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Semester A Review Packet
Honors Earth Space Systems
For many of you, this will be your first high-school-level exam, so you need to be prepared to work
hard in your studying in order to be successful. The information in this packet will help you prepare to
do your best in January.
After School Review Sessions: (you may attend any, even if they are not with your teacher)
Ms. Wingate
Ms. Weaver
Wednesday, January 5th
Tuesday, January 4th
th
Thursday, January 6
Wednesday, January 5th
Wednesday, January 12th
Tuesday, January 11th
Wednesday, January 12th
In-class Exam Review Days:
Tuesday, January 11th (ODD ) and Wednesday, January 12th (EVEN)
Exam days:
Thursday, January 13th –
Periods 1 & 5
Friday, January 14th –
Periods 2 & 8
Tuesday, January 18th –
Period 7
 NOTE: If there is a snow day on an exam day, be prepared to have the exams scheduled for that day
when we return. For example, if there is a snow day on January 13th, periods 1 and 5 will have their
exams on the 14th and all exams will be pushed back one day.
Homework from Review Packet:
Pages 2-4
Vocab review
Items 1-8
Pages 5-7
Items 9-20
Pages 8-9
Items 21-22
BCR: Climate Cycle
Pages 10-11
Items 23-26
BCR Temp Differences
Pages 12-17
Items 27-35
BCR: Revolution, Rotation, Eclipses
BCR: Life of a Star
Pages 18-20
Items 36-40
BCR: Universal Gravitation
Earth Space Systems B Student Review
Date
ASSIGNED
even/odd
Date DUE
even/odd
Dec 9 /
Dec 10
Dec 13 /
Dec 14
Dec 13 /
Dec 14
Dec 15 /
Dec 16
Dec 15 /
Dec 16
Dec 17 /
Dec 20
Dec 17 /
Dec 20
Dec 21/
Dec 22
Dec 21/
Dec 22
AFTER
BREAK
Jan 3 /
Jan 4
Jan 3/
Jan 4
Jan 5 /
Jan 6
1
Parent
Signature
when DONE
Teacher
Signature when
TURNED IN
MCPS 2010
Modified by K. Weaver and J. Wingate, PMMS 12/2010
Student Review
Honors Earth and Space Science Semester A 2011 Examination
Test Description
Length: 2 hours
Items: 56 SR (85%), 2 BCRs (15%)
Approximate Number of
Selected Response Items
8
26
22
56
Unit
H ESS Skills and Processes
Fluid Circulation and Solar Energy
Astronomy
Totals
The vocabulary terms and objectives are grouped into units for your convenience. Some items may
occur in multiple units during the semester. The vocabulary includes terms that students may encounter
when reading examination items.
To prepare to study the vocabulary, next to each word, mark
meaning of the word, mark
Skills and Processes
__balance
__conclusion
__data analysis
__dependent variable
__density
__graduated cylinder
__hypothesis
__independent variable
__pattern
__pi graph
__prediction
__procedure
__ratio
__range
__sample size
__scientific model
__scientific notation
__trend
Fluid Circulation and
Solar Energy
__absorption
__air pressure
if you are confident you know the
if you are not sure of the meaning. Focus on the ?s when you study!
__albedo
__angle of incoming
solar radiation
__atmosphere
__biosphere
__bottom current
__circulation
__cloud coverage
__conduction
__convection
__Coriolis effect
__density-driven
currents
__El Niño
__energy budget
__energy transfer
__equator
__equinox
__high pressure
__infrared
__La Niña
__latitude
__low pressure
__microclimate
__monsoon
__Northern Hemisphere
__prevailing winds
__radiation
__reflection
__revolution
__rotation
__seasons
__solstice
__surface current
__Southern Hemisphere
__water cycle
__wind-driven currents
Astronomy
__astronomical unit
__aurora
__Big Bang
__black hole
__coronal mass
ejection/solar flare
__degrees Kelvin
__eclipse
__elliptical orbit
__giant star
__Kepler’s Laws
__lunar eclipse
__main sequence star
__nebula
__nebular theory
__Newton’s Law of
Universal
Gravitation
__nuclear fusion
__planetary probe
__protostar
__radio telescope
__revolution
__rotation
__satellite-based
__solar eclipse
__spectrometer
__star cycle
__sunspots
__supernova
__telescope
__tides
__white dwarf star
BCRs were put on the exam review sheets to encourage appropriate student collaboration and review of
concepts in preparation for the entire exam (not just the BCRs). Teachers should not address these
BCRs during the course of their instruction and review with students other than highlighting their
availability to support STUDENT review and to teach, model and encourage collaboration around the
concepts.
Students should be prepared to answer any of the BCRs included in the review. Teachers will select two
of the options interspersed in the review questions below.
Earth Space Systems B Student Review
2
MCPS 2010
Modified by K. Weaver and J. Wingate, PMMS 12/2010
Upon successful completion of Semester A, the student should be able to:
Earth Space Systems Skills and Processes
1. form a working hypothesis.
A student plants bean seeds at various depths in soil, and measures how long it takes for them to sprout and
how high the total growth is after 10 days. Write a possible hypothesis for this experiment. (Remember the
format: If I change [independent variable] by [how will you change it], then the [dependent variable] will
[increase/decrease/stay the same].)
2. test a working hypothesis.
Describe how you would test the hypothesis you wrote for #1.
3. select appropriate materials to conduct an investigation.
What materials would you need to conduct the investigation you described above? Make a list.
4. identify appropriate methods for conducting an investigation.
Taylor wanted to find out which brand of “C” batteries lasted the longest. He put one brand of “C” batteries
into his radio. He put another brand of “C” batteries into a remote-controlled car. He timed how long each
battery lasted before it ran out. What mistake did he make in setting up his experiment? How could he have
improved his experimental set-up?
Earth Space Systems B Student Review
3
MCPS 2010
Modified by K. Weaver and J. Wingate, PMMS 12/2010
5. use relationships discovered in the lab to explain observations outside the lab.
6. analyze data to make predictions, decisions, or draw conclusions.
This picture shows an experiment that explores how the Sun heats up different materials. The boxes in the
picture are filled with air. Use the information in the picture to answer then next two questions.
What is one conclusion you can draw from this experiment? (HINT: Look at the temperature for each of the
different containers.)
If you want to build a tank to heat up water using sunlight, what color should the tank be? Support your
proposal with evidence from the experiment.
7.
interpret graphics such as maps, graphs, and satellite images.
8. describe trends revealed by data.
The graph above shows the results of an experiment in which scientists gave a growth hormone, gibberellic
acid, to plants. Describe the trend(s) in the data.
Earth Space Systems B Student Review
4
MCPS 2010
Modified by K. Weaver and J. Wingate, PMMS 12/2010
9. use analyzed data to confirm, modify, or reject a hypothesis.
The scientists’ hypothesis was: If plants are given more gibberellic acid, they will grow taller. Was their
hypothesis correct? Why or why not?
10. describe similarities and differences when explaining concepts and/or principles.
 will practice this with content below
11. use ratio and proportion to solve problems.
d=m
v
The formula for density is given in the box at right. Use it to calculate the answers to the problems below.
A sample of seawater has a mass of 25 g and a volume of 5 mL. What is its density?
A second sample of seawater has a mass of 64 g and a volume of 8 mL. What is its density?
You know that a sample of fresh water has a density of 7 g/mL and its volume is 8 mL. What is the mass of
the sample?
12. express large quantities using scientific notation.
Express the distance from the Earth to the Sun, 150,000,000 km, in scientific notation.
Express the diameter of Jupiter, 142,984 km, in scientific notation.
The speed of light is about 3.0 x 108 in scientific notation. Express this as a standard number.
Solar Energy and Fluid Circulation
13. identify the most likely method of heat energy transfer by water in the atmosphere.
Describe the forms of heat transfer:
conduction convection radiation How can each of these methods transfer heat to the atmosphere?
14. describe how differences in the density of liquids affect circulation and movement of water.
Which is more dense, salty water or fresh water?
Which is more dense, cold water or warm water?
Will a more dense liquid tend to rise or sink?
Draw a diagram of how changes in density can create a thermohaline (density-driven) current in a tank of
water. Think about the demo we did with a bag of hot water on one side of an aquarium and a bag of ice on
the other side.
Earth Space Systems B Student Review
5
MCPS 2010
Modified by K. Weaver and J. Wingate, PMMS 12/2010
15. describe ways that the atmospheric and oceanic circulations influence each other.
What causes surface currents in the ocean?
Hurricanes tend to form over the warm waters of the equator. Why would this be the case? (HINT: Think
about how storms form, and how heating a fluid like air or water affects its density.)
16. describe how pressure gradients affect atmospheric circulation.
Isobars close together on a map mean the winds will
be ______________ (stronger/weaker) because of
the steep pressure gradient.
Circle a place on the map with weak winds. Put an
X on the map where there are strong winds.
17. describe the changes in pressure associated with altitude.
As altitude above the Earth’s surface increases, there is less pressure of air molecules above a point, so the
pressure
(increases/decreases).
18. given a map, predict the direction of movement of a low and high pressure area.
Winds tend to move away from ________________ (high/low) pressure areas and toward
________________(high/low) pressure areas. (Imagine air escaping from a hole in a tire to help you
remember.)
In the Northern Hemisphere winds blow _____________________________(clockwise/counterclockwise)
around a high pressure area and __________________________ (clockwise/counterclockwise) around a low
pressure area.
Earth Space Systems B Student Review
6
MCPS 2010
Modified by K. Weaver and J. Wingate, PMMS 12/2010
19. explain how changes in solar energy affect atmospheric circulation.
20. use rainfall data to predict a characteristic of a geographic region.
Which of the three locations in the picture below will likely have the most rain and snow?
Why?
Which of the three locations in the picture below will have dry, desert like conditions?
(HINT: Think about the “rain shadow” of the mountains.)
Why?
A location receives heavy rain during the summer months, but is very dry during the winter months. What is
this climate condition called? (HINT: Think about India.)
Why does this seasonal difference occur?
Earth Space Systems B Student Review
7
MCPS 2010
Modified by K. Weaver and J. Wingate, PMMS 12/2010
21. describe how the change from La Niña to El Niño affects the ocean and atmosphere.
Describe differences between normal condition and El Niño conditions, based on the diagram.
Location:
Water off the west
coast of South
America
Peruvian current
Normal Conditions:
El Niño Conditions:
Current between
South America and
Australia
Area north of
Australia
Winters in the
Northern U.S. and
Canada
Winters in the
Southeastern U.S.
Earth Space Systems B Student Review
8
MCPS 2010
Modified by K. Weaver and J. Wingate, PMMS 12/2010
BCR: A Climate Cycle
During 1997, Peru, on the west coast of South America, received much more rain than it normally receives.
Rivers flooded and mudslides buried entire neighborhoods. There were many thunderstorms, indicating the
atmosphere had more energy than normal.
Describe what happens to the ocean and atmosphere when the climate cycle in the Pacific Ocean region
changes from La Niña to El Niño.
Be sure to consider the completeness of your response, supporting details, and accurate use of terms.
22. identify how ocean currents and wind direction are affected by the Coriolis effect.
The Coriolis effect causes winds and currents to bend or deflect. It is caused by the Earth’s movement,
specifically its
. At the equator, there is no deflection.
In the Northern Hemisphere, how are winds deflected? __________________________________
In the Southern Hemisphere, how are winds deflected? ___________________________________
On the diagram, draw how the winds and currents are deflected in each hemisphere by the Coriolis effect.
Earth’s rotation
Intended path:
Actual path:
Earth Space Systems B Student Review
9
MCPS 2010
Modified by K. Weaver and J. Wingate, PMMS 12/2010
23. compare and contrast the effect of land and water surfaces on incoming solar energy.
24. describe how temperature near various surfaces changes through the day-night cycle.
BCR: Temperature Differences
Students investigate the rates of heating and cooling of different surfaces. They collect temperature data from
the blacktop surface of a parking area next to a lake and the surface water in the lake. Each surface responds
differently to energy from the Sun. Their results are shown in the table below.
TEMPERATURES OF BLACKTOP AND WATER
Time
(Hours)
1
2
3
4
5
6
7
8
9
10
11
Blacktop
Temp (oC)
22
23
24
26
28
30
32
33
34
33
32
Water
Temp (oC)
22
22
22
23
23
24
24
24
24
24
24
Time
(Hours)
12
13
14
15
16
17
18
19
20
21
22
Blacktop
Temp (oC)
31
29
27
26
25
24
24
23
23
23
23
Water
Temp (oC)
24
23
23
23
23
23
23
23
23
23
23
Compare the rates of heating and cooling of the blacktop to the water in a lake. In your response, be sure to
include
 the method of heat transfer from the Sun
 the rate at which each surface absorbs energy
 the rate at which each surface releases energy
 the methods through which each surface transfers energy to the atmosphere
 evidence from the table that supports your response
Be sure to consider the completeness of your response, supporting details, and accurate use of terms.
Earth Space Systems B Student Review
10
MCPS 2010
Modified by K. Weaver and J. Wingate, PMMS 12/2010
25. describe how Sun angle and length of daylight change from season to season at any location, and affect
seasonal temperature changes.
Type of Light
High or Low Angle?
Warmer or Cooler
Temperature?
Focused or Spread Out?
Direct
Indirect
What is the angle of the sunlight during winter?
(high/low)
What is the angle of the sunlight during summer?
(high/low)
How does the angle of the sunlight change as we move further away from the equator and toward the Poles?
What is the length of daylight near the equator all year?
What is the length of daylight in the mid-latitudes (ex: Maryland) during the winter?
What is the length of daylight in the mid-latitudes during the summer?
(long/short)
(long/short)
How many hours of daylight do the North and South Poles get in their summer?
(none/24 hrs)
How many hours of daylight do the North and South Poles get in their winter?
(none/24 hrs)
26. explain the cause of the Earth’s seasons.
Use your thinking for the responses above to explain why the Earth has seasons. Be sure to discuss Earth’s tilt and how
that changes the angle of sunlight and number of hours of daylight during the different seasons, and the temperatures
(high/low) that result. You might also consider comparing the changing seasons in Maryland versus a place near the
equator versus the North or South Pole.
Earth Space Systems B Student Review
11
MCPS 2010
Modified by K. Weaver and J. Wingate, PMMS 12/2010
Astronomy
27. describe the organization and major components of the Solar System
What is the major difference between geocentric and heliocentric models of the Solar System?
Fill out the table comparing and contrasting the inner and outer planets. Use the first line as an example.
Characteristic
Distance from Sun
Inner Planets
Closer to sun
Outer Planets
Further from Sun
Size
Composition (what
they’re made of)
Surface
Moons
Rings
28. apply Kepler’s Laws to the orbits of objects in our solar system.
Use Kepler’s three laws to correctly label the diagrams below.
Kepler’s ________ Law
Kepler’s ________ Law
Kepler’s ________ Law
Explanation-__________
____________________
____________________
____________________
____________________
____________________
Explanation-__________
____________________
____________________
____________________
____________________
____________________
Explanation-__________
____________________
____________________
____________________
____________________
____________________
Earth Space Systems B Student Review
12
MCPS 2010
Modified by K. Weaver and J. Wingate, PMMS 12/2010
Use the diagram to answer the following questions.
A
1. At which point does
Earth move the
fastest? _______
B
D
2. At which point does
Earth move the
slowest? _______
3. Kepler’s ______ Law
supports my answer.
C
Use the word bank to complete these sentences.
ellipse
rotation
slowest
perihelion
eccentric
Day and night are caused by
fastest
aphelion
revolution
, while a year is from
zero
.
According to Kepler’s First Law, all planetary orbits are the shape called an ___________________. The
more stretched out or flattened an orbit is, the more _________________________. A circle has an
eccentricity of _____________.
In an orbit,
is the closest point to the Sun, but
is
the furthest point from the Sun. According to Kepler’s Second Law, planets move at different speeds during
their orbit. They move ___________________ when closest to the Sun and ___________________ when
furthest away from the Sun.
Which planet will take longer to orbit once, Jupiter or Earth, according to Kepler’s 3rd Law?
Why is this the case?
Earth Space Systems B Student Review
13
MCPS 2010
Modified by K. Weaver and J. Wingate, PMMS 12/2010
29. follow the path of energy from the Sun’s core to its surface.
Word bank:
Label the six layers of the Sun in the diagram.
corona
photosphere
core
radiative zone
convection zone
Describe nuclear fusion as it happens in the Sun’s core.
Describe the path of the energy in the Earth’s core as it travels to the surface and eventually out into space.
Use as many details as you can about what is happening at each stage.
30. describe the processes that produce and distribute solar wind particles into space.
Give definitions of each of these terms
sunspot
solar flare
prominence
solar wind
aurora
Earth Space Systems B Student Review
14
MCPS 2010
Modified by K. Weaver and J. Wingate, PMMS 12/2010
31. analyze the pattern of sunspots on the surface of the Sun.
What patterns do you notice?
Are we currently at a period
of maximum sunspots or at a
period of minimum sunspots?
32. compare and contrast solar and lunar eclipses and relate them to lunar phases.
Draw a diagram representing a solar eclipse and a lunar eclipse.
Solar Eclipse
Lunar Eclipse
Moon Phase:
Moon Phase:
What causes us to see the Moon’s phases? _________________________________________________
_____________________________________________________________________________________
33. compare and contrast the Earth and the Moon in their response to solar wind particles.
How do the Earth and the Moon react differently to solar wind
particles? Use the diagram at the right to give you some ideas.
.
.
.
.
.
.
.
Earth Space Systems B Student Review
15
MCPS 2010
Modified by K. Weaver and J. Wingate, PMMS 12/2010
BCR: Revolution, Rotation and Eclipses
Occasionally during Earth’s revolution around the Sun, an eclipse occurs. Whether or not the eclipse is
visible from a specific location on Earth depends on many variables, including Earth’s rotation.
Eclipse
At which position on Earth’s surface (A or B) would you expect to see the lunar eclipse depicted in the
diagram? Explain your reasoning. In your response, be sure to:
 Describe the role revolution plays in the occurrences of eclipses
 Explain how Earth’s rotation is related to visibility of eclipses from various positions on Earth
Be sure to consider the completeness of your response, supporting details, and accurate use of terms.
Earth Space Systems B Student Review
16
MCPS 2010
Modified by K. Weaver and J. Wingate, PMMS 12/2010
34. explain the origin of astronomical tides.
What causes the Earth to experience tides?
35. analyze the evolution of stars in terms to the relationship between gravity and nuclear fusion.
BCR: The Life of a Star
http://hubblesite.org/
There are many variations in stars, including brightness, color,
temperature, and mass. Hertzprung and Russell suggested that these
variations showed that stars go through different stages.
Describe the life of a medium mass star, from the beginning to the end
of its existence.
In your response be sure to
 Identify each stage of the star’s life in the correct order
 Briefly describe the important processes in each stage (gravity, fusion, expand, collapse)
Be sure to consider the completeness of your response, supporting details, and accurate use of terms.
Earth Space Systems B Student Review
17
MCPS 2010
Modified by K. Weaver and J. Wingate, PMMS 12/2010
36. classify stars into populations based on their color and brightness.
Use the Hertzsprung-Russell Diagram to answer the following questions.
Describe the temperature and brightness of a Supergiant. _________________________________
Describe the temperature and brightness of a star in the lower left of the diagram. ______________________
What type of stars do you find at the lower left?
What happens to the brightness of a main-sequence star as its temperature increases? ____________________
37. compare and contrast the evolution of sun-like and massive stars.
Compare and contrast the evolution of sun-like (medium) and massive (large) stars. (HINT: Think about how long each
lives and how the life cycle ends for each type.)
38. explain the evidence astronomers use to support the Big Bang Theory.
What is the Big Bang Theory?
What evidence have scientists found to support the Big Bang Theory?
\
Earth Space Systems B Student Review
18
MCPS 2010
Modified by K. Weaver and J. Wingate, PMMS 12/2010
identify the astronomical instrument best suited to a particular task in studying the Universe.
Fill in the table below describing instruments used to study astronomy. Explain its use and provide an example.
Astronomical Instrument Function
Example
optical telescope
radio telescope
spectrometer
39. describe the advantage of satellite-based instruments and space probes over ground-based instruments in
studying the Universe.
We study the universe in many different ways. Fill in the table with advantages and disadvantages of the
methods listed below.
Method of Study
Advantages
Disadvantages
ground instruments
satellites
space probes
40. analyze the role of gravity in the formation of end-products of stellar evolution (e.g., white dwarfs, black holes).
The Universal Law of Gravitation says that all objects have a gravitational attraction to all other objects. This
attraction depends on two variables,
and
.
Which will have a stronger gravitational pull if they are the same distance away, an Earth-sized planet or a
Jupiter-sized planet?
Why?
If a satellite moves further away from Earth, what will happen to the gravitational pull on it? Why?
Earth Space Systems B Student Review
19
MCPS 2010
Modified by K. Weaver and J. Wingate, PMMS 12/2010
BCR: Universal Gravitation
Newton’s Universal Law of Gravitation states that any two objects exert a gravitational force of attraction on
each other. Examples of Newton’s law can be found throughout the universe. For example, the Sun’s gravity
affects Earth and other celestial bodies. The gravity of these objects also has an effect on Earth.
The extent to which gravity of any object affects another object is determined by many factors, for example
distance between the object and the mass of the objects.
The Milky Way
Describe evidence found in our universe that celestial bodies are gravitationally bound. In your response,
remember to include:



Specific examples of consistent relationships between celestial objects
Discuss how all bodies with mass are gravitationally bound
Describe the relationship between mass and gravitational force
Be sure to consider the completeness of your response, supporting details, and accurate use of terms.
Write your response on the lines provided on the Constructed Response Answer Sheet.
Earth Space Systems B Student Review
20
MCPS 2010
Modified by K. Weaver and J. Wingate, PMMS 12/2010