Download Review for CFE-answers

Review for CFE
Total # of questions = easy, moderate, hard
4 = 1, 3, 0 ch 1:3
1. Identify evidence that supports the big bang theory of the origin of the universe.
Existence of cosmic background radiation, expanding and cooling still happening, Doppler Effect
in light waves rather than sound waves
2. Identify instruments used to gather data that led to the development of the big bang theory
Satellite telescopes collecting various waves on the EM spectrum, radio telescopes
3. Identify how the big bang theory is verified by evidence such as the Doppler shift and cosmic
background radiation.
Cosmic Background radiation is believed to be the leftover energy from the Big Bang. The
Doppler Effect shows, using wavelengths, which direction stars and galaxies are moving.
Generally it shows these objects moving away from Earth.
4 = 1, 2, 1 ch 1:9
4. Describe the evolution of stars with a mass similar to the Sun
Molecular cloud (gas and dust) begins to mix, swirl, clump and spin. The core begins to heat and
attracts more material to it by gravitational pull. 15 million degrees Kelvin fusion of hydrogen
begins. Then has a long life, in this stage called the main sequence, for about 10 Billion years as a
star. Fusion slows down. Lose mass to Stellar wind. Shrink in size and are surrounded by shells
of dust and gas.
5. Describe the evolution of stars with a mass much greater than the Sun
Very much the same as above until the end. Live only 10’s of Millions of years. Uses up fuel much
quicker. Ends in a cataclysmic explosion of a Super Nova which leave a small remnant called a
neutron star.
6. Predict the effect of mass on a star’s evolution
Larger the mass the shorter the life span. 1/M(2.5) x 10 Billion years (the 2.5 is an exponent)
7. Understand the elements which are formed after a star runs out of hydrogen. (HertzsprungRussell diagram and equation for nuclear fusion.
Hydrogen, carbon, iron, nitrogen, oxygen
4 = 0, 3, 1 ch 2:1-10
8. Demonstrate an understanding of the Theory of plate tectonics 2:6
Theory that earth’s features are a result of moving plates of the earth’s crust.
9. Identify the major processes of plate tectonics (3 methods of plate movement, 3 types of plate
boundaries) pg 149, 2:3
Convergent (move together), divergent (move apart), transform (slide horizontally along each
other). The boundary type tells the type of movement of those two plates.
10. Identify features that result from moving tectonic plates to the major processes of plate
tectonics. (may include diagrams) NS9, P4-5, 2:1, 2, 3
Convergent (mountains, most volcanoes), divergent (rift valleys), transform (earthquake fault
lines). Heat from the earth’s center melts rock to magma in the mantle. The magma moves due
to convection, the circular motion of matter whose density changes due to heating and cooling
4 = 1, 2, 1
11. Analyze the movement of matter and energy through the carbon cycle, including the sources
and sinks of carbon dioxide in the atmosphere. 7:5, pg 670
Moves through living and non-living. In Carbon dioxide so it moves through photosynthesis and
respiration, decomposers produce it, in fossil fuels, weathering rocks release it. source- burning
fossil fuels. Sinks (storage) the ocean and reforestation. Some consider the US a sink not a
source of CO2 because of the reforestation of the eastern US. More forest now than 150 years
ago.
12. Analyze the movement of matter and energy through the water cycle, including the processes of
evaporation, transpiration, condensation and precipitation
Evaporation – liquid water is heated becomes a gas, vapor. Transpiration- release of gaseous
and liquid water from plants’ leaves when they have an abundance. Condensation- when
gaseous water cools and becomes a liquid. Precipitation- liquid or frozen water condensed by
cooling in the clouds that get too heavy and fall to the earth.
13. Analyze the movement of various forms of energy involved in the Earth’s energy budget
(starting materials and products of photosynthesis) pg 82
Energy budget is amount of energy received by Earth from the sun and delivered back into space.
Photosynthesis – carbon dioxide + water + energy  glucose + oxygen
Respiration - glucose + oxygen  carbon dioxide + water + energy
*Daily- cool, warm, cool. Visible light follows same pattern *Energy flow is the source of energy
for almost all of life on the planet. *plants capture sunlight to build plant tissue. *animals eat the
plants or other animals that have eaten plants. *Solar energy creates weather, movement of
oceans and powers the water cycle. *Most of the Earth Systems depend on the input of energy
from the Sun. *Sun supplies energy for human civilization through direct solar/wind power,
indirect through fossil fuels.
4 = 1, 3, 0
14. Recognize the distinction between direct and indirect evidence when drawing a
conclusion/inference (tree rings vs. harvest records)
Indirect – is based on inference; tree rings can give us clues but no actual facts
Direct – is based on fact; harvest records are written fact by the people that were there.
15. Understand that observation is the process of gathering data and that inference is the
conclusion drawn about gathered data
Self-explanatory
16. Understand the difference between qualitative and quantitative.
Qualitative - quaLitative, uses Letter or words to describe observations
quantitative – quaNtitative, use Numbers to describe observations
4 = 1, 2, 1
17. Compare and contrast different regions of the electromagnetic spectrum 1:8
Chapter 1 lesson 8, too much info to try to put here. Read this section!!!
18. Quantitatively explore the relationships among wavelength, frequency, and energy pg95
From left to right on the EM spectrum: radio, microwave, infrared, visible, ultraviolet, x-ray,
gamma ray; *l-r: low energy to high energy; *l-r: long wavelength to short wavelength
19. Students will relate different regions of the spectrum to technological applications and natural
phenomena. P. 95
The handout that we had that had all the different types of EM waves and the different satellites
that collect each kind of those waves, radio waves are detected on Earth in the giant radio
dishes.
5 = 1, 4, 0
20. Describe heat as a transfer of energy
Heat is thermal energy, found in all matter. Faster particles move the more heat is generated.
Energy can be transferred as light, heat, motion and other
21. Differentiate between heat and temperature
Scientific definition of temperature is- particles moving. The slower they move the cooler the
temp. The faster they move the warmer the temp.
22. Define and differentiate between convection, conduction and radiation
Convection- transfer of heat thru a medium that causes the medium to move in a circular
pattern. less dense moves up. cools, becomes more dense, moves down. (mantle, atmosphere)
Conduction- transmission of heat through a medium that doesn’t move (pan on a stove to heat
water)
Radiation- release of energy in the form of rays or waves (sunlight, x-rays, EM spectrum)
23. Explore the relation between heat and changes in temperature or states of matter (solid, liquid,
gas, plasma)
Can cause matter to melt, evaporate, sublimate (solid straight to gas, like dry ice) super heat and
it can go to plasma state.
4 = 1, 3, 0
24. Describe surface features of the Earth, such as river valleys and canyons 2:1, 7, 10
Self-explanatory
25. Describe processes that take place on the surface of the Earth, such as erosion and weathering
Rivers can form canyons, glaciers can form river valleys, karst landscapes have porous limestone
foundations, eventually can form sinkholes, wind can erode rock
26. Relate the features on the surface of the Earth to the processes that formed them.
See #25
27. Evaluate how a particular surface feature may have been formed.
4 = 1, 3, 0
28. Predict future weather conditions based on present observations, such as temperature, wind
direction, and barometric pressure.
Pages 608-609 for a summary for numbers 28, 29, 30
29. Use conceptual models, such as cold fronts and low pressure systems to predict future weather
conditions.
30. Recognize the limitations and uncertainties of weather predictions.
5 = 1, 3, 1
31. Evaluate or define a scientific investigation using evidence of scientific thinking and/or problem
solving
32. Identify or define test variables (independent) and/or outcome variable (dependent) in a given
scientific investigation
Test or independent- the one thing that is being changed purposefully, Cause. Outcome or
dependent- the one that changes as a result of the test variable being changed, Effect. Cause
and Effect.
33. Interpret and/or analyze data to make predictions and/or defend conclusions
Be able to read a data table or graph and use what is there to defend your answer.
34. Distinguish between an experiment and other types of scientific investigations where variables
cannot be changed.
See below
35. Know the difference between descriptive, comparative, and experimental scientific
investigations
Comparative- which chocolate melts fastest, which ball bounces higher. Collecting data on
different organisms/objects/features
Descriptive- used when scientists describe something quantitatively or qualitatively, Data
collection, display and analysis
Experimental- used when comparing an experimental group to a control group. Typical of the
scientific process.
4 = 1, 2, 1
36. Recognize that there are circular movements of ocean water (surface and deep water currents)
which move cold water from the poles toward the tropics and vice versa
Surface currents are caused by wind, deep water currents are caused by temperature and salinity
(both effect density)
37. Recognize that currents move the ocean water around Earth (wind and density driven) (may
address thermocline and pycnocline and conveyor belt)
Thermocline- zone of rapid change from warm water to cold water with increasing depth
Pycnocline- a layer of water in the ocean characterized with a rapid change of density with
depth.
38. Recognize waves in the ocean
4 = 0, 3, 1
39. Describe and compare and contrast Earth systems, atmosphere, hydrosphere, cryosphere,
geosphere, biosphere pg NS8-NS10
Atmosphere- gaseous envelope that surrounds the earth made mainly of nitrogen, oxygen,
carbon dioxide and water vapor
Hydrosphere- water on/in the earth and in the atmosphere. Hydrosphere and atmosphere make
up the fluid spheres of the Earth.
Cryosphere- consists of the earths ice masses and snow deposits. The frozen part of the
hydrosphere
Geosphere- solid earth that includes the continental and oceanic crust as well as the various
layers of the Earth’s interior
Biosphere- life zone, includes ALL living organisms, including humans and all organic matter that
has not yet decomposed
40. Describe the interactions among Earth systems pg NS8-NS10