Semester Review 2
8.7A
Model and illustrate how the tilted Earth rotates on its axis, causing day and night, and revolves around the
Sun causing changes in seasons.
Readiness Standard
1. Show how the Earth appears during DAY in the N. Hemisphere.(show Earth, axis and Sun, rotation or revolution)
24 hrs. to rotate counterclockwise on its axis
Rotation
2. Demonstrate the Earth’s appearance during Winter in the N. Hemisphere(show Earth, tilt of axis, Sun, rotation or
revolution).
It takes 365 days to revolve
around the sun
counterclockwise. When
the Earth is tilted toward
the sun the Northern
hemisphere is experiencing
summer, and the Southern
hemisphere is experiencing
winter. When the Earth is
tilted away the NH is
experiencing winter and
the SH is experiencing
summer.
8.7B
Demonstrate and predict the sequence of events in the lunar cycle.
Readiness Standard
3. Draw the Lunar Cycle. Name all the parts(show Earth, Sun, Moon phases with names).
It takes about a month for the Moon to revolve around the earth
8.7C
Relate the position of the Moon and Sun to their effect on ocean tides.
Supporting Standard
4. Explain how the Earth produces HIGH and low tides based on the Moon position. Indicate the Spring tide and the
Neap tide (show Moon, Earth, tides named).
Tides are created because the Earth
and the moon are attracted to each
other. The moon is able to pull the
water toward it. Each day, there are two
high tides and two low tides. When the
sun and moon are aligned (full and new
moons), the gravitational forces are
strong causing very high tides and
extremely low tides which are called
spring tides. Neap tides (quarter
moons) are weak tides there is very
little difference between the high and
low tide during this time. During the
other phases of the moon the tides fall
in a normal level of high and low tides.
8.8A
Describe components of the universe, including stars, nebulae, and galaxies, and use models such as the
Herztsprung-Russell diagram for classification.
Readiness Standard
5.
Organize the life cycle of a star(start with the Nebula and end with a dwarf or a black hole).
Nebula
6.
What are the 3 galaxy types, draw 1 example and which one is Earth’s?
SPIRAL
Irregular
Earth’s galaxy is the Milky Way and it’s a
spiral
Elliptical
7.
What are the 4 measures of classification for a star on the H-R diagram?
Luminosity (apparent magnitude)
Absolute Magnitude
Color
Temperature
Size
8.8B
Recognize that the Sun is a medium-sized star near the edge of a disc-shaped galaxy of stars and that the
Sun is many thousands of times closer to Earth than any other star.
Supporting Standard
8.
8.8C
The Sun is our closest___Star_________. It is on the _____Main Sequence______ and belongs to
stars of _____Average or medium______ size.
Explore how different wavelengths of the electromagnetic spectrum such as light and
radio waves are used to gain information about distances and properties of components
in the universe.
Supporting Standard
9.
ROYGBIV is the visible light that humans can see. What color shift means that
the planets are still expanding? What does ROYGBIV stand for?
Blue means the planets, stars, and galaxies are moving toward Earth and Red
means the universe is expanding or moving away from Earth
R=red, O=orange, Y=yellow, G=green, B=blue, I=indigo, V=violet
Radiowaves are the longest and slowest, Visible light is in the middle and
Gamma rays are at the other end and are the fastest and shortest waves.
8.8D
Model and describe how light years are used to measure distances and sizes in the universe.
Supporting Standard
10. Why is a light year the best tool for measuring object distance in Space? What is the measure for a
light year?
Objects in space are very far apart and light years are used to make measuring easier for such large
numbers.
A light year is equal to the distance it takes for light to travel in a year. Light travels at 300,000 Km/s so it can
travel 9.4 trillion km in a year.
8.11A
Describe producer/consumer, predator/prey, and parasite/host relationships as they occur in food webs
within marine, freshwater, and terrestrial ecosystems.
Readiness Standard
11. Given : tree, bug, mouse, hawk, acorn, squirrel, snake, bird, owl, wheat, fox, flower, arrange them as
the above and indicate if they are marine, freshwater or terrestrial ecosystem.
This is a terrestrial ecosystem meaning it is on dry land but these plants and
animals must rely on a local water supply for water
Producers=make their food(plants)
Consumers=have to eat (animals)
A predator ( hawk)will hunt its
prey(mouse)
A parasite (bug) feeds off its
host(animal) and actually causes harm
up to and including causing death to the
host
8.11B
Investigate how organisms and populations in an ecosystem depend on and may compete for biotic and
abiotic factors such as quantity of light, water, range of temperatures, or soil composition.
Readiness Standard
12. Explain why and how abiotic factors contribute to the survival of any BIOTIC species and why there
might be competition.(use a cheetah or a leopard as your example for biotic).
Abiotic factor are the non or never been living components of an ecosystem. Biotic factors are all
the living or once been living components of an ecosystem.
All living organisms (plant and animal) need water to drink and compete with the other organisms
in the ecosystem for it. Plants compete for sunlight. Predators compete for food. Organism
compete for shelter. The plants compete for CO2 and the animals compete for Oxygen.
8.11C
Explore how short- and long-term environmental changes affect organisms and traits in subsequent
populations.
Readiness Standard
13. If man pollutes a waterway, how would this affect the fish population and the animals that eat the
fish? Is this a marine or freshwater ecosystem? Explain the Biotic and abiotic factors that are
affecting each other.
Whether freshwater or marine the pollution will affect both plants and animals that rely on it for
water and for food that it provides. If the fish die due to the pollution those that eat the fish may
dies as well. If the pollution makes the plants and fish sick then those that eat the plants and the
fish and the animals that eat the plants and fish may get sick as well. Pollution in our oceans and
freshwater ecosystems weakens the biodiversity and the balance of plants and animals, and again
on the people who rely on it for food or their source of income.
8.11D
Recognize human dependence on ocean systems and explain how human activities such as runoff, artificial
reefs, or use of resources have modified these systems.
Supporting Standard
14. How would humans affect/impact the ocean environment due to runoff, building of artificial reefs
and over fishing?
Humans have interrupted the balance of life in the ocean. Pollution has cause the fish and other organism
population to decrease. People who overfish have led to the almost extinction of some species. Artificial
reefs are created from sinking material like boats and from the support beams of off shore drilling. Algae
and other plant life begin to form on the structures which in turns brings more and more organism back to
an area that had been recently been affected.
8.10A
Recognize that the Sun provides the energy that drives convection within the atmosphere and oceans,
producing winds and ocean currents.
Supporting Standard
15. What is the power source for all convection(in atmosphere and water, evaporation and ocean
movement)?
The heat of the sun is the power source that drives convection which is when less dense hot air
rises and the cool dense air moves in underneath causing a circular motion of air. This causes
wind and surface currents in the ocean. The bigger difference in air pressure the stronger the wind.
The sun”s heat heats up the water on earth and causes evaporation. This evaporation is part of the
water cycle which will eventually return the water to the surface through precipitation.
8.10B Identify how global patterns of atmospheric movement influence local weather using
weather maps that show high and low pressures and fronts.
Supporting Standard
16. Name 2 global winds and their influence on weather and 2 local winds and their
influence on local weather.
Westerlies move from west to east and move toward the Equator. They move cool air
down Easterlies move from east to west and move toward the poles. They bring the
warm air up.
When these air masses meet they can cause stormy weather and changes in
temperatures.
Sea breezes are created when the cooler air over the water during the day rushes
inland to fill in the gap when the warm air over the land moves up. Land breezes are
created when the cooler night air over the land moves in to fill in the gaps after the
warm air over the ocean moves up. These breezes cool the coastal areas.
8.10C
Identify the role of the oceans in the formation of weather systems such as hurricanes.
Supporting Standard
17. Explain how a hurricane forms over an ocean.
The warm water near the equator evaporates at a faster rate than colder water. This rapid
evaporation can cause the air above to spin. As the warm water continues to evaporate it fuels these
clouds to form a massive circular storm. As long and the storm is over warm water the storm will
continue to build and grow stronger. Once it moves into cold water or over land the storm begins to
weaken.