Download Chapter 19 Section 1 Review Page 474

Earth Systems CRT Review
Observation, fact, inference

observation: using your senses to obtain
information about the world around you

Fact: something that has happened and in
known to be true (you can see or measure it)

Inference: a conclusion based on a series of
facts, a kind of “prediction" you did not see or
measure it…yet)(“I smell McDonald’s”)
Hypothesis and theory

Hypothesis: an idea or explanation based
on observations that can be tested (“I think
it smells like McDonald’s)

Theory: an explanation based on
observation, experimentation, and
reasoning…it has been “tested”
Standard I:
Students will understand the
scientific evidence that supports
theories that explain how the
universe and solar system
developed.
Objective 1: Describe the big bang theory and
evidence supporting it.
Objective 2: Relate the structure and composition
of the solar system to the processes that exist in
the universe.
Formation of Universe
(Big Bang Theory Common Today)

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Models and theories have changed over time as new evidence
(observations) was obtained.
Hubble- Red Shift (in light spectrum) supports a Big Bang by
showing that all stars are moving away from each other
Expanding Universe- red shift supports the motion of stars and
galaxies away from each other and a central point where the big
bang happened
Doppler effect: an apparent shift in the frequency of a wave due to
the motion of an object
Big Bang- all of the matter and energy present today was
compressed into a small space. -when hydrogen and helium
formed- The rest of matter HEAVY ELEMENTS) formed in stars or
supernova explosions by combining lighter elements
Doppler effect
Life Cycles of Stars
Stars are born (nebular theory)
 They all start like our sun converting
hydrogen into helium by high temperature
and nuclear fusion

H-R Diagram
Hertzsprung-Russell
H-R Diagram
Hertzsprung-Russell
H-R Diagram
Hertzsprung-Russell
Life Cycle of Stars by MASS
Star like our
sun
Nebula-gas
and dust
Red
giant
Planetary
nebula
White
dwarf then
black
dwarf?
Protostars
Massive
star
Red
supergiant
supernova
Neutron
star and/or
black hole
Standard II:
Students will understand that the
features of Earth’s evolving
environment affect living systems,
and that life on Earth is unique in
the solar system.
Objective 1: Describe the unique physical features
of Earth’s environment that make life on Earth
possible.
Objective 2: Analyze how ecosystems differ from
each other due to abiotic and biotic factors.
Objective 3: Examine Earth’s diversity of life as it
changes over time.
Life in the Universe

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As far as we know, Earth is the only planet with
life.
Why? Earth has the right temperature,
atmosphere, and water to sustain life.
Next closest planet? Mars-It does have an
atmosphere but not just like Earth’s), it has
somewhat moderate temperatures (but too cold
at times), it has polar ice caps (but not water or
liquid water)
We are searching Mars for evidence of water for
possible past life (although a fossil would be
great)
Diversity of ecosystems
Lots of biodiversity
WHY?
Less biodiversity
WHY?
Why is there sometimes more or less biomass?
(Biomass is the total mass of living material)
Energy Flow
Sun-source of energy
Producers-plants-turn sunlight
into food for consumers
Consumers- eat produces to get
their energy
Decomposers- break down dead
Organisms to release CO2 and
Nitrogen back into the environment
Energy Flow
Diversity of Life

Biodiversity means many different kinds of
life forms
Dinosaur extinction theory

An asteroid or large meteor hit Earth about
65 million years ago
Dinosaur extinction theory

An asteroid or large meteor hit Earth about
65 million years ago
Meteor crater in Arizona;
meteorite was thousands of
time smaller
Standard III:
Students will understand that
gravity, density, and convection
move Earth’s plates and this
movement causes the plates to
impact other Earth systems.
Objective 1: Explain the evidence that supports
the theory of plate tectonics.
Objective 2: Describe the process within Earth
that result in plate motion and relate it to
changes in other Earth systems.
Continental drift
Alfred Wegener proposed it 100 years ago
 He had strong evidence of fossils, glacial
deposits, rocks, climate
 He could not explain the forces that moved
the plates

Continental drift
Continental
drift
Earthquakes and volcanoes

Most occur along plate boundaries
Plate tectonics

Earth is divided into sections that move
about on convection currents in the upper
mantle
Plate tectonics: 3 boundary types
Convergent, divergent, transform
Plate tectonics: 3 boundary types
Convergent, divergent, transform
Which type?
transform
Plate tectonics: 3 boundary types
Convergent, divergent, transform
Which type?
divergent
Ex.: seafloor
spreading
Plate tectonics: 3 boundary types
Convergent, divergent, transform
Which type?
convergent
Hawaiian Volcanoes: Hot Spot
Standard IV:
Students will understand that water
cycles through and between
reservoirs in the hydrosphere and
affects the other spheres of the Earth
system.
Objective 1: Explain the water cycle in terms of its
reservoirs, the movement between reservoirs,
and the energy to move water. Evaluate the
importance of fresh water to the biosphere.
Objective 2: Analyze the physical and biological
dynamics of the oceans.
Water cycle
The sun is the source of energy
Tides

Caused by gravity
Tides
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Caused by gravity
The water cycle
Physical and biological dynamics of
the oceans
Standard V:
Students will understand that
Earth’s atmosphere interacts with
and is altered by the lithosphere,
hydrosphere, and biosphere.
Objective 1: Describe how matter in the
atmosphere cycles through other Earth systems.
Objective 2: Trace ways in which the atmosphere
has been altered by living systems and has itself
strongly affected living systems over the course
of Earth’s history.
Carbon Dioxide
Greenhouse effect: warming of Earth due
to greenhouse gases (carbon dioxide,
water vapor, methane) trapped in the
atmosphere
 Greenhouse effect is increasing and has
been for about the past 120 years

Carbon Dioxide
Fossils fuels- gas, coal, oil
 Fossil fuels are a major source of carbon
dioxide

Carbon cycle
Carbon cycle
Animals
PEOPLE
Carbon dioxide levels and
temperature increases
Carbon dioxide levels and
temperature increases
What would you conclude?
Temperature change over time
Carbon dioxide change over
time
Is there a link between carbon dioxide and temperature??
Ozone

A special oxygen molecule that absorbs
ultraviolet light, protecting us from the sun.
Standard VI:
Students will understand the source
and distribution of energy on Earth
and its effects on Earth systems.
Objective 1: Describe the transformation of solar
energy into heat and chemical energy on Earth
and eventually the radiation of energy to space.
Objective 2: Relate energy sources and
transformations to the effects on Earth systems.
Weather and climate

Weather- the condition of the atmosphere
right now (wind, temperature, precipitation,
etc.)

Climate- the average weather over a long
period of time.
Coriolis effect
Due to Earth’s rotation wind and ocean currents in the
Northern Hemisphere appear to curve to the right
Coriolis effect
Due to Earth’s rotation wind and ocean currents in the
Northern Hemisphere appear to curve to the right