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Chapter Assessment Earth Science: Geology, the Environment, and the Universe Laboratory Manual, SE and TE Lesson Plans GeoLab and MiniLab Worksheets Block Scheduling Lesson Plans Exploring Environmental Problems, SE and TE Section Focus Transparencies and Masters Study Guide for Content Mastery, SE and TE Teaching Transparencies and Masters Chapter Assessment MindJogger Videoquizzes, VHS/DVD Performance Assessment in Earth Science Puzzlemaker Software, Windows/Macintosh ExamView™ Pro CD-ROM Windows/Macintosh Guided Reading Audio Program Cooperative Learning in the Science Classroom Interactive Teacher Edition CD-ROM Performance Assessment in the Science Classroom Interactive Lesson Planner CD-ROM Alternate Assessment in the Science Classroom Using the Internet in the Science Classroom Credits ART CREDITS Navta Associates: 6, 52, 83, 95, 111, 112, 117, 118, 119, 126, 136, 137, 159; MacArt Design: 12, 15, 16, 29, 36, 41, 47, 59, 64, 65, 89, 99, 101, 124, 130, 143, 144, 146, 148, 149, 154, 155, 161, 166, 171, 177, 183, 185; Morgan-Cain and Associates: 34, 40, 46, 58, 87, 88, 94, 129, 143, 153 PHOTO CREDITS 165 courtesy of NASA; 173 courtesy of NASA Glencoe/McGraw-Hill Copyright © by The McGraw-Hill Companies, Inc. All rights reserved. Permission is granted to reproduce the material contained herein on the condition that such material be reproduced only for classroom use; be provided to students, teachers, and families without charge; and be used solely in conjunction with the Earth Science: Geology, the Environment, and the Universe program. Any other reproduction, for use or sale, is prohibited without prior written permission of the publisher. Send all inquiries to: Glencoe/McGraw-Hill 8787 Orion Place Columbus, OH 43240 ISBN 0-07-824586-9 Printed in the United States of America. 3 4 5 6 7 8 9 10 045 08 07 06 05 04 03 02 Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. Glencoe Science Web Site: science.glencoe.com CHAPTER ASSESSMENT Contents Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. To the Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iv 1 The Nature of Science . . . . . . . . . . . . . . . . . . 1 16 The Marine Environment . . . . . . . . . . . . . . 91 2 Mapping Our World . . . . . . . . . . . . . . . . . . . 7 17 Plate Tectonics . . . . . . . . . . . . . . . . . . . . . . . 97 3 Matter and Atomic Structure . . . . . . . . . . . 13 18 Volcanic Activity . . . . . . . . . . . . . . . . . . . . 103 4 Minerals . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 19 Earthquakes . . . . . . . . . . . . . . . . . . . . . . . . 109 5 Igneous Rocks . . . . . . . . . . . . . . . . . . . . . . . 25 20 Mountain Building . . . . . . . . . . . . . . . . . . 115 6 Sedimentary and Metamorphic Rocks . . . . 31 21 Fossils and the Rock Record . . . . . . . . . . . 121 7 Weathering, Erosion, and Soil . . . . . . . . . . . 37 22 The Precambrian Earth . . . . . . . . . . . . . . . 127 8 Mass Movements, Wind, and Glaciers . . . . 43 23 The Paleozoic Era . . . . . . . . . . . . . . . . . . . 133 9 Surface Water . . . . . . . . . . . . . . . . . . . . . . . . 49 24 The Mesozoic and Cenozoic Eras . . . . . . . 139 10 Groundwater . . . . . . . . . . . . . . . . . . . . . . . . 55 25 Earth Resources . . . . . . . . . . . . . . . . . . . . . 145 11 Atmosphere . . . . . . . . . . . . . . . . . . . . . . . . . 61 26 Energy Resources . . . . . . . . . . . . . . . . . . . . 151 12 Meteorology . . . . . . . . . . . . . . . . . . . . . . . . . 67 27 Human Impact on Earth Resources . . . . . 157 13 The Nature of Storms . . . . . . . . . . . . . . . . . 73 28 The Sun-Earth-Moon System . . . . . . . . . . 163 14 Climate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79 29 Our Solar System . . . . . . . . . . . . . . . . . . . . 169 15 Physical Oceanography . . . . . . . . . . . . . . . . 85 30 Stars . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 175 31 Galaxies and the Universe . . . . . . . . . . . . . 181 Answer Pages . . . . . . . . . . . . . . . . . . . . . . . . . T187 Chapter Assessment Earth Science: Geology, the Environment, and the Universe iii CHAPTER ASSESSMENT To the Teacher This Chapter Assessment book provides materials to assess your students’ learning of concepts from each of the thirty-one chapters of Earth Science: Geology, the Environment, and the Universe. Each chapter test includes several sections that assess students’ understandings at different levels. The Reviewing Vocabulary section tests students’ knowledge of the chapter’s vocabulary. A variety of formats is used, including matching, multiple choice, true/false, completion, and comparison of terms. The Understanding Main Ideas section consists of two parts: Part A tests recall and basic understanding of facts presented in the chapter. Part B is designed to be more challenging and requires deeper comprehension of concepts than does Part A. Students may be asked to explain processes and relationships or to make comparisons and generalizations. The Thinking Critically section requires students to use several different higher-order learning skills. For some questions, students will need to interpret data and discover relationships presented in graphs and tables. Other questions may require them to apply their understanding of concepts to solve problems, to compare and contrast situations, and to make inferences or predictions. Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. In the final section, Applying Scientific Methods, students are put into the role of researcher. They may be asked to read about an experiment, simulation, or model and then apply their understanding of chapter concepts and scientific methods to analyze and explain the procedure and results. Many of the questions in this section are open-ended, giving students the opportunity to demonstrate both reasoning and creative problem-solving skills. This section, as well as the other sections of each test, begins on a separate page, so that if you wish to omit it from a particular test, you can easily do so. Answers or possible responses to all questions are provided on the reduced pages at the back of the book. iv Earth Science: Geology, the Environment, and the Universe Chapter Assessment Name Class CHAPTER 1 Date CHAPTER ASSESSMENT The Nature of Science Reviewing Vocabulary In the space at the left, write the word or phrase in parentheses that makes the statement correct. meteorology 1. The branch of Earth science that studies the blanket of air that surrounds Earth is (tectonics, meteorology). SI 2. Most scientific studies use a standard system of units called (SI, scientific notation), which is a modern version of the metric system. geology 3. Identifying rocks, studying glacial movements, and interpreting clues to Earth’s history are all topics studied in (geology, oceanography). A hypothesis 4. (An experiment, A hypothesis) is a suggested explanation for an observation. astronomy hydrosphere 5. The study of objects beyond Earth’s atmosphere is (ecology, astronomy). 6. The water in Earth’s oceans, seas, lakes, rivers, glaciers, and in Earth’s atmosphere makes up the (hydrosphere, biosphere). control 7. Researchers use a (constant, control) in an experiment to show that the Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. results of the experiment are actually due to the condition being tested. technology 8. The application of scientific discoveries is called (technology, paleontology). Contrast each pair of related terms. 9. lithosphere, asthenosphere 10. independent variable, dependent variable 11. scientific theory, scientific law Chapter Assessment Chapter 1 Earth Science: Geology, the Environment, and the Universe 1 Name Class 1 CHAPTER Date CHAPTER ASSESSMENT Understanding Main Ideas (Part A) Write the letter of the measurement in Column B next to its matching unit of measurement in Column A. Column A Column B b 1. gram per milliliter a. area e 2. Kelvin b. density d 3. kilogram c. length g 4. liter d. mass c 5. meter e. temperature h 6. newton f. f 7. second g. liquid volume a 8. square centimeter h. weight time In the space at the left, write true if the statement is true; if the statement is false, change the italicized word or phrase to make it true. true 9. Astronomers study Earth, its neighbors, and other matter in the interact with 10. Earth’s four main systems are independent of one another. Geology 11. Meteorology is the study of materials that make up Earth and the processes that form and change these materials. true 12. Scientific methods are planned and organized, but are not rigid, step-by- step outlines to solve problems. true nitrogen true 13. Earth’s core consists of an outer, liquid part and an inner, solid part. 14. Earth’s atmosphere contains about 78 percent carbon dioxide. 15. Oceanographers study creatures that inhabit salty water, measure physical and chemical properties of the oceans, and examine the effects of human activities on the oceans. true 16. The biosphere includes all organisms that live within a few meters of Earth’s surface, at the bottom of oceans, and on the tops of mountains. 2 can 17. Scientific laws and theories cannot change. true 18. About 97 percent of Earth’s water is salt water. Chapter 1 Earth Science: Geology, the Environment, and the Universe Chapter Assessment Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. universe. Name CHAPTER Class 1 Date CHAPTER ASSESSMENT Understanding Main Ideas (Part B) Complete the table by filling in the missing information. Number 1. 1 000 000 Equivalent in Scientific Notation 106 2. 0.000 001 106 3. 40 000 000 4 107 4. 0.029 2.9 102 5. 3356 3.356 103 6. 118.722 1.18722 102 Answer the following questions. 7. What do paleontologists study? Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. 8. What is studied by Earth scientists who specialize in tectonics? 9. What is meant by the statement “technology is transferable”? Give an example to support the statement. 10. What should you wear during a science classroom investigation that involves pouring chemicals? Chapter Assessment Chapter 1 Earth Science: Geology, the Environment, and the Universe 3 Name CHAPTER Class 1 Date CHAPTER ASSESSMENT Thinking Critically Imagine you are a member of a research team that is preparing to explore a planet named Telos. Before traveling to Telos, you must learn as much as you can about the planet. Some of the information that scientists have gathered about Telos is summarized below. Surface gravitational acceleration (the rate at which a falling object speeds up): 3.3 m/s2 Composition of atmosphere: 42% carbon dioxide, 25% nitrogen, 21% oxygen, 10% water, 2% argon Maximum temperature: 258 K Answer the following questions. 1. Your team plans to collect 100 kg of rocks on Telos and to bring the rocks back to Earth for analysis. What will be the mass of the rocks on Earth? Explain your reasoning. 2. The rock transporter you will use on Telos is designed to carry a maximum weight of 343 N. 3. One test you will perform on each rock is to determine its density. Suppose a rock has a mass of 6.25 kg and a volume of 0.855 L. What is the density of the rock? 4. How are the compositions of the atmospheres of Telos and Earth similar? How are they different? 5. Are you likely to find liquid water on the surface of Telos? Explain. Hint: Assume two facts: water freezes at 0°C on Telos; and Kelvin temperature Celsius temperature 273. 4 Chapter 1 Earth Science: Geology, the Environment, and the Universe Chapter Assessment Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. Can the transporter carry the weight of all of the rocks you plan to collect? Explain. Hint: weight (in N) = mass (in kg) gravitational acceleration (in m/s 2). Name CHAPTER Class 1 Date CHAPTER ASSESSMENT Applying Scientific Methods A group of students wanted to find out if changing the composition of the atmosphere could affect the growth rate of plants. After researching the problem, they formed two hypotheses. Hypothesis 1: Will increasing the percentage of oxygen in the atmosphere make plants grow more rapidly? Hypothesis 2: Will increasing the percentage of carbon dioxide in the atmosphere make plants grow more rapidly? Using a mixing valve and tanks of pure oxygen, carbon dioxide, and nitrogen, the students created artificial atmospheres with varying percentages of the three gases. They adjusted the percentage of nitrogen to compensate for changes in the other two gases. In the first experiment, the students varied the percentage of oxygen and kept the carbon dioxide level at 0.03 percent, the value in normal air. In the second experiment, the students varied the percentage of carbon dioxide and kept the oxygen level at 21 percent, the value in normal air. The students grew pea plants in airtight chambers, replacing the air in the chambers with the artificial atmospheres. The students assessed the growth rate of the plants by measuring the plants’ heights each day for 10 days. 1. Identify the independent variable and the dependent variable in Experiment 1. Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. 2. Identify the independent variable and the dependent variable in Experiment 2. 3. The students could have done just one experiment in which they varied both the oxygen and carbon dioxide percentages at the same time. Why do you think they chose instead to vary the oxygen and carbon dioxide percentages in separate experiments? 4. Are the carbon dioxide level in the first experiment and the oxygen level in the second experiment controls, constants, dependent variables, or independent variables? Chapter Assessment Chapter 1 Earth Science: Geology, the Environment, and the Universe 5 Name Class 1 CHAPTER Date CHAPTER ASSESSMENT Applying Scientific Methods, continued The table below show the results of the students’ two experiments. Experiment 1 Experiment 2 Percent Carbon Dioxide Percent Nitrogen Growth Rate (mm/day) Percent Oxygen Percent Carbon Dioxide Percent Nitrogen Growth Rate (mm/day) 1 0.03 98.97 10 21 1 78 15 10 0.03 89.97 11 21 10 69 25 20 0.03 79.97 10 21 20 59 35 30 0.03 69.97 12 21 30 49 43 40 0.03 59.97 11 21 40 39 44 50 0.03 49.97 10 21 50 29 44 Percent Oxygen 5. On the grids below, plot the data for each experiment. Connect the data points on each graph with a line. Experiment 1 Experiment 2 50 40 30 20 10 0 0 10 20 30 40 Percent oxygen 50 40 30 20 Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. Growth rate (mm/day) Growth rate (mm/day) 50 10 0 0 10 20 30 40 50 Percent carbon dioxide 6. Describe the relationship between growth rate and the percentage of oxygen or carbon dioxide in these experiments. 7. Which of the students’ hypotheses correlate with the results? 8. The growth of plants also depends upon other factors, including temperature, soil water content, and light intensity. What should the students have done with such factors in these two experiments? Why? 6 Chapter 1 Earth Science: Geology, the Environment, and the Universe Chapter Assessment Name Class CHAPTER 2 Date CHAPTER ASSESSMENT Mapping Our World Reviewing Vocabulary In the space at the left, write the word or phrase in parentheses that makes the statement correct. cartography prime meridian 180° meridian 1. The science of mapmaking is called (cartography, remote sensing). 2. The (equator, prime meridian) represents 0° longitude. 3. The International Date Line is another name for the (equator, 180° meridian). Mercator topographic 4. A (Mercator, conic) projection distorts areas near the poles. 5. A contour line on a (topographic, world) map connects points of equal elevation. map legend 6. A (map legend, map scale) explains what the symbols on a map represent. frequency 7. The (frequency, wavelength) of an electromagnetic wave is the number of waves that pass a particular point each second. position 8. Satellites in the Global Positioning System help users determine Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. their exact (position, weight). Compare and contrast each pair of related terms. 9. latitude, longitude 10. conic projection, gnomonic projection 11. Landsat satellite, Topex/Poseidon satellite Chapter Assessment Chapter 2 Earth Science: Geology, the Environment, and the Universe 7 Name Class CHAPTER 2 Date CHAPTER ASSESSMENT Understanding Main Ideas (Part A) Circle the letter of the choice that best completes the statement or answers the question. 1. What is the latitude of the north pole? a. 0° north b. 90° north c. 180° north 2. Each degree of latitude or longitude is divided into 60 smaller units called a. meridians. b. grids. c. seconds. d. 360° north d. minutes. 3. Which statement about lines of longitude is true? a. They converge at the equator. b. They converge at the poles. c. They are parallel. d. They locate positions in north and south directions. 4. Into how many time zones is Earth divided? a. 12 b. 15 c. 24 d. 360 5. All flat maps distort either the shapes or the areas of landmasses because a. the boundaries of landmasses are not known with certainty. b. such large structures cannot be drawn accurately. c. lines of latitude are not perfectly parallel. d. Earth is a curved, three-dimensional object. Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. 6. On a topographic map, the difference in elevation between two side-by-side contour lines is called the a. contour interval. b. index contour. c. depression contour. d. hachure. 7. What is a graphic scale? a. a statement that expresses distance, such as one centimeter equals one kilometer b. a ratio that expresses distance, such as 1:50 000 c. a line broken into sections that represent units with each section representing a distance on Earth’s surface d. a diagram that shows the elevation of the hills and valleys of an area 8. GPS satellites can relay information about all of the following EXCEPT a. position. b. elevation. c. direction. 8 Chapter 2 Earth Science: Geology, the Environment, and the Universe d. weather. Chapter Assessment Name CHAPTER Class 2 Date CHAPTER ASSESSMENT Understanding Main Ideas (Part B) Answer the following questions. 1. Time zone boundaries do not always line up perfectly with lines of longitude. Why? 2. Why does a Mercator projection exaggerate the areas of landmasses near the poles? 3. Why do contour lines never cross? Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. 4. Why are map scales useful? 5. How does the Topex/Poseidon satellite collect data? Chapter Assessment Chapter 2 Earth Science: Geology, the Environment, and the Universe 9 Name CHAPTER Class 2 Date CHAPTER ASSESSMENT Thinking Critically Use the table to answer the following questions. City Latitude Longitude 34S 18E 0 109E Nome, Alaska 65N 165W Quito, Ecuador 0° 79W Stockholm, Sweden 59N 18E Wellington, New Zealand 41S 175E Cape Town, South Africa Pontianak, Indonesia 1. Which city is closest to the International Date Line? 2. Which city is farthest from the equator? Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. 3. What is the approximate distance between Stockholm and Cape Town? Explain your answer. 4. What is the approximate distance between Pontianak and Quito? Explain your answer. 5. When it is Thursday in Wellington, what day is it in Nome? Explain your answer. Answer the following question. 6. Suppose you were given a topographic map that did not show index contours. What would the map indicate about the terrain of the area shown? What would the map not indicate? 10 Chapter 2 Earth Science: Geology, the Environment, and the Universe Chapter Assessment Name CHAPTER Class 2 Date CHAPTER ASSESSMENT Applying Scientific Methods Mapping techniques can be used on other planets besides Earth. In 1996, the National Aeronautics and Space Administration (NASA) launched a satellite called the Mars Global Surveyor toward Mars. One of the purposes of the satellite was to collect data about the surface of Mars. The satellite reached Mars in 1997 and then gradually slowed into a low, circular orbit around the planet. It finally began mapping the surface of Mars in 1999, a process that was scheduled to last nearly two years. The Mars Global Surveyor carries a camera that can distinguish objects on the surface of Mars that are less than 1.5 m across. It also has an instrument that measures surface elevation as well as sensors that analyze the heat radiating from the planet’s surface. These sensors provide data about the composition of different areas of the planet. All of the information collected by the Mars Global Surveyor is transmitted to Earth in the form of radio waves. The satellite will continue to orbit Mars for at least 50 years after its mission is completed. It does not carry enough propellant to return to Earth. 1. The distance from Earth to Mars ranges between 78 000 000 km and 380 000 000 km, depending on the time of year. The speed of light is 300 000 km/s. Calculate the minimum and maximum time it takes for data transmitted by the Mars Global Surveyor to reach Earth. 2. What are the advantages of using a satellite for this project instead of sending Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. a team of astronauts to Mars to map the surface? 3. It takes Mars 24.6 hours to rotate once on its axis. How wide in degrees is a time zone on Mars if each time zone represents a different hour? (Hint: Like Earth, Mars is a sphere.) Chapter Assessment Chapter 2 Earth Science: Geology, the Environment, and the Universe 11 Name CHAPTER Class 2 Date CHAPTER ASSESSMENT Applying Scientific Methods, continued This map was prepared from data collected by the Mars Global Surveyor. The dashed lines on the map surround the base of the Martian volcano Olympus Mons. 150°W 30°N 140°W 130°W 120°W 30°N 20°N 20°N 10°N 10°N 0° 150°W 140°W 130°W 0° 120°W 4. In which hemisphere is the area on the map? 5. The circumference of Mars is 21 200 km. What is the approximate distance of each degree of latitude on Mars? (Hint: Use your answer from question 5 to convert degrees to kilometers.) 7. Can you estimate how far the base of Olympus Mons stretches from east to west with the same accuracy? Explain why or why not. 8. The top of Olympus Mons is the highest point on Mars. It is 27 km above the average elevation on Mars. (Because Mars has no oceans, its elevations cannot be defined with respect to sea level.) By comparison, the highest point on Earth, Mt. Everest, is 8850 m above sea level. How many times higher than Mt. Everest is Olympus Mons? 12 Chapter 2 Earth Science: Geology, the Environment, and the Universe Chapter Assessment Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. 6. How far does the base of Olympus Mons stretch from north to south? Name Class 3 CHAPTER Date CHAPTER ASSESSMENT Matter and Atomic Structure Reviewing Vocabulary Match the definition in Column A with the term in Column B. Column A Column B j h i 1. The outermost electrons of an atom a. atom 2. The center of an atom b. atomic mass 3. Hot, highly ionized, electrically conducting gas a c. chemical reaction 4. The smallest particle of an element that retains that element’s characteristics Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. d g c f e b k d. condensation 5. The change from a gas to a liquid e. electron 6. A homogeneous mixture f. 7. The change of one or more substances into other substances g. solution 8. The attractive force between two ions of opposite charge h. nucleus 9. A tiny particle with a negative electrical charge i. plasma j. valence electrons 10. The average of the mass numbers of an element’s isotopes 11. The spontaneous process through which unstable nuclei emit radiation ionic bond k. radioactivity In the space at the left, write the word or phrase in parentheses that makes the statement correct. mass number 12. The combined number of protons and neutrons is the (atomic number, mass number). energy level 13. An (energy level, isotope) represents the area in an atom where an electron is most likely to be found. A covalent bond 14. (An ionic bond, A covalent bond) is the attraction of two atoms for a shared pair of electrons that holds the atoms together. an ion 15. An atom that gains or loses an electron is a charged particle called (an ion, a molecule). An element 16. (An element, A compound) is a substance that cannot be broken down into simpler substances. proton 17. A tiny particle that has mass and a positive electrical charge is a (neutron, proton). Bases 18. (Acids, Bases) are solutions characterized by the formation of hydroxide ions (OH). evaporation 19. The process of changing from a liquid into a gas is called (evaporation, sublimation). Chapter Assessment Chapter 3 Earth Science: Geology, the Environment, and the Universe 13 Name CHAPTER Class 3 Date CHAPTER ASSESSMENT Understanding Main Ideas (Part A) Circle the letter of the choice that best completes the statement or answers the question. 1. The basic building blocks of matter are a. atoms. b. elements. c. molecules. 2. The nucleus of an atom is made up of a. electrons and neutrons. b. protons, neutrons, and electrons. c. protons and electrons. d. protons and neutrons. 3. Many elements are mixtures of a. solids. b. isotopes. c. molecules. d. compounds. d. valence electrons. 4. Chemical behavior is determined by the number of electrons located in the a. innermost energy level. c. third energy level. b. second energy level. d. outermost energy level. 5. Solutions containing a substance that produces hydrogen ions (H) in water are a. bases. b. solids. c. elements. d. acids. 6. A combination of two or more components that retain their identity is a(n) a. mixture. b. solution. c. acid. d. base. 7. Densely packed arrangements of particles that take the shape of their containers are a. solids. b. liquids. c. gases. d. plasmas. 9. What type of bonding takes place when a. ionic b. hydrogen 10. Soil is an example of a a. homogeneous mixture. b. solid solution. Na and d. evaporation Cl combine to form NaCl? c. covalent d. metallic c. solution. d. heterogeneous mixture. 11. In how many physical states does matter exist in the universe? a. two b. three c. four d. five 12. An atom in which the outermost energy level is more than half full tends to form which of the following ions? a. positive ions b. negative ions c. both positive and negative ions d. neither positive nor negative ions 13. Tomatoes have a pH of 4. They are considered to be a. acidic. b. basic. c. neutral. 14 Chapter 3 Earth Science: Geology, the Environment, and the Universe d. both acidic and basic. Chapter Assessment Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. 8. Which of the following changes of state releases thermal energy? a. melting b. sublimation c. condensation Name CHAPTER Class 3 Date CHAPTER ASSESSMENT Understanding Main Ideas (Part B) Study the diagram, which shows the formation of the compounds calcium fluoride and nitrogen gas. Then answer the questions. e e e e e ee e e – e e ee ee e e e e e e e e e e e e e Ca e e e e ee ee e e F e e e e e e e e e e e N N eee F e e e e e e e e e ee e e e e e e e e e eee ee e e e e e e e e e e e e e CaF2 e e e e e e ee e e e N2 e e e Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. 1. Which compound is formed by ionic bonding? Explain. 2. Which compound is formed by covalent bonding? Explain. 3. How many electrons are in the fourth level of a calcium atom? 4. Which atom forms an ion by the loss of electrons? Chapter Assessment Chapter 3 Earth Science: Geology, the Environment, and the Universe 15 Name CHAPTER Class 3 Date CHAPTER ASSESSMENT Thinking Critically Use the information from the periodic table to complete the table below. Then answer the questions that follow. Oxygen Fluorine Neon 8 O 9 F 10 Ne 15.999 18.998 20.180 Element Number of Protons Number of Neutrons Number of Electrons Atomic Number Atomic Mass (rounded off) 1. Oxygen 8 8 8 8 16 2. Fluorine 9 10 9 9 19 10 10 10 10 20 3. Neon Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. 4. The isotopes neon-20 and neon-22 have the same chemical properties. Explain why. 5. The atomic number of chlorine is 17. Draw all the electrons for an atom of chlorine in the following diagram. Make sure that the electrons are in the appropriate energy levels. e e e e e e e Nucleus e e 16 e e e e e e e e Chapter 3 Earth Science: Geology, the Environment, and the Universe Chapter Assessment Name CHAPTER Class 3 Date CHAPTER ASSESSMENT Applying Scientific Methods Two students are presented with a problem in science class. They need to identify specific compounds in an unknown mixture. This “mystery” mixture could include one or more of the following compounds: cornstarch, baking powder, powdered sugar. All of these compounds are white and are difficult to distinguish by using sight alone. To analyze the mixture, the students must first find ways to identify the individual compounds. Their teacher gives them four test tubes; distilled water; samples of cornstarch, baking powder, and powdered sugar; dropper bottles; iodine solution; white vinegar; a shallow pan; a candle, and matches. The students place small amounts of cornstarch, baking powder, powdered sugar, and a few drops of water in separate piles in the shallow pan. They add a drop of vinegar to each sample and record what happens in a data table. Only the baking soda shows any change. It begins to fizz as a result of a gas being given off. Then the students place small amounts of each compound on the pan a second time. This time, they add a drop of iodine to each sample and record their results. Only the sample of cornstarch turns blue. Finally, the students place a small amount of each compound in three separate test tubes. They use a lit candle to gently heat the bottom of each test tube. Only the sugar shows any signs of melting. The other compounds are unaffected. Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. After finding the three unique ways described above of testing for each compound, the students then repeat all three tests on the mystery mixture. The following data table shows their results. Answer the questions that follow. Material Tested Addition of Vinegar Addition of Iodine Heated with Candle Distilled water No change No change Boiled Cornstarch No change Turns blue No change Sugar No change No change Melts Baking soda Fizzing takes place No change No change Mystery mixture Fizzing takes place Turns blue No change Chapter Assessment Chapter 3 Earth Science: Geology, the Environment, and the Universe 17 Name CHAPTER Class 3 Date CHAPTER ASSESSMENT Applying Scientific Methods, continued 1. Did the students conduct quantitative (numerical) or qualitative (descriptive) research? Explain your answer, using examples from the students’ investigation. 2. Was a control used in this experiment? Explain your answer. 3. What safety rules should the students have followed when heating the compounds and mixture? Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. 4. Which compound or compounds were present in the mystery mixture? Explain how you arrived at your conclusion. 5. How would you determine if all three compounds were absent from the sample? 6. Why would tasting the mystery mixture NOT be an appropriate way of identifying its components? 18 Chapter 3 Earth Science: Geology, the Environment, and the Universe Chapter Assessment Name Class 4 CHAPTER Date CHAPTER ASSESSMENT Minerals Reviewing Vocabulary Match the definition in Column A with the term in Column B. Column A d Column B 1. Naturally occurring, inorganic solid with specific chemical composition and crystalline structure a 2. Solid in which the atoms are arranged in repeating patterns a. crystal b. gem c. magma c 3. Molten material found beneath Earth’s crust d. mineral f 4. Mineral that contains silicon and oxygen e. ore e 5. Mineral that contains a useful substance that can be f. silicate mined for profit b 6. Valuable mineral prized for its rarity and beauty Compare and contrast each pair of related terms. Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. 7. cleavage, fracture 8. density, specific gravity 9. hardness, texture 10. luster, streak Chapter Assessment Chapter 4 Earth Science: Geology, the Environment, and the Universe 19 Name Class 4 CHAPTER Date CHAPTER ASSESSMENT Understanding Main Ideas (Part A) In the space at the left, write true if the statement is true; if the statement is false, change the italicized word or phrase to make it true. true 1. There are at least 3000 known minerals in Earth’s crust. solutions 2. Minerals form from cooled magma and from elements in gases. true 3. Minerals can be identified based on their physical and chemical properties. true 4. The most reliable way to identify a mineral is by using a combination of several tests. can change 5. The classification of a mineral as an ore does not change once it has been mined. can affect 6. Trace elements in a mineral do not affect the color or the value of mineral. Write the term that best completes the statement. cleavage crystal fracture hardness luster magma inorganic silicates specific gravity streak , in Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. inorganic 7. A mineral, such as salt, is naturally occurring but contrast to sugar, which comes from plants. crystal 8. A mineral can take the shape of one of the six major 9. Silicates systems. make up the most common mineral group. 10. When compounds in cooling magma no longer move freely, they may interact chemically to form minerals. 11. Luster 12. A mineral’s is described as either metallic or nonmetallic. streak rarely changes, but sometimes does not match its external color. 13. Mohs scale is used to compare the 14. Mica has perfect cleavage hardness in one direction; it breaks in sheets. 15. When flint and opals break, they have a unique 16. Geologists commonly use of minerals. specific gravity fracture with arclike patterns. as a measure of density for accurate identification of a mineral. 20 Chapter 4 Earth Science: Geology, the Environment, and the Universe Chapter Assessment Name CHAPTER Class 4 Date CHAPTER ASSESSMENT Understanding Main Ideas (Part B) Answer the following questions. 1. What are three characteristics of a mineral? 2. If you took random samples of minerals from several locations, which type of mineral would you likely have more of—oxides, silicates, or carbonates. Why? 3. What accounts for the large diversity of silicates? 4. Why is color one of the least reliable tests for identifying minerals? Give an example Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. to support your answer. 5. Why are some minerals classified as gems? Give three examples of gems. Chapter Assessment Chapter 4 Earth Science: Geology, the Environment, and the Universe 21 Name CHAPTER Class 4 Date CHAPTER ASSESSMENT Thinking Critically Answer the following questions. 1. A solution is nearly saturated with dissolved minerals. What will happen if 50 percent of the water in the solution evaporated? 2. What conditions typically result in the formation of large, well-shaped mineral crystals? 3. What can you conclude about the atomic bonds along a plane of cleavage? 4. Why do geologists usually use a combination of tests to identify a mineral? Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. 5. What mineral would you use to polish a piece of corundum? Why? 6. Which mineral would react to iron filings—magnetite or graphite? What special property would that mineral have? 7. What three factors should be considered before mining a newly found mineral deposit? 22 Chapter 4 Earth Science: Geology, the Environment, and the Universe Chapter Assessment Name CHAPTER Class 4 Date CHAPTER ASSESSMENT Applying Scientific Methods Three pairs of mineral samples are brought to you for testing. Both samples in one pair look like gold, but one is pyrite, or fool’s gold. Both samples in the second pair look like emeralds, but one is nonprecious apatite. Both samples in the third pair look like rubies, but one is a less valuable garnet. Use the information in the table to complete the dichotomous key to identify each mineral. Mineral Color Hardness Gold Metallic gold 2.5–3 Apatite Blue, green 5 Pyrite Metallic pale brass, gold 6–6.5 Garnet Red, deep red, brown 6.5–7.5 Beryl Bluish green, green 7.5–8 Corundum Red, deep red 9 Dichotomous Key 1. a. The mineral has a metallic luster. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Go to 2 Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. b. The mineral does not have a metallic luster. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Go to 3 2. a. The mineral can scratch at least one of the green stones. . . . . . . . . . . . . . b. The mineral can scratch neither green stone. . . . . . . . . . . . . . . . . . . . . . . . pyrite gold 3. a. The mineral is green. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Go to 4 b. The mineral is not green. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Go to 5 4. a. The mineral can scratch at least one of the red stones. . . . . . . . . . . . . . . . beryl b. The mineral can scratch neither red stone. . . . . . . . . . . . . . . . . . . . . . . . . . apatite 5. a. The mineral can scratch only one of the green stones. . . . . . . . . . . . . . . . garnet b. The mineral can scratch both green stones. . . . . . . . . . . . . . . . . . . . . . . . . Chapter Assessment corundum Chapter 4 Earth Science: Geology, the Environment, and the Universe 23 Name CHAPTER Class 4 Date CHAPTER ASSESSMENT Applying Scientific Methods, continued Use this table for the six mineral samples to answer the following questions. Mineral Specific Gravity Chemical Formula Gold 19.3 Au Apatite 5 Pyrite 5.2 Garnet 3.5–4.3 Beryl 2.75 Corundum 4 Breakage Pattern Hackly Ca5(PO4)3(F, OH, Cl) Uneven fracture FeS2 Uneven fracture (Mg, Fe, Ca)3 (Al2Si3O12) Be3Al2Si6O18 Al2O3 Conchoidal fracture Uneven fracture Fracture 6. If the volume of the sample of pyrite equals the volume of the sample of gold, how many times greater is the mass of the gold sample than the mass of the pyrite sample? Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. 7. How can the breakage pattern be used to distinguish between gold and pyrite? 8. Which of the six minerals is a native element? 9. List the six minerals in order from most dense to least dense. 24 Chapter 4 Earth Science: Geology, the Environment, and the Universe Chapter Assessment Name Class 5 CHAPTER Date CHAPTER ASSESSMENT Igneous Rocks Reviewing Vocabulary Write the term that best completes the statement. Bowen’s reaction series igneous rock kimberlite pegmatite porphyritic ultramafic 1. Rock formed from the crystallization of magma is called 2. igneous rock . Bowen’s reaction illustrates the relationship between cooling magma and series mineral formation. 3. A(n) ultramafic rock, such as dunite, has low silica content and very high iron and magnesium content. 4. A rock that has grains of two different sizes has 5. A(n) pegmatite porphyritic is a vein of extremely large-grained minerals. 6. A rare, ultramafic rock that might contain diamonds is a(n) Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. texture. kimberlite . Compare and contrast each pair of related terms. 7. intrusive igneous rock, extrusive igneous rock 8. magma, lava 9. felsic, mafic Chapter Assessment Chapter 5 Earth Science: Geology, the Environment, and the Universe 25 Name Class CHAPTER 5 Date CHAPTER ASSESSMENT Understanding Main Ideas (Part A) Circle the letter of the choice that best completes the statement. 1. Igneous rocks are formed when magma a. erodes. b. undergoes radioactive decay. c. crystallizes. d. weathers. 2. Igneous rocks that cool slowly beneath Earth’s crust are a. extrusive. b. intrusive. c. sedimentary. d. always magnetic. 3. Igneous rocks that cool quickly on Earth’s surface are a. extrusive. b. intrusive. c. metamorphic. d. always magnetic. 4. Extrusive rocks, which cool more rapidly than intrusive rocks, are generally more a. coarsely grained. b. finely grained. c. radioactive. d. magnetic. 5. Factors that affect a rock’s melting point include a. pressure and water content. c. rarity. b. value as a gem. d. usefulness as a building material. 6. Valuable ore deposits and gem crystals are often associated with a. oceans. c. thin crustal areas. b. oil deposits. d. igneous intrusions. true 7. Different minerals melt and crystallize at different temperatures. true 8. Igneous rocks can be identified by their physical properties of Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. In the space at the left, write true if the statement is true; if the statement is false, change the italicized word or phrase to make it true. crystal size and texture. often 9. Igneous rocks are rarely used as building materials because of their strength, durability, and beauty. true 10. Diamonds are sometimes found in igneous intrusions known as kimberlites. 26 Chapter 5 Earth Science: Geology, the Environment, and the Universe Chapter Assessment Name CHAPTER Class 5 Date CHAPTER ASSESSMENT Understanding Main Ideas (Part B) Answer the following questions. 1. What is partial melting? Explain how partial melting affects igneous rock formation. 2. What is fractional crystallization? Does it add or remove elements from magma? Explain your answer. 3. What relationship does Bowen’s reaction series illustrate? What crystallization Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. patterns did Bowen discover in feldspars and iron-rich minerals? 4. What are the three main groups of igneous rocks? What are the characteristics of each group? 5. Why would crystals formed early in magma crystallization have larger, better-shaped crystals than those that formed later? 6. What is porphyritic texture? What sequence of events produces porphyritic texture in rocks? Chapter Assessment Chapter 5 Earth Science: Geology, the Environment, and the Universe 27 Name Class 5 CHAPTER Date CHAPTER ASSESSMENT Thinking Critically Complete the table with the following terms or phrases. Composed of distinct bands of minerals Extrusive rock Porphyritic texture Veins of extremely large-grained minerals Mafic rock Zoned crystal Light color with high silica content Rock Type or Feature Extrusive rock 1. Characteristics Fine-grained, glassy Intrusive rock Coarse-grained Felsic rock 2. Intermediate rock Medium color with moderate silica content Mafic rock 3. Ultramafic rock 4. Porphyritic texture Light color with high silica content Dark color with low silica content; high iron/magnesium content Very dark color with very high levels of iron/magnesium Large and small crystals in same rock 5. Composed of distinct bands of minerals Pegmatite 6. Vein of extremely large-grained minerals Kimberlite Long pipelike intrusion; may contain diamonds 7. Zoned crystal Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. Layered intrusion Sodium-rich outer layers, calcium-rich core Answer the following questions. 8. Which rock type or feature forms when rapid cooling of magma does not allow its calcium-rich core to react completely with the magma? 9. Which rock type or feature forms when crystallization begins slowly and then becomes rapid? 10. Which rock type or feature may be formed when magma is forced rapidly upward, creating pipelike intrusions? 11. In general, do intrusive rocks crystallize more rapidly or less rapidly than do extrusive rocks? 28 Chapter 5 Earth Science: Geology, the Environment, and the Universe Chapter Assessment Name Class 5 CHAPTER Date CHAPTER ASSESSMENT Applying Scientific Methods The diagram shows the proportions of minerals in common igneous rocks. Use the diagram to answer the following questions. Table 5-2 Classification of Igneous Rocks Extrusive Felsic Intermediate Intrusive Obsidian Mafic Ultramafic Texture Basaltic glass Glassy (non-crystalline) Fine-grained Rhyolite Andesite Basalt Granite Diorite Gabbro Peri- Dun- Coarse-grained dotite ite Very coarse-grained Pegmatite Mineral composition (percentage by volume) Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. 100% 75% Potassium feldspar (pink to white) Quartz (clear to white) Plagioclase feldspar (white to gray) 50% Biotite (black) Pyroxene (green) 25% Amphibole (black) Olivine (green) 0% 1. What four groups of igneous rocks are shown in the diagram? 2. Which rocks are lighter in color—those on the left side of the diagram or those on the right? 3. What categories of rock grain are shown on the diagram? 4. How are silica content and color related in this diagram? Chapter Assessment Chapter 5 Earth Science: Geology, the Environment, and the Universe 29 Name CHAPTER Class 5 Date CHAPTER ASSESSMENT Applying Scientific Methods, continued 5. Do the groups of igneous rocks shown in the diagram exhibit an abrupt change from one group to another or a continuous change from one rock type to the next? Explain your answer. 6. Rock Sample A is coarse-grained, 90 percent olivine, and 10 percent pyroxene. What is the name of the rock? What group is it in? 7. Is rock Sample A dark or light in color? 8. Rock Sample B is coarse-grained, 25 percent quartz, 65 percent feldspar, and 10 percent unidentified minerals. What is the name of the rock? What group is it in? 9. If a rock sample with the same mineral content as Sample B was fine-grained Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. instead of coarse-grained, what would its name be? 10. Do calcium-rich feldspars occur in felsic rocks or in mafic rocks? 11. What is the primary mineral component of felsic rocks? Ultramafic rocks? 30 Chapter 5 Earth Science: Geology, the Environment, and the Universe Chapter Assessment Name Class 6 CHAPTER Date CHAPTER ASSESSMENT Sedimentary and Metamorphic Rocks Reviewing Vocabulary Match the definition in Column A with the term in Column B. Column A c Column B 1. Physical and chemical processes that compact and a. clastic transform sediments into sedimentary rocks b. deposition d 2. Percentage of open spaces between grains in a rock f 3. Continuous changing and remaking of rocks c. lithification b 4. Process of sediments being laid down on the ground d. porosity or sinking to the bottom of water g 5. Pieces of solid material deposited on Earth’s surface e 6. Produced when high temperature and pressure affect large areas of Earth’s crust a e. regional metamorphism f. rock cycle g. sediment 7. Type of sediment made up of rock and mineral Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. fragments produced by weathering Compare and contrast each pair of related terms. 8. sedimentary, metamorphic 9. conglomerate, evaporite 10. foliated, nonfoliated Chapter Assessment Chapter 6 Earth Science: Geology, the Environment, and the Universe 31 Name Class CHAPTER 6 Date CHAPTER ASSESSMENT Understanding Main Ideas (Part A) Write the term that best completes the statement. bedding clastic erosion limestone porosity sediments sorted deposits 1. Much of Earth’s surface is covered not by solid rock, but by sediments . 2. Weathering of rock produces worn surfaces and rounded corners that are characteristic of some clastic sediment particles. 3. Landslides, moving water, wind, and glaciers cause erosion of surface materials. 4. Sorted deposits are characteristic of sediments transported by water and wind. 5. The primary feature of sedimentary rocks is horizontal layering called bedding 6. The percentage of open spaces between mineral grains in clastic rocks is its 7. The most abundant organic sedimentary rock is calcite-rich . porosity limestone . . true downhill unsorted Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. In the space at the left, write true if the statement is true; if the statement is false, change the italicized word or phrase to make it true. 8. The porosity of sandstone allows it to hold oil, gas, and water. 9. Eroded materials are almost always carried uphill. 10. Landslides create sorted deposits when sediment moves downhill in a jumbled mass. true 11. When the concentration of minerals dissolved in water reaches saturation, crystals precipitate out of solution. true 12. Sedimentary rocks form from rock and mineral fragments, and metamorphic rocks form from existing rock. 32 Chapter 6 Earth Science: Geology, the Environment, and the Universe Chapter Assessment Name CHAPTER Class 6 Date CHAPTER ASSESSMENT Understanding Main Ideas (Part B) Answer the following questions. 1. What is the sequence of events that form clastic sedimentary rocks from solid rocks? 2. How do chemical sedimentary rocks form? Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. 3. Why might sandstone act as a reservoir for groundwater or oil, while shale would not? 4. When does contact metamorphism occur? 5. How does foliation form? Chapter Assessment Chapter 6 Earth Science: Geology, the Environment, and the Universe 33 Name CHAPTER Class 6 Date CHAPTER ASSESSMENT Thinking Critically Use the diagram below to answer the following questions. Evaporation Freshwater inflow (small) Replenishment from open ocean Ocean Evaporating shallow basin (high salinity) Evaporite sediment: gypsum and halite Barrier bar or other flow restriction Crystals of gypsum or halite settle to bottom 1. How would a decrease in the level of the barrier to freshwater inflow affect the rate Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. of evaporation formation? Explain your answer. 2. Even though flow from the ocean would add saltwater to the basin, the formation of evaporites depends on a barrier to flow to and from the ocean. Why is this so? 3. What might happen over geologic time if the shallow basin was to evaporate completely? 34 Chapter 6 Earth Science: Geology, the Environment, and the Universe Chapter Assessment Name Class 6 CHAPTER Date CHAPTER ASSESSMENT Applying Scientific Methods A geology class is on a summer field trip to observe many different types of geological phenomena. The students have been given an incomplete chart to help them understand processes that occurred in the past that produced geological features visible today. Use the words and phrases below to complete the chart. Asymmetrical ripple marks Glacier Graded bedding Presence of a sea Symmetrical ripple marks Wind action Feature 1. Probable Cause Asymmetrical ripple marks Cross bedding Wind or water action Deposition of only fine sands 2. Wind action Deposition of marine fossils 3. Presence of a sea Deposition of four-footed animal fossils Presence of dry land 4. Graded bedding Sorted deposition Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. One-way wave action of wind or water 5. Symmetrical ripple marks Marine landslide Wind or water action Back-and-forth wave action Unsorted deposition Landslide Unsorted deposition 6. Chapter Assessment Glacier Chapter 6 Earth Science: Geology, the Environment, and the Universe 35 Name CHAPTER Class 6 Date CHAPTER ASSESSMENT Applying Scientific Methods, continued The figure below represents sedimentary layers in a single geographic location. Use your completed Feature and Probable Cause chart and the diagram below to answer the questions. More than one item from the chart may be required to answer some of the questions. C B A 1. Layer C is a fine-grained sandstone with cross-bedding and land animal fossils. No marine fossils are present. Under what conditions did it most likely form? 2. Layer B is a coarse-grained sandstone with graded bedding. It contains marine Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. fossils throughout. Under what conditions did it most likely form? 3. Layer A is a fossiliferous limestone. The fossils are of marine organisms. Under what conditions did the rock most likely form? 4. Based on the data and your deductions, what do you think occurred in the location over time? Write a brief description beginning with events that happened first. 36 Chapter 6 Earth Science: Geology, the Environment, and the Universe Chapter Assessment Name Class 7 CHAPTER Date CHAPTER ASSESSMENT Weathering, Erosion, and Soil Reviewing Vocabulary Match the definition in Column A with the term in Column B. Column A f Column B 1. The loose covering of broken rock particles and decaying a. residual soil organic matter overlying the bedrock of Earth’s surface i 2. The repeated thawing and freezing of water in the cracks of rocks c. exfoliation g 3. A vertical sequence of soil layers h 4. The process by which rocks and minerals undergo d. oxidation e. hydrolysis changes in their composition as the result of chemical reactions f. d 5. The chemical reaction of oxygen with other substances b 6. Soil that has been moved to a location away from its parent bedrock Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. b. transported soil soil g. soil profile h. chemical weathering e 7. The reaction of water with other substances a 8. Soil located above its parent material c 9. The process by which outer layers of a rock are i. frost wedging stripped away Write the term that best completes the statement. deposition 10. In a process known as 11. A major problem in farming areas is , eroded materials are dropped in another location. gully erosion , which is the deepening and widening of rill channels. 12. A(n) 13. soil horizon Erosion is a distinct layer, or zone, within a soil profile. is the removal and transportation of weathered material from one location to another. 14. The process by which rocks on or near Earth’s surface break down and change is 15. Rill erosion Chapter Assessment weathering . is the erosion by running water of a small channel on the side of a slope. Chapter 7 Earth Science: Geology, the Environment, and the Universe 37 Name CHAPTER Class 7 Date CHAPTER ASSESSMENT Understanding Main Ideas (Part A) Circle the letter of the choice that best completes the statement or answers the question. 1. Which of the following characteristics of water can be responsible for mechanical weathering? a. Water flows downstream under gravity. b. Water expands when it freezes. c. Water combines with atmospheric gases to form acid precipitation. d. Water reacts with and can dissolve many kinds of minerals. 2. In which of the following areas is wind a major erosional agent? a. grasslands b. temperate forests c. deserts d. tropical rain forests 3. Which of the following statements is NOT true of soil? a. It is a loose covering of broken rock particles and decaying organic matter. b. There is one kind of soil in the United States. c. Living organisms add nutrients to it. d. It takes a long time to form. 5. Which of the following happens when a river enters a large body of water? a. The river water slows down and deposits large amounts of sediments. b. The river water increases its speed and carries out gully erosion. c. The river water flows over the delta, causing exfoliation. d. The river water erodes the shoreline and deposits barrier islands. 6. The color of a soil a. is a reliable indicator of its fertility. b. is always dark brown or black. c. is not dependent on the amount of humus. d. is determined by its composition and climate. 7. Which of the following statements is NOT true about the deposition of eroded materials in bodies of water? a. It improves the quality of ecosystems. b. It limits the availability of water for hydroelectric energy. c. It reduces water supplies for personal consumption. d. It can restrict navigation through the water bodies. 8. Which of the following statements is NOT true of soils in sloped areas? a. Smaller particles remain on the slopes, while coarser particles move downslope. b. Soils on slopes tend to be infertile. c. Valley soils are usually thick. d. South-facing slopes have somewhat thicker soils than slopes facing other directions. 9. There can be no stream erosion or glacial erosion without a. gravity. b. hydrolysis. c. wind. 38 Chapter 7 Earth Science: Geology, the Environment, and the Universe d. deposition. Chapter Assessment Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. 4. Which of the following could increase the rate of chemical weathering of a rock? a. moving it to a location with few plants and animals b. moving it to a drier climate c. increasing its total surface area d. moving it to a colder climate Name CHAPTER Class 7 Date CHAPTER ASSESSMENT Understanding Main Ideas (Part B) Answer the following questions. 1. How does climate influence the rate of weathering of earth materials? 2. Describe how soil forms. Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. 3. How do living things impact weathering and erosion? 4. Contrast mechanical and chemical weathering, and give examples of each. Chapter Assessment Chapter 7 Earth Science: Geology, the Environment, and the Universe 39 Name CHAPTER Class 7 Date CHAPTER ASSESSMENT Thinking Critically Study the diagram. Then answer the questions. 90 10 20 80 Clay 70 30 40 60 Clay (percent) 50 40 30 20 Clay loam Sandy clay loam Sandy loam 10 Loamy 0 Sand sand 90 Silty clay Sandy clay 80 70 Loam Silt (percent) 50 Silty clay loam 60 Silt loam 70 80 Silt 60 50 40 30 20 Sand (percent) 10 90 100 1. What property of soil does the diagram illustrate? 2. Name the three sizes of soil particles, from largest to smallest. Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. 3. How would you classify a soil that contains 60 percent sand, 30 percent silt, and 10 percent clay? 4. How would you classify a soil that contains equal percentages of all three sizes of soil particles? 5. About what proportion of sand/silt/clay makes up sandy clay? 6. In general, soil drainage is determined by particle size: the larger the particle size, the better the drainage. Compare the drainage of sand, sandy clay, and clay soils. 40 Chapter 7 Earth Science: Geology, the Environment, and the Universe Chapter Assessment Name CHAPTER Class 7 Date CHAPTER ASSESSMENT Applying Scientific Methods A golf course designer, who is about to build a championship golf course, has come to you with a problem. He tells you that parts of his developing course cannot grow grass and tend to flood. After testing the soil, you decide that the reason it drains poorly and doesn’t retain adequate moisture is because it has too much nonporous clay. You tell him that by adding soil conditioners, the new soil will improve its drainage and retain more water. You mention that water retention is important because water supplies are low in the hot summer months, and grasses need water to stay green. Improved drainage will also allow more rainfall to be soaked into the soil, thus lessening runoff and water erosion. Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. You develop a simple setup to test various soil combinations for drainage and water retention. You will add dry soil, which was heated to expel all moisture, to a beaker. The beaker has a drain hole in the bottom to allow the drainage of excess water to a measuring cylinder. You add 200 ml of water to the beakers with the various soil combinations. After one hour, you then reweigh the soil and measure the drainage water. The clay is the unsuitable soil from the golf course. Humus and sand were picked up from a local nursery, and soils A and B are higher priced synthetic soils produced by a chemical company. Most of the soil combinations drained in less than 30 minutes. When the drain time is greater than 60 minutes, this indicates poor drainage and some of the water will remain on top of the soil, where it either evaporates or runs off. All water weights are given in grams. One gram of water is approximately equal to one milliliter. Clay Clay + Humus Clay + Sand Clay + Soil A Clay + Soil B Dry soil weight 600 g 600 g 600 g 600 g 600 g Water added 200 g 200 g 200 g 200 g 200 g Wet soil weight 690 g 730 g 640 g 730 g 760 g Water drainage 20 g 70 g 160 g 70 g 35 g >60 min 30 min 20 min 30 min >60 min Time to drain Chapter Assessment Chapter 7 Earth Science: Geology, the Environment, and the Universe 41 Name CHAPTER Class 7 Date CHAPTER ASSESSMENT Applying Scientific Methods, continued 1. The water added to the dry soil should equal the weight of the wet soil plus the drainage weight. If it doesn’t, it’s because some of the water evaporated or ran off. Using the data from the chart on page 41, write on the table below, the amount of water that either evaporated or ran off. Clay Water evaporated/ runoff Clay + Humus Clay + Sand Clay + Soil A Clay + Soil B 0 0 10 5 90 2. Compare the use of sand and humus as far as their ability to retain water and improve drainage. 3. How does Soil A and B compare to humus as far as their ability to retain water and 4. Why do you suppose clay has such a high evaporation rate? 5. Why is sand not a good soil conditioner? 6. What soil combination would you recommend to the golf course designer? What are some other factors that might influence the selection of the best soil conditioner? 42 Chapter 7 Earth Science: Geology, the Environment, and the Universe Chapter Assessment Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. improve drainage. Name Class 8 CHAPTER Date CHAPTER ASSESSMENT Mass Movements, Wind, and Glaciers Reviewing Vocabulary For each item in Column A, write the letter of the matching item in Column B. Column A Column B c 1. A mass of ice that forms in mountainous areas a. continental glacier f 2. A downslope movement of loose sediment and rock b. outwash plain under gravity a 3. A broad, continent-sized mass of ice c. valley glacier g 4. Windblown deposits composed of silt d. cirque d 5. A deep depression carved out by an alpine glacier e. drumlin h 6. Occurs when sand particles rub against the surface Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. of rocks f. mass movement b 7. Where meltwater flows and deposits g. loess i 8. Swiftly moving mixture of mud and water sometimes h. abrasion triggered by an earthquake j 9. A landslide in which earth material rotates and slides along a curved surface e i. mudflow j. slump 10. An elongated landform produced when glaciers move over older moraines Circle the letter of the choice that best completes the statement. 11. The slow, steady, downhill flow of loose, weathered earth materials is called a. deflation. b. slump. c. creep. d. loess. 12. Rocks that are shaped by windblown sediment are known as a. dunes. b. ventifacts. c. striations. d. drumlins. 13. Streams flowing under a melting glacier deposit long, winding ridges of layered sediments called a. moraines. b. eskers. c. avalanches. d. landslides. 14. The lowering of the land surface that results from the wind’s removal of surface particles is known as a. suspension. Chapter Assessment b. deposition. c. abrasion. d. deflation. Chapter 8 Earth Science: Geology, the Environment, and the Universe 43 Name CHAPTER Class 8 Date CHAPTER ASSESSMENT Understanding Main Ideas (Part A) Circle the letter of the choice that best completes the statement or answers the question. 1. Which of the following is NOT an indication that creep has occurred? a. Parallel grooves form in bedrock. c. Trees become bent. b. Vertical structures become tilted. d. Underground pipelines break. 2. Slumps are common after a rainfall because the water a. reduces friction between soil grains. c. causes snow to melt. b. breaks the underlying rock. d. washes away the vegetation cover. 3. Which of the following causes deflation? a. glacial erosion b. deposition by meltwaters c. wind deposition d. wind erosion 4. Glaciers covered 30 percent of Earth during the last ice age that began about a. 10 000 years ago. c. 2000 years ago. b. 1.6 million years ago. d. 50 million years ago. 6. When two cirques on opposite sides of a valley meet, they form a(n) a. arête. b. drumlin. c. moraine. d. avalanche. 7. A landslide that occurs on steep slopes in mountainous area is called a(n) a. rockslide. b. slump. c. avalanche. d. mudflow. Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. 5. Which of the following is NOT true about glaciers? a. Glaciers can form along the equator. c. Only valley glaciers flow. b. Glaciers carve U-shaped valleys. d. Glaciers produce moraines. Answer the following questions. 8. Name and describe the four main classifications of mass movements. 9. What are eskers and how do they form? 44 Chapter 8 Earth Science: Geology, the Environment, and the Universe Chapter Assessment Name CHAPTER Class 8 Date CHAPTER ASSESSMENT Understanding Main Ideas (Part B) Answer the following questions. 1. Explain how and where valley glaciers form. Why do they move? 2. Explain how water can both limit and increase a material’s potential for movement on a slope. Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. 3. Compare and contrast erosion by wind and by glaciers. Chapter Assessment Chapter 8 Earth Science: Geology, the Environment, and the Universe 45 Name Class CHAPTER 8 Date CHAPTER ASSESSMENT Thinking Critically Answer the following questions. A B 1. Identify the landforms shown in the diagrams above. Then compare and contrast them. 2. A family has decided to build their dream house on a dune on the shore of Lake Michigan. Their Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. plans call for the natural vegetation to be dug up and construction begun. What are some possible consequences of their actions? What would you do differently to minimize these consequences? 3. “People impact mass movement just as mass movement impacts people.” Do you agree or disagree with this statement? Explain your answer. 46 Chapter 8 Earth Science: Geology, the Environment, and the Universe Chapter Assessment Name Class 8 CHAPTER Date CHAPTER ASSESSMENT Applying Scientific Methods Glaciers are similar to great rivers of ice. Glaciers certainly move slower, but they experience changes in flow rate much like rivers do. In order to determine a glacier’s flow rate, measurements are taken by a variety of methods. Some include the measurement of the movement of stakes placed in the ice, while other methods might include the observation of crevasses in the ice. The table below contains measurements taken over 5 years. Two measurements were taken each year, one in April and the other in October. Measurements 1–3 are from the top of the glacier. Measurements 4–6 are from the bottom of the glacier. The numbers, in millimeters, represent the movement since the last measurement. Positive numbers mean the glacier is advancing. Negative numbers mean the glacier is retreating. 3 2 6 5 1 Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. 4 Movement In Millimeters Point 1 Year 1 Year 2 Year 4 Point 6 141 164 139 132 147 130 October 8 22 7 12 18 13 April 163 173 162 139 156 138 8 11 7 3 5 2 April 2 3 1 14 15 15 October 34 46 31 55 59 54 0 5 1 3 6 3 14 19 13 32 49 31 April 80 106 78 68 92 68 October 2 7 3 1 4 1 April October Year 5 Bottom of Glacier Point 4 Point 5 April October Year 3 Top of Glacier Point 2 Point 3 Chapter Assessment Chapter 8 Earth Science: Geology, the Environment, and the Universe 47 Name CHAPTER Class 8 Date CHAPTER ASSESSMENT Applying Scientific Methods, continued Answer the following questions. 1. What general statement can you make about the movement of the top of the glacier relative to that at the bottom of the glacier? Explain why this might happen. 2. Make a general statement about the movement of the glacier over the 5 years of measurements. Explain your results. Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. 3. Why might scientists wish to measure and track the movement of a glacier? 48 Chapter 8 Earth Science: Geology, the Environment, and the Universe Chapter Assessment Name Class 9 CHAPTER Date CHAPTER ASSESSMENT Surface Water Reviewing Vocabulary Write the word or phrase that best completes the statement. runoff 1. Water that flows downslope along Earth’s surface is called watershed 2. A stream system has a(n) . , which is the land area whose water drains into the stream system. 3. Any high land area that separates one watershed from another is termed divide a(n) 4. Material is carried in . solution after it becomes dissolved in a stream’s water. 5. All particles small enough to be held up by the turbulence of a stream’s moving water are carried in Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. 6. A stream’s suspension bed load . consists of all sand, pebbles, and cobbles that the stream’s water can roll or push along the bed of the stream. Discharge 7. is the volume of stream water that flows over a particular location within a given period of time. 8. Flowing surface water carves a narrow pathway, called a(n) stream channel , into rock. Match the definition in Column A with the term in Column B. Column A c Column B 9. The ground that borders a stream and holds the water within the confines of the channel e 10. A bend or curve in a stream channel f 11. A triangular deposit that forms where a stream enters a large body of water a. rejuvenation b. lake c. stream banks d. flood a 12. A stream resumes the process of downcutting e. meander b 13. A depression in the land that holds water f. g 14. An area periodically saturated with water g. wetland d 15. Water spills over the sides of a stream’s banks Chapter Assessment delta Chapter 9 Earth Science: Geology, the Environment, and the Universe 49 Name Class 9 CHAPTER Date CHAPTER ASSESSMENT Understanding Main Ideas (Part A) Circle the letter of the choice that best completes the statement or answers the question. 1. Potholes form in the stream bottom when a. the water dissolves the bedrock. b. turbulence causes pebbles to swirl. c. an increase in suspended load occurs. d. the stream’s carrying capacity decreases. 2. The carrying capacity of a stream is its a. ability to transport sediment. b. rate of runoff entering the channel. c. volume of flow. d. stream bank height. 3. Streams lengthen through a. eutrophication. b. suspension. c. headward erosion. d. upstream flooding. 4. V-shaped channels like the Grand Canyon are formed by a. a sudden decrease in stream gradient. c. streams overflowing their banks. b. stream downcutting. d. streams capturing another stream. c. an oxbow lake. d. an alluvial fan. 6. Which of the following statements is NOT true about wetlands? a. Wetlands result from the eutrophication of a lake. b. Lack of oxygen and lack of minerals create an atmosphere that is inhospitable to many plants. c. Freshwater marshes often form along the stream’s mouth and in areas with deltas. d. Wetlands only exist in freshwater areas. In the space at the left, write true if the statement is true; if the statement is false, change the italicized word to make it true. suspension 7. In a stream, small particles, such as silt, clay, and sand are carried in solution. Alluvial fans 8. Deltas are fan-shaped deposits found on valley floors at the base of mountains. true 9. Heavy accumulations of excess water from large regional drainage systems can result in downstream floods. 50 Chapter 9 Earth Science: Geology, the Environment, and the Universe Chapter Assessment Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. 5. A blocked-off meander eventually becomes a. part of the stream again. b. rejuvenated. Name CHAPTER Class 9 Date CHAPTER ASSESSMENT Understanding Main Ideas (Part B) Answer the following questions. 1. Describe what causes a stream to stop downcutting its bed and what causes it to start again. 2. Compare the velocity of water, the erosion, and the deposition along the inside and outside of a meander curve. Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. 3. Describe three ways a natural lake can form. 4. How does an increase in a stream’s velocity affect its discharge and carrying capacity? 5. How do vegetation and slope affect runoff? Chapter Assessment Chapter 9 Earth Science: Geology, the Environment, and the Universe 51 Name Class 9 CHAPTER Date CHAPTER ASSESSMENT Thinking Critically The graph shows the discharge of a river that flows through two cities, Frankston and Wet Gulch. At either city, the river’s banks cannot handle a discharge of 3.5 thousand cubic meters per second or more. At that point, the river reaches its flood stage. Study the graph and answer the questions. Discharge (thousand cubic meters per second) Discharge at Frankston and Wet Gulch 4 3.5 3 KEY Frankston Wet Gulch 2.5 2 1.5 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 Date in March, 1999 1. During how many days in March did the river at Wet Gulch and Frankston 2. Wet Gulch is downstream from Frankston. How might this account for the difference in discharge between the two towns after March 10? 3. Both cities were founded as farming communities during the 1800s on the floodplain. Describe the physical features of a floodplain, and hypothesize as to why people wanted to live on them. probably wanted to live on floodplains because they could farm the fertile soil 52 Chapter 9 Earth Science: Geology, the Environment, and the Universe Chapter Assessment Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. overflow its banks? Name CHAPTER Class 9 Date CHAPTER ASSESSMENT Applying Scientific Methods The table lists water quality measurements that were taken over a 40-year period at Lake Smith. Measurements included dissolved oxygen, pH, phosphate, nitrogen, the number of largemouth bass, and mosses and grasses. Dissolved oxygen is the measure of the amount of oxygen available to life-forms in the water. Largemouth bass is a common variety of fish found in healthy lakes. Mosses and grasses start to appear as the pH of the water becomes more acidic. Water Quality at Lake Smith 1950 1955 1960 1965 1970 1975 1980 1985 1990 Dissolved oxygen (parts per million, or ppm) 20 19 18 18 16 17 15 11 9 pH 7.6 7.2 7.1 7.0 6.8 6.8 6.5 6.1 5.8 Phosphate (ppm) 0.0 0.10 0.20 0.25 0.28 0.28 0.45 0.55 0.55 Nitrogen (ppm) 0.05 0.18 0.19 0.25 0.28 0.28 0.35 0.40 0.45 Largemouth bass 450 455 448 338 235 220 155 125 50 0 0 2 5 15 18 29 35 55 Mosses and grasses Answer the following questions. Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. 1. What is eutrophication? Did it occur at Lake Smith? Explain your answer. Chapter Assessment Chapter 9 Earth Science: Geology, the Environment, and the Universe 53 Name CHAPTER Class 9 Date CHAPTER ASSESSMENT Applying Scientific Methods, continued 2. After 1950, farmers in the Lake Smith area increased their use of fertilizers. Does the data support this statement? Explain your answer. 3. How do changes in phosphate, nitrogen, and dissolved oxygen content over time compare? Explain the changes that took place. Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. 4. What do you predict will happen to the lake in the next 40 years? 5. The table shows that the number of largemouth bass decreased as the number of mosses and grasses increased. From this data, can you conclude that the increase of mosses and grasses caused the largemouth bass population to decline? Explain your answer. 54 Chapter 9 Earth Science: Geology, the Environment, and the Universe Chapter Assessment Name Class 10 CHAPTER Date CHAPTER ASSESSMENT Groundwater Reviewing Vocabulary Write the word or phrase that best completes the statement. infiltration 1. Through the process of , much of the precipitation that falls on land becomes groundwater. 2. The percentage of pore space, or 3. The porosity , of well-sorted sand is about 30 percent. zone of saturation is an area below Earth’s surface that is completely saturated with water. 4. The upper boundary of the zone of saturation is the water table . 5. Materials, such as sand, with large, connected pores have a high permeability . aquifers 6. Most groundwater flow takes place through , which are Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. permeable layers of material. caves 7. Many are three-dimensional underground passages, shafts, and chambers that stretch for many kilometers. 8. Calcium carbonate deposits that hang from the ceiling of a cave are called stalactites . 9. Dripstone formations are composed of travertine , which is a type of limestone. 10. Localized natural discharges of groundwater at Earth’s surface are called springs Chapter Assessment . Chapter 10 Earth Science: Geology, the Environment, and the Universe 55 Name Class 10 CHAPTER Date CHAPTER ASSESSMENT Understanding Main Ideas (Part A) For each item in Column A, write the letter of the matching item in Column B. Column A c 1. Limestone regions with sinkholes and sinking streams a 2. Heated water discharged from the ground b 3. Water under pressure from a confined aquifer d 4. Major source of freshwater for human use Column B a. hot spring b. artesian well c. karst topography d. groundwater In the space at the left, write true if the statement is true; if the statement is false, change the italicized word or phrase to make it true. runoff 5. Only a small portion of precipitation becomes groundwater and is returned directly to the oceans through streams and rivers. slope dissolves 6. The depth of the water table in stream valleys is close to Earth’s surface. 7. The flow velocity of groundwater depends on the height of the water table. 8. Groundwater is slightly acidic and evaporates limestone. carbonic acid (H2CO3) 9. The combination of water (H2O) and carbon dioxide (CO2) produces true 10. Common sources of groundwater pollution include sewage and harmful hydrogen (H). Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. true chemicals. 56 Chapter 10 Earth Science: Geology, the Environment, and the Universe Chapter Assessment Name CHAPTER Class 10 Date CHAPTER ASSESSMENT Understanding Main Ideas (Part B) Answer the following questions. 1. What two things can happen to a raindrop after it falls on land? 2. What type of subsurface material is able to store groundwater? Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. 3. How are caves formed? 4. How do hard water and soft water differ? 5. How can groundwater resources be protected from pollution plumes? Chapter Assessment Chapter 10 Earth Science: Geology, the Environment, and the Universe 57 Name CHAPTER Class 10 Date CHAPTER ASSESSMENT Thinking Critically Use the diagram illustrating mineral size and porosity to help you answer the following questions. 1 millimeter Sample A Sample B 1. Describe the porosity and mineral size of Sample A and Sample B. Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. 2. Describe groundwater flow through the two samples. Explain your answer. 3. Which of the two samples has the greater permeability? Why? 58 Chapter 10 Earth Science: Geology, the Environment, and the Universe Chapter Assessment Name Class 10 CHAPTER Date CHAPTER ASSESSMENT Applying Scientific Methods You would like to build a house in a wooded area close to your school. Since city water is not available, you will need to drill a well. The well-drilling company you hired did test drillings to find a clean, accessible, and maintainable aquifer. After completing its work, the company gave you a map of four available drill sites, numbered 1, 2, 3, and 4. Use the illustration to make your analysis. Then answer the questions that follow. Factory Your house Well 1 Industrial waste Sewage Water table Rubble Well 2 Clay Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. Sandstone Clay Well 3 Limestone Clay Well 4 0 100 200 300 400 500 600 700 800 900 Limestone Shale 1000 1100 1200 1300 1400 1500 Meters Flow Rate in Meters Per Year Material Flow Rate Chapter Assessment Shale Clay Limestone Sandstone Rubble 0.5 0.01 100 50 200 Chapter 10 Earth Science: Geology, the Environment, and the Universe 59 Name CHAPTER Class 10 Date CHAPTER ASSESSMENT Applying Scientific Methods, continued 1. Compare and contrast wells 1, 2, and 3. Analyze the potential of each well for a clean, accessible, and maintainable water supply. 2. What is the potential for a clean, accessible, and maintainable water supply from well 4? Could there be a problem with the water? 3. Use the flow rate table to determine when the sewage from the broken septic tank 4. Use the flow rate table to determine when the industrial waste will contaminate the water in well 2. Is it possible that the waste could be made harmless before it reaches the well? 5. Which site has the best potential for your well? Explain your decision. 60 Chapter 10 Earth Science: Geology, the Environment, and the Universe Chapter Assessment Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. will contaminate the water in well 3. Name Class 11 CHAPTER Date CHAPTER ASSESSMENT Atmosphere Reviewing Vocabulary Match the definition in Column A with the term in Column B. Column A e Column B 1. The temperature to which air must be cooled at constant pressure to reach saturation c 2. The gas formed by adding a third oxygen atom to an oxygen molecule a 3. Heat that is stored in a substance b 4. An air mass’s ability to resist rising f 5. All forms of water that fall from clouds d 6. The transfer of energy through space by a. latent heat b. stability c. ozone d. radiation e. dew point f. precipitation electromagnetic waves Compare and contrast each pair of related terms. Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. 7. heat, temperature 8. humidity, relative humidity 9. condensation, evaporation 10. conduction, convection Chapter Assessment Chapter 11 Earth Science: Geology, the Environment, and the Universe 61 Name Class 11 CHAPTER Date CHAPTER ASSESSMENT Understanding Main Ideas (Part A) In the space at the left, write true if the statement is true; if the statement is false, change the italicized word or phrase to make it true. nitrogen 1. The atmosphere is composed mostly of helium and oxygen, with traces of other gases such as carbon dioxide and water vapor. ozone 2. The stratosphere is important because it contains nitrogen, which blocks harmful ultraviolet radiation from the Sun. true 3. Both temperature and pressure generally decrease with height in the troposphere. humidity 4. The amount of water vapor in a given volume of air is its relative humidity. true 5. The height in the atmosphere at which condensation occurs is the lifted condensation level. increase 6. A temperature inversion is a decrease in temperature with height in the atmosphere. Circle the letter of the choice that best completes the statement or answers the question. Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. 7. Condensation nuclei are particles of atmospheric dust around which a. ozone collects. c. evaporation occurs. b. cloud droplets form. d. winds form. 8. In orographic lifting, clouds form when moist winds a. flow over the sea. c. encounter mountains. b. become drier. d. warm up the ground. 9. Cloud droplets collide to form larger droplets in a process called a. coalescence. c. condensation. b. convection. d. composition. 10. What is the constant movement of water between the atmosphere and Earth’s surface? a. precipitation cycle c. cloud cycle b. water cycle d. atmosphere cycle 62 Chapter 11 Earth Science: Geology, the Environment, and the Universe Chapter Assessment Name CHAPTER Class 11 Date CHAPTER ASSESSMENT Understanding Main Ideas (Part B) Answer the following questions. 1. Compare and contrast cumulus and cirrus clouds. 2. What is moving air called? Why does air move in the atmosphere? 3. Explain how a temperature inversion might form on a clear winter night. Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. 4. A temperature inversion hangs over a city area. Is the formation of a towering cumulonimbus cloud likely? Explain your answer. 5. Compare and contrast the troposphere and the stratosphere. Chapter Assessment Chapter 11 Earth Science: Geology, the Environment, and the Universe 63 Name CHAPTER Class 11 Date CHAPTER ASSESSMENT Thinking Critically Use the graph to answer the following questions. Atmospheric pressure (millibars) 120 Altitude above sea level (kilometers) 110 100 0 200 400 600 800 1000 Temperature Pressure Thermosphere 90 80 Mesopause 70 Mesosphere 60 Stratopause 50 Stratosphere 40 Tropopause 30 Ozone layer 20 Troposphere 10 0 (Sea level) 80 40 0 40 80 120 Temperature (C) Pressure 1000 millibars at ground level Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. 1. Do air pressure and temperature change in the same way with altitude? Explain your answer. 2. Describe the temperature changes that take place in each layer of the atmosphere. 3. Why does temperature increase with height in the stratosphere? 64 Chapter 11 Earth Science: Geology, the Environment, and the Universe Chapter Assessment Name CHAPTER Class 11 Date CHAPTER ASSESSMENT Applying Scientific Methods A group of students decided to make a simple model of the atmosphere. To create their model, they used a clean glass jar, hot water, and a tray of ice cubes. The students poured hot water into the jar to a level of about 4 cm. They then filled a small metal container with ice cubes and placed it over the jar’s opening, as shown in the illustration below. Within a few seconds, the students observed white ribbons of mist forming in the center of the jar. Soon a larger white, misty area had formed inside the jar between the surface of the water and the jar’s opening. Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. Answer the following questions. 1. What formed inside the jar? Explain how it formed. 2. How does the temperature of the air in the model atmosphere vary with height? Explain your answer. Chapter Assessment Chapter 11 Earth Science: Geology, the Environment, and the Universe 65 Name CHAPTER Class 11 Date CHAPTER ASSESSMENT Applying Scientific Methods, continued 3. How might the results have been different if the tray and ice had not been placed over the opening of the jar? 4. How might the results have been different if students had put cold water in the bottom of the jar instead of hot water? 5. Based on your knowledge of cloud formation, compare the model with the Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. formation of clouds in Earth’s atmosphere. 6. Describe how you would change the design of the model to create a continuous water cycle. Explain how water would cycle through the new model. 66 Chapter 11 Earth Science: Geology, the Environment, and the Universe Chapter Assessment Name CHAPTER Class 12 Date CHAPTER ASSESSMENT Meteorology Reviewing Vocabulary Compare and contrast each pair of related terms. 1. weather, climate 2. trade winds, prevailing westerlies Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. 3. air mass, front 4. thermometer, barometer 5. anemometer, hygrometer 6. digital forecast, analog forecast Chapter Assessment Chapter 12 Earth Science: Geology, the Environment, and the Universe 67 Name CHAPTER Class 12 Date CHAPTER ASSESSMENT Understanding Main Ideas (Part A) Circle the letter of the choice that best completes the statement. 1. Low-pressure systems that heavily influence weather in the middle latitudes are a. polar easterlies. c. air masses. b. wave cyclones. d. warm fronts. 2. A weather instrument that measures the height of clouds and estimates the amount of cloud cover is a(n) a. hygrometer. b. anemometer. c. ceilometer. d. barometer. 3. A balloon-borne package of sensors that gathers upper-level temperature, air pressure, and humidity is a. a radiosonde. b. a satellite. c. a hygrometer. d. Doppler radar. 4. The change in wave frequency of energy as it moves toward or away from an observer is the a. Coriolis effect. b. Doppler effect. c. convergence effect. d. radar effect. Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. 5. Polar and tropical regions maintain fairly constant average temperatures because a. the Sun always strikes these regions at the same angle. b. air masses remain stationary near the poles and equator. c. Earth radiates extra energy back into space. d. the continual motion of air and water reallocates heat energy throughout Earth. 6. Differences in thermal energy can be detected with a. ultraviolet imagery. c. infrared imagery. b. visible light. d. sonar imagery. 7. A record of weather data for a particular site at a particular time is a(n) a. station model. c. isopleth model. b. topographic map. d. climate map. 8. Lines on a map that connect points of equal or constant values are a. boundaries. c. fronts. b. isopleths. d. station models. 9. The exchange of heat or moisture with the surface over which an air mass travels is known as a. intertropical convergence. b. air mass modification. 68 c. occlusion. d. air mass exchange. Chapter 12 Earth Science: Geology, the Environment, and the Universe Chapter Assessment Name CHAPTER Class 12 Date CHAPTER ASSESSMENT Understanding Main Ideas (Part B) Answer the following questions. 1. Explain how air masses form, and how they help redistribute energy on Earth’s surface. 2. Describe the formation and location of jet streams. Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. 3. Identify the four types of fronts and the weather conditions associated with each one. 4. Compare and contrast a continental polar air mass and a maritime tropical air mass. 5. What problems are associated with long-term weather forecasts? Chapter Assessment Chapter 12 Earth Science: Geology, the Environment, and the Universe 69 Name CHAPTER Class 12 Date CHAPTER ASSESSMENT Thinking Critically Answer the following questions. 1. You examine two weather maps of your area for two different days. One map shows isobars that are closely spaced; the other shows isobars that are far apart. Predict the difference in weather conditions for those days. 2. How would Earth’s wind systems be different if the whole planet were heated equally? 3. Your town is experiencing a drought in which the weather has been hot and dry for 4. There are six weather instruments collecting weather data in a city you are about to visit: an anemometer, a barometer, a ceilometer, a hygrometer, a radiosonde, and a thermometer. You need information that will allow you to dress properly when you arrive. You can have the data from just three of the instruments. Which ones would you pick and why? 5. Explain how infrared imagery has the potential to save lives. 70 Chapter 12 Earth Science: Geology, the Environment, and the Universe Chapter Assessment Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. weeks. Infer which type of pressure system is stalled over the area. Explain your answer. Name CHAPTER Class 12 Date CHAPTER ASSESSMENT Applying Scientific Methods A meteorology class has set up a small weather station outside of school. It has a few simple instruments: a thermometer, a barometer, a rain gauge to measure rainfall, and a hygrometer. The students took measurements with the instruments once a day for a week. They then filled in the chart below. The barometer broke, so they were not able to finish collecting air-pressure data. Use the chart and what you know about weather systems and weather forecasting to answer the following questions. Mon Tue Wed Thurs Fri Sat Sun 23.3 22.2 22.2 15.6 16.7 16.7 17.8 0 0 3.31 0 0 0 0 Relative humidity 40% 60% 100% 80% 60% 50% 40% Air pressure (mb) 1000 998 — — — — — Average temperature ( C) Rainfall (cm) 1. A cold front passed through the students’ city during the week. Showers occur at Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. fronts. On which day did the front pass through? 2. What evidence does the data provide of the arrival of the front? Give two examples. 3. The students did not record cloud cover data. If they had, what would their observations have been as the front arrived? Chapter Assessment Chapter 12 Earth Science: Geology, the Environment, and the Universe 71 Name CHAPTER Class 12 Date CHAPTER ASSESSMENT Applying Scientific Methods, continued 4. Low-pressure systems are associated with clouds and precipitation. If the students’ barometer had continued to work, would the air pressure reading for Wednesday have been higher or lower than the one for Tuesday, when the weather was clearer? 5. Given the relative humidity on Thursday, would you expect clear or cloudy skies? 6. Would the students be able to make an accurate digital forecast based on the data they have collected? Explain your answer. 7. Use the data in the chart to make an analog forecast of the weather for the Monday Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. following the last day in the chart. Explain your answer. 72 Chapter 12 Earth Science: Geology, the Environment, and the Universe Chapter Assessment Name CHAPTER Class 13 Date CHAPTER ASSESSMENT The Nature of Storms Reviewing Vocabulary Compare and contrast each pair of related terms. 1. air-mass thunderstorm, frontal thunderstorm Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. 2. supercell, downburst 3. Fujita tornado intensity scale, Saffir-Simpson hurricane scale 4. tornado, tropical cyclone 5. eye, eyewall Chapter Assessment Chapter 13 Earth Science: Geology, the Environment, and the Universe 73 Name Class CHAPTER 13 Date CHAPTER ASSESSMENT Understanding Main Ideas (Part A) Circle the letter of the choice that best completes the statement or answers the question. 1. A mound of water driven toward coastal areas by hurricane winds is called a a. cyclone. c. storm surge. b. supercell. d. cold front. 2. An extended period of well-below-normal rainfall is a a. flood. c. heat wave. b. drought. d. tropical cyclone. 3. The phenomenon in which the effects of cold air are worsened by wind is the a. supercell. c. wind chill factor. b. sea breeze. d. cold wave. 4. Which of the following conditions does NOT contribute to the formation of hail? a. the ability of water droplets to exist in a liquid state in parts of a cloud where the temperature is below freezing b. the encounter between supercooled water droplets and ice pellets c. the dissipation of warm, moist air at Earth’s surface by downdrafts d. the existence of strong updrafts and downdrafts side by side within a cloud 5. The conditions needed for the towering clouds of thunderstorms to develop include: very low humidity ✓ strong winds ✓ unstable air large area of high air pressure abundant moisture 6. The dangers associated with severe thunderstorms include: ✓ ✓ lightning tornadoes thunder ✓ ✓ ✓ hail high winds flooding drought 7. Places where a tropical cyclone is most likely to develop include: Arctic Ocean ✓ 74 ✓ tropical Pacific Ocean Chapter 13 Earth Science: Geology, the Environment, and the Universe tropical Atlantic Ocean central United States Chapter Assessment Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. Put a check next to the correct responses to each question. Name CHAPTER Class 13 Date CHAPTER ASSESSMENT Understanding Main Ideas (Part B) Answer the following questions. 1. Describe the life cycle of a thunderstorm. Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. 2. What makes some thunderstorms more severe than others? 3. Explain how a hurricane forms. 4. Describe the weather pattern that causes droughts, and explain how it is similar to the weather pattern that causes a heat wave. Chapter Assessment Chapter 13 Earth Science: Geology, the Environment, and the Universe 75 Name CHAPTER Class 13 Date CHAPTER ASSESSMENT Thinking Critically Answer the following questions. 1. A community in Texas broadcasts public service announcements on tornado safety. Would the broadcasts be more effective right before winter, spring, summer, or fall? Explain your answer. 2. Could a hurricane form over the northern Atlantic, off the eastern coast of Canada? Explain your answer. v 3. Why are people who live along the coast or other low-lying areas often in more danger from hurricanes than people who live inland? Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. 4. A Category 4 hurricane has just become a Category 5. Explain what has happened to air pressure in the storm and the strength of its winds. 5. Could the atmospheric conditions that cause a drought also cause the formation of a supercell? Explain your answer. 6. Why do weather forecasters often report the wind chill factor in winter? 76 Chapter 13 Earth Science: Geology, the Environment, and the Universe Chapter Assessment Name CHAPTER Class 13 Date CHAPTER ASSESSMENT Applying Scientific Methods Table 1 shows the effect on water level of a strong thunderstorm moving through the Green River area. The normal level of Green River at Wilson Bend is about 3 m. Three houses are located near the bank of the river along Wilson Bend. Their elevations are shown in Table 2. Table 1: Water Level at Wilson Bend, Green River Time Water Level (m) 10:00 A.M. 11:00 A.M. NOON 1:00 P.M. 2:00 P.M. 3:00 P.M. 3 3.1 3.4 4.0 5.0 5.2 Table 2 House Elevation (m) X 8.0 Y 3.5 Z 4.0 Answer the following questions. Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. 1. What general effect did the thunderstorm have on the river level? 2. By what time did the river rise 0.4 meters above its normal level? 3. How high above its normal level did the river rise by 3:00 P.M.? 4. Which houses most likely flooded as a result of the storm? Explain your answer. Chapter Assessment Chapter 13 Earth Science: Geology, the Environment, and the Universe 77 Name CHAPTER Class 13 Date CHAPTER ASSESSMENT Applying Scientific Methods, continued 5. The thunderstorm was moving over the area at about 3 km/h. How would the weather and its effects on the area have been different if the storm had moved over the area at 7 km/h? Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. 6. Why is the accurate forecasting of storms such as this one important? 78 Chapter 13 Earth Science: Geology, the Environment, and the Universe Chapter Assessment Name Class 14 CHAPTER Date CHAPTER ASSESSMENT Climate Reviewing Vocabulary Compare and contrast each pair or group of related terms. 1. climate, normal 2. tropics, temperate zones, polar zones Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. 3. microclimate, heat island 4. greenhouse effect, global warming Match the definition in Column A with the term in Column B. Column A c Column B 5. The study of Earth’s climate and the factors that affect past, present, and future climate changes a 6. A short-term period of climatic change caused by regular variations in daylight, temperature, and weather patterns b 7. Period when much of Earth’s surface was covered by vast a. season b. ice age c. climatology d. El Niño sheets of ice d 8. A warm ocean current that develops off the west coast of South America Chapter Assessment Chapter 14 Earth Science: Geology, the Environment, and the Universe 79 Name Class CHAPTER 14 Date CHAPTER ASSESSMENT Understanding Main Ideas (Part A) In the space at the left, write true if the statement is true; if the statement is false, change the italicized word to make it true. true 1. The Koeppen classification system classifies climate based on mean monthly values of temperature and precipitation. south 2. One of the effects of El Niño is that the jet stream shifts farther north. sunspot 3. The Maunder minimum is a period of very low precipitation activity that closely corresponded to an unusually cold climatic episode. Circle the letter of the choice that best completes the statement. 4. Types of climate data include annual variations in temperature, precipitation, and a. air pollution. c. wind. b. water cycle. d. topography. 5. Two climates that are at the same latitude may be different because of a. bodies of water. c. Earth’s magnetic field. b. distance from the poles. d. soil type. 6. When moist winds approach a mountain, they often drop rain as they rise over the Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. mountain, and come down the other side of the mountain much a. cooler and drier. c. warmer and drier. b. cooler and wetter. d. warmer and wetter. 7. The climatic zone that receives the least solar radiation and has the coldest climate is the a. polar zone. b. tropical zone. 80 c. equatorial zone. d. temperate zone. Chapter 14 Earth Science: Geology, the Environment, and the Universe Chapter Assessment Name CHAPTER Class 14 Date CHAPTER ASSESSMENT Understanding Main Ideas (Part B) Answer the following questions. 1. How can the periodic change in the shape of Earth’s orbit cause a change in climate? 2. Compare and contrast a continental and a polar climate. 3. List several natural cycles that could cause climatic change on Earth. 4. Explain how a huge volcanic eruption can cause a change in Earth’s climate. Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. Describe the change. 5. Explain how the greenhouse effect influences Earth’s climate. 6. List two major reasons for climate variation. Chapter Assessment Chapter 14 Earth Science: Geology, the Environment, and the Universe 81 Name CHAPTER Class 14 Date CHAPTER ASSESSMENT Thinking Critically Answer the following questions. 1. Why would knowing the climate of an area be important for architects? Explain your answer. 2. Explain how an area in the tropics might typically experience abundant snowfall. Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. 3. Why can’t you use normals to predict the daily weather? 4. How would seasonal climatic changes be different if Earth were not tilted on its axis? 5. How might taking a bus instead of driving a car help ease global warming? 6. Why might temperature data recorded inside a large city be inaccurate for a rural region located just a few kilometers outside the city? 82 Chapter 14 Earth Science: Geology, the Environment, and the Universe Chapter Assessment Name Class 14 CHAPTER Date CHAPTER ASSESSMENT Applying Scientific Methods Average temperature (C) Average precipitation (cm) 50 40 30 20 10 0 10 20 City X Data 80 70 60 50 40 30 20 10 J Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. 90 City X Data F M A M J J A S O N D Month J F M A M J J A S O N D Month 90 City Y Data 50 Average precipitation (cm) Average temperature (C) The graphs below compare the annual average temperature and precipitation of two cities, City X and City Y. Use them to answer the questions that follow. 40 30 20 10 0 10 20 City Y Data 80 70 60 50 40 30 20 10 J F M A M J J A S O N D Month J F M A M J J A S O N D Month 1. Describe the temperature and precipitation for City X. 2. Based on the yearly data, classify the climate of City X. Explain your answer. 3. Based on your answer to question 2, on what part of Earth’s surface is City X probably located? Chapter Assessment Chapter 14 Earth Science: Geology, the Environment, and the Universe 83 Name CHAPTER Class 14 Date CHAPTER ASSESSMENT Applying Scientific Methods, continued 4. Describe the temperature and precipitation at City Y. 5. Based on the yearly data, classify the climate of City Y. Explain your answer. 6. If graphs were to show temperature and precipitation for a city in a dry climate, how would the data differ? 7. In which climate would City Y be located if its average yearly temperature was below 0C Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. and its annual precipitation was less than 2 cm? Explain your answer. 8. Contrast the vegetation you might find in or around City X and City Y. 84 Chapter 14 Earth Science: Geology, the Environment, and the Universe Chapter Assessment Name Class CHAPTER 15 Date CHAPTER ASSESSMENT Physical Oceanography Reviewing Vocabulary For each item in Column A, write the letter of the matching item in Column B. Column A Column B d 1. Measure of the amount of dissolved salts in seawater a. oceanography k 2. Periodic rise and fall of sea level b. side-scan sonar b 3. Technique that directs sound waves toward the ocean c. sea level floor at an angle to map its topographic features m 4. Current caused by wind e. temperature profile j 5. Collapsing wave e 6. Set of data that plots changing water temperature f. with depth thermocline g. wave i 7. Lowest point of a wave h. crest l 8. Current caused by differences in the temperature i. trough j. breaker and salinity of ocean water h Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. d. salinity 9. Highest point of a wave k. tide a 10. Scientific study of Earth’s oceans l. c 11. Level of the ocean’s surface m. surface current n 12. Upward motion of ocean water n. upwelling g 13. Rhythmic movement that carries energy density current through matter f 14. Transitional layer of the ocean characterized by rapidly decreasing temperatures with depth Chapter Assessment Chapter 15 Earth Science: Geology, the Environment, and the Universe 85 Name Class CHAPTER 15 Date CHAPTER ASSESSMENT Understanding Main Ideas (Part A) In the space at the left, write the word or phrase in parentheses that makes the statement correct. volcanism 1. The mechanism by which water deep within Earth’s interior is brought to the surface is (radiation, volcanism). freshwater 2. The oceans contain 97 percent of Earth’s water, and (saltwater, freshwater) sources contain 3 percent. melting 3. Today, the (melting, thickening) of glaciers is causing a slow rise in the average global sea level. landlocked 4. Seas are smaller than oceans and are partly or mostly (landlocked, submerged). ions 5. Dissolved salts, gases, and nutrients are present in seawater in the form of (organic material, ions). removed from 6. As marine organisms die, their solid parts drift to the bottom of the ocean, causing salts to be (added to, removed from) seawater. lower 7. The freezing point of salt water is somewhat (higher, lower) than that of freshwater. 100 m 8. Oceans are dark below the depth of about (1000 m, 100 m). thermocline 9. The surface layer and the (bottom layer, thermocline) Antarctic Bottom Water Moon Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. are absent in polar seas. 10. The coldest and densest water mass in all the oceans is (Antarctic Bottom Water, North Atlantic Deep Water). 11. Earth’s tidal bulges are always aligned with the (Sun, Moon). gyres 12. Closed, circular surface current systems are called (density currents, gyres). nutrients 13. Upwelling waters bring (warm water, nutrients) to the ocean’s surface. 86 Chapter 15 Earth Science: Geology, the Environment, and the Universe Chapter Assessment Name CHAPTER Class 15 Date CHAPTER ASSESSMENT Understanding Main Ideas (Part B) Describe the concept or process that is shown in each diagram. 1. Absorption of Light Visible light V BGYO R Surface of ocean 50 m 100 m 150 m Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. 2. Cause of Tides 3. Sources of Sea Salt Volcano River discharge Formation of evaporites Sea Biological spray processes Bottom sediments Chemical reactions Chapter Assessment Chapter 15 Earth Science: Geology, the Environment, and the Universe 87 Name Class 15 CHAPTER Date CHAPTER ASSESSMENT Thinking Critically Use the diagram of Earth’s gyres to answer the following questions. nt re ur y Current n ar N. Equatorial Current E South Atlantic Gyre rre nt Cu S. Equatorial Current rial Countercur ren ato qu t S. Equatorial Current Indian Ocean Gyre Agulhas t ur re n Br az il C South Pacific Gyre ela Current ngu Be E. Aus tra li a n C Per u t rren Cu Tropic of Capricorn S. Equatorial Current ti c Equatorial Countercurrent Equatorial Countercurrent nt rre Cu an Ca North Pacific Gyre N. Equatorial Current 0° Equator tl th A G A O Cu y rr N or m ea Str ulf North Atlantic Gyre N. Equatorial Current Cal Curriefornia nt n E Cu . G r e Curre ka las N. Pacific C urrent oshio Kur rrent Cu Tropic of Cancer nt h io as ent nt Japan la en re nt e r r Cur or Korea d Lab ra d Arctic Circle Antarctic Circumpolar Current Antarctic Circumpolar Current 120° E 150° E 180° 150° W 120° W 90° W 60° W 30° W 0° W 30° E 60° E 90° E 120° E Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. Antarctic Circle 1. What might be the course of the South Atlantic Gyre if Africa did not exist? 2. How might the absence of South America affect the size and course of the South Atlantic and South Pacific gyres? 3. What would be the likely effect on the currents near Japan and Korea if the prevailing midlatitude winds blew from east to west instead of west to east? 88 Chapter 15 Earth Science: Geology, the Environment, and the Universe Chapter Assessment Name CHAPTER Class 15 Date CHAPTER ASSESSMENT Applying Scientific Methods Your Earth science class is conducting an experiment to determine the salt concentrations in an estuary, a place where a freshwater river flows into the salty seawater of an ocean. You have been told that in the inland portion of an estuary, the less-dense river water overrides the denser seawater. You have collected seven samples of water from different locations in the estuary. You have also collected a sample of pure river water and a sample of pure seawater. You make concentrated samples by boiling each estuary sample until it is reduced to 250 mL. Then you fill seven test tubes halfway with each concentrated sample. Next, you make reference samples in seven more test tubes. The table shows the contents of each reference test tube. Reference Samples Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. Study the illustration and table and answer the questions that follow. Test Tube Percentage of River Water Percentage of Seawater 1 100 0 2 80 20 3 60 40 4 50 50 5 40 60 6 20 80 1. Knowing that river water is usually brownish in color and seawater is clear, how could you use the river water/seawater samples to determine the composition of the estuary water samples? 2. Would the method described in question 1 provide a precise measurement of the ratio of river water to seawater in the estuary samples? Why or why not? Chapter Assessment Chapter 15 Earth Science: Geology, the Environment, and the Universe 89 Name CHAPTER Class 15 Date CHAPTER ASSESSMENT Applying Scientific Methods, continued 3. What property of seawater might you use to determine the actual ratio of river water to seawater in the estuary samples? Explain your answer. 4. Would you expect the concentration of salt to be the same or different in each estuary sample? Explain your answer. Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. 5. How might estuary samples taken from deep water affect your results? 90 Chapter 15 Earth Science: Geology, the Environment, and the Universe Chapter Assessment Name CHAPTER Class 16 Date CHAPTER ASSESSMENT The Marine Environment Reviewing Vocabulary Circle the letter of the choice that best completes the statement. 1. The bending of wave crests as they reach shallow water is a. a longshore current. b. wave refraction. c. a rip current. d. erosion. 2. The submerged parts of continents are called a. continental shelves. b. continental slopes. c. continental crust. d. continental margins. 3. A rapid, flowing current along the bottom of the ocean is a(n) a. longshore current. b. rip current. c. estuary. d. turbidity current. 4. The smooth part of the ocean floor at 5 or 6 km below sea level is the a. mid-ocean ridge. b. deep-sea trench. c. abyssal plain. d. continental rise. 5. As a headland is eroded, the flat surface formed is called a a. wave-cut platform. b. sea stack. c. sea cave. d. barrier island. Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. Compare and contrast each pair of related terms. 6. longshore bar, longshore current 7. ooze, deep-sea mud 8. seawalls, groins Chapter Assessment Chapter 16 Earth Science: Geology, the Environment, and the Universe 91 Name Class CHAPTER 16 Date CHAPTER ASSESSMENT Understanding Main Ideas (Part A) Write the term that best completes the statement. abyssal plains barrier islands beach erosion hydrothermal vent ooze turbidity currents 1. Barrier islands are long ridges separated from the mainland and are made of sediment deposited by longshore currents. 2. Seawalls, groins, jetties, and breakwaters are built to prevent 3. Abyssal plains beach erosion . are perhaps the flattest places on Earth and are covered with hundreds of meters of fine-grained sediments and sedimentary rocks. 4. Deep-sea sediments formed by shells and hard parts of marine organisms are ooze called . 5. Submarine canyons are formed by turbidity currents . 6. A hole in the seafloor through which fluid heated by magma erupts is a(n) hydrothermal vent . sedimentation Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. In the space at the left, write true if the statement is true; if the statement is false, change the italicized word or phrase to make it true. 7. Once a seafloor structure, such as a seamount, is formed, the only process that modifies it is erosion. hydrothermal vents 8. Black and white smokers are submerged basalt volcanoes. true 9. The area where a freshwater river or stream enters the ocean is an estuary. true 10. A ridge of sand called a tombolo connects an island to the mainland to form the tip of a peninsula. 92 Chapter 16 Earth Science: Geology, the Environment, and the Universe Chapter Assessment Name Class 16 CHAPTER Date CHAPTER ASSESSMENT Understanding Main Ideas (Part B) Write the letter of the effect in the second column next to the action that causes it in the first column. Cause Effect b 1. Melting ice-age glaciers a. submarine canyons e 2. Rising coastline b. rise in sea level a 3. Rapidly flowing turbidity currents c. turbidity currents c 4. Underwater landslides, earthquakes, or d. harbor entrance closes large storm waves d e. drop in sea level 5. Sand drifting around jetties Write the terms to complete the network tree concept map. abyssal plain warm water volcanic activity fractures mid-ocean ridges deep-sea trench black smoker hydrothermal vent Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. Ocean Basin smooth ocean floor prominent feature of ocean floor narrow, long depressions in ocean floor abyssal plain 6. ____________________ mid-ocean ridges 7. ____________________ deep-sea trench 8. ____________________ hydrothermal fractures 10. ___________________ vent 9. ____________________ black smoker 11. _________________ white smoker metal oxides and sulfides warm water 13. _________________ Chapter Assessment earthquake activity volcanic activity 12. _______________ Chapter 16 Earth Science: Geology, the Environment, and the Universe 93 Name CHAPTER Class 16 Date CHAPTER ASSESSMENT Thinking Critically Answer the following questions. 1. Researchers find that sediments along the ocean bottom seem to be sorted by size. Coarse gravel and sand are found close to shore. Fine particles are deposited at a greater distance from shore. What can you infer about the movement of sediments from these observations? 2. What observations support the fact that turbidity currents help form the topography of the seafloor? 3. How would the data in this graph change if the polar ice sheets melted? Surface Elevations on Earth Land 29.2% 8 6 Ocean 70.8% Mountains 4 2 Ocean surface Sea level 0 Average elevation of continents 840 m (2750 ft) Continents 2 Depth (km) Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. Elevation (km) 10 Trenches Continental margins 4 6 Average depth of ocean 3730 m (2.32 mi) Ocean basins 8 10 0 20 40 60 80 100 Percentage of Earth's surface 94 Chapter 16 Earth Science: Geology, the Environment, and the Universe Chapter Assessment Name CHAPTER Class 16 Date CHAPTER ASSESSMENT Applying Scientific Methods Research has shown that the temperature of the ocean varies with ocean depth. Use data from the table and graph to help you with the activities that follow. Ocean depth (m) 100 200 300 400 500 600 700 800 900 1000 1100 1200 Water temperature (°C) 23 23 23 15 5.5 5 5 5 5 4.5 4.5 4 Water temperature (°C) 25 20 15 Co n m tine ar n gi ta n l 10 5 0 100 200 300 400 500 600 700 800 900 1000 1100 1200 Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. Ocean depth (m) 1. Describe the relationship between water temperature and ocean depth. 2. Formulate a hypothesis to explain why water temperature decreases as water depth increases. Chapter Assessment Chapter 16 Earth Science: Geology, the Environment, and the Universe 95 Name CHAPTER Class 16 Date CHAPTER ASSESSMENT Applying Scientific Methods, continued 3. Plan an experiment to prove your hypothesis. Your plan should include variables, controls, and expected results. 4. Once the cause of the temperature difference has been identified, researchers may Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. want to determine what effect, if any, the temperature difference has on ocean organisms. Suggest questions or phenomena that might be investigated. 5. Which question or phenomenon that you wrote for question 3 would you like to investigate? Why? 96 Chapter 16 Earth Science: Geology, the Environment, and the Universe Chapter Assessment Name Class 17 CHAPTER Date CHAPTER ASSESSMENT Plate Tectonics Reviewing Vocabulary Write the term that best completes the statement. continental drift magnetic reversal divergent boundaries transform boundaries Slab pull 1. 2. Wegener’s hypothesis of magnetometer seafloor spreading rift valley convection paleomagnetism theory of plate tectonics convergent boundaries subduction Pangaea isochron slab pull ridge push is a process that occurs at convergent boundaries. continental drift stated that Earth’s continents had once been joined as a single landmass. 3. The study of Earth’s magnetic record is known as paleomagnetism . 4. A map line connecting points that have the same age is a(n) theory of plate tectonics 5. The isochron . states that Earth’s crust and rigid upper mantle are Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. broken into enormous slabs called plates that move slowly over Earth’s surface. 6. 7. Transform boundaries Ridge push are places where plates slide horizontally past each other. is a process whereby the weight of an uplifted ocean ridge pushes an oceanic plate toward a subduction zone. convection 8. The transfer of thermal energy by the movement of heated matter is 9. Places where plates move apart are 10. Subduction divergent boundaries . occurs when one tectonic plate descends beneath another. 11. Earth’s continents were once joined as a single landmass called 12. A(n) magnetometer 13. The theory of . Pangaea . detects small changes in Earth’s magnetic field. seafloor spreading explains how new ocean crust is created at ocean ridges and destroyed in deep-sea trenches. 14. Plates come together at convergent boundaries . 15. A long, narrow, fault-bounded, continental depression is a(n) 16. A change in Earth’s magnetic field is called a(n) Chapter Assessment rift valley . magnetic reversal . Chapter 17 Earth Science: Geology, the Environment, and the Universe 97 Name CHAPTER Class 17 Date CHAPTER ASSESSMENT Understanding Main Ideas (Part A) Circle the letter of the choice that best completes the statement or answers the question. 1. Many early mapmakers thought Earth’s continents had moved based on a. plate boundary locations. c. climatic data. b. fossil evidence. d. matching coastlines. 2. Continental drift was not widely accepted when it was first proposed because a. Wegener couldn’t explain why or how the continents moved. b. continental landmasses were too big to move slowly over Earth’s surface. c. magnetic and sonar data proved that Wegener’s hypothesis was incorrect. d. mantle convection currents weren’t in motion at that time. 3. Compared to ocean crust near deep-sea trenches, crust near ocean ridges is a. younger. c. the same age. b. older. d. magnetically reversed. 4. The magnetic pattern of ocean-floor rocks on one side of an ocean ridge is a. a mirror image of that of the other side. b. younger than on the other side. c. much different from the magnetic pattern found in rocks on land. d. at right angles to the ocean ridge. Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. 5. Isochron maps of the seafloor indicate that ocean crust is a. oldest near ocean ridges. c. youngest near ocean ridges. b. youngest at deep-sea trenches. d. thinnest in subduction zones. 6. Each cycle of spreading and intrusion of magma during seafloor spreading results in a. magnetic reversals. c. subduction. b. new ocean crust. d. plates colliding. 7. Features found at divergent boundaries include a. ocean ridges. b. deep-sea trenches. c. crumpled mountains. d. island arc volcanoes. 8. Subduction results in the formation of a. a deep-sea trench. b. a magnetic reversal. c. a rift valley. d. new continental crust. 9. Continental-continental plate collisions produce a. island arcs. c. deep-sea trenches. b. rift valleys. d. very tall mountain ranges. 10. Crust is neither destroyed nor formed along which of the following boundaries? a. convergent c. transform b. divergent d. magnetic 11. The driving forces of tectonic plates are related to convection currents in Earth’s a. crust. c. inner core. b. mantle. d. outer core. 98 Chapter 17 Earth Science: Geology, the Environment, and the Universe Chapter Assessment Name Class 17 CHAPTER Date CHAPTER ASSESSMENT Understanding Main Ideas (Part B) Match each letter that appears on the diagram with the appropriate feature below. Then answer the questions. D 1. Subduction zone A 2. Rift valley C 3. Volcanoes B 4. Highly-folded mountains C B A Y Continental crust Continental crust R X Continental crust D Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. Mantle Y S Oceanic crust 5. Where is the divergent boundary? Mark its position on the diagram with the letter X. 6. Locate the convergent plate boundaries and mark them with the letter Y. 7. Where is the process of ridge push occurring? Mark this area with the letter R. 8. Where is the process of slab pull taking place? Mark this area with the letter S. 9. Draw arrows to show the direction of flow of convection currents beneath the plates. Chapter Assessment Chapter 17 Earth Science: Geology, the Environment, and the Universe 99 Name Class CHAPTER 17 Date CHAPTER ASSESSMENT Thinking Critically Answer the following questions. 1. Even Alfred Wegener acknowledged that the apparent fit of continents or “matching” of continental coastlines was crude at best. Propose an explanation for this inexact fit. 2. Evolution is adaptation, or change, of organisms in response to environmental Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. changes. The theory of evolution states that similar organisms evolved from a common ancestor. Scientists hypothesize that marsupials like koalas and kangaroos, which are native only to Australia, evolved from the same ancestor as the marsupials known as opossums, which are native to North and South America. Does the theory of plate tectonics support the theory of evolution in this case? Explain your answer. 3. About 200 million years ago, extensive tropical swamps existed in North America. At the same time, glaciers covered southern Africa, southeastern South America, much of India, portions of Australia, and nearly all of Antarctica. How does this information support Wegener’s idea of continental drift? 100 Chapter 17 Earth Science: Geology, the Environment, and the Universe Chapter Assessment Name Class CHAPTER 17 Date CHAPTER ASSESSMENT Applying Scientific Methods Scientists have studied the motions of Earth’s tectonic plates and recorded many of their findings as maps. Based on the assumption that the direction and rate of plate movement taking place today will continue for the next 50 million years, researchers have made predictions about the world’s future geography. The results of those predictions are presented in the diagram below, which shows the configuration of the continents 50 million years from the present. The shaded areas of the diagram represent the present positions of the continents. 80° North American Plate 60° Eurasian Plate 40° 20° African Plate 120° 80° South American Plate 40° 0° 40° 120° 160° 20° 40° Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. 80° Indian Plate Madagascar Plate Australian Plate 60° 80° Antarctic Plate Answer the following questions. 1. In which compass direction have North and South America moved in relation to Africa? 2. How does the size of the future Atlantic Ocean compare with its present size? Chapter Assessment Chapter 17 Earth Science: Geology, the Environment, and the Universe 101 Name Class CHAPTER 17 Date CHAPTER ASSESSMENT Applying Scientific Methods, continued 3. What will probably happen to Australia if the plate upon which it sits continues to move in the direction shown? 4. Describe the changes taking place in East Africa. 5. How does the size of the Pacific Ocean on this map compare with its present size? 6. Describe the geographic position of Europe on the map in relation to its present position. Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. 7. What might happen if Africa collides with Europe? 8. Locate the small strip of land off the northwestern coast of the North American plate. Describe where you think this land came from and how it got there. 102 Chapter 17 Earth Science: Geology, the Environment, and the Universe Chapter Assessment Name Class 18 CHAPTER Date CHAPTER ASSESSMENT Volcanic Activity Reviewing Vocabulary Match the definition in Column A with the term in Column B. Column A e Column B 1. Volcanic fragments thrown into air during a volcanic a. caldera eruption b. vent c 2. Internal resistance to flow d 3. Intrusive igneous rock body c. viscosity b 4. Opening in Earth’s crust through which lava erupts d. pluton f 5. Bowl-shaped depression around a vent at the top of a e. tephra volcano a 6. Depression that forms when the top or side of a f. crater volcano collapses into the magma chamber Compare and contrast each pair of related terms. Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. 7. batholith, stock 8. sill, dike Chapter Assessment Chapter 18 Earth Science: Geology, the Environment, and the Universe 103 Name Class CHAPTER 18 Date CHAPTER ASSESSMENT Understanding Main Ideas (Part A) In the space at the left, write the word in parentheses that makes the statement correct. lower 1. The hotter the magma or lava, the (greater, lower) is its viscosity. faster 2. Lava that has low viscosity moves (slower, faster) than lava with high viscosity. increase 3. Temperature and pressure (increase, decrease) with depth beneath Earth’s surface. decreases 4. The temperature at which a substance melts (increases, decreases) with the presence of water. continental 5. Rhyolitic magma forms beneath (continental, oceanic) crust. smallest 6. Cinder-cone volcanoes have steep sides and are generally the (largest, smallest) volcanoes. convergent 7. Volcanoes associated with (divergent, convergent) plate boundaries form the Circum-Pacific and the Mediterranean Belts. Laccoliths 8. (Laccoliths, Dikes) are plutons that cause overlying rocks to bow upward. Shield 9. (Shield, Composite) volcanoes are made of basaltic lava. divergent 10. Most of the world’s rift volcanism occurs at Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. (divergent, convergent) boundaries. In the space at the left, write true if the statement is true; if the statement is false, change the italicized word or phrase to make it true. pressure 11. The fact that most of the rocks in Earth’s lower crust and upper mantle do not melt to form magma, even though the temperatures there are high enough, is explained by the effect of water. true 12. Rhyolitic magma-fueled volcanoes are especially explosive because rhyolitic magma is highly viscous and contains a large volume of trapped gas. true 13. The higher the silica content in lava, the higher the lava’s resistance to flow. convergent 14. Many plutons formed as a result of mountain-building processes that occurred along divergent plate boundaries. rift zones 15. The volcanoes in the Circum-Pacific Belt form as a result of magma (or Iceland) rising upward into faults and fractures that form as tectonic plates diverge. 104 Chapter 18 Earth Science: Geology, the Environment, and the Universe Chapter Assessment Name CHAPTER Class 18 Date CHAPTER ASSESSMENT Understanding Main Ideas (Part B) Answer the following questions. 1. Compare and contrast magma and lava. 2. Describe the composition and characteristics of andesitic magma. 3. Describe the relationship among the terms tephra, dust, ash, lapilli, volcanic blocks, Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. and volcanic bombs. 4. Contrast the three major types of volcanoes. Complete the table below. Magma Characteristics Type of Magma Source Material Viscosity Gas Content Basaltic magma 5. upper mantle 6. low 1–2% Andesitic magma 7. oceanic crust and sediments 8. intermediate 3–4% 10. high 4–6% 9. rhyolitic magma Chapter Assessment Continental crust Chapter 18 Earth Science: Geology, the Environment, and the Universe 105 Name Class CHAPTER 18 Date CHAPTER ASSESSMENT Thinking Critically Answer the following questions. 1. The volcano Izalco in El Salvador is a small, steep-sided volcano. What conclusions can be drawn about the characteristics of the lava that formed this volcano? 2. For thousands of years, people have operated farms at the bases of active volcanoes in spite of the risks. What might be the reason for this? 3. Pumice is an igneous rock. It is porous and floats on water. What conclusion can you draw Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. about the volume of gases present in the lava that forms pumice? 4. Why does lava containing large amounts of dissolved gases generally produce a more violent explosion than lava that contains small amounts of dissolved gases? 106 Chapter 18 Earth Science: Geology, the Environment, and the Universe Chapter Assessment Name CHAPTER Class 18 Date CHAPTER ASSESSMENT Applying Scientific Methods A substance’s viscosity is a measure of its internal resistance to flow. Viscosity is a property of lava. When lava is heated or cooled, its viscosity changes. Think about what type of demonstration could be designed to show the effect of temperature on the viscosity of lava. Then answer the following questions. 1. Propose a hypothesis that describes the relationship between temperature and viscosity. 2. What substances could be used to demonstrate the effects of temperature on the viscosity of lava? Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. 3. How would you manipulate the temperature of the substance? 4. How would you measure the viscosity of the substance? 5. What would be the independent variable in this experiment? Chapter Assessment Chapter 18 Earth Science: Geology, the Environment, and the Universe 107 Name Class CHAPTER 18 Date CHAPTER ASSESSMENT Applying Scientific Methods, continued 6. What could be used as the control? 7. What factors must remain the same? Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. 8. Design a table that would be suitable for presenting your data. 9. How might your data be displayed on a line graph? 108 Chapter 18 Earth Science: Geology, the Environment, and the Universe Chapter Assessment Name Class 19 CHAPTER Date CHAPTER ASSESSMENT Earthquakes Reviewing Vocabulary Match the definition in Column A with the term in Column B. Column A g Column B 1. Section of an active fault that has not experienced a. modified Mercalli scale a significant earthquake for a long time a e 2. Scale that rates earthquake intensity 3. Wave generated by vertical motions of the seafloor h 4. Seismic wave that causes the ground to move in two directions c b f d b. Richter scale c. stress d. fault e. tsunami 5. Forces per unit area acting on a material 6. Scale that measures energy released by a quake 7. Deformation of materials in response to stress 8. Fracture in rock along which movement occurs f. strain g. seismic gap h. surface wave Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. Contrast each pair of related terms. 9. seismometer, seismogram 10. primary wave, secondary wave 11. focus, epicenter 12. Richter scale, moment-magnitude scale Chapter Assessment Chapter 19 Earth Science: Geology, the Environment, and the Universe 109 Name Class 19 CHAPTER Date CHAPTER ASSESSMENT Understanding Main Ideas (Part A) Write the term that best completes the statement. fault scarp normal fault strike-slip fault fault plane 1. In a reverse fault strike-slip fault , the fracture is caused by horizontal shear and movement is mainly horizontal. 2. A reverse fault forms as a result of horizontal compression and results in a shortening of the crust involved. 3. Along a normal fault , movement is both horizontal and vertical, resulting in a lengthening of the crust involved. 4. Fault movement can produce a fault scarp , an area of vertical offset. 5. The surface along which fault movement takes places is the fault plane . In the space at the left, write true if the statement is true; if the statement is false, change the italicized word or phrase to make it true. 6. On a seismometer, the suspended mass tends to stay Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. true at rest during an earthquake because of inertia. true 7. A seismometer is designed so that its frame vibrates with the movement of the ground. intensity 8. The amount of damage done to structures as a result of an earthquake is the earthquake’s magnitude. P-waves lithosphere 9. S-waves are refracted, or bent, by Earth’s outer core. 10. From studying seismic waves, scientists have deter- mined that the inner core, which includes the crust and top of the upper mantle, is primarily igneous in composition. true 11. Earth’s lower mantle is probably composed of oxides containing iron, silicon, and magnesium. 110 Chapter 19 Earth Science: Geology, the Environment, and the Universe Chapter Assessment Name CHAPTER Class 19 Date CHAPTER ASSESSMENT Understanding Main Ideas (Part B) Study the diagram. Then answer the questions. Failure Stress Elastic limit Strain 1. Describe what the graph shows. Then identify what the straight and curved Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. segments of the line represent. 2. Explain how scientists have inferred the physical states of Earth’s inner and outer cores using seismic data. 3. Describe the global pattern of earthquake distribution and what causes it. Chapter Assessment Chapter 19 Earth Science: Geology, the Environment, and the Universe 111 Name Class CHAPTER 19 Date CHAPTER ASSESSMENT Thinking Critically An earthquake occurred, and seismic waves were detected by seismic stations A and B as shown below. Examine the diagram and the travel-time graph. Then answer the questions. Station A ¸ Time (min) 30 22 20 ave S-w ve P-wa 14 11 10 7 m 0k 500 2000 4000 6000 8000 10 000 12 000 Distance from epicenter (km) Epicenter 9000 k m Station B Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. 1. About how long did it take for the first P-waves to reach station A? 2. About how long did it take for the first S-waves to reach station A? 3. About how long did it take for the first P-waves to reach station B? 4. About how long did it take for the first S-waves to reach station B? 5. Can the exact location of the earthquake be determined from the data reported by the two stations? Why or why not? 112 Chapter 19 Earth Science: Geology, the Environment, and the Universe Chapter Assessment Name CHAPTER Class 19 Date CHAPTER ASSESSMENT Applying Scientific Methods As part of a public safety campaign, an earthquake scientist has been sent to a small town to assess its level of risk for an earthquake. The scientist made several observations about the town. The table lists the scientist’s observations alongside related facts about earthquakes. Some parts of the table are missing. Read each statement below the table and determine if it is an observation made by the scientist or a related fact about earthquakes. Write the letter of each statement where it best completes the table. Observation The town is located in a seismic belt. 1. e The area has had one earthquake per 100 years on average. The last earthquake occurred 130 years ago. 2. a 3. b Earthquakes are the result of strain accumulation in rock. 4. d During an earthquake, water-saturated sand can liquefy and become like quicksand. Elevated roadways are planned for an area that has been leveled with soft-fill dirt. 5. c 6. Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. Related Fact f Unreinforced structures made of brittle materials with no foundation modifications often suffer severe damage. a. The likelihood of earthquakes is high in a seismic gap. b. Instrumentation installed by the scientist shows a significant accumulation of strain. c. Fill becomes extremely unstable during earthquakes because seismic waves are amplified as they travel through fill dirt. d. The newer part of the town is built on sandy soils that are often wet. e. Most earthquakes occur in seismic belts. f. Newer buildings in the town are unreinforced and built of rigid, brittle materials such as glass and steel. Chapter Assessment Chapter 19 Earth Science: Geology, the Environment, and the Universe 113 Name Class CHAPTER 19 Date CHAPTER ASSESSMENT Applying Scientific Methods, continued Based on the observations and related facts, how should the scientist answer the following questions? Support your answers with the appropriate observations and related facts about earthquakes. 7. Does the town have a high probability of experiencing an earthquake in the near future? 8. Should the proposed road system go through as planned? If not, what do you suggest should be done differently? 9. Compared to existing ones, how should the construction of new structures Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. be altered, and why? 10. How might existing structures built in the newer part of town fare during an earthquake, and why? 114 Chapter 19 Earth Science: Geology, the Environment, and the Universe Chapter Assessment Name Class CHAPTER 20 Date CHAPTER ASSESSMENT Mountain Building Reviewing Vocabulary Match the definition in Column A with the term in Column B. Column A a Column B 1. Mountains that form when large pieces of crust are a. fault-block mountains tilted, uplifted, or dropped between large faults d 2. Billowy rocks that form when lava erupts onto the seafloor and quickly cools c. orogeny c 3. Cycle of processes that form mountain ranges b 4. Slow process of the crust’s rising after overlying material is removed e d. pillow basalts e. isostasy 5. Condition of equilibrium whereby Earth’s crust is balanced by the upward force of buoyancy and the downward force of gravity f b. isostatic rebound f. uplifted mountains 6. Mountains that form when large regions of Earth Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. experience upward movement Compare and contrast each pair of related terms or phrases. 7. continental crust, oceanic crust 8. oceanic-oceanic convergent boundary, oceanic-continental convergent boundary 9. volcanoes that form along oceanic-continental margins, volcanoes that form over hotspots Chapter Assessment Chapter 20 Earth Science: Geology, the Environment, and the Universe 115 Name Class CHAPTER 20 Date CHAPTER ASSESSMENT Understanding Main Ideas (Part A) In the space at the left, write true if the statement is true; if the statement is false, change the italicized word or phrase to make it true. true 1. About 70 percent of Earth’s surface is below sea level. true 2. The seafloor displaces more of the mantle than the same thickness of the continental crust. balanced 3. Isostasy between Earth’s mantle and crust exists when the mass of crust is rising as a result of buoyancy and gravity. true 4. Mt. Everest is the tallest mountain on Earth, so it probably has the deepest root. decrease convergentboundary true 5. When mountains erode, their roots increase in size. 6. The Appalachian Mountains are an example of divergent-boundary mountains. 7. The Adirondack Mountains, which are made of rocks that show little deformation, are uplifted mountains. true 8. Oceanic crust is composed mainly of basalt, and continental crust is composed mainly of granite. seamounts true 9. Continents are said to float on Earth’s mantle. 10. Individual volcanic mountains on the ocean floor are called plates. Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. true 11. The tallest orogenic belts are found at continental-continental convergent boundaries. true 12. Many mountain ranges are formed as the result of tectonic interactions. nonboundary 13. Broad, uplifted plateaus, such as the Colorado Plateau, are regional divergent-boundary features of Earth’s crust. true 14. The Hawaiian Islands formed as the result of the Pacific Plate’s moving over hot spots in Earth’s mantle. 116 Chapter 20 Earth Science: Geology, the Environment, and the Universe Chapter Assessment Name Class 20 CHAPTER Date CHAPTER ASSESSMENT Understanding Main Ideas (Part B) Identify the type of boundary in each diagram, then answer the questions. Shelf Seamount Lithosphere Lithosphere Lithosphere Mantle Mantle 1. Continent oceanic-oceanic boundary 3. ocean ridge Trench Lithosphere Su bd uc tio n Mantle 2. Lithosphere Continental crust Continental crust zo ne oceanic-continental boundary Lithosphere 4. continental-continental boundary 5. Which diagram above shows a divergent boundary? Describe the processes involved Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. in this type of orogeny. 6. Describe how fault-block mountains and uplifted mountains are different from mountains that form as a result of tectonic plate interactions. 7. How can you distinguish between fault-block mountains and uplifted mountains? Chapter Assessment Chapter 20 Earth Science: Geology, the Environment, and the Universe 117 Name Class CHAPTER 20 Date CHAPTER ASSESSMENT Thinking Critically Use the map of the Hawaiian Islands to answer the following questions. The dates on the map represent the approximate times (millions of years before the present [M.Y.B.P.]) that the islands formed. Kauai 3.8 M.Y.B.P State of Hawaii Niihau Molokai Oahu 1.3 M.Y.B.P 2.2 M.Y.B.P Maui 0.8 M.Y.B.P Lanai Kahoolawe N W E Hawaii 0 M.Y.B.P S 0 32 km 1. Describe the kind of orogeny that formed these islands that are far from tectonic Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. plate boundaries. 2. According to the map, which island is the oldest? Which is the youngest? 3. Where would you expect the next island in the group to form? Describe its location and mark the place on the map. 4. How do the shapes of the mountains in this complex differ from the shapes of volcanoes in large mountain ranges? 5. How does the formation of these mountains change the underlying crust? 118 Chapter 20 Earth Science: Geology, the Environment, and the Universe Chapter Assessment Name Class CHAPTER 20 Date CHAPTER ASSESSMENT Applying Scientific Methods Read a geologist’s report below on one area of Alaska. Then use the information in the report and the cross-sectional diagram of central Alaska to answer the questions. The central Brooks Range of Alaska is an area of rugged, east-trending ridges with heights of up to about 2500 m. This range, which stretches across northern Alaska, is part of the Rocky Mountain system. Sedimentary rocks are common in the Brooks Range. These rocks are complexly folded and faulted in the Brooks Range and are less deformed elsewhere. Some marine sedimentary rocks contain small fossils of invertebrates, shells, and corals and are found near the mountains’ summits of the Brooks Range. The fossils provide information that is useful in dating rocks and establishing the geological sequence. Br oo ks Ra ng e South Ch ug ac hR an Ta lke ge et na Mo un ta ins Al as ka Ra ng e Metamorphic rocks, such as marble and dolomite, are found along the south side of the range. Several episodes of uplift, deformation, and intrusion have produced complexly folded, fractured, and thrust faulted blocks. Erosion and heavy glaciation account for the rugged mountain profiles and U-shaped valleys evident today. North Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. Continental crust Oceanic crust Mantle 1. Note that the mountains’ roots extend into the mantle. Which mountain range has the greatest mass above Earth’s surface? 2. From the diagram, what type of plate boundary exists in the south? 3. How does the Chugach Range appear to have formed? Chapter Assessment Chapter 20 Earth Science: Geology, the Environment, and the Universe 119 Name Class CHAPTER 20 Date CHAPTER ASSESSMENT Applying Scientific Methods, continued 4. From the evidence presented in the report, how do you think the Brooks Range formed? What led you to this conclusion? Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. 5. How can you explain the presence of marine sedimentary rock in the Brooks Range? 120 Chapter 20 Earth Science: Geology, the Environment, and the Universe Chapter Assessment Name Class 21 CHAPTER Date CHAPTER ASSESSMENT Fossils and the Rock Record Reviewing Vocabulary Write the term that best completes the statement. key bed correlation superposition angular unconformity evolution dendrochronology geologic time scale nonconformity cast amber superposition mold cross-cutting relationships 1. The adaptation of life-forms to changes in the environment is known as 2. The principle of permineralization evolution . states that, in an undisturbed sequence, the oldest rocks are at the bottom of the sequence and successive layers are younger than those below them. 3. In the process of permineralization , pore spaces within an organism’s shell are filled in with mineral substances. amber 4. Fossil insects can be found imbedded in cast 5. A(n) , the hardened sap of prehistoric trees. forms when the hollowed-out impression of a fossil organism becomes Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. filled with minerals or sediment. 6. The geologic time scale divides Earth’s history into units from its origin to the present. key bed 7. A(n) contains distinctive material that geologists can easily recognize in the rock record and use as a time marker. 8. When the original parts of an organism in a sedimentary rock are weathered and eroded, a hollowed-out impression called a(n) 9. The science of mold forms. dendrochronology uses the annual growth of tree rings to date events and environmental changes. 10. The gap in the rock record that occurs between folded or uplifted rock layers and a sedimentary rock layer on top of them is called a(n) angular unconformity . 11. You can use the principle of cross-cutting relationships to infer that a fault or an intrusion is younger than the rock it cuts across. 12. A buried erosional surface between a nonsedimentary rock and a sedimentary rock is called a(n) nonconformity . 13. The matching of rock layers from one geographic area with those of another area is known as correlation Chapter Assessment . Chapter 21 Earth Science: Geology, the Environment, and the Universe 121 Name Class CHAPTER 21 Date CHAPTER ASSESSMENT Understanding Main Ideas (Part A) Circle the letter of the choice that best completes the statement or answers the question. 1. The Phanerozoic Eon includes the Paleozoic, Mesozoic, and a. Cenozoic Periods. b. Jurassic Periods. c. Tertiary Epochs. d. Cenozoic Eras. 2. The Archean and Proterozoic are examples of a. eons. b. periods. d. eras. c. epochs. 3. Which of the following is marked by the appearance of organisms with hard parts? a. the beginning of the Cenozoic c. the end of the Mesozoic b. the end of the Precambrian d. the beginning of the Cretaceous 4. Which of the following lists the units of geologic time in order from shortest to longest? a. era, eon, period, epoch b. epoch, eon, period, era c. eon, era, period, epoch d. epoch, period, era, eon 6. An example of a fossil with original preservation includes a(n) a. insect imbedded in amber. c. dinosaur footprint. b. coprolite. d. mold of a fish skeleton. 7. An example of a fossil with altered hard parts includes a. a mummified human body. c. a saber-toothed cat in tar. b. a gastrolith. d. petrified wood. 8. An example of a trace fossil includes a a. cast of a clam. b. worm trail. 122 c. mud crack. Chapter 21 Earth Science: Geology, the Environment, and the Universe d. raindrop impression. Chapter Assessment Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. 5. Which of the following is true of periods? a. They are measured in terms of billions of years. b. Examples include the Paleocene and Oligocene. c. They are defined by the abundance or extinction of life-forms. d. Their names are based on the relative ages of life-forms. Name CHAPTER Class 21 Date CHAPTER ASSESSMENT Understanding Main Ideas (Part B) Answer the following questions. 1. What are fossils and how are they used to interpret Earth’s history? 2. Explain the principle of uniformitarianism. Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. 3. Contrast relative-age dating and absolute-age dating. 4. Describe how geologists use index fossils. List the characteristics that make an index fossil. 5. What are varves and how are they used to date geologic events? Chapter Assessment Chapter 21 Earth Science: Geology, the Environment, and the Universe 123 Name Class CHAPTER 21 Date CHAPTER ASSESSMENT Thinking Critically Use the diagram to number the events below in the order in which they occurred. K J I H v v v v v v v v L v v v v v v v N v v P M v v v O 1. J is deposited. 8 7. H is deposited. 5 2. M intrudes and crystallizes. 6 8. P intrudes and crystallizes. 1 3. Q is deposited. 11 9 4. I is deposited. 7 3 5. N is deposited. 12 11. K is deposited. 4 6. L is deposited. 2 12. O is deposited. 10 9. J is eroded. 10. L, M, N, O, P , and Q are uplifted and eroded. Use the diagram above to answer the following question. 13. Identify the two types of unconformities in the diagram and describe how they formed. 124 Chapter 21 Earth Science: Geology, the Environment, and the Universe Chapter Assessment Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. Q v v Name CHAPTER Class 21 Date CHAPTER ASSESSMENT Applying Scientific Methods Radiometric dating has proved invaluable to scientists in the attempt to determine how long ago Earth formed. A granite intrusion found in South Africa that contains inclusions of the metamorphic rock quartzite is hypothesized to be one of the oldest rocks on Earth. Using radiometric dating, scientists determined the age of the rock to be approximately 3.2 billion years. 1. From this data, what conclusion can you draw about the age of Earth? Explain your answer. Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. 2. Can scientists use the isotope C-14 to date the granite? Explain your answer. 3. Use the data above to state a hypothesis about the age of Earth. Describe how you would go about testing your hypothesis. Chapter Assessment Chapter 21 Earth Science: Geology, the Environment, and the Universe 125 Name Class CHAPTER 21 Date CHAPTER ASSESSMENT Applying Scientific Methods, continued In a laboratory, you produce a quantity of the radioactive isotope thorium-234. Over the course of several weeks, the unstable isotope decays, and you measure the amount of thorium-234 remaining in the sample. You obtain the following data. Days Elapsed Grams of Thorium-234 Remaining 0 16 12 11 24 8 36 6 4. Use the data to determine the half-life of thorium-234. Explain your answer. 5. Use the data to complete the graph below. Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. Grams of Thorium-234 16 12 8 4 0 24 48 Days 72 96 6. Predict how much thorium-234 will remain after 2 half-lives. 7. How long will it take for 15 grams of the original thorium-234 to decay? 126 Chapter 21 Earth Science: Geology, the Environment, and the Universe Chapter Assessment Name Class CHAPTER 22 Date CHAPTER ASSESSMENT The Precambrian Earth Reviewing Vocabulary Compare and contrast each pair of related terms. 1. prokaryote, eukaryote 2. Precambrian shield, Canadian shield Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. 3. microcontinent, Laurentia 4. banded iron formation, red bed Match the definition in Column A with the term in Column B. Column A Column B b 5. Tiny, threadlike photosynthetic organisms a. amino acids e 6. Mat or mound composed of billions of cyanobacteria b. cyanobacteria g 7. Stable mineral that commonly occurs in granite c. Ediacaran fauna f 8. Glacial event that occurred between 700 and 800 d. hydrothermal vent million years ago d e. stromatolite 9. Hot water vent at volcanic seafloor rift c 10. Fossils of soft-bodied Proterozoic organisms a 11. Building blocks of proteins Chapter Assessment f. Varangian glaciation g. zircon Chapter 22 Earth Science: Geology, the Environment, and the Universe 127 Name Class 22 CHAPTER Date CHAPTER ASSESSMENT Understanding Main Ideas (Part A) In the space at the left, write true if the statement is true; if the statement is false, change the italicized word or phrase to make it true. billion 1. The oldest rock samples collected from the Moon are approximately 4.6 million years old. true 2. As a result of meteor bombardment of Earth, the size and temperature of Earth increased. less-dense 3. Lava flowing from the hot interior of Earth concentrated denser minerals near Earth’s surface. true 4. Early in the Proterozoic, microcontinents began to collide as a result of plate tectonics. carbon dioxide 5. Earth’s early atmosphere likely contained large concentrations of water vapor, and oxygen and nitrogen gases vented from volcanoes. cyanobacteria 6. Early life, mainly the Ediacaran fauna, modified the atmosphere by generating large amounts of the gas that eventually formed the ozone layer. crust Archean clay minerals craton glaciation prokaryotes crust 7. Earth’s earliest Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. Write the term that best completes the statement. likely formed as a result of the cooling of the uppermost mantle. 8. The buried and exposed parts of a continental shield together compose the craton , the stable core of a continent. 9. Miller and Urey demonstrated that the basic building blocks of life were most likely present on Earth during the 10. Heat, cyanide, and certain Archean clay minerals . can cause amino acids to join together in chains. 11. Single-celled organisms that belong to the Kingdom Monera are prokaryotes . 12. A major extinction of acritarchs occurred near the end of the Proterozoic, in which widespread 128 glaciation may have played a critical role. Chapter 22 Earth Science: Geology, the Environment, and the Universe Chapter Assessment Name CHAPTER Class 22 Date CHAPTER ASSESSMENT Understanding Main Ideas (Part B) Use the illustration to answer the following questions. 750 million years ago Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. 1. Identify the ancient supercontinent shown in the diagram. 2. When did the ancient continent shown in the diagram form and start to break up? 3. What are orogens and what land feature is associated with them? 4. What is the Grenville Orogeny and how did it affect Laurentia? Chapter Assessment Chapter 22 Earth Science: Geology, the Environment, and the Universe 129 Name Class CHAPTER 22 Date CHAPTER ASSESSMENT Thinking Critically Study the diagram, which shows two different cells. Then answer the questions. Organelles No nucleus A Nucleus B 1. Which cell most likely represents a prokaryote cell and which represents a eukaryote cell? Explain your answer. 2. Which of these two types of cells most likely evolved first? Explain your answer. 3. Besides having a nucleus, eukaryotes also have a number of other cell parts, called organelles, that Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. perform separate functions. How might the presence of organelles have given ancient eukaryotes an advantage over prokaryotes? 4. How might a theoretical “RNA world” have evolved into an organic “DNA world” populated by prokaryotes and eukaryotes? 130 Chapter 22 Earth Science: Geology, the Environment, and the Universe Chapter Assessment Name Class 22 CHAPTER Date CHAPTER ASSESSMENT Applying Scientific Methods A geologist has gathered rock and fossil evidence and used it to date various events in Earth’s history. She needs your help in arranging the events listed below on a time line and interpreting the time line. Complete the time line by filling in each event in the correct position. Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. Time Line (years before present) Events a 1. 4.6 billion a. Earth forms. d 2. 4.6 billion b. Oldest dated zircon from granite crust forms. j 3. 4.6 billion c. Ediacaran fauna flourish. n 4. 4.6–3.9 billion b 5. 4.2 billion m 6. 3.9–3.5 billion f. i 7. 3.5 billion g. Grenville Orogeny occurs. k 8. 3.4 billion h. Proterozoic ends and Rodinia begins breaking apart. l 9. 3.0–1.8 billion i. Oldest known cyanobacteria appear. j. Rocks of oldest meteorites form d. Oldest moon rocks form. e. Formation of most granite continental cores is completed. Volcanic islands collide with Laurentia. e 10. 2.5 billion o 11. 2.1 billion f 12. 1.8–1.6 billion g 13. 1.2–0.9 billion p 14. 800–700 million q 15. 700 million o. Oldest known eukaryotes appear. c 16. 670–570 million p. Varangian glaciation occurs. h 17. 540 million k. Oldest known stromatolites appear. l. Stromatolites increase local oxygen levels. m. First living things appear. Chapter Assessment n. Heavy bombardment of Earth by asteroids and meteors occurs. q. First undisputed multicellular organisms appear. Chapter 22 Earth Science: Geology, the Environment, and the Universe 131 Name Class CHAPTER 22 Date CHAPTER ASSESSMENT Applying Scientific Methods, continued Answer the following questions. 18. How do the ages of Earth and the Moon compare? 19. About how much time passed between the formation of the oldest dated zircon from granite crust and the completion of the formation of most granite continental cores? 20. What event may have overlapped with the appearance of the first living things on Earth? 21. Without knowing the date the event occurred, approximately where on the time line would you place the formation of the first red beds? Explain your answer. 132 Chapter 22 Earth Science: Geology, the Environment, and the Universe Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. 22. Which occurred first, the Varangian glaciation or the Grenville Orogeny? Chapter Assessment Name Class CHAPTER 23 Date CHAPTER ASSESSMENT The Paleozoic Era Reviewing Vocabulary For each item in Column A, write the letter of the matching item in Column B. Column A d e f Column B 1. Ancient geographic setting of an area a. Ancestral Rockies 2. Continental edge with no tectonic activity b. Burgess Shale 3. Mountain-building event named for the mountains of eastern New York state b c 4. Contains fossils of soft-bodied Cambrian organisms d. paleogeography 5. Repeating pattern of sedimentary sequences stacked e. passive margin on top of each other a c. cyclothem 6. Mountain range in present-day Colorado formed by f. Taconic Orogeny inland uplift Compare and contrast each pair of related terms. Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. 7. transgression, regression 8. Antler Orogeny, Caledonian Orogeny 9. Paleozoic fauna, mass extinction 10. vascular plant, amniote egg Chapter Assessment Chapter 23 Earth Science: Geology, the Environment, and the Universe 133 Name Class 23 CHAPTER Date CHAPTER ASSESSMENT Understanding Main Ideas (Part A) Write the term that best completes the statement. Cambrian lagoon organic reef Paleozoic Precambrian vascular plants 1. On Laurentia, large, sandy beaches formed when sand-sized fragments of quartz were weathered from the rocks of the Precambrian Shield and transported to the shoreline. 2. A(n) organic reef is a structure composed of carbonate skeletons made by living organisms, such as coral. lagoon 3. Fragile organisms can live in a(n) , which is the calm area behind a reef. 4. The Cambrian explosion was marked by great diversity of life, including the development of animals with skeletons. 5. The ability to transfer water through stems and stalks characterizes 6. The Late Paleozoic Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. vascular plants . was a time of active mountain building. In the space at the left, write true if the statement is true; if the statement is false, change the italicized word or phrase to make it true. true 7. Corals and sponges built reefs in the warm, shallow sea that covered Laurentia. rapidly 8. The growth lines on Devonian coral indicate Earth rotated more slowly during the Paleozoic than it rotates today. Taconic 9. The Taconic Mountains of eastern New York resulted from the Antler Orogeny. 50 percent, or half 10. The second Middle Paleozoic mass extinction that occurred during the late Devonian wiped out 95 percent of all marine genera. coal swamps 11. The largest insects that ever lived were preserved in the ideal environment of sandy beaches. true 12. The Great Permian Reef Complex is the remains of a fossilized barrier reef. 134 Chapter 23 Earth Science: Geology, the Environment, and the Universe Chapter Assessment Name CHAPTER Class 23 Date CHAPTER ASSESSMENT Understanding Main Ideas (Part B) Answer the following questions. 1. Describe the paleogeography and the tectonic conditions of Laurentia in the Early Paleozoic. 2. Why does the high evaporation rate in lagoon settings favor the formation of evaporites? 3. What three North American basins once had the right conditions to produce Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. today’s commercially mined evaporite minerals? 4. What was the location of the paleoequator of the Middle Paleozoic in Laurentia? 5. Explain one possible cause of the Permo-Triassic Extinction Event. Chapter Assessment Chapter 23 Earth Science: Geology, the Environment, and the Universe 135 Name Class CHAPTER 23 Date CHAPTER ASSESSMENT Thinking Critically Use the diagram to answer the following questions. san ds ton e sand ston e shal e sandsto ne shale shale limestone limestone 1. What probably happened to the location of the shoreline to produce the sedimentation pattern shown in the diagram? What is this change called? Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. 2. Explain in detail how the sediment pattern shown in the diagram occurred. 3. What might have caused the change in sea level that is shown in the diagram? 136 Chapter 23 Earth Science: Geology, the Environment, and the Universe Chapter Assessment Name Class 23 CHAPTER Date CHAPTER ASSESSMENT Applying Scientific Methods As a geologist, you know that Earth’s history is recorded in its rocks. Like a detective, you must infer what has occurred based on the physical evidence you find. Three different sedimentary sequences are shown in the diagram. Use your knowledge of how sedimentary layers are deposited to “read” these sequences and fill in the data table based on the evidence. Then answer the questions. Limestone Sandstone Sandstone Shale Sandstone Shale Shale Coal Key Sandstone Limestone Shale Shale Sandstone Limestone Insect fossils Marine fossils Amphibian and reptile fossils Burrow Limestone Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. A B C Evidence of Transgression (yes/no) Evidence of Regression (yes/no) Evidence of Marine Environment (yes/no) Evidence of Land Environment (yes/no) A no yes yes no B yes yes yes yes C yes yes yes yes Sedimentary Sequence 1. For sequence A, what evidence led to your conclusions about the occurrence of transgressions, regressions, or both? 2. For sequence A, what evidence led to your conclusions about the type of environment? Chapter Assessment Chapter 23 Earth Science: Geology, the Environment, and the Universe 137 Name Class CHAPTER 23 Date CHAPTER ASSESSMENT Applying Scientific Methods, continued 3. For sequence B, what evidence led to your conclusions about the occurrence of transgressions, regressions, or both? 4. For sequence B, what evidence led to your conclusions about the type of environment? 5. For sequence C, what evidence led to your conclusions about the occurrence Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. of transgressions, regressions, or both? 6. For sequence C, what evidence led to your conclusions about the type of environment? 7. What are cyclic deposits like those represented in sequence C called? What is the primary cause of this pattern of deposits? 138 Chapter 23 Earth Science: Geology, the Environment, and the Universe Chapter Assessment Name Class CHAPTER 24 Date CHAPTER ASSESSMENT The Mesozoic and Cenozoic Eras Reviewing Vocabulary Write the letter of the term from Column B next to its matching item in Column A. Column A f Column B 1. Mountain ranges that formed in western North a. angiosperms America during the Triassic. h 2. Marine organisms that evolved as the breakup of Pangaea created more continental-shelf habitat e d. iridium 4. Seed-bearing plants that have flowers 5. Metal common in meteorites and asteroids 6. Area of north-to-northeast trending mountains and linear valleys in Nevada, Utah, and Mexico formed by extensional tectonism Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. g c. Homo sapiens 3. Separated Africa and Eurasia before these two continents collided a d b b. Basin and Range Province 7. Mammal possessing specialized traits related to e. Tethys Sea f. Cordillera g. primate h. modern fauna arboreal lifestyle c 8. Modern human species Compare and contrast each pair of related terms. 9. Ornithischia, Saurischia 10. ectotherm, endotherm 11. hominoid, hominid Chapter Assessment Chapter 24 Earth Science: Geology, the Environment, and the Universe 139 Name Class CHAPTER 24 Date CHAPTER ASSESSMENT Understanding Main Ideas (Part A) Write the term that best completes the statement. ammonites batholiths ice age mammals phytoplankton Rocky Mountains sauropods oceans 1. As Pangaea split apart, the rifts flooded to form new oceans . 2. As a result of the earliest of the Mesozoic orogenies in North America, large bodies of granite called batholiths 3. Tiny, ocean-dwelling organisms called exist throughout the Cordillera. phytoplankton made up the base of the food chain during the Mesozoic. 4. Fossils of ammonites are often used as index fossils because these marine animals were widespread and abundant during the Mesozoic. mammals 5. Early with a single jawbone arose from mammal-like reptiles. 6. The largest land animals that ever lived were the quadrupedal, plant-eating sauropods . Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. 7. Orogenic events at the end of the Mesozoic uplifted massive blocks of crust to form the Rocky Mountains . 8. As the Pliocene ice age began, great savannas became arid land and many savanna mammals became extinct. In the space at the left, write true if the statement is true; if the statement is false, change the italicized word or phrase to make it true. true 9. Deformation along the western margin of North America increased substantially when Pangaea broke apart. one ocean 10. Throughout the Early and Middle Triassic, before Pangaea split apart, this supercontinent and two oceans defined Earth’s paleogeography. Mesozoic 11. The first mammals, birds, and flowering plants arose during the Cenozoic, which was a time of many biological firsts. true Australia 12. Some paleontologists hypothesize that some groups of dinosaurs were endotherms. 13. When Antarctica and Eurasia were connected, a current of warm water from the north moderated the temperature of Antarctica. true 14. As the climate cooled during the late Eocene, forests gave way to open land, which supported a diversity of large mammals. 140 Chapter 24 Earth Science: Geology, the Environment, and the Universe Chapter Assessment Name CHAPTER Class 24 Date CHAPTER ASSESSMENT Understanding Main Ideas (Part B) Answer the following questions. 1. According to a current, widely held hypothesis, what caused the breakup of Pangaea? 2. Describe the paleogeography of North America as sea levels rose during the Jurassic. 3. What evidence leads many paleontologists to hypothesize that birds are related to dinosaurs? Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. 4. What evidence indicates that a very large meteorite hit Earth at the end of the Cretaceous? 5. How did cooler temperatures of the Pliocene help cause the Pleistocene glaciation? What was the extent of the glaciation in North America? Chapter Assessment Chapter 24 Earth Science: Geology, the Environment, and the Universe 141 Name Class CHAPTER 24 Date CHAPTER ASSESSMENT Thinking Critically Answer the following questions. 1. Describe how scientists determine the divisions in the geologic time scale. 2. Compare and contrast the Mesozoic and Cenozoic eras in terms of paleogeography and climate. Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. 3. Compare and contrast the life-forms of the Mesozoic and Cenozoic eras. 4. What might you conclude by observing that the Cenozoic Era is divided into epochs, while the Mesozoic is not? 142 Chapter 24 Earth Science: Geology, the Environment, and the Universe Chapter Assessment Name Class 24 CHAPTER Date CHAPTER ASSESSMENT Applying Scientific Methods You are to deduce the periods of geologic time represented in two different sedimentary sequences by examining the fossils in each. The fossilized organisms contained in the sedimentary sequences are shown in the table. The geological time scale follows the table. Examine the table and the time scale. Then answer the following questions. Phylum Genus Range Arthropoda Aeger Late Triassic-Late Jurassic Arthropoda Cypridea Mid Jurassic-Early Cretaceous Mollusca Gonioteuthis Late Cretaceous Echinodermata Crateraster Cretaceous Mollusca Mytilus Triassic-recent Mollusca Pleurotomaria Jurassic-Cretaceous 66 M.Y.B.P. Recent Quaternary Period Holocene Epoch Pleistocene Epoch 146 M.Y.B.P. Jurassic Period 208 M.Y.B.P. Triassic Period 245 M.Y.B.P. Chapter Assessment Cenozoic Era Cretaceous Period Mesozoic Era Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. Organism 0.01 M.Y.B.P. 1.6 M.Y.B.P. 1.6 M.Y.B.P. Neogene Period Pliocene Epoch 5 M.Y.B.P. Miocene Epoch 23 M.Y.B.P. Paleogene Period Oligocene Epoch 23 M.Y.B.P. Eocene Epoch 56 M.Y.B.P. Paleocene Epoch 66 M.Y.B.P. 66 M.Y.B.P. 35 M.Y.B.P. Chapter 24 Earth Science: Geology, the Environment, and the Universe 143 Name Class CHAPTER 24 Date CHAPTER ASSESSMENT Applying Scientific Methods, continued Use the sedimentary sequences below to answer the following questions. Sedimentary Sequence A Sedimentary Sequence B 1. What geologic periods are represented by sedimentary sequence A? 2. Which of the organisms in sedimentary sequence A lived for the longest period of time? 4. Which of the three organisms in sedimentary sequence A would be the best index fossil? Why? 5. What geologic periods are represented by sedimentary sequence B? 6. Aeger, Cypridea, and Pleurotomaria existed at the same time for a brief period. When was this? 7. Do the ranges of Aeger and Cypridea overlap? If so, when do they overlap? 8. Would Pleurotomaria be a good index fossil? Why or why not? 144 Chapter 24 Earth Science: Geology, the Environment, and the Universe Chapter Assessment Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. 3. Do the ranges of Aeger and Gonioteuthis overlap? Name Class 25 CHAPTER Date CHAPTER ASSESSMENT Earth Resources Reviewing Vocabulary Write the term that best completes the statement. air pollution 1. On Earth, desalination desertification natural resources sustainable yield natural resources include(s) air, water, and land; all living things; the soil and crust; and natural cycles. 2. A process of management called sustainable yield ensures the replacement of renewable resources at the same rate they are consumed. 3. Loss of topsoil leads to desertification 4. Excess nitrogen and sulfur cause in arid and semiarid regions. air pollution when they occur in large quantities. Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. 5. Some countries use desalination to create freshwater from ocean water. Compare and contrast each pair of related terms. 6. aggregate, bedrock 7. ore, gangue 8. renewable resource, nonrenewable resource Chapter Assessment Chapter 25 Earth Science: Geology, the Environment, and the Universe 145 Name Class CHAPTER 25 Date CHAPTER ASSESSMENT Understanding Main Ideas (Part A) Circle the pictured items that are renewable resources on Earth. Then list each item below the illustrations. prod o f M u ct a in e peats mos 1. chicken 4. agricultural crop 7. fish 2. wind energy 5. sunflower 8. freshwater 3. solar energy 6. trees 9. pineapple For each item in Column A, write the letter of the matching item in Column B. Column A c 10. Gas that makes up most of the atmosphere a. freshwater e 11. Sand and gravel bars that contain heavy sediments, b. transport of surface water such as gold dust and gold nuggets a 12. Three percent of Earth’s water d 13. System of perforated pipes used to provide water directly to plant roots b 146 Column B c. nitrogen d. trickle irrigation e. placer deposit 14. Bringing water from areas of plenty to areas of need Chapter 25 Earth Science: Geology, the Environment, and the Universe Chapter Assessment Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. Oil Name Class CHAPTER 25 Date CHAPTER ASSESSMENT Understanding Main Ideas (Part B) In the space at the left, write true if the statement is true; if the statement is false, change the italicized word or phrase to make it true. true western 1. Most freshwater is used to irrigate crops. 2. The major water problem in the eastern United States is too little precipitation. true 3. The continent of Africa has the most countries with chronic water shortages. aqueducts 4. Two thousand years ago, Romans built dams to transport water over distances. true 5. Drawdown can make a well run dry. use sources 6. The best way to reduce the need for freshwater is to find new sources. more efficiently Give an example why each property below makes water an important resource on Earth. 7. Liquid water can store a large amount of heat without a correspondingly high Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. increase in temperature. 8. Water is a versatile solvent. 9. Water expands when it freezes. 10. Water has a high boiling point. Chapter Assessment Chapter 25 Earth Science: Geology, the Environment, and the Universe 147 Name Class CHAPTER 25 Date CHAPTER ASSESSMENT Thinking Critically Use the information and the plan of Biosphere 2 to answer the questions that follow. Biosphere 2 is a sort of greenhouse in the Arizona desert. It contains medium-sized communities of plants and animals. For a while, it was used in an experiment to see how humans and Earth systems interact. The whole complex was tightly sealed from the environment. It had a set amount of water, air, soil, and organisms (including eight people). Electrical equipment moved air among the buildings and controlled temperature. Biosphere 2 was carefully planned to be a self-sustaining ecosystem. West lung Agro-forestry Human habitat Orchard Air exhaust CO2 supply tank Desert Air intake Thorn scrub Savanna Marsh Freshwater marsh Ocean Rain forest Lower savanna 1. How does the water resource in Biosphere 2 differ from Earth’s water? 2. The Biosphere 2 sealed experiment with humans was stopped because carbon dioxide levels were too high and oxygen levels were too low. Why would these levels be a problem? 3. Technologically advanced materials are an important part of Biosphere 2. They figure in construction and in interior design. The materials were tested for toxicity before they were used. Why? 148 Chapter 25 Earth Science: Geology, the Environment, and the Universe Chapter Assessment Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. South lung Name Class 25 CHAPTER Date CHAPTER ASSESSMENT Applying Scientific Methods You are on the planning board of a small township (population 2000) in the eastern United States. The town appeals to hikers, canoeists, and fishers. This year, three major land-use proposals came up for the board’s review: a shopping plaza, a factory that makes paper, and a housing development. Read the descriptions of the projects and look at the map of the township. Then answer the questions that follow. Marsh y hwa Hig Woods Cornfields W Forest Gravel pit Truck farm N River Stream E S Town forest Road Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. Forest lands— lumbering and recreation The shopping plaza would cover about 4 acres northeast of town where the truck farm is now. It would include a supermarket, small shops, and parking. It would create some jobs and generate traffic drawn from neighboring towns. The paper factory would be on a site of about 3 hectares approximately 4 km west of town where the gravel pit is now. It would include wood storage, the factory, a water-pumping station, an access road, and employee parking. A great quantity of water is used in making paper. This water would be pumped from the river and then distributed into the air as steam or restored as clean, warm water into the river. The housing development would replace most of the cornfields northwest of the town between the river and the highway. Forty houses would be built on 0.5-hectare lots. A U-shaped access road would connect to the road currently located between the highway and the town. 1. Resource conservationists recommend that towns use local resources. How would the land-use proposals affect that goal? Chapter Assessment Chapter 25 Earth Science: Geology, the Environment, and the Universe 149 Name Class CHAPTER 25 Date CHAPTER ASSESSMENT Applying Scientific Methods, continued 2. Which proposals might affect the level of air pollution from motor vehicle emissions? Explain your answer. 3. Which proposals would increase demands on the water supply? Which would decrease demands? 4. What potentially positive or negative impacts might the proposals have on the Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. recreational use of the river? 5. What three questions would you, a planning board commissioner, like to have answered before deciding on these proposed land uses? 6. Based on the information included here, which project do you think would be the best addition to the community? Why? 150 Chapter 25 Earth Science: Geology, the Environment, and the Universe Chapter Assessment Name Class 26 CHAPTER Date CHAPTER ASSESSMENT Energy Resources Reviewing Vocabulary Match the definition in Column A with the term in Column B. Column A d Column B 1. Energy contained in water and steam heated by Earth’s internal heat a. biogas b. bitumen b 2. Can be separated from tar sand and refined e 3. Light, spongy plant material used as fuel c 4. Gasoline mixed with ethanol a 5. Gas mixture produced by decomposition of c. gasohol d. geothermal energy e. peat organic waste Complete each statement. 6. Materials like wood and coal are fuels , which are burned to Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. produce heat or power. fossil fuels 7. Energy sources known as formed over thousands or millions of years from the compression and decomposition of organic matter. 8. The use of energy resources in ways that are productive is known as energy efficiency . cogeneration 9. A common method of is capturing and using heat during electric generation. 10. Sunlight falling on a(n) photovoltaic cell produces a flow of electrons, which creates an electric current. 11. On a global scale, sustainable energy meets current and future energy needs without damaging Earth’s environment. Chapter Assessment Chapter 26 Earth Science: Geology, the Environment, and the Universe 151 Name Class CHAPTER 26 Date CHAPTER ASSESSMENT Understanding Main Ideas (Part A) For each item, write F for fossil fuel, B for biomass fuel, or O for other source of energy. Some items may have more than one answer. Then answer the questions. B 1. bagasse F 11. kerogen B 2. biogas B, F 12. methane F 3. bitumen F 13. natural gas B 4. charcoal O 14. nuclear energy F 5. coal B 6. ethanol F 16. petroleum B 7. fecal material O 17. tidal power B 8. field crops O 18. wind power O 9. geothermal energy B 19. wood O 10. hydroelectric power B, F 15. peat 20. What is the ultimate source of energy for most of the energy sources listed above? Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. What are the two exceptions? 21. List four traditional fuels. 22. List five alternative energy resources. 152 Chapter 26 Earth Science: Geology, the Environment, and the Universe Chapter Assessment Name Class 26 CHAPTER Date CHAPTER ASSESSMENT Understanding Main Ideas (Part B) Match each letter on the diagram with the appropriate term below. A B C D C B D A 1. oil 2. gas 3. water 4. barrier of impermeable rock Answer the following questions. Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. 5. Explain why natural gas is usually found with oil. 6. Put these fuels in order from the smallest percentage of carbon to the largest percentage: anthracite, bituminous coal, lignite, peat. Which of these fuels burns hottest and cleanest? 7. How is coal transformed into electricity? 8. Compare and contrast the formation of coal and oil. Chapter Assessment Chapter 26 Earth Science: Geology, the Environment, and the Universe 153 Name Class CHAPTER 26 Date CHAPTER ASSESSMENT Thinking Critically Study the diagram, which shows a plan for a proposed power plant in your community. Then answer the questions. Generator Air and water vapor Turbine Condenser Steam Production well Air Cooling tower Air Water Hot well Condensate Injection well Geothermal zone 1. What is the “fuel” used to generate electricity in the power plant? 2. Your community is located near a chain of volcanic mountains. Is your location Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. likely to be a good location for the proposed power plant? Explain your answer. 3. Should your community build the proposed power plant? State your opinion and back up your answers with either the advantages or disadvantages of using this energy resource. 4. Your community is also known for its steady winds. Propose a strategy for combining the use of two resources to produce a reliable supply of electricity. 154 Chapter 26 Earth Science: Geology, the Environment, and the Universe Chapter Assessment Name Class CHAPTER 26 Date CHAPTER ASSESSMENT Applying Scientific Methods Dave and Lila are trying to figure out how to use less energy because they want to spend less money and they are concerned about depleting Earth’s resources. Their goal is to cut their energy use by 75 percent. They drive to work, and they heat their home, shown below, with electricity. They have made two tables summarizing their electricity use. Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. Use Category Appliance % of Total Electricity Used Heating 44 Hot water 22 Cooling 12 Lighting 10 Refrigeration 5 Cooking 4 Clothes washing/drying 3 Annual Usage (KwH) Appliance Annual Usage (KwH) Range 1152 Clothes dryer 1000 Microwave 300 Washer 624 Coffee maker 110 Dishwasher 1560 Toaster 40 TV 440 Clock 18 Stereo/CD player 110 Refrigerator 1200 Vacuum cleaner 50 Attic fan 300 Iron 150 Chapter Assessment Chapter 26 Earth Science: Geology, the Environment, and the Universe 155 Name Class CHAPTER 26 Date CHAPTER ASSESSMENT Applying Scientific Methods, continued Use the tables on the previous page to answer the following questions. 1. Lila has discovered that she could buy a vacuum cleaner that is 20 percent more energy efficient than the one they have, a range that is 10 percent more efficient, a different refrigerator that is 10 percent more efficient, and a clothes dryer that cuts drying time by 50 percent. Prioritize these potential purchases from most to least helpful for reaching their goal. 2. Which appliances could Dave and Lila use less often? Explain your choices. 3. Which of Dave and Lila’s use categories are not represented on the appliance list? Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. How could they try to decrease spending in those categories? 4. It is possible that Dave and Lila have not considered all their energy-saving options. What suggestions could you make that they might not have thought of? 5. Do you think Dave and Lila can reach their goal of using 75 percent less energy? If yes, point out some of the ways they can do this. If no, give a percentage that you think they can achieve, and explain why. 156 Chapter 26 Earth Science: Geology, the Environment, and the Universe Chapter Assessment Name CHAPTER Class 27 Date CHAPTER ASSESSMENT Human Impact on Earth Resources Reviewing Vocabulary Compare and contrast each pair of related terms. 1. density-independent factors, density-dependent factors Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. 2. reclamation, deforestation 3. biodiversity, monoculture 4. smog, ozone 5. point sources, nonpoint sources Chapter Assessment Chapter 27 Earth Science: Geology, the Environment, and the Universe 157 Name Class 27 CHAPTER Date CHAPTER ASSESSMENT Understanding Main Ideas (Part A) In the space at the left, write true if the statement is true; if the statement is false, change the italicized word or phrase to make it true. exponential growth 1. As long as the number of reproducing adults in a population continues to increase, the population as a whole is in a state of density. bioremediation 2. Naturally occurring bacteria can be used to eat toxic materials and convert them to less-harmful substances in a process called reclamation. true 3. Carrying capacity is the number of organisms a given environment can support. global warming 4. Many scientists believe that human production of the greenhouse gas carbon dioxide is largely responsible for the phenomenon of ozone depletion. true 5. Acid precipitation is precipitation with a pH less than 5.0. Circle the letter of the choice that best completes the statement. Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. 6. A population that is at the carrying capacity for its environment is in a. decline. c. growth. b. equilibrium. d. collapse. 7. Mineral extraction from underground mines creates waste rock, and rainwater seeping through piles of this rock can lead to a. pollution of streams. b. the formation of acid precipitation. c. stripping of the surface landscape. d. pollution of the air. 8. As a result of urban development, land becomes covered with cement and asphalt, which can result in a. increased groundwater recharge. b. pollution of the air. c. increased flooding. d. increased biodiversity. 9. Sulfur dioxide emissions from coal-burning power plants combines with atmospheric moisture to form a. ozone. b. CFCs. c. acid precipitation. d. nitrogen dioxide. 10. The primary federal law that protects our nation’s water from pollution is the a. Safe Drinking Water Act. c. Endangered Species Act. b. Clear Water Amendment. d. Clean Water Act. 158 Chapter 27 Earth Science: Geology, the Environment, and the Universe Chapter Assessment Name Class 27 CHAPTER Date CHAPTER ASSESSMENT Understanding Main Ideas (Part B) Use the diagram to answer questions 1 and 2. A Modern Landfill A Topsoil Sand Clay Garbage Garbage Sand Liner Sand Compacted solid Liner waste Clay Subsoil B Groundwater Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. 1. What is the purpose of the layer of materials at A? 2. What is the purpose of the layer of materials at B? Answer the following questions. 3. What are CFCs, and what role do they play in depletion of ozone in the atmosphere? 4. Describe the major sources of air pollution from fossil fuels. Chapter Assessment Chapter 27 Earth Science: Geology, the Environment, and the Universe 159 Name Class CHAPTER 27 Date CHAPTER ASSESSMENT Thinking Critically Answer the following questions. 1. A natural forest is cut and replaced by a tree farm in which one species of tree is planted. What are the positive and negative impacts of this practice? 2. How could an increase in the use of buses and trains decrease the effects of acid precipitation? 3. Why might buying a more expensive product made of recycled materials be a 4. How can choosing to plant one crop instead of another be a method of water conservation? 5. Do you, as a United States resident, have a greater or lesser impact on Earth’s resources than someone from another country with lower standards of living? Explain your answer. 160 Chapter 27 Earth Science: Geology, the Environment, and the Universe Chapter Assessment Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. smarter purchase in the long run? Name Class 27 CHAPTER Date CHAPTER ASSESSMENT Applying Scientific Methods Jiffy Supermarket wants to open its newest and biggest 24-hour store in Apple City. The supermarket has submitted plans for the store to the City Council, of which you are a member. The plans show that Jiffy wants to build the market on an area of forest and marshland along the banks of the Apple River. Jiffy Supermarket plans to cut the trees and build the store in the middle of the property. The diagrams show the area before and after the proposed development. Your job is to determine the impact of the proposed plans on the surrounding land, air, and water. Then you will report your findings to the other members of the City Council so they can vote to accept or reject the new development plan. Chimneys for oil heating system Paved parking Paved lot and truck parking lot loading area Fertilized grassy Store park area Forest Marsh Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. River BEFORE Oil tank Air-conditioning/ refrigeration units Bare fill dirt River AFTER 1. What impact might the cutting of the forest and the destruction of the marsh have? 2. Would the proposed changes have any impact on the air? Explain your answer. Chapter Assessment Chapter 27 Earth Science: Geology, the Environment, and the Universe 161 Name Class CHAPTER 27 Date CHAPTER ASSESSMENT Applying Scientific Methods, continued 3. Would the proposed changes have any impact on the river and the groundwater? Explain your answer. 4. What changes or preventative measures might you suggest to minimize the 5. Would you recommend the approval of the proposed plans? Explain your decision. Answers will vary. Accept all reasonable responses that are supported by facts. 162 Chapter 27 Earth Science: Geology, the Environment, and the Universe Chapter Assessment Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. environmental impact of the proposed plans? Name Class CHAPTER 28 Date CHAPTER ASSESSMENT The Sun-Earth-Moon System Reviewing Vocabulary Match the definition in Column A with the term in Column B. Column A f Column B 1. Technology developed in the space program that now a. reflecting telescope has common commercial uses m 2. Plane of Earth’s orbit about the Sun k 3. Material blasted out during impacts that falls back to the Moon’s surface a 4. A device that brings visible light to a focus with mirrors h 5. Earth’s position around June 21, at which the Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. d. perigee f. spinoff g. apogee 6. Earth’s position when the lengths of day and night h. summer solstice are equal i c. solar eclipse e. interferometry northern hemisphere has its maximum daylight hours j b. albedo 7. Moon’s state, in which its rotational period and its i. synchronous rotation autumnal equinox orbital period are equal o 8. A dark, smooth plain on the surface of the Moon j. n 9. Loose, ground-up rock on the Moon’s surface k. ejecta e 10. Process of linking separate radio telescopes to act as one l. winter solstice c 11. The blocking of the disk of the sun by the Moon m. ecliptic d 12. Closest point to Earth in the Moon’s orbit n. regolith l 13. Earth’s position near or on December 21, at which the northern hemisphere has its minimum daylight hours b o. mare 14. The portion of sunlight reflected by the Moon’s surface g 15. Farthest point from Earth in the Moon’s orbit Chapter Assessment Chapter 28 Earth Science: Geology, the Environment, and the Universe 163 Name Class 28 CHAPTER Date CHAPTER ASSESSMENT Understanding Main Ideas (Part A) In the space at the left, write the term or phrase in parentheses that makes the statement correct. electromagnetic spectrum 1. The arrangement of waves that includes gamma rays, X rays, ultraviolet radiation, visible light, infrared radiation, microwaves, and radio waves according to wavelength and frequency is called the (electromagnetic spectrum, electromagnetic radiation). refracting 2. The telescope that uses lenses to bring visible light to a focus is a (reflecting, refracting) telescope. above the atmosphere 3. Telescopes are placed (on a mountaintop, above the atmosphere) in order to most effectively collect infrared and ultraviolet radiation, X rays, and gamma rays. Apollo 4. The space exploration program that landed astronauts on the Moon was (Mercury, Apollo). erosion 5. The Moon’s surface is very different from the surface of Earth because the Moon has no (erosion, valleys). Ejecta 6. (Ejecta, Albedo) is the material blasted out of the Moon’s surface as simultaneous formation 7. The theory that suggests the Moon was formed at about the same time as Earth and from similar materials is called the (capture, simultaneous formation) theory. rotation 8. The daily rising and setting of heavenly objects like the Sun is caused by the (orbit, rotation) of Earth. axis 9. One reason different seasons occur on Earth is because Earth’s (axis, orbit) is tilted 23.5 relative to the ecliptic. increase 10. When the Moon waxes during its lunar cycle, the amount of its sunlight portion that we see appears to (increase, decrease) in size. lunar eclipse 11. A (solar eclipse, lunar eclipse) occurs when Earth passes between the Sun and Moon. full moon 12. A lunar eclipse can only occur during the phase of the (new moon, full moon). 164 Chapter 28 Earth Science: Geology, the Environment, and the Universe Chapter Assessment Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. a result of space-object impacts. Name Class 28 CHAPTER Date CHAPTER ASSESSMENT Understanding Main Ideas (Part B) Study the photograph of the Moon. Then answer the questions. B A C D Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. 1. What is feature D and how did it form? 2. Which feature is a mountain range? B 3. Compare and contrast the type, appearance, and formation of features A and C. 4. Why is the Moon’s surface so heavily pitted with craters, while Earth’s is not? Chapter Assessment Chapter 28 Earth Science: Geology, the Environment, and the Universe 165 Name Class CHAPTER 28 Date CHAPTER ASSESSMENT Thinking Critically Answer the following questions. 1. How would conditions on Earth be different if Earth were not tilted on its axis? Explain your answer. 2. How would conditions on Earth be different if Earth were tilted on its axis at an angle of 60? Explain your answer. C Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. A B 3. The drawing shows several impact craters on the Moon. Which of the three labeled craters is the oldest? Explain your answer. 166 Chapter 28 Earth Science: Geology, the Environment, and the Universe Chapter Assessment Name CHAPTER Class 28 Date CHAPTER ASSESSMENT Applying Scientific Methods The Lunar Prospector spacecraft spent 19 months collecting data from its orbit around the Moon. From January of 1998 to July of 1999, the craft, which is about the size of an oil drum, performed to a high level of efficiency, according to mission researcher Alan Binder. One device on the Lunar Prospector was a neutron spectrometer. As cosmic rays from space hit the surface of the Moon, they cause sprays of neutrons and other particles. When the neutrons mix with the regolith on the moon, they lose various amounts of energy, depending on what elements are present in the regolith. Hydrogen takes away more energy than other elements. Hydrogen is one of the basic elements needed to form water, H2O. Lunar Prospector flew over the Moon’s north and south poles many times. These regions are cold and shadowed, never receiving any of the sun’s light or heat. The spacecraft’s neutron spectrometer measurements indicated the presence of much hydrogen in the surface regolith at the poles. The spacecraft also collected data that suggest the Moon has a small iron-rich core. It is much smaller than the iron core of Earth, but then the Moon is much smaller than Earth. Binder’s goal is to eventually create a lunar base on the Moon. Humans could live there as well as use the base as a stepping stone to the planets. If this happens someday, the information gathered by Lunar Prospector will have contributed in no small fashion. 1. Based on data from Lunar Prospector, can researchers conclude that there is water Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. on the Moon? Explain your answer. 2. If there is water near the poles on the Moon, what form do you think it takes— liquid, gas, or ice? Why? Chapter Assessment Chapter 28 Earth Science: Geology, the Environment, and the Universe 167 Name Class CHAPTER 28 Date CHAPTER ASSESSMENT Applying Scientific Methods, continued 3. Which theory of the Moon’s origin seems to be supported by data collected by the Lunar Prospector? Explain your answer. 4. Imagine you are the mission researcher for the next craft that will visit the Moon. Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. What kinds of tasks would you have the craft perform in order to prove or disprove the existence of water on the Moon? 168 Chapter 28 Earth Science: Geology, the Environment, and the Universe Chapter Assessment Name Class CHAPTER 29 Date CHAPTER ASSESSMENT Our Solar System Reviewing Vocabulary Match the definition in Column A with the term in Column B. Column A Column B e 1. Earth’s average distance from the Sun: 1.496 108 km c 2. Cloud type that is low, warm, dark-colored, and sinking f 3. The wobble of Earth’s axis caused by the Moon’s gravitational force on Earth b 4. Cloud of gas and dust from which stars and planets are formed a b. interstellar cloud c. belt d. comet e. 1 astronomical unit 5. Interplanetary material that burns up and becomes a bright, glowing streak of light in Earth’s atmosphere d a. meteor f. precession 6. Small, icy body made of ice and rock that has a highly eccentric orbit around the Sun Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. Compare and contrast each pair of related terms. 7. Kepler’s laws of planetary motion, Newton’s law of universal gravitation 8. terrestrial planets, gas giant planets 9. aphelion, perihelion Chapter Assessment Chapter 29 Earth Science: Geology, the Environment, and the Universe 169 Name Class CHAPTER 29 Date CHAPTER ASSESSMENT Understanding Main Ideas (Part A) In the space at the left, write true if the statement is true; if the statement is false, change the italicized word or phrase to make it true. Nicolaus Copernicus true 1. In the early 1500s, Tycho Brahe formulated the heliocentric model of the solar system. 2. Kepler’s first law demonstrates that each planet has an elliptical orbit of unique size and shape with the Sun at one focus. true 3. Galileo’s discovery of Jupiter’s moons proved that not all celestial bodies orbit Earth; therefore, Earth is not necessarily the center of the solar system. true 4. Mercury has the largest day-night temperature difference of all the planets in our solar system. Venus 5. The high concentration of carbon dioxide (CO2) in the atmosphere of Mars inhibits infrared radiation from escaping and keeps the surface extremely hot. true 6. Asteroids are thought to be leftover planetesimals that never formed planets from the time of the solar system’s formation. Jupiter 7. The rapid rotation of Saturn distorts its shape so that the diameter Jupiter Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. through its equatorial plane is 7 percent larger than the diameter through its poles. 8. Neptune has clouds and atmospheric belts and zones similar to those of Saturn and Uranus. true 9. Pluto’s orbit is so eccentric that while at perihelion, Pluto is closer to the Sun than Neptune is. true 10. The dense concentration of gas at the center of the solar nebula eventually became the Sun. two clusters 11. The Oort cloud and the Kuiper belt are asteroid belts. of comets 170 Chapter 29 Earth Science: Geology, the Environment, and the Universe Chapter Assessment Name Class 29 CHAPTER Date CHAPTER ASSESSMENT Understanding Main Ideas (Part B) Label the diagram of our solar system by writing the name of each body next to its number. Note that the diagram is not to scale. The Solar System 8 9 7 5 4 2 1 3 10 6 1. Mercury 2. Venus 3. Earth 4. Mars 5. Jupiter 6. Saturn 7. Uranus 8. Neptune 9. Pluto 10. Sun Answer the following questions. Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. 11. Which are the terrestrial planets? 12. Which are the gas giant planets? 13. Which planet has a reddish color caused by a high iron content? 14. Which planet has the largest mountain in our solar system? What is this mountain called? 15. Describe the surface, size, atmosphere, satellite, and orbit of Pluto. Chapter Assessment Chapter 29 Earth Science: Geology, the Environment, and the Universe 171 Name Class CHAPTER 29 Date CHAPTER ASSESSMENT Thinking Critically Planetary Motion Kepler’s laws of planetary motion demonstrate that each planet’s orbit around the Sun sweeps out in a shape called an ellipse, rather than a circle. This means that a planet does not maintain a constant distance from the Sun. Kepler found that an imaginary line between the Sun and a planet sweeps out equal amounts of area in equal amounts of time. Kepler also discovered a mathematical relationship between the size of a planet’s ellipse and its orbital period. Use the terms below to label the two diagrams. foci semimajor axis perihelion major axis aphelion Sun Elliptical Orbit of a Planet major axis foci 2. 3. semimajor axis Orbit of Pluto 5. 4. Sun perihelion 6. aphelion 7. How does a model of the solar system in which the planets have elliptical orbits explain the difference in the speed of the planets? 172 Chapter 29 Earth Science: Geology, the Environment, and the Universe Chapter Assessment Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. 1. Name CHAPTER Class 29 Date CHAPTER ASSESSMENT Applying Scientific Methods Possible Present-Day Sources of Water on Mars In recent years, the Mars Global Surveyor spacecraft observed features that suggest there may be current sources of liquid water at or near the surface of Mars. These small features—about the size of a sport utility vehicle—have been compared to the features left by flash floods on Earth. The features look like gullies formed by flowing water and the deposits of soil and rock transported by these flows. The gully landforms on both Mars and Earth are divided into three parts: the alcove, the channel, and the apron. The alcove is a deep channel with a collapsed region at its upper end. At the other end is an apron, or area of accumulated debris that appears to have been transported down the slope. The Mars gullies have been observed on cliffs and appear to be extremely young. The presence of liquid water on Mars has implications for the questions of past and present life. If life did develop on Mars, and if it survives, these landforms are the place to look for it. If water is available, human exploration crews to Mars could access and use it. The water could be used for drinking, creating breathable air, and extracting oxygen and hydrogen for rocket fuel. 1. Based on the information above, why do scientists believe they may have found Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. water on Mars? 2. What features on Earth do these Mars features resemble? 3. Compare the two images and explain how the gullies are made. Chapter Assessment Chapter 29 Earth Science: Geology, the Environment, and the Universe 173 Name Class CHAPTER 29 Date CHAPTER ASSESSMENT Applying Scientific Methods, continued 4. Why is the presence of liquid water on Mars important? How could it help humans? 5. Why are scientists still looking for life on other planets? Does it seem possible that Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. they might find it? 174 Chapter 29 Earth Science: Geology, the Environment, and the Universe Chapter Assessment Name Class 30 CHAPTER Date CHAPTER ASSESSMENT Stars Reviewing Vocabulary Match the definition in Column A with the term in Column B. Column A c Column B 1. Combining of lightweight nuclei into heavier nuclei, such as four hydrogen nuclei combining to form a helium nucleus f 2. Cloud of interstellar gas and dust that collapses on itself to form a new star h d 3. Visible light arranged according to wavelengths 4. Group of bright stars named for an animal, a mythological character, or an everyday object g 5. Minimum to maximum sunspots, a reversal of polarity, and minimum to maximum sunspots over a period of 22.4 years b 6. Lowest layer of the Sun’s surface from which most of the light emitted by the Sun comes Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. e a. black hole b. photosphere c. fusion d. constellation e. main sequence f. nebula g. solar activity cycle h. spectrum 7. Section of the H-R diagram into which about 90 percent of stars fall a 8. Small, massive, dense object that has a gravity so immense that nothing—not even light—can escape it Compare and contrast each pair of related terms. 9. apparent magnitude, absolute magnitude 10. clusters, binary stars 11. fusion, fission Chapter Assessment Chapter 30 Earth Science: Geology, the Environment, and the Universe 175 Name Class 30 CHAPTER Date CHAPTER ASSESSMENT Understanding Main Ideas (Part A) In the space at the left, write true if the statement is true; if the statement is false, change the italicized word or phrase to make it true. surface 1. In the convective zone of the solar interior, volumes of gas carry energy to the Sun’s interior. true 2. As a star ages, its internal composition changes as nuclear reactions in the star’s core convert one element into another. true 3. In the 1600s, the solar activity cycle stopped, and there were no sunspots for nearly 50 years. true 4. Astronomers can sometimes identify binary stars even if only one star is visible. brightness 5. Absolute magnitude takes distance into account when indicating the surface temperature of a star. 500 pc 6. Using the parallax technique, astronomers can accurately measure the distance of stars up to 300 pc away. twentieth century 7. The Hertzsprung-Russell diagram (H-R) diagram, first plotted in the nineteenth century, demonstrates the relationship of luminosity and temperature. coolest 8. Stars are assigned a spectral type, with M being the hottest stars. diameter 9. The mass of a star determines the star’s temperature, luminosity, Write the term that best completes the statement. corona solar wind 10. Because the Sun solar flares Sun solar interior contains 99 percent of the mass in the solar system, it controls the motion of the planets. 11. The solar interior is not solid, but gaseous, because of its high temperature. 12. The top layer of the Sun’s atmosphere is the low-density 13. The solar wind corona . flows outward from the corona to the entire solar system. 14. Earth is bombarded with particles and radiation after violent eruptions from the Sun’s surface called 176 solar flares . Chapter 30 Earth Science: Geology, the Environment, and the Universe Chapter Assessment Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. and constellation. Name Class CHAPTER 30 Date CHAPTER ASSESSMENT Understanding Main Ideas (Part B) Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. Identify and describe each kind of spectrum and explain how each is produced. 1. continuous spectrum 2. absorption spectrum 3. emission spectrum Answer the following question. 4. How do scientists use spectra to identify the elements in the Sun’s outer layer? Chapter Assessment Chapter 30 Earth Science: Geology, the Environment, and the Universe 177 Name Class CHAPTER 30 Date CHAPTER ASSESSMENT Thinking Critically Wavelength Shifts One of the many ways scientists learn more about stars is the use of spectral lines. They help scientists determine the speed of a star’s motion. Motion between the source of light and the observer cause the spectral lines to shift in wavelength. Depending on whether the wavelength is shorter or longer, the observer can determine if the star is moving toward or away from Earth. These shifts are called blueshifts and redshifts. The larger the shift, the higher the speed of motion. The shifts in spectral lines can also be used to detect binary stars as they orbit around their center of mass and move toward and away from Earth. Answer the following questions. 1. Explain blueshifts and redshifts. 2. The shifts in spectral lines are an example of the Doppler effect. What motion will Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. this effect not detect? 3. Why is it important that astronomers learn about stars? 4. How does understanding the formation and evolution of stars help scientists understand the Sun? 178 Chapter 30 Earth Science: Geology, the Environment, and the Universe Chapter Assessment Name CHAPTER Class 30 Date CHAPTER ASSESSMENT Applying Scientific Methods On June 6, 2000, the orbiting Solar and Heliospheric Observatory (SOHO) recorded a powerful series of solar eruptions, including a full-halo coronal mass ejection (CME.) The velocity of the ejected material was 908 km/s, and it was estimated that the CME was to reach Earth in 48 hours, or midday June 8. CMEs carry up to 10 billion tons of ionized gas that can travel at speeds up to 2000 km/s. This ionized gas hits Earth’s magnetosphere, and most of the incoming material is deflected from the planet. However, should the solar wind be very strong, it can compress the magnetosphere and unleash a geomagnetic storm, which can induce electric currents in Earth that can interfere with electric power transmission and satellites. CMEs can occur without flares, but whenever they occur together, it means there is a rapid, large-scale change in the Sun’s magnetic field. The June 6 CME was accompanied by two intense solar flares. The region that produced the June 6 eruption had a complicated magnetic configuration—oppositely directed magnetic fields were seen right next to each other. 1. Based on this amount of activity, where do scientists believe the Sun is in its solar activity cycle? What does this mean? How long might this period last? Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. 2. How could the CME cause a geomagnetic storm? How would a geomagnetic storm affect Earth? 3. Explain the difference between a solar flare and a coronal mass ejection. Do both always appear at the same time? Chapter Assessment Chapter 30 Earth Science: Geology, the Environment, and the Universe 179 Name Class CHAPTER 30 Date CHAPTER ASSESSMENT Applying Scientific Methods, continued Under the right conditions, when the CME arrived at Earth’s magnetosphere, energy would be released in the form of an intense auroral display. For an intense auroral display, the emission must encounter Earth’s magnetic field directly, as opposed to a glancing blow, and the magnetosphere must already have stored energy, ready to be released in the form of an aurora. During an aurora, the sky glows as charged particles rain down from space along Earth’s magnetic field lines. The resulting color depends on the type of molecules that the charged particles hit. Energetic particles striking oxygen molecules at an altitude of about 320 km cause all-red auroras. Oxygen at lower altitudes, about 100 km high, produce brilliant yellow-green colors. These are the brightest and most common auroras. Ionized nitrogen gives off blue light, and neutral nitrogen glows red. The nitrogens create the purplish-red lower borders and ripple edges seen in many auroras. Auroras are at least 60 km above Earth and can extend about 1000 km above the planet. The best places to see an aurora borealis display include Fairbanks, Alaska, parts of eastern Canada, Iceland, and the Scandinavian countries. These sites are close to the average auroral oval around Earth’s north magnetic pole. It is best to see an auroral display during the hours of local midnight. The farther south, the less chance of seeing an aurora borealis display, but displays have been seen as far south as Florida and Texas. Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. 4. What is an aurora, and what two conditions must be present for an intense auroral display? 5. What is the best place and time to see an aurora borealis? Has an aurora ever been seen below this point? Where? 6. What colors can an auroral display be? What causes these different colors? 7. Explain what an auroral display is. How does it occur? 180 Chapter 30 Earth Science: Geology, the Environment, and the Universe Chapter Assessment Name Class CHAPTER 31 Date CHAPTER ASSESSMENT Galaxies and the Universe Reviewing Vocabulary For each item in Column A, write the letter of the matching item in Column B. Column A Column B b 1. Study of the universe a. inflationary universe g 2. Core of a galaxy in which highly energetic objects or b. cosmology activities are located h 3. Gigantic formation of clusters of galaxies hundreds of millions of light-years in size f d. cosmic background radiation 4. A value of approximately 70 kilometers per second e. steady-state theory per megaparsec c c. Big Bang theory 5. States that the universe began as a point and has been f. Hubble constant expanding ever since e 6. Proposes that the universe looks the same on large scales to all observers and that it has always looked that way d g. active galactic nucleus h. superclusters 7. Persistent noise discovered in 1965 that is caused by Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. weak radiation from all directions in space a 8. Model that says the universe began as a fluctuation in a vacuum and expanded very rapidly for a fraction of a second before settling into a more orderly expansion Compare and contrast each pair of related terms. 9. RR Lyrae variables, Cepheid variables 10. average density, critical density Chapter Assessment Chapter 31 Earth Science: Geology, the Environment, and the Universe 181 Name Class CHAPTER 31 Date CHAPTER ASSESSMENT Understanding Main Ideas (Part A) In the space at the left, write true if the statement is true; if the statement is false, change the italicized word or phrase to make it true. ellipticals have mass 1. Most galaxies in the inner region of a large cluster are spirals. 2. Studies provide evidence that there is a great amount of unseen matter called dark matter composed of dim stellar remnants that have no mass. true 3. Edwin Hubble measured the redshifts and distances of many galaxies and found that the redshift of a galaxy depends on its distance from Earth. very early 4. Cosmic background radiation provides information about conditions now in the expansion of the universe. true 5. One way to determine the fate of the universe is to measure how much slowing has occurred in its expansion as a means of determining how much further it will slow. Hubble Space 6. A key goal of the Fermilab is to gather data that would help to pinpoint Telescope the value for H, the Hubble constant. E7 a S0 E0 Irr c S SB 182 S 7. Normal spiral SB 8. Barred spiral a 9. Tightly wound arm and large, bright nucleus c 10. Loosely wound arms and a small, dim nucleus S0 11. Flat disks that do not have spiral arms E0 12. Round elliptical E7 13. Very elongated elliptical Irr 14. Irregular galaxy Chapter 31 Earth Science: Geology, the Environment, and the Universe Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. Edwin Hubble sorted galaxies according to their shapes. Write the letter notation below next to its corresponding galaxy shape. Chapter Assessment Name CHAPTER Class 31 Date CHAPTER ASSESSMENT Understanding Main Ideas (Part B) Identify the type of galaxy and write a brief description for each illustration. If indicated, give an example of the galaxy type. 1. Type: spiral galaxy Description: Example: 2. Type: elliptical galaxy Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. Description: 3. Type: irregular galaxy Description: Example: 4. Type: galaxy clusters Description: Example: Chapter Assessment Chapter 31 Earth Science: Geology, the Environment, and the Universe 183 Name Class CHAPTER 31 Date CHAPTER ASSESSMENT Thinking Critically Answer the following questions. 1. What elements make up the stars in globular clusters? 2. Where are the old and young stars of the Milky Way galaxy located? Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. 3. How do astronomers explain the formation of the Milky Way galaxy? 4. What does the Milky Way fragmented spiral-arm pattern suggest? 5. Why is hydrogen emission useful in mapping the arms of the Milky Way galaxy? 184 Chapter 31 Earth Science: Geology, the Environment, and the Universe Chapter Assessment Name Class 31 CHAPTER Date CHAPTER ASSESSMENT Applying Scientific Methods Ground HST Black Hole Mass 2 billion suns 200 million suns 20 million suns Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. 3 million suns 75 000 light-years 3000 light-years Black Holes: One Size Does Not Fit All Astronomers are concluding that monstrous black holes were not born that big, as once believed, but instead grew on a diet of gas and stars controlled by their host galaxies in the beginning years of the universe. An initial look at 30 galaxies indicates that black holes do not precede a galaxy’s birth, but instead evolve with the galaxy by trapping an amazingly exact percentage (0.2) of the mass of the stars and gas in a galaxy. Black holes in the centers of giant galaxies—some more than one billion solar masses—had enough infalling gas to once blaze as quasars. The final mass of a black hole is not primordial, but instead is determined during the galaxy formation process. This shows that there is a close relationship between the black hole mass and the stars that comprise an elliptical galaxy or central bulge stars of a spiral galaxy. In most cases, the black holes not only bulked up through the accretion of gas, but also through mergers of galaxies in which pairs of black holes combined. The Hubble Space Telescope precisely measures the speed of gas and stars around a black hole. This measurement provides clues for the existence of a black hole. Astronomers determine the mass of each black hole by measuring the motion of stars swirling around it. The closer a star is to the black hole, the faster is its velocity. Chapter Assessment Chapter 31 Earth Science: Geology, the Environment, and the Universe 185 Name Class CHAPTER 31 Date CHAPTER ASSESSMENT Applying Scientific Methods, continued Answer the following questions. 1. What is a black hole? 2. In the chart, what unit of measurement is used to show black hole mass? 3. What do each of the three columns in the chart show? 4. What is the mass of the largest black hole on the chart? What is the mass of the smallest? Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. 5. According to the article, what did astronomers once believe about black holes? 6. What have astronomers learned from the 30 black holes they now study? 7. Other than accruing gas and stars, how else can black holes increase in size? 8. How does the Hubble Space Telescope measure black holes if black holes cannot be seen? 186 Chapter 31 Earth Science: Geology, the Environment, and the Universe Chapter Assessment Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. ANSWER PAGES Chapter Assessment T188 Answer Pages Earth Science: Geology, the Environment, and the Universe Chapter Assessment 1 (technology, paleontology). 8. The application of scientific discoveries is called results of the experiment are actually due to the condition being tested. 7. Researchers use a (constant, control) in an experiment to show that the atmosphere makes up the (hydrosphere, biosphere). 6. The water in Earth’s oceans, seas, lakes, rivers, glaciers, and in Earth’s 5. The study of objects beyond Earth’s atmosphere is (ecology, astronomy). an observation. 4. (An experiment, A hypothesis) is a suggested explanation for Earth’s history are all topics studied in (geology, oceanography). 3. Identifying rocks, studying glacial movements, and interpreting clues to notation), which is a modern version of the metric system. 2. Most scientific studies use a standard system of units called (SI, scientific Earth is (tectonics, meteorology). 1. The branch of Earth science that studies the blanket of air that surrounds Chapter Assessment Chapter 1 Earth Science: Geology, the Environment, and the Universe Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. natural phenomenon. experiments. A scientific law is a basic fact that describes the behavior of a 1 A scientific theory is an explanation based on many observations during repeated 11. scientific theory, scientific law variable is a factor that results from manipulating the independent variable. An independent variable is a factor that can be manipulated. A dependent 10. independent variable, dependent variable The asthenosphere is the partly molten layer of the mantle. The lithosphere includes the crust and the solid uppermost part of the mantle. 9. lithosphere, asthenosphere Contrast each pair of related terms. technology control hydrosphere astronomy A hypothesis geology SI meteorology Date CHAPTER ASSESSMENT Class In the space at the left, write the word or phrase in parentheses that makes the statement correct. Reviewing Vocabulary The Nature of Science CHAPTER Name 1 Date CHAPTER ASSESSMENT Class Column A 8. square centimeter 7. second 6. newton 5. meter 4. liter 3. kilogram 2. Kelvin 1. gram per milliliter Column B time h. weight g. liquid volume f. e. temperature d. mass c. length b. density a. area universe. 9. Astronomers study Earth, its neighbors, and other matter in the 2 18. About 97 percent of Earth’s water is salt water. 17. Scientific laws and theories cannot change. Earth’s surface, at the bottom of oceans, and on the tops of mountains. 16. The biosphere includes all organisms that live within a few meters of physical and chemical properties of the oceans, and examine the effects of human activities on the oceans. 15. Oceanographers study creatures that inhabit salty water, measure 14. Earth’s atmosphere contains about 78 percent carbon dioxide. 13. Earth’s core consists of an outer, liquid part and an inner, solid part. step outlines to solve problems. Chapter Assessment 12. Scientific methods are planned and organized, but are not rigid, step-by- processes that form and change these materials. Chapter 1 Earth Science: Geology, the Environment, and the Universe true can true true nitrogen true true interact with 10. Earth’s four main systems are independent of one another. Geology 11. Meteorology is the study of materials that make up Earth and the true In the space at the left, write true if the statement is true; if the statement is false, change the italicized word or phrase to make it true. a f h c g d e b Write the letter of the measurement in Column B next to its matching unit of measurement in Column A. Understanding Main Ideas (Part A) CHAPTER Name Chapter Assessment Answer Pages Earth Science: Geology, the Environment, and the Universe T189 3 1 106 4 107 2.9 102 3.356 103 1.18722 102 2. 0.000 001 3. 40 000 000 4. 0.029 5. 3356 6. 118.722 Chapter Assessment safety goggles and an apron pouring chemicals? Chapter 1 Earth Science: Geology, the Environment, and the Universe 10. What should you wear during a science classroom investigation that involves for use in space and were later modified for use on Earth. micro-fabrics, and ultralight materials used in sports equipment were developed For example, technologies used to make freeze-dried foods, ski goggles, The statement means that scientific discoveries can be applied to new situations. support the statement. 9. What is meant by the statement “technology is transferable”? Give an example to on Earth’s surface, including earthquakes and mountain building. Earth scientists who specialize in tectonics study the effects of internal processes 8. What is studied by Earth scientists who specialize in tectonics? They also study ancient environments. Paleontologists study the remains of organisms that once lived on Earth. 7. What do paleontologists study? Answer the following questions. 106 Equivalent in Scientific Notation 1. 1 000 000 Number Maximum temperature: 258 K Composition of atmosphere: 42% carbon dioxide, 25% nitrogen, 21% oxygen, 10% water, 2% argon Surface gravitational acceleration (the rate at which a falling object speeds up): 3.3 m/s2 Chapter 1 Earth Science: Geology, the Environment, and the Universe freezes, all surface water on Telos should be frozen. Chapter Assessment temperature on Telos is 258 K, which is below the temperature at which water No; the freezing point of water 0°C 273 273 K. Since the maximum water freezes at 0°C on Telos; and Kelvin temperature Celsius temperature 273. 5. Are you likely to find liquid water on the surface of Telos? Explain. Hint: Assume two facts: of Earth. more carbon dioxide, water, and argon and less nitrogen than the atmosphere are 21 percent oxygen. They are different in that the atmosphere of Telos has They are similar in that they both contain mostly the same gases and that both How are they different? 4. How are the compositions of the atmospheres of Telos and Earth similar? density mass/volume 6.25 kg/0.855 L 7.31 kg/L, or 7.31 g/mL has a mass of 6.25 kg and a volume of 0.855 L. What is the density of the rock? 3. One test you will perform on each rock is to determine its density. Suppose a rock which is less than 343 N. Yes; the weight of 100 kg of rocks on Telos is 100 kg 3.3 m/s2 330 N, Can the transporter carry the weight of all of the rocks you plan to collect? Explain. Hint: weight (in N) = mass (in kg) gravitational acceleration (in m/s 2). 2. The rock transporter you will use on Telos is designed to carry a maximum weight of 343 N. object’s position. The mass will still be 100 kg. The mass of an object does not change with the analysis. What will be the mass of the rocks on Earth? Explain your reasoning. 1. Your team plans to collect 100 kg of rocks on Telos and to bring the rocks back to Earth for Answer the following questions. 4 Date CHAPTER ASSESSMENT Class Imagine you are a member of a research team that is preparing to explore a planet named Telos. Before traveling to Telos, you must learn as much as you can about the planet. Some of the information that scientists have gathered about Telos is summarized below. CHAPTER Name Complete the table by filling in the missing information. CHAPTER ASSESSMENT Date Thinking Critically 1 Class Understanding Main Ideas (Part B) CHAPTER Name Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. 1 Answer Pages Earth Science: Geology, the Environment, and the Universe Chapter Assessment constants Chapter Assessment Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. Chapter 1 Earth Science: Geology, the Environment, and the Universe experiment controls, constants, dependent variables, or independent variables? 4. Are the carbon dioxide level in the first experiment and the oxygen level in the second carbon dioxide. 5 doing separate experiments, they could see the effect of varying either oxygen or which gas was responsible for any change in plant growth rate they observed. By If they had varied both at the same time, they would not have been able to tell carbon dioxide percentages at the same time. Why do you think they chose instead to vary the oxygen and carbon dioxide percentages in separate experiments? 3. The students could have done just one experiment in which they varied both the oxygen and rate of pea plants independent variable: percentage of carbon dioxide; dependent variable: growth 2. Identify the independent variable and the dependent variable in Experiment 2. pea plants independent variable: percentage of oxygen; dependent variable: growth rate of 1. Identify the independent variable and the dependent variable in Experiment 1. The students grew pea plants in airtight chambers, replacing the air in the chambers with the artificial atmospheres. The students assessed the growth rate of the plants by measuring the plants’ heights each day for 10 days. Using a mixing valve and tanks of pure oxygen, carbon dioxide, and nitrogen, the students created artificial atmospheres with varying percentages of the three gases. They adjusted the percentage of nitrogen to compensate for changes in the other two gases. In the first experiment, the students varied the percentage of oxygen and kept the carbon dioxide level at 0.03 percent, the value in normal air. In the second experiment, the students varied the percentage of carbon dioxide and kept the oxygen level at 21 percent, the value in normal air. Hypothesis 2: Will increasing the percentage of carbon dioxide in the atmosphere make plants grow more rapidly? 0.03 0.03 0.03 0.03 20 30 40 50 6 49.97 59.97 69.97 79.97 89.97 98.97 Percent Nitrogen Percent Oxygen 21 21 21 21 21 21 10 11 10 12 11 10 Experiment 2 Growth Rate (mm/day) 1 Percent Carbon Dioxide 50 40 30 20 10 0 10 20 30 40 Percent oxygen Experiment 1 50 0 10 20 30 40 50 0 10 20 30 40 50 Percent carbon dioxide Experiment 2 29 39 49 59 69 78 Percent Nitrogen 44 44 43 35 25 15 Growth Rate (mm/day) Chapter 1 Earth Science: Geology, the Environment, and the Universe could study the effect of only one variable on plant growth. Chapter Assessment They should have kept such factors constant in these experiments so that they water content, and light intensity. What should the students have done with such factors in these two experiments? Why? 8. The growth of plants also depends upon other factors, including temperature, soil make plants grow more rapidly? Hypothesis 2: Will increasing the percentage of carbon dioxide in the atmosphere 7. Which of the students’ hypotheses correlate with the results? 1 percent to 30 percent and levels out at higher percentages. The growth rate increases as the percentage of carbon dioxide increases from The growth rate remains fairly constant as the percentage of oxygen increases. carbon dioxide in these experiments. 6. Describe the relationship between growth rate and the percentage of oxygen or 0 10 20 30 40 50 each graph with a line. Date CHAPTER ASSESSMENT Class 5. On the grids below, plot the data for each experiment. Connect the data points on 0.03 0.03 10 Percent Carbon Dioxide 1 Percent Oxygen Experiment 1 Growth rate (mm/day) Hypothesis 1: Will increasing the percentage of oxygen in the atmosphere make plants grow more rapidly? Applying Scientific Methods, continued CHAPTER Name The table below show the results of the students’ two experiments. CHAPTER ASSESSMENT Date A group of students wanted to find out if changing the composition of the atmosphere could affect the growth rate of plants. After researching the problem, they formed two hypotheses. 1 Class Applying Scientific Methods CHAPTER Name Growth rate (mm/day) T190 Chapter Assessment Answer Pages Earth Science: Geology, the Environment, and the Universe T191 2 their exact (position, weight). 8. Satellites in the Global Positioning System help users determine number of waves that pass a particular point each second. 7. The (frequency, wavelength) of an electromagnetic wave is the map represent. 6. A (map legend, map scale) explains what the symbols on a of equal elevation. 5. A contour line on a (topographic, world) map connects points 4. A (Mercator, conic) projection distorts areas near the poles. (equator, 180° meridian). 3. The International Date Line is another name for the 2. The (equator, prime meridian) represents 0° longitude. 1. The science of mapmaking is called (cartography, remote sensing). Chapter Assessment Chapter 2 Earth Science: Geology, the Environment, and the Universe uses radar to map features on the ocean floor. energy related to the warmth of surface features. The Topex/Poseidon satellite Both collect data about Earth by remote sensing. A Landsat satellite detects 11. Landsat satellite, Topex/Poseidon satellite the globe at a single point. projection, the points and lines are projected onto a piece of paper that touches 7 In a conic projection, the points and lines are projected onto a cone. In a gnomonic Both are ways of making a flat map by projecting points and lines from a globe. 10. conic projection, gnomonic projection or west of the prime meridian. degrees north or south of the equator. Longitude is the distance in degrees east Both are used to precisely locate positions on Earth. Latitude is the distance in 9. latitude, longitude Compare and contrast each pair of related terms. position frequency map legend topographic Mercator 180° meridian prime meridian cartography Date CHAPTER ASSESSMENT Class In the space at the left, write the word or phrase in parentheses that makes the statement correct. Reviewing Vocabulary Mapping Our World CHAPTER Name Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. 2 8 c. 180° north c. 24 d. 360 d. minutes. d. 360° north Chapter 2 Earth Science: Geology, the Environment, and the Universe 8. GPS satellites can relay information about all of the following EXCEPT a. position. b. elevation. c. direction. d. a diagram that shows the elevation of the hills and valleys of an area a distance on Earth’s surface d. weather. 7. What is a graphic scale? a. a statement that expresses distance, such as one centimeter equals one kilometer b. a ratio that expresses distance, such as 1:50 000 c. a line broken into sections that represent units with each section representing contour lines is called the a. contour interval. b. index contour. c. depression contour. d. hachure. 6. On a topographic map, the difference in elevation between two side-by-side 5. All flat maps distort either the shapes or the areas of landmasses because a. the boundaries of landmasses are not known with certainty. b. such large structures cannot be drawn accurately. c. lines of latitude are not perfectly parallel. d. Earth is a curved, three-dimensional object. 4. Into how many time zones is Earth divided? a. 12 b. 15 3. Which statement about lines of longitude is true? a. They converge at the equator. b. They converge at the poles. c. They are parallel. d. They locate positions in north and south directions. 2. Each degree of latitude or longitude is divided into 60 smaller units called a. meridians. b. grids. c. seconds. 1. What is the latitude of the north pole? a. 0° north b. 90° north Date Chapter Assessment CHAPTER ASSESSMENT Class Circle the letter of the choice that best completes the statement or answers the question. Understanding Main Ideas (Part A) CHAPTER Name T192 Answer Pages Earth Science: Geology, the Environment, and the Universe Chapter Assessment 2 18E 175E 41S Wellington, New Zealand Chapter Assessment Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. Chapter 2 Earth Science: Geology, the Environment, and the Universe Variations in time indicate the presence of certain features on the ocean floor. 9 the speed of light and the time it takes the signal to reach the surface and return. is reflected off the water. The distance to the water’s surface is calculated using The satellite sends radar waves to the ocean’s surface and picks up the echo that 5. How does the Topex/Poseidon satellite collect data? 10 323 km 10 Chapter 2 Earth Science: Geology, the Environment, and the Universe Chapter Assessment which areas were steeper. It would not indicate the actual elevation of any point. The map would indicate which points on the map were higher than others and map indicate about the terrain of the area shown? What would the map not indicate? 6. Suppose you were given a topographic map that did not show index contours. What would the Answer the following question. back one day. Wednesday; Nome is east of the International Date Line, so the calendar moves 5. When it is Thursday in Wellington, what day is it in Nome? Explain your answer. the equator. distance (109 79) (111 km/) 20 868 km difference in longitude multiplied by 111 km, which is the value for longitude at Because both cities are on the equator, the distance between them equals their 4. What is the approximate distance between Pontianak and Quito? Explain your answer. of the equator, so their latitudes are added. distance (59 34) (111 km/) the surface of Earth, which enables the map reader to measure distances. their difference in latitude multiplied by 111 km. The cities are on opposite sides Because both cities have the same longitude, the distance between them equals 3. What is the approximate distance between Stockholm and Cape Town? Explain your answer. Nome, Alaska 2. Which city is farthest from the equator? Wellington, New Zealand 1. Which city is closest to the International Date Line? 79W 59N Stockholm, Sweden Quito, Ecuador They show the relationship between distances on a map and actual distances on 4. Why are map scales useful? that the point where they crossed had two elevations, which is impossible. Each contour line represents one elevation. If two lines crossed, it would mean 3. Why do contour lines never cross? between them, especially near the poles. shows these lines as being parallel. Making the lines parallel stretches the area Lines of longitude converge as they approach the poles, but a Mercator projection 2. Why does a Mercator projection exaggerate the areas of landmasses near the poles? 165W 65N Nome, Alaska 0° 18E 109E Longitude 0 Pontianak, Indonesia result if, for example, a city was split by a time zone. Latitude Date CHAPTER ASSESSMENT Class 34S Cape Town, South Africa City The boundaries are adjusted in local areas to avoid the confusion that would 1. Time zone boundaries do not always line up perfectly with lines of longitude. Why? Use the table to answer the following questions. CHAPTER Name Thinking Critically CHAPTER ASSESSMENT Date Answer the following questions. 2 Class Understanding Main Ideas (Part B) CHAPTER Name Chapter Assessment Answer Pages Earth Science: Geology, the Environment, and the Universe T193 2 0° 120°W 589 km Chapter Assessment 360 24.6 h 14.6/h Chapter 2 Earth Science: Geology, the Environment, and the Universe zone on Mars if each time zone represents a different hour? (Hint: Like Earth, Mars is a sphere.) 3. It takes Mars 24.6 hours to rotate once on its axis. How wide in degrees is a time in orbit than people could on the surface. Accept all reasonable answers. 11 12 Chapter 2 Earth Science: Geology, the Environment, and the Universe higher than Mt. Everest. Chapter Assessment 8850 m 8.850 km; 27 km 8.850 km 3; Olympus Mons is three times Mars. (Because Mars has no oceans, its elevations cannot be defined with respect to sea level.) By comparison, the highest point on Earth, Mt. Everest, is 8850 m above sea level. How many times higher than Mt. Everest is Olympus Mons? 8. The top of Olympus Mons is the highest point on Mars. It is 27 km above the average elevation on the east-west direction. map shows the lines as being parallel. Therefore, the map distorts distances in No; lines of longitude get closer together as they approach the poles, but this with the same accuracy? Explain why or why not. 7. Can you estimate how far the base of Olympus Mons stretches from east to west The base stretches approximately 10° from north to south. 10 58.9 km/ more expensive to send humans to Mars and bring them back than it is to send a satellite and leave it in orbit. A satellite can collect more data more quickly while (Hint: Use your answer from question 5 to convert degrees to kilometers.) their lives to travel to a planet that humans have not visited. It would be much 6. How far does the base of Olympus Mons stretch from north to south? 21 200 km 360 58.9 km/ degree of latitude on Mars? 5. The circumference of Mars is 21 200 km. What is the approximate distance of each northern hemisphere 4. In which hemisphere is the area on the map? 0° 150°W 10°N 10°N 120°W 30°N 20°N 130°W 130°W 20°N 140°W 140°W Answers may vary. Space flight is dangerous, and the astronauts would be risking a team of astronauts to Mars to map the surface? 2. What are the advantages of using a satellite for this project instead of sending Maximum: 380 000 000 km 300 000 km/s 1267 s Minimum: 78 000 000 km 300 000 km/s 260 s depending on the time of year. The speed of light is 300 000 km/s. Calculate the minimum and maximum time it takes for data transmitted by the Mars Global Surveyor to reach Earth. 1. The distance from Earth to Mars ranges between 78 000 000 km and 380 000 000 km, The Mars Global Surveyor carries a camera that can distinguish objects on the surface of Mars that are less than 1.5 m across. It also has an instrument that measures surface elevation as well as sensors that analyze the heat radiating from the planet’s surface. These sensors provide data about the composition of different areas of the planet. All of the information collected by the Mars Global Surveyor is transmitted to Earth in the form of radio waves. The satellite will continue to orbit Mars for at least 50 years after its mission is completed. It does not carry enough propellant to return to Earth. 150°W 30°N Date CHAPTER ASSESSMENT Class This map was prepared from data collected by the Mars Global Surveyor. The dashed lines on the map surround the base of the Martian volcano Olympus Mons. CHAPTER Name Mapping techniques can be used on other planets besides Earth. In 1996, the National Aeronautics and Space Administration (NASA) launched a satellite called the Mars Global Surveyor toward Mars. One of the purposes of the satellite was to collect data about the surface of Mars. The satellite reached Mars in 1997 and then gradually slowed into a low, circular orbit around the planet. It finally began mapping the surface of Mars in 1999, a process that was scheduled to last nearly two years. CHAPTER ASSESSMENT Date Applying Scientific Methods, continued 2 Class Applying Scientific Methods CHAPTER Name Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. T194 Answer Pages Earth Science: Geology, the Environment, and the Universe Chapter Assessment 3 nuclei emit radiation 11. The spontaneous process through which unstable 10. The average of the mass numbers of an element’s isotopes valence electrons k. radioactivity j. plasma h. nucleus 8. The attractive force between two ions of opposite charge i. g. solution 7. The change of one or more substances into other substances 9. A tiny particle with a negative electrical charge f. ionic bond e. electron d. condensation c. chemical reaction b. atomic mass a. atom 6. A homogeneous mixture 5. The change from a gas to a liquid element’s characteristics 4. The smallest particle of an element that retains that 3. Hot, highly ionized, electrically conducting gas 2. The center of an atom 1. The outermost electrons of an atom Column B Chapter Assessment evaporation Bases proton An element an ion A covalent bond energy level mass number formation of hydroxide ions (OH). Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. Chapter 3 Earth Science: Geology, the Environment, and the Universe called (evaporation, sublimation). 19. The process of changing from a liquid into a gas is 18. (Acids, Bases) are solutions characterized by the charge is a (neutron, proton). 17. A tiny particle that has mass and a positive electrical be broken down into simpler substances. 16. (An element, A compound) is a substance that cannot particle called (an ion, a molecule). 15. An atom that gains or loses an electron is a charged two atoms for a shared pair of electrons that holds the atoms together. 14. (An ionic bond, A covalent bond) is the attraction of atom where an electron is most likely to be found. 13. An (energy level, isotope) represents the area in an (atomic number, mass number). 12. The combined number of protons and neutrons is the In the space at the left, write the word or phrase in parentheses that makes the statement correct. e b k d g c f j h i a Column A Match the definition in Column A with the term in Column B. Reviewing Vocabulary Date CHAPTER ASSESSMENT Class Matter and Atomic Structure CHAPTER Name 13 3 c. protons and electrons. d. protons and neutrons. 2. The nucleus of an atom is made up of a. electrons and neutrons. b. protons, neutrons, and electrons. d. valence electrons. d. compounds. d. evaporation 14 Chapter 3 Earth Science: Geology, the Environment, and the Universe Chapter Assessment d. both acidic and basic. c. both positive and negative ions d. neither positive nor negative ions 13. Tomatoes have a pH of 4. They are considered to be a. acidic. b. basic. c. neutral. which of the following ions? a. positive ions b. negative ions 12. An atom in which the outermost energy level is more than half full tends to form d. five c. solution. d. heterogeneous mixture. 11. In how many physical states does matter exist in the universe? a. two b. three c. four 10. Soil is an example of a a. homogeneous mixture. b. solid solution. 9. What type of bonding takes place when Na and Cl combine to form NaCl? a. ionic b. hydrogen c. covalent d. metallic 8. Which of the following changes of state releases thermal energy? a. melting b. sublimation c. condensation 7. Densely packed arrangements of particles that take the shape of their containers are a. solids. b. liquids. c. gases. d. plasmas. 6. A combination of two or more components that retain their identity is a(n) a. mixture. b. solution. c. acid. d. base. 5. Solutions containing a substance that produces hydrogen ions (H) in water are a. bases. b. solids. c. elements. d. acids. 4. Chemical behavior is determined by the number of electrons located in the a. innermost energy level. c. third energy level. b. second energy level. d. outermost energy level. c. molecules. c. molecules. 1. The basic building blocks of matter are a. atoms. b. elements. 3. Many elements are mixtures of a. solids. b. isotopes. Date CHAPTER ASSESSMENT Class Circle the letter of the choice that best completes the statement or answers the question. Understanding Main Ideas (Part A) CHAPTER Name Chapter Assessment Answer Pages Earth Science: Geology, the Environment, and the Universe T195 15 3 F e N e N e e e e e e ee e N2 e e e e e ee e e ee e e e eee Chapter Assessment calcium Chapter 3 Earth Science: Geology, the Environment, and the Universe 4. Which atom forms an ion by the loss of electrons? two 3. How many electrons are in the fourth level of a calcium atom? that make up the nitrogen molecule. one from each nitrogen atom, are shared by both nitrogen atoms Nitrogen; it is formed by covalent bonding because two electrons, 2. Which compound is formed by covalent bonding? Explain. two fluoride ions and one calcium ion. transferred from the calcium atom, one to each fluorine atom, to form Calcium fluoride; it is formed by ionic bonding because two electrons are 1. Which compound is formed by ionic bonding? Explain. e e e ee e e e e ee e e e e e e e e e eee ee e e e e e e e e e e ee e CaF2 F e e e e e ee e – e e e ee ee e e e e e e e e e e e e Ca e e e e e e e ee ee 10 9 8 Number of Protons 18.998 15.999 10 10 8 Number of Neutrons 9 F 8 O 10 9 8 Number of Electrons 20.180 10 Ne Neon 10 9 8 Atomic Number electrons and thus the same chemical properties. e e e e e e e Nucleus e e e e e e Chapter 3 Earth Science: Geology, the Environment, and the Universe e e e e chlorine in the following diagram. Make sure that the electrons are in the appropriate energy levels. Chapter Assessment element’s chemical properties, neon isotopes have the same number of valance 10 protons and 10 electrons. As the number of valance electrons determines an atoms of neon isotopes may have different numbers of neutrons, they all have 5. The atomic number of chlorine is 17. Draw all the electrons for an atom of 16 20 19 16 Atomic Mass (rounded off) All naturally occurring neon is actually a mixture of all its isotopes. Although 4. The isotopes neon-20 and neon-22 have the same chemical properties. Explain why. 3. Neon 2. Fluorine 1. Oxygen Element Fluorine Oxygen Date CHAPTER ASSESSMENT Class Use the information from the periodic table to complete the table below. Then answer the questions that follow. CHAPTER Name Study the diagram, which shows the formation of the compounds calcium fluoride and nitrogen gas. Then answer the questions. CHAPTER ASSESSMENT Date Thinking Critically 3 Class Understanding Main Ideas (Part B) CHAPTER Name Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. T196 Answer Pages Earth Science: Geology, the Environment, and the Universe Chapter Assessment 3 Date CHAPTER ASSESSMENT Class No change Fizzing takes place Fizzing takes place Sugar Baking soda Mystery mixture No change No change Melts No change Boiled Heated with Candle Chapter 3 Earth Science: Geology, the Environment, and the Universe Turns blue No change No change Turns blue No change Addition of Iodine Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. No change Cornstarch Chapter Assessment No change Addition of Vinegar Distilled water Material Tested After finding the three unique ways described above of testing for each compound, the students then repeat all three tests on the mystery mixture. The following data table shows their results. Answer the questions that follow. Finally, the students place a small amount of each compound in three separate test tubes. They use a lit candle to gently heat the bottom of each test tube. Only the sugar shows any signs of melting. The other compounds are unaffected. Then the students place small amounts of each compound on the pan a second time. This time, they add a drop of iodine to each sample and record their results. Only the sample of cornstarch turns blue. The students place small amounts of cornstarch, baking powder, powdered sugar, and a few drops of water in separate piles in the shallow pan. They add a drop of vinegar to each sample and record what happens in a data table. Only the baking soda shows any change. It begins to fizz as a result of a gas being given off. To analyze the mixture, the students must first find ways to identify the individual compounds. Their teacher gives them four test tubes; distilled water; samples of cornstarch, baking powder, and powdered sugar; dropper bottles; iodine solution; white vinegar; a shallow pan; a candle, and matches. Two students are presented with a problem in science class. They need to identify specific compounds in an unknown mixture. This “mystery” mixture could include one or more of the following compounds: cornstarch, baking powder, powdered sugar. All of these compounds are white and are difficult to distinguish by using sight alone. Applying Scientific Methods CHAPTER Name 17 3 of the compounds were recorded. what happened. Only descriptions of changes in the appearance does not include measurements or numbers, only descriptions of The students conducted qualitative (descriptive) research. Their data research? Explain your answer, using examples from the students’ investigation. 18 Chapter 3 Earth Science: Geology, the Environment, and the Universe Tasting anything in the lab can be harmful or even deadly. Chapter Assessment contamination or poisoning is high when tasting an unknown substance. of powdered sugar could be identified easily by taste, the chance of Accept any valid answers. One possible answer is that, although the sweetness its components? 6. Why would tasting the mystery mixture NOT be an appropriate way of identifying any of the three compounds. or melt with heat, the results would indicate that it didn’t contain If the white powder didn’t fizz with vinegar, turn blue with iodine, 5. How would you determine if all three compounds were absent from the sample? after adding iodine. compound that fizzed with vinegar. Only the sample of cornstarch turned blue vinegar and turned blue after the addition of iodine. Baking soda is the only The mystery mixture is baking soda and cornstarch. The mixture fizzed with how you arrived at your conclusion. 4. Which compound or compounds were present in the mystery mixture? Explain flame to prevent any exploding of its contents. heating. The test tube should be moved back and forth through the top of the the test tube. The mouth of the test tube must NOT be pointed at anyone during Wear safety goggles and a lab apron. Use a test tube holder when manipulating and mixture? 3. What safety rules should the students have followed when heating the compounds to the vinegar or iodine. Yes; the control was the distilled water, which showed no reaction 2. Was a control used in this experiment? Explain your answer. Date CHAPTER ASSESSMENT Class 1. Did the students conduct quantitative (numerical) or qualitative (descriptive) Applying Scientific Methods, continued CHAPTER Name Chapter Assessment Answer Pages Earth Science: Geology, the Environment, and the Universe T197 4 6. Valuable mineral prized for its rarity and beauty mined for profit 5. Mineral that contains a useful substance that can be 4. Mineral that contains silicon and oxygen 3. Molten material found beneath Earth’s crust patterns 2. Solid in which the atoms are arranged in repeating chemical composition and crystalline structure 1. Naturally occurring, inorganic solid with specific Date f. silicate e. ore d. mineral c. magma b. gem a. crystal Column B CHAPTER ASSESSMENT Class Chapter Assessment and powdered. Chapter 4 Earth Science: Geology, the Environment, and the Universe light from its surface, while streak is the color of a mineral when it is broken up Both are tests used to identify a mineral. Luster is the way a mineral reflects 10. luster, streak a mineral can be scratched, while texture describes how a mineral feels. Both are tests used to identify a mineral. Hardness is a measure of how easily 9. hardness, texture a substance to the weight of an equal volume of water. gravity is the most common measure of density. It is the ratio of the weight of Density is the ratio of the mass of a substance divided by its volume. Specific 8. density, specific gravity with fracture break unevenly along jagged edges. with cleavage split easily and evenly along one or more planes, while minerals Both describe how minerals split due to their atomic arrangements. Minerals 7. cleavage, fracture Compare and contrast each pair of related terms. b e f c a d Column A Match the definition in Column A with the term in Column B. Reviewing Vocabulary Minerals CHAPTER Name Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. 19 4 Date of mineral. inorganic magma silicates fracture magma Luster cleavage 20 of minerals. Chapter 4 Earth Science: Geology, the Environment, and the Universe streak Chapter Assessment with arclike patterns. as a measure of density for fracture in one direction; it breaks in sheets. hardness specific gravity accurate identification of a mineral. 16. Geologists commonly use systems. rarely changes, but sometimes does not match 15. When flint and opals break, they have a unique 14. Mica has perfect 13. Mohs scale is used to compare the its external color. streak , in no longer move freely, they is described as either metallic or nonmetallic. may interact chemically to form minerals. 12. A mineral’s 11. crystal inorganic specific gravity make up the most common mineral group. 10. When compounds in cooling 9. Silicates 8. A mineral can take the shape of one of the six major contrast to sugar, which comes from plants. 7. A mineral, such as salt, is naturally occurring but crystal cleavage hardness 6. Trace elements in a mineral do not affect the color or the value been mined. 5. The classification of a mineral as an ore does not change once it has of several tests. 4. The most reliable way to identify a mineral is by using a combination properties. 3. Minerals can be identified based on their physical and chemical 2. Minerals form from cooled magma and from elements in gases. 1. There are at least 3000 known minerals in Earth’s crust. Write the term that best completes the statement. can affect can change true true solutions true luster CHAPTER ASSESSMENT Class In the space at the left, write true if the statement is true; if the statement is false, change the italicized word or phrase to make it true. Understanding Main Ideas (Part A) CHAPTER Name T198 Answer Pages Earth Science: Geology, the Environment, and the Universe Chapter Assessment 4 Chapter Assessment amethyst. Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. Chapter 4 Earth Science: Geology, the Environment, and the Universe are called gems. Examples include diamonds, sapphires, emeralds, rubies, and Rare or exceptionally beautiful minerals that are considered to be valuable 5. Why are some minerals classified as gems? Give three examples of gems. distinguished by color alone. can be mistaken for one another. Pyrite and gold, for example, cannot be Color is not a reliable test because a lot of minerals have the same color and to support your answer. 4. Why is color one of the least reliable tests for identifying minerals? Give an example in many ways. tetrahedrons. This allows elements to combine chemically and structurally A silica tetrahedron has the ability to share oxygen atoms with other 3. What accounts for the large diversity of silicates? 22 Chapter 4 Earth Science: Geology, the Environment, and the Universe answers. Chapter Assessment for the mineral, and the environmental impact of the mine. Accept all reasonable Answers may vary. Students may say the cost of mining the mineral, the demand 7. What three factors should be considered before mining a newly found mineral deposit? Magnetite would react to the iron filings. It is naturally magnetic. property would that mineral have? 6. Which mineral would react to iron filings—magnetite or graphite? What special capable of scratching the surface of corundum instead of being scratched by it. Diamond could polish corundum because diamond is harder than corundum and is 5. What mineral would you use to polish a piece of corundum? Why? than one test may be necessary to accurately identify the minerals. Some minerals have characteristics similar to other minerals. Therefore, more 4. Why do geologists usually use a combination of tests to identify a mineral? they break evenly into a cleavage plane. The atomic bonds along a plane of cleavage are usually weak. That is why 3. What can you conclude about the atomic bonds along a plane of cleavage? in an unrestricted space. the minerals in Earth’s crust are silicates. There likely would be more silicates than other types because 96 percent of 2. What conditions typically result in the formation of large, well-shaped mineral crystals? Crystals may begin to form. Large, well-shaped crystals tend to form from magmas that cool slowly 21 1. A solution is nearly saturated with dissolved minerals. What will happen if 50 percent of the water in the solution evaporated? Date CHAPTER ASSESSMENT Class mineral would you likely have more of—oxides, silicates, or carbonates. Why? 2. If you took random samples of minerals from several locations, which type of solid, unique chemical composition, definite crystalline structure. Answers should include any three of the following: naturally occurring, inorganic, 1. What are three characteristics of a mineral? Answer the following questions. CHAPTER Name Thinking Critically CHAPTER ASSESSMENT Date Answer the following questions. 4 Class Understanding Main Ideas (Part B) CHAPTER Name Chapter Assessment Answer Pages Earth Science: Geology, the Environment, and the Universe T199 4 Blue, green Metallic pale brass, gold Red, deep red, brown Bluish green, green Red, deep red Apatite Pyrite Garnet Beryl Corundum 9 7.5–8 6.5–7.5 6–6.5 5 2.5–3 Hardness gold pyrite Chapter Assessment corundum garnet apatite beryl Chapter 4 Earth Science: Geology, the Environment, and the Universe b. The mineral can scratch both green stones. . . . . . . . . . . . . . . . . . . . . . . . . 5. a. The mineral can scratch only one of the green stones. . . . . . . . . . . . . . . . b. The mineral can scratch neither red stone. . . . . . . . . . . . . . . . . . . . . . . . . . 4. a. The mineral can scratch at least one of the red stones. . . . . . . . . . . . . . . . 23 b. The mineral is not green. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Go to 5 3. a. The mineral is green. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Go to 4 b. The mineral can scratch neither green stone. . . . . . . . . . . . . . . . . . . . . . . . 2. a. The mineral can scratch at least one of the green stones. . . . . . . . . . . . . . b. The mineral does not have a metallic luster. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Go to 3 1. a. The mineral has a metallic luster. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Go to 2 Dichotomous Key Metallic gold Color Gold Mineral 3.5–4.3 2.75 4 Pyrite Garnet Beryl Corundum Al2O3 Be3Al2Si6O18 (Mg, Fe, Ca)3 (Al2Si3O12) FeS2 Ca5(PO4)3(F, OH, Cl) Au Chemical Formula Fracture Uneven fracture Conchoidal fracture Uneven fracture Uneven fracture Hackly Breakage Pattern 24 Chapter 4 Earth Science: Geology, the Environment, and the Universe gold, pyrite, apatite, garnet, corundum, beryl 9. List the six minerals in order from most dense to least dense. gold 8. Which of the six minerals is a native element? Chapter Assessment Gold has a hackly breakage pattern, while pyrite has an uneven fracture. 7. How can the breakage pattern be used to distinguish between gold and pyrite? 19.3 5.2 3.7 times greater times greater is the mass of the gold sample than the mass of the pyrite sample? 6. If the volume of the sample of pyrite equals the volume of the sample of gold, how many 5 5.2 Apatite 19.3 Specific Gravity Gold Mineral Date CHAPTER ASSESSMENT Class Use this table for the six mineral samples to answer the following questions. CHAPTER Name Three pairs of mineral samples are brought to you for testing. Both samples in one pair look like gold, but one is pyrite, or fool’s gold. Both samples in the second pair look like emeralds, but one is nonprecious apatite. Both samples in the third pair look like rubies, but one is a less valuable garnet. Use the information in the table to complete the dichotomous key to identify each mineral. CHAPTER ASSESSMENT Date Applying Scientific Methods, continued 4 Class Applying Scientific Methods CHAPTER Name Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. T200 Answer Pages Earth Science: Geology, the Environment, and the Universe Chapter Assessment 5 porphyritic pegmatite ultramafic pegmatite texture. . Chapter Assessment Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. Chapter 5 Earth Science: Geology, the Environment, and the Universe have low silica content, and high iron and magnesium content. silica content, and contain quartz and feldspars. Mafic rocks are darker-colored, Both are groups of igneous rocks. Felsic rocks are light-colored, have high 9. felsic, mafic while lava is magma that flows out onto Earth’s surface. Both are molten rock. Magma is molten rock below Earth’s surface, 8. magma, lava cool slowly beneath Earth’s surface are intrusive igneous rocks. 25 on Earth’s surface are extrusive igneous rocks. Coarse-grained igneous rocks that Both describe the formation of igneous rock. Fine-grained rocks that cool quickly 7. intrusive igneous rock, extrusive igneous rock Compare and contrast each pair of related terms. kimberlite is a vein of extremely large-grained minerals. porphyritic 6. A rare, ultramafic rock that might contain diamonds is a(n) 5. A(n) 4. A rock that has grains of two different sizes has high iron and magnesium content. 3. A(n) mineral formation. . rock, such as dunite, has low silica content and very 2. Bowen’s reaction illustrates the relationship between cooling magma and series Date CHAPTER ASSESSMENT Class igneous rock ultramafic kimberlite 1. Rock formed from the crystallization of magma is called igneous rock Bowen’s reaction series Write the term that best completes the statement. Reviewing Vocabulary Igneous Rocks CHAPTER Name 5 c. crystallizes. d. weathers. Date 26 as kimberlites. 10. Diamonds are sometimes found in igneous intrusions known of their strength, durability, and beauty. 9. Igneous rocks are rarely used as building materials because crystal size and texture. 8. Igneous rocks can be identified by their physical properties of 7. Different minerals melt and crystallize at different temperatures. Chapter 5 Earth Science: Geology, the Environment, and the Universe true often true true In the space at the left, write true if the statement is true; if the statement is false, change the italicized word or phrase to make it true. 6. Valuable ore deposits and gem crystals are often associated with a. oceans. c. thin crustal areas. b. oil deposits. d. igneous intrusions. 5. Factors that affect a rock’s melting point include a. pressure and water content. c. rarity. b. value as a gem. d. usefulness as a building material. Chapter Assessment d. always magnetic. d. always magnetic. CHAPTER ASSESSMENT Class 4. Extrusive rocks, which cool more rapidly than intrusive rocks, are generally more a. coarsely grained. b. finely grained. c. radioactive. d. magnetic. 3. Igneous rocks that cool quickly on Earth’s surface are a. extrusive. b. intrusive. c. metamorphic. 2. Igneous rocks that cool slowly beneath Earth’s crust are a. extrusive. b. intrusive. c. sedimentary. 1. Igneous rocks are formed when magma a. erodes. b. undergoes radioactive decay. Circle the letter of the choice that best completes the statement. Understanding Main Ideas (Part A) CHAPTER Name Chapter Assessment Answer Pages Earth Science: Geology, the Environment, and the Universe T201 5 Extrusive rock Mafic rock Chapter Assessment Chapter 5 Earth Science: Geology, the Environment, and the Universe cooling magma begins to cool rapidly, forming smaller crystals. A porphyritic texture indicates a complex cooling history in which a slowly A rock with porphyritic texture contains both large and small crystals. 6. What is porphyritic texture? What sequence of events produces porphyritic texture in rocks? and lack time to form. 27 quick-cooling crystals have irregular shapes because they form in a confined space crystals because crystallization occurs in an unconfined space, while later-forming, Early-forming, slower-cooling minerals may have time to form larger, well-shaped than those that formed later? 5. Why would crystals formed early in magma crystallization have larger, better-shaped crystals Intermediate rocks lie between felsic and mafic rocks in silica and iron content. dark-colored, have low silica content, and are rich in iron and magnesium. colored, have high silica content, and contain quartz and feldspars. Mafic rocks are Igneous rocks are classified as felsic, mafic, and intermediate. Felsic rocks are light- Zoned crystal Sodium-rich outer layers, calcium-rich core 28 Chapter 5 Earth Science: Geology, the Environment, and the Universe less rapidly extrusive rocks? 11. In general, do intrusive rocks crystallize more rapidly or less rapidly than do kimberlite creating pipelike intrusions? 10. Which rock type or feature may be formed when magma is forced rapidly upward, porphyritic texture becomes rapid? 9. Which rock type or feature forms when crystallization begins slowly and then a zoned crystal calcium-rich core to react completely with the magma? Chapter Assessment Vein of extremely large-grained minerals 8. Which rock type or feature forms when rapid cooling of magma does not allow its Answer the following questions. 7. Long pipelike intrusion; may contain diamonds Kimberlite 4. What are the three main groups of igneous rocks? What are the characteristics of each group? 6. Pegmatite minerals undergoing an abrupt change. Composed of distinct bands of minerals 5. Layered intrusion undergoing a continuous, gradual change of mineral composition, and iron-rich Large and small crystals in same rock Very dark color with very high levels of iron/magnesium Dark color with low silica content; high iron/magnesium content Minerals crystallize from magma in a sequential pattern, with feldspar minerals Porphyritic texture Ultramafic rock 3. 2. Medium color with moderate silica content Light color with high silica content Characteristics Intermediate rock Coarse-grained Fine-grained, glassy Zoned crystal Porphyritic texture Felsic rock Intrusive rock 1. Mafic rock Extrusive rock Date CHAPTER ASSESSMENT Class 4. The relationship shown is between cooling magma and mineral formation. patterns did Bowen discover in feldspars and iron-rich minerals? 3. What relationship does Bowen’s reaction series illustrate? What crystallization are no longer part of the magma. temperatures. It removes elements because as the minerals crystallize, they Fractional crystallization describes how different minerals form at different 2. What is fractional crystallization? Does it add or remove elements from magma? Explain your answer. Rock Type or Feature Light color with high silica content The resulting magma and the rocks that form when the magma cools have a different chemical composition than that of the original rock. Veins of extremely large-grained minerals Composed of distinct bands of minerals Partial melting describes how different minerals melt at different temperatures. 1. What is partial melting? Explain how partial melting affects igneous rock formation. Complete the table with the following terms or phrases. CHAPTER Name Answer the following questions. CHAPTER ASSESSMENT Date Thinking Critically 5 Class Understanding Main Ideas (Part B) CHAPTER Name Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. 5 Date Answer Pages Earth Science: Geology, the Environment, and the Universe Quartz (clear to white) Potassium feldspar (pink to white) Amphibole (black) Biotite (black) Plagioclase feldspar (white to gray) Pyroxene (green) Gabbro Basalt Basaltic glass Mafic Olivine (green) Very coarse-grained Chapter Assessment are dark. Chapter Assessment Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. Chapter 5 Earth Science: Geology, the Environment, and the Universe Rocks with high silica content are light, while rocks with low silica content 4. How are silica content and color related in this diagram? coarse-grained, fine-grained, and very coarse-grained 3. What categories of rock grain are shown on the diagram? The rocks on the left side are lighter in color. the right? Fine-grained Glassy (non-crystalline) Peri- Dun- Coarse-grained dotite ite Ultramafic 2. Which rocks are lighter in color—those on the left side of the diagram or those on felsic, intermediate, mafic, ultramafic 1. What four groups of igneous rocks are shown in the diagram? 0% 25% 50% 75% 100% Diorite Granite Pegmatite Andesite Obsidian Intermediate Table 5-2 Classification of Igneous Rocks Rhyolite Felsic Texture CHAPTER ASSESSMENT Class The diagram shows the proportions of minerals in common igneous rocks. Use the diagram to answer the following questions. Applying Scientific Methods CHAPTER Name Extrusive Intrusive Mineral composition (percentage by volume) T202 29 5 up the rock groups change gradually from one to the next. Chapter 5 Earth Science: Geology, the Environment, and the Universe feldspar; olivine 11. What is the primary mineral component of felsic rocks? Ultramafic rocks? in mafic rocks 10. Do calcium-rich feldspars occur in felsic rocks or in mafic rocks? rhyolite instead of coarse-grained, what would its name be? 9. If a rock sample with the same mineral content as Sample B was fine-grained It is granite. It is categorized as felsic. unidentified minerals. What is the name of the rock? What group is it in? 8. Rock Sample B is coarse-grained, 25 percent quartz, 65 percent feldspar, and 10 percent It is dark. 7. Is rock Sample A dark or light in color? It is peridotite. It is categorized as ultramafic. What is the name of the rock? What group is it in? Chapter Assessment There is a continuous change as proportions of the minerals that make from one group to another or a continuous change from one rock type to the next? Explain your answer. 6. Rock Sample A is coarse-grained, 90 percent olivine, and 10 percent pyroxene. 30 Date CHAPTER ASSESSMENT Class 5. Do the groups of igneous rocks shown in the diagram exhibit an abrupt change Applying Scientific Methods, continued CHAPTER Name Chapter Assessment Answer Pages Earth Science: Geology, the Environment, and the Universe T203 6 fragments produced by weathering 7. Type of sediment made up of rock and mineral large areas of Earth’s crust 6. Produced when high temperature and pressure affect 5. Pieces of solid material deposited on Earth’s surface or sinking to the bottom of water 4. Process of sediments being laid down on the ground 3. Continuous changing and remaking of rocks 2. Percentage of open spaces between grains in a rock transform sediments into sedimentary rocks 1. Physical and chemical processes that compact and Column A Date rock cycle g. sediment f. e. regional metamorphism d. porosity c. lithification b. deposition a. clastic Column B CHAPTER ASSESSMENT Class Chapter Assessment Chapter 6 Earth Science: Geology, the Environment, and the Universe blocky shapes and do not have banding. layers that formed perpendicular to pressure. Nonfoliated rocks are crystals with Both are textures of metamorphic rocks. Foliated rocks have distinct banding or 10. foliated, nonfoliated solutions, causing the minerals to precipitate out of the solutions. on Earth’s surface. Evaporites form when water evaporates from mineral-rich 31 Both are sedimentary rocks. Conglomerates form from deposits of loose sediments 9. conglomerate, evaporite melting it. the texture, mineralogy, or chemical composition of a rock to change without together. Metamorphic rocks form when high temperature and pressure cause Both are types of rocks. Sedimentary rocks form when sediments are cemented 8. sedimentary, metamorphic Compare and contrast each pair of related terms. a e g b f d c Match the definition in Column A with the term in Column B. Reviewing Vocabulary Sedimentary and Metamorphic Rocks CHAPTER Name Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. 6 sediments porosity sorted deposits erosion clastic . . 32 metamorphic rocks form from existing rock. 12. Sedimentary rocks form from rock and mineral fragments, and saturation, crystals precipitate out of solution. 11. When the concentration of minerals dissolved in water reaches in a jumbled mass. 10. Landslides create sorted deposits when sediment moves downhill 9. Eroded materials are almost always carried uphill. 8. The porosity of sandstone allows it to hold oil, gas, and water. Chapter 6 Earth Science: Geology, the Environment, and the Universe true true unsorted downhill true In the space at the left, write true if the statement is true; if the statement is false, change the italicized word or phrase to make it true. 7. The most abundant organic sedimentary rock is calcite-rich limestone 6. The percentage of open spaces between mineral grains in clastic rocks is its . . Chapter Assessment porosity bedding Sorted deposits are characteristic of sediments transported by water and wind. 5. The primary feature of sedimentary rocks is horizontal layering called 4. surface materials. erosion sediment particles. 3. Landslides, moving water, wind, and glaciers cause characteristic of some of sediments limestone Date CHAPTER ASSESSMENT Class 2. Weathering of rock produces worn surfaces and rounded corners that are 1. Much of Earth’s surface is covered not by solid rock, but by clastic bedding Write the term that best completes the statement. Understanding Main Ideas (Part A) CHAPTER Name T204 Answer Pages Earth Science: Geology, the Environment, and the Universe Chapter Assessment 6 Evaporating shallow basin (high salinity) Crystals of gypsum or halite settle to bottom Barrier bar or other flow restriction Ocean Replenishment from open ocean Chapter Assessment Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. Chapter 6 Earth Science: Geology, the Environment, and the Universe 33 water is necessary to form the shallow, enclosed basin where evaporation and, bands, or layers. These bands form perpendicular to the direction of the pressure. 34 Chapter 6 Earth Science: Geology, the Environment, and the Universe to become part of sediment deposits elsewhere. Chapter Assessment evaporite. Or, the evaporites might themselves be eroded and transported away evaporites might become buried under transported sediments to form a bed of Possible responses: Evaporite formation would cease. After that, the layer of 3. What might happen over geologic time if the shallow basin was to evaporate completely? therefore, saturation can occur. Although ocean water is salty, it is not saturated. A barrier to the flow of ocean of evaporites depends on a barrier to flow to and from the ocean. Why is this so? 2. Even though flow from the ocean would add saltwater to the basin, the formation because the salts would not crystallize out of the solution. solution would not reach saturation, and formation of evaporites would cease salinity of the water. If the salinity was reduced significantly, the saltwater inflow were decreased, more freshwater would flow into the basin, reducing the The rate of evaporation formation would slow or stop. If the barrier to freshwater of evaporation formation? Explain your answer. 1. How would a decrease in the level of the barrier to freshwater inflow affect the rate Evaporite sediment: gypsum and halite Freshwater inflow (small) Evaporation Date CHAPTER ASSESSMENT Class Compressive pressure causes minerals with elongate crystal forms to line up in 5. How does foliation form? temperatures and moderate-to-low pressure. comes into contact with the surrounding solid rock. It tends to occur at high Contact metamorphism occurs when molten rock such as an igneous intrusion 4. When does contact metamorphism occur? pore spaces are small. This hinders the movement of fluids. underground reservoirs. However, shale has low porosity, meaning that the can move through the sandstone, making sandstone layers valuable as Sandstone is porous. When its pore spaces are connected to one another, fluids 3. Why might sandstone act as a reservoir for groundwater or oil, while shale would not? creating layers of sedimentary rock. dissolved minerals, crystals precipitate out of solution. They settle to the bottom, oceans. When evaporation causes the body of water to become saturated with During chemical weathering, minerals can be dissolved and carried into lakes and 2. How do chemical sedimentary rocks form? are buried. 5. Finally they are lithified. sediments are then eroded. 3. The eroded sediments are deposited. 4. Then they 1. Chemical and physical weathering break rocks into clastic sediments. 2. The 1. What is the sequence of events that form clastic sedimentary rocks from solid rocks? Use the diagram below to answer the following questions. CHAPTER Name Thinking Critically CHAPTER ASSESSMENT Date Answer the following questions. 6 Class Understanding Main Ideas (Part B) CHAPTER Name Chapter Assessment Answer Pages Earth Science: Geology, the Environment, and the Universe T205 35 6 Presence of dry land Deposition of four-footed animal fossils Chapter Assessment Glacier Chapter 6 Earth Science: Geology, the Environment, and the Universe 6. Unsorted deposition Back-and-forth wave action Landslide Symmetrical ripple marks Wind or water action Marine landslide Unsorted deposition 5. Sorted deposition 4. 3. Deposition of marine fossils Presence of a sea 2. Graded bedding Probable Cause Wind action Wind or water action Deposition of only fine sands Cross bedding 1. Asymmetrical ripple marks Graded bedding Wind action One-way wave action of wind or water Presence of a sea Feature Glacier Symmetrical ripple marks Asymmetrical ripple marks Use the words and phrases below to complete the chart. 36 Chapter 6 Earth Science: Geology, the Environment, and the Universe sandy land. Chapter Assessment landslide. Later still, sea level lowered and terrestrial animals inhabited dry, supported marine life. At a later time, the area was disrupted by an underwater As the bottom-most, oldest layer shows, the area was once the floor of a sea that over time? Write a brief description beginning with events that happened first. 4. Based on the data and your deductions, what do you think occurred in the location in an ocean. The presence of marine fossils in a limestone confirms that this rock layer formed what conditions did the rock most likely form? 3. Layer A is a fossiliferous limestone. The fossils are of marine organisms. Under marine fossils confirms that the area was under the sea at one time. Graded bedding is found as a result of underwater landslides. The presence of fossils throughout. Under what conditions did it most likely form? 2. Layer B is a coarse-grained sandstone with graded bedding. It contains marine a desert. presence of land animal fossils suggest that the area was dry, sandy land, such as Fine sands are generally deposited by wind. The absence of marine fossils and the No marine fossils are present. Under what conditions did it most likely form? 1. Layer C is a fine-grained sandstone with cross-bedding and land animal fossils. A B C Date CHAPTER ASSESSMENT Class The figure below represents sedimentary layers in a single geographic location. Use your completed Feature and Probable Cause chart and the diagram below to answer the questions. More than one item from the chart may be required to answer some of the questions. CHAPTER Name A geology class is on a summer field trip to observe many different types of geological phenomena. The students have been given an incomplete chart to help them understand processes that occurred in the past that produced geological features visible today. CHAPTER ASSESSMENT Date Applying Scientific Methods, continued 6 Class Applying Scientific Methods CHAPTER Name Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. T206 Answer Pages Earth Science: Geology, the Environment, and the Universe Chapter Assessment 7 Column A stripped away 9. The process by which outer layers of a rock are 8. Soil located above its parent material 7. The reaction of water with other substances parent bedrock 6. Soil that has been moved to a location away from its 5. The chemical reaction of oxygen with other substances changes in their composition as the result of chemical reactions 4. The process by which rocks and minerals undergo 3. A vertical sequence of soil layers cracks of rocks 2. The repeated thawing and freezing of water in the organic matter overlying the bedrock of Earth’s surface 1. The loose covering of broken rock particles and decaying location to another. Erosion i. Chapter Assessment 15. Rill erosion frost wedging is a distinct layer, or zone, within a soil profile. , which is the deepening and Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. Chapter 7 Earth Science: Geology, the Environment, and the Universe is the erosion by running water of a small channel on the side of a slope. weathering . 37 h. chemical weathering is the removal and transportation of weathered material from one soil horizon soil g. soil profile f. e. hydrolysis d. oxidation c. exfoliation b. transported soil 14. The process by which rocks on or near Earth’s surface break down and change is 13. 12. A(n) widening of rill channels. Column B a. residual soil , eroded materials are dropped in another location. gully erosion deposition 11. A major problem in farming areas is 10. In a process known as Write the term that best completes the statement. c a e b d h g i f Match the definition in Column A with the term in Column B. Reviewing Vocabulary Date CHAPTER ASSESSMENT Class Weathering, Erosion, and Soil CHAPTER Name 7 Date CHAPTER ASSESSMENT Class It is a loose covering of broken rock particles and decaying organic matter. There is one kind of soil in the United States. Living organisms add nutrients to it. It takes a long time to form. d. tropical rain forests moving it to a location with few plants and animals moving it to a drier climate increasing its total surface area moving it to a colder climate 38 Chapter 7 Earth Science: Geology, the Environment, and the Universe 9. There can be no stream erosion or glacial erosion without a. gravity. b. hydrolysis. c. wind. d. deposition. 8. Which of the following statements is NOT true of soils in sloped areas? a. Smaller particles remain on the slopes, while coarser particles move downslope. b. Soils on slopes tend to be infertile. c. Valley soils are usually thick. d. South-facing slopes have somewhat thicker soils than slopes facing other directions. materials in bodies of water? a. It improves the quality of ecosystems. b. It limits the availability of water for hydroelectric energy. c. It reduces water supplies for personal consumption. d. It can restrict navigation through the water bodies. Chapter Assessment c. is not dependent on the amount of humus. d. is determined by its composition and climate. 7. Which of the following statements is NOT true about the deposition of eroded 6. The color of a soil a. is a reliable indicator of its fertility. b. is always dark brown or black. 5. Which of the following happens when a river enters a large body of water? a. The river water slows down and deposits large amounts of sediments. b. The river water increases its speed and carries out gully erosion. c. The river water flows over the delta, causing exfoliation. d. The river water erodes the shoreline and deposits barrier islands. a. b. c. d. 4. Which of the following could increase the rate of chemical weathering of a rock? a. b. c. d. 3. Which of the following statements is NOT true of soil? 2. In which of the following areas is wind a major erosional agent? a. grasslands b. temperate forests c. deserts 1. Which of the following characteristics of water can be responsible for mechanical weathering? a. Water flows downstream under gravity. b. Water expands when it freezes. c. Water combines with atmospheric gases to form acid precipitation. d. Water reacts with and can dissolve many kinds of minerals. Circle the letter of the choice that best completes the statement or answers the question. Understanding Main Ideas (Part A) CHAPTER Name Chapter Assessment Answer Pages Earth Science: Geology, the Environment, and the Universe T207 7 Chapter Assessment and acid precipitation. Chapter 7 Earth Science: Geology, the Environment, and the Universe include hydrolysis, oxidation, and the dissolving of minerals by carbonic acid a result of pressure exerted by plant roots. Examples of chemical weathering of mechanical weathering include frost wedging, exfoliation, and weathering as 39 undergo changes in their composition as a result of chemical reactions. Examples into smaller pieces. In the process of chemical weathering, rocks and minerals Mechanical weathering is the process by which rocks and minerals break down 4. Contrast mechanical and chemical weathering, and give examples of each. fuels, is responsible for some chemical weathering through acid precipitation. move soil while planting a garden. Human activities, such as the burning of fossil another place. Humans excavate when building structures or highways. Humans as they carry on their life processes. Animals burrow into the soil and shovel it to weathering. Organisms move Earth’s surface materials from one place to another on rocks, and decaying organic matter contributes carbonic acid for chemical Possible response: Plants contribute to weathering when their roots exert pressure 3. How do living things impact weathering and erosion? texture improves. As soil continues to develop, soil horizons form. to form soil. The processes of weathering and nutrient addition continue, and soil pieces. Over time, tiny organisms living in the weathered material add nutrients Soil formation begins when weathering breaks bedrock into smaller and smaller 2. Describe how soil forms. occurs most readily in cool, dry climates where water freezes and thaws. where rainfall is abundant and vegetation is lush. In contrast, physical weathering rates of weathering. Chemical weathering occurs most readily in warm climates The interaction between temperature and precipitation has a great effect on 1. How does climate influence the rate of weathering of earth materials? 90 80 70 60 Clay loam Clay 30 40 50 Silt loam Silty clay loam Silty clay 20 60 10 Silt 90 80 100 Silt (percent) 70 40 Chapter 7 Earth Science: Geology, the Environment, and the Universe drain somewhere between clay and sand. Chapter Assessment drain the worst. Sandy clay has a mixture of particle sizes, so it should the best. Clay has the largest percentage of small particle sizes, so it should Since sand has the largest percentage of large particle sizes, it should drain the better the drainage. Compare the drainage of sand, sandy clay, and clay soils. 6. In general, soil drainage is determined by particle size: the larger the particle size, 50 percent sand, 10 percent silt, 40 percent clay 5. About what proportion of sand/silt/clay makes up sandy clay? clay loam soil particles? 4. How would you classify a soil that contains equal percentages of all three sizes of sandy loam and 10 percent clay? Date CHAPTER ASSESSMENT Class 3. How would you classify a soil that contains 60 percent sand, 30 percent silt, clay, silt, sand 2. Name the three sizes of soil particles, from largest to smallest. soil texture 10 50 40 30 20 Sand (percent) Loam 90 1. What property of soil does the diagram illustrate? 0 Sandy clay loam Sandy clay Sandy loam Loamy Sand sand 10 20 30 40 Clay (percent) 50 60 70 80 Study the diagram. Then answer the questions. CHAPTER Name Answer the following questions. CHAPTER ASSESSMENT Date Thinking Critically 7 Class Understanding Main Ideas (Part B) CHAPTER Name Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. T208 Answer Pages Earth Science: Geology, the Environment, and the Universe Chapter Assessment 7 Date 690 g 20 g Wet soil weight Water drainage Chapter Assessment 20 min 160 g 640 g 200 g 600 g Clay + Sand 30 min 70 g 730 g 200 g 600 g Clay + Soil A >60 min 35 g 760 g 200 g 600 g Chapter 7 Earth Science: Geology, the Environment, and the Universe 30 min 70 g 730 g 200 g 600 g Clay + Humus Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. >60 min 200 g Water added Time to drain 600 g Dry soil weight Clay The clay is the unsuitable soil from the golf course. Humus and sand were picked up from a local nursery, and soils A and B are higher priced synthetic soils produced by a chemical company. Most of the soil combinations drained in less than 30 minutes. When the drain time is greater than 60 minutes, this indicates poor drainage and some of the water will remain on top of the soil, where it either evaporates or runs off. All water weights are given in grams. One gram of water is approximately equal to one milliliter. You develop a simple setup to test various soil combinations for drainage and water retention. You will add dry soil, which was heated to expel all moisture, to a beaker. The beaker has a drain hole in the bottom to allow the drainage of excess water to a measuring cylinder. You add 200 ml of water to the beakers with the various soil combinations. After one hour, you then reweigh the soil and measure the drainage water. Clay + Soil B CHAPTER ASSESSMENT Class A golf course designer, who is about to build a championship golf course, has come to you with a problem. He tells you that parts of his developing course cannot grow grass and tend to flood. After testing the soil, you decide that the reason it drains poorly and doesn’t retain adequate moisture is because it has too much nonporous clay. You tell him that by adding soil conditioners, the new soil will improve its drainage and retain more water. You mention that water retention is important because water supplies are low in the hot summer months, and grasses need water to stay green. Improved drainage will also allow more rainfall to be soaked into the soil, thus lessening runoff and water erosion. Applying Scientific Methods CHAPTER Name 41 7 Date CHAPTER ASSESSMENT Class 90 0 Clay + Humus 0 Clay + Sand of the soil, but also adds an organic component that retains a lot of moisture. water retention by a small amount. Humus not only increases the drainage rate Chapter 7 Earth Science: Geology, the Environment, and the Universe synthetic soil might be factors that would influence a decision. Chapter Assessment availability of either soil conditioner, its cost, and the long term effects of clay/humus mixture and the clay/Soil A mixture. Answers may vary. The The soil that has the best combinations of water retention and drainage is the other factors that might influence the selection of the best soil conditioner? 6. What soil combination would you recommend to the golf course designer? What are some Sand has good drainage, but retains very little water. 5. Why is sand not a good soil conditioner? evaporates or runs off. allow the easy penetration of water. The water that cannot enter the soil usually Clay soil has small particle sizes that compact easily. Once compacted, it does not 4. Why do you suppose clay has such a high evaporation rate? water retention than humus, but does not drain as well. Soil A has the same drainage and water retention as humus. Soil B has more improve drainage. 3. How does Soil A and B compare to humus as far as their ability to retain water and 42 5 Clay + Soil B Sand in a soil will increase the drainage rate substantially, and also increase the improve drainage. 10 Clay + Soil A 2. Compare the use of sand and humus as far as their ability to retain water and Water evaporated/ runoff Clay If it doesn’t, it’s because some of the water evaporated or ran off. Using the data from the chart on page 41, write on the table below, the amount of water that either evaporated or ran off. 1. The water added to the dry soil should equal the weight of the wet soil plus the drainage weight. Applying Scientific Methods, continued CHAPTER Name Chapter Assessment Answer Pages Earth Science: Geology, the Environment, and the Universe T209 8 Column A over older moraines 10. An elongated landform produced when glaciers move along a curved surface 9. A landslide in which earth material rotates and slides triggered by an earthquake 8. Swiftly moving mixture of mud and water sometimes 7. Where meltwater flows and deposits of rocks 6. Occurs when sand particles rub against the surface 5. A deep depression carved out by an alpine glacier 4. Windblown deposits composed of silt 3. A broad, continent-sized mass of ice under gravity 2. A downslope movement of loose sediment and rock 1. A mass of ice that forms in mountainous areas Column B mass movement j. i. slump mudflow h. abrasion g. loess f. e. drumlin d. cirque c. valley glacier b. outwash plain d. drumlins. b. eskers. c. avalanches. d. landslides. Chapter Assessment particles is known as a. suspension. b. deposition. d. deflation. Chapter 8 Earth Science: Geology, the Environment, and the Universe c. abrasion. 14. The lowering of the land surface that results from the wind’s removal of surface sediments called a. moraines. 13. Streams flowing under a melting glacier deposit long, winding ridges of layered 12. Rocks that are shaped by windblown sediment are known as a. dunes. b. ventifacts. c. striations. Date a. continental glacier 11. The slow, steady, downhill flow of loose, weathered earth materials is called a. deflation. b. slump. c. creep. d. loess. Circle the letter of the choice that best completes the statement. e j i b h d g a f c For each item in Column A, write the letter of the matching item in Column B. Reviewing Vocabulary Class CHAPTER ASSESSMENT Mass Movements, Wind, and Glaciers CHAPTER Name Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. 43 8 of loose rock at high elevations, in steep road cuts, and on rocky shorelines. a rapid downslope movement of earth material. Falls are downhill movements Flows are the slow to rapid flow of earth materials like thick liquids. Slides are Chapter 8 Earth Science: Geology, the Environment, and the Universe flowing under glaciers that are melting. Chapter Assessment Eskers are winding ridges of layered sediment. They are deposited by streams 9. What are eskers and how do they form? 44 d. mudflow. d. avalanche. Creep is the slow, steady downhill flow of loose, weathered earth materials. 8. Name and describe the four main classifications of mass movements. Answer the following questions. 7. A landslide that occurs on steep slopes in mountainous area is called a(n) a. rockslide. b. slump. c. avalanche. 6. When two cirques on opposite sides of a valley meet, they form a(n) a. arête. b. drumlin. c. moraine. 5. Which of the following is NOT true about glaciers? a. Glaciers can form along the equator. c. Only valley glaciers flow. b. Glaciers carve U-shaped valleys. d. Glaciers produce moraines. 4. Glaciers covered 30 percent of Earth during the last ice age that began about a. 10 000 years ago. c. 2000 years ago. b. 1.6 million years ago. d. 50 million years ago. c. wind deposition d. wind erosion 2. Slumps are common after a rainfall because the water a. reduces friction between soil grains. c. causes snow to melt. b. breaks the underlying rock. d. washes away the vegetation cover. 1. Which of the following is NOT an indication that creep has occurred? a. Parallel grooves form in bedrock. c. Trees become bent. b. Vertical structures become tilted. d. Underground pipelines break. 3. Which of the following causes deflation? a. glacial erosion b. deposition by meltwaters Date CHAPTER ASSESSMENT Class Circle the letter of the choice that best completes the statement or answers the question. Understanding Main Ideas (Part A) CHAPTER Name T210 Answer Pages Earth Science: Geology, the Environment, and the Universe Chapter Assessment 45 8 B increase beach erosion, and the area may suffer nearshore flooding. To minimize these consequences, one should disturb the dunes as little as possible and dig up in striations, grooves, cirques, arêtes, and horns. Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. Chapter 8 Earth Science: Geology, the Environment, and the Universe and property. Also, dune vegetation helps anchor the sand. Removing the sand may glaciers also erode by abrasion, as well as by plucking. Glacial erosion results Chapter Assessment construction is completed, dune migration could bury and block off the structures abrasion. Wind erosion results in deflation blowouts and ventifacts. Like wind, 46 Chapter 8 Earth Science: Geology, the Environment, and the Universe in loss of lives. Chapter Assessment buried, and homes and forests can be destroyed. Mass movement can also result impacts people in several ways. It can cause damage to property. Villages can be and excessive logging can promote mass movement. Mass movement also movement. Construction can make slopes unstable. Septic leaks can trigger slides, movement because their activities can contribute to factors that cause mass Students should recognize the truth in this statement. People do impact mass Do you agree or disagree with this statement? Explain your answer. 3. “People impact mass movement just as mass movement impacts people.” as little vegetation as possible. Dunes grow and migrate. This natural dune growth would be disrupted. After sediment by rolling motion, suspension, and saltation and erodes rocks by plans call for the natural vegetation to be dug up and construction begun. What are some possible consequences of their actions? What would you do differently to minimize these consequences? 2. A family has decided to build their dream house on a dune on the shore of Lake Michigan. Their little or no vegetation, and strong, steady winds. of long ridges perpendicular to the wind direction where there is plenty of sand, areas where there is little sand or vegetation. Transverse dunes form in a series deposited by wind. Barchan dunes are crescent-shaped dunes that form in flat A shows a barchan dune, and B shows a transverse dune. Both are piles of sand 1. Identify the landforms shown in the diagrams above. Then compare and contrast them. A Date CHAPTER ASSESSMENT Class Both wind and glaciers pick up and carry loose sediment. Wind transports 3. Compare and contrast erosion by wind and by glaciers. making them more stable and thus inhibiting the movement downslope. In contrast, a small amount of water can help hold the soil particles together, between grains, reducing friction and increasing movement downhill. increasing their potential for movement. Water can also act as a lubricant increase the weight of soils and sediments, thus making them unstable and increasing the material’s potential for movement. Too much water can Too little water may prevent sediment grains from holding together, thus movement on a slope. 2. Explain how water can both limit and increase a material’s potential for rigid shape and begins to flow like a heavy liquid. down to recrystallize into ice. This ice becomes too heavy to maintain its Valley glaciers form in mountainous areas when accumulated snow packs 1. Explain how and where valley glaciers form. Why do they move? Thinking Critically CHAPTER Name Answer the following questions. CHAPTER ASSESSMENT Date Answer the following questions. 8 Class Understanding Main Ideas (Part B) CHAPTER Name Chapter Assessment Answer Pages Earth Science: Geology, the Environment, and the Universe T211 19 14 80 2 April October October 7 106 1 5 0 October April 31 3 46 2 34 April 1 68 32 3 55 14 3 139 12 132 Point 4 6 4 92 49 6 59 15 5 156 18 147 Bottom of Glacier Point 5 1 68 31 3 54 15 2 138 13 130 Chapter 8 Earth Science: Geology, the Environment, and the Universe 3 78 13 1 7 11 8 7 162 October 173 22 8 163 October 139 April 164 141 Top of Glacier Point 2 Point 3 April Chapter Assessment Year 5 Year 4 Year 3 Year 2 Year 1 Point 1 4 5 Movement In Millimeters 1 2 3 The table below contains measurements taken over 5 years. Two measurements were taken each year, one in April and the other in October. Measurements 1–3 are from the top of the glacier. Measurements 4–6 are from the bottom of the glacier. The numbers, in millimeters, represent the movement since the last measurement. Positive numbers mean the glacier is advancing. Negative numbers mean the glacier is retreating. Point 6 47 8 with the ground. This friction slows down the ice. Friction occurs on the bottom of the glacier where it comes in contact The bottom of the glacier moves slower than the top of the glacier. relative to that at the bottom of the glacier? Explain why this might happen. Chapter 8 Earth Science: Geology, the Environment, and the Universe Advancing glaciers may also pose a threat to property downslope. Scientists measure glacial movements as indicators of climate change. 3. Why might scientists wish to measure and track the movement of a glacier? Chapter Assessment from year to year, making the movement of this glacier unpredictable. of snowfall and temperatures during the winter and the summer, and this varies advance. The advance or retreat of a glacier is highly dependent upon the amount years, there is little movement or a retreat, while in other years there is an The glacier does not move in a uniform manner from year to year. In some measurements. Explain your results. 2. Make a general statement about the movement of the glacier over the 5 years of 48 Date CHAPTER ASSESSMENT Class 1. What general statement can you make about the movement of the top of the glacier Answer the following questions. CHAPTER Name Glaciers are similar to great rivers of ice. Glaciers certainly move slower, but they experience changes in flow rate much like rivers do. In order to determine a glacier’s flow rate, measurements are taken by a variety of methods. Some include the measurement of the movement of stakes placed in the ice, while other methods might include the observation of crevasses in the ice. CHAPTER ASSESSMENT Date Applying Scientific Methods, continued 8 Class Applying Scientific Methods CHAPTER Name Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. T212 Answer Pages Earth Science: Geology, the Environment, and the Universe Chapter Assessment 9 watershed divide , which is the land area whose runoff solution . after it becomes dissolved in consists of all sand, pebbles, and cobbles that delta g. wetland f. e. meander d. flood c. stream banks b. lake a. rejuvenation Column B Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. Chapter 9 Earth Science: Geology, the Environment, and the Universe 15. Water spills over the sides of a stream’s banks 14. An area periodically saturated with water 13. A depression in the land that holds water 12. A stream resumes the process of downcutting a large body of water 11. A triangular deposit that forms where a stream enters 10. A bend or curve in a stream channel water within the confines of the channel 9. The ground that borders a stream and holds the Chapter Assessment d g b a f e c Column A Match the definition in Column A with the term in Column B. . stream channel , into rock. is the volume of stream water that flows over a particular location within a given period of time. Discharge 8. Flowing surface water carves a narrow pathway, called a(n) 7. bed load . the stream’s water can roll or push along the bed of the stream. 6. A stream’s water are carried in suspension 5. All particles small enough to be held up by the turbulence of a stream’s moving a stream’s water. 4. Material is carried in a(n) Date CHAPTER ASSESSMENT Class 3. Any high land area that separates one watershed from another is termed water drains into the stream system. 2. A stream system has a(n) 1. Water that flows downslope along Earth’s surface is called Write the word or phrase that best completes the statement. Reviewing Vocabulary Surface Water CHAPTER Name 49 9 Date CHAPTER ASSESSMENT Class c. headward erosion. 3. Streams lengthen through a. eutrophication. c. an oxbow lake. d. an alluvial fan. d. streams capturing another stream. 50 regional drainage systems can result in downstream floods. 9. Heavy accumulations of excess water from large at the base of mountains. 8. Deltas are fan-shaped deposits found on valley floors are carried in solution. 7. In a stream, small particles, such as silt, clay, and sand Chapter 9 Earth Science: Geology, the Environment, and the Universe true Alluvial fans suspension In the space at the left, write true if the statement is true; if the statement is false, change the italicized word to make it true. c. Freshwater marshes often form along the stream’s mouth and in areas with deltas. d. Wetlands only exist in freshwater areas. Chapter Assessment 6. Which of the following statements is NOT true about wetlands? a. Wetlands result from the eutrophication of a lake. b. Lack of oxygen and lack of minerals create an atmosphere that is inhospitable to many plants. 5. A blocked-off meander eventually becomes a. part of the stream again. b. rejuvenated. b. stream downcutting. 4. V-shaped channels like the Grand Canyon are formed by a. a sudden decrease in stream gradient. c. streams overflowing their banks. d. upstream flooding. c. volume of flow. d. stream bank height. 2. The carrying capacity of a stream is its a. ability to transport sediment. b. rate of runoff entering the channel. b. suspension. c. an increase in suspended load occurs. d. the stream’s carrying capacity decreases. 1. Potholes form in the stream bottom when a. the water dissolves the bedrock. b. turbulence causes pebbles to swirl. Circle the letter of the choice that best completes the statement or answers the question. Understanding Main Ideas (Part A) CHAPTER Name 9 Answer Pages Earth Science: Geology, the Environment, and the Universe Chapter Assessment the ground, thus increasing runoff. Chapter 9 Earth Science: Geology, the Environment, and the Universe The steeper the slope, the faster water flows, and the less water that seeps into Dense vegetation allows more water to enter the ground, thus reducing runoff. 5. How do vegetation and slope affect runoff? increases, its carrying capacity also increases. As a stream’s velocity increases, its discharge increases. As its discharge 4. How does an increase in a stream’s velocity affect its discharge and carrying capacity? water in ice-gouged basins, or when blocks of ice melt on outwash plains. 51 have receded to lower-lying areas. Others form because glacial moraines dammed sediment from landslides. Some form as remnants of former ocean water that isolated channels of water. Lakes can form when stream flow becomes blocked by Possible responses: Oxbow lakes form when streams cut off meanders and leave 3. Describe three ways a natural lake can form. which results in deposition. erosion takes place. The water moves slower along the inside of the curve, The velocity of water is greater along the outside of a meander curve, where outside of a meander curve. 2. Compare the velocity of water, the erosion, and the deposition along the inside and the process of downcutting resumes. stops. If the land over which the stream is flowing uplifts or the base level drops, major erosional process until the stream reaches its base level and downcutting During the process of stream formation, downcutting of the stream bed is a start again. 1. Describe what causes a stream to stop downcutting its bed and what causes it to 1 2 3 4 5 6 8 9 10 Date in March, 1999 7 11 12 Discharge at Frankston and Wet Gulch 13 Frankston, resulting in a greater flood discharge at Wet Gulch. 15 Chapter 9 Earth Science: Geology, the Environment, and the Universe with great success. Chapter Assessment probably wanted to live on floodplains because they could farm the fertile soil of sediment, floodplains are usually covered with highly fertile soil. People is covered by excess water during floods, and floodwater carries a great amount A floodplain is the broad, flat area that extends out from a stream’s bank. Since it floodplain. Describe the physical features of a floodplain, and hypothesize as to why people wanted to live on them. 3. Both cities were founded as farming communities during the 1800s on the 52 14 KEY Frankston Wet Gulch Additional tributaries and runoff likely flow into the river downstream from difference in discharge between the two towns after March 10? 2. Wet Gulch is downstream from Frankston. How might this account for the Wet Gulch, 3; Frankston, 2 overflow its banks? 1. During how many days in March did the river at Wet Gulch and Frankston 1.5 2 2.5 3 3.5 4 Date CHAPTER ASSESSMENT Class The graph shows the discharge of a river that flows through two cities, Frankston and Wet Gulch. At either city, the river’s banks cannot handle a discharge of 3.5 thousand cubic meters per second or more. At that point, the river reaches its flood stage. Study the graph and answer the questions. CHAPTER Name Answer the following questions. CHAPTER ASSESSMENT Date Thinking Critically 9 Class Discharge Understanding Main Ideas (Part B) CHAPTER Name Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. (thousand cubic meters per second) Chapter Assessment T213 T214 Answer Pages Earth Science: Geology, the Environment, and the Universe Chapter Assessment 9 Date 7.6 0.0 0.05 450 0 pH Phosphate (ppm) Nitrogen (ppm) Largemouth bass Mosses and grasses 0 455 0.18 0.10 7.2 19 1955 2 448 0.19 0.20 7.1 18 1960 5 338 0.25 0.25 7.0 18 1965 15 235 0.28 0.28 6.8 16 1970 18 220 0.28 0.28 6.8 17 1975 29 155 0.35 0.45 6.5 15 1980 35 125 0.40 0.55 6.1 11 1985 9 9 Chapter Assessment Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. Chapter 9 Earth Science: Geology, the Environment, and the Universe eutrophication fills in a lake and a wetland forms. 53 Smith. The data also show an increase in mosses and grasses, which thrive when 54 Chapter 9 Earth Science: Geology, the Environment, and the Universe way or another. Chapter Assessment population. However, without scientific testing, it is impossible to conclude one vegetation has no impact, a negative impact, or a positive impact on the bass the increasing phosphate level. It is theoretically possible that the increase in in the chart, such as the decrease in dissolved oxygen, the decreasing pH, and For example, largemouth bass could be negatively affected by the other variables number of mosses and grasses and the decline in largemouth bass population. No, the data do not prove a causal relationship between the increase in the and grasses increased. From this data, can you conclude that the increase of mosses and grasses caused the largemouth bass population to decline? Explain your answer. indicated. As eutrophication continues and the lake fills in, the oxygen content decreases and the acidity increases, which the data suggest took place at Lake 5. The table shows that the number of largemouth bass decreased as the number of mosses will die, and the mosses and grasses will thrive. The lake will start to fill in. increase, the pH will drop, the dissolved oxygen will continue to decrease, bass Possible response: The amounts of phosphate and nitrogen will continue to 4. What do you predict will happen to the lake in the next 40 years? decaying process depleted the water’s oxygen. phosphate and nitrogen, then grew rapidly, died, and decayed. The resulting oxygen decreased. Lake organisms like algae most likely thrived on the increased As the phosphate and nitrogen content increased, the amount of dissolved compare? Explain the changes that took place. 3. How do changes in phosphate, nitrogen, and dissolved oxygen content over time accounting for the increase of these nutrients. have been picked up by runoff and carried into the lake after 1950, thus after 1950. Agricultural fertilizers contain phosphates and nitrogen, which may Possible response: Yes; phosphate and nitrogen increased in the lake water the data support this statement? Explain your answer. Date CHAPTER ASSESSMENT Class 2. After 1950, farmers in the Lake Smith area increased their use of fertilizers. Does Applying Scientific Methods, continued CHAPTER Name the data show a decrease in largemouth bass, eutrophication at Lake Smith is survive in water when the dissolved oxygen falls below a certain level. And since 55 50 0.45 0.55 5.8 leaving less for the other life-forms. Animals, such as largemouth bass, cannot excessive growth then dies and decays, which depletes the available oxygen, Eutrophication is the filling in of a lake due to excessive organic growth. This 1. What is eutrophication? Did it occur at Lake Smith? Explain your answer. Answer the following questions. 20 Dissolved oxygen (parts per million, or ppm) 1950 Water Quality at Lake Smith 1990 CHAPTER ASSESSMENT Class The table lists water quality measurements that were taken over a 40-year period at Lake Smith. Measurements included dissolved oxygen, pH, phosphate, nitrogen, the number of largemouth bass, and mosses and grasses. Dissolved oxygen is the measure of the amount of oxygen available to life-forms in the water. Largemouth bass is a common variety of fish found in healthy lakes. Mosses and grasses start to appear as the pH of the water becomes more acidic. Applying Scientific Methods CHAPTER Name Chapter Assessment Answer Pages Earth Science: Geology, the Environment, and the Universe T215 10 , of well-sorted sand is about 30 percent. . caves aquifers are three-dimensional underground passages, shafts, . travertine , which is a type Chapter Assessment springs . Chapter 10 Earth Science: Geology, the Environment, and the Universe 10. Localized natural discharges of groundwater at Earth’s surface are called of limestone. 9. Dripstone formations are composed of stalactites 8. Calcium carbonate deposits that hang from the ceiling of a cave are called and chambers that stretch for many kilometers. 7. Many permeable layers of material. 6. Most groundwater flow takes place through permeability . , which are water table 5. Materials, such as sand, with large, connected pores have a high 4. The upper boundary of the zone of saturation is the saturated with water. 3. The zone of saturation is an area below Earth’s surface that is completely 2. The percentage of pore space, or Date CHAPTER ASSESSMENT Class , much of the precipitation that falls porosity infiltration on land becomes groundwater. 1. Through the process of Write the word or phrase that best completes the statement. Reviewing Vocabulary Groundwater CHAPTER Name Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. 55 10 Column A 4. Major source of freshwater for human use 3. Water under pressure from a confined aquifer 2. Heated water discharged from the ground streams 1. Limestone regions with sinkholes and sinking Column B d. groundwater c. karst topography b. artesian well a. hot spring 56 chemicals. 10. Common sources of groundwater pollution include sewage and harmful hydrogen (H). 9. The combination of water (H2O) and carbon dioxide (CO2) produces 8. Groundwater is slightly acidic and evaporates limestone. Chapter Assessment 7. The flow velocity of groundwater depends on the height of the water table. 6. The depth of the water table in stream valleys is close to Earth’s surface. returned directly to the oceans through streams and rivers. 5. Only a small portion of precipitation becomes groundwater and is Chapter 10 Earth Science: Geology, the Environment, and the Universe true carbonic acid (H2CO3) dissolves slope true runoff In the space at the left, write true if the statement is true; if the statement is false, change the italicized word or phrase to make it true. d b a c Date CHAPTER ASSESSMENT Class For each item in Column A, write the letter of the matching item in Column B. Understanding Main Ideas (Part A) CHAPTER Name T216 Answer Pages Earth Science: Geology, the Environment, and the Universe Chapter Assessment 10 Date CHAPTER ASSESSMENT Class Chapter Assessment treatment. Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. Chapter 10 Earth Science: Geology, the Environment, and the Universe building barriers to stop them, and pumping contaminated water out for 57 Protection from pollution plumes includes identifying and monitoring the plumes, 5. How can groundwater resources be protected from pollution plumes? dissolved ions. commonly has been treated with a water softener to remove many of the water does not contain high concentrations of these elements. Soft water Hard water contains high concentrations of calcium, magnesium, or iron. Soft 4. How do hard water and soft water differ? to form an interconnected network of openings called caves. limestone formations, it gradually dissolves adjacent rock and enlarges passages in groundwater. As groundwater percolates through the cracks and joints of Most caves are formed in limestone by the dissolving activity of carbonic acid 3. How are caves formed? soil and various rocks. Subsurface material that is porous, so the water is stored in the pore spaces of 2. What type of subsurface material is able to store groundwater? the groundwater. to the ocean. The raindrop could infiltrate into the ground to become part of The raindrop could become runoff, enter a stream or river, and then return 1. What two things can happen to a raindrop after it falls on land? Sample B small pore spaces between various sized particles. Chapter 10 Earth Science: Geology, the Environment, and the Universe higher flow velocity. Chapter Assessment Sample A; its larger, connected pores allow more water to pass through at a 3. Which of the two samples has the greater permeability? Why? between the larger fragments. and storage capacity of poorly sorted material is reduced by the smaller grains Groundwater flow through Sample B would be very slow because the porosity porosity of well-sorted material allows for greater storage of groundwater. Groundwater would more readily flow through Sample A because the greater 2. Describe groundwater flow through the two samples. Explain your answer. 58 1 millimeter Sample A shows large pores between large particle sizes. Sample B shows 1. Describe the porosity and mineral size of Sample A and Sample B. Sample A Use the diagram illustrating mineral size and porosity to help you answer the following questions. CHAPTER Name Thinking Critically CHAPTER ASSESSMENT Date Answer the following questions. 10 Class Understanding Main Ideas (Part B) CHAPTER Name Chapter Assessment Answer Pages Earth Science: Geology, the Environment, and the Universe T217 10 Date CHAPTER ASSESSMENT Class 0.5 400 Flow Rate 300 Shale 200 Material 100 Chapter Assessment 0 500 800 Meters 700 900 0.01 Clay Limestone 50 Sandstone 200 Rubble 1. Compare and contrast wells 1, 2, and 3. Analyze the potential of each well for a sandstone is 50 meters per year, it would take 8 years to reach well 2. If the 60 Chapter 10 Earth Science: Geology, the Environment, and the Universe Chapter Assessment location between aquicludes should help protect it from future pollution. water. Its location has the least potential for existing harmful pollution. Its Well 4 is the best choice. Its depth has the best potential for a good supply of 5. Which site has the best potential for your well? Explain your decision. filtered out in the sediment before reaching the well. industrial waste is in an ionic or molecular form, it is unlikely that it would be The industrial waste is approximately 400 meters from well 2. If the flow in the well 2. Is it possible that the waste could be made harmless before it reaches the well? 4. Use the flow rate table to determine when the industrial waste will contaminate the water in 100 meters per year, it would take 9 years to reach well 3. Well 3 is approximately 900 meters from the sewage. If the flow in limestone is will contaminate the water in well 3. 3. Use the flow rate table to determine when the sewage from the broken septic tank that could protect it from pollution. One problem could be the cost of a deep well. Well 4 is a deep well with a good supply of water. It is close to a shale aquiclude well 4? Could there be a problem with the water? 2. What is the potential for a clean, accessible, and maintainable water supply from might be polluted in the future by the sewage from the leaking septic tank. by industrial wastes. Well 3 is a deep well with a good supply of water, but would be a medium well with a good supply of water, but may soon be polluted water table and may not be able to sustain a large withdrawal of water. Well 2 Well 1 would be a shallow well with a clean water supply, but is close to the clean, accessible, and maintainable water supply. Date CHAPTER ASSESSMENT Class Limestone 59 10 Applying Scientific Methods, continued CHAPTER Name Clay Limestone Clay Sandstone Clay Rubble Water table Chapter 10 Earth Science: Geology, the Environment, and the Universe 100 Well 4 Well 3 Well 2 Well 1 Your house Shale 1000 1100 1200 1300 1400 1500 Industrial waste Flow Rate in Meters Per Year 600 Sewage Factory You would like to build a house in a wooded area close to your school. Since city water is not available, you will need to drill a well. The well-drilling company you hired did test drillings to find a clean, accessible, and maintainable aquifer. After completing its work, the company gave you a map of four available drill sites, numbered 1, 2, 3, and 4. Use the illustration to make your analysis. Then answer the questions that follow. Applying Scientific Methods CHAPTER Name Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. T218 Answer Pages Earth Science: Geology, the Environment, and the Universe Chapter Assessment 11 Column A electromagnetic waves 6. The transfer of energy through space by 5. All forms of water that fall from clouds 4. An air mass’s ability to resist rising 3. Heat that is stored in a substance an oxygen molecule 2. The gas formed by adding a third oxygen atom to constant pressure to reach saturation 1. The temperature to which air must be cooled at Date f. precipitation e. dew point d. radiation c. ozone b. stability a. latent heat Column B CHAPTER ASSESSMENT Class Chapter Assessment Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. Chapter 11 Earth Science: Geology, the Environment, and the Universe a heated substance, such as water or air. by the collision of molecules. Convection is energy transfer by the flow of Both are ways in which energy is transferred. Conduction is energy transfer 10. conduction, convection to liquid. Evaporation is the change of state from liquid to gas. Both are changes of state. Condensation is the change of state from gas 9. condensation, evaporation how much water vapor that volume of air can hold. in air. Relative humidity is the ratio of the amount of water vapor in air to Both are related to water vapor in air. Humidity is the amount of water vapor 8. humidity, relative humidity or slowly molecules move around. of a difference in temperature. Temperature is the measurement of how rapidly Both are related to energy. Heat is the transfer of energy that occurs because 7. heat, temperature Compare and contrast each pair of related terms. d f b a c e Match the definition in Column A with the term in Column B. Reviewing Vocabulary Atmosphere CHAPTER Name 61 11 Date with height in the atmosphere. 6. A temperature inversion is a decrease in temperature occurs is the lifted condensation level. 5. The height in the atmosphere at which condensation its relative humidity. 4. The amount of water vapor in a given volume of air is height in the troposphere. 3. Both temperature and pressure generally decrease with nitrogen, which blocks harmful ultraviolet radiation from the Sun. 2. The stratosphere is important because it contains oxygen, with traces of other gases such as carbon dioxide and water vapor. 1. The atmosphere is composed mostly of helium and 62 Chapter 11 Earth Science: Geology, the Environment, and the Universe 10. What is the constant movement of water between the atmosphere and Earth’s surface? a. precipitation cycle c. cloud cycle b. water cycle d. atmosphere cycle 9. Cloud droplets collide to form larger droplets in a process called a. coalescence. c. condensation. b. convection. d. composition. 8. In orographic lifting, clouds form when moist winds a. flow over the sea. c. encounter mountains. b. become drier. d. warm up the ground. 7. Condensation nuclei are particles of atmospheric dust around which a. ozone collects. c. evaporation occurs. b. cloud droplets form. d. winds form. Circle the letter of the choice that best completes the statement or answers the question. increase true humidity true ozone nitrogen Chapter Assessment CHAPTER ASSESSMENT Class In the space at the left, write true if the statement is true; if the statement is false, change the italicized word or phrase to make it true. Understanding Main Ideas (Part A) CHAPTER Name 11 Answer Pages Earth Science: Geology, the Environment, and the Universe Chapter Assessment Chapter 11 Earth Science: Geology, the Environment, and the Universe ozone layer, gradually increases in temperature with height. decrease in temperature with height. The stratosphere, which contains the contains most of the mass of the atmosphere. It is characterized by a general 63 atmosphere. The stratosphere is the layer above the troposphere. The troposphere Both are layers of the atmosphere. The troposphere is the lowest layer of the 5. Compare and contrast the troposphere and the stratosphere. No; the inversion would block rising air, so towering clouds would not form. cumulonimbus cloud likely? Explain your answer. 4. A temperature inversion hangs over a city area. Is the formation of a towering than the air above. lose heat to the surface. As a result, lower layers of air become cooler Because of the rapid cooling of land, the lower layers of the atmosphere 3. Explain how a temperature inversion might form on a clear winter night. of higher pressure or density to areas of lower pressure or density. imbalances create areas of high and low pressure. Air moves from areas created by the unequal heating and cooling of Earth’s surface. These Moving air is called wind. Air moves in response to density imbalances 2. What is moving air called? Why does air move in the atmosphere? than cirrus clouds do. clouds made up of ice crystals. Cumulus clouds form lower in the atmosphere Cumulus clouds are puffy and white. Cirrus clouds are wispy, indistinct 1. Compare and contrast cumulus and cirrus clouds. 200 400 600 800 Mesosphere 40 80 64 Chapter 11 Earth Science: Geology, the Environment, and the Universe Chapter Assessment radiation from the Sun. Thus, temperature increases in the stratosphere. The stratosphere contains concentrated ozone. Ozone easily absorbs ultraviolet 3. Why does temperature increase with height in the stratosphere? temperature starts to increase with altitude. begins to decrease again. Then between the mesosphere and thermosphere, temperature begins to increase with altitude. In the mesosphere, temperature Temperature decreases with altitude in the troposphere. In the stratosphere, 2. Describe the temperature changes that take place in each layer of the atmosphere. increases depending on the layer of the atmosphere. No; air pressure decreases with altitude. Temperature decreases and 1. Do air pressure and temperature change in the same way with altitude? Explain your answer. 120 Troposphere Temperature (C) 0 Stratosphere Ozone layer Tropopause Stratopause Mesopause Date CHAPTER ASSESSMENT Class Pressure 1000 millibars at ground level 1000 Temperature Pressure Thermosphere 40 0 Atmospheric pressure (millibars) 0 (Sea level) 80 10 20 30 40 50 60 70 80 90 100 110 120 Use the graph to answer the following questions. CHAPTER Name Answer the following questions. CHAPTER ASSESSMENT Date Thinking Critically 11 Class Understanding Main Ideas (Part B) CHAPTER Name Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. Altitude above sea level (kilometers) Chapter Assessment T219 T220 Answer Pages Earth Science: Geology, the Environment, and the Universe Chapter Assessment 11 Within a few seconds, the students observed white ribbons of mist forming in the center of the jar. Soon a larger white, misty area had formed inside the jar between the surface of the water and the jar’s opening. 3. How might the results have been different if the tray and ice had not been placed 66 Chapter Assessment Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. Chapter 11 Earth Science: Geology, the Environment, and the Universe Chapter 11 Earth Science: Geology, the Environment, and the Universe Chapter Assessment of the jar. by the water. The air at the top is cooled by the ice. warm up, evaporate, rise, condense, and fall as rain or drop down the sides It decreases with height. The air at the bottom of the jar is warmed the water supply to keep the water heated. Then water would continuously Answers will vary. Students might suggest adding a heat source under water cycle. Explain how water would cycle through the new model. Explain your answer. 2. How does the temperature of the air in the model atmosphere vary with height? that made a mist or cloud. warm air cooled and condensed at the top, forming water droplets 6. Describe how you would change the design of the model to create a continuous that formed in the jar is similar to cloud droplets that form in the atmosphere. top of the jar cooled from contact with the ice-filled tray. In turn, the rising the atmosphere, the rising moist air cooled and condensed in the jar. The mist result of the ice cubes at the top. Just as rising air cools and condenses in nearest Earth’s surface cools with altitude, as does the air in the jar as a to evaporate. It then rises in the atmosphere. The atmospheric layer surface of Earth that has been heated by the Sun’s radiation, causing it The hot water at the bottom of the jar represents liquid water on the formation of clouds in Earth’s atmosphere. 5. Based on your knowledge of cloud formation, compare the model with the no warm, moist air rising in the jar. An area of mist would not have formed because there would have been bottom of the jar instead of hot water? 4. How might the results have been different if students had put cold water in the would not have condensed and droplets of water would not have formed. Possible response: The warm air would rise and escape, so water vapor over the opening of the jar? Date CHAPTER ASSESSMENT Class of the jar evaporated and the resulting water vapor rose. The air at the 65 11 Applying Scientific Methods, continued CHAPTER Name A “cloud” of small water droplets formed. The hot water in the bottom 1. What formed inside the jar? Explain how it formed. Answer the following questions. Date CHAPTER ASSESSMENT Class A group of students decided to make a simple model of the atmosphere. To create their model, they used a clean glass jar, hot water, and a tray of ice cubes. The students poured hot water into the jar to a level of about 4 cm. They then filled a small metal container with ice cubes and placed it over the jar’s opening, as shown in the illustration below. Applying Scientific Methods CHAPTER Name Chapter Assessment Answer Pages Earth Science: Geology, the Environment, and the Universe T221 12 Date CHAPTER ASSESSMENT Class 12 c. a hygrometer. d. Doppler radar. c. convergence effect. d. radar effect. Chapter Assessment Chapter 12 Earth Science: Geology, the Environment, and the Universe the analog forecast relies on comparing past and current weather patterns. 67 68 c. occlusion. d. air mass exchange. Chapter 12 Earth Science: Geology, the Environment, and the Universe is known as a. intertropical convergence. b. air mass modification. 9. The exchange of heat or moisture with the surface over which an air mass travels data collected by many weather instruments and analyzed by computers, while 6. digital forecast, analog forecast Both are methods of weather forecasting. The digital forecast relies on numerical 7. A record of weather data for a particular site at a particular time is a(n) a. station model. c. isopleth model. b. topographic map. d. climate map. 6. Differences in thermal energy can be detected with a. ultraviolet imagery. c. infrared imagery. b. visible light. d. sonar imagery. 5. Polar and tropical regions maintain fairly constant average temperatures because a. the Sun always strikes these regions at the same angle. b. air masses remain stationary near the poles and equator. c. Earth radiates extra energy back into space. d. the continual motion of air and water reallocates heat energy throughout Earth. observer is the a. Coriolis effect. b. Doppler effect. 4. The change in wave frequency of energy as it moves toward or away from an pressure, and humidity is a. a radiosonde. b. a satellite. 3. A balloon-borne package of sensors that gathers upper-level temperature, air c. ceilometer. d. barometer. 2. A weather instrument that measures the height of clouds and estimates the amount of cloud cover is a(n) a. hygrometer. b. anemometer. Date Chapter Assessment CHAPTER ASSESSMENT Class 1. Low-pressure systems that heavily influence weather in the middle latitudes are a. polar easterlies. c. air masses. b. wave cyclones. d. warm fronts. Circle the letter of the choice that best completes the statement. Understanding Main Ideas (Part A) CHAPTER Name 8. Lines on a map that connect points of equal or constant values are a. boundaries. c. fronts. b. isopleths. d. station models. and direction, while a hygrometer measures relative humidity. Both are weather instruments. An anemometer measures wind speed 5. anemometer, hygrometer a barometer measures air pressure. Both are weather instruments. A thermometer measures temperature, while 4. thermometer, barometer while a front is a narrow region separating two air masses of different densities. body of air that takes on the characteristics of the area over which it forms, Both involve the movement of weather systems. However, an air mass is a large 3. air mass, front and south of the equator. The two systems have opposite circulation patterns. prevailing westerlies are westerlies that flow between 30 and 60 latitude north 30 and the equator in both the northern and southern hemispheres. The Both are global wind systems. The trade winds are easterlies that occur between 2. trade winds, prevailing westerlies patterns for an area. current atmospheric conditions, while climate refers to long-term weather Both refer to the conditions of the atmosphere. However, weather refers to 1. weather, climate Compare and contrast each pair of related terms. Reviewing Vocabulary Meteorology CHAPTER Name Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. T222 Answer Pages Earth Science: Geology, the Environment, and the Universe Chapter Assessment 12 Date from the barometer (air pressure) and radiosonde (high-level data) would be over polar land. A maritime tropical air mass is warm and humid, having Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. 70 Chapter 12 Earth Science: Geology, the Environment, and the Universe Chapter Assessment predict a storm’s potential severity. When people have advance warning of a are difficult to predict. Chapter 12 Earth Science: Geology, the Environment, and the Universe a thunderstorm is related to its height, infrared imagery gives data that can Chapter Assessment they can infer the cloud type and estimate its height. Because the strength of these factors interact to create progressively more complicated scenarios that severe storm, they can take precautions. It allows meteorologists to determine the temperature of a cloud. From this, in weather. This is because many factors affect the weather and, over time, all 5. Explain how infrared imagery has the potential to save lives. Forecasts become less reliable when they attempt to predict long-term changes 5. What problems are associated with long-term weather forecasts? much less useful. humidity, or cloud cover which would be useful in choosing clothing. The data which they formed. A continental polar air mass is cold and dry, having formed formed over tropical oceans. these instruments would give you data on wind speed, temperature, relative Possible response: Anemometer, thermometer, hygrometer, or ceilometer; anemometer, a barometer, a ceilometer, a hygrometer, a radiosonde, and a thermometer. You need information that will allow you to dress properly when you arrive. You can have the data from just three of the instruments. Which ones would you pick and why? Both are air masses that have taken on the characteristics of the area over 4. Compare and contrast a continental polar air mass and a maritime tropical air mass. characterized by weather similar to warm fronts and cold fronts. frequently, weather similar to that of warm fronts. Occluded fronts are 69 and precipitation. 4. There are six weather instruments collecting weather data in a city you are about to visit: an are characterized by extensive cloudiness and light precipitation. Stationary fronts usually are associated with light precipitation and light cloud cover, and, less are characterized by sinking air, which works against the formation of clouds Most likely, there is a high-pressure system over the area. High-pressure systems weeks. Infer which type of pressure system is stalled over the area. Explain your answer. 3. Your town is experiencing a drought in which the weather has been hot and dry for would be no global wind systems. moving air. With equal temperature and pressure all over the surface, there Wind systems exist because differences in temperature and air pressure create 2. How would Earth’s wind systems be different if the whole planet were heated equally? difference over an area and light winds. area and strong winds. Isobars that are far apart indicate a small pressure Isobars that are closely spaced indicate a large pressure difference over a small isobars that are closely spaced; the other shows isobars that are far apart. Predict the difference in weather conditions for those days. 1. You examine two weather maps of your area for two different days. One map shows CHAPTER ASSESSMENT Class Cold fronts are associated with clouds, showers, and thunderstorms. Warm fronts 3. Identify the four types of fronts and the weather conditions associated with each one. westerlies and the trade winds. the polar easterlies and the prevailing westerlies, and between the prevailing boundaries of the major wind systems. They form in the midlatitudes between as a result of great differences in temperature and pressure between the Jet streams are narrow bands of fast, high-altitude westerly winds that form 2. Describe the formation and location of jet streams. place, transferring energy from one area to another. land or water under it. An air mass redistributes energy by moving from place to A large mass of air takes on the temperature and humidity characteristics of the 1. Explain how air masses form, and how they help redistribute energy on Earth’s surface. Answer the following questions. CHAPTER Name Thinking Critically CHAPTER ASSESSMENT Date Answer the following questions. 12 Class Understanding Main Ideas (Part B) CHAPTER Name Chapter Assessment Answer Pages Earth Science: Geology, the Environment, and the Universe T223 12 1000 Air pressure (mb) 998 60% 0 22.2 — 100% 3.31 22.2 Wed — 80% 0 15.6 Thurs — 60% 0 16.7 Fri — 50% 0 16.7 Sat — 40% 0 17.8 Sun Chapter Assessment as the front arrived. Chapter 12 Earth Science: Geology, the Environment, and the Universe Clouds form at cold fronts, so clouds would have been visible observations have been as the front arrived? 3. The students did not record cloud cover data. If they had, what would their On Wednesday there was rainfall and the associated increase in humidity. Give two examples. 2. What evidence does the data provide of the arrival of the front? Wednesday fronts. On which day did the front pass through? 1. A cold front passed through the students’ city during the week. Showers occur at 40% 0 23.3 Relative humidity Rainfall (cm) Average temperature ( C) Tue Use the chart and what you know about weather systems and weather forecasting to answer the following questions. Mon Date CHAPTER ASSESSMENT Class A meteorology class has set up a small weather station outside of school. It has a few simple instruments: a thermometer, a barometer, a rain gauge to measure rainfall, and a hygrometer. The students took measurements with the instruments once a day for a week. They then filled in the chart below. The barometer broke, so they were not able to finish collecting air-pressure data. Applying Scientific Methods CHAPTER Name Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. 71 12 was passing through with clouds and precipitation. The pressure would have been lower on Wednesday, when the front barometer had continued to work, would the air pressure reading for Wednesday have been higher or lower than the one for Tuesday, when the weather was clearer? Chapter 12 Earth Science: Geology, the Environment, and the Universe Chapter Assessment however, it is difficult to make a guess as to whether a front is approaching. days, so it is likely that Monday will have clear skies. Without air pressure data, be rising temperatures. The relative humidity has been falling for the past few Possible answer: The temperature might be 18 or 19 C, since the trend seems to following the last day in the chart. Explain your answer. 7. Use the data in the chart to make an analog forecast of the weather for the Monday their data is not very dense. collected. However, the forecast probably would not be highly accurate because mathematically the relationships between the atmospheric variables they have They would be able to make a digital forecast if they knew how to express they have collected? Explain your answer. 6. Would the students be able to make an accurate digital forecast based on the data The high relative humidity indicates cloudy skies. 5. Given the relative humidity on Thursday, would you expect clear or cloudy skies? 72 Date CHAPTER ASSESSMENT Class 4. Low-pressure systems are associated with clouds and precipitation. If the students’ Applying Scientific Methods, continued CHAPTER Name T224 Answer Pages Earth Science: Geology, the Environment, and the Universe Chapter Assessment 13 Date CHAPTER ASSESSMENT Class Chapter Assessment the eye. Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. Chapter 13 Earth Science: Geology, the Environment, and the Universe 73 a hurricane. The eyewall is the band of strongest hurricane winds that surrounds Both are structures at the centers of hurricanes. The eye is the calm center of 5. eye, eyewall tropical oceans. with the ground. A tropical cyclone is a larger, swirling system that forms over can cause great damage. A tornado is a whirling visible column of air in contact Both are major storms that swirl around areas of low pressure. Their high winds 4. tornado, tropical cyclone pressure in the center, and potential for property damage. Saffir-Simpson hurricane scale ranks hurricanes according to wind speed, air tornadoes according to their path of destruction, wind speed, and duration. The Both are scales that rank major storms. The Fujita tornado intensity scale ranks 3. Fujita tornado intensity scale, Saffir-Simpson hurricane scale in a local area, they result in violent downdrafts called downbursts. ultimately produce gusty surface winds. If these downdrafts become concentrated cool the air around them. This cooled air then sinks, causing downdrafts that where the moisture condenses into cloud droplets. As these droplets fall, they Updrafts transport moisture to the cool upper reaches of a cumulonimbus cloud, Supercells are powerful storms characterized by intense, rotating updrafts. Supercells and downdrafts are both characteristics of severe thunderstorms. 2. supercell, downburst by advancing cold fronts, and, more rarely, warm fronts. by the unequal heating of Earth’s surface. Frontal thunderstorms are produced condensation occurs is different for each. Air-mass thunderstorms are caused They are both types of thunderstorms, but the process that makes air rise so 1. air-mass thunderstorm, frontal thunderstorm Compare and contrast each pair of related terms. Reviewing Vocabulary The Nature of Storms CHAPTER Name 13 1. A mound of water driven toward coastal areas by hurricane winds is called a a. cyclone. c. storm surge. b. supercell. d. cold front. d. cold wave. abundant moisture ✓ drought thunder tornadoes lightning ✓ ✓ ✓ unstable air flooding high winds hail 74 tropical Pacific Ocean Arctic Ocean ✓ Chapter 13 Earth Science: Geology, the Environment, and the Universe ✓ central United States tropical Atlantic Ocean Chapter Assessment large area of high air pressure 7. Places where a tropical cyclone is most likely to develop include: ✓ ✓ 6. The dangers associated with severe thunderstorms include: ✓ strong winds very low humidity 5. The conditions needed for the towering clouds of thunderstorms to develop include: Put a check next to the correct responses to each question. b. the encounter between supercooled water droplets and ice pellets c. the dissipation of warm, moist air at Earth’s surface by downdrafts d. the existence of strong updrafts and downdrafts side by side within a cloud where the temperature is below freezing 4. Which of the following conditions does NOT contribute to the formation of hail? a. the ability of water droplets to exist in a liquid state in parts of a cloud b. sea breeze. 3. The phenomenon in which the effects of cold air are worsened by wind is the a. supercell. c. wind chill factor. 2. An extended period of well-below-normal rainfall is a a. flood. c. heat wave. b. drought. d. tropical cyclone. Date CHAPTER ASSESSMENT Class Circle the letter of the choice that best completes the statement or answers the question. Understanding Main Ideas (Part A) CHAPTER Name Chapter Assessment Answer Pages Earth Science: Geology, the Environment, and the Universe T225 13 Date from torrential rains and storm surges that push mounds of water onto the coast. systems with pools of cold air. This cold air can increase the temperature Chapter Assessment Chapter 13 Earth Science: Geology, the Environment, and the Universe Chapter 13 Earth Science: Geology, the Environment, and the Universe Chapter Assessment should dress) than does temperature alone. above-normal temperatures. The system blocks cooler air masses from moving 76 gives people a more accurate idea of how cold it feels outside (and how they increases as the air under the system sinks and is warmed by compression, causing 75 heat loss from skin caused by the combination of cold and wind, the information occurring. Heat waves are also caused by large high-pressure systems. Heat into an area and also prevents condensation from occurring. Answers will vary. Students may say that because the wind chill factor estimates 6. Why do weather forecasters often report the wind chill factor in winter? formation of a supercell, which needs intense updrafts to form. air remain over an area for a long time. The high pressure would prevent the No; droughts form when large, high-pressure systems characterized by sinking a supercell? Explain your answer. 5. Could the atmospheric conditions that cause a drought also cause the formation of making the storm much stronger. Air pressure has become lower, and the strength of the winds has increased, to air pressure in the storm and the strength of its winds. over continental areas. The sinking air in the systems prevent condensation from Droughts are caused by large high-pressure systems that persist for a long time the weather pattern that causes a heat wave. 4. Describe the weather pattern that causes droughts, and explain how it is similar to dropping and winds reach at least 120 km/h, the system is classified as a hurricane. exceed 65 km/h, the system becomes a tropical storm. If air pressure keeps around the low-pressure center, it becomes a tropical depression. When winds develops over a tropical ocean. When the disturbance begins a cyclonic circulation Hurricanes form when a weak low-pressure area called a tropical disturbance 3. Explain how a hurricane forms. the strength of updrafts and downdrafts, and makes the storm more severe. 4. A Category 4 hurricane has just become a Category 5. Explain what has happened Much of a hurricane’s damage is due to flooding of low-lying areas that results thunderstorms to form, are usually accompanied by upper-level, low-pressure difference between the upper and lower parts of the storm, which increases danger from hurricanes than people who live inland? 3. Why are people who live along the coast or other low-lying areas often in more ocean waters. The waters of the northern Atlantic would be too cold. No, because conditions would not be right. Hurricanes form over warm Explain your answer. 2. Could a hurricane form over the northern Atlantic, off the eastern coast of Canada? between colliding polar and tropical air masses over the central United States. tornadoes form. It is the time of year when the temperature contrast is greatest The broadcasts should occur before spring because that is when most violent Would the broadcasts be more effective right before winter, spring, summer, or fall? Explain your answer. 1. A community in Texas broadcasts public service announcements on tornado safety. CHAPTER ASSESSMENT Class continually regenerate themselves. Also, cold fronts, which cause some Occasionally, there is a continuous supply of surface moisture, so storms can 2. What makes some thunderstorms more severe than others? longer form, bringing an end to the storm. storm’s supply of warm, moist air is gone. Updrafts stop and precipitation can no that causes gusty winds, but the downdrafts eventually cool the surface, and the The rising updrafts and falling downdrafts produce a convection cell in the cloud precipitation. As precipitation falls, it cools the air around it, creating downdrafts. Condensation creates cloud droplets, and cloud droplets grow in size, forming moist air to rise vertically, creating updrafts that transport moisture upward. The storm starts when unequal heating or an advancing front causes warm, 1. Describe the life cycle of a thunderstorm. Answer the following questions. CHAPTER Name Answer the following questions. CHAPTER ASSESSMENT Date Thinking Critically 13 Class Understanding Main Ideas (Part B) CHAPTER Name Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. T226 Answer Pages Earth Science: Geology, the Environment, and the Universe Chapter Assessment 13 3 10:00 A.M. 8.0 3.5 4.0 Y Z 4.0 1:00 P.M. 5.0 2:00 P.M. Chapter Assessment Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. Chapter 13 Earth Science: Geology, the Environment, and the Universe 5.2 3:00 P.M. 8 m, and the river did not rise that high during the time shown in the table. 1:00 P.M. House X would not have flooded because it is at an elevation of 3.5 m and Z is at 4 m, and the river level rose above these elevations after There was likely flooding at houses Y and Z. House Y is at an elevation of 4. Which houses most likely flooded as a result of the storm? Explain your answer. 2.2 m 3. How high above its normal level did the river rise by 3:00 P.M.? noon 2. By what time did the river rise 0.4 meters above its normal level? It caused the river to rise above its normal level. 1. What general effect did the thunderstorm have on the river level? Elevation (m) X Table 2 3.4 NOON House 3.1 11:00 A.M. Table 1: Water Level at Wilson Bend, Green River Answer the following questions. Water Level (m) Time Date CHAPTER ASSESSMENT Class Table 1 shows the effect on water level of a strong thunderstorm moving through the Green River area. The normal level of Green River at Wilson Bend is about 3 m. Three houses are located near the bank of the river along Wilson Bend. Their elevations are shown in Table 2. Applying Scientific Methods CHAPTER Name 77 13 wind-related damage might have occurred. there. However, wind speed would have been greater, and thus some Wilson Bend, so there would have been less chance for flooding to occur If the storm had moved faster, less rain would have had a chance to fall in weather and its effects on the area have been different if the storm had moved over the area at 7 km/h? Chapter 13 Earth Science: Geology, the Environment, and the Universe Chapter Assessment is crucial in saving people from the hazards of flooding caused by storms. Accurate forecasting makes it possible to issue advanced warnings, and this 6. Why is the accurate forecasting of storms such as this one important? 78 Date CHAPTER ASSESSMENT Class 5. The thunderstorm was moving over the area at about 3 km/h. How would the Applying Scientific Methods, continued CHAPTER Name Chapter Assessment Answer Pages Earth Science: Geology, the Environment, and the Universe T227 14 Date CHAPTER ASSESSMENT Class Column A Column B d. El Niño c. climatology b. ice age a. season Chapter 14 Earth Science: Geology, the Environment, and the Universe 8. A warm ocean current that develops off the west coast of South America sheets of ice 7. Period when much of Earth’s surface was covered by vast variations in daylight, temperature, and weather patterns 6. A short-term period of climatic change caused by regular affect past, present, and future climate changes 5. The study of Earth’s climate and the factors that Chapter Assessment d b a c Match the definition in Column A with the term in Column B. greenhouse gases in the atmosphere. abnormal rise in global temperatures due to the increased concentration of of Earth’s surface caused by atmospheric gases, while global warming is the Both involve the heating of Earth. The greenhouse effect is the natural heating 4. greenhouse effect, global warming wherein a city is warmer than surrounding rural areas. 79 that differs from the main regional climate. A heat island is a type of microclimate Both are climates that occur in small areas. A microclimate is a localized climate 3. microclimate, heat island and south of the equator to the poles. 66.5 north and south of the equator, while polar zones stretch from 66.5 north 23.5 south and north of the equator. Temperate zones are between 23.5 and Each describes a different climate zone on Earth. The tropics are located between 2. tropics, temperate zones, polar zones temperature and amount of rainfall) that describes an area’s climate. pattern of an area, while a normal is a standard value (such as daily high and low Both terms involve long-term weather patterns. Climate is the long-term weather 1. climate, normal Compare and contrast each pair or group of related terms. Reviewing Vocabulary Climate CHAPTER Name Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. 14 that closely corresponded to an unusually cold climatic episode. 3. The Maunder minimum is a period of very low precipitation activity 2. One of the effects of El Niño is that the jet stream shifts farther north. monthly values of temperature and precipitation. 1. The Koeppen classification system classifies climate based on mean 80 c. equatorial zone. d. temperate zone. Chapter 14 Earth Science: Geology, the Environment, and the Universe is the a. polar zone. b. tropical zone. 7. The climatic zone that receives the least solar radiation and has the coldest climate mountain, and come down the other side of the mountain much a. cooler and drier. c. warmer and drier. b. cooler and wetter. d. warmer and wetter. 6. When moist winds approach a mountain, they often drop rain as they rise over the 5. Two climates that are at the same latitude may be different because of a. bodies of water. c. Earth’s magnetic field. b. distance from the poles. d. soil type. 4. Types of climate data include annual variations in temperature, precipitation, and a. air pollution. c. wind. b. water cycle. d. topography. Circle the letter of the choice that best completes the statement. sunspot south true Date Chapter Assessment CHAPTER ASSESSMENT Class In the space at the left, write true if the statement is true; if the statement is false, change the italicized word to make it true. Understanding Main Ideas (Part A) CHAPTER Name T228 Answer Pages Earth Science: Geology, the Environment, and the Universe Chapter Assessment 14 Date withstand heavy snows and protect its inhabitants against cold temperatures, while homes in tropical climates might need to withstand heavy rainfall and from the Sun and its average temperature is lower. Chapter Assessment Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. Chapter 14 Earth Science: Geology, the Environment, and the Universe 81 82 Chapter 14 Earth Science: Geology, the Environment, and the Universe is warmer than in surrounding rural areas. Chapter Assessment City buildings and expanses of asphalt can create heat islands where the climate region located just a few kilometers outside the city? 6. Why might temperature data recorded inside a large city be inaccurate for a rural carbon dioxide emissions would decrease. water; altitude. the number of vehicles on the road would be reduced and thus the amount of the tropical, temperate, or polar zone; location near or far from a large body of global warming. If many people left their cars at home and took buses instead, when burned. The buildup of carbon dioxide in the atmosphere is one cause of Vehicles run on gasoline, a fossil fuel that produces carbon dioxide emissions 5. How might taking a bus instead of driving a car help ease global warming? radiation all year round. because each part of Earth’s surface would receive the same amount of solar There would be scarcely any seasonal climatic changes if Earth were not tilted 4. How would seasonal climatic changes be different if Earth were not tilted on its axis? the temperature or amount of precipitation can vary greatly from that average. readings for characteristics such as temperature and rainfall. On any given day, Normals are standard values for weather in an area. They include average 3. Why can’t you use normals to predict the daily weather? the tropics could be cold enough to have snow. Students can list any two of the following: location on Earth’s surface in either 6. List two major reasons for climate variation. heat would otherwise escape into space. from the Sun that is absorbed and released by Earth’s surface. Much of this greenhouse gases in Earth’s atmosphere, such as carbon dioxide, trap heat Without the greenhouse effect, Earth’s climate would be much colder. The 5. Explain how the greenhouse effect influences Earth’s climate. temperatures. several years, blocking incoming solar radiation and thus lowering global Volcanic dust from an eruption can remain suspended in the atmosphere for Describe the change. 4. Explain how a huge volcanic eruption can cause a change in Earth’s climate. and volcanic eruptions. These could include solar activity, changes in Earth’s orbit or the tilt of its axis, than areas at the same latitude that are at lower elevations. A high mountain in atmosphere decreases with altitude, areas at the tops of mountains are colder year round. 3. List several natural cycles that could cause climatic change on Earth. The area is likely located at a high altitude. Because temperature in the lower distinct cool or cold winters and warm or hot summers. Polar climates are cold all Both are cooler than tropical climates. But a continental climate has seasons with 2. Explain how an area in the tropics might typically experience abundant snowfall. provide ventilation for cooling because of the high temperatures. designed and constructed. For example, houses in a polar climate might need to receives more solar energy overall. When the orbit is more circular, Earth is farther 2. Compare and contrast a continental and a polar climate. Possible response: The climate of an area would influence the way buildings are cycle. When the orbit is more elongated, Earth passes closer to the Sun and 1. Why would knowing the climate of an area be important for architects? Explain your answer. CHAPTER ASSESSMENT Class Earth’s elliptical orbit elongates, then becomes more circular in a 100 000-year 1. How can the periodic change in the shape of Earth’s orbit cause a change in climate? Answer the following questions. CHAPTER Name Thinking Critically CHAPTER ASSESSMENT Date Answer the following questions. 14 Class Understanding Main Ideas (Part B) CHAPTER Name 14 20 10 0 10 20 30 40 50 20 10 0 10 20 30 40 50 J J F M A M J J A S O N D Month City Y Data F M A M J J A S O N D Month City X Data Date CHAPTER ASSESSMENT Class 83 84 City X likely would have very lush tropical vegetation and might be located in or 8. Contrast the vegetation you might find in or around City X and City Y. of polar climates. 2 cm of precipitation would be fairly low, which also is a characteristic would place it below freezing year-round. An annual average of less than It would be a polar climate. An average yearly temperature of less than 0C and its annual precipitation was less than 2 cm? Explain your answer. 7. In which climate would City Y be located if its average yearly temperature was below 0C the amount of precipitation, not the temperature. temperature data could vary significantly because dry climates are defined by The main difference would be much lower average monthly precipitation. The how would the data differ? Answer Pages Earth Science: Geology, the Environment, and the Universe Chapter Assessment precipitation is plentiful. Chapter 14 Earth Science: Geology, the Environment, and the Universe It is probably located in the tropics, where temperatures are high and probably located? 3. Based on your answer to question 2, on what part of Earth’s surface is City X temperatures and plentiful rainfall year-round. City X’s climate is classified as a tropical wet climate because it has high 2. Based on the yearly data, classify the climate of City X. Explain your answer. Chapter 14 Earth Science: Geology, the Environment, and the Universe Chapter Assessment grasslands called savannas. F M A M J J A S O N D Month City Y Data F M A M J J A S O N D Month 6. If graphs were to show temperature and precipitation for a city in a dry climate, a distinct dry winter season. City Y has a tropical wet and dry climate because it is hot year-round and has 5. Based on the yearly data, classify the climate of City Y. Explain your answer. less than 10 cm per month. October through March was drier, with average precipitation measuring precipitation during May through August (about 51 cm per month). near a tropical rain forest. City Y would probably be located in or near tropical J J City X Data Temperatures were hot year-round, averaging about 32C. There was abundant 4. Describe the temperature and precipitation at City Y. Date CHAPTER ASSESSMENT Class about 51 cm per month and was plentiful all year. 10 20 30 40 50 60 70 80 90 10 20 30 40 50 60 70 80 90 14 Applying Scientific Methods, continued CHAPTER Name Temperature was hot year-round, averaging about 27°C. Precipitation averaged 1. Describe the temperature and precipitation for City X. Average temperature (C) Average temperature (C) The graphs below compare the annual average temperature and precipitation of two cities, City X and City Y. Use them to answer the questions that follow. Applying Scientific Methods CHAPTER Name Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. Average precipitation (cm) Average precipitation (cm) Chapter Assessment T229 T230 Answer Pages Earth Science: Geology, the Environment, and the Universe Chapter Assessment 15 thermocline breaker trough Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. Chapter 15 Earth Science: Geology, the Environment, and the Universe rapidly decreasing temperatures with depth 14. Transitional layer of the ocean characterized by through matter 13. Rhythmic movement that carries energy n. upwelling m. surface current 11. Level of the ocean’s surface 12. Upward motion of ocean water l. density current k. tide j. i. h. crest g. wave f. e. temperature profile d. salinity c. sea level b. side-scan sonar a. oceanography Column B 10. Scientific study of Earth’s oceans 9. Highest point of a wave and salinity of ocean water 8. Current caused by differences in the temperature 7. Lowest point of a wave with depth 6. Set of data that plots changing water temperature 5. Collapsing wave 4. Current caused by wind floor at an angle to map its topographic features 3. Technique that directs sound waves toward the ocean 2. Periodic rise and fall of sea level 1. Measure of the amount of dissolved salts in seawater Chapter Assessment f g n c a h l i e j m b k d Column A Date CHAPTER ASSESSMENT Class For each item in Column A, write the letter of the matching item in Column B. Reviewing Vocabulary Physical Oceanography CHAPTER Name 85 15 Date CHAPTER ASSESSMENT Class 86 the ocean’s surface. 13. Upwelling waters bring (warm water, nutrients) to (density currents, gyres). 12. Closed, circular surface current systems are called (Sun, Moon). 11. Earth’s tidal bulges are always aligned with the (Antarctic Bottom Water, North Atlantic Deep Water). 10. The coldest and densest water mass in all the oceans is are absent in polar seas. 9. The surface layer and the (bottom layer, thermocline) (1000 m, 100 m). 8. Oceans are dark below the depth of about (higher, lower) than that of freshwater. 7. The freezing point of salt water is somewhat to the bottom of the ocean, causing salts to be (added to, removed from) seawater. 6. As marine organisms die, their solid parts drift in seawater in the form of (organic material, ions). 5. Dissolved salts, gases, and nutrients are present (landlocked, submerged). 4. Seas are smaller than oceans and are partly or mostly a slow rise in the average global sea level. 3. Today, the (melting, thickening) of glaciers is causing (saltwater, freshwater) sources contain 3 percent. 2. The oceans contain 97 percent of Earth’s water, and is brought to the surface is (radiation, volcanism). Chapter Assessment 1. The mechanism by which water deep within Earth’s interior Chapter 15 Earth Science: Geology, the Environment, and the Universe nutrients gyres Moon Antarctic Bottom Water thermocline 100 m lower removed from ions landlocked melting freshwater volcanism In the space at the left, write the word or phrase in parentheses that makes the statement correct. Understanding Main Ideas (Part A) CHAPTER Name 150 m 100 m 50 m Answer Pages Earth Science: Geology, the Environment, and the Universe Chapter Assessment Chemical reactions Bottom sediments Sea Biological spray processes River discharge ions to seawater. contribute chloride and sulfate Chapter 15 Earth Science: Geology, the Environment, and the Universe Formation of evaporites Volcano the atmosphere. These gases 87 Volcanic eruptions send gases into on Earth’s ocean waters. the gravitational pull of the Moon High tides are caused mainly by red light the shallowest. light penetrates the deepest; water to different depths. Blue colors, of light penetrate ocean Korea h io as ent 150° E 180° 150° W Antarctic Circumpolar Current South Pacific Gyre 120° W Per u Lab ra d nt 90° W hA tl a n nt ic C 60° W 30° W South Atlantic Gyre S. Equatorial Current Equatorial Countercurrent eam Str ulf North Atlantic Gyre N. Equatorial Current N o rt la en re nt re 0° W 30° E southward. It might flow westward until it arrived at Australia, and then it would flow 60° E 90° E S. Equatorial Current Indian Ocean Gyre Chapter 15 Earth Science: Geology, the Environment, and the Universe The ocean currents would flow in a west-to-east direction, too. prevailing midlatitude winds blew from east to west instead of west to east? 3. What would be the likely effect on the currents near Japan and Korea if the Chapter Assessment along the equator, the east coast of Australia, and the west coast of Africa. They might be combined into one large gyre that would flow counterclockwise South Atlantic and South Pacific gyres? 120° E N. Equatorial Current rial Countercur ren ato qu t Antarctic Circumpolar Current 2. How might the absence of South America affect the size and course of the 88 Date CHAPTER ASSESSMENT Class 1. What might be the course of the South Atlantic Gyre if Africa did not exist? 120° E nt rre Cu S. Equatorial Current Equatorial Countercurrent N. Equatorial Current Antarctic Circle Tropic of Capricorn 0° Equator Cal Curriefornia nt Curre ka las N. Pacific oshio C urrent Kur rrent Cu Tropic of Cancer North Pacific Gyre Japan Arctic Circle t rren Cu 3. Sources of Sea Salt V BGYO R Visible light Surface of ocean 2. Cause of Tides of Light 1. Absorption Different wavelengths, or 15 Use the diagram of Earth’s gyres to answer the following questions. CHAPTER Describe the concept or process that is shown in each diagram. CHAPTER ASSESSMENT A Thinking Critically 15 Name O Cu y rr E. Aus tra li a n E Cu . G r Understanding Main Ideas (Part B) CHAPTER Date G nt ur re Class E Name re nt Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. t re n ur il C Br az d ary Current n nt Ca e ur r Cur or Agulhas C Chapter Assessment ela Current ngu Be T231 T232 Answer Pages Earth Science: Geology, the Environment, and the Universe Chapter Assessment 15 100 80 60 50 40 20 1 2 3 4 5 6 Reference Samples Percentage of Seawater 80 60 50 40 20 0 Date CHAPTER ASSESSMENT Class Chapter Assessment Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. Chapter 15 Earth Science: Geology, the Environment, and the Universe measured to determine the actual ratio. in each sample. The amount of salt present in each sample would have to be 89 No; a visual comparison would only give an approximate idea of the percentages ratio of river water to seawater in the estuary samples? Why or why not? 2. Would the method described in question 1 provide a precise measurement of the river water to seawater in the estuary sample. closely matches the estuary sample in color will help determine the ratio of the samples made with river water and seawater. The reference sample that most You could compare the colors of the actual estuary samples with the colors of could you use the river water/seawater samples to determine the composition of the estuary water samples? 1. Knowing that river water is usually brownish in color and seawater is clear, how Percentage of River Water Test Tube Study the illustration and table and answer the questions that follow. You have collected seven samples of water from different locations in the estuary. You have also collected a sample of pure river water and a sample of pure seawater. You make concentrated samples by boiling each estuary sample until it is reduced to 250 mL. Then you fill seven test tubes halfway with each concentrated sample. Next, you make reference samples in seven more test tubes. The table shows the contents of each reference test tube. Your Earth science class is conducting an experiment to determine the salt concentrations in an estuary, a place where a freshwater river flows into the salty seawater of an ocean. You have been told that in the inland portion of an estuary, the less-dense river water overrides the denser seawater. Applying Scientific Methods CHAPTER Name 15 90 Chapter 15 Earth Science: Geology, the Environment, and the Universe Chapter Assessment is denser and heavier and most likely layered below the less-dense freshwater. The salt concentration should be higher in deep water samples because salt water 5. How might estuary samples taken from deep water affect your results? water would decrease as it mixed with more and more ocean water. There should be variations in the samples because the concentration of river estuary sample? Explain your answer. 4. Would you expect the concentration of salt to be the same or different in each the actual ratio of river water to seawater in each sample. that of freshwater, the densities of the samples could be calculated to determine Density; because the salt content of seawater makes its density higher than water to seawater in the estuary samples? Explain your answer. Date CHAPTER ASSESSMENT Class 3. What property of seawater might you use to determine the actual ratio of river Applying Scientific Methods, continued CHAPTER Name Chapter Assessment Answer Pages Earth Science: Geology, the Environment, and the Universe T233 16 Chapter Assessment beach erosion down the coast. Chapter 16 Earth Science: Geology, the Environment, and the Universe like structure built perpendicular to the shoreline to trap beach sand, but causes 91 energy of waves back toward the beach, causing beach erosion. A groin is a wall- beach erosion. A seawall protects property from storm waves, but reflects the Both are protective structures meant to prevent beach erosion, but actually cause 8. seawalls, groins up of fine silt, clay, and volcanic ash. made up of the shells and hard parts of marine organisms. Deep-sea mud is made Both are deep-sea sediments that accumulate slowly on the ocean floor. Ooze is 7. ooze, deep-sea mud longshore current. Water from incoming breakers spills over the longshore bar and produces the most beaches. The longshore current is a current that flows parallel to the shore. Both occur just offshore. The longshore bar is a sandbar that forms in front of 6. longshore bar, longshore current Compare and contrast each pair of related terms. d. barrier island. 5. As a headland is eroded, the flat surface formed is called a a. wave-cut platform. b. sea stack. c. sea cave. d. turbidity current. 3. A rapid, flowing current along the bottom of the ocean is a(n) a. longshore current. b. rip current. c. estuary. d. continental rise. d. continental margins. 2. The submerged parts of continents are called a. continental shelves. b. continental slopes. c. continental crust. 4. The smooth part of the ocean floor at 5 or 6 km below sea level is the a. mid-ocean ridge. b. deep-sea trench. c. abyssal plain. d. erosion. 1. The bending of wave crests as they reach shallow water is a. a longshore current. b. wave refraction. c. a rip current. Circle the letter of the choice that best completes the statement. Reviewing Vocabulary Date CHAPTER ASSESSMENT Class The Marine Environment CHAPTER Name Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. 16 are perhaps the flattest places on Earth and are covered beach erosion with hundreds of meters of fine-grained sediments and sedimentary rocks. Abyssal plains beach erosion turbidity currents ooze . only process that modifies it is erosion. 7. Once a seafloor structure, such as a seamount, is formed, the . 92 an estuary. mainland to form the tip of a peninsula. 10. A ridge of sand called a tombolo connects an island to the Chapter 16 Earth Science: Geology, the Environment, and the Universe true hydrothermal vents 8. Black and white smokers are submerged basalt volcanoes. true 9. The area where a freshwater river or stream enters the ocean is sedimentation In the space at the left, write true if the statement is true; if the statement is false, change the italicized word or phrase to make it true. a(n) hydrothermal vent . 6. A hole in the seafloor through which fluid heated by magma erupts is 5. Submarine canyons are formed by turbidity currents . called 4. Deep-sea sediments formed by shells and hard parts of marine organisms are 3. 2. Seawalls, groins, jetties, and breakwaters are built to prevent Date Chapter Assessment CHAPTER ASSESSMENT Class are long ridges separated from the mainland and are made of sediment deposited by longshore currents. Barrier islands ooze hydrothermal vent 1. barrier islands abyssal plains Write the term that best completes the statement. Understanding Main Ideas (Part A) CHAPTER Name Answer Pages Earth Science: Geology, the Environment, and the Universe Chapter Assessment metal oxides and sulfides black smoker 11. _________________ earthquake activity volcanic Chapter Assessment Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. 93 activity 12. _______________ Chapter 16 Earth Science: Geology, the Environment, and the Universe warm water 13. _________________ white smoker deep-sea trench 8. ____________________ narrow, long depressions in ocean floor fractures 10. ___________________ mid-ocean ridges 7. ____________________ abyssal plain 6. ____________________ hydrothermal vent 9. ____________________ prominent feature of ocean floor smooth ocean floor Ocean Basin 94 0 20 40 60 80 Ocean basins Trenches Ocean surface Percentage of Earth's surface Continental margins Continents Mountains Ocean 70.8% Surface Elevations on Earth Land 29.2% 100 Average depth of ocean 3730 m (2.32 mi) Average elevation of continents 840 m (2750 ft) Chapter 16 Earth Science: Geology, the Environment, and the Universe increase. Chapter Assessment average elevation of continents would decrease, average depth of ocean would The percentage of land would decrease, percentage of ocean would increase, 10 8 6 4 2 Sea level 0 2 4 6 8 10 3. How would the data in this graph change if the polar ice sheets melted? continental rise. downward and are deposited at the bottom of the continental slope to form the black smoker hydrothermal vent deep-sea trench mid-ocean ridges volcanic activity bedrock and forming submarine canyons. Sediments cut from the slope are carried Turbidity currents cut into the continental slope, eroding bottom sediments and topography of the seafloor? 2. What observations support the fact that turbidity currents help form the particles can be carried by ocean currents great distances from the shore. heavy to be carried far into the ocean by waves and currents. However, finer Heavier rocks and stone carried to the ocean by rivers and other waters are too and sand are found close to shore. Fine particles are deposited at a greater distance from shore. What can you infer about the movement of sediments from these observations? warm water fractures e. drop in sea level d. harbor entrance closes c. turbidity currents b. rise in sea level a. submarine canyons 1. Researchers find that sediments along the ocean bottom seem to be sorted by size. Coarse gravel abyssal plain 5. Sand drifting around jetties large storm waves 4. Underwater landslides, earthquakes, or 3. Rapidly flowing turbidity currents 2. Rising coastline 1. Melting ice-age glaciers Date CHAPTER ASSESSMENT Class Write the terms to complete the network tree concept map. d c a e b Cause Effect 16 Answer the following questions. CHAPTER Name Thinking Critically CHAPTER ASSESSMENT Date Write the letter of the effect in the second column next to the action that causes it in the first column. 16 Class Understanding Main Ideas (Part B) CHAPTER Name Elevation (km) Depth (km) T234 16 Date Water temperature (°C) Ocean depth (m) 5 800 5 900 800 900 1000 1100 1200 5 700 4.5 1000 4.5 1100 4 0 Ocean depth (m) 2. Formulate a hypothesis to explain why water temperature decreases as water depths greater than 900 m. constant again from 600 m to 900 m below the surface. Then it drops slowly at and 500 m below the surface, the temperature drops sharply. It remains fairly Water temperature is relatively constant near the ocean surface. Between 300 m 1. Describe the relationship between water temperature and ocean depth. Answer Pages Earth Science: Geology, the Environment, and the Universe Chapter Assessment Chapter 16 Earth Science: Geology, the Environment, and the Universe as heat transfer from landmass or heat absorbed from the Sun’s radiation. Answers will vary but should attempt to provide reasonable explanations, such depth increases. 95 1200 and expected results. Answers will vary but should identify variables to be studied, controls used, 96 Chapter 16 Earth Science: Geology, the Environment, and the Universe Accept reasonable responses. to investigate? Why? 5. Which question or phenomenon that you wrote for question 3 would you like Chapter Assessment How is the temperature related to production of food for marine animals? marine organisms thrive? Is temperature a limiting factor for marine organisms? Answers will vary but should include questions such as: Where do the majority of want to determine what effect, if any, the temperature difference has on ocean organisms. Suggest questions or phenomena that might be investigated. 600 700 5 600 4. Once the cause of the temperature difference has been identified, researchers may 100 200 300 400 500 5.5 500 3. Plan an experiment to prove your hypothesis. Your plan should include variables, controls, and expected results. Date CHAPTER ASSESSMENT Class 5 15 400 16 Applying Scientific Methods, continued CHAPTER Name 10 15 20 23 300 Co n m tine ar n gi ta n l 23 23 25 200 100 Research has shown that the temperature of the ocean varies with ocean depth. Use data from the table and graph to help you with the activities that follow. CHAPTER ASSESSMENT Class Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. Applying Scientific Methods CHAPTER Name Water temperature (°C) Chapter Assessment T235 T236 Answer Pages Earth Science: Geology, the Environment, and the Universe Chapter Assessment 17 Slab pull paleomagnetism theory of plate tectonics convergent boundaries subduction is a process that occurs at convergent boundaries. magnetometer seafloor spreading rift valley convection Date Pangaea isochron slab pull ridge push CHAPTER ASSESSMENT Class Subduction . magnetometer detects small changes in Earth’s magnetic field. rift valley Chapter Assessment . . . Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. Chapter 17 Earth Science: Geology, the Environment, and the Universe 16. A change in Earth’s magnetic field is called a(n) magnetic reversal . 15. A long, narrow, fault-bounded, continental depression is a(n) 14. Plates come together at convergent boundaries . ocean ridges and destroyed in deep-sea trenches. 13. The theory of seafloor spreading explains how new ocean crust is created at 12. A(n) Pangaea occurs when one tectonic plate descends beneath another. divergent boundaries 11. Earth’s continents were once joined as a single landmass called 10. 9. Places where plates move apart are . convection is a process whereby the weight of an uplifted ocean ridge are places where plates slide horizontally past each other. pushes an oceanic plate toward a subduction zone. Transform boundaries Ridge push 8. The transfer of thermal energy by the movement of heated matter is 7. 6. states that Earth’s crust and rigid upper mantle are isochron broken into enormous slabs called plates that move slowly over Earth’s surface. 5. The theory of plate tectonics 4. A map line connecting points that have the same age is a(n) 3. The study of Earth’s magnetic record is known as paleomagnetism . joined as a single landmass. 2. Wegener’s hypothesis of continental drift stated that Earth’s continents had once been 1. continental drift magnetic reversal divergent boundaries transform boundaries Write the term that best completes the statement. Reviewing Vocabulary Plate Tectonics CHAPTER Name 97 17 c. a rift valley. d. new continental crust. 8. Subduction results in the formation of a. a deep-sea trench. b. a magnetic reversal. 98 c. inner core. d. outer core. Chapter 17 Earth Science: Geology, the Environment, and the Universe a. crust. b. mantle. 11. The driving forces of tectonic plates are related to convection currents in Earth’s 10. Crust is neither destroyed nor formed along which of the following boundaries? a. convergent c. transform b. divergent d. magnetic 9. Continental-continental plate collisions produce a. island arcs. c. deep-sea trenches. b. rift valleys. d. very tall mountain ranges. c. crumpled mountains. d. island arc volcanoes. 7. Features found at divergent boundaries include a. ocean ridges. b. deep-sea trenches. 6. Each cycle of spreading and intrusion of magma during seafloor spreading results in a. magnetic reversals. c. subduction. b. new ocean crust. d. plates colliding. 5. Isochron maps of the seafloor indicate that ocean crust is a. oldest near ocean ridges. c. youngest near ocean ridges. b. youngest at deep-sea trenches. d. thinnest in subduction zones. 4. The magnetic pattern of ocean-floor rocks on one side of an ocean ridge is a. a mirror image of that of the other side. b. younger than on the other side. c. much different from the magnetic pattern found in rocks on land. d. at right angles to the ocean ridge. 3. Compared to ocean crust near deep-sea trenches, crust near ocean ridges is a. younger. c. the same age. b. older. d. magnetically reversed. c. magnetic and sonar data proved that Wegener’s hypothesis was incorrect. d. mantle convection currents weren’t in motion at that time. 2. Continental drift was not widely accepted when it was first proposed because a. Wegener couldn’t explain why or how the continents moved. b. continental landmasses were too big to move slowly over Earth’s surface. 1. Many early mapmakers thought Earth’s continents had moved based on a. plate boundary locations. c. climatic data. b. fossil evidence. d. matching coastlines. Date Chapter Assessment CHAPTER ASSESSMENT Class Circle the letter of the choice that best completes the statement or answers the question. Understanding Main Ideas (Part A) CHAPTER Name Chapter Assessment Answer Pages Earth Science: Geology, the Environment, and the Universe T237 99 17 Y Mantle Continental crust Continental crust B 4. Highly-folded mountains 3. Volcanoes 2. Rift valley 1. Subduction zone R X A Y S Oceanic crust D Continental crust C Chapter Assessment Chapter 17 Earth Science: Geology, the Environment, and the Universe 9. Draw arrows to show the direction of flow of convection currents beneath the plates. 8. Where is the process of slab pull taking place? Mark this area with the letter S. 7. Where is the process of ridge push occurring? Mark this area with the letter R. 6. Locate the convergent plate boundaries and mark them with the letter Y. 5. Where is the divergent boundary? Mark its position on the diagram with the letter X. B C A D could make the fit of continents inexact. 200 million years ago greatly changed Earth’s coastlines. Any such changes the tectonic processes involved in the formation and break up of Pangaea over continuously change Earth’s landscape, including continental coastlines. Also, Possible response: Earth processes such as weathering, erosion, and deposition “matching” of continental coastlines was crude at best. Propose an explanation for this inexact fit. Chapter 17 Earth Science: Geology, the Environment, and the Universe climates have changed. Chapter Assessment that time, the continents have drifted to their current positions and their presence of glacial deposits observed in that region of the landmass. Since must have been situated near the south pole, which would account for the South America, much of India, portions of Australia, and nearly all of Antarctica where swamps thrived in the tropical climate. Southern Africa, southeastern the land making up present North America must have been near the equator, enormous landmass made up of all of Earth’s present continents. At that time, About 200 million years ago, Wegener’s supercontinent, Pangaea, was an At the same time, glaciers covered southern Africa, southeastern South America, much of India, portions of Australia, and nearly all of Antarctica. How does this information support Wegener’s idea of continental drift? 3. About 200 million years ago, extensive tropical swamps existed in North America. but similar, lines. Once separated, the common ancestors could have evolved along different, and South America became separated, taking the common ancestor with them. could have evolved on Pangaea. After Pangaea broke apart, Australia and North Possible response: Yes; the common ancestor of koalas, kangaroos, and opossums changes. The theory of evolution states that similar organisms evolved from a common ancestor. Scientists hypothesize that marsupials like koalas and kangaroos, which are native only to Australia, evolved from the same ancestor as the marsupials known as opossums, which are native to North and South America. Does the theory of plate tectonics support the theory of evolution in this case? Explain your answer. 2. Evolution is adaptation, or change, of organisms in response to environmental 100 Date CHAPTER ASSESSMENT Class 1. Even Alfred Wegener acknowledged that the apparent fit of continents or Answer the following questions. CHAPTER Name Match each letter that appears on the diagram with the appropriate feature below. Then answer the questions. CHAPTER ASSESSMENT Date Thinking Critically 17 Class Understanding Main Ideas (Part B) CHAPTER Name Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. T238 Answer Pages Earth Science: Geology, the Environment, and the Universe Chapter Assessment 17 80° South American Plate 40° 60° 40° 20° 120° Australian Plate Indian Plate 80° Eurasian Plate Madagascar Plate 40° 80° Antarctic Plate 0° 20° African Plate 40° 60° Chapter Assessment 160° Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. Chapter 17 Earth Science: Geology, the Environment, and the Universe In 50 million years, the Atlantic Ocean will be bigger than it is today. 2. How does the size of the future Atlantic Ocean compare with its present size? west or northwest 1. In which compass direction have North and South America moved in relation to Africa? Answer the following questions. 120° North American Plate 80° Date 101 CHAPTER ASSESSMENT Class Scientists have studied the motions of Earth’s tectonic plates and recorded many of their findings as maps. Based on the assumption that the direction and rate of plate movement taking place today will continue for the next 50 million years, researchers have made predictions about the world’s future geography. The results of those predictions are presented in the diagram below, which shows the configuration of the continents 50 million years from the present. The shaded areas of the diagram represent the present positions of the continents. Applying Scientific Methods CHAPTER Name 17 102 Chapter 17 Earth Science: Geology, the Environment, and the Universe this transform boundary past the North American Plate. Chapter Assessment west of the San Andreas Fault. From the map, it appears to have slid north along This small strip of land was once the slice of southern California that is presently plate. Describe where you think this land came from and how it got there. 8. Locate the small strip of land off the northwestern coast of the North American Mountain ranges will probably form. 7. What might happen if Africa collides with Europe? Europe will have moved east in relation to its present location. 6. Describe the geographic position of Europe on the map in relation to its present position. It is smaller. 5. How does the size of the Pacific Ocean on this map compare with its present size? moves northeast and separates from the rest of Africa. An ocean is forming in East Africa as the southeastern part of the continent 4. Describe the changes taking place in East Africa. It will collide with Asia, which is part of the Eurasian Plate. move in the direction shown? Date CHAPTER ASSESSMENT Class 3. What will probably happen to Australia if the plate upon which it sits continues to Applying Scientific Methods, continued CHAPTER Name Chapter Assessment Answer Pages Earth Science: Geology, the Environment, and the Universe T239 18 Column A volcano collapses into the magma chamber 6. Depression that forms when the top or side of a volcano 5. Bowl-shaped depression around a vent at the top of a 4. Opening in Earth’s crust through which lava erupts 3. Intrusive igneous rock body 2. Internal resistance to flow eruption 1. Volcanic fragments thrown into air during a volcanic Date f. crater e. tephra d. pluton c. viscosity b. vent a. caldera Column B CHAPTER ASSESSMENT Class Chapter Assessment older layers of rock. Chapter 18 Earth Science: Geology, the Environment, and the Universe 103 to older layers of rocks. A dike forms when magma invades cracks and cuts across Both sills and dikes are plutons. A sill forms when magma intrudes and is parallel 8. sill, dike similar to batholiths but are smaller. rocks. Batholiths are large masses of coarse-grained igneous rocks. Stocks are Both batholiths and stocks are irregularly-shaped plutons that cut across older 7. batholith, stock Compare and contrast each pair of related terms. a f b d c e Match the definition in Column A with the term in Column B. Reviewing Vocabulary Volcanic Activity CHAPTER Name Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. 18 (divergent, convergent) boundaries. 10. Most of the world’s rift volcanism occurs at 9. (Shield, Composite) volcanoes are made of basaltic lava. to bow upward. 8. (Laccoliths, Dikes) are plutons that cause overlying rocks form the Circum-Pacific and the Mediterranean Belts. to flow. 13. The higher the silica content in lava, the higher the lava’s resistance rhyolitic magma is highly viscous and contains a large volume of trapped gas. 12. Rhyolitic magma-fueled volcanoes are especially explosive because do not melt to form magma, even though the temperatures there are high enough, is explained by the effect of water. 11. The fact that most of the rocks in Earth’s lower crust and upper mantle 104 Chapter 18 Earth Science: Geology, the Environment, and the Universe diverge. rift zones 15. The volcanoes in the Circum-Pacific Belt form as a result of magma (or Iceland) rising upward into faults and fractures that form as tectonic plates occurred along divergent plate boundaries. convergent 14. Many plutons formed as a result of mountain-building processes that true true pressure Chapter Assessment 7. Volcanoes associated with (divergent, convergent) plate boundaries (largest, smallest) volcanoes. 6. Cinder-cone volcanoes have steep sides and are generally the 5. Rhyolitic magma forms beneath (continental, oceanic) crust. with the presence of water. 4. The temperature at which a substance melts (increases, decreases) Earth’s surface. 3. Temperature and pressure (increase, decrease) with depth beneath high viscosity. 2. Lava that has low viscosity moves (slower, faster) than lava with 1. The hotter the magma or lava, the (greater, lower) is its viscosity. In the space at the left, write true if the statement is true; if the statement is false, change the italicized word or phrase to make it true. divergent Shield Laccoliths convergent smallest continental decreases increase faster lower Date CHAPTER ASSESSMENT Class In the space at the left, write the word in parentheses that makes the statement correct. Understanding Main Ideas (Part A) CHAPTER Name T240 Answer Pages Earth Science: Geology, the Environment, and the Universe Chapter Assessment 18 Date CHAPTER ASSESSMENT Class 18 Date CHAPTER ASSESSMENT Class 7. Andesitic magma Chapter Assessment high intermediate low 4–6% 3–4% 1–2% Chapter 18 Earth Science: Geology, the Environment, and the Universe 10. 8. oceanic crust and sediments Continental crust 6. upper mantle Viscosity Magma Characteristics Source Material Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. 9. rhyolitic magma 5. Basaltic magma Type of Magma Complete the table below. 106 Chapter 18 Earth Science: Geology, the Environment, and the Universe Chapter Assessment a violent eruption. is larger than a cinder-cone volcano but smaller than a shield volcano. A composite 105 from escaping. When the lava does erupt, the dissolved gases escape to produce air, fall back to Earth, and pile up around the volcano’s vent. A composite volcano Gas Content Lava that produces violent explosions is very viscous, which prevents the gases sides and is a relatively small volcano. It forms when tephra are ejected into the volcano forms when layers of lava alternate with tephra. more violent explosion than lava that contains small amounts of dissolved gases? 4. Why does lava containing large amounts of dissolved gases generally produce a released as the lava cools. The lava from which pumice forms contains a large volume of gases that are about the volume of gases present in the lava that forms pumice? 3. Pumice is an igneous rock. It is porous and floats on water. What conclusion can you draw active volcanoes is especially fertile. eruptions, are made up of minerals that enrich the soil. Thus, farmland around Volcanic dust and ash, which rain down on the surrounding land during in spite of the risks. What might be the reason for this? 2. For thousands of years, people have operated farms at the bases of active volcanoes viscous lava, which has a high silica, high water, and high gas content. Small volcanoes with steep sides are cinder-cone volcanoes that form from highly can be drawn about the characteristics of the lava that formed this volcano? 1. The volcano Izalco in El Salvador is a small, steep-sided volcano. What conclusions Answer the following questions. Thinking Critically CHAPTER Name lava accumulate during nonexplosive eruptions. A cinder-cone volcano has steep A shield volcano has broad, gently sloping sides, and it forms as layers of basaltic 4. Contrast the three major types of volcanoes. volcanic bombs, the largest fragments, can be as large as houses. 2 mm in diameter. Lapilli range from 2 mm to 64 mm in size. Volcanic blocks and tephra. Dust is less than 0.25 mm in size; ash is larger than dust but less than Dust, ash, lapilli, volcanic blocks, and volcanic bombs are terms used to classify and volcanic bombs. 3. Describe the relationship among the terms tephra, dust, ash, lapilli, volcanic blocks, has an intermediate silica content, viscosity, and gas content. continental margins from oceanic crust or oceanic sediments. Andesitic magma Andesitic magma is one of the three major types of magma. It forms along 2. Describe the composition and characteristics of andesitic magma. Earth’s surface. gases. Magma exists beneath Earth’s surface. Lava is magma that has reached Both magma and lava are mixtures of molten rock, mineral grains, and dissolved 1. Compare and contrast magma and lava. Answer the following questions. Understanding Main Ideas (Part B) CHAPTER Name Chapter Assessment Answer Pages Earth Science: Geology, the Environment, and the Universe T241 18 1. Propose a hypothesis that describes the relationship between temperature and Think about what type of demonstration could be designed to show the effect of temperature on the viscosity of lava. Then answer the following questions. 18 Date CHAPTER ASSESSMENT Class Chapter Assessment temperature Chapter 18 Earth Science: Geology, the Environment, and the Universe 5. What would be the independent variable in this experiment? surface. substance to move a specified distance when it is dropped onto an inclined 107 Viscosity might be measured by timing how long it takes a given volume of the 4. How would you measure the viscosity of the substance? either by cooling it, or warming it, or both 3. How would you manipulate the temperature of the substance? Suitable choices include thick liquids such as syrup, honey, molasses, or motor oil. viscosity of lava? 2. What substances could be used to demonstrate the effects of temperature on the the distance that the substance will be allowed to flow increase in viscosity, among others. 108 Chapter 18 Earth Science: Geology, the Environment, and the Universe y-axis, or vice versa. Chapter Assessment Temperature might be plotted on the x-axis and time/specified distance on the 9. How might your data be displayed on a line graph? column headings should be included. for times, or a row for temperatures and a column for times. Correct row and Tables will vary, but should include either a column for temperatures and a row 8. Design a table that would be suitable for presenting your data. the amount and type of substance tested, the angle of the inclined surface, and 7. What factors must remain the same? room temperature as the control. Answers will vary, but students might select the viscosity of the substance at 6. What could be used as the control? Applying Scientific Methods, continued CHAPTER Name result in a decrease in viscosity or that a decrease in temperature will result in an Students’ answers will vary, but could state that an increase in temperature will viscosity. Date CHAPTER ASSESSMENT Class A substance’s viscosity is a measure of its internal resistance to flow. Viscosity is a property of lava. When lava is heated or cooled, its viscosity changes. Applying Scientific Methods CHAPTER Name Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. T242 Answer Pages Earth Science: Geology, the Environment, and the Universe Chapter Assessment 19 8. Fracture in rock along which movement occurs 7. Deformation of materials in response to stress 6. Scale that measures energy released by a quake 5. Forces per unit area acting on a material two directions 4. Seismic wave that causes the ground to move in seafloor 3. Wave generated by vertical motions of the 2. Scale that rates earthquake intensity a significant earthquake for a long time 1. Section of an active fault that has not experienced Date strain h. surface wave g. seismic gap f. e. tsunami d. fault c. stress b. Richter scale a. modified Mercalli scale Column B CHAPTER ASSESSMENT Class Chapter Assessment Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. Chapter 19 Earth Science: Geology, the Environment, and the Universe 109 fault rupture, the amount of movement along a fault, and the stiffness of the rock. generated, while the moment-magnitude scale takes into account the size of the The Richter scale rates magnitude based on the size of the largest seismic waves 12. Richter scale, moment-magnitude scale the point on Earth’s surface directly above the focus. An earthquake’s focus is the point of failure of rocks at depth. The epicenter is 11. focus, epicenter at right angles to the direction along which the wave travels. direction along which the wave travels. A secondary wave causes rock to move A primary wave is a seismic wave that squeezes and pulls rock in the same 10. primary wave, secondary wave is a record produced by a seismometer. A seismometer is an instrument that records earthquake vibrations. A seismogram 9. seismometer, seismogram Contrast each pair of related terms. f d c b h a e g Column A Match the definition in Column A with the term in Column B. Reviewing Vocabulary Earthquakes CHAPTER Name 19 forms as a result of horizontal compression and results normal fault fault scarp fault plane . 110 containing iron, silicon, and magnesium. 11. Earth’s lower mantle is probably composed of oxides mined that the inner core, which includes the crust and top of the upper mantle, is primarily igneous in composition. 10. From studying seismic waves, scientists have deter- 9. S-waves are refracted, or bent, by Earth’s outer core. of an earthquake is the earthquake’s magnitude. 8. The amount of damage done to structures as a result with the movement of the ground. 7. A seismometer is designed so that its frame vibrates at rest during an earthquake because of inertia. 6. On a seismometer, the suspended mass tends to stay Chapter 19 Earth Science: Geology, the Environment, and the Universe true lithosphere P-waves intensity true true In the space at the left, write true if the statement is true; if the statement is false, change the italicized word or phrase to make it true. 5. The surface along which fault movement takes places is the 4. Fault movement can produce a , an area of vertical offset. , movement is both horizontal and vertical, resulting in a lengthening of the crust involved. 3. Along a in a shortening of the crust involved. reverse fault movement is mainly horizontal. 2. A reverse fault Date Chapter Assessment CHAPTER ASSESSMENT Class strike-slip fault , the fracture is caused by horizontal shear and fault plane strike-slip fault 1. In a normal fault fault scarp Write the term that best completes the statement. Understanding Main Ideas (Part A) CHAPTER Name CHAPTER ASSESSMENT 500 0k m 9000 k m 7 10 14 11 4000 6000 Answer Pages Earth Science: Geology, the Environment, and the Universe Chapter Assessment epicenter. Chapter 19 Earth Science: Geology, the Environment, and the Universe earthquake locations. Data from a third station are needed to pinpoint the and sometimes snap, causing earthquakes. Chapter 19 Earth Science: Geology, the Environment, and the Universe each station. The intersection of two such circles would produce two possible stress on the rocks making up the plates. To relieve this stress, the rocks bend Chapter Assessment thus contributing a set of possible locations lying on a circle centered around associated with tectonic plate boundaries. Forces that cause plate motion exert 112 8000 10 000 12 000 No; each station’s data can only indicate how far away the earthquake was, by the two stations? Why or why not? ve Distance from epicenter (km) 5. Can the exact location of the earthquake be determined from the data reported 22 minutes 4. About how long did it take for the first S-waves to reach station B? 11 minutes 3. About how long did it take for the first P-waves to reach station B? 14 minutes 2. About how long did it take for the first S-waves to reach station A? 7 minutes ave P-wa S -w Station B 2000 1. About how long did it take for the first P-waves to reach station A? Epicenter ¸ Station A 22 20 30 Date Most of the world’s earthquakes are located in relatively narrow seismic belts 3. Describe the global pattern of earthquake distribution and what causes it. core have indicated that the inner core is solid. core is liquid. Studies of the refraction and reflection of P-waves by the inner disappear as they strike the outer core led scientists to infer that the outer S-waves are not transmitted through liquid, and the observation that S-waves cores using seismic data. 2. Explain how scientists have inferred the physical states of Earth’s inner and outer deformation. the elastic strain of the material, and the curved segment represents its ductile a material plotted against the resulting strain. The straight segment represents The graph shows a stress-strain curve, which represents the stress applied to segments of the line represent. 1. Describe what the graph shows. Then identify what the straight and curved Strain Elastic limit 111 19 Class An earthquake occurred, and seismic waves were detected by seismic stations A and B as shown below. Examine the diagram and the travel-time graph. Then answer the questions. CHAPTER Name Study the diagram. Then answer the questions. Failure Date CHAPTER ASSESSMENT Class Thinking Critically 19 Stress Understanding Main Ideas (Part B) CHAPTER Name Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. Time (min) Chapter Assessment T243 T244 Answer Pages Earth Science: Geology, the Environment, and the Universe Chapter Assessment 19 Date CHAPTER ASSESSMENT Class Earthquakes are the result of strain accumulation in rock. During an earthquake, water-saturated sand can liquefy and become like quicksand. 5. c Unreinforced structures made of brittle materials with no foundation modifications often suffer severe damage. 3. b 4. d Elevated roadways are planned for an area that has been leveled with soft-fill dirt. 6. f built of wood, which is more resilient and less brittle than concrete. Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. Chapter 19 Earth Science: Geology, the Environment, and the Universe Newer buildings in the town are unreinforced and built of rigid, brittle materials such as glass and steel. Chapter Assessment f. e. Most earthquakes occur in seismic belts. d. The newer part of the town is built on sandy soils that are often wet. 114 Chapter 19 Earth Science: Geology, the Environment, and the Universe Chapter Assessment soils they are built on likely would undergo liquefaction during an earthquake. Most structures would probably be badly damaged because the wet, sandy earthquake, and why? 10. How might existing structures built in the newer part of town fare during an might be reinforced or built on rubber structures that absorb vibrations, or c. Fill becomes extremely unstable during earthquakes because seismic waves are amplified as they travel through fill dirt. New construction should take seismic risk into account. For example, buildings b. Instrumentation installed by the scientist shows a significant accumulation of strain. be altered, and why? 9. Compared to existing ones, how should the construction of new structures run at ground level. The roads could be rerouted, or the elevated portions could be redesigned to No; elevated roads should not be built on fill, which amplifies seismic waves. suggest should be done differently? a. The likelihood of earthquakes is high in a seismic gap. 113 the area’s seismic gap suggests that significant strain has accumulated. 2. a 8. Should the proposed road system go through as planned? If not, what do you more than 100 years since the last one. Earthquakes are the result of strain, and 1. e area has experienced one earthquake per century, on average, and it has been The area has had one earthquake per 100 years on average. The last earthquake occurred 130 years ago. Related Fact Yes; most earthquakes occur in seismic belts, and the town is located in one. The near future? 7. Does the town have a high probability of experiencing an earthquake in the The town is located in a seismic belt. Observation Some parts of the table are missing. Read each statement below the table and determine if it is an observation made by the scientist or a related fact about earthquakes. Write the letter of each statement where it best completes the table. Applying Scientific Methods, continued CHAPTER Name Based on the observations and related facts, how should the scientist answer the following questions? Support your answers with the appropriate observations and related facts about earthquakes. CHAPTER ASSESSMENT Date As part of a public safety campaign, an earthquake scientist has been sent to a small town to assess its level of risk for an earthquake. The scientist made several observations about the town. The table lists the scientist’s observations alongside related facts about earthquakes. 19 Class Applying Scientific Methods CHAPTER Name Chapter Assessment Answer Pages Earth Science: Geology, the Environment, and the Universe T245 20 Date experience upward movement 6. Mountains that form when large regions of Earth balanced by the upward force of buoyancy and the downward force of gravity 5. Condition of equilibrium whereby Earth’s crust is material is removed 4. Slow process of the crust’s rising after overlying 3. Cycle of processes that form mountain ranges seafloor and quickly cools 2. Billowy rocks that form when lava erupts onto the f. uplifted mountains e. isostasy d. pillow basalts c. orogeny b. isostatic rebound a. fault-block mountains Chapter Assessment Chapter 20 Earth Science: Geology, the Environment, and the Universe solitary peaks far from tectonic plate boundaries. large mountain ranges. Volcanoes that form over hot spots are generally Volcanoes along oceanic-continental convergent margins are usually parts of 9. volcanoes that form along oceanic-continental margins, volcanoes that form over hotspots major mountain belts. 115 produces an island arc complex. Oceanic-continental plate convergence produces subduction zones, trenches, and mountain ranges. Oceanic-oceanic convergence Both are convergent tectonic plate boundaries that result in the formation of 8. oceanic-oceanic convergent boundary, oceanic-continental convergent boundary and rises higher above the surface than oceanic crust. less dense than oceanic crust. Continental crust extends deeper into the mantle basalt; continental crust is composed of granite. Continental crust is thicker and Both are types of crust that displace the mantle. Oceanic crust is composed of 7. continental crust, oceanic crust Compare and contrast each pair of related terms or phrases. f e b c d tilted, uplifted, or dropped between large faults 1. Mountains that form when large pieces of crust are 12. Many mountain ranges are formed as the result of tectonic interactions. convergent boundaries. 11. The tallest orogenic belts are found at continental-continental 10. Individual volcanic mountains on the ocean floor are called plates. 9. Continents are said to float on Earth’s mantle. composed mainly of granite. 8. Oceanic crust is composed mainly of basalt, and continental crust is deformation, are uplifted mountains. 7. The Adirondack Mountains, which are made of rocks that show little mountains. 6. The Appalachian Mountains are an example of divergent-boundary 5. When mountains erode, their roots increase in size. deepest root. 4. Mt. Everest is the tallest mountain on Earth, so it probably has the is rising as a result of buoyancy and gravity. 3. Isostasy between Earth’s mantle and crust exists when the mass of crust the continental crust. 2. The seafloor displaces more of the mantle than the same thickness of 1. About 70 percent of Earth’s surface is below sea level. 116 divergent-boundary features of Earth’s crust. over hot spots in Earth’s mantle. 14. The Hawaiian Islands formed as the result of the Pacific Plate’s moving Chapter 20 Earth Science: Geology, the Environment, and the Universe true nonboundary 13. Broad, uplifted plateaus, such as the Colorado Plateau, are regional true true seamounts true true true convergentboundary decrease true balanced true a Date Chapter Assessment CHAPTER ASSESSMENT Class In the space at the left, write true if the statement is true; if the statement is false, change the italicized word or phrase to make it true. Match the definition in Column A with the term in Column B. Column A 20 Understanding Main Ideas (Part A) CHAPTER Name true Column B CHAPTER ASSESSMENT Class Reviewing Vocabulary Mountain Building CHAPTER Name Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. T246 Answer Pages Earth Science: Geology, the Environment, and the Universe Chapter Assessment Su bd uc tio n zo ne Lithosphere oceanic-continental boundary Mantle Lithosphere Trench oceanic-oceanic boundary Lithosphere Continental crust Lithosphere Continental crust Chapter Assessment Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. Chapter 20 Earth Science: Geology, the Environment, and the Universe mountain peaks separated by normal faults. associated with uplifted mountains. Fault-block mountains consist of parallel dotted with mountains, valleys, and canyons formed by erosion are commonly The rocks that form uplifted mountains are not very deformed. Broad plateaus 7. How can you distinguish between fault-block mountains and uplifted mountains? interiors of tectonic plates. Fault-block and uplifted mountains form as the result of processes in the mountains that form as a result of tectonic plate interactions. 6. Describe how fault-block mountains and uplifted mountains are different from rift, it cools, contracts, and becomes more dense. 117 near-surface magma. As new ocean crust forms and moves away from the central crust to form a gently sloping mountain because the lithosphere is warmed by floor, the lithosphere bulges up and stands higher than the surrounding ocean Diagram 3 is a divergent boundary. At a divergent boundary on the ocean in this type of orogeny. Mantle ocean ridge Magma Continent 4. continental-continental boundary 3. Seamount Lithosphere 5. Which diagram above shows a divergent boundary? Describe the processes involved 2. 1. Mantle Lithosphere Shelf 20 Date CHAPTER ASSESSMENT Class W S N 2.2 M.Y.B.P Oahu 3.8 M.Y.B.P E 0 32 km 0 M.Y.B.P Hawaii 0.8 M.Y.B.P Kahoolawe 1.3 M.Y.B.P Lanai Maui State of Hawaii Molokai 118 Chapter 20 Earth Science: Geology, the Environment, and the Universe became large enough to buoy the mountains. Chapter Assessment As the mountains get higher, they displace the crust until the mountains’ roots 5. How does the formation of these mountains change the underlying crust? mountain ranges form just some of the many peaks in a broad, continental area. The volcanoes that make up the islands are high individual peaks; volcanoes in volcanoes in large mountain ranges? 4. How do the shapes of the mountains in this complex differ from the shapes of about 30–50 km south or southeast of Hawaii and mark the place on the map. 3. Where would you expect the next island in the group to form? Describe its location The oldest is Kauai. The youngest is Hawaii. 2. According to the map, which island is the oldest? Which is the youngest? the plate moved slowly over the hot spot, a chain of volcanoes formed. Plumes of mantle material rose through the crust to form each volcanic peak. As They formed as a tectonic plate moved slowly over a hot spot in Earth’s mantle. plate boundaries. 1. Describe the kind of orogeny that formed these islands that are far from tectonic Niihau Kauai Use the map of the Hawaiian Islands to answer the following questions. The dates on the map represent the approximate times (millions of years before the present [M.Y.B.P.]) that the islands formed. CHAPTER Name Thinking Critically CHAPTER ASSESSMENT Date Identify the type of boundary in each diagram, then answer the questions. 20 Class Understanding Main Ideas (Part B) CHAPTER Name 20 Date Continental crust Mantle North Answer Pages Earth Science: Geology, the Environment, and the Universe Chapter Assessment Chapter 20 Earth Science: Geology, the Environment, and the Universe was forced upward, and the continental crust folded and thickened. The oceanic plate descended into the mantle. The edge of the continental plate 3. How does the Chugach Range appear to have formed? oceanic-continental convergent boundary 2. From the diagram, what type of plate boundary exists in the south? Alaska Range Which mountain range has the greatest mass above Earth’s surface? 1. Note that the mountains’ roots extend into the mantle. Oceanic crust South Ch ug a c hR an T a lke ge et na M ou nt ain Al s a s ka Ra ng e Metamorphic rocks, such as marble and dolomite, are found along the south side of the range. Several episodes of uplift, deformation, and intrusion have produced complexly folded, fractured, and thrust faulted blocks. Erosion and heavy glaciation account for the rugged mountain profiles and U-shaped valleys evident today. The central Brooks Range of Alaska is an area of rugged, east-trending ridges with heights of up to about 2500 m. This range, which stretches across northern Alaska, is part of the Rocky Mountain system. Sedimentary rocks are common in the Brooks Range. These rocks are complexly folded and faulted in the Brooks Range and are less deformed elsewhere. Some marine sedimentary rocks contain small fossils of invertebrates, shells, and corals and are found near the mountains’ summits of the Brooks Range. The fossils provide information that is useful in dating rocks and establishing the geological sequence. 119 CHAPTER ASSESSMENT Class Read a geologist’s report below on one area of Alaska. Then use the information in the report and the cross-sectional diagram of central Alaska to answer the questions. Applying Scientific Methods CHAPTER Name Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. Br oo k sR an ge Chapter Assessment T247 20 120 Chapter 20 Earth Science: Geology, the Environment, and the Universe mountains. Chapter Assessment plate and the once low continental plate) rock can be found within the elevated folded and twisted so many times that marine sedimentary (from the oceanic Over many million of years, the rock layers from each of the plates have been plates’ crusts were involved in the process of uplift which formed the mountains. When the oceanic plate collided with the continental plate, rocks from both 5. How can you explain the presence of marine sedimentary rock in the Brooks Range? increasing the height of the mountains. compressive forces may cause the continental crust to fold and thicken, upward, and this uplift begins mountain formation. Along with this uplift, belts. The subducted oceanic plate forces the edge of the continental plate Convergence between oceanic and continental plates can form large mountain The Brooks Range formed as a result of oceanic-continental convergence. formed? What led you to this conclusion? Date CHAPTER ASSESSMENT Class 4. From the evidence presented in the report, how do you think the Brooks Range Applying Scientific Methods, continued CHAPTER Name T248 Answer Pages Earth Science: Geology, the Environment, and the Universe Chapter Assessment 21 amber cast superposition cast , the hardened sap of prehistoric trees. forms when the hollowed-out impression of a fossil organism becomes key bed contains distinctive material that geologists can easily recognize mold forms. nonconformity . . Chapter 21 Earth Science: Geology, the Environment, and the Universe Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. correlation Chapter Assessment as 13. The matching of rock layers from one geographic area with those of another area is known a(n) 12. A buried erosional surface between a nonsedimentary rock and a sedimentary rock is called intrusion is younger than the rock it cuts across. 11. You can use the principle of cross-cutting relationships to infer that a fault or an rock layer on top of them is called a(n) angular unconformity . 10. The gap in the rock record that occurs between folded or uplifted rock layers and a sedimentary environmental changes. 9. The science of dendrochronology uses the annual growth of tree rings to date events and a hollowed-out impression called a(n) 8. When the original parts of an organism in a sedimentary rock are weathered and eroded, in the rock record and use as a time marker. 7. A(n) 6. The geologic time scale divides Earth’s history into units from its origin to the present. filled with minerals or sediment. 5. A(n) 4. Fossil insects can be found imbedded in amber 3. In the process of permineralization , pore spaces within an organism’s shell are filled in with mineral substances. . states that, in an undisturbed sequence, the oldest rocks evolution are at the bottom of the sequence and successive layers are younger than those below them. 2. The principle of 1. The adaptation of life-forms to changes in the environment is known as mold permineralization cross-cutting relationships geologic time scale angular unconformity nonconformity evolution correlation dendrochronology superposition key bed Write the term that best completes the statement. Reviewing Vocabulary Date 121 CHAPTER ASSESSMENT Class Fossils and the Rock Record CHAPTER Name 21 c. epochs. d. eras. d. Cenozoic Eras. c. eon, era, period, epoch d. epoch, period, era, eon 122 c. mud crack. Chapter 21 Earth Science: Geology, the Environment, and the Universe 8. An example of a trace fossil includes a a. cast of a clam. b. worm trail. Chapter Assessment d. raindrop impression. 7. An example of a fossil with altered hard parts includes a. a mummified human body. c. a saber-toothed cat in tar. b. a gastrolith. d. petrified wood. 6. An example of a fossil with original preservation includes a(n) a. insect imbedded in amber. c. dinosaur footprint. b. coprolite. d. mold of a fish skeleton. 5. Which of the following is true of periods? a. They are measured in terms of billions of years. b. Examples include the Paleocene and Oligocene. c. They are defined by the abundance or extinction of life-forms. d. Their names are based on the relative ages of life-forms. to longest? a. era, eon, period, epoch b. epoch, eon, period, era 4. Which of the following lists the units of geologic time in order from shortest 3. Which of the following is marked by the appearance of organisms with hard parts? a. the beginning of the Cenozoic c. the end of the Mesozoic b. the end of the Precambrian d. the beginning of the Cretaceous 2. The Archean and Proterozoic are examples of a. eons. b. periods. 1. The Phanerozoic Eon includes the Paleozoic, Mesozoic, and a. Cenozoic Periods. b. Jurassic Periods. c. Tertiary Epochs. Date CHAPTER ASSESSMENT Class Circle the letter of the choice that best completes the statement or answers the question. Understanding Main Ideas (Part A) CHAPTER Name Chapter Assessment Answer Pages Earth Science: Geology, the Environment, and the Universe T249 Chapter Assessment Chapter 21 Earth Science: Geology, the Environment, and the Universe to determine the ages of glacial lake sediments. evidence of cycles of summer to winter. Varves in different lakes are compared They form as a result of seasonal variations in lake deposition and provide Varves are alternating light- and dark-colored bands of sand, clay, and silt. 5. What are varves and how are they used to date geologic events? lived over a short period of time. recognized, abundant, and widely distributed geographically. It must also have or to date a particular rock layer. To be useful, an index fossil must be easily Geologists use index fossils to correlate rock layers over large geographic areas an index fossil. 4. Describe how geologists use index fossils. List the characteristics that make daughter product in a given sample of rock or fossil. radiometric dating, a process that determines the ratio of parent material to determines the actual age of a rock, a fossil, or an object. This is done through P v 6. L is deposited. 5. N is deposited. 4. I is deposited. 3. Q is deposited. 2. M intrudes and crystallizes. 1. J is deposited. Q v v v v v v 6 8 O v v v 2 12 7 11 v N v CHAPTER ASSESSMENT v v v L v v v M v 9. J is eroded. 8. P intrudes and crystallizes. 7. H is deposited. v 12. O is deposited. 11. K is deposited. 124 Chapter 21 Earth Science: Geology, the Environment, and the Universe eroded, followed by the deposition of K. Chapter Assessment of H. A disconformity occurs between layers J and K. It formed when J was below were uplifted and the surface was eroded, followed by the deposition An angular unconformity occurs below layer H. It formed when the layers how they formed. Date 10. L, M, N, O, P , and Q are uplifted and eroded. v v J I H K 13. Identify the two types of unconformities in the diagram and describe Use the diagram above to answer the following question. 4 3 9 1 with another or one rock with another rock. In contrast, absolute-age dating 5 them in order, without exact dates. This is done by comparing one event 10 Relative-age dating places the ages of rocks and the events that formed 3. Contrast relative-age dating and absolute-age dating. and scale with which these processes occur have changed. have been occurring on Earth since it formed. However, the rate, intensity, The principle of uniformitarianism states that the processes occurring today 2. Explain the principle of uniformitarianism. one area to another. changes in organisms over time. They also help to correlate rock layers from provide clues about Earth’s past environmental conditions and evolutionary Fossils are the remains or evidence of once-living plants or animals. They 1. What are fossils and how are they used to interpret Earth’s history? 123 21 Class Use the diagram to number the events below in the order in which they occurred. CHAPTER Name Answer the following questions. CHAPTER ASSESSMENT Date Thinking Critically 21 Class Understanding Main Ideas (Part B) CHAPTER Name Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. 21 Answer Pages Earth Science: Geology, the Environment, and the Universe Chapter Assessment Chapter Assessment Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. Chapter 21 Earth Science: Geology, the Environment, and the Universe and use radiometric dating to determine the age of the rocks. be found surrounding the granite in the rock record. They could sample the granite such as the source of the quartzite inclusions, which would likely To test this hypothesis, they might look for rocks that would be older than Students should hypothesize that Earth is more than 3.2 billion years old. would go about testing your hypothesis. 3. Use the data above to state a hypothesis about the age of Earth. Describe how you likely older than the 75 000 year usefulness of C-14. granite is not. Also, the half-life of C-14 is too short, and this granite is most No; C-14 is only used to find the age of materials of an organic origin, which 2. Can scientists use the isotope C-14 to date the granite? Explain your answer. and older than the granite, or more than 3.2 billion years old. 125 inclusions. From this, you can conclude that Earth is at least as old as the quartzite, became dislodged during the intrusion became incorporated into the granite as intruded by magma that cooled and crystallized into granite. Pieces of quartzite that that underwent metamorphosis to form quartzite. The quartzite was then Prior to the formation of the granite, a sandstone layer must have been deposited Explain your answer. 1. From this data, what conclusion can you draw about the age of Earth? 6 8 11 16 Grams of Thorium-234 Remaining 24 48 Days 72 96 126 Chapter 21 Earth Science: Geology, the Environment, and the Universe 96 days, or 4 half-lives 7. How long will it take for 15 grams of the original thorium-234 to decay? 4 grams 6. Predict how much thorium-234 will remain after 2 half-lives. 0 4 8 12 16 5. Use the data to complete the graph below. the original amount of thorium-234 (16 grams) decayed. Chapter Assessment The half-life of thorium-234 is 24 days. After 24 days, half (8 grams) of 4. Use the data to determine the half-life of thorium-234. Explain your answer. 36 24 12 0 Days Elapsed Date CHAPTER ASSESSMENT Class Applying Scientific Methods, continued CHAPTER Name In a laboratory, you produce a quantity of the radioactive isotope thorium-234. Over the course of several weeks, the unstable isotope decays, and you measure the amount of thorium-234 remaining in the sample. You obtain the following data. CHAPTER ASSESSMENT Date Radiometric dating has proved invaluable to scientists in the attempt to determine how long ago Earth formed. A granite intrusion found in South Africa that contains inclusions of the metamorphic rock quartzite is hypothesized to be one of the oldest rocks on Earth. Using radiometric dating, scientists determined the age of the rock to be approximately 3.2 billion years. 21 Class Applying Scientific Methods CHAPTER Name Grams of Thorium-234 T250 Chapter Assessment Answer Pages Earth Science: Geology, the Environment, and the Universe T251 22 Date CHAPTER ASSESSMENT Class 11. Building blocks of proteins Varangian glaciation g. zircon f. e. stromatolite d. hydrothermal vent c. Ediacaran fauna b. cyanobacteria a. amino acids Column B Chapter 22 Earth Science: Geology, the Environment, and the Universe 10. Fossils of soft-bodied Proterozoic organisms 9. Hot water vent at volcanic seafloor rift million years ago 8. Glacial event that occurred between 700 and 800 7. Stable mineral that commonly occurs in granite 6. Mat or mound composed of billions of cyanobacteria 5. Tiny, threadlike photosynthetic organisms Chapter Assessment a c d f g e b Column A Match the definition in Column A with the term in Column B. rusty red in color as a result of the presence of iron oxides. and iron oxides, while a red bed is a rock younger than 1.8 billion years that is A banded iron formation is a deposit that consists of alternating bands of chert 4. banded iron formation, red bed ancient continent that formed the core of modern-day North America. A microcontinent is a small piece of continental crust, while Laurentia was an 3. microcontinent, Laurentia Canadian Shield is the Precambrian shield of North America. A Precambrian shield is a continental core of Archean and Proterozoic rock; the 2. Precambrian shield, Canadian shield prokaryotes. cells, which contain nuclei and are more complex and larger than those of 127 contain a nucleus, while a eukaryote is an organism that is composed of multiple A prokaryote is a simple organism composed of a single cell, which does not 1. prokaryote, eukaryote Compare and contrast each pair of related terms. Reviewing Vocabulary The Precambrian Earth CHAPTER Name Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. 22 Date CHAPTER ASSESSMENT Class plate tectonics. 4. Early in the Proterozoic, microcontinents began to collide as a result of minerals near Earth’s surface. 3. Lava flowing from the hot interior of Earth concentrated denser of Earth increased. 2. As a result of meteor bombardment of Earth, the size and temperature 4.6 million years old. 1. The oldest rock samples collected from the Moon are approximately likely formed as a result of the cooling of prokaryotes clay minerals , the stable core of a continent. clay minerals Archean can cause amino acids to join . . 128 glaciation may have played a critical role. Chapter 22 Earth Science: Geology, the Environment, and the Universe widespread 12. A major extinction of acritarchs occurred near the end of the Proterozoic, in which prokaryotes 11. Single-celled organisms that belong to the Kingdom Monera are together in chains. 10. Heat, cyanide, and certain present on Earth during the 9. Miller and Urey demonstrated that the basic building blocks of life were most likely craton 8. The buried and exposed parts of a continental shield together compose the crust glaciation Archean the uppermost mantle. 7. Earth’s earliest craton crust Write the term that best completes the statement. large amounts of the gas that eventually formed the ozone layer. Chapter Assessment cyanobacteria 6. Early life, mainly the Ediacaran fauna, modified the atmosphere by generating vapor, and oxygen and nitrogen gases vented from volcanoes. carbon dioxide 5. Earth’s early atmosphere likely contained large concentrations of water true less-dense true billion In the space at the left, write true if the statement is true; if the statement is false, change the italicized word or phrase to make it true. Understanding Main Ideas (Part A) CHAPTER Name T252 Answer Pages Earth Science: Geology, the Environment, and the Universe Chapter Assessment 22 B Chapter Assessment Chapter 22 Earth Science: Geology, the Environment, and the Universe Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. margins of Laurentia. 129 It added a considerable amount of continental crust to the southern and eastern The Grenville Orogeny is the final phase of continental accretion to Laurentia. 4. What is the Grenville Orogeny and how did it affect Laurentia? These seams are belts of deformed rocks that form mountain ranges. Orogens are seams where microcontinents were joined together. 130 Chapter 22 Earth Science: Geology, the Environment, and the Universe Chapter Assessment synthesize a new type of enzyme that was in turn capable of synthesizing DNA. enzymes. As RNA molecules replicated, they may have developed the ability to molecule, can act as an enzyme, and therefore can replicate without the aid of production of enzymes. Experiments have shown that ribozymes, a type of RNA of RNA and DNA, yet at least one of these amino acids is necessary for the molecules on Earth. Scientists know that enzymes are necessary for the replication Evidence suggests that RNA molecules may have been the first replicating populated by prokaryotes and eukaryotes? 4. How might a theoretical “RNA world” have evolved into an organic “DNA world” cells, leading to the eventual development of organisms composed of many cells. ways. This ability could have enabled eukaryotes to evolve into different kinds of live in different environments, and get nourishment and reproduce in different 3. What are orogens and what land feature is associated with them? have, as a result, been able to develop features that would have allowed them to Proterozoic. have been able to carry out processes that prokaryotes could not have. They may Answers will vary. Since organelles perform separate functions, eukaryotes would perform separate functions. How might the presence of organelles have given ancient eukaryotes an advantage over prokaryotes? 3. Besides having a nucleus, eukaryotes also have a number of other cell parts, called organelles, that organisms appeared first on Earth and gradually evolved into more complex forms. It is most likely that the more simple prokaryotes evolved first because simpler 2. Which of these two types of cells most likely evolved first? Explain your answer. the other cell and has a nucleus. does not have a nucleus. A is a eukaryote cell. It is larger and more complex than B shows a prokaryote cell. It is smaller and less complex than the other cell and eukaryote cell? Explain your answer. It formed during the Proterozoic and started to break up at the end of the 2. When did the ancient continent shown in the diagram form and start to break up? the supercontinent Rodinia 1. Identify the ancient supercontinent shown in the diagram. 750 million years ago Nucleus No nucleus 1. Which cell most likely represents a prokaryote cell and which represents a A Organelles Date CHAPTER ASSESSMENT Class Study the diagram, which shows two different cells. Then answer the questions. CHAPTER Name Thinking Critically CHAPTER ASSESSMENT Date Use the illustration to answer the following questions. 22 Class Understanding Main Ideas (Part B) CHAPTER Name Chapter Assessment Answer Pages Earth Science: Geology, the Environment, and the Universe T253 22 17. 540 million 16. 670–570 million 15. 700 million 14. 800–700 million 13. 1.2–0.9 billion 12. 1.8–1.6 billion 11. 2.1 billion 10. 2.5 billion 9. 3.0–1.8 billion 8. 3.4 billion 7. 3.5 billion 6. 3.9–3.5 billion 5. 4.2 billion 4. 4.6–3.9 billion 3. 4.6 billion 2. 4.6 billion Chapter Assessment h c q p g f o e l k i m b n j d 1. 4.6 billion Time Line (years before present) a They are probably about the same age, 4.6 billion years old. about 1.7 billion years Volcanic islands collide with Laurentia. Rocks of oldest meteorites form j. Stromatolites increase local oxygen levels. Chapter 22 Earth Science: Geology, the Environment, and the Universe organisms appear. q. First undisputed multicellular p. Varangian glaciation occurs. o. Oldest known eukaryotes appear. meteors occurs. n. Heavy bombardment of Earth by asteroids and m. First living things appear. l. k. Oldest known stromatolites appear. Oldest known cyanobacteria appear. i. 131 h. Proterozoic ends and Rodinia begins breaking apart. g. Grenville Orogeny occurs. f. is completed. e. Formation of most granite continental cores 132 Chapter 22 Earth Science: Geology, the Environment, and the Universe Grenville Orogeny 22. Which occurred first, the Varangian glaciation or the Grenville Orogeny? when stromatolites increased local oxygen levels. Chapter Assessment the first reds beds could be placed at the same time or after 3.0–1.8 billion years, atmosphere by the cyanobacteria in stromatolites. Therefore, the formation of Possible response: Red beds appeared as a result of the oxygenation of the line would you place the formation of the first red beds? Explain your answer. 21. Without knowing the date the event occurred, approximately where on the time the heavy bombardment of Earth by asteroids and meteors on Earth? 20. What event may have overlapped with the appearance of the first living things c. Ediacaran fauna flourish. d. Oldest moon rocks form. zircon from granite crust and the completion of the formation of most granite continental cores? 19. About how much time passed between the formation of the oldest dated Date CHAPTER ASSESSMENT Class b. Oldest dated zircon from granite crust forms. a. Earth forms. Events 18. How do the ages of Earth and the Moon compare? Answer the following questions. CHAPTER Name A geologist has gathered rock and fossil evidence and used it to date various events in Earth’s history. She needs your help in arranging the events listed below on a time line and interpreting the time line. Complete the time line by filling in each event in the correct position. CHAPTER ASSESSMENT Date Applying Scientific Methods, continued 22 Class Applying Scientific Methods CHAPTER Name Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. T254 Answer Pages Earth Science: Geology, the Environment, and the Universe Chapter Assessment 23 Column A inland uplift 6. Mountain range in present-day Colorado formed by on top of each other 5. Repeating pattern of sedimentary sequences stacked 4. Contains fossils of soft-bodied Cambrian organisms of eastern New York state 3. Mountain-building event named for the mountains 2. Continental edge with no tectonic activity 1. Ancient geographic setting of an area Column B f. Taconic Orogeny e. passive margin d. paleogeography c. cyclothem b. Burgess Shale a. Ancestral Rockies Chapter Assessment Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. Chapter 23 Earth Science: Geology, the Environment, and the Universe which allowed reptiles to colonize dry land. land. An amniote egg has a shell that protects the embryo in a liquid-filled sac, 133 transfers water through its stalks and stems, which allowed plants to colonize dry Both were developments that allowed life to live on land. A vascular plant 10. vascular plant, amniote egg the extinctions of an unusually large number of these species. living in the Middle Paleozoic seas. The Middle Paleozoic mass extinctions caused Both are part of Middle Paleozoic history. The Paleozoic fauna were the animals 9. Paleozoic fauna, mass extinction Baltica. The Antler Orogeny was a collisional event in western Laurentia. Both are collisional tectonic events. The Caledonian Orogeny joined Laurentia and 8. Antler Orogeny, Caledonian Orogeny and a shoreline moves seaward. rises and a shoreline moves inland, while a regression occurs when sea levels fall Both are results of a change in sea level. A transgression occurs when sea level 7. transgression, regression Compare and contrast each pair of related terms. a b c d e f Date CHAPTER ASSESSMENT Class For each item in Column A, write the letter of the matching item in Column B. Reviewing Vocabulary The Paleozoic Era CHAPTER Name 23 Paleozoic vascular plants organic reef organic reef Cambrian lagoon , which is the calm area Paleozoic was a time of active mountain building. the late Devonian wiped out 95 percent of all marine genera. 10. The second Middle Paleozoic mass extinction that occurred during Antler Orogeny. 9. The Taconic Mountains of eastern New York resulted from the slowly during the Paleozoic than it rotates today. 8. The growth lines on Devonian coral indicate Earth rotated more covered Laurentia. 7. Corals and sponges built reefs in the warm, shallow sea that 134 barrier reef. 12. The Great Permian Reef Complex is the remains of a fossilized environment of sandy beaches. Chapter 23 Earth Science: Geology, the Environment, and the Universe true coal swamps 11. The largest insects that ever lived were preserved in the ideal 50 percent, or half Taconic rapidly true In the space at the left, write true if the statement is true; if the statement is false, change the italicized word or phrase to make it true. 6. The Late vascular plants . 5. The ability to transfer water through stems and stalks characterizes including the development of animals with skeletons. 4. The Shield and explosion was marked by great diversity of life, 3. Fragile organisms can live in a(n) behind a reef. Precambrian is a structure composed of carbonate skeletons made by living organisms, such as coral. 2. A(n) transported to the shoreline. were weathered from the rocks of the Date Chapter Assessment CHAPTER ASSESSMENT Class 1. On Laurentia, large, sandy beaches formed when sand-sized fragments of quartz lagoon Precambrian Cambrian Write the term that best completes the statement. Understanding Main Ideas (Part A) CHAPTER Name Chapter Assessment Answer Pages Earth Science: Geology, the Environment, and the Universe T255 23 ds ton e s to n e shal e sand sandsto ne shale shale limestone limestone This is called a regression. and precipitate out of solution as evaporite minerals. Chapter Assessment Chapter 23 Earth Science: Geology, the Environment, and the Universe 135 been deposited on top of carbonate sediment in formerly deep-water areas. The the continental shelf and reduced the living space for marine animals. 136 Chapter 23 Earth Science: Geology, the Environment, and the Universe cooler periods. Chapter Assessment A falling sea level is associated with the accumulation of glacial ice during 3. What might have caused the change in sea level that is shown in the diagram? result is that shallower water deposits overlie deeper water deposits. will eventually be deposited on top of the clay-rich sediment, which in turn, has continue to fall, the shoreline continues to recede. The sandy beach sediment older clay-sized sediments that were once under deeper water. If sea levels sandy beach sediment, which occurs in shallow water, now occurs on top of the During a regression, the shoreline of a beach moves seaward. The deposition of One cause may have been a major marine regression, which would have reduced 5. Explain one possible cause of the Permo-Triassic Extinction Event. It ran from modern-day New Mexico through Minnesota. 4. What was the location of the paleoequator of the Middle Paleozoic in Laurentia? Michigan Basin, Ohio Basin, Appalachian Basin today’s commercially mined evaporite minerals? 2. Explain in detail how the sediment pattern shown in the diagram occurred. The sea level fell, and the shoreline of the beach moved seaward. sodium. These elements combine with other elements or compounds in the water 3. What three North American basins once had the right conditions to produce sedimentation pattern shown in the diagram? What is this change called? 1. What probably happened to the location of the shoreline to produce the san Date CHAPTER ASSESSMENT Class which causes the remaining water to become oversaturated with calcium and The shallow, warm, and quiet lagoon water promotes a high evaporation rate, of evaporites? 2. Why does the high evaporation rate in lagoon settings favor the formation the Cambrian. Transcontinental Arch. Laurentia was surrounded by passive margins throughout was covered by a shallow, tropical sea except for the Canadian Shield and the Laurentia was located near the equator and surrounded by ocean. Laurentia Early Paleozoic. 1. Describe the paleogeography and the tectonic conditions of Laurentia in the Use the diagram to answer the following questions. CHAPTER Name Answer the following questions. CHAPTER ASSESSMENT Date Thinking Critically 23 Class Understanding Main Ideas (Part B) CHAPTER Name Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. T256 Answer Pages Earth Science: Geology, the Environment, and the Universe Chapter Assessment 23 Date CHAPTER ASSESSMENT Class yes yes yes no yes yes A B C yes yes yes Evidence of Marine Environment (yes/no) C Limestone Shale Key 3. For sequence B, what evidence led to your conclusions about the occurrence of sequence indicates a swampy land environment, which later became a marine environment again. water, then shallow water. Chapter Assessment Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. Chapter 23 Earth Science: Geology, the Environment, and the Universe 138 A sequence of cyclic deposits that appears as a repeating pattern of sedimentary The presence of marine fossils throughout indicates a marine environment. Chapter 23 Earth Science: Geology, the Environment, and the Universe forming and melting of glaciers. Chapter Assessment rock types is called a cyclothem. Cyclothems probably are the result of repeated primary cause of this pattern of deposits? environment? 7. What are cyclic deposits like those represented in sequence C called? What is the marine environment. The presence of insects and coal in the middle of the regression. The environment started out under deep water, then less-deep 2. For sequence A, what evidence led to your conclusions about the type of The presence of marine fossils throughout most of the facies indicates a mostly 6. For sequence C, what evidence led to your conclusions about the type of environment? started out under shallow water, then somewhat deeper water, then deep water. then shale, then limestone is consistent with a transgression. The environment water, then shallow water, then swampy land. The later sequence of sandstone, with a regression. The environment started out under deep water, then less-deep The sequence of limestone, then shale, then sandstone, then coal is consistent of transgressions, regressions, or both? 5. For sequence C, what evidence led to your conclusions about the occurrence reptiles in the upper part of the sequence indicates a land environment. indicates a marine environment. The presence of the fossils of amphibians and The presence of marine fossils throughout all but the upper part of the sequence 4. For sequence B, what evidence led to your conclusions about the type of environment? was first under deep water, then less-deep water, then shallow water. then shale, then sandstone is consistent with a regression. The later environment somewhat deeper water, then under deep water. The later sequence of limestone, a transgression. The environment began under shallow water, then under The sequence of sandstone, then shale, then limestone is consistent with transgressions, regressions, or both? Date CHAPTER ASSESSMENT Class The sequence of limestone, then shale, then sandstone is consistent with a 137 23 Applying Scientific Methods, continued CHAPTER Name transgressions, regressions, or both? yes yes no Evidence of Land Environment (yes/no) Insect fossils Marine fossils Amphibian and reptile fossils Burrow 1. For sequence A, what evidence led to your conclusions about the occurrence of Sedimentary Sequence Coal Sandstone Shale Sandstone Evidence of Regression (yes/no) B Sandstone Shale Limestone Shale Sandstone Evidence of Transgression (yes/no) A Limestone Shale Sandstone Limestone As a geologist, you know that Earth’s history is recorded in its rocks. Like a detective, you must infer what has occurred based on the physical evidence you find. Three different sedimentary sequences are shown in the diagram. Use your knowledge of how sedimentary layers are deposited to “read” these sequences and fill in the data table based on the evidence. Then answer the questions. Applying Scientific Methods CHAPTER Name Chapter Assessment Answer Pages Earth Science: Geology, the Environment, and the Universe T257 24 8. Modern human species arboreal lifestyle 7. Mammal possessing specialized traits related to linear valleys in Nevada, Utah, and Mexico formed by extensional tectonism 6. Area of north-to-northeast trending mountains and 5. Metal common in meteorites and asteroids 4. Seed-bearing plants that have flowers continents collided 3. Separated Africa and Eurasia before these two Pangaea created more continental-shelf habitat 2. Marine organisms that evolved as the breakup of America during the Triassic. 1. Mountain ranges that formed in western North Column A Cordillera h. modern fauna g. primate f. e. Tethys Sea d. iridium c. Homo sapiens b. Basin and Range Province a. angiosperms Column B Chapter Assessment Chapter 24 Earth Science: Geology, the Environment, and the Universe other hominoids by their larger brains, smaller canine teeth, and smaller faces. hominids and great apes. Hominids are bipedal and are also distinguished from 139 Both are primate groups. Hominoid is a larger group of primates that includes both 11. hominoid, hominid temperature. outside temperature, while an endotherm maintains a relatively constant body Both are animals. An ectotherm has a body temperature that varies according to 10. ectotherm, endotherm “lizard-hipped” dinosaurs. Ornithischia were the “bird-hipped” dinosaurs, while the Saurischia were the They are the two major groups of dinosaurs recognized by hip structure. The 9. Ornithischia, Saurischia Compare and contrast each pair of related terms. c g b a d e h f Date CHAPTER ASSESSMENT Class Write the letter of the term from Column B next to its matching item in Column A. Reviewing Vocabulary The Mesozoic and Cenozoic Eras CHAPTER Name Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. 24 Rocky Mountains phytoplankton sauropods ice age mammals oceans oceans batholiths ammonites . made up the base of are often used as index fossils because these phytoplankton exist throughout the Cordillera. mammals with a single jawbone arose from mammal-like reptiles. . ice age began, great savannas became arid land 140 land, which supported a diversity of large mammals. 14. As the climate cooled during the late Eocene, forests gave way to open from the north moderated the temperature of Antarctica. 13. When Antarctica and Eurasia were connected, a current of warm water Chapter Assessment 12. Some paleontologists hypothesize that some groups of dinosaurs were endotherms. Cenozoic, which was a time of many biological firsts. 11. The first mammals, birds, and flowering plants arose during the this supercontinent and two oceans defined Earth’s paleogeography. 10. Throughout the Early and Middle Triassic, before Pangaea split apart, substantially when Pangaea broke apart. 9. Deformation along the western margin of North America increased Chapter 24 Earth Science: Geology, the Environment, and the Universe true Australia true Mesozoic one ocean true In the space at the left, write true if the statement is true; if the statement is false, change the italicized word or phrase to make it true. and many savanna mammals became extinct. 8. As the Pliocene the Rocky Mountains . 7. Orogenic events at the end of the Mesozoic uplifted massive blocks of crust to form sauropods 6. The largest land animals that ever lived were the quadrupedal, plant-eating 5. Early marine animals were widespread and abundant during the Mesozoic. 4. Fossils of the food chain during the Mesozoic. 3. Tiny, ocean-dwelling organisms called of granite called Date CHAPTER ASSESSMENT Class 2. As a result of the earliest of the Mesozoic orogenies in North America, large bodies 1. As Pangaea split apart, the rifts flooded to form new batholiths ammonites Write the term that best completes the statement. Understanding Main Ideas (Part A) CHAPTER Name T258 Answer Pages Earth Science: Geology, the Environment, and the Universe Chapter Assessment 24 Date Chapter Assessment Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. Chapter 24 Earth Science: Geology, the Environment, and the Universe covered some areas north of the present-day Ohio and Missouri rivers. courses of the Ohio and Missouri rivers. At its peak, glaciers up to 3 km thick Pleistocene. The southernmost point of glacial advance was approximately the arctic ice cap, which set the stage for the ice ages of the Late Pliocene and the During the Pliocene, the water of the Arctic Ocean began to freeze to form an What was the extent of the glaciation in North America? 5. How did cooler temperatures of the Pliocene help cause the Pleistocene glaciation? the Gulf of Mexico. 141 Evidence includes presence of iridium, soot, charcoal, and a huge impact crater in Evidence for a meteor impact is found in the Cretaceous-Paleogene boundary. 4. What evidence indicates that a very large meteorite hit Earth at the end of the Cretaceous? Archaeopteryx the similarities between theropod dinosaurs and the oldest known bird, 3. What evidence leads many paleontologists to hypothesize that birds are related to dinosaurs? river systems transported sediments from the mountains to the sea. the east of the sea, and the newly formed Cordillera rose high in the west. Large A shallow sea covered central North America. The Appalachian Mountains lay to 2. Describe the paleogeography of North America as sea levels rose during the Jurassic. major changes in the fossil record, to mark the end of one era or period and the 142 Chapter 24 Earth Science: Geology, the Environment, and the Universe identify them by smaller divisions. Chapter Assessment enable them to make finer distinctions between time periods so that they can information on the events that occurred during the era. This information may Since the Cenozoic Era spans a more recent period of time, scientists have more epochs, while the Mesozoic is not? 4. What might you conclude by observing that the Cenozoic Era is divided into developed. by the dominance of mammals. Primates and, eventually, human beings became extinct at the end of the Mesozoic, and the Cenozoic was characterized of the period the land was covered with trees, shrubs, and vines. Dinosaurs middle of the Cretaceous Period, there were no flowering plants, but by the end dominating the land and water. Mammals were small and primitive. Before the The Mesozoic was known as the age of the dinosaurs, with large reptiles 3. Compare and contrast the life-forms of the Mesozoic and Cenozoic eras. characterized by ice ages alternating with warmer periods. Climates during the Mesozoic were generally warm, while the Cenozoic has been Atlantic Ocean formed, and rifting and mountain-building occurred in many areas. supercontinent Pangaea and the single global ocean. As Pangaea broke apart, the During the early part of the Mesozoic, Earth’s paleogeography was defined by the and climate. 2. Compare and contrast the Mesozoic and Cenozoic eras in terms of paleogeography group of organisms to mark the boundaries of a time period. beginning of the next. They also may use the appearance or dominance of one Scientists often use major geological events, such as mass extinctions, ice ages, or continent to expand and then fracture and break apart. 1. Describe how scientists determine the divisions in the geologic time scale. CHAPTER ASSESSMENT Class Pangaea probably broke apart because it held heat beneath it, which caused the 1. According to a current, widely held hypothesis, what caused the breakup of Pangaea? Answer the following questions. CHAPTER Name Thinking Critically CHAPTER ASSESSMENT Date Answer the following questions. 24 Class Understanding Main Ideas (Part B) CHAPTER Name Answer Pages Earth Science: Geology, the Environment, and the Universe Triassic Period Jurassic Period Cretaceous Period Chapter Assessment Mesozoic Era Organism Cypridea Arthropoda 245 M.Y.B.P. 208 M.Y.B.P. 146 M.Y.B.P. 66 M.Y.B.P. Mollusca Mollusca Echinodermata Mollusca Late Triassic-Late Jurassic Aeger Arthropoda Triassic-recent Jurassic-Cretaceous Mytilus Pleurotomaria 56 M.Y.B.P. 66 M.Y.B.P. Eocene Epoch Paleocene Epoch 66 M.Y.B.P. Chapter 24 Earth Science: Geology, the Environment, and the Universe 35 M.Y.B.P. 23 M.Y.B.P. 5 M.Y.B.P. 1.6 M.Y.B.P. Miocene Epoch 23 M.Y.B.P. Paleogene Period Oligocene Epoch 1.6 M.Y.B.P. Neogene Period Pliocene Epoch Pleistocene Epoch 0.01 M.Y.B.P. Cretaceous Crateraster Recent Quaternary Period Holocene Epoch Late Cretaceous Gonioteuthis Mid Jurassic-Early Cretaceous Range Genus Phylum 143 24 Sedimentary Sequence B 144 Chapter 24 Earth Science: Geology, the Environment, and the Universe existed for only a short period of time. Chapter Assessment No; it existed for a relatively long time. Good index fossils are organisms that 8. Would Pleurotomaria be a good index fossil? Why or why not? yes; in the mid-to-late Jurassic 7. Do the ranges of Aeger and Cypridea overlap? If so, when do they overlap? the mid-to-late Jurassic 6. Aeger, Cypridea, and Pleurotomaria existed at the same time for a brief period. When was this? Triassic, Jurassic, Cretaceous 5. What geologic periods are represented by sedimentary sequence B? Gonioteuthis; it lived for the briefest period. 4. Which of the three organisms in sedimentary sequence A would be the best index fossil? Why? no 3. Do the ranges of Aeger and Gonioteuthis overlap? Mytilus 2. Which of the organisms in sedimentary sequence A lived for the longest period of time? Triassic, Jurassic, Cretaceous, Paleogene, Neogene, Quaternary 1. What geologic periods are represented by sedimentary sequence A? Sedimentary Sequence A Date CHAPTER ASSESSMENT Class Use the sedimentary sequences below to answer the following questions. CHAPTER Name You are to deduce the periods of geologic time represented in two different sedimentary sequences by examining the fossils in each. The fossilized organisms contained in the sedimentary sequences are shown in the table. The geological time scale follows the table. Examine the table and the time scale. Then answer the following questions. CHAPTER ASSESSMENT Date Applying Scientific Methods, continued 24 Class Applying Scientific Methods CHAPTER Name Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. Cenozoic Era Chapter Assessment T259 T260 Answer Pages Earth Science: Geology, the Environment, and the Universe Chapter Assessment 25 desalination desertification natural resources desalination 6. solar energy 3. stone, which lies on or near Earth’s surface. Chapter Assessment Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. Chapter 25 Earth Science: Geology, the Environment, and the Universe 145 146 b d reducing the available supply. Nonrenewable resources exist in fixed amounts and are renewed only by processes that take millions or billions of years. a e c Both are natural resources. Renewable resources can last indefinitely without 8. renewable resource, nonrenewable resource It is usually valueless or even hazardous. mined at a profit. Gangue is the material left after ore is extracted from a mine. Both are the results of mining operations. Ore is a natural resource that can be trees sunflower Chapter 25 Earth Science: Geology, the Environment, and the Universe 14. Bringing water from areas of plenty to areas of need directly to plant roots 13. System of perforated pipes used to provide water 12. Three percent of Earth’s water such as gold dust and gold nuggets 11. Sand and gravel bars that contain heavy sediments, 10. Gas that makes up most of the atmosphere Column A 9. 8. 7. fish Column B pineapple freshwater Chapter Assessment e. placer deposit d. trickle irrigation c. nitrogen b. transport of surface water a. freshwater For each item in Column A, write the letter of the matching item in Column B. 5. wind energy 7. ore, gangue peats m os 4. agricultural crop 2. Both are rocks. Bedrock is unweathered, solid parent rock that can be mined in quarries. Aggregate is a mixture of particles, such as gravel, sand, and crushed Oil prod of M uct aine Date CHAPTER ASSESSMENT Class Circle the pictured items that are renewable resources on Earth. Then list each item below the illustrations. chicken sustainable yield 25 Understanding Main Ideas (Part A) CHAPTER Name 1. 6. aggregate, bedrock when they occur in large to create freshwater from ocean water. Compare and contrast each pair of related terms. 5. Some countries use quantities. in arid and semiarid regions. air pollution desertification 4. Excess nitrogen and sulfur cause 3. Loss of topsoil leads to renewable resources at the same rate they are consumed. 2. A process of management called sustainable yield ensures the replacement of the soil and crust; and natural cycles. Date CHAPTER ASSESSMENT Class 1. On Earth, natural resources include(s) air, water, and land; all living things; air pollution Write the term that best completes the statement. Reviewing Vocabulary Earth Resources CHAPTER Name Chapter Assessment Answer Pages Earth Science: Geology, the Environment, and the Universe T261 5. Drawdown can make a well run dry. distances. 4. Two thousand years ago, Romans built dams to transport water over shortages. 3. The continent of Africa has the most countries with chronic water precipitation. 2. The major water problem in the eastern United States is too little 1. Most freshwater is used to irrigate crops. Chapter Assessment Chapter 25 Earth Science: Geology, the Environment, and the Universe environments and so retains its useful properties. Answers may vary. Sample answer: Water remains a liquid in most Earth 10. Water has a high boiling point. of the weathering process in cold climates. Answers may vary. Sample answer: This expansion fractures rocks and is part 9. Water expands when it freezes. of living things. Answers may vary. Sample answer: Water can carry nutrients into the tissues 8. Water is a versatile solvent. from abrupt temperature changes. Answers may vary. Sample answer: Organisms living in water are protected increase in temperature. 7. Liquid water can store a large amount of heat without a correspondingly high Give an example why each property below makes water an important resource on Earth. use sources 6. The best way to reduce the need for freshwater is to find new sources. more efficiently true aqueducts true western true 147 25 Date CHAPTER ASSESSMENT Class Freshwater marsh Desert Marsh Thorn scrub Lower savanna Ocean Savanna Rain forest Human habitat Orchard Air exhaust 148 Chapter 25 Earth Science: Geology, the Environment, and the Universe pollution. Chapter Assessment escape. Biosphere 2 could develop “sick” building symptoms due to indoor air Because of the tight seal of the building, any toxic materials would be unable to figure in construction and in interior design. The materials were tested for toxicity before they were used. Why? 3. Technologically advanced materials are an important part of Biosphere 2. They levels had gotten out of balance, which would be harmful to humans and animals. Life on Earth relies on a delicate balance of carbon dioxide and oxygen. These were too high and oxygen levels were too low. Why would these levels be a problem? 2. The Biosphere 2 sealed experiment with humans was stopped because carbon dioxide levels 71 percent of Earth’s surface is covered by water. The water resource is a much smaller percentage of the surface of Biosphere 2; 1. How does the water resource in Biosphere 2 differ from Earth’s water? Air intake South lung CO2 supply tank Agro-forestry West lung Biosphere 2 is a sort of greenhouse in the Arizona desert. It contains medium-sized communities of plants and animals. For a while, it was used in an experiment to see how humans and Earth systems interact. The whole complex was tightly sealed from the environment. It had a set amount of water, air, soil, and organisms (including eight people). Electrical equipment moved air among the buildings and controlled temperature. Biosphere 2 was carefully planned to be a self-sustaining ecosystem. Use the information and the plan of Biosphere 2 to answer the questions that follow. CHAPTER Name In the space at the left, write true if the statement is true; if the statement is false, change the italicized word or phrase to make it true. CHAPTER ASSESSMENT Date Thinking Critically 25 Class Understanding Main Ideas (Part B) CHAPTER Name Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. T262 Answer Pages Earth Science: Geology, the Environment, and the Universe Chapter Assessment 25 Date Road Gravel pit S E Forest lands— lumbering and recreation Stream W N Town forest Woods Truck farm Chapter Assessment goal. Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. Chapter 25 Earth Science: Geology, the Environment, and the Universe and local farmland, so the proposals would adversely affect that conservation Answers may vary. Sample answer: The town would lose its local gravel source the land-use proposals affect that goal? 1. Resource conservationists recommend that towns use local resources. How would The housing development would replace most of the cornfields northwest of the town between the river and the highway. Forty houses would be built on 0.5-hectare lots. A U-shaped access road would connect to the road currently located between the highway and the town. The paper factory would be on a site of about 3 hectares approximately 4 km west of town where the gravel pit is now. It would include wood storage, the factory, a water-pumping station, an access road, and employee parking. A great quantity of water is used in making paper. This water would be pumped from the river and then distributed into the air as steam or restored as clean, warm water into the river. The shopping plaza would cover about 4 acres northeast of town where the truck farm is now. It would include a supermarket, small shops, and parking. It would create some jobs and generate traffic drawn from neighboring towns. Forest Cornfields River y hwa Hig Marsh Read the descriptions of the projects and look at the map of the township. Then answer the questions that follow. 149 CHAPTER ASSESSMENT Class You are on the planning board of a small township (population 2000) in the eastern United States. The town appeals to hikers, canoeists, and fishers. This year, three major land-use proposals came up for the board’s review: a shopping plaza, a factory that makes paper, and a housing development. Applying Scientific Methods CHAPTER Name 25 150 Chapter 25 Earth Science: Geology, the Environment, and the Universe time and fuel consumption that might be required to shop elsewhere. Chapter Assessment Answers will vary. Sample answer: The shopping center would save people’s best addition to the community? Why? 6. Based on the information included here, which project do you think would be the changes to the town roads? hooked up to sewers or on septic systems? Will the new traffic patterns require from the housing development be treated? Will the housing development be from the paper factory before it reenters the river? How will the solid waste Answers will vary. Sample answer: Is there a reasonable way to cool the water answered before deciding on these proposed land uses? 5. What three questions would you, a planning board commissioner, like to have river healthy. lands might decrease negative fertilizer effects on the river and help keep the was clean, it would heat up the river and affect fishing. Less agricultural use of River water quality might be degraded by the paper factory. Even if waste water recreational use of the river? 4. What potentially positive or negative impacts might the proposals have on the especially if the land is currently irrigated. development might use less groundwater than current agricultural lands, parking lot would increase runoff into the river. The shopping plaza and housing The paper factory would use water from the river, but the shopping plaza decrease demands? 3. Which proposals would increase demands on the water supply? Which would increase motor vehicle emissions in the area. traffic. Truck and employee traffic to and from the paper factory would also cars in town, as would a shopping plaza. Both of these would increase local additional exhaust from motor vehicles. A housing development means more Any increase in traffic through town would increase air pollution due to emissions? Explain your answer. Date CHAPTER ASSESSMENT Class 2. Which proposals might affect the level of air pollution from motor vehicle Applying Scientific Methods, continued CHAPTER Name Chapter Assessment Answer Pages Earth Science: Geology, the Environment, and the Universe T263 26 Date organic waste fossil fuels formed over thousands or , which are burned to e. peat cogeneration is capturing and using heat during Chapter Assessment without damaging Earth’s environment. Chapter 26 Earth Science: Geology, the Environment, and the Universe 11. On a global scale, sustainable energy meets current and future energy needs creates an electric current. 10. Sunlight falling on a(n) photovoltaic cell produces a flow of electrons, which electric generation. 9. A common method of energy efficiency . 8. The use of energy resources in ways that are productive is known as 151 10. hydroelectric power 9. geothermal energy 8. field crops 7. fecal material 6. ethanol 5. coal 4. charcoal 3. bitumen 2. biogas 1. bagasse F B O O F B, F O F B, F 19. wood 18. wind power 17. tidal power 16. petroleum 15. peat 14. nuclear energy 13. natural gas 12. methane 11. kerogen 152 Chapter 26 Earth Science: Geology, the Environment, and the Universe bitumen, ethanol, methanol, kerogen Chapter Assessment geothermal energy, wind energy, nuclear energy, shale oil, bagasse, biogas, Possible responses: solar energy, hydroelectric power, tidal power, wave power, 22. List five alternative energy resources. petroleum Possible responses: charcoal, fecal material, field crops, peat, wood, coal, 21. List four traditional fuels. the Sun; geothermal and nuclear energy What are the two exceptions? 20. What is the ultimate source of energy for most of the energy sources listed above? O O B B B c. gasohol d. geothermal energy F B b. bitumen a. biogas millions of years from the compression and decomposition of organic matter. 7. Energy sources known as produce heat or power. 6. Materials like wood and coal are fuels 5. Gas mixture produced by decomposition of 4. Gasoline mixed with ethanol 3. Light, spongy plant material used as fuel 2. Can be separated from tar sand and refined Earth’s internal heat 1. Energy contained in water and steam heated by Complete each statement. a c e b d F B Date CHAPTER ASSESSMENT Class For each item, write F for fossil fuel, B for biomass fuel, or O for other source of energy. Some items may have more than one answer. Then answer the questions. B Column A 26 Understanding Main Ideas (Part A) CHAPTER Name Match the definition in Column A with the term in Column B. Column B CHAPTER ASSESSMENT Class Reviewing Vocabulary Energy Resources CHAPTER Name Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. T264 Answer Pages Earth Science: Geology, the Environment, and the Universe Chapter Assessment C D 4. barrier of impermeable rock 3. water 2. gas 1. oil B CHAPTER ASSESSMENT Cooling tower Air and water vapor Air with geothermal zones. Chapter Assessment Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. Chapter 26 Earth Science: Geology, the Environment, and the Universe matter in tropical swamps, whereas oil forms from organic matter in seas. buried, compressed, and altered over geologic time. Coal forms from organic Both form from organic matter that settles to the bottom of water and gets 8. Compare and contrast the formation of coal and oil. electricity. It is burned to provide energy to power plants, which convert the heat to 7. How is coal transformed into electricity? peat, lignite, bituminous coal, anthracite; anthracite percentage: anthracite, bituminous coal, lignite, peat. Which of these fuels burns hottest and cleanest? 154 Chapter 26 Earth Science: Geology, the Environment, and the Universe power plant as a backup system for windless periods. Chapter Assessment Possible response: Use wind power to generate electricity. Use a geothermal combining the use of two resources to produce a reliable supply of electricity. 4. Your community is also known for its steady winds. Propose a strategy for disrupt ecosystems, and transporting it is not practical. hot-water reservoirs can be depleted, it can pollute air and water, it can favorable sites and the steam is generally pollution-free. No, because the Possible answers: Yes, because geothermal energy is abundant and reliable at your answers with either the advantages or disadvantages of using this energy resource. 3. Should your community build the proposed power plant? State your opinion and back up Yes; areas near plate boundaries, where volcanoes often occur, usually coincide with oil. 6. Put these fuels in order from the smallest percentage of carbon to the largest likely to be a good location for the proposed power plant? Explain your answer. gas migrates into and gets trapped in the permeable sedimentary rocks along 2. Your community is located near a chain of volcanic mountains. Is your location water and steam heated by Earth’s internal heat 1. What is the “fuel” used to generate electricity in the power plant? Injection well Water Hot well Condensate Geothermal zone Production well Air Condenser Steam Turbine Generator Date The same processes that form oil form natural gas at the same time. Natural 5. Explain why natural gas is usually found with oil. Answer the following questions. A D B C A 153 26 Class Study the diagram, which shows a plan for a proposed power plant in your community. Then answer the questions. CHAPTER Name Thinking Critically CHAPTER ASSESSMENT Date Match each letter on the diagram with the appropriate term below. 26 Class Understanding Main Ideas (Part B) CHAPTER Name Chapter Assessment Answer Pages Earth Science: Geology, the Environment, and the Universe T265 % of Total Electricity Used 3 Clothes washing/drying 300 110 40 18 1200 300 Microwave Coffee maker Toaster Clock Refrigerator Attic fan Chapter Assessment 1152 150 50 110 440 1560 624 1000 Chapter 26 Earth Science: Geology, the Environment, and the Universe Iron Vacuum cleaner Stereo/CD player TV Dishwasher Washer Clothes dryer Appliance 4 Cooking Annual Usage (KwH) 5 Refrigeration Range Appliance 12 10 Lighting 22 Hot water Cooling 44 Heating Use Category Annual Usage (KwH) 155 26 Date CHAPTER ASSESSMENT Class 156 Chapter 26 Earth Science: Geology, the Environment, and the Universe baths. Chapter Assessment they are not using them, and getting a low-flow shower head instead of taking setting it lower, getting more energy-efficient appliances, turning off lights when to work or using public transportation, getting an automatic thermostat and 75 percent. They might save about 20 percent, however, perhaps by riding bikes Possible response: No, they probably cannot change their lives enough to save If yes, point out some of the ways they can do this. If no, give a percentage that you think they can achieve, and explain why. 5. Do you think Dave and Lila can reach their goal of using 75 percent less energy? public transportation petroleum resources they consume by riding bikes to work, carpooling, or using Possible responses: using passive or active solar heating strategies; reducing the What suggestions could you make that they might not have thought of? 4. It is possible that Dave and Lila have not considered all their energy-saving options. when they leave the room, and use fluorescent lightbulbs. insulate the pipes and water heater, use their fireplace for heating, turn off lights insulation, install weather stripping around doorways, caulk around windows, the thermostat, get an automatically controlled thermostat, install more-efficient Possible responses: Heating and lighting are not represented. They could lower How could they try to decrease spending in those categories? 3. Which of Dave and Lila’s use categories are not represented on the appliance list? often. They could use the iron less by buying clothes that do not need ironing. dishes by hand. They could watch the TV or listen to the stereo/CD player less dried their clothes on a line. They could use the dishwasher less by washing Possible responses: The clothes dryer could be used less often if Dave and Lila 2. Which appliances could Dave and Lila use less often? Explain your choices. clothes dryer, refrigerator, range, vacuum cleaner than the one they have, a range that is 10 percent more efficient, a different refrigerator that is 10 percent more efficient, and a clothes dryer that cuts drying time by 50 percent. Prioritize these potential purchases from most to least helpful for reaching their goal. 1. Lila has discovered that she could buy a vacuum cleaner that is 20 percent more energy efficient Use the tables on the previous page to answer the following questions. CHAPTER Name Dave and Lila are trying to figure out how to use less energy because they want to spend less money and they are concerned about depleting Earth’s resources. Their goal is to cut their energy use by 75 percent. They drive to work, and they heat their home, shown below, with electricity. They have made two tables summarizing their electricity use. CHAPTER ASSESSMENT Date Applying Scientific Methods, continued 26 Class Applying Scientific Methods CHAPTER Name Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. T266 Answer Pages Earth Science: Geology, the Environment, and the Universe Chapter Assessment 27 Date Chapter Assessment farm fields. Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. Chapter 27 Earth Science: Geology, the Environment, and the Universe pollution from widely spread areas, such as rainfall dissolving chemicals on point of origin, such as sewage-treatment plants. Nonpoint sources generate Both are types of sources of water pollution. Point sources come from a single 5. point sources, nonpoint sources against the Sun’s harmful ultraviolet radiation. chemical in smog. In the stratosphere, ozone also forms an important shield fumes. Ozone, a gas molecule made of three oxygen atoms, is the primary Both are types of air pollution. Smog is fog combined with smoke and chemical 4. smog, ozone refers to the farming practice of planting only one species in a field. involves a wide variety of organisms, or biological diversity. Monoculture Both describe the number of types of organisms in an area. Biodiversity 3. biodiversity, monoculture adequate replanting. land, deforestation harms it by removing all trees from a forested area without restoring land to its natural state after mining. Whereas reclamation restores Both are related to the use of land resources. Reclamation is the process of 2. reclamation, deforestation growth increasingly as population increases. Density-dependent factors, such as disease or parasites, affect population such as droughts or floods, limit growth regardless of population size. 157 CHAPTER ASSESSMENT Class Both are factors that affect population growth. Density-independent factors, 1. density-independent factors, density-dependent factors Compare and contrast each pair of related terms. Reviewing Vocabulary Human Impact on Earth Resources CHAPTER Name 27 Date 5.0. 5. Acid precipitation is precipitation with a pH less than greenhouse gas carbon dioxide is largely responsible for the phenomenon of ozone depletion. 4. Many scientists believe that human production of the environment can support. 3. Carrying capacity is the number of organisms a given materials and convert them to less-harmful substances in a process called reclamation. 2. Naturally occurring bacteria can be used to eat toxic population continues to increase, the population as a whole is in a state of density. 1. As long as the number of reproducing adults in a c. stripping of the surface landscape. d. pollution of the air. c. increased flooding. d. increased biodiversity. c. acid precipitation. d. nitrogen dioxide. 158 c. Endangered Species Act. d. Clean Water Act. Chapter 27 Earth Science: Geology, the Environment, and the Universe a. Safe Drinking Water Act. b. Clear Water Amendment. 10. The primary federal law that protects our nation’s water from pollution is the atmospheric moisture to form a. ozone. b. CFCs. 9. Sulfur dioxide emissions from coal-burning power plants combines with which can result in a. increased groundwater recharge. b. pollution of the air. 8. As a result of urban development, land becomes covered with cement and asphalt, seeping through piles of this rock can lead to a. pollution of streams. b. the formation of acid precipitation. 7. Mineral extraction from underground mines creates waste rock, and rainwater 6. A population that is at the carrying capacity for its environment is in a. decline. c. growth. b. equilibrium. d. collapse. Circle the letter of the choice that best completes the statement. true global warming true bioremediation exponential growth Chapter Assessment CHAPTER ASSESSMENT Class In the space at the left, write true if the statement is true; if the statement is false, change the italicized word or phrase to make it true. Understanding Main Ideas (Part A) CHAPTER Name Chapter Assessment Answer Pages Earth Science: Geology, the Environment, and the Universe T267 Groundwater Garbage Sand Liner Sand Compacted solid Liner waste Clay Subsoil 1. A natural forest is cut and replaced by a tree farm in which one species of tree is 160 Chapter 27 Earth Science: Geology, the Environment, and the Universe Chapter Assessment resources and produce more pollution. As a result, their impact is greater. burn fossil fuels such as coal and oil also produce many types of pollution. Chapter 27 Earth Science: Geology, the Environment, and the Universe countries with lower standards of living, United States residents consume more Chapter Assessment Because the United States uses a larger share of Earth’s resources than other motor vehicles that burn fossil fuels in the form of gasoline. Power plants that resources than someone from another country with lower standards of living? Explain your answer. 5. Do you, as a United States resident, have a greater or lesser impact on Earth’s available in an area or that need less water. conserve water by planting crops that can grow using the natural rainfall water, planting crops that need irrigation wastes water resources. Farmers can Some crops need more water than others. Because irrigation wastes a lot of 4. How can choosing to plant one crop instead of another be a method of water conservation? new materials, and save landfill space. such as trees or minerals. They also prevent pollution created by manufacturing producing them. Although they are often more expensive, they save resources There must be a market for recycled materials in order for companies to continue smarter purchase in the long run? 3. Why might buying a more expensive product made of recycled materials be a pour into the air and less acid precipitation would form. would mean a decrease in the use of cars, meaning fewer nitrogen oxides would that cause acid precipitation come from cars. Increased use of buses and trains atmospheric moisture to create sulfuric acid and nitric acid. Most nitrogen oxides Acid precipitation forms when sulfur dioxide and nitrogen oxides combine with 2. How could an increase in the use of buses and trains decrease the effects of acid precipitation? have been destroyed, and many organisms have been eliminated from the area. one-species tree farm does not provide a complete and stable ecosystem. Habitats forest ecosystem had many different species of organisms and the replanted vegetation, which prevents erosion of topsoil. On the negative side, the natural Possible responses: On the positive side, the land has been replanted with planted. What are the positive and negative impacts of this practice? Date CHAPTER ASSESSMENT Class The single largest source of air pollution in the United States is exhaust from 4. Describe the major sources of air pollution from fossil fuels. causing a thinning of the ozone layer. When they migrate into the upper atmosphere, CFCs destroy ozone molecules, gases are released from old refrigerators, cleaning agents, and aerosol cans. CFCs are chlorofluorocarbons, gases found in the atmosphere. Most of these 3. What are CFCs, and what role do they play in depletion of ozone in the atmosphere? Answer the following questions. and groundwater. This layer helps minimize the leakage of toxic liquids into the surrounding soil 2. What is the purpose of the layer of materials at B? This layer helps reduce the volume of trash and eliminate windblown trash. 1. What is the purpose of the layer of materials at A? B Sand Clay Garbage A Topsoil A Modern Landfill 159 27 Answer the following questions. CHAPTER Name Use the diagram to answer questions 1 and 2. CHAPTER ASSESSMENT Date Thinking Critically 27 Class Understanding Main Ideas (Part B) CHAPTER Name Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. T268 Answer Pages Earth Science: Geology, the Environment, and the Universe Chapter Assessment 27 Date BEFORE Marsh River Oil tank AFTER Air-conditioning/ refrigeration units Chapter Assessment Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. Chapter 27 Earth Science: Geology, the Environment, and the Universe send exhaust pollutants into the air. customers’ cars and the large trucks delivering products each day would chimney. The air conditioning/refrigeration system could emit CFCs. The Yes; the heating system will burn oil and thus emit pollution through the 2. Would the proposed changes have any impact on the air? Explain your answer. habitat and valuable ecosystem. of topsoil. The marsh is a wetland, and its loss means the loss of a wildlife The removal of the trees and grass during construction could result in erosion Bare fill dirt River Paved parking Paved lot and truck parking lot loading area Fertilized grassy Store park area 1. What impact might the cutting of the forest and the destruction of the marsh have? Forest Chimneys for oil heating system Your job is to determine the impact of the proposed plans on the surrounding land, air, and water. Then you will report your findings to the other members of the City Council so they can vote to accept or reject the new development plan. 161 CHAPTER ASSESSMENT Class Jiffy Supermarket wants to open its newest and biggest 24-hour store in Apple City. The supermarket has submitted plans for the store to the City Council, of which you are a member. The plans show that Jiffy wants to build the market on an area of forest and marshland along the banks of the Apple River. Jiffy Supermarket plans to cut the trees and build the store in the middle of the property. The diagrams show the area before and after the proposed development. Applying Scientific Methods CHAPTER Name 27 162 Chapter 27 Earth Science: Geology, the Environment, and the Universe Chapter Assessment Answers will vary. Accept all reasonable responses that are supported by facts. 5. Would you recommend the approval of the proposed plans? Explain your decision. the riverbank. around the construction site to catch eroded sediment, and plant vegetation on refrigeration systems do not use CFCs. Require that the developers place barriers lot and replant trees on part of the property. Make sure the air-conditioning and sure the oil tank is well protected from leaks. Decrease the size of the parking operation of the market so there isn’t as much car and truck pollution. Make developers build a replacement wetland somewhere else. Limit the hours of along the river to limit erosion and preserve the ecosystem. Require that the Possible responses: Leave at least part of the forest and marsh in place in a strip environmental impact of the proposed plans? 4. What changes or preventative measures might you suggest to minimize the could leak into the groundwater. wash into the river or seep into the groundwater. Oil from the storage tank and other chemicals to wash into the river. Fertilizers used on the grass could clogging it with sediment. Runoff from the parking lot could cause oil, gasoline, during heavy rains. Soil could wash from the exposed riverbank into the water, ground, reducing groundwater supplies and increasing the possibility of flooding Yes; paving the land means fewer opportunities for rainwater to soak into the Explain your answer. Date CHAPTER ASSESSMENT Class 3. Would the proposed changes have any impact on the river and the groundwater? Applying Scientific Methods, continued CHAPTER Name Chapter Assessment Answer Pages Earth Science: Geology, the Environment, and the Universe T269 28 Column A Column B spinoff autumnal equinox j. winter solstice o. mare n. regolith m. ecliptic l. k. ejecta synchronous rotation i. h. summer solstice g. apogee f. e. interferometry d. perigee c. solar eclipse b. albedo a. reflecting telescope Chapter 28 Earth Science: Geology, the Environment, and the Universe 15. Farthest point from Earth in the Moon’s orbit surface 14. The portion of sunlight reflected by the Moon’s the northern hemisphere has its minimum daylight hours 13. Earth’s position near or on December 21, at which 12. Closest point to Earth in the Moon’s orbit 11. The blocking of the disk of the sun by the Moon act as one 10. Process of linking separate radio telescopes to 9. Loose, ground-up rock on the Moon’s surface 8. A dark, smooth plain on the surface of the Moon orbital period are equal 7. Moon’s state, in which its rotational period and its are equal 6. Earth’s position when the lengths of day and night northern hemisphere has its maximum daylight hours 5. Earth’s position around June 21, at which the mirrors 4. A device that brings visible light to a focus with the Moon’s surface 3. Material blasted out during impacts that falls back to 2. Plane of Earth’s orbit about the Sun has common commercial uses 1. Technology developed in the space program that now Chapter Assessment g b l d c e n o i j h a k m f Match the definition in Column A with the term in Column B. Reviewing Vocabulary Date 163 CHAPTER ASSESSMENT Class The Sun-Earth-Moon System CHAPTER Name Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. 28 Date CHAPTER ASSESSMENT Class (reflecting, refracting) telescope. 2. The telescope that uses lenses to bring visible light to a focus is a 164 (new moon, full moon). 12. A lunar eclipse can only occur during the phase of the the Sun and Moon. Chapter Assessment 11. A (solar eclipse, lunar eclipse) occurs when Earth passes between sunlight portion that we see appears to (increase, decrease) in size. 10. When the Moon waxes during its lunar cycle, the amount of its (axis, orbit) is tilted 23.5 relative to the ecliptic. 9. One reason different seasons occur on Earth is because Earth’s caused by the (orbit, rotation) of Earth. 8. The daily rising and setting of heavenly objects like the Sun is same time as Earth and from similar materials is called the (capture, simultaneous formation) theory. 7. The theory that suggests the Moon was formed at about the a result of space-object impacts. 6. (Ejecta, Albedo) is the material blasted out of the Moon’s surface as because the Moon has no (erosion, valleys). 5. The Moon’s surface is very different from the surface of Earth was (Mercury, Apollo). 4. The space exploration program that landed astronauts on the Moon Chapter 28 Earth Science: Geology, the Environment, and the Universe full moon lunar eclipse increase axis rotation simultaneous formation Ejecta erosion Apollo order to most effectively collect infrared and ultraviolet radiation, X rays, and gamma rays. above the atmosphere 3. Telescopes are placed (on a mountaintop, above the atmosphere) in refracting electromagnetic spectrum 1. The arrangement of waves that includes gamma rays, X rays, ultraviolet radiation, visible light, infrared radiation, microwaves, and radio waves according to wavelength and frequency is called the (electromagnetic spectrum, electromagnetic radiation). In the space at the left, write the term or phrase in parentheses that makes the statement correct. Understanding Main Ideas (Part A) CHAPTER Name T270 Answer Pages Earth Science: Geology, the Environment, and the Universe Chapter Assessment D C Chapter Assessment Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. Chapter 28 Earth Science: Geology, the Environment, and the Universe 165 experience erosion except by surface creep. As a result, the craters are preserved. away by erosion. The Moon, lacking an atmosphere and flowing waters, does not On Earth, the craters caused by bombardment by space objects have been worn 4. Why is the Moon’s surface so heavily pitted with craters, while Earth’s is not? formed after intense bombardment by space objects. and heavily covered with craters. Highlands are slightly older than maria, and in some of the impact basins. C is a highland, which is light in color, mountainous, The maria formed after a period of bombardment when lava welled up and filled A is a mare, which is a dark, smooth plain and lower in elevation than a highland. 3. Compare and contrast the type, appearance, and formation of features A and C. B 2. Which feature is a mountain range? into the Moon’s surface. It is an impact crater that formed when an object from space crashed 1. What is feature D and how did it form? A B 28 C 166 Chapter 28 Earth Science: Geology, the Environment, and the Universe Moon, impact craters are preserved until later craters cover them. Chapter Assessment Crater A must be the oldest because it is covered by craters B and C. On the craters is the oldest? Explain your answer. 3. The drawing shows several impact craters on the Moon. Which of the three labeled B A and winters would be colder. and farther from the Sun in winter. As a result, summers would be warmer more severe. Each hemisphere would lean more toward the Sun in summer If Earth’s axis were tilted at an angle of 60, the seasonal changes would be angle of 60? Explain your answer. 2. How would conditions on Earth be different if Earth were tilted on its axis at an the year. neither hemisphere would lean more or less toward the Sun any time of climate at any given location would be much the same year-round because If Earth were not tilted on its axis, there would be no seasonal changes. The Explain your answer. Date CHAPTER ASSESSMENT Class 1. How would conditions on Earth be different if Earth were not tilted on its axis? Answer the following questions. CHAPTER Name Thinking Critically CHAPTER ASSESSMENT Date Study the photograph of the Moon. Then answer the questions. 28 Class Understanding Main Ideas (Part B) CHAPTER Name Chapter Assessment Answer Pages Earth Science: Geology, the Environment, and the Universe T271 28 Date CHAPTER ASSESSMENT Class Chapter Assessment Chapter 28 Earth Science: Geology, the Environment, and the Universe exist in below-freezing temperatures. is very cold all the time. Neither liquid water nor water vapor could The poles receive very indirect sunlight, which means the temperature Water at the poles on the Moon would have to be in the form of ice. liquid, gas, or ice? Why? 2. If there is water near the poles on the Moon, what form do you think it takes— up water. surface regolith at the poles. Hydrogen is one of the two elements that make spectrometer measurements indicating the presence of much hydrogen in the 167 increased the likelihood of water being there, based on the spacecraft’s neutron No, the data did not prove the existence of water on the Moon. It only on the Moon? Explain your answer. 1. Based on data from Lunar Prospector, can researchers conclude that there is water Binder’s goal is to eventually create a lunar base on the Moon. Humans could live there as well as use the base as a stepping stone to the planets. If this happens someday, the information gathered by Lunar Prospector will have contributed in no small fashion. The spacecraft also collected data that suggest the Moon has a small iron-rich core. It is much smaller than the iron core of Earth, but then the Moon is much smaller than Earth. Lunar Prospector flew over the Moon’s north and south poles many times. These regions are cold and shadowed, never receiving any of the sun’s light or heat. The spacecraft’s neutron spectrometer measurements indicated the presence of much hydrogen in the surface regolith at the poles. One device on the Lunar Prospector was a neutron spectrometer. As cosmic rays from space hit the surface of the Moon, they cause sprays of neutrons and other particles. When the neutrons mix with the regolith on the moon, they lose various amounts of energy, depending on what elements are present in the regolith. Hydrogen takes away more energy than other elements. Hydrogen is one of the basic elements needed to form water, H2O. The Lunar Prospector spacecraft spent 19 months collecting data from its orbit around the Moon. From January of 1998 to July of 1999, the craft, which is about the size of an oil drum, performed to a high level of efficiency, according to mission researcher Alan Binder. Applying Scientific Methods CHAPTER Name Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. 28 168 Chapter 28 Earth Science: Geology, the Environment, and the Universe robotics to collect regolith samples at both poles. Answers will vary. Possible response: Have the craft land and use What kinds of tasks would you have the craft perform in order to prove or disprove the existence of water on the Moon? 4. Imagine you are the mission researcher for the next craft that will visit the Moon. that material would have to be iron. Chapter Assessment made up of material from Earth as the collision theory implies, some of data suggests that the Moon also has an iron core. If the moon is partly to be supported. Earth has a large iron core, and the Lunar Prospector The theory of the collision between Earth and a Mars-sized body seems Lunar Prospector? Explain your answer. Date CHAPTER ASSESSMENT Class 3. Which theory of the Moon’s origin seems to be supported by data collected by the Applying Scientific Methods, continued CHAPTER Name T272 Answer Pages Earth Science: Geology, the Environment, and the Universe Chapter Assessment 29 eccentric orbit around the Sun 6. Small, icy body made of ice and rock that has a highly bright, glowing streak of light in Earth’s atmosphere 5. Interplanetary material that burns up and becomes a are formed 4. Cloud of gas and dust from which stars and planets gravitational force on Earth 3. The wobble of Earth’s axis caused by the Moon’s sinking 2. Cloud type that is low, warm, dark-colored, and Class Date precession Chapter Assessment Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. Chapter 29 Earth Science: Geology, the Environment, and the Universe 169 farthest away from the Sun, it is at aphelion. When it is closest, it is at perihelion. Both describe positions in a planet’s orbit around the Sun. When a planet is 9. aphelion, perihelion Uranus, and Neptune. They are more gaseous, lack a solid surface, and are larger. surfaces and are smaller. Gas giant planets are farther from the Sun: Jupiter, Saturn, planets close to the Sun: Mercury, Venus, Earth, and Mars. They have solid, rocky Both are categories of the planets of our solar system. Terrestrial planets are the four 8. terrestrial planets, gas giant planets was based on computations. laws were based on observations, while Newton’s law of universal gravitation planet orbits a point between itself and the Sun called the center of mass. Kepler’s called an ellipse. Newton’s law of universal gravitation determined that each Both explain planetary motion. Kepler’s laws showed that planets orbit in a shape 7. Kepler’s laws of planetary motion, Newton’s law of universal gravitation f. e. 1 astronomical unit d. comet c. belt b. interstellar cloud a. meteor Column B CHAPTER ASSESSMENT 1. Earth’s average distance from the Sun: 1.496 108 km Compare and contrast each pair of related terms. d a b f c e Column A Match the definition in Column A with the term in Column B. Reviewing Vocabulary Our Solar System CHAPTER Name 29 Date eventually became the Sun. 10. The dense concentration of gas at the center of the solar nebula Sun than Neptune is. 9. Pluto’s orbit is so eccentric that while at perihelion, Pluto is closer to the Saturn and Uranus. 8. Neptune has clouds and atmospheric belts and zones similar to those of through its equatorial plane is 7 percent larger than the diameter through its poles. 7. The rapid rotation of Saturn distorts its shape so that the diameter planets from the time of the solar system’s formation. 6. Asteroids are thought to be leftover planetesimals that never formed Mars inhibits infrared radiation from escaping and keeps the surface extremely hot. 5. The high concentration of carbon dioxide (CO2) in the atmosphere of planets in our solar system. 4. Mercury has the largest day-night temperature difference of all the bodies orbit Earth; therefore, Earth is not necessarily the center of the solar system. 3. Galileo’s discovery of Jupiter’s moons proved that not all celestial unique size and shape with the Sun at one focus. 2. Kepler’s first law demonstrates that each planet has an elliptical orbit of the solar system. 1. In the early 1500s, Tycho Brahe formulated the heliocentric model of 170 Chapter 29 Earth Science: Geology, the Environment, and the Universe two clusters 11. The Oort cloud and the Kuiper belt are asteroid belts. of comets true true Jupiter Jupiter true Venus true true true Nicolaus Copernicus Chapter Assessment CHAPTER ASSESSMENT Class In the space at the left, write true if the statement is true; if the statement is false, change the italicized word or phrase to make it true. Understanding Main Ideas (Part A) CHAPTER Name Chapter Assessment Answer Pages Earth Science: Geology, the Environment, and the Universe T273 29 3 6 7 8 9 Neptune Pluto Sun 9. 10. Uranus 7. 8. Saturn 6. 5. 3. Mars Earth 2. Jupiter Venus 1. 4. Mercury Date perihelion 5. Sun Orbit of Pluto 3. Elliptical Orbit of a Planet Sun perihelion 6. 172 Chapter Assessment Chapter 29 Earth Science: Geology, the Environment, and the Universe Chapter Assessment in a constant period of time, it would have to travel faster. 171 area, when a planet is closest to the Sun, it would have to travel farther; to do so equatorial plane. Pluto has a very eccentric orbit that brings it within Neptune’s Chapter 29 Earth Science: Geology, the Environment, and the Universe out an equal amount of area in an equal amount of time. To maintain a constant satellite, Charon, which is in synchronous orbit with Pluto, and it orbits Pluto’s orbit at perihelion. Kepler determined that an imaginary line between the Sun and a planet sweeps aphelion of Earth’s moon. Its atmosphere is composed of methane and nitrogen. It has a explain the difference in the speed of the planets? foci semimajor axis 2. 7. How does a model of the solar system in which the planets have elliptical orbits 4. 1. aphelion major axis major axis semimajor axis foci Use the terms below to label the two diagrams. Kepler’s laws of planetary motion demonstrate that each planet’s orbit around the Sun sweeps out in a shape called an ellipse, rather than a circle. This means that a planet does not maintain a constant distance from the Sun. Kepler found that an imaginary line between the Sun and a planet sweeps out equal amounts of area in equal amounts of time. Kepler also discovered a mathematical relationship between the size of a planet’s ellipse and its orbital period. CHAPTER ASSESSMENT Class Pluto has a solid surface. It is made of half rock and half ice and is about the size 15. Describe the surface, size, atmosphere, satellite, and orbit of Pluto. Mars; Olympus Mons 14. Which planet has the largest mountain in our solar system? What is this mountain called? Mars 13. Which planet has a reddish color caused by a high iron content? Jupiter, Saturn, Uranus, Neptune 12. Which are the gas giant planets? Mercury, Venus, Earth, Mars 11. Which are the terrestrial planets? Answer the following questions. 10 1 2 4 5 The Solar System Planetary Motion CHAPTER Name Label the diagram of our solar system by writing the name of each body next to its number. Note that the diagram is not to scale. CHAPTER ASSESSMENT Date Thinking Critically 29 Class Understanding Main Ideas (Part B) CHAPTER Name Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. T274 Answer Pages Earth Science: Geology, the Environment, and the Universe Chapter Assessment 29 Date CHAPTER ASSESSMENT Class Chapter Assessment Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. Chapter 29 Earth Science: Geology, the Environment, and the Universe been transported down the slope. 173 other end is an area of accumulated debris, called the apron, that appears to have Both pictures show a deep channel region with an alcove at its upper end. At the 3. Compare the two images and explain how the gullies are made. The Mars features resemble Earth’s gullies left by flash floods. 2. What features on Earth do these Mars features resemble? flows. formed by flowing water and deposits of soil and rocks transported by these The Mars Global Surveyor has taken images of features that look like gullies water on Mars? 1. Based on the information above, why do scientists believe they may have found The presence of liquid water on Mars has implications for the questions of past and present life. If life did develop on Mars, and if it survives, these landforms are the place to look for it. If water is available, human exploration crews to Mars could access and use it. The water could be used for drinking, creating breathable air, and extracting oxygen and hydrogen for rocket fuel. The gully landforms on both Mars and Earth are divided into three parts: the alcove, the channel, and the apron. The alcove is a deep channel with a collapsed region at its upper end. At the other end is an apron, or area of accumulated debris that appears to have been transported down the slope. The Mars gullies have been observed on cliffs and appear to be extremely young. In recent years, the Mars Global Surveyor spacecraft observed features that suggest there may be current sources of liquid water at or near the surface of Mars. These small features—about the size of a sport utility vehicle—have been compared to the features left by flash floods on Earth. The features look like gullies formed by flowing water and the deposits of soil and rock transported by these flows. Possible Present-Day Sources of Water on Mars Applying Scientific Methods CHAPTER Name 29 and to extract oxygen and hydrogen for rocket fuel. humans who may land on Mars. It could be used to drink, to create breathable air, develop there, the gullies would be the place to find it. Also, water would help that life has existed on Mars, not only in the past, but also presently. If life did Water is necessary for life. If the gullies are new, that means there is a possibility Chapter 29 Earth Science: Geology, the Environment, and the Universe closer and more accurate pictures to determine the existence of life. Chapter Assessment include ideas about the advancing technology of space probes that can take our own planet better and to learn more about life on Earth. Answers may also Sample answer: Exploring life on other planets may help scientists to understand they might find it? 5. Why are scientists still looking for life on other planets? Does it seem possible that 174 Date CHAPTER ASSESSMENT Class 4. Why is the presence of liquid water on Mars important? How could it help humans? Applying Scientific Methods, continued CHAPTER Name Chapter Assessment Answer Pages Earth Science: Geology, the Environment, and the Universe T275 30 immense that nothing—not even light—can escape it 8. Small, massive, dense object that has a gravity so 90 percent of stars fall 7. Section of the H-R diagram into which about of the light emitted by the Sun comes 6. Lowest layer of the Sun’s surface from which most polarity, and minimum to maximum sunspots over a period of 22.4 years 5. Minimum to maximum sunspots, a reversal of mythological character, or an everyday object 4. Group of bright stars named for an animal, a 3. Visible light arranged according to wavelengths itself to form a new star 2. Cloud of interstellar gas and dust that collapses on such as four hydrogen nuclei combining to form a helium nucleus 1. Combining of lightweight nuclei into heavier nuclei, Date nebula h. spectrum g. solar activity cycle f. e. main sequence d. constellation c. fusion b. photosphere a. black hole Column B CHAPTER ASSESSMENT Class Chapter Assessment Chapter 30 Earth Science: Geology, the Environment, and the Universe heavy atomic nuclei into smaller, lighter atomic nuclei. lightweight nuclei into heavier nuclei, while fission is the process of splitting Both are atomic reactions that produce energy. Fusion is the combining of 11. fusion, fission of groups of stars. Binary stars are made up of two stars. 175 Both are stars that are gravitationally bound to each other. Clusters are made up 10. clusters, binary stars measures brightness at a distance of 10 parsecs. appears to be. Absolute magnitude takes into account differing distances and Both classify the brightness of stars. Apparent magnitude is how bright a star 9. apparent magnitude, absolute magnitude Compare and contrast each pair of related terms. a e b g d h f c Column A Match the definition in Column A with the term in Column B. Reviewing Vocabulary Stars CHAPTER Name Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. 30 Date CHAPTER ASSESSMENT Class and constellation. Sun solar wind solar interior solar wind . flows outward from the corona to the entire solar system. 176 solar flares . Chapter 30 Earth Science: Geology, the Environment, and the Universe Sun’s surface called 14. Earth is bombarded with particles and radiation after violent eruptions from the 13. The corona is not solid, but gaseous, because of its high temperature. 12. The top layer of the Sun’s atmosphere is the low-density 11. The Chapter Assessment solar interior contains 99 percent of the mass in the solar solar flares system, it controls the motion of the planets. 10. Because the corona Sun 9. The mass of a star determines the star’s temperature, luminosity, 8. Stars are assigned a spectral type, with M being the hottest stars. nineteenth century, demonstrates the relationship of luminosity and temperature. 7. The Hertzsprung-Russell diagram (H-R) diagram, first plotted in the distance of stars up to 300 pc away. 6. Using the parallax technique, astronomers can accurately measure the surface temperature of a star. 5. Absolute magnitude takes distance into account when indicating the 4. Astronomers can sometimes identify binary stars even if only one star is visible. for nearly 50 years. 3. In the 1600s, the solar activity cycle stopped, and there were no sunspots the star’s core convert one element into another. 2. As a star ages, its internal composition changes as nuclear reactions in to the Sun’s interior. 1. In the convective zone of the solar interior, volumes of gas carry energy Write the term that best completes the statement. diameter coolest twentieth century 500 pc brightness true true true surface In the space at the left, write true if the statement is true; if the statement is false, change the italicized word or phrase to make it true. Understanding Main Ideas (Part A) CHAPTER Name T276 Answer Pages Earth Science: Geology, the Environment, and the Universe Chapter Assessment 30 Date CHAPTER ASSESSMENT Class spectrum spectrum spectrum bright lines at certain wavelengths. An emission spectrum is produced from a noncompressed glowing gas and has emission by elements in the cooler gas that absorb light at specific wavelengths. produces a continuous spectrum. The spectrum has a series of dark lines caused An absorption spectrum is produced by a cooler gas in front of a source that absorption compressed glowing gas. The spectrum has no breaks. A continuous spectrum is produced by a glowing solid, liquid, or highly continuous Chapter Assessment Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. Chapter 30 Earth Science: Geology, the Environment, and the Universe that make up the Sun’s outer layers can be identified. 177 same location as the emission lines made by the laboratory element, the elements Chapter 30 Earth Science: Geology, the Environment, and the Universe Chapter Assessment Sun and its life cycle, and how it will affect Earth. 178 more about stars at different evolutionary stages, we can better understand the different gases with the dark lines in the solar absorption spectra. When the absorption lines caused by the element in the gas emitted by the Sun are in the The Sun is a star, and its composition is very near that of other stars. By learning at specific wavelengths. So, scientists compare laboratory emission spectra of understand the Sun? 4. How does understanding the formation and evolution of stars help scientists our own star, the Sun. elements in the universe. By learning about stars, we will better understand Stars are the building blocks of our galaxy and the source of the majority of 3. Why is it important that astronomers learn about stars? perpendicular to the line of sight. The Doppler effect will not detect any portion of the motion that is this effect not detect? 2. The shifts in spectral lines are an example of the Doppler effect. What motion will become longer. The higher the speed, the larger the shift will be. redshift occurs when the star is moving away from Earth. The wavelengths shifted toward shorter wavelengths, hence the blue end of the spectrum. A Blueshifts occur when the star is moving toward Earth. The spectral lines are 1. Explain blueshifts and redshifts. Answer the following questions. Dark spectral lines are caused by different chemical elements that absorb light 4. How do scientists use spectra to identify the elements in the Sun’s outer layer? Answer the following question. 3. 2. 1. Wavelength Shifts One of the many ways scientists learn more about stars is the use of spectral lines. They help scientists determine the speed of a star’s motion. Motion between the source of light and the observer cause the spectral lines to shift in wavelength. Depending on whether the wavelength is shorter or longer, the observer can determine if the star is moving toward or away from Earth. These shifts are called blueshifts and redshifts. The larger the shift, the higher the speed of motion. The shifts in spectral lines can also be used to detect binary stars as they orbit around their center of mass and move toward and away from Earth. CHAPTER Name Thinking Critically CHAPTER ASSESSMENT Date Identify and describe each kind of spectrum and explain how each is produced. 30 Class Understanding Main Ideas (Part B) CHAPTER Name Chapter Assessment Answer Pages Earth Science: Geology, the Environment, and the Universe T277 Chapter Assessment right next to each other. Chapter 30 Earth Science: Geology, the Environment, and the Universe magnetic configuration in which oppositely directed magnetic fields were seen 179 magnetic field. The region that produced the June 6 eruptions had a complicated to occur together. They occur together when there is a rapid change in the Sun’s tons of ionized gas traveling at speeds as high as 2000 km/s. The two do not have Sun associated with sunspots. A coronal mass ejection can carry up to 10 billion A solar flare is a violent eruption of particles and radiation from the surface of the always appear at the same time? 3. Explain the difference between a solar flare and a coronal mass ejection. Do both communications failure. 180 Chapter 30 Earth Science: Geology, the Environment, and the Universe charged particle hits. An aurora is the result of a geomagnetic storm. Chapter Assessment Earth’s magnetic field lines. The color depends on the atom or molecule that the An auroral display is sky glowing as charged particles rain down from space along 7. Explain what an auroral display is. How does it occur? purplish-red border. and neutral nitrogen glows red. Together, neutral and ionized nitrogen create a about 100 km up, the color is yellow-green. Ionized nitrogen gives off blue light, strike oxygen molecules 320 km up, the color is red. When particles strike oxygen Auroras can be red, yellow-green, blue, or purplish. When energetic particles 6. What colors can an auroral display be? What causes these different colors? midnight. Auroras have been seen as far south as Texas and Florida. Higher latitudes, such as Alaska, Canada, and the Scandinavian countries around seen below this point? Where? 5. What is the best place and time to see an aurora borealis? Has an aurora ever been must already have stored energy to be released in the form of an aurora. electric power transmission equipment and satellites, which could mean a disturbance must encounter Earth’s magnetic field directly, and the magnetosphere magnetosphere and unleash a geomagnetic storm. This could interfere with from space along Earth’s magnetic field. For an intense auroral display to occur, the An aurora is a result of a geomagnetic storm in which charged particles rain down 4. What is an aurora, and what two conditions must be present for an intense auroral display? If the solar wind from the CME is strong enough, it can compress the 2. How could the CME cause a geomagnetic storm? How would a geomagnetic storm affect Earth? amount of activity indicates a solar maximum. The Sun is most likely at a solar maximum of the solar activity cycle. A great activity cycle? What does this mean? How long might this period last? 1. Based on this amount of activity, where do scientists believe the Sun is in its solar The June 6 CME was accompanied by two intense solar flares. The region that produced the June 6 eruption had a complicated magnetic configuration—oppositely directed magnetic fields were seen right next to each other. During an aurora, the sky glows as charged particles rain down from space along Earth’s magnetic field lines. The resulting color depends on the type of molecules that the charged particles hit. Energetic particles striking oxygen molecules at an altitude of about 320 km cause all-red auroras. Oxygen at lower altitudes, about 100 km high, produce brilliant yellow-green colors. These are the brightest and most common auroras. Ionized nitrogen gives off blue light, and neutral nitrogen glows red. The nitrogens create the purplish-red lower borders and ripple edges seen in many auroras. Auroras are at least 60 km above Earth and can extend about 1000 km above the planet. The best places to see an aurora borealis display include Fairbanks, Alaska, parts of eastern Canada, Iceland, and the Scandinavian countries. These sites are close to the average auroral oval around Earth’s north magnetic pole. It is best to see an auroral display during the hours of local midnight. The farther south, the less chance of seeing an aurora borealis display, but displays have been seen as far south as Florida and Texas. CHAPTER ASSESSMENT Date CMEs carry up to 10 billion tons of ionized gas that can travel at speeds up to 2000 km/s. This ionized gas hits Earth’s magnetosphere, and most of the incoming material is deflected from the planet. However, should the solar wind be very strong, it can compress the magnetosphere and unleash a geomagnetic storm, which can induce electric currents in Earth that can interfere with electric power transmission and satellites. CMEs can occur without flares, but whenever they occur together, it means there is a rapid, large-scale change in the Sun’s magnetic field. 30 Class Under the right conditions, when the CME arrived at Earth’s magnetosphere, energy would be released in the form of an intense auroral display. For an intense auroral display, the emission must encounter Earth’s magnetic field directly, as opposed to a glancing blow, and the magnetosphere must already have stored energy, ready to be released in the form of an aurora. CHAPTER Name On June 6, 2000, the orbiting Solar and Heliospheric Observatory (SOHO) recorded a powerful series of solar eruptions, including a full-halo coronal mass ejection (CME.) The velocity of the ejected material was 908 km/s, and it was estimated that the CME was to reach Earth in 48 hours, or midday June 8. CHAPTER ASSESSMENT Date Applying Scientific Methods, continued 30 Class Applying Scientific Methods CHAPTER Name Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. T278 Answer Pages Earth Science: Geology, the Environment, and the Universe Chapter Assessment 31 Date a vacuum and expanded very rapidly for a fraction of a second before settling into a more orderly expansion 8. Model that says the universe began as a fluctuation in weak radiation from all directions in space 7. Persistent noise discovered in 1965 that is caused by to all observers and that it has always looked that way 6. Proposes that the universe looks the same on large scales expanding ever since 5. States that the universe began as a point and has been per megaparsec 4. A value of approximately 70 kilometers per second millions of light-years in size 3. Gigantic formation of clusters of galaxies hundreds of activities are located 2. Core of a galaxy in which highly energetic objects or 1. Study of the universe Hubble constant h. superclusters g. active galactic nucleus f. e. steady-state theory d. cosmic background radiation c. Big Bang theory b. cosmology a. inflationary universe Chapter Assessment Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. Chapter 31 Earth Science: Geology, the Environment, and the Universe open. If the average density equals the critical density, the universe is flat. is closed. If the average density is lower than the critical density, the universe is 181 open universe. If the average density is higher than the critical density, the universe matter of the universe. Critical density is the dividing point between a closed or an Both are factors in the expansion of the universe. The average density is the total 10. average density, critical density pulsation periods between 1 day and more than 100 days. and 1 day and, on average, have the same luminosity. Cepheid variables have pulsation period. RR Lyrae variables have periods of pulsations between 1.5 hours Each is a variable star that has a relationship between its luminosity and its 9. RR Lyrae variables, Cepheid variables Compare and contrast each pair of related terms. a d e c f h g slowing has occurred in its expansion as a means of determining how much further it will slow. 5. One way to determine the fate of the universe is to measure how much now in the expansion of the universe. 4. Cosmic background radiation provides information about conditions and found that the redshift of a galaxy depends on its distance from Earth. 3. Edwin Hubble measured the redshifts and distances of many galaxies called dark matter composed of dim stellar remnants that have no mass. 2. Studies provide evidence that there is a great amount of unseen matter 1. Most galaxies in the inner region of a large cluster are spirals. 182 Irr E7 SB E0 14. Irregular galaxy 13. Very elongated elliptical 12. Round elliptical 11. Flat disks that do not have spiral arms 10. Loosely wound arms and a small, dim nucleus 9. Tightly wound arm and large, bright nucleus 8. Barred spiral 7. Normal spiral S S0 Chapter 31 Earth Science: Geology, the Environment, and the Universe Irr E7 E0 S0 c a SB S c a Chapter Assessment Edwin Hubble sorted galaxies according to their shapes. Write the letter notation below next to its corresponding galaxy shape. Hubble Space 6. A key goal of the Fermilab is to gather data that would help to pinpoint Telescope the value for H, the Hubble constant. true very early true ellipticals have mass b Date CHAPTER ASSESSMENT Class In the space at the left, write true if the statement is true; if the statement is false, change the italicized word or phrase to make it true. For each item in Column A, write the letter of the matching item in Column B. Column A 31 Understanding Main Ideas (Part A) CHAPTER Name Reviewing Vocabulary Column B CHAPTER ASSESSMENT Class Galaxies and the Universe CHAPTER Name Chapter Assessment Answer Pages Earth Science: Geology, the Environment, and the Universe T279 31 Chapter Assessment 4. 3. 2. 1. spiral galaxy irregular galaxy galaxy clusters Chapter 31 Earth Science: Geology, the Environment, and the Universe Example: Possible answer: Local Group shaped galaxies or galaxies with more than one nucleus. 183 ellipticals and spirals. The galaxies often merge to form strangely are ellipticals. Galaxies in the outer portions are a mix of 30 million ly. In a cluster, most of the inner region galaxies hundreds of member galaxies and may range in sizes up to Description: These groups of galaxies may have from a few to Type: Example: Possible answer: Large and Small Magellanic Clouds Description: These galaxies do not fit the elliptical or spiral classification. They typically have no distinct shape. Type: ellipticals to very elongated ellipticals. Description: Galaxies that are not flattened into disks and do not have spiral arms. Their shapes range from round Type: elliptical galaxy Example: Possible answer: Milky Way spirals. of an old stellar population. There are normal and barred interstellar matter and young star clusters. A bulge consists Description: Disklike galaxy with spiral arms consisting of Type: elements. as 99.9 percent, with the rest of the elements being mere traces of heavy Chapter 31 Earth Science: Geology, the Environment, and the Universe of the galactic disk. Chapter Assessment radiation wavelength of 21 cm, which can penetrate the interstellar gas and dust Hydrogen is plentiful and concentrated in the spiral arms. Hydrogen atoms emit a 5. Why is hydrogen emission useful in mapping the arms of the Milky Way galaxy? supernovae explosions. This pattern suggests that the arms are continually forming as a result of 4. What does the Milky Way fragmented spiral-arm pattern suggest? formed after this time orbit in the plane of the disk. force of its own gravity, and rotation forced it into a disklike shape. Stars that the inner portion of the original cloud. The cloud eventually collapsed under the the halo, which contains the oldest stars, is spherical. The central bulge represents parts formed first and that the galaxy began as a round cloud. This explains why Since old stars are found in the halo and bulge, astronomers believe that these 3. How do astronomers explain the formation of the Milky Way galaxy? arms of the disk, where the interstellar gas and dust are concentrated. The old stars are in the halo and bulge. The young stars are in the spiral 2. Where are the old and young stars of the Milky Way galaxy located? 184 Date CHAPTER ASSESSMENT Class The stars in globular clusters have a proportion of hydrogen and helium as high 1. What elements make up the stars in globular clusters? Answer the following questions. CHAPTER Name Identify the type of galaxy and write a brief description for each illustration. If indicated, give an example of the galaxy type. CHAPTER ASSESSMENT Date Thinking Critically 31 Class Understanding Main Ideas (Part B) CHAPTER Name Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. T280 Answer Pages Earth Science: Geology, the Environment, and the Universe Chapter Assessment 31 3000 light-years 75 000 light-years Date 3 million suns 20 million suns 200 million suns 2 billion suns Black Hole Mass Chapter Assessment Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. Chapter 31 Earth Science: Geology, the Environment, and the Universe The Hubble Space Telescope precisely measures the speed of gas and stars around a black hole. This measurement provides clues for the existence of a black hole. Astronomers determine the mass of each black hole by measuring the motion of stars swirling around it. The closer a star is to the black hole, the faster is its velocity. Black holes in the centers of giant galaxies—some more than one billion solar masses—had enough infalling gas to once blaze as quasars. The final mass of a black hole is not primordial, but instead is determined during the galaxy formation process. This shows that there is a close relationship between the black hole mass and the stars that comprise an elliptical galaxy or central bulge stars of a spiral galaxy. In most cases, the black holes not only bulked up through the accretion of gas, but also through mergers of galaxies in which pairs of black holes combined. 185 CHAPTER ASSESSMENT Class Astronomers are concluding that monstrous black holes were not born that big, as once believed, but instead grew on a diet of gas and stars controlled by their host galaxies in the beginning years of the universe. An initial look at 30 galaxies indicates that black holes do not precede a galaxy’s birth, but instead evolve with the galaxy by trapping an amazingly exact percentage (0.2) of the mass of the stars and gas in a galaxy. Black Holes: One Size Does Not Fit All HST Ground Applying Scientific Methods CHAPTER Name 31 Date CHAPTER ASSESSMENT Class 186 Chapter 31 Earth Science: Geology, the Environment, and the Universe determine the mass. Chapter Assessment Astronomers measure the motion of stars swirling around the black hole to around a black hole, which provides clues for the existence of a black hole. The Hubble Space Telescope precisely measures the speed of gas and stars 8. How does the Hubble Space Telescope measure black holes if black holes cannot be seen? They can increase in size when two galaxies in a cluster merge together. 7. Other than accruing gas and stars, how else can black holes increase in size? during the galaxy formation process. and stars in the galaxy. A black hole’s size is not primordial, but determined Astronomers learned that black holes evolved with a galaxy and are fed by gas 6. What have astronomers learned from the 30 black holes they now study? of a galaxy. Astronomers believed that black holes were born big and preceded the birth 5. According to the article, what did astronomers once believe about black holes? 3 million suns. The mass of the largest black hole is 2 billion Suns. The mass of the smallest is 4. What is the mass of the largest black hole on the chart? What is the mass of the smallest? black hole. column shows a close-up of the black hole. The third column tells the mass of the The first column shows the location of the black hole in its galaxy. The second 3. What do each of the three columns in the chart show? suns 2. In the chart, what unit of measurement is used to show black hole mass? light can escape. It pulls in other stars and gas with its gravitational force. A black hole is an object with a gravitational pull so intense that not even 1. What is a black hole? Answer the following questions. Applying Scientific Methods, continued CHAPTER Name