth’s original atmosphere. What events changed the atmosphere to make it suitable for life? 5. What adaptations allowed mammals to become so successful during the Cenozoic Era?

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Junior High


EXAMINATION 5 Part I. Fill in the Blank (1 point each) 1. The world ocean can be divided into four main ocean basins: a. ___________________, b.

____________________, c. _______________________, and d. ______________________.

2. Scientists use a technology called _________________, which stands for “sound

navigation and ranging,” to study the ocean floor.

3. _____________ and ___________________ are the main energy products currently being

obtained from the ocean floor.

4. ____________________ refers to the total amount of solid material dissolved in water.

5. All organisms that drift with ocean currents are known as ______________________.

6. Organisms that live on or in the ocean bottom are called _____________________.

7. All animals capable of moving independently of the ocean currents, by swimming or

other means of propulsion, are called __________________.

8. _______________ is when rising cold water replaces warmer surface water that has

been displaced by wind.

9. _________________ are regular changes in the elevation of the ocean surface.

10. A(n) _____________________ is the accumulation of sediment found along the shore of

a lake or ocean.

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Junior High


EXAMINATION 5 (Cont’d.) Part II. Multiple Choice. Choose the best answer to each question. (2 points each) 1. Approximately what percentage of the Earth’s surface is covered by the world ocean? a. 20% b. 45% c. 60% d. 70% 2. __________________ is the measurement of ocean depths and the charting of the shape and landforms of the ocean floor. a. Bathymetry b. Geography c. Oceanography d. Sonography 3. The zone of transition between a continent and the adjacent ocean basin floor is known as the a. abyssal plains. b. seamounts. c. continental margin. d. submarine canyons. 4. Which of the following is NOT a region of the ocean floor? a. continental margin b. continental crust c. ocean basin floor d. mid-ocean ridge 5. Most oceanic gas hydrates form when a. surface currents wash sediment into the ocean. b. bacteria break down organic matter trapped in ocean-floor sediments. c. chunks of organic material dissolve in the water. d. None of the above. 6. In what region of the ocean floor would you look for natural resources including mineral deposits, oil and natural gas, and sand and gravel deposits? a. Submarine canyons b. Continental slope c. Continental rise d. Continental shelf

AMDG


Junior High


EXAMINATION 5 (Cont’d.) 7. The average salinity of seawater is a. <1 % b. 3.5 % c. 15 % d. 35 % 8. Which of the following best describes the thermocline? a. A layer of ocean water where there is a rapid change of temperature with depth. b. A layer of ocean water that is evenly heated by solar radiation. c. A layer of ocean water with temperature that changes with latitude. d. A region where warm and cold layers of ocean water mix. 9. The part of the ocean into which sunlight penetrates is called the a. euphotic zone. b. aphotic zone. c. photic zone. d. None of the above. 10. Marine organisms in the _________________ zone are challenged by very high pressure, no sunlight, and low temperatures. They rely on decaying particles which “rain down” from other zones for nutrition. a. pelagic b. benthic c. photic d. abyssal 11. Which of the following is an example of a chemosynthetic primary producer? a. Kelp b. Bacteria in hydrothermal vents c. Coral d. Dolphins 12. Scientists use ______________ to evaluate complex relationships in ecosystems and show how the success or failure of one population could affect other populations. a. food webs b. food chains c. trophic levels d. carbon cycles

AMDG


Junior High


EXAMINATION 5 (Cont’d.) 13. Huge circular-moving current systems that dominate the surfaces of the ocean are called a. basins. b. surface currents. c. gyres. d. deep ocean currents. 14. An increase in seawater density can be caused by a. a decrease in temperature. b. a decrease in salinity. c. an increase in temperature. d. upwelling. 15. Most ocean waves obtain their energy and motion from a. the Coriolis effect. b. deep ocean currents. c. continental deflection. d. the wind. 16. Waves typically break, or collapse, in the a. deep water. b. swash. c. surf zone. d. trough. 17. What causes tides? a. the Coriolis effect b. gravity c. wind d. solar radiation 18. A current that flows parallel to the shore and moves large amounts of sediment is called a a. longshore current. b. wave refraction. c. beach drift. d. headland current.

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Junior High


EXAMINATION 5 (Cont’d.) 19. _______________ form when two sea caves on opposite sides of a headland unite as a result of erosion. a. Tombolos b. Sea arches c. Baymouth bars d. Spits 20. Which of the following is built to protect the coast from erosion and prevent the movement of sand along a beach? a. Tombolos b. Spits c. Sandbars d. Breakwaters Part III. Short Answer. Respond to all five prompts in complete sentences. (10 points each) 1. Explain how modern technology has allowed scientists to form a more complete picture of the ocean floor. 2. Describe the sources of dissolved minerals in the ocean. Explain the processes that affect the salinity of seawater. 3. What are the three main zones of the open ocean? 4. Explain why productivity is low in tropical oceans. 5. Explain this statement: “Waves can travel thousands of kilometers, but the seawater itself does not travel the entire distance of the wave.”

AMDG


Junior High


EXAMINATION 6 Part I. Fill in the Blank (2 points each) 1. The most abundant gas in Earth’s atmosphere is _____________________.

2. _________________ is a form of oxygen that combines three oxygen atoms into each

molecule.

3. ____________________ is the energy transferred from one object to another because of

a difference in their temperatures.

4. _____________________ occurs when an electromagnetic wave bounces off an object.

5. The fraction of the total radiation that is reflected by any surface is called

___________________.

6. _______________________ is the average weather conditions in an area over a long

period.

7. Tropical grasslands with drought-resistant trees are called ____________________.

8. Where prevailing winds meet mountain barriers, arid regions form called

__________________________.

9. ________________________ is a change in ocean circulation that causes parts of the

eastern tropical Pacific Ocean to become warmer than usual.

10. The _______________________ is the process by which heat is trapped in the

atmosphere by certain gases.

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Junior High


EXAMINATION 6 (Cont’d.) Part II. Multiple Choice. (2 points each) 1. What is the source of all clouds and precipitation? a. Nitrogen b. Oxygen c. Water vapor d. Argon 2. Although ____________________ makes up less than 1% of the atmosphere, it plays a significant role in heating the atmosphere. a. carbon dioxide b. nitrogen c. oxygen d. argon 3. True or False? The ozone layer is crucial to life on Earth because it absorbs harmful ultraviolet radiation. a. True b. False 4. _________________________ is the spinning of the Earth on its axis. a. Orbit b. Rotation c. Revolution d. Apparent motion 5. You grab the handle of a metal pot on the stove and let go quickly because it is too hot. You have just experienced the transfer of heat known as a. radiation. b. convection. c. temperature. d. conduction. 6. According to the laws of radiation, which of the following does NOT emit radiant energy? a. the sun b. a radiator c. an iceberg d. All objects, at any temperature, emit radiant energy.

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Junior High


EXAMINATION 6 (Cont’d.) 7. On a map which shows global temperatures, ________________ are lines that connect points that have the same temperature. a. isobars b. isotemps c. isotherms d. equigrads 8. In general, the higher the ____________________ of an area is, the colder the climate. a. elevation b. troposphere c. incline d. equinox 9. Humid tropical climates are all characterized by the absence of a. precipitation. b. winter. c. direct sunlight. d. wind. 10. In a humid continental climate, a. winters are severe, and summers are quite warm. b. winters are mild, and summers are hot. c. winters are severe, and there is no summer season. d. there is no winter season, and summers are mild. 11. A dry climate is one in which the yearly precipitation is __________________ the potential loss of water by evaporation and condensation. a. more than b. equal to c. less than d. The amount of precipitation in a dry climate is unpredictable. 12. As a result of increases in carbon dioxide and other greenhouse gases, global temperatures have a. increased. b. decreased. c. stayed the same. d. fluctuated unpredictably.

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Junior High


EXAMINATION 6 (Cont’d.) Part III. Short Answer. Answer all the prompts in complete sentences. (11 points each) 1. Name and describe the three mechanisms of heat transfer in the atmosphere. 2. Explain why cloudy days are generally cooler than clear days, but cloudy nights are warmer than nights without cloud cover. 3. Describe the four layers of the Earth’s atmosphere. 4. List and describe the Earth’s three major climate zones. 5. Explain how vegetation can affect climate. 6. Describe five natural processes that affect global climate.

AMDG


Junior High


EXAMINATION 7 Part I. Matching. Match the word with its definition. Not all terms will be used. (2 points each) 1. ____ Any form of water that falls from

a cloud 2. ____ The process of changing a liquid

to a gas 3. ____ The amount of water vapor in the

air 4. ____ Clouds that are white, thin, and

found high in the atmosphere 5. ____ Freezing rain 6. ____ A device used for measuring air

pressure 7. ____ Fast-moving river of air near the

tropopause 8. ____ Seasonal changes in wind

direction 9. ____ A device used to measure wind

speed 10. ____ A storm that generates

lightening and thunder 11. ____ A violent windstorm that takes

the form of a rotating column of air called a vortex

12. ____ A whirling tropical cyclone that

produces sustained winds of at least 119 km per hour

A. anemometer B. hurricane C. thermometer D. front E. jet stream F. precipitation G. glaze H. rain I. tornado J. evaporation K. monsoons L. cirrus M. cumulus N. barometer O. humidity P. condensation Q. thunderstorm

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Junior High


EXAMINATION 7 (Cont’d.) Part II. Multiple Choice. (2 points each) 1. Because the heat used to melt ice does not produce a temperature change, it is referred to as ______________ or “hidden” heat. a. evaporative b. precipitative c. latent d. relative 2. The amount of water vapor required for air to be saturated depends on a. precipitation. b. temperature. c. sublimation. d. deposition. 3. Relative humidity is often measured with a tool called a(n) a. hygrometer. b. barometer. c. anemometer. d. thermometer. 4. Which type of cloud has a flat bottom and “cotton ball” top? a. Cirrus b. Cumulus c. Stratus d. Fog 5. Where would you expect to find a cloud with the prefix -cirro as part of its name? a. High b. Middle c. Low d. The prefix does not indicate the location of the cloud. 6. True or False? Air pressure is only exerted in a downward direction. a. True b. False

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Junior High


EXAMINATION 7 (Cont’d.) 7. Closely spaced isobars on a weather map indicate a. high humidity. b. the formation of a thunderstorm. c. a jet stream. d. a steep pressure gradient and high winds. 8. What is the primary cause of the anticyclonic motion of high-pressure cells? a. Wind b. Friction c. Unequal pressure differences d. the Coriolis effect 9. The ___________________ are two belts of winds that blow from an easterly direction between the subtropical highs and the equator. a. trade winds b. westerlies c. doldrums d. polar easterlies 10. El Nino occurs approximately every a. year. b. 3-5 years. c. 5-10 years. d. 10-15 years. 11. Continental air masses are likely to be a. dry. b. wet. c. hot. d. cold. 12. Which type of air mass has little effect on the weather in North America? a. Continental polar b. Maritime polar c. Continental tropical d. Maritime tropical

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Junior High


EXAMINATION 7 (Cont’d.) 13. Thunderstorms typically form from ___________________ clouds. a. cirrostratus b. cirrocumulus c. altonimbus d. cumulonimbus 14. Tornadoes occur most frequently in the __________________ region of the United States. a. northeast b. southwest c. south-central d. northwest 15. The most devastating damage of a hurricane is often caused by a. the eye of the storm. b. a subsequent storm surge. c. a subsequent tornado. d. the thunderstorms that precede the hurricane. Part III. Short Answer. Answer all five prompts in complete sentences. 1. Explain what must occur for precipitation to form. (6 points) 2. Describe the three factors that combine to control wind. (10 points) 3. A low-pressure system is moving into your area. Should you get ready for a picnic or get out your umbrella? (6 points) 4. List and describe the four types of weather fronts. Explain how each front is depicted on a weather map. (12 points) 5. Explain how a tornado develops. (12 points)

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Junior High


EXAMINATION 8 Part I. Fill in the Blank. (1 point each)

11. ______________________ is the science that studies the universe.

12. The path of an object as it goes around another object in space is called a(n)

___________________.

13. ________________________ is the turning, or spinning, of a body on its axis.

14. The outermost planets are known as the _________________ planets, or “gas

giants.”

15. The glowing head of a comet is called the ___________________.

16. Meteoroids that enter the Earth’s atmosphere and burn up are known as

__________________.

17. A(n) ______________________ spectrum is produced by an incandescent solid, liquid,

or gas under high pressure. Example: a lightbulb

18. The sun produces energy through a process known as _____________________.

19. The sudden brightening of a star is called a _____________________.

20. A spinning neutron star that appears to give off pulses of radio waves is called a(n)

_____________________.

Part II: Multiple Choice. Select the best answer to each question. (2 points each) 1. Which Greek philosopher postulated that the Earth was round because it always

casts a curved shadow on the moon when it passes between the sun and the moon? a. Heraclitus b. Aristotle c. Socrates d. Pelagius

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Junior High


EXAMINATION 8 (Cont’d.) 2. Which astronomer brought about a revolution in the Middle Ages by suggesting that

Earth is a planet and the sun is the center of the solar system? a. Aristotle b. Brahe c. Kepler d. Copernicus

3. Kepler’s third law of planetary motion states that a planet

a. travels more rapidly when it is nearer the sun, and more slowly when it is farther from the sun. b. travels more slowly when it is nearer the sun, and more rapidly when it is farther from the sun. c. always travels at the same speed. d. Travels at an unpredictable speed.

4. One astronomical unit (AU) is equivalent to a. 10,000 kilometers b. 150,000 kilometer c. 15 million kilometers d. 150 million kilometers 5. At a point known as the _______________, the moon is closest to Earth. a. perigee b. ecliptic c. apogee d. sidereal 6. Total solar eclipses are only visible to people in the dark part of the moon’s shadow known as the a. apogee. b. umbra. c. penumbra. d. ecliptic.

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Junior High


EXAMINATION 8 (Cont’d.) 7. Astronomers estimate that the moon is at least ______________ years old based on analysis of moon rocks and other evidence. a. 150,000 b. 40 million c. 4.5 billion d. 40 billion 8. _________________ are ancient beds of basaltic lava which originated when asteroids pierced the surface of the moon and let magma ooze out. a. Maria b. Rilles c. Craters d. Regoliths 9. According to the ______________ theory, the sun and planets formed from a rotating disk of dust and gases. a. Big Bang b. Planetesimal c. Newtonian d. Nebular 10. Mercury has almost no atmosphere because the velocity of gas molecules depends on a. size of the planet. b. temperature. c. speed of planetary rotation. d. the time spent at the furthest point from the sun during a planet’s orbit. 11. Which planet is the second brightest natural object in the nighttime sky? a. Mercury b. Jupiter c. Venus d. Mars 12. Which planet has an enormous inactive volcano called Olympus Mons? a. Mercury b. Saturn c. Mars d. Venus

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Junior High


EXAMINATION 8 (Cont’d.) 13. The largest planet in the solar system is a. Jupiter. b. Saturn. c. Uranus. d. Neptune. 14. The most distinct feature of Saturn is/are a. its dense, rocky composition. b. its rings. c. its moon called Deimos. d. its eye-shaped storm system. 15. Neptune’s moon, _______________, is characterized by ice volcanoes that erupt liquid nitrogen and methane. a. Io b. Deimos c. Luna d. Triton 16. Most asteroids in the solar system lie in the belt between the orbits of a. Mercury and Venus. b. Mars and Jupiter. c. Earth and Mars. d. Saturn and Uranus. 17. In astronomy, the Doppler effect is used to determine a. whether a star or other body in space is moving away from or toward Earth. b. the speed at which gases are escaping from a planet. c. the velocity of a planet’s rotation. d. the velocity of a planet’s orbit. 18. One of the central missions of the Chandra X-Ray Observatory is to study a. the sun. b. nebulae. c. black holes. d. quasars.

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Junior High


EXAMINATION 8 (Cont’d.) 19. Which layer of the sun radiates most of the sunlight we can see? a. Corona b. Chromosphere c. Core d. Photosphere 20. The ____________________ is a thin layer of hot plasma which can be observed briefly during a total solar eclipse. a. chromosphere b. corona c. core d. photosphere 21. ____________________ are huge cloudlike structures of ionized gases that appear as arches extending from the sun. a. Sunspots b. Auroras c. Prominences d. Solar flares 22. Star, unlike planets, are called _________________ because they absorb all of the electromagnetic radiation that strikes them. a. binary b. blackbodies c. constellations d. white giants 23. Which star on the chart below is the brightest? Star Absolute magnitude Sun 5.0 Sirius 1.5 Betelgeuse -5.5 Deneb -6.9

a. Sun b. Sirius c. Betelgeuse d. Deneb

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Junior High


EXAMINATION 8 (Cont’d.) 24. A _________________ is a developing star not yet hot enough to engage in nuclear fusion. a. protostar b. white dwarf c. supergiant d. constellation 25. True or False? All stars eventually run out of fuel and collapse due to gravity. a. True b. False 26. The sun began its life as a(n) a. white dwarf. b. nebula. c. red giant. d. black dwarf. 27. Our solar system is part of the __________________ galaxy. a. Magellanic Cloud b. Hubble c. Andromeda d. Milky Way 28. The most distant, known bodies in space are _________________ which emit huge amounts of radiation. a. galaxies b. dwarf planets c. quasars d. black dwarves Part III. Short Answer. Respond to all the following prompts in complete sentences. 1. Describe the three sources of most meteoroids. (8 points) 2. Explain the advantages of a reflecting telescope over a refracting telescope. (8 points) 3. Describe the stellar evolution of our sun beginning with its “birth.” (8 points) 4. What is the Big Bang theory? What evidence suggests that the universe is and will continue to expand? (10 points)

AMDG

Kolbe Academy Napa, CA ♦ QUIZ ANSWER KEYS ♦ Earth Science

Junior High


CHAPTER QUIZ ANSWER KEYS

Chapter 1 1. hydrosphere (pg 8, 1.2) 2. biosphere (pg 9, 1.2) 3. core (pg 8, 1.2) 4. atmosphere (pg 8, 1.2) 5. Latitude (pg 11, 1.3) 6. Longitude (pg 11, 1.3) 7. topographic map (pg 14, 1.3) 8. contour interval (pg 14, 1.3) 9. system (pg 18, 1.4) 10. hypothesis (pg 23, 1.5)

Chapter 2

1. element (pg 34, 2.1) 2. atom (pg 35, 2.1) 3. isotopes (pg 38, 2.1) 4. covalent (pg 41, 2.1) 5. mineral (pg 45, 2.2) 6. Native elements (pg 49, 2.2) 7. Streak (pg 50, 2.3) 8. Mohs (pg 52, 2.3) 9. Density (pg 53, 2.3) 10. Fracture (pg 53, 2.3)

Chapter 3

1. rock (pg 66, 3.1) 2. magma (pg 67, 3.1) 3. texture (pg 71, 3.2) 4. Igneous (pg 71, 3.2) 5. Erosion (pg 76, 3.3) 6. Compaction (pg 76, 3.3) 7. clastic sedimentary rock (pg 77, 3.3) 8. metamorphism (pg 80, 3.4) 9. Foliated (pg 82, 3.4) 10. Nonfoliated (pg 83, 3.4)

Chapter 4

1. renewable (pg 94, 4.1) 2. fossil fuels (pg 95, 4.1)

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3. bitumen (pg 97, 4.1) 4. Ore (pg 98, 4.1) 5. fission (pg 103, 4.2) 6. Runoff (pg 109, 4.3) 7. salinization (pg 111, 4.3) 8. Conservation (pg 113, 4.4) 9. Compost (pg 115, 4.4) 10. Recycling (pg 116, 4.4)

Chapter 5

1. Mechanical weather (pg 126, 5.1) 2. talus (pg 127, 5.1) 3. exfoliation (pg 128, 5.1) 4. Chemical weathering (pg 129, 5.1) 5. mass movement (pg 143, 5.3) 6. slump (pg 146, 5.3) 7. creep (pg 147, 5.3)

Chapter 6

1. water cycle (pg 158, 6.1) 2. Infiltration (pg 159, 6.1) 3. Gradient (pg 160, 6.1) 4. discharge (pg 161, 6.1) 5. capacity (pg 165, 6.2) 6. delta (pg 166, 6.2) 7. Porosity (pg 171, 6.3) 8. water table (pg 172, 6.3) 9. cavern (pg 177, 6.3) 10. sinkhole (pg 178, 6.3)

Chapter 7

1. glacier (pg 188, 7.1) 2. Abrasion (pg 192, 7.1) 3. Till (pg 194, 7.1) 4. eskers (pg 196, 7.1) 5. alluvial fan (pg 201, 7.2) 6. Deflation (pg 203, 7.3) 7. saltation (pg 203, 7.3) 8. loess (pg 204, 7.3) 9. dunes (pg 205, 7.3)

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Chapter 8 1. earthquake (pg 218, 8.1) 2. epicenter (pg 218, 8.1) 3. aftershock (pg 221, 8.1) 4. seismograph (pg 224, 8.2) 5. seismogram (pg 224, 8.2) 6. tsunami (pg 230, 8.3) 7. seismic gap (pg 231, 8.3) 8. crust (pg 233, 8.4) 9. mantle (pg 234, 8.4) 10. inner core (pg 235, 8.4)

Chapter 9

1. Pangaea (pg 248, 9.1) 2. Sonar (pg 254, 9.2) 3. mid-ocean ridge (pg 255, 9.2) 4. subduction (pg 257, 9.2) 5. plate tectonics (pg 261, 9.3) 6. Transform (pg 263, 9.3) 7. Divergent (pg 262, 9.3) 8. Convergent (pg 262, 9.3) 9. slab-pull (pg 271, 9.4) 10. convection current (pg 270, 9.4)

Chapter 10

1. Decompression melting (pg 280, 10.1) 2. Ring of Fire (pg 284, 10.1) 3. intraplate volcanism (pg 285, 10.1) 4. Viscosity (pg 286, 10.2) 5. vent (pg 287, 10.2) 6. crater (pg 289, 10.2) 7. Shield (pg 290, 10.2) 8. composite cone/stratovolcano (pg 291, 10.2) 9. plutons (pg 295, 10.3) 10. batholith (pg 297, 10.3)

Chapter 11

1. Deformation (pg 308, 11.1) 2. Stress (pg 308, 11.1) 3. isostasy (pg 310, 11.1) 4. anticline (pg 312, 11.2)

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5. normal (pg 314, 11.2) 6. orogenesis (pg 316, 11.2)

Chapter 12

1. Uniformitarianism (pg 336, 12.1) 2. superposition (pg 337, 12.1) 3. unconformity (pg 339, 12.1) 4. Correlation (pg 340, 12.1) 5. fossil (pg 342, 12.2) 6. evolution (pg 345, 12.2) 7. natural selection (pg 345, 12.2) 8. eons (pg 354, 12.4) 9. epoch (pg 355, 12.4)

Chapter 13

1. Photosynthesis (pg 367, 13.1) 2. prokaryote (pg 368, 13.1) 3. eukaryote (pg 368, 13.1) 4. mass extinction (pg 369, 13.2) 5. amphibian (pg 373, 13.2) 6. Reptiles (pg 374, 13.2) 7. Mammals (pg 378, 13.3) 8. Gymnosperms (pg 378, 13.3) 9. Angiosperms (pg 380, 13.3) 10. Milankovitch cycles (pg 384, 13.4)

Chapter 14

1. Bathymetry (pg 397, 14.1) 2. submersible (pg 400, 14.1) 3. margin (pg 401, 14.2) 4. ocean basin floor (pg 403, 14.2) 5. seamounts (pg 404, 14.2) 6. gas hydrates (pg 411, 14.4)

Chapter 15

1. Salinity (pg 422, 15.1) 2. thermocline (pg 424, 15.1) 3. pycnocline (pg 426, 15.1) 4. plankton (pg 428, 15.2) 5. nekton (pg 429, 15.2) 6. benthos (pg 429, 15.2)

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7. photic (pg 430, 15.2) 8. pelagic (pg 432, 15.2) 9. Chemosynthesis (pg 433, 15.3) 10. food chain (pg 437, 15.3)

Chapter 16

1. Surface currents (pg 448, 16.1) 2. gyres (pg 449, 16.1) 3. Upwelling (pg 450, 16.1) 4. wave height (pg 456, 16.2) 5. wavelength (pg 456, 16.2) 6. Spring (pg 459, 16.2) 7. beach (pg 461, 16.3) 8. refraction (pg 462, 16.3) 9. spit (pg 464, 16.3) 10. Barrier islands (pg 466, 16.3)

Chapter 17

1. Ozone (pg 478, 17.1) 2. troposphere (pg 480, 17.1) 3. thermosphere (pg 480, 17.1) 4. equinox (pg 484, 17.1) 5. Temperature (pg 483, 17.2) 6. Conduction (pg 483, 17.2) 7. Reflection (pg 486, 17.2) 8. Convection (pg 484, 17.2) 9. albedo (pg 492, 17.3) 10. Isotherms (pg 492, 17.3)

Chapter 18

1. evaporation (pg 505, 18.1) 2. humidity (pg 506, 18.1) 3. Sublimation (pg 506, 18.1) 4. precipitation (pg 504, 18.1) 5. hygrometer (pg 508, 18.1) 6. Cirrus (pg 517, 18.3) 7. Cumulus (pg 517, 18.3) 8. Stratus (pg 518, 18.3) 9. fig (pg 520, 18.3) 10. Bergeron (pg 521, 18.3)

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Chapter 19 1. barometer (pg 533, 19.1) 2. Isobars (pg 534, 19.1) 3. Jet streams (pg 536, 19.1) 4. cyclones (pg 537, 19.2) 5. anticyclones (pg 537, 19.2) 6. Trade winds (pg 541, 19.2) 7. monsoons (pg 542, 19.2) 8. prevailing (pg 545, 19.3) 9. anemometer (pg 545, 19.3) 10. El Nino (pg 546, 19.3)

Chapter 20

1. air mass (pg 559, 20.1) 2. Continental (pg 560, 20.1) 3. Maritime (pg 560, 20.1) 4. occluded (pg 567, 20.2) 5. stationary (pg 566, 20.2) 6. thunderstorm (pg 571, 20.3) 7. tornado (pg 573, 20.3) 8. hurricanes (pg 575, 20.3) 9. eye (pg 576, 20.3) 10. storm surge (pg 577, 20.3)

Chapter 21

1. tropical (pg 589, 21.1) 2. temperate (pg 589, 21.1) 3. polar (pg 589, 21.1) 4. KÖppen (pg 592, 21.2) 5. Savannas (pg 593, 21.2) 6. steppe (pg 598, 21.2) 7. ice cap (pg 599, 21.2) 8. global climate change (pg 602, 21.3)

Chapter 22

1. Astronomy (pg 614, 22.1) 2. orbit (pg 615, 22.1) 3. heliocentric (pg 616, 22.1) 4. 150 (pg 618, 22.1) 5. intertia (pg 620, 22.1) 6. Rotation (pg 622, 22.2)

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7. Revolution (pg 622, 22.2) 8. perihelion (pg 624, 22.2) 9. craters (pg 631, 22.3) 10. regolith (pg 632, 22.3)

Chapter 23

1. terrestrial (pg 645, 23.1) 2. nebula (pg 647, 23.1) 3. Venus (pg 651, 23.2) 4. Mercury (pg 649, 23.2) 5. Jupiter (pg 654, 23.3) 6. Titan (pg 657, 23.3) 7. Uranus (pg 658, 23.3) 8. Asteroids (pg 660, 23.4) 9. Comets (pg 661, 23.4) 10. meteoroid (pg 663, 23.4)

Chapter 24

1. photons (pg 675, 24.1) 2. visible light (pg 675, 24.1) 3. absorption (pg 676, 24.1) 4. refracting (pg 679, 24.2) 5. Reflecting (pg 680, 24.2) 6. radio (pg 681, 24.2) 7. photosphere (pg 685, 24.3) 8. corona (pg 686, 24.3) 9. auroras (pg 688, 24.3) 10. nuclear fusion (pg 689, 24.3)

Chapter 25

1. constellation (pg 700, 25.1) 2. 9.5 (pg 702, 25.1) 3. apparent magnitude (pg 703, 25.1) 4. main-sequence (pg 704, 25.1) 5. protostar (pg 708, 25.2) 6. White dwarfs (pg 712, 25.2) 7. black holes (pg 714, 25.2) 8. Galaxies (pg 715, 25.3) 9. Milky Way Galaxy (pg 716, 25.3) 10. Hubble’s Law (pg 719, 25.3)

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Kolbe Academy Napa, CA ♦ EXAM 1 ANSWER KEY ♦ Earth Science

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EXAM ANSWER KEYS

EXAMINATION 1 ANSWER KEY Part I. (2 points each) 1. crust, mantle, core (1.2) 2. Latitude (1.3) 3. Longitude (1.3) 4. hypothesis (1.5) 5. element (2.1) 6. atom (2.1) 7. Native (2.2) 8. rock (3.1) 9. magma (3.1) 10. Erosion (3.3) Part II. (2 points each) 1. F- crystal form 2. C- hardness 3. G- fracture 4. D- color 5. B- luster 6. E- streak 7. A- cleavage Part III. (2 points each) 1. B (1.2) 6. A (2.1) 11. C (3.2) 2. C (1.3) 7. C (2.1) 12. D (3.3) 3. D (1.3) 8. B (2.2) 13. D (3.3) 4. A (1.3) 9. B (2.3) 14. A (3.3) 5. D (1.4) 10. A (3.1) 15. B (3.4) Part IV. (9 pts each-choose 4) 1. The student’s answer should demonstrate a clear understanding of the relationship between living things (the biosphere) and the atmosphere, hydrosphere, and geosphere. The composition of the atmosphere protects life on Earth from harmful radiation and supplies breathable air. The biosphere contributes oxygen, carbon dioxide, and other gases to the atmosphere. All living things require water and the hydrosphere helps to maintain stable global temperatures. All life on earth inhabits the top layer of the geosphere—the crust. (1.2)

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EXAMINATION 1 ANSWER KEY (Cont’d.) 2. The Earth is powered by the sun and the Earth’s interior. External energy from the sun drives processes which occur in all four spheres. The energy from the globe’s interior is what remains of the heat from the Earth’s formation. Volcanoes, earthquakes, and mountain building are all the result of the interior energy. (1.4) 3. A hypothesis is a plausible explanation for some phenomenon in nature which can be tested. A theory is an explanation which unifies a substantial body of research and observations, is accepted by most of the scientific community, and can be used to make predictions about future events. Even though theories are only accepted after much deliberation, they are always subject to change and revision. Science is constantly in flux as new information emerges. Absolute truth, which is the realm of theology, is unchanging. (1.5) 4. All minerals a. are formed by natural, geologic processes. b. are solid at temperatures normal for the Earth’s surface. c. have a definite crystalline structure.

d. have a definite chemical composition. Most minerals are made up of two or more elements in a set proportion. Native elements are the exception. e. are generally inorganic. This means that minerals do not contain or come from anything that is living or was once living. (2.2)

5. A represents the cooling and solidification of magma or lava. Weathering, erosion, and deposition are the three processes which could occur at point B. Compaction and cementation form sedimentary rock (C). Sedimentary rock is converted into metamorphic rock by metamorphism (D) and the cycle begins again when metamorphic rock melts (E). (3.1) 6. The agents of metamorphism are heat, pressure, and the fluid solutions that surround minerals. Answers will vary, but students should describe how each agent changes rock. (3.4)

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EXAMINATION 2 ANSWER KEY Part I. (2 points each) 1. renewable (4.1) 2. Runoff (4.3) 3. conservation (4.4) 4. mechanical (5.1) 5. mass movement (5.3) 6. water cycle (7.1) 7. delta (6.2) 8. geyser (6.3) 9. glacier (7.1) 10. deflation (7.3) Part II. (2 points each) 1. C (4.1) 5. B (5.1) 9. B (6.2) 13. D (7.1) 2. D (4.1) 6. D (5.3) 10. C (6.2) 14. A (7.1) 3. A (4.3) 7. A (6.1) 11. D (6.3) 15. B (7.2) 4. B (5.1) 8. C (6.1) 12. C (7.1) 16. C (7.3) Part III. (8 points each) 1. Answers will vary. Students may choose to describe solar, nuclear, wind, hydroelectric, geothermal, or tidal energy. (4.2) 2. Answers will vary. Students should understand that many elements of environmental conservationism fit well with the Catholic principle of stewardship. Whenever possible, it is a moral good to consume less, recycle, and be conscientious about the wise use of natural resources. However, concern for the environment should never take precedence over care for human life. (4.4) 3. a) Rockfalls occur when rocks or rock fragments fall through air. They commonly occur on sleep slopes in areas where mechanical weathering has broken apart and destabilized the rock. b) Rockslides occur when a block of material moves suddenly along an incline. They are the fastest type of mass movement and can be triggered by rain, melting snow, and glacial collapse. c) A slump is the downward movement of a block of material that leaves behind a crescent shape. Slumps occur on steep slopes and are slow moving. d) Flows consist of material (earth or mud) mixed with lots of water. Mudflows are fast moving and occur after a heavy rain when there is little vegetation to hold the soil in place. Earthflows are relatively slow and occur on hillsides which are constantly saturated with rain. e) Creep is the slowest type of mass movement. It occurs when freeze/thaw cycles gradually shift the soil on a slope. (5.3)

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EXAMINATION 2 ANSWER KEY (Cont’d.) 4. Water percolates through the zone of aeration, a layer composed of soil, sediment, and rock, to the zone of saturation in which all pore spaces are filled with water. The boundary between the zone of saturation and zone of aeration is called the water table. (6.3) 5. Some scientists view groundwater as a nonrenewable resource because the supply of water is finite and recharging a depleted aquifer can take thousands of years. (6.3) 6. Dust Bowl was the name given to the Plains region of the United States during the 1930s when the area was ravaged by severe dust storms. The ecological catastrophe was the result of an extended drought coupled with poor farming practices. (7.3)

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EXAMINATION 3 ANSWER KEY Part I. (2 points each) 1. focus (8.1) 2. fault (8.1) 3. seismograph (8.2) 4. Sonar (9.2) 5. plates (9.3) 6. Ring of Fire (10.1) 7. vent (10.2) 8. pluton (10.3) 9. Deformation (11.1) 10. folds (11.2) Part II. (1 point each) A. Lithosphere B. Asthenosphere C. Lower mantle D. Outer core E. Inner core Part III. (2 points each) 1. A (8.1) 6. C (9.2) 11. B (10.2) 2. C (8.2) 7. B (9.3) 12. C (10.2) 3. D (8.2) 8. D (9.1) 13. D (10.3) 4. B (8.4) 9. A (10.1) 14. D (11.1) 5. A (9.1) 10. B (10.1) 15. A (11.2) Part IV. (9 points each) 1. The three scales used by seismologists are the Richter scale, moment magnitude

scale, and the Modified Mercalli scale. The Richter scale is outdated but still appears in news reports. It measures the magnitude of an earthquake or “the amount of energy released at the source of the earthquake.” The moment magnitude scale is a much more precise means of measuring magnitude. The Modified Mercalli scale determines an earthquake’s effect on human populations. For instance, a VII on the Mercalli scale is an earthquake that causes chimneys to break. (8.2)

2. Answers will vary. Students may discuss seismic shaking, liquefaction landslides, mudflows, or tsunamis. (8.3)

3. Slab-pull occurs when gravity pulls dense oceanic crust down into the mantle plume. Ridge-push is when gravity causes the oceanic crust to move down the

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EXAMINATION 3 ANSWER KEY (Cont’d.) asthenosphere which is raised near the mid-ocean ridges. Collectively, slab-pull and ridge-push cause the movement of lithosphere. (9.4)

4. Whether a volcano erupts quietly or explosively is determined by the magma’s viscosity and composition. Magma with a high viscosity and a high silica content erupt explosively. Magma with dissolved gases such as water vapor and carbon dioxide also causes explosive eruptions. This is because the gases remain dissolved under pressure but expand rapidly during an eruption. (10.2)

5. Rock deformation is the result of three types of stress. Tensional stress is when rock is stretched. Compressional stress is when rock is squeezed. Sheering stress is when the body of rock is distorted.

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EXAMINATION 4 ANSWER KEY Part I. (1 point each) 1. unconformity (12.1) 2. Correlation (12.1) 3. index (12.2) 4. evolution (12.2) 5. eons (12.4) 6. 4.5 (13.1) 7. Photosynthesis (13.1) 8. mass extinction (13.2) 9. amphibian (13.2) 10. Mammals (13.3) Part II. (2 points each) 1. A (12.1) 6. D (12.2) 11. C (13.1) 16. C (13.2) 2. D (12.1) 7. A (12.4) 12. A (13.1) 17. C (13.3) 3. B (12.1) 8. D (12.4) 13. D (13.1) 18. D (13.3) 4. A (12.1) 9. C (12.4) 14. B (13.2) 19. B (13.4) 5. C (12.2) 10. B (12.4) 15. A (13.2) 20. A (13.4) Part III. (10 points each) 1. Answers will vary. A fossil is the remains or traces of a once-living organism. The types of fossils described in the text include petrified fossils, molds and casts, compressions, impressions, unaltered remains, and trace fossils.

a. Petrified fossils form when minerals precipitate and replace the tissue of a deceased organism. b. Molds form when an organism is buried in sediment. The mold captures the external shape and surface markings of the organism. A cast forms when the mold is filled in with sediment and other minerals. c. Compression fossils form when pressure squeezes liquids and gases out of an organism leaving behind a two-dimensional film. d. Impression fossils are also two dimensional, but do not contain any organic matter. e. When an entire organism is preserved by ice or hardened sap, the fossil is referred to as unaltered remains.

f. Trace fossils are indirect evidence of life such as footprints, burrows, or dung. 2. Unconformities occur when the deposition of sediment stops for a long period or when erosion removes a layer before deposition resumes. The three types of unconformities are:

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EXAMINATION 4 ANSWER KEY (Cont’d.)

a. Angular unconformities form when layers of sedimentary rock accumulate over old sedimentary rock layers that are tilted.

b. A disconformity forms when erosion separates two sedimentary rock layers. c. A nonconformity forms when erosion separates metamorphic or igneous rocks from younger sedimentary rocks.

(12.1) 3. Prokaryotes are unicellular organisms whose genetic material is not contained within a structure known as the nucleus. Scientists believe that the first life forms on Earth were prokaryotes. Eukaryotes are unicellular or multicellular organisms whose DNA is contained in a nucleus. (13.1) 4. The Earth’s original atmosphere consisted of gases including water vapor, carbon dioxide, and nitrogen released as the core and crust formed. The earliest life forms probably lived in the ocean and did not require oxygen. The fossil record shows that approximately 2.2 billion years ago, cyanobacteria were taking large quantities of carbon dioxide from the air and releasing oxygen. Eventually, the atmosphere became a stable mixture of nitrogen, oxygen, and small amounts of other gases conducive to life on land. (13.1) 5. Answers will vary. Mammals can maintain a steady internal body temperature which allowed them to move into cold environments and remain active through cold seasons. Additionally, mammals have internal organs (heart and lungs) for efficient activity and insulating hair for temperature regulation.

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EXAMINATION 5 ANSWER KEY Part I. (1 point each)

1. Pacific Ocean, Atlantic Ocean, Indian Ocean, Arctic Ocean (in any order) (14.1) 2. sonar (14.1) 3. Oil, natural gas (14.4) 4. salinity (15.1) 5. plankton (15.2) 6. benthos (15.2) 7. nekton (15.2) 8. Upwelling (16.1) 9. Tides (16.2) 10. beach (16.3)

Part II. (2 points each) 1. D (14.1) 6. D (14.2) 11. B (15.3) 16. C (16.2) 2. A (14.1) 7. B (15.1) 12. A (15.3) 17. B (16.2) 3. C (14.2) 8. A (15.1) 13. C (16.1) 18. A (16.3) 4. B (14.2) 9. C (15.2) 14. A (16.1) 19. B (16.3) 5. B (14.4) 10. D (15.2) 15. D (16.2) 20. D (16.3) Part III. (10 points each) 1. Answers will vary. Students may choose to discuss sonar, satellites, or submersibles as examples of modern technology in the field of oceanography. (14.1) 2. Dissolved materials in the ocean come from two sources – chemically weathered rocks on the continent and the Earth’s interior. Salinity of oceanwater can be affected by precipitation, runoff from land, icebergs, the melting of sea ice, evaporation, and the formation of sea ice. (15.1) 3. The three main zones in the open ocean are the surface mixed zone, transition zone, and deep zone. The surface mixed zone extends to about 300 meters and consists of water mixed by waves, currents, and tides. The temperature is nearly uniform throughout. The transition zone is characterized by a sharp drop in temperature by depth. Sunlight does not reach the deep zone, so it is very cold. The density of the water is high. (15.1) 4. Because the tropical ocean receives direct sunlight year-round, it has a much deeper layer of warm water than other oceans. However, the thermocline between the warm surface water and the nutrient-rich deep water prevents nutrients from reaching the surface. As such, productivity in tropical oceans is extremely limited by the lack of nutrients. (15.3)

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EXAMINATION 5 ANSWER KEY (Cont’d.) 5. The energy of the wave rolls forward, but the water particles themselves move in a circular orbit pattern. Consequently, the wave travels, but the water particles that transmit the energy do not. (16.2)

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EXAMINATION 6 ANSWER KEY Part I. (2 points each) 1. nitrogen (17.1) 6. Climate (21.1) 2. Ozone (17.1) 7. savannas (21.2) 3. Heat (17.2) 8. rain shadow deserts (21.2) 4. Reflection (17.2) 9. El Nino (21.3) 5. albedo (17.3) 10. greenhouse effect (21.3) Part II. (2 points each) 1. C (17.1) 5. D (17.2) 9. B (21.2) 2. A (17.1) 6. D (17.2) 10. A (21.2) 3. A (17.1) 7. C (17.3) 11. C (21.2) 4. B (17.1) 8. A (21.1) 12. (21.3) Part III. (11 points each) 1. Heat is transferred through conduction, convection, and radiation. Conduction is the transfer of heat through matter by molecular activity. Convection is the transfer of heat by a circular motion. Radiation is when heat travels in all directions from its source. (17.2) 2. Clouds typically have a high albedo which means that during the day they reflect sunlight. Consequently, the maximum temperature on a cloudy day is lower. During the night, however, clouds trap reradiate energy toward the surface of the Earth which raises the nighttime minimum temperature.

A. Daytime B. Nighttime

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EXAMINATION 6 ANSWER KEY (Cont’d.) 3. The atmosphere is divided vertically into four layers:

a. The troposphere is closest to the surface of the Earth and is where all weather phenomena occurs. The thickness of the troposphere varies with latitude and season. b. The temperature in the stratosphere is constant for approximately 20 kilometers and then begins to increase. The ozone layer is found in the upper stratosphere.

c. The temperature in the mesosphere drops dramatically. d. The temperatures in the thermosphere are very high because oxygen and nitrogen absorb high-energy solar radiation. (17.1)

4. The three major climate zones are the tropical, temperate, and polar zones. The tropical zone is characterized by year-round warm weather because the tropics receive the most direct sunlight. The temperate zone, found between 23.5 and 66.5 degrees north and south latitude, has more diffuse heating. As such, temperate climate experience seasonal changes in weather. The polar zones, which are above and below 66.5 degrees north and south latitude receive the least energy from the sun and are therefore the coldest climates. (21.1) 5. Vegetation affects temperature by absorbing the sun’s energy. Plants also affect precipitation because they release water vapor from their leaves to the atmosphere through a process called transpiration. Higher rates of transpiration are associated with more precipitation. (21.1) 6. Five natural processes which affect global climate include plate tectonics, the Earth’s orbit and tilt on its axis, ocean circulation, fluctuation in the amount of solar radiation, and volcanic eruptions. (21.3)

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Junior High


EXAMINATION 7 ANSWER KEY Part I. (2 points each) 1. F- precipitation (18.1) 7. E- jet stream (19.1) 2. J- evaporation (18.1) 8. K- monsoons (19.2) 3. O- humidity (18.1) 9. A- anemometer (19.3) 4. L- cirrus (18.3) 10. Q- thunderstorm (20.3) 5. G- glaze (18.3) 11. I- tornado (20.3) 6. N- barometer (19.1) 12. B- hurricane (20.3) Part II. (2 points each) 1. C (18.1) 5. A (18.3) 9. A (19.2) 13. D (20.2) 2. B (18.1) 6. B (19.1) 10. B (19.3) 14. C (20.3) 3. A (18.1) 7. D (19.1) 11. A (20.1) 15. B (20.3) 4. B (18.3) 8. D (19.1) 12. C (20.1) Part III. 1. For precipitation to form cloud droplets must increase in volume by approximately one million times. (18.3) (6 points) 2. The three factors that control wind are pressure differences, the Coriolis effect, and friction. A steep pressure gradient is associated with high winds. When the pressure gradient is weak, light winds result. The pressure gradient influences both the magnitude and direction of wind. The Coriolis effect is the change in any free-moving object due to the rotation of the Earth. As a result of the Coriolis effect, global winds deflect. Friction affects wind speed and direction but is limited to one kilometer above the Earth’s surface. When air moves over rough terrain, friction is high, and winds are slow. When air moves over smooth terrain, friction is low. (19.1) (10 points) 3. Low-pressure systems are typically associated with cloudy, rainy weather. It would not be a good day for a picnic. (19.2) (6 points) 4. a) A warm front occurs where warm air replaces cooler air. A warm front is shown as a red line with red semicircles pointed in the direction of the cool air mass. Warm front carry light, persistent precipitation and warmer temperatures. b) A cold front forms where cold air replaces warmer air. Cold fronts are shown with a blue line with blue triangles facing the warm air mass. Cold fronts are associated with heavy rain, wind, and a temperature drop.

AMDG


Junior High


EXAMINATION 7 ANSWER KEY (Cont’d.) c). A stationary front forms where two air masses come together, but do not shift. Stationary fronts are shown with blue triangles and red semicircles on opposite sides of a line. Stationary fronts are associated with moderate precipitation. d). An occluded front forms when a cold front overtakes a warm front. Occluded fronts are shown by a purple line with triangles and semicircles. The weather associated with occluded fronts is complex and somewhat unpredictable. (20.2) (12 points) 5. Most tornadoes begin as severe thunderstorms. A mesocycolone, or a cylinder of rotating air, forms in the updraft of the thunderstorm. Winds lower in the atmosphere roll and then tilt due to the updraft. Air from the ground rushes into the low pressure “core” of the tornado and spirals upwards. The rotating column of air, called the vortex, extends down from a cumulonimbus cloud. (20.3) (12 points)

AMDG


Junior High


EXAMINATION 8 ANSWER KEY Part I. (1 point each) 1. Astronomy (22.1) 6. meteors (23.4) 2. orbit (22.1) 7. continuous (24.1) 3. Rotation (22.2) 8. nuclear fusion (24.3) 4. Jovian (23.1) 9. nova (25.1) 5. coma (23.4) 10. pulsar (25.2) Part II. (2 points each) 1. B (22.1) 9. D (23.1) 17. A (24.1) 25. A (25.2) 2. D (22.1) 10. B (23.1) 18. C (24.2) 26. B (25.2) 3. A (22.1) 11. C (23.2) 19. D (24.3) 27. D (25.3) 4. D (22.1) 12. C (23.2) 20. A (24.3) 28. C (25.3) 5. A (22.2) 13. A (23.3) 21. C (24.3) 6. B (22.2) 14. B (23.3) 22. B (25.1) 7. C (22.3) 15. D (23.3) 23. D (25.1) 8. A (22.3) 16. B (23.4) 24. A (25.2) Part III. 1. Most meteoroids originate from one of the following sources: 1) interplanetary debris “leftover” from the formation of the solar system 2) debris from the asteroid belt 3) remains of comets that used to orbit near the Earth. (8 points) (23.4) 2. Reflecting telescopes use a concave mirror to focus light in front of the mirror. The advantages of a reflecting telescope are that a) light does not move through the mirror so the quality of the glass does not affect the image b) mirrors can be large without sagging c) reflected light does not disperse so chromatic aberration is eliminated. (8 points) (24.2) 3. Answers will vary but should include this sequence. The sun began as a nebula and is currently a main-sequence star. The sun will eventually become a red giant, planetary nebula, white dwarf, and finish as a black dwarf. (8 points) (25.2) 4. The Big Bang theory postulates that the universe began as a massive explosion billions of years ago. The Doppler effect shows that galaxies and other heavenly bodies are still moving away from Earth (a phenomenon known as “red shift”) which suggests that the universe continues to expand from the initial explosion. Scientists have also discovered energy, called cosmic background radiation, coming from every direction in space which maybe “leftover” from the Big Bang. (10 points) (25.3)

AMDG

Kolbe Academy Napa, CA ♦ APPENDIX ♦ Earth Science

Junior High


APPENDIX

INQUIRY (LAB) MATERIALS There are many guided inquiry activities in the textbook. Those experiments assigned within the course plan take few materials, of which most can be found in your home or at the grocery store. Some of the lab activities may require household materials including:

Pencils/pens, colored pencils, string, cardboard, pushpins, measuring implements (tape, ruler, meter stick, measuring cups and spoons), stopwatch, paper, magnifying glass, balance or food scale, water, ice, salt, thermometer, tape, rags/paper towels

Students should observe all safety precautions described in the textbook procedures. Students will require safety goggles, gloves, and an apron for some experiments. Carefully review the rules of science safety found on pages 736-737 before attempting any of the lab activities.

FIRST QUARTER LAB MATERIALS LAB PAGE NUMBER

Science Safety Review the rules of science safety. Students should recognize all the safety symbols and understand the protocols to be observed in the laboratory.

736-737

Week 1

Determining Latitude and Longitude

Globe, protractor, compass, world map 26-27

Week 3

What are Some Similarities and Differences Among Rocks?

6 rock samples (suggested: sandstone, limestone, basalt, granite, gneiss, and marble)

65

Week 4

Rock Identification Rock samples, dilute hydrochloric acid 86-87

Week 6

Find the Product that Best Conserves Resources

8, 32, and 64 fl. oz cardboard juice containers

118-119

Week 7

What Causes Weathering?

1-L plastic container, rocks, strainer 125

Week 8

Investigating the Permeability of Soils

100 mL graduated cylinder, beaker, funnel, 3 pieces of cotton, sand and soil samples

181

Week 9

How Does Pressure Affect Ice Crystals?

Ice cubes/snow, table knife 187

AMDG


Junior High


INQUIRY (LAB) MATERIALS Cont’d.

SECOND QUARTER LAB MATERIALS LAB PAGE NUMBER

Week 1

How Can Buildings Be Made Earthquake Safe?

Suggested: cardboard, sugar cubes, frosting Students may use other materials to design an earthquake-resistant building.

217

Week 2

How Do the Continents Fit Together?

World map which can be cut into pieces 247

Week 3

Paleomagnetism and the Ocean Floor

Copy of diagrams in book 272-273

Why Are Some Volcanoes Explosive?

2 bottles of plain water, 2 bottles of club soda 287

Week 4

Can You Model How Rocks Deform?

Thick rubber band, plastic “silly” putty, wooden craft stick

307

Week 7

Fossil Occurrence and the Age of Rocks

Geologic time scale, graph paper 356-357

Week 9

Modeling the Geologic Time Scale

Long strip of paper (at least 5 meters) 386-387

THIRD QUARTER LAB MATERIALS LAB PAGE NUMBER

Week 1

How Does Particle Size Affect Settling Rates?

2 clear containers, clay, sand, white paper 393

Week 2

Evaporative Salts 400 mL beaker, stirring implement 412

Week 7

Global Climate Change: What is Causing It?

**Household 587

Observing How Land and Water Absorb and Release Energy

2 small containers, 2 thermometers, sand 590

Week 8

Human Impact on Climate and Weather

**Household 606

AMDG


Junior High


INQUIRY (LAB) MATERIALS Cont’d.

FOURTH QUARTER LAB MATERIALS LAB PAGE NUMBER

Week 1

What Causes Condensation?

250-mL beaker 503

Week 3

How Can You Model a Tornado?

2 1-L clear soda bottles with labels removed, flat rubber washer with a 3/8” hole in the center, 30-mL liquid dish soap, ¼ tsp glitter

557

Week 6

What is the Shape of a Planetary Orbit?

**Household 643

Week 8

How Do Astronomers Measure Distances to Nearby Stars?

None 699

earth science junior high pearson: earth science

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