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Student Review
Investigations in Earth and Space Science Semester A 2015 Examination
Test Description
Length: 2 hours
Items: 56 SR (85%), 2 BCRs (15%)
Unit
IESS Skills and Processes
Fluid Circulation and Solar Energy
Astronomy
Totals
Approximate Number of
Selected Response Items
10
24
22
56
The vocabulary terms and objectives are grouped into units for your convenience. Some items
may occur in multiple units during the semester. The vocabulary includes terms that students
may encounter when reading examination items. The vocabulary list is provided to support the
use of common language in the application and analysis of the concepts in the listed
objectives. This study guide should be used throughout semester instruction to reflect on
learning and organize materials to aid in the on-going review of learning.
Skills and Processes
balance
conclusion
data analysis
dependent variable
density
graduated cylinder
hypothesis
independent variable
pattern
pi graph
prediction
procedure
ratio
range
sample size
scientific model
scientific notation
trend
Fluid Circulation
and Solar Energy
Absorption
air pressure
albedo
angle of incoming
solar radiation
atmosphere
biosphere
bottom current
circulation
cloud coverage
conduction
convection
Coriolis effect
density-driven
currents
El Niño
energy budget
energy transfer
equator
equinox
heat transfer
high pressure
hydrosphere
infrared
La Niña
latitude
low pressure
Investigations in Earth and Space Science Student Review
monsoon
Northern
HemispherePrevailing winds
radiation
reflection
revolution
rotation
seasons
solstice
surface current
Southern
Hemisphere
water cycle
wind-driven currents
Astronomy
astronomical unit
aurora
Big Bang
black hole
coronal mass
ejection/solar flare
degrees Kelvin
eclipse
1
elliptical orbit
giant star
Kepler’s Laws
lunar eclipse
main sequence star
nebula
Newton’s Universal
Law of
Gravitation
nuclear fusion
planetary probe
protostar
radio telescope
revolution
rotation
satellite-based
solar eclipse
spectrometer
star cycle
sunspots
supernova
telescope
tides
white dwarf star
MCPS
2015
Student Review
Investigations in Earth and Space Science Semester A 2015 Examination
Upon successful completion of Semester A, the student should be able to:
Earth Space Systems Skills and Processes
• form a working hypothesis.
• test a working hypothesis.
• select appropriate materials to conduct an investigation.
• identify appropriate methods for conducting an investigation.
• use relationships discovered in the lab to explain observations outside the lab.
• analyze data to make predictions, decisions, or draw conclusions.
• describe trends revealed by data.
• use analyzed data to confirm, modify, or reject a hypothesis.
• interpret graphics such as maps, graphs, and satellite images.
• read a technical selection and interpret it appropriately.
• describe similarities and differences when explaining concepts and/or principles.
• use ratio and proportion to solve problems.
• express large quantities using scientific notation.
Solar Energy and Fluid Circulation
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identify the most likely method of heat energy transfer by water in the atmosphere.
describe how differences in the density of liquids affect circulation.
describe how pressure gradients affect atmospheric circulation.
describe the changes in pressure associated with altitude.
given a map, predict the direction of movement of a low and high pressure area.
explain how changes in solar energy affect atmospheric circulation.
use rainfall data to predict a characteristic of a geographic region.
describe ways that the atmospheric and oceanic circulations influence each other.
describe how the change from La Niña to El Niño affects the ocean and atmosphere.
identify how differences in density affect the movement of water.
identify how ocean currents are affected by the Coriolis effect.
identify how wind direction is affected by the Coriolis effect.
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explain the effect of various land surfaces on incoming solar energy.
compare and contrast the effect of land and water surfaces on incoming solar energy.
explain the cause of Earth’s seasons.
describe how Sun angle and length of daylight change from season to season at any location.
relate changes in Sun angle and length of daylight to seasonal temperature changes.
describe how temperature near various surfaces changes through the day-night cycle.
Astronomy
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identify the astronomical instrument best suited to a particular task in studying the Universe.
describe the advantage of satellite-based instruments and space probes over ground-based instruments
in studying the Universe.
apply Kepler’s Laws to the orbits of objects in our solar system.
follow the path of energy from the Sun’s core to its surface.
describe the processes that produce and distribute solar wind particles into space.
analyze the pattern of sunspots on the surface of the Sun.
Investigations in Earth and Space Science Student Review
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MCPS
2015
Student Review
Investigations in Earth and Space Science Semester A 2015 Examination
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compare and contrast Earth and the Moon in their response to solar wind particles.
compare and contrast solar and lunar eclipses and relate them to lunar phases.
explain the origin of astronomical tides.
analyze the evolution of stars in terms to the relationship between gravity and nuclear fusion.
classify stars into populations based on their color and brightness.
compare and contrast the evolution of sun-like and massive stars.
analyze the role of gravity in the formation of end-products of stellar evolution (e.g., white dwarfs,
black holes).
explain the evidence astronomers use to support the Big Bang Theory.
BCRs were put on the exam review sheets to encourage appropriate student collaboration
and review of concepts in preparation for the entire exam (not just the BCRs). Teachers
should not address these BCRs during the course of their instruction and review with
students other than highlighting their availability to support STUDENT review and to
teach, model and encourage collaboration around the concepts.
Students should be prepared to answer any of the following BCRs. Teachers will select two
from the list below:
BCR 1: The Life of a Star
http://hubblesite
.org/
There are many variations in stars, including brightness, color,
temperature, and mass. Hertzprung and Russell suggested that these
variations showed that stars go through different stages.
Describe the life of a medium mass star, from the beginning to the end of
its existence.
In your response be sure to
 Identify each stage of the star’s life in the correct order
 Briefly describe the important processes in each stage (gravity, fusion, expand,
collapse)
Be sure to consider the completeness of your response, supporting details, and
accurate use of terms. Write your response on the lines provided on the Constructed
Response Answer Sheet.
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MCPS
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Student Review
Investigations in Earth and Space Science Semester A 2015 Examination
BCR 2: Temperature Differences
Students investigate the rates of heating and cooling of different surfaces. They collect
temperature data from the blacktop surface of a parking area next to a lake and the surface water
in the lake. Each surface responds differently to energy from the Sun. Their results are shown in
the table below.
TEMPERATURES OF BLACKTOP AND WATER
Time
Blacktop
Water
Time
(Hours)
Temp (oC)
Temp (oC)
(Hours)
1
22
22
12
2
23
22
13
3
24
22
14
4
26
23
15
5
28
23
16
6
30
24
17
7
32
24
18
8
33
24
19
9
34
24
20
10
33
24
21
11
32
24
22
Blacktop
Temp (oC)
31
29
27
26
25
24
24
23
23
23
23
Water
Temp (oC)
24
23
23
23
23
23
23
23
23
23
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Compare the rates of heating and cooling of the blacktop to the water in a lake. In your response,
be sure to include
 the method of heat transfer from the Sun
 the rate at which each surface absorbs energy
 the rate at which each surface releases energy
 the methods through which each surface transfers energy to the atmosphere
 evidence from the table that supports your response
Be sure to consider the completeness of your response, supporting details, and accurate use
of terms. Write your response on the lines provided on the Constructed Response Answer
Sheet.
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MCPS
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Student Review
Investigations in Earth and Space Science Semester A 2015 Examination
BCR 3: Revolution, Rotation and Eclipses
Occasionally during Earth’s revolution around the Sun, an eclipse occurs. Whether or not the
eclipse is visible from a specific location on Earth depends on many variables, including Earth’s
rotation.
Eclipse
At which position on Earth’s surface (A or B) would you expect to see the lunar eclipse depicted
in the diagram? Explain your reasoning. In your response, be sure to:
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Describe the role revolution plays in the occurrences of eclipses
Explain how Earth’s rotation is related to visibility of eclipses from various positions on
Earth
Be sure to consider the completeness of your response, supporting details, and accurate use
of terms. Write your response on the lines provided on the Constructed Response Answer
Sheet.
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Student Review
Investigations in Earth and Space Science Semester A 2015 Examination
BCR 4: Universal Gravitation
Newton’s Universal Law of Gravitation states that any two objects exert a gravitational force of
attraction on each other. Examples of Newton’s law can be found throughout the universe. For
example, the Sun’s gravity affects Earth and other celestial bodies. The gravity of these objects
also has an effect on Earth.
The extent to which gravity of any object affects another object is determined by many factors,
for example distance between the object and the mass of the objects.
The Milky Way
Describe evidence found in our universe that celestial bodies are gravitationally bound. In your
response, remember to include:
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Specific examples of consistent relationships between celestial objects
Discuss how all bodies with mass are gravitationally bound
Describe the relationship between mass and gravitational force
Be sure to consider the completeness of your response, supporting details, and accurate use
of terms. Write your response on the lines provided on the Constructed Response Answer
Sheet.
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Student Review
Investigations in Earth and Space Science Semester A 2015 Examination
BCR 5: Heat Transfer
The atmosphere and hydrosphere are both fluids in motion. The hydrosphere is water on, under,
and over the surface of Earth. The atmosphere is the layer of gases surrounding Earth. As they
move, both hydrosphere and atmosphere transfer heat energy around Earth.
How do the hydrosphere and atmosphere affect global temperature patterns? Be sure to:
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Briefly describe the patterns of heat transfer in the atmosphere.
Briefly describe the patterns of heat transfer in the hydrosphere.
Explain how the hydrosphere and atmosphere re-distribute heat energy over Earth’s
surface.
Be sure to consider the completeness of your response, supporting details, and accurate use
of terms. Write your response on the lines provided on your Constructed Response Answer
Sheet.
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