Semester Test Review Study Guide
Earth Science_SCI113B
Spring
Directions: Please use your notes, previous study guides, and online text to complete this study guide. There are several questions you already answered in previous Unit Study Guides. When completed submit to the dropbox titled “Final Exam Study Guide”. It must be turned in before we review in class for full points.
Unit 1 Weather 2
1) What are the two properties that define a climatic region? (Lesson 1.02, Page 3)
Temperature and precipitation
2) What impact can large bodies of water have on temperatures in a region? (Lesson 1.02, Page 5)
Large bodies of water often decrease temperature by absorbing large amounts of heat from the air, as well as allowing winds to blow unimpeded.
3) How have carbon dioxide levels changed in the past 1000 years?What is the cause? (Lesson 1.08, Page 3)
Carbon dioxide levels have largely increased over the past millennium. This is due to human factors such as air pollution, increased animal agriculture, and energy production. Also, the oceans have largely reached their CO2 carrying capacity, thus more CO2 is left in the air.
Unit 2 Oceans
4) Look at the diagram below and state where the temperatures are the warmest and where they are the coldest. What is the primary reason for this variation? (Lesson 2.01, Page 3)
5) Using the map below identify where the areas are that have the highest surface-water salinity. Are the areas of higher surface salinity near the equator or near the poles? What effect would temperature and sunlight have on surface salinity? (Lesson 2.01, Page 4)
6) Describe the temperature and salinity and consequently density of each ocean layer (Lesson 2.01, Page 6):
Layer / Temperature / Salinity / DensitySurface-Mixed Zone / Warmest / Lowest / Lowest
Transition Zone / Midrange / Midrange / Midrange
Deep Zone / Coldest / Highest / Highest
7) Using the table above what type of environment would a marine organism have to withstand if they lived in the deep zone? A cold, dense, and highly saline environment. This is why only extremophiles occupy the darkest, deepest parts of the ocean.
8) Define the following (2.03, Pages 3-5):
Thermocline: A steep temperature gradient in a large body of water. It will have separate layers at different temperatures.
Halocline: A salinity gradient within a body of water. Often varies based on depth and temperature.
Pycnocline: A density gradient in which density within layers increases rapidly with depth changes.
9) How would you describe depth C in terms of density, temperature and salinity? (Lessons 2.01 & 2.03)
10) Use the graph to fill in the missing temperature, salinity, and density values on the table. (Tip: print this out OR use two note cards or other straightedge to line up your points on your computer screen.) (Lesson 2.03, Page 2)
Position / Temperature(oC) / Salinity
(ppt) / Density
(g/cm3)
A / 20 / Near 34.5 / near 1.025
B / 25 / near 34.5 / 1.023
C / 15 / 35 / Near 1.026
11) Use the diagram below to answer the questions below (2.03, Page 9):
a.)What colors can you still see at 100 meters? Blue, green, and violet.
b.)What colors can you see at 200 meters? Only blue.
c.)Why are you only able to see the color blue at 200m? All other colors have been completely absorbed by the water by this depth. Water is bad at absorbing blue, and tends to reflect it rather than absorb it.
12) Contrast the two types of ocean currents (2.05, Page2)
Surface Currents / Deep-Ocean Currents13) Describe the ocean floor (Lesson 2.07, Page 9)
14) What 3 conditions encourage the presence of marine life in the ocean? (Lesson 2.08 Page 6)
Unit 3 Cycles on Earth
15) The Nitrogen cycle takes atmosphere nitrogen and makes it available to living things. Match the following with the way they get Nitrogen. (Lesson 3.02)
A)Primary Consumer / __D__ Absorb Nitrogen from the atmosphere and work with bacteria in their roots to “fix” or put Nitrogen into the soilB)Producers / __B__ Take Nitrogen from the soil to grow and help build their amino acids
C)Secondary Consumer / __A__ Eat the producers and get Nitrogen
D)Legumes / __C__ Eat the primary consumers and get Nitrogen
16) What other element plays an important role in the carbon cycle other than carbon? (Hint: this is cycled back and forth between producers and consumers.) (Lesson 3.03, Page 3)
17) Where are the Earth’s largest reservoirs of carbon located at? (Lesson 3.03, Page 5)
18) Look at the mastery map on lesson 3.03 slide 10 and determine whether the processes in the table cause Carbon to Enter or Leave the atmosphere.
Process / Carbon Enters Atmosphere / Carbon Leaves AtmosphereEx. volcanoes / x
weathering
burial of biomass
respiration
photosynthesis
deposition of sediment
burning biomass & fossil fuels
seawater
19) What role do decomposers play in the cycling of material in a biogeochemical cycle? (Lesson 3.02, Page 7)
20) Define the following terms:
*Photosynthesis (Lesson 3.04, Page 4):
*Cellular Respiration (use definition in paragraph, DO NOT CLICK for definition, Lesson 3.04, Page 5):
21) Label the following equations. Choices: photosynthesis or cellular respiration. (Lesson 3.04, Page 4)
*__Cellular Respiration______: C6H12O6 (glucose) + 6O2 6CO2 + 6H2O + energy
*__Photosynthesis______: Solar Energy + 6CO2 + 6H2O C6H12O6 (glucose) + 6O2
22) Highlight either producer or consumer to make the statement correct (Lesson 3.04, Pages 45):
*Producer/Consumer takes in carbon through photosynthesis and releases oxygen
*Producer/Consumer takes oxygen and release carbon during respiration
23) Fill in the following chart to describe the different processes that move water through the environment. (Lesson 3.06)
Process / DescriptionEvaporation / The process by which liquid water changes to water vapor.
Transpiration / The process by which a plant loses water to the atmosphere by way of evaporation of water from the plant through the surfaces of its leaves.
Condensation / Water that collects as droplets from the moisture in air.
Precipitation / Any form of water that falls from the atmosphere to the surface of the earth.
Surface runoff / Water that move’s across earth’s surface
Infiltration / Water or liquid that enters into something through permeation of a barrier.
Unit 4 Astronomy
24) What kind of nuclear reaction provides the suns energy? How does it work?(Lesson 4.01, Page 3)
Fusion. The heat at the core of the sun is so extreme that the atoms of the hydrogen gas come apart. The protons then collide to form helium. As they collide they release large amounts of energy as heat.
25) What is the reason for the seasons on earth? (Lesson 4.05, Page 4)
26) Explain the modern theory of the origin of solar systems. (Lesson 4.06, Page 5)
27) What is the most powerful force in the universe? What does it affect (Lesson 4.07, Page 9)
Gravity. It affects almost everything. It forces molecules and elements together to form planets and chemicals.
28) What is the Emission Spectrum, and what can it tell us about stars?(Lesson 4.09, Page 8)
29) How can a light-year be a measure of distance, not time? (Lesson: 4.11, Pages5& 6)
30) What are the life cycle steps of each type of star?(Lesson 4.12, Pages 6-8)
a)Low mass star (less than 0.5 solar mass):
b)Sun-like star:
c)High mass star:
31) Give two pieces of evidence which support the idea that the universe is expanding (Lesson 4.15, Pages 6 & 7)
32) Explain what circumstances would lead to a big crunch. (Lesson 4.15, Page 11)
Unit 5 Earth’s Resources
33) Define the following resources and give at least two examples of each. (Lesson 5.02, Page 2)
Resource / Definition / Examplesrenewable
nonrenewable
34) Define sustainability. (Lesson 5.06, Page 3)
Unit 6 Environmental Issues
35) The use of what resources releases carbon dioxide into the atmosphere? (Lesson 6.05, Page 6)
36) What are environmental concerns with hydroelectric power? Make sure discuss areas upstream and downstream. (Lesson 6.01, Page 9)
37) Define ecosystem. (Lesson 6.02, Page3)
38) Fill out the table below to compare abiotic and biotic. Make sure to include at least 3 examples of each. (Lesson 6.02, Page 3)
Abiotic / BioticDefinition: / Definition:
Examples: / Examples:
39) Define succession and give two examples that would lead to it. (Lesson 6.02, Page 8)
40) What is biodiversity? (Lesson 6.03, Page 2)
41) Why is biodiversity important and what can we do to stop the decline in biodiversity? (Lesson 6.03, Pages3 & 5)