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GEOSCIENCE. FINAL EXAM REVIEW SHEET
CPE 2011
Chapters on final exam: 1, (2&3), 22, 23, 24, 25, and 26
Directions for Final Exam Note Card:
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You may use a 5’’ x 8’’ index card. Both sides of the note card can be used.
NOTHING may be glued or attached onto the card.
NOTHING can be printed from a computer or scanner onto this card, it must be hand written.
You may write or draw on both sides of this note card.
The note card will be turned in with your final exam at the end of the exam period.
Chapter 1: Science Skills
Vocabulary:
Science
Geology
Observation
Technology
Astronomy
Hypothesis
Scientific Theory
Chemistry
Biology
Manipulated /
Independent Variable
Scientific Law
Physics
Scientific Method
Responding /
Dependent Variable
Scientific Model
Controlled
Experiment
Scientific Notation
Line graph
Density
Bar graph
Precision
Pie /Circle graph
Accuracy
Concepts / Skills:
 What are the three main branches of science and how what does each branch focus on?
 How can you construct an experiment to answer a question using the scientific method?
 Critique and analyze controlled experiments
 Identify the independent (manipulated) and (dependent) variable
 Accuracy vs. Precision
 When should you use a line graph? Bar graph? Or Circle (pie) graph?
 Convert large and small numbers into scientific notation
 Convert numbers in scientific notation into their expanded form.
 Identify the S.I. units for mass, length, volume, and density
 Know meaning of metric prefixes; Convert between numbers of the metric system
 Use conversion factors to change between unlike units (miles  kilometers; AUs  kms)
Chapter 2 & 3: Properties and States of Matter
(Concepts that were important to Earth Science)
Vocabulary
Density
Viscosity
Kinetic Energy
Pressure
Evaporation
Condensation
Concepts / Skills:
Density
 What is density? How is density calculated (Mass/Volume)? Does density depend on
size of sample? Solve density problems (Chapter 1 and lab work)
 How does temperature affect density (cooler air/rock is denser than warmer air/rock)
 How does density influence motion (less dense air/rock rises & denser air/rock sinks)?
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How do differences in density produce convection currents or plasma in the sun? of
rock in mantle? of air or air masses in the atmosphere?
Viscosity: Magma & Eruption
 How does temperature affect the viscosity?
*See also, Ch 22: How does the viscosity of magma influence the eruption type?)
Suspensions & Colloids
*See also Ch. 24: Pressure in the atmosphere; Why does pressure change with altitude and depth
(more molecules, molecular collisions)?
Chapter 22: Earth’s Interior
Vocabulary
Crust (Oceanic &
Mantle (Lithosphere,
Continental)
Asthenosphere,
Mesosphere)
Igneous Rock
Sedimentary Rock
(Intrusive vs.
Extrusive)
Continental Drift
Pangaea
Convergent plate
Divergent Plate
boundary
Boundary (Sea-floor
(Subduction & Mt.
spreading & Rifting)
Building)
Seismic Waves
P wave, S wave, &
Surface Waves
Seismograph
Ricther & Moment
Magnitude Scales vs.
Mercalli Scale
Hot spot
Shield volcano
Batholith, sill, & dike Volcanic neck / plug
Core (Inner vs. Outer)
Minerals
Metamorphic
Rock Cycle
Plate tectonics
Transform Plate
Boundary
Mid-ocean ridge
Earthquake
Focus
Epicenter
Volcano
Caldera
Cinder cone
Silica/Silicates
Composite
Concepts/Skills:
 Compare the three main layers in terms of composition and density.
 Compare the subdivisions of each layer (Inner vs. Outer core; Meso vs. Astheno. vs.
Lithosphere; ocean vs. continental crust)
 What evidence supported Alfred Wegener’s theory of Continental Drift?
 How is the ocean floor recycled by sea-floor spreading & subduction?
 What do patterns of magnetic banding tell us about ocean floor recycling?
 Compare divergent, convergent, & transform plate boundaries in terms of plate motion,
location, & results.
o Divergent Boundaries: Rifting & Sea floor spreading
o Convergent Boundary: Subduction & Mt. Building
o Transform Boundary
 Why & where do EQs happen?
 Compare seismic waves and the scales that are used to evaluate EQs.
 Why & where do volcanoes erupt?
 How were the volcanoes in Hawaii formed … compared to volcanoes along the “Ring of
Fire” or at the Mid-ocean ridge?
 Quiet vs. Explosive eruptions (In terms of silica content, water content, temperature, and
depth of melt)
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Three volcano types – shape and typical type of eruption
Seamounts
Intrusive igneous features: volcanic dikes, sills, batholiths
What’s a mineral? What are some of the physical properties that minerals can be
classified with?
What are the three types of rocks? What processes/conditions form each rock type? What
physical characteristics associated with each type? (fossils, air pockets, glassy, crystals,
banding/foliations)
o Igneous: Extrusive & Intrusive rocks & their characteristics
o Sedimentary: Clastic, chemical, and & organic …
o Metamorphic: Foliated or non-foliated
Chapter 23: Earth’s Surface
Vocabulary
Water cycle
Groundwater
Watershed,
Permeable vs.
Tributary
Impermeable
& Water table
V shaped valleys
Mass Movement
Meanders
(Land & mudslide,
Oxbow lakes
slump, creep)
Till & Moraine & U
Law of Superposition
shaped valley & Horn
Geologic Time
Eras & Periods
Transpiration
Weathering
(Mechanical vs.
Chemical)
Deposition
Deltas & Fans
Glacier
Erosion
Law of Cross Cutting
Sinkholes & Caves
(Stalagmites +
Stalagtites)
Index Fossil
Relative Dating
Absolute Dating
Concepts/Skills:
 Trace movement of water through atmosphere and Earth’s surface with the water cycle
(Evaporation, condensation, precipitation, transpiration, ground water)
 Identify % of fresh and salt water and where most fresh water is found.
 How does weathering and erosion change the surface of Earth?
 Identify examples of mechanical weathering (frost wedging, abrasion, plant roots).
 Give examples of chemical weathering (cave formation by limestone decay, oxidation of
rocks with iron).
 How does stream erosion change the landscape (V shaped valleys, meanders, oxbow
lakes)? How do streams change over time?
 How do glaciers change the landscape (signature signs of glaciers: U shaped valleys,
horns, glacial lakes, erratic boulders, till, morraine)?
 Interpret diagrams using the law of superposition, cross-cutting, index fossils, intrusions,
and erosion to sequence rock layers. Be able to write a geologic history of an area based
on a picture of a cross section.
 Be able to interpret types of faults and folds in terms of tectonic history (Normal fault =
divergent plate boundary; Thrust fault & folds = convergent plate boundary)
 Give examples of landforms formed by weathering, erosion, and deposition. (Deltas &
Alluvial fans; meandering streams; caves; etc)
 Know the Eras that Earth’s history is divided up into and the major developments that
happened during each. What was the climate and atmospheric/general environmental
conditions of each era? Know that periods make up eras.
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Give examples of Mass Extinctions that ended each era. What was involved with the
volcanism that ended the Paleozoic era and the impact that ended the Mesozoic era?
How do mass extinctions help complex life develop?
Why is it difficult to determine what Earth’s “normal” temperature and climate are?
Chapter 24: Weather & Climate
Atmosphere
Air pressure
Weather
Stratosphere
Thermosphere
Ionosphere
Polar, temperate, &
tropic zones
Wind (Local vs.
Global)
Jet Stream
Fog
Cold front
Cyclone
Barometer
Ozone layer
Aurora
Solstice
Equinox
Troposphere
Mesosphere
Rotation vs.
Revolution
Greenhouse effect
Sea & Land Breeze
Coriolis Effect
Monsoon
Humidity & Relative
humidity
Stratus, Cumulus,
Cirrus (alto and
nimbus varieties)
Warm front
Anticyclone
Dew point
Cloud
Air mass
Front
Stationary front
Thunderstorm &
lightning
Isotherm
Ice ages
Positive feedback
Carbon Cycle
Occluded front
Tornado
Hurricane
Meteorologists
Isobar
Climate
Desert
Global warming
El Nino
Albedo
Negative feedback
Open System
Closed System
Concepts/Skills:
 What is the composition of our atmosphere?
 What protection does our atmosphere provide for us?
 Compare the layers of the atmosphere in terms of altitude, temperature changes, or
special features?
 How does air pressure change with increasing altitude?
 What causes the seasons? Compare equinoxes to solstices (location of the sun’s direct
rays, length of day, etc.)
 Earth’s Energy Balance: Energy In vs. Energy Out vs. Energy Trapped
 Earth as an open or closed system? (Relates to energy balance and cycles)
 What really heats our atmosphere? (The sun directly? Infrared radiated off of surfaces?)
 Energy Transfer in the Atmosphere: Radiation, Conduction, & Convection
 What causes winds?
 How can temperature influence air pressure?
 Compare warm air to cool air in terms of pressure, direction of movement, capacity to
hold water.
 Identify sea & land breezes.
 Identify the global winds & describe/illustrate how they are influenced by the Coriolis
effect.
 What happens when air temps. dip below the dew point?
 Why do clouds form? What conditions are necessary?
 Compare cloud types in terms of shape, altitude, associated weather.
 Compare types of precipitation (rain, snow, hail, sleet, & freezing rain).
 Characteristics of different air masses and fronts.
 Compare cold, warm, stationary, & occluded fronts (how they form, duration, &
associated weather).
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Cyclones (Low Pressure) vs. Anticyclones (High Pressure) in terms of density, wind
direction, moisture, and associated weather.
How to hurricanes, t-storms, & tornadoes form?
Interpret weather maps and make forecasts.
Climate
What factors determine a region’s climate? (Latitude, altitude, proximity to water, ocean
currents, global wind patterns, pressure systems, Mt. barriers, etc)
El Nino: What is it?
of carbon (locations where carbon is “held”)? Give examples of how carbon moves
from one sphere (or reservoi? What causes it? How long does it last? What are some
effects?
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Carbon Cycle & Climate Change
What are the reservoirs to another? How is climate effected by carbon transfer from one
sphere to another?
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How do greenhouse gases influence global temperatures (global warming and the
greenhouse effect)? List greenhouse gases & explain how they work.
What human activities can affect Earth’s climate?
What are possible causes of ice ages? When was the last ice age? What is “Snowball
Earth” and what evidence supports this theory?
What types of data can be used to learn about Earth’s climate in the past? (Ice cores with
measured amounts of greenhouse gases; Sediment cores with amounts of 18 O:16 O
isotopes and Carbon isotopes. Interpreting these types of data.
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Chapter 25: The Solar System
Vocabulary
Geocentric
Heliocentric
Maria vs. Highlands
Craters
Umbra vs. Penumbra
Giant Impact Theory
Asteroids
Gas Giants
Comet
Nebular Theory
Protoplanetary disk
Solar nebula
Ecliptic
Solar Eclipse
Tides (High & Low)
Kuiper Belt
Accretion
Dwarf Planet
Astronomical Unit
Lunar Eclipse
Terrestrial Planets
Oort Cloud
Planetissimals
Concepts/Skills:
 Compare geocentric and heliocentric models of the solar system (who proposed each and
where is the sun / earth in each model)
 Describe shape of orbits and how inertia and the sun’s gravity keep them moving in their
orbits.
 Identify how many AU Earth is from the sun and be able to convert AUs to kms
(conversion factor given)
 Map out the organization and order of planets, asteroids, comets, etc. in our solar system.
 What do inner/terrestrial planets have in common, and how do they differ from gas giants?
 What do most outer planets (gas giants) have in common (5 things)?
 Why was Pluto declassified as a planet? What is Pluto’s classification now?
 Compare asteroids, comets, and kuiper belt objects (location & composition)
 Comet tails: Which way do they face and why?
 Identify planets based on defining characteristics (extreme temp. changes, red spot, etc.)
 How can atmospheres influence temperatures?(Think about Mercury, Venus, & Mars)
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Identify lunar phases from pictures and know which phase comes next.
Know where the moon’s is relative to the sun & earth during new and full moon phases.
Identify solar and lunar eclipses from diagrams & identify what locations experience a
total vs. partial eclipse (umbra & penumbra).
Compare maria to highlands on the lunar surface (composition and appearance)
What causes tides? How many high & low each day? What moon phases produce the
most extreme tides?
How did the solar system form from a spinning cloud of dust & gas? What evidence
supports this theory (Nebular Theory)?
How has Mars changed over time? What caused this change?
How does internal cooling (core cooling) influence a planet’s atmosphere, hydrosphere,
geosphere, and biosphere?
Chapter 26: Exploring the Universe
Vocabulary
Sun’s core
Radiation &
Convection zones
Photosphere,
Chromosphere, &
Corona
Light Year
Sun spots
Absorption lines on
star spectrums
Nebula
White dwarf
Black dwarf
Neutron star & pulsars Black hole
H-R diagram
Constellation
Star System (Binary
Stars)
Clusters
Hubble’s Law
Red shift vs. Blue
shift
Big bang theory
Galaxy
(spiral, elliptical,
irregular)
Quasars
Dark Matter
Solar Flares
Nuclear Fusion
Parallax
Apparent & Absolute
magnitude
(brightness)
Red Giants
(&supergiants)
Main sequence stars
(red, yellow, & blue)
Star & protostar
Concepts/Skills:
 What is the sun’s source of energy?
 Describe what happens in nuclear fusion. Where does it take place? How does fusion
change as the star / sun ages (In terms of elements produced)?
 How do the forces of gravity and pressure keep the sun / star stable?
 Compare layers of the sun (density, method of energy transfer …).
 What is the source of solar wind?
 Convert light years to miles/ kilometers and identify how long it takes light to travel from
stars “X” light years away.
 How does a star’s color influence its temperature?
 Map out the stages of average and high mass stars (How does the star change in terms of
size, density, fusion, brightness, etc.)
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Compare low, average, & high mass stars (main sequence) in terms of temp., brightness,
& length of stage)
Interpret the H-R diagram
Compare star systems, clusters, & galaxies in terms of star number.
Compare types of galaxies (shape); Identify the main features of our Milky Way Galaxy
(arms, disk, nucleus, etc)
What does Hubble’s Law tell us about the motion of galaxies and the boundary of the
universe?
What can star spectrum tell us (Red shift vs. Blue shift; age of star or galaxy)?
What evidence supports Big Bang?