Earth Science

Science Binder 2

Earth Science By Michael Buckley

Three Watson Irvine, CA 92618-2767 Web site: www.sdlback.com Development and Production: Frishco Ltd. and Pearl Production

ISBN 1-59905-019-6 Copyright © 2006 by Saddleback Publishing, Inc. All rights reserved. No part of this book may be reproduced in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without the written permission of the publisher, with the exception below. Pages labeled with the statement Saddleback Publishing, Inc. ©2006 are intended for reproduction. Saddleback Publishing, Inc. grants to individual purchasers of this book the right to make sufficient copies of reproducible pages for use by all students of a single teacher. This permission is limited to a single teacher, and does not apply to entire schools or school systems. Printed in the United States of America 10 09 08 07 06 05 9 8 7 6 5 4 3 2 1

Table of Contents Building Process and Thinking Skills Drawing a Graph . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Reading a Graph. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Organizing Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Identifying Variables in an Experiment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Designing an Experiment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Drawing Conclusions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Predicting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Analyzing Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

1 2 3 4 5 6 7 8

Developing Concepts Scientific Methods . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Types of Maps. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Reading a Topographic Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Creating a Topographic Profile . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 How Minerals Form. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Identifying Minerals. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Types of Minerals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Reading a Mineral Composition Table . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Crystal Systems. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Density . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 The Rock Cycle. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Comparing Types of Rocks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Igneous Rocks. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Sedimentary Rocks. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Metamorphic Rocks. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Studying Rocks in Thin Section . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Earth’s Spheres . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Earth’s Interior . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 Earth’s Lithospheric Plates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 Types of Plate Boundaries . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Types of Faults . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Continental Drift . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 Locating Earthquakes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 Locating the Epicenter of an Earthquake . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 Locating Volcanoes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 Earth Science Saddleback Publishing, Inc. • 3 Watson, Irvine, CA 92618 • (888) 735-2225 • www.sdlback.com

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Structure of a Volcano . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 Types of Volcanoes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 Types of Magmas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 Landform Regions of the United States . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 Types of Mountains . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 Mechanical and Chemical Weathering. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 Soil Horizons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 Mass Movements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 Land Features Associated with a River. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 Glacial Landforms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43 Types of Fossils and Fossil Formation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44 Rock Layers and Fossils . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 Half-Life and Radioactive Dating . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46 Geologic Time Scale. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 Precambrian Time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48 Paleozoic Era. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49 Mesozoic Era. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 Cenozoic Era. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51 Nonrenewable Energy Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52 Formation of Coal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53 Renewable Energy Sources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 Fossil Fuel Power Plant . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55 Nuclear Power and Nuclear Power Plants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56 The Carbon Cycle. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 The Water Cycle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58 Ground Water. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59 Water Pollution and Biological Magnification . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60 Water Use in the Home . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61 Waves. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62 Phases of the Moon and Tides . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63 Ocean Water . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64 Shoreline Features . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65 Ocean Currents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66 El Niño and La Niña . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67 The Ocean Floor. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68 Coral Reefs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69 Earth Science

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Marine Habitats . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70 The Ocean Bottom. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71 The Open Ocean . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72 Structure of the Earth’s Atmosphere . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73 Global Heat Budget . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74 Insolation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75 The Greenhouse Gases. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76 Global Wind Patterns. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77 Clouds and Weather. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78 North American Air Masses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79 High Pressure and Low Pressure Systems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80 Warm and Cold Fronts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81 Creating a Station Model. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82 Reading a Weather Map. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83 Severe Weather . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84 Tracking a Hurricane . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85 Acid Rain. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86 Climate Zones. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87 Factors Affecting Climate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88 The Seasons. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89 Phases of the Moon . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90 Eclipses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91 Space Exploration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92 Structure of the Sun. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93 The Solar System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94 The Inner Planets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95 The Outer Planets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96 Other Solar System Objects. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97 Hertzsprung-Russell Diagram . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98 Life Cycle of a Star . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99 Orbit of the Planets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100 Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101

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Date

Drawing a Graph A graph is often used to see if a relationship exists in a set of data. You can use a graph to show how one variable changes in response to another variable changing.

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y-axis— dependent variable

title

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x-axis— independent variable

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The data in the table below was collected and placed in a data table. Follow the steps below to graph the data. Step 1 Draw an x-axis and a y-axis. Step 2 Label the x-axis with the independent variable—this is the variable you change. Step 3 Label the y-axis with the variable that is the dependent variable—the

variable that is a result of changing a variable. Step 4 Decide on the scale for each axis. Look at your data. Determine the range of the data for each axis. Choose a scale that has the numbers equally spaced. Step 5 Plot each point. Step 6 Draw a line connecting the data points. Depth (km)

Salinity (%)

0

31.22

100

33.60

200

33.94

300

34.01

400

34.07

500

34.14

600

34.20

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Date

Reading a Graph Data collected in an experiment is often displayed on a graph. A graphical display can be an easy way to see the relationship between variables. Use the graph to answer the following questions.

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1. The graph above is a bar graph. Each bar shows the data for each category that is given along the horizontal axis. What is the relationship between length of each bar and the biomes? 2 Which two biomes have approximately the same amount of precipitation each year?

3. In which biome will you find the highest average yearly precipitation? In which biome will you find the lowest average yearly precipitation?

4. To read the data in a bar graph, look at the top of a bar and read across to the vertical axis. The number along the vertical axis is the value of the data point. What is the average yearly precipitation in a temperate rain forest? 5. What is the average yearly precipitation in the taiga? 6. What is the difference in average yearly precipitation between the temperate rain forest and the temperate deciduous forest?

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Name

Date

Organizing Data Before you actually conduct an experiment, you need to decide how you will record what happens during the experiment. Often you record data in a science notebook. After you have gathered your data, you need to decide on a way to organize the data to present to others that want to see what you have gathered. Your data must be organized in an orderly way. You can follow the steps below to organize the data from the following experiment. Temperature of water that is in a glass insulated with different materials. Nothing: 0 minutes: 20.0ºC

15 minutes: 13.3ºC

30 minutes: 6.7ºC

45 minutes: 0.0ºC

Paper: 0 minutes: 20.0ºC

15 minutes: 17.2ºC

30 minutes: 14.4ºC

45 minutes: 11.4ºC

Foam: 0 minutes: 20.0ºC

15 minutes: 18.9ºC

30 minutes: 17.8ºC

45 minutes: 16.7ºC

Creating a data table will be the easiest way to organize your data. When you create a data table to organize your data the independent variable is at the heading of the first column. Step 1 Place the name of the independent variable in the top of the left column. Step 2 Place the headings of the dependent variable at the top of the middle and

right column. Step 3 Enter the data for each dependent variable in its correct column. 1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

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Identifying Variables in an Experiment In an experiment, you make changes in a situation and see the results. The conditions set in an experiment are known as the variables. A variable can be temperature, the amount of water, or amount of food given each day. In an experiment, only one factor (variable) should change. The variable that changes is known as the independent variable. The result of your experiment is the dependent variable. The following sample experiment tests how different materials keep something warm.

• Pour 100 mL of water into each of three 150 mL glass beakers. • Make sure that the starting temperature of the water in all three containers is 20.0ºC. • Enclose each beaker in one of the three insulating materials. • Place each beaker in a freezer at 0ºC. • Measure the temperature in each beaker every fifteen minutes. 1. List all the factors that could be variables in the experiment.

2. Which of the factors remained the same in each of the three beakers?

3. Which factor changed? 4. Is this the independent or dependent variable? 5. You are recording the temperature every fifteen minutes. Is the temperature the independent or dependent variable? 6. Suppose you placed 150 mL of water at 25.0ºC instead of 100 mL of water at 20.0ºC. Would you be certain that the changes in temperature were an accurate measure of the insulating power of the insulating material? 7. List the factors in an experiment in which you want to test the heat-holding ability of different liquids.

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Designing an Experiment When a scientist asks a question, the search for the answer to that question leads to a hypothesis. To test that hypothesis, a scientist will design an experiment. When designing an experiment you need to consider the following: • the variable being tested, • the variable being recorded, • other variables that need to be the same all the time during the experiment. You are exploring how pine needles in the soil affect the water-holding ability of the soil. The experiment is set up with two identical containers, each of which has the same type and amount of soil. Answer the following questions regarding the variables in this experiment.

1. What are the variables being tested?

2. Which variable is easier to change? This will be the independent variable.

3. Which variable will be the dependent variable? 4. List as many other variables you need to consider as you can. These variables need to be kept the same for each of the soils tested. The list is started for you—name four additional variables.

• Temperature

•

• Amount of food

•

•

•

Place the steps of the experiment in order. Write 1 in the blank next to the step that comes first, 2 in the space next to the step that comes second, and so on.

5.

Place each of the two cups over a container that will collect any water that drains from the cup.

6.

After the water stops draining, measure the amount of water in each of the containers below the foam cups.

7.

Pour 100 mL of water into each plastic cup.

8.

Poke small holes in the bottom of each foam cup. Mark a line around each cup that is 2 cm from the top.

9.

Pack cup A tightly with plain soil. Pack cup B with soil and pine needles.

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Drawing Conclusions Once you have recorded the results of an experiment, you must review the data to see if any patterns or relationships exist. From the patterns that exist, you can draw a conclusion, or make a statement about the relationships that exist between your variables. The data in the table to the right shows the air temperature and air pressure recorded by a weather balloon rising over a city. Draw a conclusion regarding the data in the table. Answer the questions by filling in the blank.

1. What is the air temperature at 300 m?

2. What is the temperature at 900 m?

3. What is the temperature at 1,800 m?

4. As the weather balloon rises in the atmosphere what happens to the air temperature?

5. What is the air pressure at 300 m?

Altitude (m)

Temperature (ºC)

Pressure (mb)

300

16.0

973

600

16.5

937

900

15.5

904

1,200

13.0

871

1,500

12.0

842

1,800

10.0

809

2,100

7.5

778

2,400

5.0

750

2,700

2.5

721

6. What is the air pressure at 900 m?

7. What is the air pressure at 1,800 m? 8. As the weather balloon rises in the atmosphere what happens to the air pressure?

9. What can you say about air pressure and air temperature with an increase in altitude?

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Predicting When you make a logical deduction based on evidence presented, you are predicting. When you predict, you look at a set of data and based upon trends shown in the data, conclude what will happen in a future event. When you predict, you follow these steps: Step 1 Gather information or data. Step 2 Consider possible outcomes. Step 3 Consider the evidence to find the most likely outcome. Ozone is a form of oxygen. Ozone is found in the atmosphere and is responsible for protecting life on Earth from harmful ultraviolet radiation from the Sun. Many scientists are continually measuring the level of ozone. The data table below shows the levels of ozone over several years.

Year

Ozone Level (units)

1961

320

1971

300

1981

210

1991

160

1999

110

Use the data above to draw a graph and answer the following questions.

1. What are you comparing? 2. How does the ozone level change from 1961 to 1971? 3. How does the ozone level change from 1971 to 1981? 4. How does the ozone level change over time? 5. When one quantity changes in one direction and the other changes in the other direction this relationship is said to be a negative relationship. Is this a negative relationship?

6. Based on the trend in the data, would you expect the ozone level to increase or decrease in 2001? 7. What will be the approximate ozone level in 2001? Earth Science Saddleback Publishing, Inc. ©2006 • 3 Watson, Irvine, CA 92618 • (888) 735-2225 • www.sdlback.com

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Analyzing Data When you analyze data you follow these steps: Step 1 Identify your variables. Step 2 Look at the sets of data—what happens when going from one set to the next. Step 3 Determine if a relationship exists between the variables. Step 4 Determine if the relationship holds true in all situations. The table below shows the amount of rainfall and the volume of water (stream discharge) flowing past a certain location. Analyze the data by answering the following questions.

1. What are the data being collected?

2. How much rainfall is recorded at noon?

3. How much rainfall is recorded at 1:00 PM?

4. What is the stream discharge at 1:00 PM?

5. At what time was rainfall the heaviest?

6. At what time was stream discharge the greatest? 7. Does the heaviest rainfall and greatest

Stream Discharge (m3/s)

Time

Rainfall (cm/hr)

Noon

0.0

220

1:00 pm

2.0

290

2:00 pm

5.9

440

3:00 pm

6.2

830

4:00 pm

3.2

1,400

5:00 pm

1.0

2,000

6:00 pm

0.3

3,400

7:00 pm

0.0

2,285

8:00 pm

0.0

1,420

9:00 pm

0.0

1,000

10:00 pm

0.0

950

11:00 pm

4.0

950

stream discharge occur at the same time? What appears to be the trend?

8. Would you expect greater stream discharge at midnight?

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Scientific Methods Scientists use many methods to investigate the world around us. These methods are not just a set of steps followed in order. They are guides to problem solving. Match the name of each scientific method with its description.

1.

Pose a question

2.

Observe and infer

3.

Develop a hypothesis

4.

Design an experiment

5.

Test the hypothesis

6.

Collect data

7.

Interpret data

8.

Draw conclusions

a. facts, figures, and other evidence is collected b. once the data is collected and analyzed scientists do this c. scientists recognize a problem d. develop a test to check the hypothesis; one factor changed all others kept the same. e. possible explanation is created f. determine if the data does or does not support the hypothesis g. perform the experiment, make observations and measurements h. make observations and inferences prior to forming a hypothesis.

Identify the steps in solving the following the scientific problem. Find out which brand of light bulb lasts the longest.

9.

You use three identical lamps, plugged into three identical sockets.

10.

You turn on the lights at the same time and time how long each lamp stays lit.

11.

You are curious as to whether all brands of light bulbs last the same amount of time.

12.

The data indicates that not all brands of bulbs are the same, some last longer than others.

13.

You record the number of hours each bulb lasts.

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Types of Maps Compare the types of map projections by completing each of the tables below. Type: Mercator Description:

1.

Shapes of Land Masses:

2.

Advantages:

3.

Disadvantages:

4.

Type: Equal-Area Description:

5.

Shapes of Land Masses:

6.

Advantages:

7.

Disadvantages:

8.

Type: Gnomonic Description:

9.

Shapes of Land Masses:

10.

Advantages:

11.

Disadvantages:

12.

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Reading a Topographic Map Topographic maps indicate elevation by using contour lines. Colors and symbols are used to indicate various features on a topographic map, including water and human map features. Use the topographic map below and the legend to the right to answer the following questions. ���

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1. Along the bottom of the map is a scale. The scale tells how many actual miles are represented by one inch. What is the scale on the map? If you measure 3 inches on the map, how many miles have you measured? 2. The narrow lines on a topographic map are known as contour lines. These lines indicate the elevation or height above sea level in feet. Points A and C are two contour lines that are next to each other. If you subtract the two lines that are next to each other, you get the contour interval. What is the contour interval for this map? 3. What is the elevation at point A?

What is the elevation at

point B? 4. An arrow on the map indicates the direction of North. Use the arrow to determine the direction in which Jones Creek flows. Earth Science Saddleback Publishing, Inc. ©2006 • 3 Watson, Irvine, CA 92618 • (888) 735-2225 • www.sdlback.com

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Creating a Topographic Profile Create a topographic profile to show the shape of a landform on a topographic map. To do this you draw a line across the map. �����

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Complete the table below. Use the elevation and distance from A (mi) as you point the plots on the graph. The first three points are done for you. Point

Elevation

A

0

1 2

Distance from A (cm)

Distance from A (mi)

0

0

50

0.3

0.27

100

0.7

0.63

3

1.

2.

3.

4

4.

5.

6.

5

7.

8.

9.

6

10.

11.

12.

7

13.

14.

15.

8

16.

17.

18.

9

19.

20.

21.

10

22.

23.

24.

11

25.

26.

27.

12

28.

29.

30.

13

31.

32.

33.

14

34.

35.

36.

15

37.

38.

39.

16

40.

41.

42.

B

43.

44.

45. Earth Science

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How Minerals Form Explore how minerals form by completing the concept map below.

Minerals

1. Crystallization of

Crystallization of materials dissolved in water

materials

Hot water solutions

Magma

2. Cools the surface

5. Deep beneath the

3.

4.

6. Close to surface cools

surface cools

Large crystals

Erupts onto the surface

Water evaporation

Small crystals

Cools quickly

Mineral crystallizes

Small crystals

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Identifying Minerals Many different tests are used to identify a mineral. Match the name of each mineral test with its description.

1.

Hardness

2.

Color

3.

Streak

4.

Luster

5.

Density

6.

Crystal system

7.

Cleavage

8.

Fracture

9.

Magnetism

10.

a. how a mineral reflects light; metals are shiny, nonmetals are dull b. having the ability to glow under ultraviolet light c. in some minerals this is very unique; for example, azurite is deep blue. d. the ability of a mineral to resist scratching e. the color produced by a mineral when it is rubbed against a piece of an unglazed tile. f. the general shape a mineral has, such as a cube. g. the way a mineral splits along a flat surface. h. the ratio of the mass of a substance to its volume. i. how a mineral looks when it breaks apart in an irregular way. j. when a compass reacts to the presence of a mineral.

Fluorescence

Apply what you know about identifying minerals to answer each of the questions below:

11. Topaz is an 8 in the mineral hardness scale. Gypsum is a 2. Will topaz scratch gypsum? 12. Tetragonal system describes a mineral’s

structure.

13. The words waxy, pearly, and dull describe a mineral’s

.

14. Gold rubbed against an unglazed porcelain plate produces a yellow powder. This is an example of gold’s

.

15. Mica breaks along a smooth flat plane. This is an example of a mineral’s .

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Types of Minerals Compare the different types of major mineral groups by completing the table below. Group Silicates

Elements Present

Description

1.

2. Minerals made of and oxygen

Carbonates

4.

Halides

6. and

Native Elements

Oxides

8.

10. Oxygen and any

other element but

3. Quartz and

and oxygen plus other elements in non-quartz minerals ,

oxygen, and

Examples

Minerals that contain a carbonate ion (CO3–2)

5. Dolomite and

A mineral made of chlorine or flourine plus sodium, potassium or calcium

7.

Uncombined elements

9. Gold and

11. Minerals made of oxygen plus a

and flourite

12. Corundum and

element Sulfates

13. and oxygen

Sulfides

15. Sulfur and

Minerals containing a sulfate ion (SO4–2)

14.

16. Mineral made

17. Galena and

from sulfur combined with element

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Reading a Mineral Composition Table The table below shows the seven minerals found in common igneous rocks. You can use a table such as this one to determine the minerals present in a rock and the amount of each mineral found in that rock. The rocks covered by this table are listed across the top. The vertical goes through the percentage of minerals found in that rock. ���

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1. Which rock contains mostly pyroxene? 2. Which minerals are found in granite?

To find the percent of a mineral, first copy the 0–100% scale to a separate piece of paper. To find the percent of a mineral, move the scale to the vertical line for the rock. Place the 0 on your scale at the bottom part of the mineral. Read the percent on your scale at the top part of the mineral.

3. What is the percent of quartz in the granite? 4. What is the percentage of biotite in granite? 5. Which rock is made of almost only one mineral? 6. Which rock contains 55% plagioclase feldspar, 25% amphibole, 5% biotite, and 15% pyroxene?

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Crystal Systems Compare the different types of crystal systems by completing the table below. Type

1.

Description

Mineral

2. Three axes of equal length intersecting at

3.

angles.

4.

5. Three axes each of intersecting at

6. length angles.

7.

8. Three axes each of a intersecting at

9.

length angles.

10.

11. Three axes each of a

12.

length; two are intersected at angles, the third is oblique to the other two.

13.

14. Three horizontal axes of the intersected at

15.

length

angles; the vertical axis is longer or shorter than the horizontal axes.

16.

17. Three axes intersect at

18.

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Density You have been given several different sized samples of the mineral quartz. You measure the mass and the volume of each sample. The data is recorded in the table below. For each sample divide the mass by the volume. Record the result of each calculation in the column farthest right. Sample

Mass

Volume

Mass/Volume

1

10 g

3.85 cm3

1.

2

15 g

5.76 cm3

2.

3

20 g

7.70 cm3

3.

4

25 g

9.61 cm3

4.

5

30 g

11.5 cm3

5.

6

35 g

13.5 cm3

6.

7

40 g

15.4 cm3

7.

8. What do you notice about the value of each result?

9. The mass divided by the volume equals a quantity known as density. Another way of looking at density is that it is the amount of matter (mass) in a given amount of space (volume). For quartz, does the mass divided by the volume always equals 2.6 g/cm3?

10. To calculate the density you can use this formula: D = m/v. If you have a 5 g sample of magnetite, the sample has a volume of 0.9 cm3. What is the density of magnetite?

11. Suppose you cut the magnetite sample in half, what is the density of each piece?

12. You have a sample of fluorite that has a volume of 15 cm3. Fluorite has a density of 3.2 g/cm3. What is the mass of the sample? Earth Science

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The Rock Cycle Explore the rock cycle by completing the flow chart below.

2.

Exposed rocks

erosion

—

Sediment

3. Layering and

1. rocks

4. 8. Cooling causes

rocks

9. Heat and

Heat—pressure

7.

6.

melting

—

5. rock

Mark each statement as True or False by writing T if the statement is true or F if it is false. If the statement is false, replace the underlined term with a term that makes the statement true.

10.

Metamorphic rock is formed from igneous rock and sedimentary rock.

11.

You are walking near an outcropping and find a rock with light and dark bands that look like layers. You have found an igneous rock.

12.

Mount St. Helens in Washington State is an active volcano. If you were to find a rock in the area it is probably a metamorphic rock.

13.

Igneous rocks subjected to weathering result in the formation of metamorphic rock.

14.

Magma may form through the melting of igneous, sedimentary or metamorphic rock.

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Comparing Types of Rocks Compare the different types of rocks by completing the concept map below.

Rocks

1.

2.

Sedimentary

3. Formed from

4. Formed from

5. Existing rock changed by heat

of rock or remains

or

of

6.

:

7. Intrusive:

8.

:

formed at

minerals in

Earth’s surface

layers

10.

:

11.

:

9. Non-foliated:

12.

:

rock fragments

formed from organic

when minerals

squeezed together

remains

crystallize

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Igneous Rocks Igneous rocks are classified according to their origin, texture, and mineral composition. Explore the characteristics of igneous rocks by completing the table below. Feature

Description

ORIGIN Extrusive

1. Rock formed from lava that has erupted

the

surface of Earth

Intrusive

2. Rock formed when magma hardens

Earth’s

surface

TEXTURE Coarse grained Fine grained

3. 4.

cooling cooling

Glassy

5. Rock with

Porphyritic

6.

mineral crystals formed from mineral crystals formed from crystals crystals scattered on a background of crystals

MINERAL COMPOSITION Granitic

7. Forms from magma, high in

;

colored rocks

Intermediate

8. Characteristics of both felsic and

Basaltic

9.

in silica, but high in magnesium;

and

colored rocks

You have four rocks with the characteristics listed below. Classify each rock as intrusive or extrusive and basaltic or granitic. Fill the table with A, B, C, or D.

A: fine-grained texture, light colored B: dark colored, large grained C: large crystals, high in silica D: No visible crystals

Extrusive

Intrusive

Basaltic

10.

11.

Granitic

12.

13.

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Sedimentary Rocks These are four steps in the formation of sedimentary rock. The steps of the process are listed below. Write A in the blank next to the step that occurs first, B next to the second step, and so on.

1.

Compaction Thick layer of sediments build up. These layers are heavy and press down on sediments beneath. This is the process of pressing sediments together.

2.

Erosion Faces are constantly breaking up and weary away rocks. The result is small pieces of rock carried by wind or water.

3.

Cementation Minerals dissolve in water. Dissolved minerals seep into spaces between sediment particles. The dissolved minerals crystallize and hold the sediment together.

4.

Deposition Running water or wind deposits the sediments.

Compare the different types of sedimentary rocks by completing the table. Type

Description

CLASTIC Conglomerate

5. Composed of

-sized fragments cemented

6. Composed of

-sized fragments with

together

Breccia

cemented together Sandstone

7. Composed of grains of

Shale

8. Composed of together

cemented together particles cemented

CHEMICAL Precipitates

9. Rocks formed from minerals that water

Evaporates

out of the

10. Rocks formed from minerals that are when water evaporates

ORGANIC Organic

11. Rock formed from the

of living things

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Metamorphic Rocks Explore the different types of metamorphic rock by completing the concept map.

Metamorphic Rock

2.

1. Foliated:

: without mineral bands

4.

3. Extreme pressure crystals

5. incorporating minerals of different

7.

6.

Explore the nature of metamorphic rock by completing each statement. Fill in the blank to make each statement true.

8. During the process of changing rock into metamorphic rock, and

and hot fluids cause certain minerals to change into

other minerals. 9.

metamorphism occurs when hot magma comes near or in contact with existing rock.

10. Phyllite is a metamorphic rock that breaks into thin sheets. Phyllite is a metamorphic rock. 11.

metamorphic occurs over a large area during periods of tectonic activity.

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Studying Rocks in Thin Section Scientists often look at a rock in very thin slices, slices so thin that light can shine through them. The slices are analyzed by viewing them through a microscope. These magnified views allow scientists to identify the mineral makeup of the rock.

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1. Look at the key to the right. List the minerals found in this rock.

2. Which mineral makes up most of the rock in this section? 3. Which mineral is present in the smallest amount? 4. Crystal shape and size is a clue to the type of rock. Grains from sedimentary rock are rounded. Grains from igneous rock fit together in a jigsaw puzzle formation. Metamorphic grains show crystals in a line. What type of rock is shown?

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Earth’s Spheres Scientists divide Earth into four parts, or spheres. Match the name of the sphere with its description.

1.

Lithosphere

2.

Atmosphere

3.

Hydrosphere

4.

Biosphere

a. b. c. d.

all living things Earth’s solid rocky part Earth’s water The outermost sphere, the mixture of gases surrounding Earth

Identify each part of Earth. Write L in the blank if it is part of the lithosphere, A if it is part of the atmosphere, H if it is part of the hydrosphere, and B if it is part of the biosphere.

5.

a lake

6.

a mountain

7.

a cloud

8.

the ocean

9.

a whale

The table below lists elements found in the Earth’s crust. Use the table to answer the following questions. Element

Percentage

Oxygen

46.6%

Silica

27.7%

Aluminum

8.1%

Iron

5.0%

Calcium

3.6%

Sodium

2.8%

Potassium

2.6%

Magnesium

2.1%

Other

1.5%

10. Which element is present in the greatest amount? 11. Which two elements make up almost 75% of Earth’s crust? 12. Silicon and oxygen are nonmetals. The rest of the elements listed are metals. Which element is the most abundant metal? Earth Science Saddleback Publishing, Inc. ©2006 • 3 Watson, Irvine, CA 92618 • (888) 735-2225 • www.sdlback.com

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Earth’s Interior Compare the structure of Earth’s layers by completing the table. Layer

State of Matter

Thickness (km)

Temperature (K)

Inner core

1.

2.

3.

Outer core

4.

5.

6.

Mantle

7.

8.

9.

10.

11.

12.

Crust

For each statement identify the layer of the Earth. In each blank write the appropriate letter using C for crust, M for mantle, O for outer core and I for inner core.

13.

Thinnest of Earth’s layers

14.

Made mostly of solid iron and nickel

15.

The only layer in the liquid state

16.

Layer with the highest temperature

17.

Made mostly of compounds rich in iron, silicon, and magnesium

18.

Thickest layer of Earth

19.

The outermost layer

20.

The innermost layer

21.

Life on Earth is found in or on this layer.

22.

Layer on which the continents are found.

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Earth’s Lithospheric Plates Earth’s lithosphere is broken into a number of pieces called plates. These plates fit together much like the pieces of a jigsaw puzzle. These plates carry the continents, parts of the ocean floor, or both. The map below is missing the names of several plates. Add the missing names to the map.

1. ��������������������

2.

��������������� �����

����� �����

����� �������� �����

���������������

3.

4.

For each statement place a T in the blank if the statement is true. Place an F in the space if the statement is false. If the statement is false replace the underlined term with one that will make the statement true.

5.

The Pacific Plate includes mostly ocean floor.

6.

The African plate and the South American Plate are moving towards each other.

7.

The African Plate includes the African continent and the ocean floor of the Atlantic and Arctic oceans.

8.

Some of the lithospheric plates are in motion.

9.

Where two continental plates move apart, a rift valley is formed.

10.

When two continental plates collide an ocean trench may form.

11.

Mountains form where two plates collide.

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Date

Types of Plate Boundaries Explore the types of plate boundaries making up Earth’s crust by completing this concept map.

Plate Boundaries

1.

2.

convergent

3. Where two plates

4. Where two plates

Where plates slide past each other

5.

Mid-Atlantic Ridge

6. Two plates collide

Islands of Indonesia

Two continental plates collide

Himalayas

Ocean and continental plates collide

7. Western Coast of

For each of the following statements write T if it refers to a transform boundary, C for a convergent boundary, D for a divergent boundary, or A for all boundaries.

8.

Responsible for seafloor spreading.

9.

Two oceanic plates meet to form a trench.

10.

The interaction between two plates.

11.

Two plates going past each other in opposite directions.

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Types of Faults Explore the different types of faults in the Earth’s crust by completing the table below. In the column Type of Fault, arrows show the movement along the fault.

Type of Fault Strike-slip

Sideways Plate Movement

Up/Down Plate Movement

Example

1. Rocks on either

Little or none

San Andreas Fault

2. Forces pulling

3. Hanging wall slips

Rio Grande rift valley

side of fault move

Normal

plates

foot wall moves

Reverse

4. Forces moving plates

5. Hanging wall moves

,

Mountains in Glacier National Park

and over the

Mark each statement regarding faults and plates T if it is true or F if it is false. If the statement is false replace the underlined term with one that will make the statement true.

6.

In a normal fault the half of the fault that lies above is called the hanging wall.

7.

In a reverse fault the half of the fault that lies above is called the hanging wall.

8.

In a reverse fault rocks slip past each other.

9.

A normal fault occurs when plates converge.

10.

A strike–slip fault forms along a transform boundary.

11.

In a normal fault the hanging wall moves up with respect to the footwall.

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Continental Drift The continents are in constant motion. Match the description of the Earth’s landmasses with their appropriate time period. Place the letter of the description in the blank for each answer.

1.

245 million years ago

2.

130 million years ago

3.

135 million years ago

4.

65 million years ago

5.

Present day

a. India is a separate landmass; Australia and Antarctica are joined. b. Laurasia and Gondwanaland split. c. Pangaea splits to form two super continents, Laurasia and Gondwanaland. d. India is now part of Asia; Australia is a separate continent. e. All Earth’s continents are part of one land mass called Pangaea.

Classify each statement as true or false. If the statement is true place a T in the blank. If the statement is false place an F in the space and replace the underlined term with one that will make the statement true.

6.

Alfred Wegener first proposed the theory of continental drift.

7.

A piece of evidence supporting the theory of continental drift is the fossil remains of the same animal species in Africa and Australia.

8.

Another piece of evidence supporting continental drift is that the east coast of North America fits with the west coast of Africa.

9.

One of the parts of the theory of continental drift is that once the continents were all joined as one large landmass called Pangaea.

10.

A third piece of evidence supporting the theory is the discovery of fossils of warm-weather plants in areas that are now cold and ice-covered.

11.

To explain how the continents move scientists believe that magma rise from deep in the mantle. As the magma moves away from the spot where two plates meet, the movement of the magma pushes the continents.

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Locating Earthquakes The table below lists the location of earthquakes that have occurred around the world. Place a dot on the map to plot the location of each earthquake. The first earthquake has been plotted for you. ��������������

��������������

���� ������������ ���� ���� �������� ���� ��� ��� ��� ��� ��� ��� ��� ��� ��� �� ��� ��� ��� ��� ��� ��� ��� ��� ��� ���� ���� ���� �������� �������� ���� ���� ���� ���� ���� ���� ���� ���� ���� ���� �� ���� ���� ����

� �

����

�

���� ����

�

���� ����

Longitude

Latitude

120º W

40º N

seem to be located in definite areas or are they spread

110º E

5º S

randomly around the Earth?

77º W

4º S

88º E

23º N

121º E

14º N

34º E

7º N

74º W

44º N

boundaries occur. What can you conclude about

70º W

30º S

earthquakes and plate boundaries?

10º E

45º N

85º W

13º N

125º E

23º N

30º E

35º N

140º E

35º N

12º E

46º N

75º E

23º N

150º W

61º N

1. Look up the location of the earthquakes. Do earthquakes

2. Refer to a map showing plate boundaries. Look at the location of the earthquakes and where plate

3. Based on the map, would you be more likely to experience an earthquake, the east coast of the United States or the west coast of the U.S.? Why?

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Locating the Epicenter of an Earthquake The point beneath the Earth’s surface where an earthquake occurs is the focus. The point on the Earth’s surface above the focus is called the epicenter. Use the map and the data table to answer these questions. � �

�������

���

���

���

�������

�������������� �������������

���

����

����

�������

��� ��� ��� ��� ���� ���� ���� ���� ���� �������

��������

City

Difference in S and P Wave Arrival

Distance to Epicenter

Seattle

50 sec

300 miles

Salt Lake City

97 sec

600 miles

San Francisco

65 sec

400 miles

������

�������� ������� �����

1. An earthquake produces different types of waves. One type is known as a P-wave and the other is known as the S-wave. Using the difference between the arrivals of the P- and S-waves indicate the distance to the earthquake epicenter. Look at the table above. What is the relationship between the different arrivals of the P- and S-waves and the distance to the epicenter? 2. Use the scale on the map to help you set a compass. The map scale tells you the number of miles equal to one inch on the map. The distance from Seattle to the epicenter is miles. Using the map scale, how far is this in inches? Draw a circle around Seattle with your compass. Repeat this for the other two cities.

3. Find the point where the three circles overlap. Mark that spot with an X. Which city is closest to the epicenter? 4. Look at the map. Which city detected the wave first?

Which city

detected it last?

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Locating Volcanoes The table below lists the location of several of Earth’s volcanoes. Place a dot on the map to plot the location of each volcano. The first volcano has been plotted for you. ��������������

��������������

���� ������������ ���� ���� �������� ���� ��� ��� ��� ��� ��� ��� ��� ��� ��� �� ��� ��� ��� ��� ��� ��� ��� ��� ��� ���� ���� ���� �������� �������� ���� ���� ���� ���� ���� ���� ���� ���� ���� ���� �� ���� ���� ����

� �

����

�

���� ����

�

���� ����

1. Look at the location of the volcanoes. Do volcanoes seem to be located in definite areas or are they spread randomly around Earth?

2. Look at the location of the volcanoes and where plate boundaries occur. What can you conclude about volcanoes and plate boundaries?

A group of volcanoes called the Ring of Fire occur along the plates that rim the Pacific Ocean. Label the Ring of Fire on your map.

3. Would you expect to see a news story reporting a volcano form along the east coast of the United States?

Longitude

Latitude

150º W

60º N

70º W

35º S

120º W

45º N

62º W

17º N

105º W

20º N

75º W

0º

122º W

40º N

30º E

40º N

60º E

30º N

160º E

55º N

37º E

3º S

145º E

40º N

120º E

10º S

14º E

40º N

105º E

5º S

35º E

15º N

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Structure of a Volcano Explore the structure of a volcano by labeling the diagram below with the following parts:

Lava flow Magma chamber

Lava Pipe

Crater Side vent

Magma Vent

1.

5.

2.

6.

3.

7. 8.

4.

Complete the table below describing each part of a volcano. Feature Crater

Description

9.

Vent

10.

Side vent

11.

Pipe

12.

Magma chamber

13.

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Types of Volcanoes Identify each type of volcano by placing the name of the volcano below its picture. Then compare the different types of volcanoes by completing the table.

1.

2.

3.

Shield

Cinder cone

Composite

Base

4.

5.

6.

Sides

7.

8.

9.

Area

10.

11.

12.

Erupts...

13.

14.

15.

How formed

16.

eruption with lava flows

17.

ejected into the air, which

18.

eruptions of lava and solid materials

before hitting ground Example

Hawaiian Islands

Pericutín, Mexico

Mount St. Helens, Washington

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Types of Magmas Explore the different types of magma by completing the table below. Feature

Basaltic

Andesitic

Rhyolitic

Silica

1.

2.

3.

Gas content

4.

5.

6.

Lava thickness

7.

8.

9.

Type of eruption

10.

11.

12.

Melting temperature

13.

14.

15.

Where found

16.

17.

18.

Example

19.

20.

21.

For each statement place a T in the space for each true statement and an F in the space if the statement is false. If the statement is false, replace the underlined word with the term that makes the statement correct.

22.

Rhyolite magma is often associated with a shield volcano.

23.

A magma with a high gas content is associated with explosive eruptions.

24.

A magma with a high silica content will be very thick and very slow.

25.

Carbon dioxide and methane are the major gases formed in magma.

26.

A magma that is high in silica content, is low in gas content. Earth Science

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Landform Regions of the United States A large area of land where the topography is similar is called a landform region. Explore the landform regions of the continental United States by identifying each type and region on the map below.

1. 2. Label each region as a: Coastal Plain Interior Plain or Lowland Mountain Plateau or Highlands Plains and Mountains 3.

4.

5.

Explore the different landform regions by indicating the elevation and relief of each. Elevation

Relief

Coastal Plain

6.

7.

Interior Plain

8.

9.

Mountains

10.

11.

Plateau or Highlands

12.

13.

Plains and Mountains

14.

15.

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Types of Mountains There are several types of mountains. Each type is the result of plate interactions. For each type of mountain identify the cause of mountain building and the effect of that interaction.

Folded Mountains Interacting Objects

Cause

Effect

1. Two

2. The two plates

3. Rocks and crumple up

plates

Dome Mountains Interacting Objects

Cause

Effect

4. Flat-lying

5.

6. Rock layers are forces

rocks

into a dome

Volcanic Mountains Interacting Objects

Cause

Effect

7. One plate moving

8. Magma forms

9. Magma reaches the

another plate

Earth’s crust

surface, depositing and solid particles

Fault-Block Mountains Interacting Objects

Cause

Effect

10. Large parts

11. Crust is slowly

12. Crust stretches

of Earth’s

and cracks, lifting of crust

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Mechanical and Chemical Weathering Compare mechanical and chemical weathering by completing the table below. Mechanical Weathering Release of pressure

1.

Freezing and thawing

2.

Plant growth

3.

Abrasion

4.

Animal actions

5.

Chemical Weathering Water

6.

Oxygen

7.

Carbon dioxide

8.

Living organisms

9.

Acid rain

10.

For each of the following statements write M if it refers to mechanical weathering, or C if it refers to chemical weathering.

11.

Breaks down rock producing particles that have a different mineral makeup from the rock they came from.

12.

Ice wedges into the rocks, widening and deepening a crack in the rock.

13.

Grinding away of rock by rock particles carried by the wind, water, ice, or gravel.

14.

Weathered rock particles have the same composition as the rock that they came from.

15.

Burning of coal, oil, and gas produce compounds that react with the water in the air.

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Soil Horizons Mature soils typically have three distinct zones called soil horizons. Each horizon has it’s own characteristics. For each statement, identify whether the statement refers to an A-horizon, a B-horizon, or a C-horizon.

1.

Partially weathered parent material.

2.

Color is usually dark to light gray.

3.

Fine particles of weathered rock mixed with humus.

4.

Made of clay, iron oxides, and dissolved minerals.

5.

Soil of this horizon is called topsoil.

6.

Color depends on parent material.

7.

This horizon begins with the subsoil.

8.

Color is often red or brown.

9.

Contains the most decayed plant and animal material.

10.

Made mostly of rock fragments.

Soils are classified into three major categories. These categories are based on the size of the particles within them. Explore the different types of soils by completing the table below.

Soil Types

Size of Particle

Ability to Hold Water

Drainage

Aeration

Sandy soils

0.05 mm–2 mm

11.

12.

13.

Clay soils

< 0.002 mm

14.

15.

16.

Loam soils

Mixture of sand, clay and silt (particles 0.002 mm– 0.05 mm)

17.

18.

19.

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Mass Movements Mass movements refer to the downward movement of weathered materials by gravity. Wherever the ground slopes, rock and soil will move down the slope to a lower level. Match the type of mass movement with its description. Place the letter of each description in the space next to its appropriate term.

1.

Creep

2.

Slum

3.

Earthflow

4.

Mudflow

a. slow, almost unnoticeable movement of soil down a slope. b. weathered material, saturated with water, flowing downhill. c. rapid movement of water that contains large amounts of clay and silt. d. block of land tilting and moving downhill along a surface that curves into a slope.

For each statement describing a mass movement write C if the statement refers to a creep, E if it refers to a earthflow, M for mudflow, S for slump, or A if the statement refers to all types of mass movement.

5.

Weathered material is saturated with water but the movement is slower and less fluid that a mudflow.

6.

Causes fence posts, poles, and other objects fixed to the soil to lean downhill.

7.

Movement of a mass of bedrock or loose soil and rock down the slope of a hill, mountain, or cliff.

8.

Tends to occur because a slope has become too steep for the bottom of the slope to support the soil at the top of the slope.

9.

Rapid movement of water, soil, and silt. Can travel up to 100 kilometers per hour.

10.

Contains more water than earth flow.

11.

Slowest of the mass movements.

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Land Features Associated with a River Explore the land features created by a river over time by labeling the diagram below.

1.

2.

3.

4.

5.

6.

Match the river system feature with its description

7.

Tributary

8.

Meander

9.

Oxbow lake

10.

Flood Plain

11.

Delta

a. b. c. d. e.

A loop-like bend in the course of a river Flat, wide area of land along a river A stream that flows into a larger stream or river Sediment deposited where a river flows into a ocean or lake A meander that has been cut off from a river

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Glacial Landforms As a glacier advances and retreats it carves through the landscape. Through erosion and deposition glacial movement creates many landforms. In the list below match the landform created by a glacier with its description.

1.

Horn

2.

Cirque

3.

Arete

4.

Fjord

5.

Glacial Lake

6.

U-shaped Valley

7.

Moraine

8.

Drumlin

9.

Kettle lake

a. forms when melting ice fills a depression left by the glacier b. a sharp ridge separating two cirques c. forms when a glacier leaves behind mounds of earth d. forms when the sea level rises filling a valley cut into a glacier along the coast e. a bowl shaped hollow f. body of water in long basins g. a sharpened mountain peak h. a flowing glacier carves out a valley of this shape i. a continental glacier sliding over a moraine, shapes the moraine into this

Classify each glacial landform as either formed by glacial erosion with an E or by glacial deposition with a D.

10.

Horn

11.

Cirque

12.

Fjord

13.

Moraine

14.

U-shaped Valley

15.

Glacial Lake

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Types of Fossils and Fossil Formation There are many types of fossils. Match the type of fossil with its description.

1.

Petrified fossils

2.

Mold

3.

Cast

4.

Carbon film

5.

Trace fossil

6.

Preserved remains

a. b. c. d. e. f.

thin coating of carbon on rock minerals replace part or all of an organism the remains of an organism with little or no change a hollow area in sediment in the shape of an organism evidence of activities of an organism a copy of the shape of an organism.

Identify the type of fossil described in each situation by writing the fossil type in the blank.

7.

A fossilized dinosaur footprint.

8.

A copy of a shell is formed when water deposits minerals and sediments into a mold.

9.

A thin film of carbon on a rock shows the fine details of an ancient leaf.

10.

Sediment covers a tree trunk. Over time water evaporates leaving hardened minerals behind.

11.

The frozen remains of a woolly mammoth are found in Northern Asia.

12.

A shell is buried in sediment. Over time the shell is dissolved leaving a hollow area with the impression of the shell.

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Date

Rock Layers and Fossils Scientists use known fossils as index fossils to help date rocks and rock layers. Use the diagram below to answer the following questions. ����������

����������

����������

�

������ �

������ �

������ �

��������������������������

1. How many layers of sedimentary rock are there at Location 1? Location 2?

Location 3?

2. How many similar layers are there between Locations 2 and 3? 3. Place an X next to the layer that is the oldest layer at each location. 4. What type of environment must have existed when the layer second from the bottom was formed? 5. Place a Z next to the most recently formed layer. Does that layer exist at each location?

6. At location 3, what layer is missing? 7. The law of

is used to determine the relative ages of sedimentary

rock layers. 8. According to this law, in sedimentary rock layers the

layer is at

the bottom.

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Half-Life and Radioactive Dating Carbon-14 is a radioactive form of carbon. This form of carbon breaks down into another element and in the process releases radiation. The rate at which carbon-14 decays is constant. Explore the decay of carbon-14 by graphing the carbon-14 and number of years. Number of years

Carbon-14

Decay Product

0

100 g

0.0 g

5,730

50 g

50.0 g

After 2nd half-life

11,460

25 g

75.0 g

After 3rd half-life

17,190

12.5 g

87.5 g

After 4th half-life

22,920

6.25 g

93.75 g

After 5th half-life

28,650

3.125 g

96.875 g

Start (0) After 1 half-life

Use the table and graph to help answer the following questions.

1. Half-life is the amount of time it takes for

the atoms in a sample

to decay. 2. The half-life of Carbon-14 is 3. After 2 half-lives of Carbon-14

years. years has passed.

4. You have a fossil that is 20,000 years old. About how many half-lives have gone by?

5. In a sample fossil about 10 grams of C-14 remains. The fossil started with 100 grams of C-14. How old is the fossil? Earth Science

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Geologic Time Scale Earth is billions of years old. Yet, as old as Earth is, the development of life on land is a relatively recent event. To give you a sense of Geologic Time and the evolution of life on Earth you are going to consider the history of Earth as though it occurred over one year.

Event

Millions of Years Before Present Day

Relative to One Calendar Year

Earth forms

4,600

1.

First cells

3,900

2.

First evidence of bacteria

3,250

3.

First evidence of cells with nucleus

2,100

4.

First multicellular organisms

1,500

5.

First fish

505

6.

First land plants

470

7.

First insects

385

8.

First land animal

375

9.

First seed plants

365

10.

First dinosaurs

228

11.

First mammals

221

12.

First flowering plants

115

13.

Dinosaur extinction

65

14.

First monkeys

39

15.

First modern man

0.1

16.

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Precambrian Time Explore Precambrian Time by completing the table below. PRECAMBRIAN TIME Subdivision

Began (mya)

Ended (mya)

Life on Earth

Geologic Occurrence

Hadean

1.

2.

3.

4.

Archean

5.

6.

7.

8.

Proterozoic

9.

10.

11.

12.

During Precambrian Time, Earth’s atmosphere was very different from the current atmosphere. The table below lists the gases found in Earth’s atmosphere. Create a bar graph that shows the percentage of each gas. Use the data in the table and the graph to answer the questions below. Gas

4,500 mya

1,500 mya

Present Day

Carbon dioxide

80%

1%

0.03%

Nitrogen

10%

76%

78%

Hydrogen

5%

0%

0%

Oxygen

0%

5%

21%

Other gasses

5%

18%

1%

13. Which gas is the most common in Earth’s atmosphere 4500 million years ago? Which gas is the most common in the present atmosphere? 14. Describe the change in oxygen concentration.

15. About 3,000 mya photosynthetic bacteria evolved. How did the appearance of these organisms relate to the increase in oxygen levels?

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Paleozoic Era Compare the periods of the Paleozoic Era by completing the table below. PALEOZOIC ERA Period

Began (mya)

Ended (mya)

Important Plant Developments

Important Animal Developments

Cambrian

1.

2.

3.

4.

Ordovician

5.

6.

7.

8.

Silurian

9.

10.

11.

12.

Devonian

13.

14.

15.

16.

Carboniferous

17.

18.

19.

20.

Permian

21.

22.

23.

24.

For each event identify the period in the Paleozoic Era in which the event occurred. If it occurred in the Cambrian, write Cam in the space; write O for Ordovician, S for Silurian, D for Devonian, Car for Carboniferous, and Pe for Permian.

25.

Graptolites see their greatest number and distribution.

26.

Often called the Age of Fishes because of the appearance of so many kinds of fish.

27.

First land animals appear; they are relatives of spiders, millipedes, and scorpions.

28.

First vertebrates appear.

29.

A great extinction occurs at the end of this period; nearly half of all animal groups become extinct.

30.

The period is noted for the appearance of the first forests.

31.

Trilobites are the most commonly found fossils from this period.

32.

The first reptiles appear.

33.

Plants such as club mosses spread over the land.

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Date

Mesozoic Era Compare the periods of the Mesozoic Era by completing the table below. MESOZOIC ERA Period

Began (mya)

Ended (mya)

Triassic

1.

2.

3.

4.

Jurassic

5.

6.

7.

8. first

9.

10.

11.

Cretaceous

Important Plant Developments

Important Animal Developments

appear

12.

For each event identify the period in the Mesozoic Era in which the event occurred. If the event occurred in the Triassic place a T in the space, if in the Jurassic use a J, and if the event occurred in the Cretaceous place a C in the space.

13.

Large dinosaurs not uncommon, including Brachiosaurus, Allosaurus, and Stegosaurus.

14.

Flowering plants first appear.

15.

Tyranosaurus rex lived in this period.

16.

Mosses, cycads, and conifers very common.

17.

Dinosaurs first appear; they are small, move swiftly, and walk on hind legs.

18.

First true mammals appear.

19.

Almost all of Earth’s land joined in a single large land mass known as Pangaea.

20.

Dinosaurs become extinct at end of this period.

21.

India separates from Antarctica and Australia and begins to move towards Asia.

22.

Rocky Mountains in North America form.

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Cenozoic Era Compare the periods of the Cenozoic Era by completing the table below. CENOZOIC ERA Period

Began (mya)

Ended (mya)

Important Plant Developments

Important Animal Developments

Paleocene

1.

2.

3.

4.

Neocene

5.

6.

7.

8.

Quaternary

9.

10.

11.

12.

For each event identify the period in the Cenozoic Era in which the event occurred. If the event occurred during the Paleocene, place a P in the space; place an N for the Neocene and a Q if the event occurred during the Quaternary.

13.

Alps and Himalayas start to form.

14.

Grasses thrive and grazing animals evolve.

15.

First human ancestors appear.

16.

Many new mammals appear as a result of the extinction of the dinosaurs.

17.

Modern humans appear.

18.

North America and South America are joined.

19.

Last ice age and formation of the Great Lakes.

20.

Modern forms of the horse, camel, and elephant appear.

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Nonrenewable Energy Resources Compare fossil fuels by completing the table below. Type Coal

Description

Advantages

1. Solid fossil fuel

2. Produces

formed from

when

pollution. to mine.

.

4. Thick, black,

5. Produces

Fossil fuel formed from remains of

.

7. A mixture of

6. Causes pollution.

amounts of energy. Used to produce other products.

. Natural gas

3. Causes

amounts of energy. Easy to transport.

remains. Produces energy

Petroleum

Disadvantages

8. Produces

to find. Must be refined.

9. Highly

amounts of energy with

and other gases.

.

pollution. to

transport. Uranium

10. Atoms are

11. A small amount

, releasing a very large amount of

12. Waste products

releases a

include dangerous

amount of energy.

materials.

energy.

An energy source.

The graph to the right shows wood, coal, and oil consumption from 1860–1980. It shows the percent used for each type of fuel. Use the graph to complete the following statements.

13. Which fuel is the most often used in 1860?

14. In which year did the consumption of coal pass the consumption of wood?

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15. When did petroleum consumption begin? 16. When did petroleum consumption become greater than coal consumption? Earth Science

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Formation of Coal Coal is a solid fossil fuel formed from the remains of plants. Coal forms over millions of years as the result of pressure and heat beneath Earth’s crust. Below is a list of steps in the formation of coal. Order the list by placing A next to the step that occurs first, B next to the second step, and so on.

1.

Compression results in the formation of lignite. Lignite is soft brown coal, a sedimentary rock.

2.

Heat and pressure deep beneath the Earth’s surface produce anthracite, a metamorphic rock.

3.

Layers of dead plant material build up form peat.

4.

Further compression results in the formation of Bituminous coal. Bituminous coal is a sedimentary rock.

Each statement below describes a type of coal. In the space write B if the statement refers to bituminous coal, A for anthracite, L for lignite, and P for peat.

5.

Also known as brown coal.

6.

The partial breakdown of plant remains producing a brownish black material.

7.

The hardest of all forms of coal.

8.

Also known as soft coal.

9.

Forms from extremely high pressure and temperature. It is classified as a metamorphic rock.

10.

A coal that contains about 40% carbon.

11.

Coal that contains about 90–95% carbon.

12.

Most common type of coal in mining regions in the United States.

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Renewable Energy Resources Compare the types of renewable energy sources by completing the table below. Type

Description

1. Energy from the

Solar

Advantages

Disadvantages

2. Does not cause

3. Only works when

.

. out.

4. Wind is used to turn

Wind

a to generate electricity.

Hydroelectric power

5.

run

a

area.

6. Wind needs to blow pollute.

. places meet the requirements.

7. Flowing

8. Inexpensive.

is used to turn a turbine to produce electricity. Biomass fuels

shines. Need to collect from

10. Fuels from things that were once

9. Dams are needed

and they can have

pollute.

environmental impact.

11. Can be made into other

.

.

12.

to create other fuels, like methane. Takes to produce more.

Geothermal energy

13.

heats underground water to boiling point.

14.

15. Only a few places source of energy.

where magma

is enough to surface.

Each statement below refers to a type of renewable energy. Write B if it refers to biomass fuels, G for geothermal energy, H for hydroelectric power, S for solar energy, and W for wind power.

16.

Water flowing through tunnels in the bottom of a dam placed across a river.

17.

Mirrors aimed at the Sun provide power to an electric plant.

18.

Fuels made from burning wood, leaves, food wastes, and manure.

19.

A power plant uses heat from Earth’s interior as an energy source.

20.

Movement of air captured by windmills on wind farms.

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Fossil Fuel Power Plant The production of electric energy from fossil fuel takes several steps. Place the steps in order by placing an A next to the first step in the process, a B next to the second step, and so on.

1.

The shaft of the generator turns producing electric current.

2.

Heat produced by the fuel boils the water.

3.

The turbine turns the shaft of the generator.

4.

The fossil fuel is burned in the furnace.

5.

Boiling water produces steam.

6.

Moving steam turns the blade of the turbine.

7.

Current produced by the generator flows through power lines for use in the home.

Explore the energy conversion involved in the production of electric energy in a fossil fuel plant. Process Burning fuel

Energy Converted From

8.

Boiling water to make moving steam

10.

Moving steam moves turbine

12.

Moving turbine moves generator

14.

Moving generator produces electric current

16.

energy

energy

energy

energy

energy

Energy Converted To

9.

11.

13.

15.

17.

energy

energy

energy

energy

energy

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Nuclear Power and Nuclear Power Plants Explore the structure of a nuclear power plant by labeling the diagram below.

2.

1.

3.

4. 5.

6.

7.

8.

9. 10.

Investigate the function of the parts of a nuclear power plant by completing the table below. Structure

Function

Reactor vessel

11.

Fuel rods

12.

Control rods

13.

Heat exchanger

14.

Cooling tower

15.

Condenser

16.

Turbine generator

17.

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The Carbon Cycle Explore how carbon cycles throughout the environment by completing the flow chart below.

carbon dioxide in the atmosphere

5.

1.

2.

process fossil fuels respiration plants

3.

4.

For each statement circle the term in the pair that makes the statement correct.

6. Carbon enters the atmosphere from everything in the form of [methane / carbon dioxide]. 7. Plants take carbon out of the atmosphere in the form of carbon dioxide for the process of [photosynthesis / respiration]. 8. When an organism dies, its remains decompose. During decomposition carbon re-enters the air in the form of carbon dioxide and [methane / water vapor]. 9. In some instances, over a long period of time, the remains of a dead plant or animal can become [methane / fossil fuels].

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The Water Cycle Explore the water cycle by completing the flow chart below.

water in the atmosphere

5. 1.

3.

give off water vapor

form

forms from oceans

2.

4.

water flowing across the land

forms from lakes and streams

Complete each statement by filling in each blank.

6. Water vapor enters the atmosphere from the

,

, and 7. The energy from the

. provides energy for evaporation and

therefore drives the water cycle. 8. Water vapor in the air condenses to form

.

9. Water returns to the land, oceans, and lakes as 10. The water cycle involves living things in the form of evaporation from

. .

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Ground Water Explore the nature of water in the ground by labeling the layers and parts of the ground.

1. 2.

3.

4.

5.

Match the features associated with groundwater with its description.

6.

Permeable layer

7.

Impermeable layer

8.

Saturated zone

9.

Water table

a. the area of permeable rock or soil is totally filled with water b. layer through which water cannot pass c. top of the saturated zone d. layer through which water can pass

Almost all of Earth’s water is salt water. Only a very small percentage is fresh water. You can visualize the distribution of Earth’s water by completing the table below that compares all the Earth’s water to a gallon of water.

Salt water

Percentage

Calculation

97%

0.97 × 64 oz =

Amount Available

10.

oz

Fresh water 2.28%

11.

12.

oz

Water vapor

0.0011%

13.

14.

oz

Lakes and rivers

0.0102%

15.

16.

oz

Deep ground water

0.33%

17.

18.

oz

Shallow ground water

0.36%

19.

20.

oz

Ice

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Water Pollution and Biological Magnification As you know pollution poses a problem for all organisms. Pollution can be a serious problem when it remains in the body and tissues of an organism. When this happens a predator absorbs the pollutant. Trace what happens to a pollutant as it moves from one organism to another.

Plankton has 4 pollution particles

25 plankton are eaten by a zooplankton

1. Zooplankton has pollution particles

10 zooplankton are eaten by a fish

3. Bird has pollution particles

5 fish are eaten by a bird

2. Fish has pollution particles

One example of biological magnification is the use of an insect killing compound called DDT. Use the data in the table below and the flow chart above to answer the following questions.

4. What happens to the amount of pollutant when one organism eats another?

Organism

DDT Concentration

Algae

0.04 ppm

Small fish— minnow

0.23 ppm

Medium fish— stripper

2.07 ppm

5. Explain how the organism in the next level has more pollutant than the organism it has eaten.

6. What animal accumulates the most pollutant?

Predatory bird— cormorant

13.80 ppm

7. Which level of the food chain is most affected by biological magnification? Earth Science

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Water Use in the Home Explore water use in the home. Create a double bar graph for the data below. Regular Use

Waterefficient Use

Showering

19 L/min

9 L/min

Toilet flush

19 L/min

13 L/min

Washing clothes

170 L/load

72 L/load

Dishwasher

61 L/load

24 L/load

Running faucet

19 L/min

9 L/min

Activity

Use the data in the table above to answer the following questions.

1. Which activity represents the largest water use? 2. Suppose the regular dishwasher is used once a day. How much water is used in one week (7 days) in regular use? 3. How much water is used in one week using the water-efficient dishwashing method?

4. Compare the regular use dishwashing method for one week with the water-efficient method. How much water is saved in one week? 5. Suppose a family uses 650 L of water per day (on average). What percentage of this is used for washing clothes? 6. Suppose you take a 10-minute shower using water-efficient equipment. How much water do you use? 7. Your friend has regular showering equipment. To use the same amount of water as used in Question 6 how long a shower would your friend be able to take?

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Waves All waves have the same basic features. Label the parts of the wave shown below.

1.

2.

3.

4.

Complete each statement by circling the term in each that makes the statement true.

5. The highest part of the wave is the [crest / trough]. 6. The distance between crests is the [wavelength / wave height]. 7. The distance from the crest to the trough is the [wavelength / wave height]. 8. The number of wave crests that pass a point in a certain amount of time is the [frequency / wavelength]. 9. The lowest part of the wave is the [crest / trough]. Label each statement with a T if the statement is true and with F if the statement in false. If the statement is false replace the underlined term with a term that makes the statement true.

10.

Ocean waves form when winds blow across the water’s surface.

11.

As a wave moves, it carries water towards the shore.

12.

In deep water, waves travel as long low waves called crests.

13.

Near shore, wave height decreases and wavelength decreases.

14.

As a wave nears shore, the bottom of the wave touches the ocean floor, causing the wave to slow down.

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Phases of the Moon and Tides The table below lists the height of high and low tides. The table also lists the phase of the Moon at certain dates in the month. Use the data to graph the height of the tide for each day. In the blanks on the graph, list the phases of the Moon. Date

High Tide (m)

Low Tide (m)

Moon Phase

January 3

8.3 ft

0.9 ft

Last quarter

January 10

11.5 ft

–1.8 ft

New moon

January 16

8.7 ft

0.7 ft

First quarter

January 25

10.1 ft

–0.8 ft

Full moon

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Use the data in the table and the graph to answer the following questions.

1. On which days is the high tide the highest? lowest? 2. What are the phases of the Moon on those days?

,

3. The tides in which the high tides are highest and the low tides are lowest are known as

.

4. On which days is the difference between high and low tides the least?

5. A tide with a high tide that is not too high and a low tide that is not too low is called a

.

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Ocean Water The table below lists the elements found in dissolved ocean water. Complete the table by calculating the percentage of each element in ocean water. Then complete each statement by filling in the blank with the term that will make g/1,000 g the statement true. Element/Ion

8.

is the most common ion in ocean water.

9. The next most common ion is . 10. Sodium and chloride make up about percent of the ions dissolved in seawater.

of Seawater

Percentage

Calcium

0.419 g

1.

Chloride

19.35 g

2.

Magnesium

1.304 g

3.

Potassium

0.390 g

4.

Sodium

10.71 g

5.

Sulfate

2.69 g

6.

Other

0.216 g

7.

Total

35.08 g

100%

The table below lists the temperature of ocean water at various depths. Use the table to answer the following questions by filling in the blanks. Depth (m)

Temperature (ºC)

Depth (m)

Temperature (ºC)

0

19

1,000

9

200

18

1,200

5

400

18

1,400

5

600

16

1,600

4

800

12

1,800

4

11. Based on the table temperature

with an increase in depth.

12. There are three temperature zones in the ocean. In the first zone, the surface zone, the temperature is fairly constant. Based on the table, the surface zone occurs where the temperature is around 19–18ºC. It extends to a depth of

.

13. The next zone is the transition zone. Here the temperature drops gradually to about 4ºC. The transition zone in the table extends from 400 m to

. Earth Science

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Shoreline Features The action of waves results in the creation of many shoreline features. Compare these features by completing the table below.

Feature Beach

1. Area of wave-washed

Barrier beach Sand bar

Formed by Erosion or Deposition

Description

2. 3.

Storm wave pile ups and above sea level

4. Long ridge of sand

Sea arch

to the shore

5. 6.

A natural bridge

Sea cave

7. A

area in a cliff

Sea stack

9. A

of rock rising above the water

10.

out into the water

12.

Spit

11. A beach that

Wave cut cliff

13. Result of wave action against a cliff where the

8.

14.

of the cliff is worn away

Use the information in the table to label the shoreline diagram below.

15.

16.

17.

18.

19. 20.

21.

22.

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Ocean Currents Compare the different ocean currents by completing the table below. Current

Ocean

Warm or Cool

Flows

Aquilhas

1.

2.

Alaska

3. North

Warm

4.

Bengalela

5. South

Warm

6.

Equator towards pole

Brazil

South Atlantic

7.

8.

California

North Pacific

9.

10.

Canary

11. North

East Australia

13. South

West Australia

12. Warm

15.

Indian

West Wind Drift

17. South

Gulf Stream

19. North

Peru

23.

Labrador

25. North

14. 16.

Cool

18.

20.

Equator towards pole

21.

South Pacific

Keroshio

Pole towards equator

22. Warm

Pacific

24.

26.

Pole towards equator

North Atlantic Drift

North Atlantic

27.

28.

North Pacific Drift

North Pacific

29.

30.

Oyashio

31. North

Cool

32. Earth Science

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El Niño and La Niña Compare El Niño and La Niña to normal conditions along the west coast of South America. Compare the table below summarizing the conditions that lead to an El Niño or La Niña. Direction of Warm Surface Water

Direction of Trade Winds El Niño

Normal

La Niña

1.

4.

the equator

the equator

along

2.

along

5.

7. Stronger flow

Colder Lower Nutrient-rich Layer

piling up along South American coast

moving warm water away from South America

8. Moves more water than normal

3.

6.

9.

The data below is the average temperature and the monthly precipitation in July in Lancaster, PA. Use the data to answer the questions below.

10. Compare the normal average temperature with the average July temperature during an El Niño of 1997. Which has the higher temperature, the normal July or the El Niño July? 11. Does the trend hold true for the other El Niño Julys? 12. Compare the normal precipitation for July

Average Temperature

Monthly Precipitation

Normal

74.5ºF

4.51 in.

1972

75.5ºF

4.60 in.

1983

75.6ºF

0.36 in.

1987

76.2ºF

1.80 in.

1991

76.4ºF

2.81 in.

1997

77.2ºF

3.08 in.

Year

with the precipitation in July during an El Niño. Which had the drier July, the normal July or the El Niño July? 13. Does this trend hold true for other El Niño Julys? 14. Summarize the effect an El Niño has on the average temperature and total precipitation.

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The Ocean Floor Explore the features of the ocean floor by matching the seafloor features with its description.

1.

Continental Shelf

2.

Continental Slope

3.

Seamount

4.

Abyssal Plain

5.

Volcanic Island

6.

Mid-ocean Ridge

7.

Trench

a. consists of many peaks along both side of a central valley b. mountain whose peak does not break through the surface of the ocean c. gently sloping area bordering a continent d. a volcano on the ocean floor that creates a mountain big enough to break the ocean surface e. a steady incline starting at the end of a continental shelf f. broad flat area covered with thick layers of mud and silt g. a long, narrow, and deep depression with steep sides on the ocean floor

Explore the features of the ocean floor by labeling the ocean floor landforms in the diagram below.

8. 9.

10.

11. 13.

12. 14.

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Coral Reefs Compare the different types of coral reefs. Write A in the space if the statement refers to an atoll. Write B if it refers to a barrier reef and F if the statement refers to a fringing reef. If the statement refers to all types of coral reefs, write All in the blank.

1.

Reefs separated from land by a lagoon.

2.

Grows in shallow water and borders the coast closely.

3.

Built on the calcium carbonate skeletons of once-living animals.

4.

Reefs surrounded by a central lagoon.

5.

Formed at or near the surface of the ocean when an island or islands surrounded by the reef sink.

6.

Found most often in the water with temperatures between 18ºC and 30ºC.

7.

A reef that grows parallel to the coastline and separated from the coast by a lagoon.

8.

A reef that has the shape of a narrow platform a short distance from shore growing outward from the land to which it is attached.

9.

Reef found between the latitudes of 30º N and 30º S.

10.

Reefs that are relatively young.

Identify each type of reef shown below.

11.

12.

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Marine Habitats Compare the types of marine habitats by completing the table below. Estuary

Intertidal Zone

Pelagic Zone

Benthic Zone

Description

1.

2.

3.

4.

Physical Environment

5. Water flows

6. Covered by

7. Water is

8. In the

during high tide; water

water at tide and exposed

flows during low tide.

during tide.

with depth.

Forces from waves. Chemical Environment

9. Salinity is

11.

nutrient levels tend to be

oxygen levels,

.

levels.

when the tide flows out. Geologic Features

13. Flow pattern

creates a network of

, , and

14. Some zones

and the pressure is very

.

12.

oxygen levels.

nutrient

15.

are either

16. Soft

or

sandy.

deepest area the water is very

High oxygen levels.

10. Oxygen and

when the tide is incoming and

mixed by currents. Temperature

with some rocky areas.

. Photosynthetic Organisms

17.

18. Multicellular

20. None in

19.

.

deepest areas, autotrophic organisms perform

algae.

. Animals

21.

22. Some are

23. Many types of

to rocks, such as ;

others are sand, such as

the

zooplankton and free swimming animals such as

24.

, turtles.

, and

. Earth Science

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The Ocean Bottom The ocean is divided into two environments, the bottom (or benthic) and the open water (or pelagic). Classify the different benthic environments by labeling the diagram below.

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4.

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3. 2. 1.

The ocean floor is covered by sediments, solid particles such as weathered rock fragments, plant and animal remains, or minerals that settle out of the water onto the ocean bottom. Place a B in the blank if the statement refers to biogeneous sediments, an H if the statement refers to hydrogeneous sediments, and a T if the statement refers to terrigeneous sediments.

6.

Sediments that come originally from continental rocks and minerals, broken down through weathering and erosion.

7.

These sediments form where they are found on the ocean floor rather than settling from above.

8.

Manganese nodules are the best known of this type of sediment.

9.

This type of sediment comes from living sources, mostly shells and skeletons of time marine animals and protests.

10.

The particles that form this type of sediment are washed into rivers and carried out to the sea.

11.

This type of sediment forms oozes. The most common type of ooze is the calcareous ooze.

Life along the shore can be very difficult. For each statement regarding life along the shore, circle the term from each pair that makes the statement true.

12. The [intertidal / pelagic] zone stretches from the high tide line to the point exposed by the lowest tide. 13. Organisms that live on the ocean floor are called [benthos / nekton]. 14. To overcome the action of [wind / waves] many organisms along the coast have adaptations to help them stay attached to a rock or other hard object. Earth Science Saddleback Publishing, Inc. ©2006 • 3 Watson, Irvine, CA 92618 • (888) 735-2225 • www.sdlback.com

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The Open Ocean Conditions in the open ocean change as you go from the surface to the ocean floor. Circle the term in each pair in each statement regarding the conditions in the open ocean.

1. In the [transition zone / neritic zone] the temperature of the ocean water drops rapidly. 2. Light does not go very deep in the ocean. No light reaches below [200 / 1,000] m. 3. With increasing depth the water pressure [decreases / increases]. 4. With increasing depth the temperature [decreases / increases]. 5. Below the surface zone salinity [increases / stays the same] with increasing depth. 6. Density of seawater depends on [temperature / pressure] and salinity. In general, the ocean is the [least / most] dense at the surface. The open ocean is divided into two zones, the surface zone and the deep zone. Place an S in the space if the statement refers to the surface zone, a D if it refers to the deep zone, or a B if it refers to both zones.

7.

The zone that receives enough light to support the growth of algae.

8.

Extends to a depth of 200 m.

9.

The average temperature of this zone is between 4ºC and 3.5ºC.

10.

Nekton, free-swimming animals, are found here.

11.

This zone features organisms that are able to produce their own light, a process known as bioluminescence.

12.

This zone is in constant darkness and cold, with few organisms.

The table below shows the productivity (the amount of organic matter produced per square meter per year) of four aquatic ecosystems. Construct a bar graph of the data. The use the graph and the data table to answer the questions below.

13. The ecosystem that is the most productive is the . 14. How many times more productive is a coral reef compared to a lake?

Ecosystem

Average Productivity

Coral reef

2,500

Estuary

1,800

Lake

500

Open ocean

125

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Structure of the Earth’s Atmosphere Explore the structure of Earth’s atmosphere by completing the table. Layer Highest

Lowest

Thermosphere

Altitude

Temperature

1. Above

km

2.

increase in altitude

with

Mesosphere

3.

km

4. Decreases from about

Stratosphere

5.

km

6. Increases from

Troposphere

7.

km

8. Decreases from about

In the blank next to each statement write Tr if the statement refers to the troposphere, St if it refers to the stratosphere, Me if it refers to the mesosphere, and Th if it refers to the thermosphere.

9.

The layer in which Earth’s protective ozone layer is found.

10.

Contains about 80% of the total mass of the atmosphere.

11.

The atmosphere in this layer is the thinnest of the layers.

12.

The ionosphere is part of this layer.

13.

Earth’s weather occurs in this layer.

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Global Heat Budget Explore the transfer of energy from the Sun to Earth by completing the flow chart below.

1.

reflected by Earth’s atmosphere

2.

absorbed by Earth’s atmosphere

Earth’s Atmosphere

3.

Earth’s Surface

4.

reflected by clouds

reflected by

5.

Earth’s surface

absorbed by Earth’s surface

Use the data from the flow chart to create a circle graph of the transfer of energy from the Sun to Earth.

6.

Label each statement as true or false. Place a T in the space if the statement is true and an F if it is false. If the statement is false replace the underlined word with one that makes the statement true.

7.

Water vapor and carbon dioxide absorb infrared radiation as energy from the Sun reaches Earth’s atmosphere.

8.

The ozone layer in the stratosphere absorbs most of the microwave radiation from the Sun.

9. 10.

Approximately 50% of the energy from the Sun is reflected. Energy from the Sun is a mixture of visible light, ultraviolet radiation, and infrared radiation.

11.

Clouds tend to absorb energy from the Sun. Earth Science

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Insolation Earth’s seasons are controlled by changes in the duration and intensity of the energy from the Sun. This is known as insolation. These factors are controlled by the tilt of the Earth away from or towards the Sun. Explore the relationship between Earth’s tilt, the amount of energy received at a 60º N latitude, and the temperature at that location by analyzing the data below.

Month

Season

Earth’s Tilt (Northern Hemisphere)

Amount of Solar Energy

Day Length

March

Spring

Neither towards nor away

380 w/m2

12 hrs

Summer

Towards the Sun

580 w/m2

18 hrs

September

Fall

Neither towards nor away

380 w/m2

12 hrs

December

Winter

Away from the Sun

260 w/m2

6 hrs

June

1. What is the relationship between Earth’s tilt and the season? At the beginning of summer Earth tilts

the Sun and tilts

from the Sun at the beginning of winter. 2. What is the relationship between Earth’s tilt and day length? When Earth is tilted towards the Sun, the day length is the

and when Earth is

tilted away from the Sun the day length is the

.

3. What is the relationship between the season and the amount of solar energy received by Earth and Earth’s tilt? When Earth is tilted towards the Sun it receives the

amount of solar energy and it receives the amount of solar energy when the Earth is tilted away.

4. Summarize the relationship between Earth’s tilt, day length, and the amount of solar energy received by the Earth. When Earth is tilted towards the Sun, Earth has its day and receives the

amount of solar

energy. When Earth is tilted away from the Sun, Earth has its day and it receives the

amount of solar energy.

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The Greenhouse Gases Greenhouse gases allow the sunlight to pass through the atmosphere to Earth’s surface. The surface absorbs this energy and radiates some of that energy as infrared radiation. These same gases absorb some of this infrared radiation, heating the atmosphere. One of the most important greenhouse gases is carbon dioxide (CO2). The table below shows the levels of carbon dioxide. Plot the data on the graph next to the table. Use the data in the table and your graph to answer the following questions.

Year

Concentration (ppm)

1962

318

1964

319

1966

321

1968

322

1970

326

1972

328

1974

330

1976

332

1978

335

1980

338

1982

341

1984

344

1986

347

1988

351

���������

CARBON DIOXIDE CONCENTRATION

����

1. What is the general trend in carbon dioxide concentration from 1962 to 1988?

2. During which two-year period was the largest increase in carbon dioxide? 3. What is the average increase in carbon dioxide per two-year period from 1970 to 1988? (Subtract the carbon dioxide level in 1970 from the level in 1988 and then divide by 9.)

4. If this trend is maintained, what will be the carbon dioxide level in 20 years?

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Global Wind Patterns Explore the nature of global wind patterns (resulting from global pressure belts) by completing the diagram below. Name each global wind belt and draw arrows showing the wind direction.

1.

�����

2.

�����

3. �������

4. �����

5. �����

6. Compare the different global wind patterns by completing the table below. Where does it start? Wind Pattern Polar easterlies

Latitude

7.

Westerlies

Pressure Belt Polar (high)

30º N

Where does it flow to? Latitude

8.

9.

Pressure Belt Subpolar (low)

60º N

10.

Northeast trades

11.

Subtropical (high)

Southeast trades

13.

Subtropical (high)

0º

14.

Westerlies

15.

Subtropical (high)

60º S

16.

60º S

18.

Polar easterlies

South Pole

17.

12.

Equatorial (low)

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Clouds and Weather Compare the different types of clouds by completing the table below. High

Altitude

Description

Weather Forecasting

1.

High Cirrus

2.

Cirrostratus

4.

weather

Approaching snow or rain

sheets, cover sky Rounded white puffs

Cirrocumulus Middle clouds

3.

wispy clouds

5.

likely

6. 7. Gray to blue,

Altostratus

8. Approaching sky

9.

Altocumulus

and puffy in waves or bands

10. Possible

11.

Low clouds

12. Uniform gray,

Stratus

the sky

Nimbostratus Stratocumulus

May create drizzle or mist

13.

Dark gray layers

14. Layer of puffy clouds

15.

Vertical Development Cumulus

16. Puffy

Cumulonimbus

18. Tall

17.

clouds

clouds

-shaped

weather

19.

A warm front shows a typical sequence of clouds indicating a approaching front. Order the list of clouds below by placing the number 1 next to the first cloud in the sequence and so on until you have them numbered in the correct order of approach.

20.

Cirrostratus

21.

Nimbostratus

22.

Cirrus clouds

23.

Alto stratus Earth Science

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North American Air Masses Explore the air masses that effect weather in North America by completing the table below. Air Mass

Symbol

Maritime Polar

1.

Place of Origin

2.

Characteristics

3. Cool

or Ocean

Maritime Tropical

4.

5.

6.

or Ocean

Continental Polar

7.

Continental Tropical

10.

11.

8. Central and Northern

Continental Arctic

13.

14.

America

North America

air

to the coast

humid air to California or southeast

9. Cold

air to central and eastern U.S.

North

12.

regions of

15. Very

dry air

very dry

and

Complete each statement by circling the term that makes each statement true.

16. Maritime air masses typically are [dry / moist] air masses. 17. Tropical air masses typically are [cold / hot] air masses. 18. A [Continental / Tropical] air mass is a dry air mass. 19. A [Polar / Tropical] air mass forms north of 50º N latitude. 20. The northwest coast of the United States is often affected by [Continental Polar / Maritime Polar] air masses. 21. Hot humid weather along the southwest United States in the summer is the result of [Continental Tropical / Maritime Tropical] air masses. 22. An air mass that forms over the ocean is classified as a [Continental / Maritime] air mass.

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High Pressure and Low Pressure Systems Compare high and low pressure systems by completing the table. High Pressure System

Low Pressure System

Pressure Increases or Decreases Towards the Center

1.

2.

Clockwise or Counterclockwise Circulation

3.

4.

Weather Associated with the System

5.

6.

Moisture Content

7.

8.

Relative Air Temperature

9.

10.

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The map to the right shows two pressure systems over North America. Refer to the map to complete each statement below by filling in the blank.

11. The air pressure at point D is

.

����

���� ����

12. The point that is the center of the low pressure system is

����

����

.

�

.

14. At point D the winds are blowing in a direction.

����

�

13. The point on the map where the wind is blowing the strongest is

����

�

����

���� ��� ����

����

�

�

���� ����

����

15. The wind is blowing in a northerly direction at point .

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Warm and Cold Fronts Explore the types of weather fronts by completing the diagrams below. For each weather front identify the types of air masses involved.

Cold Front 1. Definition: air mass.

air mass moves in to replace

2.

air

3.

front

������������������

4.

air

Warm Front 5. Definition: air mass.

air mass moves in to replace

6.

air

7.

front

������������������

8.

air

Classify each of the following statements. If the statement refers to a cold front write C in the space. If it refers to a warm front write W.

9.

The slope is gentler.

10.

Usually associated with light to moderate rain.

11.

As the front moves warm air rises.

12.

Tends to move slower.

13.

Associated with strong thunderstorms.

14.

Usually preceded by cirrus clouds, then altostratus or altocumulus and then stratus.

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Creating a Station Model To help summarize weather data on a weather map, meteorologists have created the station model. A station model includes information such as temperature, cloud cover, wind direction, and wind speed. Explore a station model by labeling its parts.

1.

2.

3.

4.

5.

��

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��

���

6.

��

7.

Record the weather data from the station model below on the blank table.

��

�������

��

���

Cloud Cover:

8.

Wind Direction:

9.

Wind Speed:

10.

Precipitation:

11.

Temperature:

12.

Dew Point:

13.

Air Pressure:

14.

Air Pressure Change:

15.

��

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Reading a Weather Map Investigate the information contained in a weather map. For each item fill in the blank to make the statement true.

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���

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�

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���

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� �������

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1. Which cities have the highest temperature? 2. Which city has the lowest temperature? 3. How many different fronts are shown on the map? 4. How many areas of low pressure are there on the map? 5. How many areas of high pressure are shown on the map? 6. Which type of front is approaching Los Angeles? 7. What type of front has just passed Minneapolis? What type of weather has probably just passed through Minneapolis? 8. What is the temperature difference between Denver and Salt Lake City? 9. The temperature in New York City is about

ºF.

10 What type of front is approaching Washington D.C.? 11. The occluded front is closest to which city?

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Severe Weather Explore the types of severe weather by matching the type of severe weather with its description.

1.

Thunderstorm

2.

Tornado

3.

Hurricane

4.

Blizzard

a. a tropical storm that has winds of 119 km/hr or greater b. a storm forming within cumulonimbus clouds, with heavy rain, hail, and lightning c. a winter storm with high winds, low temperatures a blowing snow d. a violently rotating column of air that touches the ground

Trace the life cycle of a thunderstorm. Place a 1 next to the first step in the formation of the storm, a 2 next to the second step, and so on.

5.

Heavy rain begins to fall creating a downdraft.

6.

Clouds shrink; rain becomes light.

7.

Air rises.

8.

Down draft stops air from rising.

9.

Cumulus clouds form.

10.

Air continues to rise, cumulonimbus clouds form.

Classify each statement as referring to a tornado, thunderstorm, hurricane, or blizzard. Write B next to the statement if it refers to a blizzard, H for hurricane, TH for thunderstorm, and TO for tornado.

11.

Characterized by a funnel cloud.

12.

Winds blow greater than 56 km/hr and the temperature is –7ºC or below.

13.

Known as a typhoon when it occurs in the Western Pacific Ocean.

14.

Often forms along a frontal boundary and may last as long as a day.

15.

A destructive by product of a thunderstorm.

16.

Intensity of the storm is measured by the Fujita Intensity scale.

17.

Begins its life as a tropical depression.

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Date

Tracking a Hurricane On the map below place a dot and a number representing the data from the data table to track the movement of the hurricane described by this data. The first day’s position is done for you. Be sure to connect the data points on the map with a line. ���������������������� ��� ���

��� ���

��������������

���

���

���

����

���

���

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���

���

���

���

���

�� ���

In the data table identify the strength of the storm using the Saffir–Simpson Scale. Hurricane Data (º N)

(º W)

Velocity (km/hr)

24 Aug

5

37

56

1.

25 Aug

16

44

80

2.

Category

Wind Speed

26 Aug

19

52

112

3.

Tropical storm

< 119 km/hr

27 Aug

21

59

144

4.

Category 1

119–153 km/hr

28 Aug

23

65

160

5.

Category 2

154–177 km/hr

29 Aug

25

70

232

6.

Category 3

178–209 km/hr

30 Aug

27

73

216

7.

Category 4

210–250 km/hr

31 Aug

30

74

216

8.

Category 5

> 250 km/hr

01 Sept

32

72

168

9.

02 Sept

37

65

96

10.

03 Sept

44

53

72

11.

Date

Storm Strength Saffir-Simpson Scale

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Acid Rain Trace the formation of acid rain by completing the flow chart.

2. Nitrogen oxides and

Water and light energy

3. and sulfuric acid In cloud water

Gaseous products released

1. Burning of

Water falling to the ground is acidic

4.

Where does acid rain fall occur in the United States? Refer to the map below to answer the following questions.

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5. Where does the most acid precipitation fall? (The lower the pH the more acid the precipitation.) 6. Where does precipitation with normal pH levels generally fall? 7. Some of the most acidic precipitation occurs close to areas that have many factories and cars. What is the reason for this occurrence?

8. The East Coast of the United States does not have many factories, especially in the Northeast. How is it that there is acid precipitation in this region?

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Climate Zones Compare Earth’s climate zones by completing the table below. Climate Zone Polar

Subclimate Tundra

Description

1. Always

and

dry with cool summers

2.

3. Freezing temperatures year

4.

5.

6. Hot enough that evaporation precipitation

Semi arid

7. Not as dry as desert, but evaporation still

precipitation

8. Humid

Moist mid-latitude with mild winters

9.

10.

Tropical wet and dry

11.

Humid sub-tropical

12.

rainy

and very

all year with wet and dry seasons summers and

humid winters

Marine west coast

14.

13. 15.

all year summers and winters

Moist mid-latitude with severe winters

Humid continental

17.

Dry continental

16.

and rainy dry rainy summers

and winters

snowy

18. Short summers and long winters

snowy

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Factors Affecting Climate Several factors affect the climate of a region. These factors affect the temperature of the region and the amount of precipitation that the region receives. Complete the table below summarizing how each factor affects climate. Factor

Temperature

1.

Latitude

Precipitation

2. Poles and horse latitudes

towards the poles, the equator

closer to

have precipitation; other areas have precipitation

3. Temperature

Elevation

as

elevation increases

moisture

5. Temperature range is

Near water

4. Air at higher elevation has

6.

; climate is mild Ocean currents

7. Warm ocean currents keep the

the air

water vapor to

Some currents cause fog

coast ; cold currents keep the coast

Topography

8. Windward side of a mountain may be leeward side

9. Windward side of a mountain is

than the

usually the leeward side

than

City A is located downwind from a large lake at a high elevation on the windward side of a mountain. City B is 100 km from City A. City B is located at sea level, upwind from a lake and at the same latitude as City A. Label each statement below as applying to City A or City B.

10.

Which city would probably have the higher temperature?

11.

Which city is likely to see more precipitation?

12.

Which city probably has a greater range of temperature each year?

13.

City C located close to a warm ocean current and is at the same latitude as City A. Will City A or City C be colder?

14.

Will City A or City C be drier?

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The Seasons Explore the motion of the Earth in the solar system and the seasons that result from that motion. Complete the table about the seasons. Northern Hemisphere Season

Spring

Summer

Fall

Winter

Approximate date season begins

1.

2.

3.

4.

Solstice/Equinox

5.

6.

7.

8.

Tilt of Northern Hemisphere

9.

10.

11.

12.

Tilt of Southern Hemisphere

13.

14.

15.

16.

Earth’s distance from the Sun

17.

18.

19.

20.

Length of day/night in Northern Hemisphere

21.

22.

23.

24.

Complete each of the following statements about the seasons by circling the term in each pair that makes the statement true.

25. Earth has seasons because the Earth’s axis is [straight up and down / tilted] 26. During summer in the Northern Hemisphere, Earth is at its [greatest / smallest] distance from the Sun. 27. When the Northern Hemisphere is tilted [towards / away from] the Sun, it is summer. 28. The term [equinox / solstice] means ”equal night.” 29. The [tilt / distance] of Earth in relation to the Sun is the main factor responsible for the seasons.

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Phases of the Moon Explore the phases of the Moon by completing the diagram below. For each location identify the phase of the Moon and shade the circle to show how much the Moon is hidden.

Position

Phase

Position of Sun and Moon

1

1st Quarter

1.

2

Full Moon

2.

3

3rd Quarter

3.

4

New Moon

4.

Appearance of Moon from Earth

Classify each statement as true or false. Place a T in the space if the statement is true, an F if it is false. If the statement is false, replace the underlined term with one that makes the statement true.

5.

When you see more and more of the Moon on each successive night, the Moon is waning.

6.

When the Sun lights the side of the Moon facing away from Earth the result is a full moon.

7.

During a quarter moon, half of the Moon is visible.

8.

When the amount of the Moon that is visible is less each day, the Moon is waning.

9.

The whole lighted side of the Moon is visible during a new moon. Earth Science

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Eclipses Compare a lunar eclipse and a solar eclipse by completing the table below. Solar Eclipse Phase of Moon

1.

Position of Sun, Earth, Moon

3. Moon between

Occurs during

5.

Lunar Eclipse

2.

Moon

Moon

4. Earth between

and

and

6.

Explore the nature of a solar and lunar eclipse. Identify each diagram as a solar or lunar eclipse and label the parts of each diagram accordingly.

7.

8.

Eclipse

9.

10.

11. 12.

13.

Eclipse

14.

15. 16.

17.

18.

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Space Exploration Explore the history of Space Exploration by finding the year and plotting each key event on the time line below.

1957

1999

Sputnik 1 Date (year) 1957

Event Sputnik 1, the first man-made object to orbit Earth, is launched by the USSR.

1.

Explorer 1 is the first U.S. satellite to orbit Earth.

2.

Volstok 1 is launched by the USSR carrying Cosmonaut Yuri Gargarin. Project Mercury carries Alan Shepard into space as the first U.S. Astronaut.

3.

John Glenn is the first U.S. astronaut to orbit Earth.

4.

Project Gemini launches the first U.S. two–man crew into space.

5.

Apollo 8 leaves Earth’s orbit and circles the Moon.

6.

Apollo 11 lands on the Moon. Astronauts Neil Armstrong and Edwin “Buzz” Aldrin walk on the Moon.

7.

Project Skylab is launched by the U.S.

8.

Viking 2, launched by the U.S. lands on Mars.

9.

First mission of the U.S. Space Shuttle.

10.

The Hubble Space Telescope is launched.

11.

Pathfinder lands on Mars. Color images of the surface and data on the rocks and soil are collected.

12.

Construction begins on the International Space Station. 1999

First evidence of a planet outside the solar system is obtained.

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Name

Date

Structure of the Sun Explore the structure of the Sun by labeling the diagram below.

1.

2.

3.

4.

5.

6.

Complete the table below listing each layer of the Sun and its temperature. Layer

Temperature

Core

7.

Photosphere

8.

Chromosphere

9.

Corona

10.

Complete each statement by circling the term in each pair that makes the statement true.

11. Hydrogen and helium are in the plasma state in the [core / corona]. 12. The visible surface of the Sun is the [corona / photosphere]. 13. The outer atmosphere of the Sun is the [corona / photosphere]. 14. A solar prominence could form in the [chromosphere / core]. 15. Dark areas on the Photosphere are called [solar prominences / sunspots] Earth Science Saddleback Publishing, Inc. ©2006 • 3 Watson, Irvine, CA 92618 • (888) 735-2225 • www.sdlback.com

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Name

Date

The Solar System The Sun and the planets are very large objects in space. To help you picture the relative size of the Sun and the planets, complete the table below. To make the size of the planets understandable, divide the diameter of each body by 10,000. Your answer is in centimeters. Mercury has been done for you.

Example: Mercury’s diameter: 4,900 km 4,900 ÷ 10,000 = 0.49 Planet Sun Mercury

Actual Diameter (km) 1,392,000

Model Diameter (cm)

1.

4,900

Everyday Object

2. 0.49

Pea

Venus

12,100

3.

4.

Earth

12,800

5.

6.

Mars

6,800

7.

8.

Jupiter

142,800

9.

10.

Saturn

120,540

11.

12.

Uranus

52,200

13.

14.

Neptune

49,500

15.

16.

2,200

17.

18.

Pluto

For each statement below circle the term in each pair that makes the statement true.

19. The feature that all the inner planets have in common is that they have a [gaseous / rocky] surface. 20. The planet closest in size to the Earth is [Mars / Venus]. This planet is also known as Earth’s twin. 21. The gas giants include Jupiter, Saturn, Neptune, and [Uranus / Pluto]. 22. The asteroid belt is found between [Earth / Mars] and [Jupiter / Saturn]. 23. The gas giants are made mostly of the gases hydrogen and [helium / nitrogen]. Earth Science

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Name

Date

The Inner Planets Compare the inner planets by completing the table below. Mercury

Venus

Earth

Mars

Diameter

1.

2.

3.

4.

Length of day (in Earth days)

5.

6.

7.

8.

Length of year (in Earth years)

9.

10.

11.

12.

Distance from Sun (km)

13.

14.

15.

16.

Number of moons

17.

18.

19.

20.

Surface composition

21.

22.

23.

24.

Atmosphere

25.

26.

27.

28.

In the blank next to each statement, label the statement with Me if it applies to Mercury, Ve if it applies to Venus, Ea for Earth, Ma for the planet Mars.

29.

Often called Earth’s twin.

30.

Seventy percent of the surface is covered by water.

31.

Closest to the Sun.

32.

Surface temperatures can vary from 430ºC during the day to –170ºC during its night.

33.

Surface temperature is a constant 460ºC.

34.

Like Earth, this planet has ice caps at each of its poles.

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Name

Date

The Outer Planets Compare the outer planets by completing the table below. Jupiter

Saturn

Uranus

Neptune

Pluto

Diameter (km)

1.

2.

3.

4.

5.

Length of day (in Earth time)

6.

7.

8.

9.

10.

Length of year (in Earth years)

11.

12.

13.

14.

15.

Distance from Sun (km)

16.

17.

18.

19.

20.

Number of moons

21.

22.

23.

24.

25.

Surface

26.

27.

28.

29.

30.

Atmosphere

31.

32.

33.

34.

35.

Use the table and your knowledge of Earth Science to answer each statement below. Fill in the blank with the term that makes the statement true.

36. All of the outer planets except for Pluto are made only of

.

37. The largest of the outer planets and the largest in the solar system is 38. The planet that is usually farthest from the Sun is

.

.

39. Jupiter, Saturn, Neptune, and Uranus are each surrounded by many moons and , usually made of rock and ice. 40. Unlike the other planets;

has its axis tilted so that it is lying on its side. Earth Science

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Name

Date

Other Solar System Objects Explore the nature of some of the other objects found in our solar system. Match each of these objects with their description.

1.

Comet

2.

Asteroid

3.

Meteor

4.

Meteorite

5.

Meteoroid

a. part of large bodies that survives its trip through the atmosphere and strikes the Earth’s surface b. dust particles trapped in a mixture of water, carbon dioxide, methane, and ammonia traveling around the Sun c. rock or icy fragment, less than 100 m in diameter d. the light caused by a meteoroid passing through Earth’s atmosphere e. a solid rock-like mass, larger than 100 m in diameter

Identify the solar system object referred to in each statement. Some objects may fit more than one answer.

6.

Most of these objects are found orbiting the Sun in an orbit between Mars and Jupiter.

7.

When this object is close to the Sun a cloud of gas and dust expands into space, and a tail is formed.

8.

Also known as a shooting star.

9.

Many of these objects are in orbit that takes them beyond Neptune in a region known as the Oort Cloud.

10.

One of the more famous of these objects is named for Edmund Halley.

11.

Scientists think that these objects were formed from materials leftover from the formation of the Solar system.

12.

Particles from the trash of a comet that fall through Earth’s atmosphere.

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Name

Date

Hertzsprung–Russell Diagram Two of the most important features of stars are temperature and absolute magnitude. Scientist Ejnar Hertzsprung and Henry Norris Russell made a graph of a star’s temperature vs. its absolute magnitude. Their graph is called a Hertzsprung-Russell Diagram. Use the Hertzsprung–Russell Diagram below to answer the following questions. Circle the term in each square that makes the statement true.

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1. For a main sequence star, such as the Sun, the hotter the star is, the [brighter / dimmer] the star is. 2. According to the diagram, a red star is [cooler / hotter] than a blue star. 3. White dwarfs tend to be the [brightest / dimmest] stars. 4. According to the diagram, Alpha Centauri B is [cooler / hotter] and [brighter / dimmer] than the Sun. 5. According to the diagram, the surface temperature of Sirius B is about [6,000ºC / 10,000ºC]. Earth Science

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Name

Date

Life Cycle of a Star Explore the life cycle of a star by completing the flow chart below.

In a nebula

1. Gas and dust contract

3. Large stars become a

2. Nuclear fusion starts

Runs out of fuel

4. Massive star becomes

Blow up into a supernova

5. Less massive star 6. Small and medium

becomes a

stars become a

8. Runs out of all fuel, becomes a

7. Becomes a

For each of the following statements write T if the statement is true, F if it is false. If the statement is false, replace the underlined terms with one that makes the statement true.

9. 10.

The more massive a star is, the longer it will last. A medium mass star, like our Sun, when it runs out of fuel will become a white dwarf.

11.

An exploding star is called a supernova.

12.

When the most massive of stars die they become neutron stars.

13.

All stars begin their lives as part of a supernova.

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Name

Date

Orbit of the Planets German mathematician Johannes Kepler discovered that the orbit of each planet in the solar system is not a circle, but is an ellipse. An ellipse is an elongated circle or oval. You will explore the nature of the orbits of the planets.

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��

��

��

1. For Ellipse A measure the length across the oval. 2. For Ellipse A measure the distance between F1 and F2. Point F1 is known as a FOCUS and point F2 is also a FOCUS. 3. Divide the distance between F1 and F2 by the length across the oval. This number is known as the eccentricity of the orbit. 4. Repeat for Ellipse B: Distance across the oval: Distance from F1 to F2: Distance from F1 to F2 divided by the distance across the oval: 5. For which ellipse is the distance between F1 and F2 the greatest? Describe the shape of this ellipse compared to the other.

6. What is the relationship between the distances between F1 and F2 and the shape of the oval?

7. How would you move F1 and F2 to make the shape more like a circle?

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Answer Key PAGE 1 Drawing a Graph

PAGE 5 Designing an

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PAGE 2 Reading a Graph 1. each bar shows the precipitation

in each biome

2. desert and tundra 3. tropical rain forest has the

highest and the desert and tundra has the lowest 4. 200 cm 5. 50 cm 6. 50 cm PAGE 3 Organizing Data 1. Time Elapsed (min) 2. Nothing 3. Paper 4. Foam 5. 0 6. 20.0ºC 7. 20.0ºC 8. 20.0ºC 9. 15 10. 13.3ºC 11. 17.2ºC 12. 18.9ºC 13. 30 14. 6.7ºC 15. 14.4ºC 16. 17.8ºC 17. 45 18. 0.0ºC 19. 11.7ºC 20. 16.7ºC PAGE 4 Identifying Variables in

an Experiment

1. 100 mL of water, starting

temperature, glass beakers, freezer temperature, time for each temperature reading, insulating materials 2. 100 mL of water, starting temperature, glass beakers, freezer temperature, time for each temperature reading 3. the insulating materials 4. independent 5. dependent variable 6. no, too many factors have changed 7. answers will vary

Experiment 1. the presence of pine needles in soil, the amount of water the soil holds. 2. the presence of pine needles in the soil 3. the amount of water held 4. materials in the soil, container holding the soil, amount of water, humidity 5. 3 6. 5 7. 4 8. 1 9. 2

PAGE 6 Drawing Conclusions 1. 16.0ºC 2. 15.5ºC 3. 10.0ºC 4. the temperature decreases 5. 973 mb 6. 904 mb 7. 809 mb 8. the air pressure decreases 9. as the altitude increases, air

pressure and air temperature decreases PAGE 7 Predicting 1. the amount of ozone each year 2. it decreases by 20 units 3. it decreases by 90 units 4. ozone level is decreasing 5. yes, as time increases the ozone

level is decreasing

6. decrease 7. around 90 units

PAGE 8 Analyzing Data 1. rainfall, time of day, stream

discharge 0 cm/hr 2.0 cm/hr 290 m3/s 3:00 PM 6:00 PM no—it appears that 3 hours passed between the time of heaviest rainfall and greatest stream discharge 8. no—it will take another two hours for the discharge to increase due to the heavy rain at 11:00 PM. 2. 3. 4. 5. 6. 7.

PAGE 9 Scientific Methods 1. c 2. h 3. e 4. d 5. g

6. 7. 8. 9. 10. 11. 12. 13.

a f b design experiment test hypothesis pose a question draw conclusion collect data

PAGE 10 Types of Maps 1. Flat map view with lines of

longitude parallel and equally spaced 2. Land mass shaped at equator correct, become more distorted towards the poles 3. Longitude and latitude on a grid—easy to find a location 4. Land masses, like Greenland, look larger than they actually are 5. Oval maps, lines of longitude are curved 6. Shows the land mass at their correct size 7. Land mass appear at their correct size 8. Land masses at the edges appear stretched and distorted 9. A sheet of paper touching the globe at one point, usually are of the poles 10. Accurate at the point of contact, but distorted more and more the further away from that point of contact 11. Little distortion at point of contact 12. Unequal spacing between parallels distorts direction and distances, especially further away from point of contact. PAGE 11 Reading a 1. 2. 3. 4.

Topographic Map 1 in equals 2 miles, six miles 25 feet 300 feet, 225 feet east to west

PAGE 12 Creating a Topographic 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11.

Profile

150 1.0 0.90 200 1.4 1.26 250 1.6 1.44 300 2.0

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12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35. 36. 37. 38. 39. 40. 41. 42. 43. 44. 45.

3. 4. 5. 6.

1.80 300 2.3 2.07 250 2.6 2.34 200 2.8 2.52 150 3.0 2.70 150 3.7 3.33 200 4.0 3.60 200 4.6 4.15 150 4.7 4.23 100 5.0 4.50 50 5.5 4.95 0 5.7 5.13

mica carbon, metal ion calcite chlorine or fluorine, sodium, potassium, or calcium 7. halite 8. any element such as silver 9. copper 10. silicon 11. metallic 12. hematite 13. sulfur 14. gypsum 15. any other element 16. metallic 17. pyrite PAGE 16 Reading a Mineral

Composition Table 1. gabbro 2. potassium feldspar, quartz, plagioclase, feldspar, biotite and amphibole 3. about 35% 4. about 8 % 5. dunite 6. gabbro

PAGE 13 How Minerals Form 1. melted 2. beneath 3. Water cools 4. Leaves the minerals behind 5. slowly 6. quickly PAGE 14 Identifying Minerals 1. d 2. c 3. e 4. a 5. h 6. f 7. g 8. i 9. j 10. b 11. yes 12. crystal 13. luster 14. streak 15. cleavage PAGE 15 Types of Minerals 1. silicon 2. silicon

PAGE 17 Crystal Systems 1. Cubic 2. 90º 3. Halite 4. Orthorhombic 5. different, 90º 6. Topaz 7. Triclinic 8. different, oblique 9. Turquoise 10. Monoclinic 11. different, 90º 12. Gypsum 13. Hexagonal 14. same, 60º 15. Calcite 16. Tetragonal 17. 90º, equal 18. Zircon PAGE 18 Density 1. 2.6 g/ cm3 2. 2.6 g/ cm3 3. 2.6 g/ cm3 4. 2.6 g/ cm3 5. 2.6 g/ cm3 6. 2.6 g/ cm3 7. 2.6 g/ cm3 8. The mass divided by the volume

is approximately the same amount. 9. yes 10. 5.6 g/cm3 11. 5.6 g/cm3 12. 48 g

PAGE 19 The Rock Cycle 1. Igneous 2. Weathering 3. pressure 4. Sedimentary 5. Metamorphic 6. Heat 7. Magma 8. crystallization 9. pressure 10. T 11. F, sedimentary rock 12. F, igneous 13. F, heat and pressure 14. T PAGE 20 Comparing Types 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12.

of Rocks Igneous Metamorphic magma particles, organisms pressure Extrusive formed under Earth’s surface Foliated no visible layers Clastic Organic Chemical

PAGE 21 Igneous Rocks 1. onto 2. beneath 3. Large, slow 4. Small, rapid 5. no 6. Large, small 7. silica, light 8. mafic 9. Low, iron, dark 10. D 11. B 12. A 13. C PAGE 22 Sedimentary Rocks 1. C 2. A 3. D 4. B 5. gravel 6. gravel, sharp corners 7. sand 8. clay-sized 9. precipitate 10. left behind 11. remains PAGE 23 Metamorphic Rocks 1. with parallel minerals bands 2. Nonfoliated 3. flattens

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4. 5. 6. 7. 8. 9. 10. 11.

Pressure, densities Quartzite Slate Schist heat, pressure Contact foliated Regional

PAGE 24 Studying Rocks

in Thin Section

1. quartz, biotite mica, plagioclase

feldspar, othroclase feldspar, amphibole 2. orthoclase feldspar 3. amphibole 4. igneous PAGE 25 Earth’s Spheres 1. b 2. d 3. c 4. a 5. H 6. L 7. A 8. H 9. B 10. oxygen 11. silicon and oxygen 12. aluminum PAGE 26 Earth’s Interior 1. solid 2. 1200 km 3. about 6,000 K 4. liquid 5. 2250 km 6. 3,700–5,000 K 7. solid 8. 2900 km 9. 1500–3200 K 10. solid 11. 0–40 km 12. less than 1,000 K 13. C 14. I 15. O 16. I 17. M 18. M 19. C 20. I 21. C 22. C PAGE 27 Earth’s Lithospheric 1. 2. 3. 4. 5.

Plates Eurasian Plate Caribbean Plate Pacific Plate African Plate T

6. 7. 8. 9. 10. 11.

F, away from F, Indian F, all T F, a continental and an oceanic T

PAGE 28 Types of Plate 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11.

Boundaries divergent transform move apart collide San Andreas Fault oceanic South America D C A T

PAGE 29 Types of Faults 1. past 2. apart 3. down, up 4. together 5. up, foot wall 6. T 7. T 8. F, a strike-slip fault 9. F, diverge 10. T 11. F, down PAGE 30 Continental Drift 1. e 2. c 3. b 4. a 5. d 6. T 7. F, South America 8. F, South 9. T 10. T 11. T PAGE 31 Locating Earthquakes 1. definite bands 2. Most earthquakes occur along

plate boundaries

3. west coast, there is a plate

boundary along the west coast. PAGE 32 Locating the Epicenter

of an Earthquake

1. greater the time difference

the greater the distance to the epicenter 2. TK (answer depends on final size of map) 3. Seattle 4. Seattle, Salt Lake City

PAGE 33 Locating Volcanoes 1. definite bands 2. Most volcanoes occur along

plate boundaries.

3. It is unlikely as there are no

plate boundaries bordering the east coast of the U.S. PAGE 34 Structure of a Volcano 1. Crater 2. Vent 3. Side vent 4. Magma 5. Lava 6. Lava flow 7. Pipe 8. Magma chamber 9. Bowl shaped area at the top

of the volcano around the central vent 10. Point on the surface magma exits the volcano’s pipe 11. A place on the side of the volcano where magma exits the volcano 12. A long tube in the ground connecting the magma chamber to the Earth’s surface 13. A pocket beneath the volcano where magma collects PAGE 35 Types of Volcanoes 1. shield 2. cinder cone 3. composite 4. Broad 5. Narrow 6. Broad 7. Gently sloping 8. Steep 9. Steep 10. Covers a wide area 11. Does not cover a wide area 12. Wide, not as wide as a shield 13. 14. 15. 16. 17. 18.

but taller lava Solid materials .Lava and solids Gentle Lava, cools Alternating

PAGE 36 Types of Magmas 1. least 2. intermediate 3. most 4. Least 5. intermediate 6. most 7. not very 8. intermediate 9. very thick 10. rarely explosive

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11. 12. 13. 14. 15. 16. 17.

sometimes explosive usually explosive highest intermediate lowest rifts, oceanic hot spots where one plate moves under another 18. continental hot spots 19. Kilauea, Hawaii 20. Mt. St. Helens 21. Yellowstone 22. F, basaltic 23. T 24. T 25. F, water vapor 26. F, high PAGE 37 Landform Regions 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15.

of the United States mountain plateaus or highlands plains and mountains interior plain or lowland coastal plain low low varies low high high high low varies high and low

PAGE 38 Types of Mountains 1. continental 2. collide 3. fold 4. sedimentary 5. Uplifting 6. arched 7. under 8. beneath 9. lava 10. crust 11. uplifted 12. blocks PAGE 39 Mechanical and

Chemical Weathering

1. Pressure causes rocks to crack

and flake off.

2. Freezing water in a crack

expands making the crack bigger. 3. Roots enter cracks forcing the cracks further apart. 4. Sand and rock particles wear away exposed rock. 5. Burrowing animals loosen and break apart rock.

6. Weathers rock by dissolving in

water. 7. When combined with iron creates rust, which makes rock crumble. 8. Combines with water to form a weak acid which weathers rock. 9. Produce weak acids that dissolve rock. 10. Carbon, sulfur and nitrogen compounds in the air react with water vapor to produce acids that falls as rain. 11. C 12. M 13. M 14. M 15. C PAGE 40 Soil Horizons 1. C 2. A 3. A 4. B 5. A 6. C 7. B 8. B 9. A 10. C 11. poor 12. good 13. good 14. good 15. poor 16. poor 17. good 18. good 19. good PAGE 41 Mass Movements 1. a 2. d 3. c 4. b 5. E 6. C 7. A 8. S 9. M 10. M 11. C PAGE 42 Land Features 1. 2. 3. 4. 5. 6. 7. 8.

Associated with a River Waterfalls and rapids Meanders Tributary Oxbow Lake Delta Flood Plain c a

9. e 10. b 11. d PAGE 43 Glacial Landforms 1. g 2. e 3. b 4. d 5. f 6. h 7. c 8. i 9. a 10. E 11. E 12. E 13. D 14. E 15. E PAGE 44 Types of Fossils and 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12.

Fossil Formation b d f a e c trace fossil cast carbon film petrified fossils preserved remains cast

PAGE 45 Rock Layers and Fossils 1. 4, 3, 3 2. 3 3. X should be on layer closest to

metamorphic basement rocks

4. water, probably marine 5. No, location 2 does not contain

the layer with the shark’s teeth.

6. the layer with the shells 7. superposition 8. oldest PAGE 46 Half-Life and

Radioactive Dating half 5,730 11,460 between three and four half lives 5. about 20,000 years old 1. 2. 3. 4.

PAGE 47 Geologic Time Scale 1. January 1 2. February 25 3. April 17 4. July 17 5. September 3

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6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16.

November 21 November 24 December 1 December 2 December 2 December 13 December 14 December 22 December 26 December 28 December 31

PAGE 48 Precambrian Time 1. 4,500 2. 3,800 3. none 4. crust, mantle are formed 5. 3,800 6. 2,500 7. origin of bacteria (prokaryotic) 8. little or no oxygen in air 9. 2,500 10. 543 11. origin of eukaryotic cells and

1st animals

12. stable continents, oxygen

increases 13. carbon dioxide, nitrogen 14. Early atmosphere had no oxygen; about 1,000 mya oxygen concentration started to increase. Today oxygen makes up 21% of the atmosphere. 15. These organisms release oxygen as a product of photosynthesis, the oxygen began to accumulate in the atmosphere. PAGE 49 Paleozoic Era 1. 543 2. 490 3. none 4. many invertebrate groups

develop, shell-fish, echinoderms, trilobites, brachiopods, mollusks 5. 490 6. 443 7. primitive plants appear on land 8. primitive fishes, graptolites, bryozoans, gastropods, bivalves, and echinoids 9. 443 10. 417 11. first vascular plants 12. first jawed fishes 13. 417 14. 354 15. land plants become abundant 16. First tetrapods appear toward the end of the period. First amphibians appear. First sharks, bony fish, and ammonoids. Many coral reefs, brachiopods,

crinoids. New insects, like springtails 17. 354 18. 323 19. seed ferns, lycopsids, and other plants 20. first winged insects 21. 323 22. 248 23. gymnosperms appear 24. amphibians and reptiles dominate 25. O 26. D 27. S 28. Cam 29. P 30. D 31. Cam 32. Car 33. S PAGE 50 Mesozoic Era 1. 248 2. 206 3. gymnosperms dominate 4. dinosaurs appear 5. 206 6. 144 7. mosses, cycads, and conifers 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22.

very common birds 144 65 flowering plants appear dinosaur extinction J C C J T J T C J C

PAGE 51 Cenozoic Era 1. 65 2. 24 3. first grasses appear 4. grazing animals evolve 5. 24 6. 2 7. grasses thrive 8. first humans appear 9. 2 10. on-going 11. flowering plants dominant 12. modern humans evolve 13. P 14. N 15. N

16. 17. 18. 19. 20.

P Q N Q N

PAGE 52 Nonrenewable 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16.

Energy Resources plant, burned large air, Difficult liquid, living things large air, Difficult methane large, less, Easy flammable split, heat very large radioactive, expensive wood 1880 about 1890 about 1945

PAGE 53 Formation of Coal 1. B 2. D 3. A 4. C 5. L 6. P 7. A 8. L 9. A 10. L 11. A 12. B PAGE 54 Renewable Energy 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20.

Resources sun pollution, Will not Sun, large turbine Does not steadily, Few water Does not negative alive fuels Expensive, time Magma Unlimited close H S B G W

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PAGE 55 Fossil Fuel Power Plant 1. F 2. B 3. E 4. A 5. C 6. D 7. G 8. Chemical 9. Thermal 10. Thermal 11. Mechanical 12. Mechanical 13. Mechanical 14. Mechanical 15. Mechanical 16. Mechanical 17. Electrical PAGE 56 Nuclear Power and

Nuclear Power Plants Control rod Containment building Turbine Heat Exchanger Generator Cooling tower Fuel rod Reactor vessel Condenser Cooling water Where the nuclear reaction occurs. 12. Radioactive material that undergoes a nuclear reaction. 13. Rods made of material that absorbs neutrons to moderate the nuclear reaction. 14. Takes heat produced in the reactor vessel and the heat to boil water. 15. Takes the heat from the condenser and releases it to the environment. 16. Absorbs heat from steam and changes steam to water. 17. Steam runs through the turbine turning the turbine shaft which produces electric current. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11.

PAGE 57 The Carbon Cycle 1. photosynthesis 2. respiration animals 3. death and decomposition 4. fossil fuels 5. burning fossil fuels 6. carbon dioxide 7. photosynthesis 8. methane 9. fossil fuels PAGE 58 The Water Cycle 1. clouds 2. rain and snow

3. 4. 5. 6. 7. 8. 9. 10.

water vapor water vapor plants oceans, lakes and ponds, plants sun clouds precipitation plants

PAGE 59 Ground Water 1. Unsaturated Zone 2. Water table 3. Permeable layers 4. Saturated Zone 5. Impermeable layer 6. d 7. b 8. a 9. c 10. 62.08 11. 0.0228 × 64 oz = 12. 1.46 13. 0.000011 × 64 oz = 14. 0.0007 15. 0.000102 × 64 oz = 16. 0.0065 17. 0.0033 × 64 oz = 18. 0.21 19. 0.0036 × 64 oz = 20. 0.23 PAGE 60 Water Pollution and 1. 2. 3. 4.

Biological Magnification

100 1,000 5,000 The pollutant from the consumed organism is taken in by the predator. 5. The organism of this next level eats many of the organisms from the level below increasing it’s exposure to the pollutant. 6. the predatory bird 7. the top level PAGE 61 Water Use in the Home 1. washing clothes 2. 427 L 3. 168 L 4. 259 L 5. 170 650 × 100 = 26.15 % 6. 90 L 7. 90 L = 19 L/min × ? min =

4.74 min PAGE 62 Waves 1. Wavelength 2. Crest 3. Wave height 4. Trough 5. crest 6. wavelength 7. wave height

8. 9. 10. 11. 12. 13. 14.

frequency trough T F, energy F, swells F, increases T

PAGE 63 Phases of the 1. 2. 3. 4. 5.

Moon and Tides January 10; January 3 last quarter, new moon Spring tides January 3 Neap Tide

PAGE 64 Ocean Water 1. 1.2% 2. 55% 3. 3.7% 4. 1.1% 5. 30.6% 6. 7.7% 7. 0.7% 8. chloride 9. sodium 10. 85.6% 11. decreases 12. about 400 m 13. 1,600 m PAGE 65 Shoreline Features 1. sediment 2. Deposition 3. Deposition 4. parallel 5. Deposition 6. Erosion 7. hollow 8. Erosion 9. pillar 10. Erosion 11. projects 12. Erosion 13. base 14. Erosion 15. Sea arch 16. Wave cut cliff 17. Sea cave 18. Barrier beach 19. Beach 20. Spit 21. Sea stack 22. Sand bar PAGE 66 Ocean Currents 1. Indian 2. warm 3. Pacific 4. North from California 5. Atlantic 6. pole towards equator 7. warm 8. equator towards pole

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9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28.

cool pole towards equator Atlantic cool Pacific equator towards pole cool pole towards equator Pacific west to east around Antarctica Atlantic warm cool pole towards equator North Equator to pole Atlantic cool warm east coast of U.S. towards Europe 29. warm 30. Asia to North America 31. Pacific 32. pole towards equator PAGE 67 El Niño and La Niña 1. east 2. eastward 3. pushed downward 4. westward 5. westward 6. rises to the surface 7. westward 8. westward 9. more cold water than normal 10. 11. 12. 13. 14.

rises to the surface El Niño Yes El Niño Yes Temperatures tend to be warmer and it tends to be drier

PAGE 68 The Ocean Floor 1. c 2. e 3. b 4. f 5. d 6. a 7. g 8. Mid-ocean ridge 9. Continental slope 10. Volcanic island 11. Abyssal plain 12. Seamount 13. Continental shelf 14. Trench PAGE 69 Coral Reefs 1. B 2. F

3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13.

All A A All B F All F Atoll Barrier Fringing

PAGE 70 Marine Habitats 1. Wetland formed where the

River meets the sea

2. Shore area covered and exposed

by the changing tides

3. Open ocean, beyond the shore,

virtually no bottom The sea floor area in, out high, low decreases cold, high high, low high High, low High channels, islands and mudflats rocky None just open ocean sediment Grasses and algae algae Single-celled chemosynthesis Worms, shellfish, crabs and fish attached, barnacles or clams, buried in, clams and worms 23. fish, whales 24. Arthropods and starfish 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22.

PAGE 71 The Ocean Bottom 1. Hadal zone 2. Abyssal zone 3. Bathyal zone 4. Sublittoral zone 5. Intertidal zone 6. T 7. H 8. H 9. B 10. T 11. B 12. intertidal 13. benthos 14. waves PAGE 72 The Open Ocean 1. transition zone 2. 200 3. increases 4. decreases

5. 6. 7. 8. 9. 10. 11. 12. 13. 14.

stays the same temperature, least S S D B D D coral reef five times

PAGE 73 Structure of the 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13.

Earth’s Atmosphere 90 increases 50–90 –20ºC to –100ºC 16–50 –60ºC to –20ºC up to 16 18ºC to about –60ºC St Tr Th Th Tr

PAGE 74 Global Heat Budget 1. 6% 2. 15% 3. 25% 4. 4% 5. 50% 6. Check pie chart for accuracy. 7. T 8. F, ultraviolet 9. F, 35% 10. T 11. F, reflect PAGE 75 Insolation 1. towards, away 2. longest, shortest 3. maximum/most 4. longest, maximum, shortest,

least PAGE 76 The Greenhouse Gases 1. CO2 levels are increasing 2. 1986 to 1988 an increase of

4 ppm

3. 351–326 = 2.77 ppm/2 yr. period 9 4. 2.77 × 10 = 27.7, then 351 +

27.7 = 378.7 ppm PAGE 77 Global Wind Patterns 1. Polar easterlies 2. Westerlies 3. Northeast trades 4. Southeast Trades 5. Westerlies 6. Polar Easterlies 7. North Pole

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8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18.

60º N Subtropical (high) Subpolar (low) 30º N 0º 30ºS Equatorial (low) 30ºS Subpolar (low ) Polar (high) Subpolar (low)

PAGE 78 Clouds and Weather 1. + 7,000 m 2. thin 3. fair 4. thin smooth 5. precipitation 6. 2,000–7,000 m 7. covering 8. storm 9. gray 10. thunderstorm 11. below 2,000 m 12. covering 13. rain or snow 14. gray 15. showers or flurries 16. white 17. fair 18. anvil 19. thunderstorms 20. 2 21. 4 22. 1 23. 3 PAGE 79 North American 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22.

Air Masses

MP Pacific, Atlantic humid MT Pacific, Atlantic warm CP Canada dry CT southwest hot CA Arctic cold moist hot Continental Polar Maritime Polar Maritime Tropical Maritime

PAGE 80 High Pressure and 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15.

Low Pressure Systems increases decreases clockwise counterclockwise fair weather precipitation usually dry usually moist/humid cold warm 1012 mb C B NE B

PAGE 81 Warm and Cold Fronts 1. Cold, warm 2. Cold 3. Cold 4. Warm 5. Warm, cold 6. Warm 7. Warm 8. Cold 9. W 10. W 11. C 12. W 13. C 14. W PAGE 82 Creating a

Station Model wind direction and speed cloud cover temperature air pressure (millibars) precipitation amount of air pressure change in last 3 hours 7. dew point 8. 100% 9. South 10. 10 knots 11. rain 12. 63ºF 13. 56ºF 14. 1,025.6 millibars 15. 2.5 millibars and falling 1. 2. 3. 4. 5. 6.

PAGE 83 Reading a 1. 2. 3. 4. 5. 6. 7.

Weather Map Houston, New Orleans, Miami Salt Lake City 3 1 1 cold front cold front; rain

8. 9. 10. 11.

about 20ºF 70 warm front Oklahoma City

PAGE 84 Severe Weather 1. b 2. d 3. a 4. c 5. 4 6. 6 7. 1 8. 5 9. 2 10. 3 11. TO 12. B 13. H 14. TH 15. TO 16. TO 17. H PAGE 85 Tracking a Hurricane 1. Tropical 2. Tropical 3. Tropical 4. Category 1 5. Category 2 6. Category 4 7. Category 4 8. Category 4 9. Category 2 10. Tropical 11. Tropical PAGE 86 Acid Rain 1. fossil fuels 2. sulfur dioxides 3. Nitric acid 4. Precipitation 5. Ohio, Pennsylvania and New

York

6. west of the Mississippi River 7. Factories and cars burn fossil

fuels and release pollutants that eventually become acid rain. 8. Winds push acid-laden clouds towards the east where the acid precipitation is deposited. PAGE 87 Climate Zones 1. cold, short 2. Ice cap 3. all 4. Dry 5. Desert 6. exceeds 7. exceeds 8. tropical 9. Tropical wet

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10. 11. 12. 13. 14. 15. 16. 17. 18.

hot hot hot, mild mild Mediterranean hot, mild warm, cold Subarctic cold

PAGE 88 Factors Affecting 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14.

Climate colder, warmer little, higher decreases less smaller adds cold warmer wetter B A B A A

PAGE 89 The Seasons 1. March 21 2. June 21 3. September 21 4. December 21 5. equinox 6. solstice 7. equinox 8. solstice 9. neither towards nor away 10. towards 11. neither towards nor away 12. away 13. neither towards nor away 14. away 15. neither towards nor away 16. towards 17. intermediate 18. farthest 19. intermediate 20. closest 21. equal 22. longest day 23. equal 24. shortest day 25. tilted 26. greatest 27. towards 28. equinox 29. tilt PAGE 90 Phases of the Moon 1. At right angle to each other 2. In line with each other 3. At right angle to each other 4. In line with each other

5. 6. 7. 8. 9.

F, waxing F, new moon T T F, full moon

PAGE 91 Eclipses 1. New 2. Full 3. Earth, Sun 4. Moon, Sun 5. Day 6. Night 7. Lunar 8. Earth 9. Sun 10. Moon 11. Penumbra 12. Umbra 13. Solar 14. Moon 15. Sun 16. Earth 17. Umbra 18. Penumbra PAGE 92 Space Exploration 1. 1958 2. 1961 3. 1962 4. 1965 5. 1968 6. 1969 7. 1973 8. 1976 9. 1981 10. 1990 11. 1997 12. 1998 PAGE 93 Structure of the Sun 1. Sunspot 2. Core 3. Corona 4. Chromosphere 5. Photosphere 6. Solar Prominence 7. 15,000,000ºC 8. 6,000ºC 9. 20,000ºC 10. 1,000,000ºC 11. corona 12. photosphere 13. corona 14. chromosphere 15. sunspots PAGE 94 The Solar System 1. 139.2 2. answers will vary 3. 1.21 4. answers will vary 5. 1.28

6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23.

answers will vary 0.68 answers will vary 14.28 answers will vary 12.05 answers will vary 5.12 answers will vary 4.95 answers will vary 0.22 answers will vary rocky Venus Uranus Mars, Jupiter helium

PAGE 95 The Inner Planets 1. 4,900 2. 12,100 3. 12,800 4. 6,800 5. 59 6. 243 7. 1 8. 1.03 9. 0.24 10. 0.62 11. 1 12. 1.09 13. 58,000,000 14. 108,000,000 15. 150,000,000 16. 228,000,000 17. 0 18. 0 19. 1 20. 2 21. rock 22. rock 23. rock 24. rock 25. trace hydrogen and helium 26. carbon dioxide, nitrogen, and

water vapor

27. nitrogen, oxygen, argon 28. carbon dioxide, nitrogen, and 29. 30. 31. 32. 33. 34.

argon Ve Ea Me Me Ve Ma

PAGE 96 The Outer Planets 1. 142,000 2. 120,500 3. 51,200 4. 49,500 5. 2,200

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6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33.

9.3 hr 10.7 hr 17.2 hr 17.24 hr 6.4 days 12 years 29 years 84 years 165 years 248 years 778,000,000 1,427,000,000 2,871,000,000 4,497,000,000 5,913,000,000 60 31 27 13 1 none none none none methane ice hydrogen, helium, methane hydrogen helium, methane hydrogen, helium, methane

34. 35. 36. 37. 38. 39. 40.

hydrogen, helium, methane nitrogen, methane gases Jupiter Pluto rings Uranus

PAGE 97 Other Solar System 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12.

Objects b e d a c Asteroid Comet Meteor Comet Comet Asteroid Meteor

PAGE 98 Hertzsprung-Russell

Diagram

1. brighter 2. cooler 3. brightest

4. cooler, dimmer 5. 10,000ºC PAGE 99 Life Cycle of a Star 1. protostar 2. star 3. super giant 4. black hole 5. neutron star 6. red giant 7. white dwarf 8. black dwarf 9. F, less 10. T 11. T 12. F, black holes 13. F, nebula PAGE 100 Orbit of the Planets 1. 6.5 cm 2. 2.2 cm 3. 0.34 4. 4.5 cm, 2.7 cm 5. 0.6, It is more round. 6. The closer the points, the more

oval the ellipse.

7. the points must be farther apart

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