home unit 1 100 true or false: a theory, once it has a lot of data to support it, is absolutely true...
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Unit 1 100Unit 1 100
• True or FALSE: A theory, once it has a lot of data to support it, is absolutely true and will not change
• True or FALSE: A theory, once it has a lot of data to support it, is absolutely true and will not change
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Unit 1 300Unit 1 300
• Into what three main steps can we break the scientific process?
• Science is MESSY; science is TENTATIVE!
• Into what three main steps can we break the scientific process?
• Science is MESSY; science is TENTATIVE!
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Unit 1 200Unit 1 200
• What is meant by the Earth System? What are the five spheres that interact within the Earth System?
• A systems approach is a way in which to break down a large, complex problem like the Earth into smaller, manageable pieces that are more simple to study individually, all the while maintaining a connection between the individual systems. The Earth itself is best described as a closed system. We break Earth Science into categories, or SPHERES, so we can better understand and study each individual system: atmosphere, hydrosphere, biosphere, lithosphere, & exosphere.
• What is meant by the Earth System? What are the five spheres that interact within the Earth System?
• A systems approach is a way in which to break down a large, complex problem like the Earth into smaller, manageable pieces that are more simple to study individually, all the while maintaining a connection between the individual systems. The Earth itself is best described as a closed system. We break Earth Science into categories, or SPHERES, so we can better understand and study each individual system: atmosphere, hydrosphere, biosphere, lithosphere, & exosphere.
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Unit 1 400Unit 1 400
• What is latitude? Longitude?
• Lines of latitude range from 0° at the Equator to 90° at the poles (going North or South). Lines of constant latitude, or parallels, run east–west as circles parallel to the equator. Latitude is used together with longitude to specify the precise location of features on the surface of the Earth.
• What is latitude? Longitude?
• Lines of latitude range from 0° at the Equator to 90° at the poles (going North or South). Lines of constant latitude, or parallels, run east–west as circles parallel to the equator. Latitude is used together with longitude to specify the precise location of features on the surface of the Earth.
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Unit 1 500Unit 1 500
• THINK ABOUT IT: which is NOT an example of how communities influence scientific research?
a) Their moral beliefs
b) Their demand / need for technology
c) Their votes for politicians / representatives in government
d) Their donations to science foundations
• THINK ABOUT IT: which is NOT an example of how communities influence scientific research?
a) Their moral beliefs
b) Their demand / need for technology
c) Their votes for politicians / representatives in government
d) Their donations to science foundations
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Unit 2 100Unit 2 100
• Name the 3 types of spectra.a) Emission, absorption, electromagnetic
b) Continous, emission, absorption
c) Absorption, continuous, electromagnetic
d) Emission, absorption, visible
• Name the 3 types of spectra.a) Emission, absorption, electromagnetic
b) Continous, emission, absorption
c) Absorption, continuous, electromagnetic
d) Emission, absorption, visible
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Unit 2 200Unit 2 200
• What is the Big Bang theory? Describe one piece of evidence that supports the Big Bang theory.
• Theory that 13.7 billion years ago all matter and energy expanded from a single hot, dense point; redshift (be able to explain what this is) is one piece of evidence that supports the Big Bang theory.
• What is the Big Bang theory? Describe one piece of evidence that supports the Big Bang theory.
• Theory that 13.7 billion years ago all matter and energy expanded from a single hot, dense point; redshift (be able to explain what this is) is one piece of evidence that supports the Big Bang theory.
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Unit 2 300Unit 2 300
• What do the black lines in an absorption spectrum represent? Choose all that apply.
a) The wavelengths of energy emitted by the object
b) The wavelengths of energy absorbed by the object
c) The chemical composition of the objectd) The temperature of the object
• What do the black lines in an absorption spectrum represent? Choose all that apply.
a) The wavelengths of energy emitted by the object
b) The wavelengths of energy absorbed by the object
c) The chemical composition of the objectd) The temperature of the object
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Unit 2 400Unit 2 400• What causes a wavelength to be shifted
towards the red or the blue?a) A change in its velocity - slowing down / speeding
upb) A change in its chemical compositionc) A change in its size - getting bigger / getting smallerd) A change in its location - moving away / moving
towards– What are the terms used to describe these
motions? - Redshift/Blueshift
• What causes a wavelength to be shifted towards the red or the blue?
a) A change in its velocity - slowing down / speeding up
b) A change in its chemical compositionc) A change in its size - getting bigger / getting smallerd) A change in its location - moving away / moving
towards– What are the terms used to describe these
motions? - Redshift/Blueshift
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Unit 2 500Unit 2 500
• Briefly explain why heavier elements are found near the center of our solar system. Does this have anything to do with Nebular Theory? Explain.
• See PPT lecture “Formation and Evolution of the Universe”!!
• Briefly explain why heavier elements are found near the center of our solar system. Does this have anything to do with Nebular Theory? Explain.
• See PPT lecture “Formation and Evolution of the Universe”!!
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Unit 3 100Unit 3 100
• Why do we see only one side of the moon?
• Rotation of the moon is slow enough that 1 rotation = same amount of time moon takes to revolve around the earth (approx. 27 1/3 days)
• Why do we see only one side of the moon?
• Rotation of the moon is slow enough that 1 rotation = same amount of time moon takes to revolve around the earth (approx. 27 1/3 days)
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Unit 3 200Unit 3 200
• Diagram the phases of the moon.
Look at your notes and your moon quiz! Google provides good diagrams, as well.
• Diagram the phases of the moon.
Look at your notes and your moon quiz! Google provides good diagrams, as well.
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Unit 3 300Unit 3 300
• What happens on December 21 in the Northern hemisphere? In the Southern hemisphere?
a) Longest day of the year, 1st day of summer for both hemispheres
b) Longest day of the year / 1st day of summer for NH, shortest day of year / 1st day of winter for SH
c) Shortest day of the year / 1st day of winter for NH, longest day of year / 1st day of summer for SH
d) Equal amounts of sunlight / night time for both hemispheres, first day of spring for SH, first day of fall for NH
• What happens on December 21 in the Northern hemisphere? In the Southern hemisphere?
a) Longest day of the year, 1st day of summer for both hemispheres
b) Longest day of the year / 1st day of summer for NH, shortest day of year / 1st day of winter for SH
c) Shortest day of the year / 1st day of winter for NH, longest day of year / 1st day of summer for SH
d) Equal amounts of sunlight / night time for both hemispheres, first day of spring for SH, first day of fall for NH
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Unit 3 400Unit 3 400
• What kind of tide would you expect on the side of Earth opposite that facing the moon?
a) There is the strongest gravitational attraction there so the greatest tidal bulge is created - high tide
b) There is the weakest gravitational attraction there, so there is no tidal bulge is created - low tide
c) Only the side facing the moon experiences a tided) There is the weakest gravitational attraction there,
but the center Earth moves towards the moon more than the water on the far side does, creating a high tide
• What kind of tide would you expect on the side of Earth opposite that facing the moon?
a) There is the strongest gravitational attraction there so the greatest tidal bulge is created - high tide
b) There is the weakest gravitational attraction there, so there is no tidal bulge is created - low tide
c) Only the side facing the moon experiences a tided) There is the weakest gravitational attraction there,
but the center Earth moves towards the moon more than the water on the far side does, creating a high tide
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Unit 3 500Unit 3 500• THINK ABOUT IT: Why do we see the moon
during the day? (Hint: we can only see the moon during the day at specific points in its revolution around the Earth.)
• We sometimes can see the moon during the day because of the brightness of the moon (the sun illuminates the moon’s surface very effectively) – and when we can see the moon is also dependent on what point it is in its revolution around the earth (for example, we won’t see a full moon in the daytime sky as it’s already set by the time the sun has come up). See http://www.universetoday.com/75848/why-can-we-see-the-moon-during-the-day/ for what I think is a good summary!
• THINK ABOUT IT: Why do we see the moon during the day? (Hint: we can only see the moon during the day at specific points in its revolution around the Earth.)
• We sometimes can see the moon during the day because of the brightness of the moon (the sun illuminates the moon’s surface very effectively) – and when we can see the moon is also dependent on what point it is in its revolution around the earth (for example, we won’t see a full moon in the daytime sky as it’s already set by the time the sun has come up). See http://www.universetoday.com/75848/why-can-we-see-the-moon-during-the-day/ for what I think is a good summary!
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Unit 4 100Unit 4 100
Why are deserts typically found on the back side of a mountain?
a) That is where air rises, creating high pressureb) That is where air sinks, creating low pressurec) That is where air rises, creating low pressured) That is where air sinks, creating high pressure
Why are deserts typically found on the back side of a mountain?
a) That is where air rises, creating high pressureb) That is where air sinks, creating low pressurec) That is where air rises, creating low pressured) That is where air sinks, creating high pressure
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Unit 4 200Unit 4 200
• Explain how we know heat must be transferred from the equator to the poles. What’s the term used to describe this balance?
• Poles aren’t getting colder….equator’s not getting warmer….term is “Thermal Equilibrium”
• Explain how we know heat must be transferred from the equator to the poles. What’s the term used to describe this balance?
• Poles aren’t getting colder….equator’s not getting warmer….term is “Thermal Equilibrium”
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Unit 4 300Unit 4 300
• Explain the difference between a high pressure system in the Northern Hemisphere versus a low pressure system in the Northern Hemisphere. Make sure to indicate the direction the system rotates. I
• Explain how each system is sustained by the convergence and divergence of air.
• Explain the difference between a high pressure system in the Northern Hemisphere versus a low pressure system in the Northern Hemisphere. Make sure to indicate the direction the system rotates. I
• Explain how each system is sustained by the convergence and divergence of air.
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Unit 4 400Unit 4 400
THINK ABOUT IT: Both Boston and Seattle are coastal cities, yet Seattle’s climate is typically rainier and has a smaller temperature range. Explain why this is so.
THINK ABOUT IT: Both Boston and Seattle are coastal cities, yet Seattle’s climate is typically rainier and has a smaller temperature range. Explain why this is so.
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Unit 4 500Unit 4 500
• Describe the greenhouse effect. Include reference to three common greenhouse gases in your response.
• Remember that the GH effect is a natural process which warms the earth by trapping outgoing (longwave) radiation (that’s reflected off the earth’s surface) – GH gases including carbon dioxide (CO2), methane, and water vapor (the most important GHG) are three examples of common GHGs. Ozone, another GHG, is also common. See http://www.epa.gov/climatestudents/basics/today/greenhouse-effect.html and your notes for a recap!
• Describe the greenhouse effect. Include reference to three common greenhouse gases in your response.
• Remember that the GH effect is a natural process which warms the earth by trapping outgoing (longwave) radiation (that’s reflected off the earth’s surface) – GH gases including carbon dioxide (CO2), methane, and water vapor (the most important GHG) are three examples of common GHGs. Ozone, another GHG, is also common. See http://www.epa.gov/climatestudents/basics/today/greenhouse-effect.html and your notes for a recap!
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Unit 5 50Unit 5 50True or False: The asthenosphere is made up
entirely of magma.
Not entirely true (but I’d accept this as true on the test based on how much we talked about this in class): here’s why….the asthenosphere is made up of rock that is flowing – not completely molten, but not solid like, well, rock. See http://volcanoes.usgs.gov/about/edu/dynamicplanet/nutshell.php .
True or False: The asthenosphere is made up entirely of magma.
Not entirely true (but I’d accept this as true on the test based on how much we talked about this in class): here’s why….the asthenosphere is made up of rock that is flowing – not completely molten, but not solid like, well, rock. See http://volcanoes.usgs.gov/about/edu/dynamicplanet/nutshell.php .
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Unit 5 100Unit 5 100
• List the three types of plate boundaries and the directions in which the plates move for each boundary.a)Subduction, collision, divergent
b)Transform fault, subduction, divergent
c)Transform fault, convergent, subduction
d)Divergent, Transform fault, convergent
• List the three types of plate boundaries and the directions in which the plates move for each boundary.a)Subduction, collision, divergent
b)Transform fault, subduction, divergent
c)Transform fault, convergent, subduction
d)Divergent, Transform fault, convergent
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Unit 5 150Unit 5 150
• What are the three classifications of rocks? How does each rock type form?
• Three rock types are igneous (form from molten rock), metamorphic (preexisting igneous, metamorphic, or sedimentary rock that undergoes physical and chemical changes due to changes in pressure and temperature), and sedimentary (form from sediment – or bits of preexisting rock of any of the three rock types – that are compacted and cemented – the lithification process). Remember the distinction between minerals and rocks!
• What are the three classifications of rocks? How does each rock type form?
• Three rock types are igneous (form from molten rock), metamorphic (preexisting igneous, metamorphic, or sedimentary rock that undergoes physical and chemical changes due to changes in pressure and temperature), and sedimentary (form from sediment – or bits of preexisting rock of any of the three rock types – that are compacted and cemented – the lithification process). Remember the distinction between minerals and rocks!
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Unit 5 200Unit 5 200
• What are two primary characteristics that are used to classify igneous rocks? Explain.
• Texture and composition are the two primary characteristics; texture (large grains or small) can tell us how slow or fast a magma or lava cooled; composition, or the minerals that are in the rock, can tell us what kind of magma/lava the rock formed from, and therefore what type of environment the rock may have formed in.
• What are two primary characteristics that are used to classify igneous rocks? Explain.
• Texture and composition are the two primary characteristics; texture (large grains or small) can tell us how slow or fast a magma or lava cooled; composition, or the minerals that are in the rock, can tell us what kind of magma/lava the rock formed from, and therefore what type of environment the rock may have formed in.
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Unit 5 300Unit 5 300
• Diagram and briefly explain the rock cycle.
• See your notes and http://www.learner.org/interactives/rockcycle/diagram.html
• Diagram and briefly explain the rock cycle.
• See your notes and http://www.learner.org/interactives/rockcycle/diagram.html
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Unit 5 400Unit 5 400
• Provide and describe two pieces of evidence in support of Plate Tectonics Theory.
• Similar rock types/fossils found on different continents; present day continental margins fit together like a jigsaw puzzle; younger oceanic crust versus older continental crust; occurrence of earthquakes, volcanoes (concentrated in narrow belts, and along plate margins); distribution/evolution of species…….
• Provide and describe two pieces of evidence in support of Plate Tectonics Theory.
• Similar rock types/fossils found on different continents; present day continental margins fit together like a jigsaw puzzle; younger oceanic crust versus older continental crust; occurrence of earthquakes, volcanoes (concentrated in narrow belts, and along plate margins); distribution/evolution of species…….
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Unit 5 500Unit 5 500
• THINK ABOUT IT: Your know-it-all friend has a new “pet” rock. The rock is full of fossils and your friend says it’s definitely an igneous rock. Explain why Mr. Smarty-pants is so very wrong.
• Fossils are found only in sedimentary rocks; fossils are not found in igneous rocks because molten material would destroy any organic materials that would otherwise become fossils.
• THINK ABOUT IT: Your know-it-all friend has a new “pet” rock. The rock is full of fossils and your friend says it’s definitely an igneous rock. Explain why Mr. Smarty-pants is so very wrong.
• Fossils are found only in sedimentary rocks; fossils are not found in igneous rocks because molten material would destroy any organic materials that would otherwise become fossils.
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General (100)General (100)
• The best way paleoclimatologists can learn about Earth’s climate 200,000 years ago would be:
a) Coral fossils
b) Tree rings
c) Sediment samples
d) Ice cores
• The best way paleoclimatologists can learn about Earth’s climate 200,000 years ago would be:
a) Coral fossils
b) Tree rings
c) Sediment samples
d) Ice cores
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General (200)General (200)
• THINK ABOUT IT……Volcanoes can impact climate by:
a.Emitting carbon dioxide into the air causing a net warming
b. Ejecting ash and dust into the atmosphere that blocks the sun and creates a short-term cooling effect
c.Emitting aerosols that reflect sunlight, causing a warming effect
d. A and B onlye. A, B, and C
• THINK ABOUT IT……Volcanoes can impact climate by:
a.Emitting carbon dioxide into the air causing a net warming
b. Ejecting ash and dust into the atmosphere that blocks the sun and creates a short-term cooling effect
c.Emitting aerosols that reflect sunlight, causing a warming effect
d. A and B onlye. A, B, and C
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General (300)General (300)• LOOK INTO IT……Combining all 3 of Earth’s orbital
variations result in the Milkanovitch cycles. Milankovitch proposed that ice ages would occur due to these cycles because:
a. As northern latitudes’ summers turned cooler the snow line would stay further south than average, the albedo of the Earth would increase, causing temperatures to plummet further, eventually leading to an ice age.
b. As northern latitudes’ summers turned cooler the snow line would advance north, the albedo of the Earth would increase, causing temperatures to plummet further, eventually leading to an ice age
c. As northern latitudes’ summers turned cooler the snow line would stay further south than average, decreasing the Earth’s albedo and causing temperatures to plummet further, eventually leading to an ice age
d. As northern latitudes’ summers turned cooler the snow line would advance north, the albedo of the Earth would decrease, causing temperatures to plummet further, eventually leading to an ice age.
• LOOK INTO IT……Combining all 3 of Earth’s orbital variations result in the Milkanovitch cycles. Milankovitch proposed that ice ages would occur due to these cycles because:
a. As northern latitudes’ summers turned cooler the snow line would stay further south than average, the albedo of the Earth would increase, causing temperatures to plummet further, eventually leading to an ice age.
b. As northern latitudes’ summers turned cooler the snow line would advance north, the albedo of the Earth would increase, causing temperatures to plummet further, eventually leading to an ice age
c. As northern latitudes’ summers turned cooler the snow line would stay further south than average, decreasing the Earth’s albedo and causing temperatures to plummet further, eventually leading to an ice age
d. As northern latitudes’ summers turned cooler the snow line would advance north, the albedo of the Earth would decrease, causing temperatures to plummet further, eventually leading to an ice age.
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General (400)General (400)
• Describe the process in which energy is created in the sun, being specific to the exact process taking place. Show the equation that shows how this process works.
• Remember that the sun is a main sequence star…fusion in its core is converting H to He…..
• Describe the process in which energy is created in the sun, being specific to the exact process taking place. Show the equation that shows how this process works.
• Remember that the sun is a main sequence star…fusion in its core is converting H to He…..
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General (500)General (500)• THINK ABOUT IT: What is the main process that
theoretically drives plate tectonics? Convection in the mantle…..
• What ultimately powers this process? Explain. Earth’s internal heat……
• What are two main energy sources for what’s powering the process that drives plate tectonics? Radioactive decay (in the earth’s core) & core’s heat from when the earth formed (it’s still cooling! Think back to Unit 2….)
• THINK ABOUT IT: What is the main process that theoretically drives plate tectonics? Convection in the mantle…..
• What ultimately powers this process? Explain. Earth’s internal heat……
• What are two main energy sources for what’s powering the process that drives plate tectonics? Radioactive decay (in the earth’s core) & core’s heat from when the earth formed (it’s still cooling! Think back to Unit 2….)