Download Land Unit Exam Review Sheet File

Land Exam Review Sheet -- Terms
to Know!:
Core (outer and inner)
Mantle
Crust
Lithosphere
Asthenosphere
Materials in Crust, Mantle, Core
Convection Cells
Divergent Plate Boundaries
Seafloor Spreading
Mid-Atlantic Ridge
Convergent Plate Boundaries
Subduction Boundaries
Landforms Associated with
Subduction
Continental Collision Boundaries
Transform Boundaries
Prediction of Earthquake Depth
Prediction of Earthquake Magnitude
Viscosity of Magma (silica content)
Pyroclastic Flow
Lahar Flow
Liquefaction
Ring of Fire
Viscosity Effects on Eruptions
Geologic Hot Spots
Tsunami
Rock
Mineral
Rock Cycle
Igneous
Sedimentary
Metamorphic
Weathering
Ore (high-grade and low-grade)
Gangue
Reclamation
Subsidence
Black Lung
Tailings/Tailings Dam
Acid Mine Drainage
Smelting
Open-pit mining
Strip Mining
Overburden
Mountaintop Removal
Subsurface Mining
Economic Depletion of Minerals
Depletion Time
Biome
Climatogram
Biotic vs. Abiotic
Temperate vs. Tropical
Tundra
Taiga
Temperate Grassland
Temperate Deciduous Forest
Savanna
Desert
Chaparral
Tropical Rain Forest
Temperate Rainforest
Down
Serotinous
Succulent
Mollisol
Steppe
Permafrost
Hibernation
Estivation
Broadleaf
Evergreen
Boreal
Xeriphyte
Liana
Bromeliad
Conifer
Metabolic Water
Scrubland
Adaptations to Live in Biomes
Bureau of Land Management
National Park Service
US. Fish and Wildlife Service
Bureau of Reclamation
Department of the Interior
U.S. Forest Service
Department of Agriculture
US Army Corps of Engineers
Wilderness Areas
Lands that Each Agency Monitors
for U.S. Public Lands
Principle of Multiple Use
Principle of Sustainable Yields
Soil
Soil Horizons (O,A, E, B, C)
Topsoil (A)
Zone of Eluviation (E)
Subsoil/Zone of Illuviation (B)
Parent Material (C)
Humus
5 Soil Forming Factors
Physical Soil Qualities/Tests
Chemical Soil Qualities/Tests
Soil Texture or Mineral Classes –
Sand, Silt, Clay
Loam
Soil Textural Triangle
Relation of Soil Texture/Mineral
Size to Draining Ability
Ribbon Test
Soil Salinization
Waterlogging
Desertification
Erosive Forces (Wind & Water)
Sheet/Rill/Gully Erosion
Dust Bowl
Fertile Crescent
Best Management Practices (BMPs)
Contour Farming
No-tillage & Conservation tillage
Windbreaks/Shelterbelts
Mulching
Cover Crops
Alleycropping/Agroforestry
Crop Rotation
Stripcropping
Terracing
Buffer Strips
Hunger vs. Malnutrition
3 Biggest World Crops
3 Most Deficient Nutrients (Iron,
Iodine, Vitamin A)
Green Revolution
High-yield Crops
Monoculture vs. Polyculture
Arable Land
Traditional vs. Industrial Ag
Organic Farming
GMOs
Golden Rice
Bt Corn
Plantation Agriculture
Slash and Burn Agriculture
Subsistence Farming
Agribusiness
Aquaculture
Feedlots
Succession (Primary and
Secondary)
Pioneer Species
Climax Species
Climax Community
Old-growth Forest
Second-growth Forest
Tree Farm/Plantation
Deforestation
Surface Fires
Crown Fires
Green Ladders
History of Fire Suppression
Prescribed Fires
Clearcutting
Seed Tree Harvesting
Shelterwood Harvesting
Single Tree Selection
Group Tree Selection
Rangelands
Overgrazing
Taylor Grazing Act
MATH – know how to compute
volumes, do metric conversions,
ratios, compute percent change
(YOU NEED TO KNOW THE
EQUATION!!!)
UNIT OBJECTIVES:
1) Describe the composition of the major internal regions of the Earth.
2) Describe divergent plate movements. Predict earthquake strength and depth for these types of boundaries.
Predict the likelihood of major volcanic activity or tsunami activity with this plate interaction.
3) Describe subduction plate movements. Predict earthquake strength and depth for these types of boundaries.
Predict the likelihood of major volcanic activity or tsunami activity with this plate interaction.
4) Describe continental collision plate movements. Predict earthquake strength and depth for these types of
boundaries. Predict the likelihood of major volcanic activity or tsunami activity with this plate interaction.
5) Describe transform plate movements. Predict earthquake strength and depth for these types of boundaries.
Predict the likelihood of major volcanic activity or tsunami activity with this plate interaction.
6) Identify the key factor in determining the viscosity of magma in a volcanic eruption.
7) Describe qualities of a volcanic eruption that occurs if the magma is of low viscosity.
8) Describe qualities of a volcanic eruption that occurs if the magma is of high viscosity.
9) Describe what happens over geologic hot spots and give an example of a common one.
10) Describe the differences between rocks and minerals.
11) Describe the 3 main classes of rocks and how rocks can change from one class to the other in the cycle.
12) Define ore and what defines if ore is high-grade or low-grade.
13) Describe multiple economic benefits of mining. Describe multiple environmental and health
hazards/problems that result from mining.
14) Describe the different forms of mining and note differences between them.
15) Describe what happens when a mineral has been economically depleted.
16) Identify the two determining factors to define a biome and describe these for the 8 major biomes.
17) Describe adaptations for animals to survive in each biome.
18) Describe adaptation for plants to survive in each biome.
19) Describe how soils might appear in various biomes and explain why they are this way.
20) Identify major agencies in charge of US public lands and their general mission. Identify the tracts of land
each agency might be in charge of.
21) Describe soil and some ecosystem services it provides.
22) Describe the 5 main horizons of soil and the general composition of materials in each horizon.
23) Identify the 5 soil forming factors.
24) Describe multiple physical tests that could be analyzed about soil and what information that could provide
you with. Describe multiple chemicals tests that could be analyzed about soil and what information that
could provide you with.
25) Identify the 3 mineral or textural sizes of particles in soil. Identify the relation of loam to these.
26) Describe how a soil textural triangle is used and how soil texture can be obtained from it.
27) Describe how a ribbon test is performed and how soil texture information can be obtained from it.
28) Describe desertification, salinization, and erosion and how soil is negatively impacted in each situation.
29) Describe multiple BMPs to help prevent soil degradation. For each BMP, articulate how the action helps
prevent soil degradation.
30) Identify the major sources of food/nutrition on Earth. Identify major nutrients that are deficient from diets.
31) Describe the Green Revolution and its goals. Describe methods of the Green Revolution.
32) Describe organic farming and the pros and cons of it.
33) Describe GMOs and the pros and cons of using them. Identify famous examples of GMO crops.
34) Describe the differences between traditional agricultural systems and industrialized agricultural systems.
Identify some methods of growing foods that fit into each category.
35) Describe succession. Describe the differences between primary and secondary succession.
36) Identify different categories of forests based on use and human impacts.
37) Describe the state of deforestation in the world and within the US.
38) Identify ecosystem services that forests provide.
39) Describe rangelands and identify a few environmental issues that surround rangelands.
40) Describe fire suppression and the long-term effects of it in forests.
41) Describe qualities of fire suppressed forests and non-suppressed forests.
42) Describe the different forms of timber harvesting and the pros and cons of each type.
LAND UNIT PRACTICE MATH PROBLEMS
1) In 1950, about 600 million hectares were harvested for just grain alone on a global scale. Around 2000,
there were 675 million hectares of harvested global grain.
a.
What is the percent change in the global grain production from 1950 to 2000?
b. The peak of grain production was from the 1950s-1980s. Since 1981, the amount of grain
producing land has shrunk actually. Ultimately, it is still more land than in 1950. However, the
amount of land has gone down since 1981. In 1981, the amount of land in grain production was
around 720 million hectares. What was the percent increase in global grain production from 1950
to 1981?
c. What is the ratio of grain production from 1981 to 1950? Reduce the ratio to full whole number
terms.
d. What is the ratio of grain production from 2000 to 1950? Reduce the ratio to full whole number
terms.
2) Iowa is a huge agricultural producer for the U.S. It is estimated that the total cropland in Iowa is 73,000
km2. Historical accounts from early Iowa settlers show the topsoil depth of 500 cm. The current depth is
around 200 cm.
a. What was the volume of topsoil in Iowa fields from early historical settlement of Iowa? Put answer
in km3 and m3?
b. What is the current volume of topsoil in Iowa fields? Put answer in km3 and m3?
c. Compute the percent change in topsoil volume from early accounts to current times.
3) One of the largest hand dug holes in the Earth by people is the Kimberley Diamond Mine in South Africa.
The mine was hand dug by 50,000 people from the time of 1871 to 1914. The surface area of the hole to
the mine is 170,000 m2. The mine was initially dug to a depth of 250 m. Compute the volume of material
removed from the mine in m3.
The mine has been abandoned and the hole has been filled partially by gangue and then water.
The hole is currently 160 m deep. What is the percent change in the depth of the hole from the mining time
to current times?
What is the ratio of the mine hole depth from the time of the mine use to current times?