STANDARD 3 REVIEW BATTERY
NAME
HOUR
Instructions: First step is to read the unit narrative. Then review the vocab. Next, try the review questions. Finally,
complete the crossword puzzle. Do as many as you can without looking at the definitions here on the first page and
then, if you need, get help from the definitions on the first page.
Rationale/Description
Earth is a dynamic planet. Processes that change Earth's surface operated in the past much as they do
today. Evidence of past surface and climatic changes are indicated in the rock and fossil records. Rocks are
composed of minerals. Rocks and minerals cycle through processes that change their form.
Several processes contribute to changing Earth’s surface. Earth’s surface is changed by heat flowing from
Earth's hot interior toward the cooler surface and by atmospheric processes. Earth’s surface can change
abruptly through volcanoes and earthquakes. Earth’s surface can change gradually through mountain
building, weathering, erosion, and deposition. Small changes that repeatedly occur over very long time
periods can add up to major changes in Earth’s surface.
Vocabulary
volcano/A weak spot in the crust here magma can get to the surface. Cone shaped with a crater in the
top.
earthquake/The shaking that results from the movement of rock beneath the Earth’s surface.
weathering/The breaking down of rocks through physical and chemical processes.
minerals/A naturally occurring, inorganic solid that has a crystal structure and a definite chemical
composition.
fossils/The preserved remains or traces of once living things.
sedimentary rock/A rock that forms when particles from other rocks or remains of once living organisms
are compacted and cemented together.
magma/Molten rock beneath the Earth’s surface.
metamorphic rock/ A rock formed by great heat and pressure.
rock cycle/A series of processes on the surface and inside Earth that slowly changes rocks from on kind to
another.
igneous rock/ A rock formed by the crystallization of lava or magma.
sedimentation/ The process of particles falling and coming to rest in layers.
deposition/The process in which sediment is laid down in new locations.
geology/ The science and study that deals with the earth's physical structure and substance, its history, and the
processes that act on it.
paleontology/The study of once living organisms from the past.
soil/ The loose weathered material on the Earth’s surface in which plants can grow.
erosion/The process of moving weathered particles.
rapid/Happening in a short time, having great speed.
gradual/ Taking place or happening slowly or by degrees
luster/The way light interacts with the surface of a crystal, rock, or mineral
texture/What the surface of a mineral looks and feels like.
hardness/A minerals resistance to scratching
fossil/Any evidence of a once living organism
STANDARD 3 REVIEW key
NAME
HOUR
INSTRUCTIONS: Please review and answer the following questions. There will be a class clicker challenge so be sure
you understand the answers when you do these so that you can do well on the clicker challenge.
Minerals are defined as naturally occurring,
inorganic, solids, which possess an orderly
internal structure, and a definite chemical
composition.
s3o1a 1.) Use the definition above to help with this question. Which of the following substances cannot
be classified as a mineral? EXPLAIN
a. calcite
b. oil NO, NOT A SOLID, NOT INORGANIC(formed from once lifving thins so is
organic), NO ORDERLY INTERNAL STRUCTURE
c. talc
d. leaf NO, ORGANIC, NO DEFINITE
CHEMICAL COMPOSITION.
Use the following chart to answer questions 2-5.
Mineral
Talc
Gypsum
Calcite
Fluorite
Apatite
Feldspar
Quartz
Topaz
Corundum
Diamond
Hardness
1
2
3
4
5
6
7
8
9
10
Streak
white
clear
clear
clear
white
white or clear
clear
clear
clear
clear
Cleavage
one plane
one plane
rhombohedral
octahedral
one plane
two plane
none
one plane
rhombohedral
octahedral
s3o1b 2.)Streak would not be useful in identifying which two minerals?
Topaz and Corundum because they have the SAME color streak. Thus you would not be able to tell.
However, you could tell the difference between these two if you used cleavage.
s3o1b 3.) Use the Moh’s Hardness Scale to determine which mineral can scratch Fluorite and Calcite but
cannot scratch Feldspar: Apatite, it is in between the two.
s3o1b 4.) . Which minerals will scratch feldspar? Quarts, Topaz, Corundum, Diamond
s3o1b 5.) Describe cleavage of calcite.
rhombohedral
Sam made the following key while studying rocks in 8th grade. Use it to help decide the type of rock
that is described in questions (6-8).
Rock Type
Shiny
Metamorphic
Igneous
Sedimentary
Mineral
√
√
Flat
Layers
√
Air
Holes
Fossils
Glassy
√
√
√
Particles stuck
together
√
√
√
√
√
√
Crystals
√
√
√
√
s3o1c 6.) This rock has particles stuck together, has crystals, is glassy, and is shiny. According to Sam's
key what type of rock is this? Igneous
s3o1c 7.) . This rock has flat layers, fossils, and it’s particles are stuck together. According to Sam's key
what type of rock is this? Sedimentary
s3o1c 8.) This rock is shiny, has crystals, and has flat layers. According to Sam's key what type of rock is
this? Metamorphic
Use the following Rock Cycle diagram to answer questions 9-10
s3o2a 9.) Which kinds of rock can metamorphic rock be made from?
Any rock can be subjected to heat and pressure and changed into a metamorphic rock. Even a
metamorphic rock. So all three can be changed into a metamorphic rock.
s3o2a 10.) If you started at the X what would be the next kind of rock you would be?
Igneous rock
s3o2b 11.)
a.) Describe the order of events, starting in the core, that describe how heat energy AND
mechanical energy get to the surface.
Radioactive decay in mantle- gives off heat-melt rock material-risesplates to move-Plates catch/stick together-store up mechanical potential-slip/breaksend out seismic waves(mechanical energy)
b.) There is a second one similar, but different to the one you did above. Describe the order of
events, starting in the core, that describe how heat energy AND mechanical energy get to the
surface.
Radioactive decay- gives off heat-melts rock-risesgoes up through weakness/crackgets to surface through volcano (heat energy gets to surface)
s3o2c 12.)
a.) Describe how erosion and deposition and change the Earth’s surface change the Earth’s
surface? How are they similar and different?
Similar
different
Erosion and deposition
both change surface of Earth
erosion takes away
Gradual changes
Can involve gravity
Deposition lays
sediments down
Can both be rapid
b.) Explain 3 gradual changes to the Earth’s surface.
1.) creep: slow down hill movement due to freeze thaw.
2.) A boulder that slowly is pushed down hill by a glacier.
3.) the deposition and build up of layers like in the Grand Canyon
c.) Explain 3 rapid changes to the Earth’s surface.
1.) Landslide: rocks, soil, and debris rapidly move down hill.
2.) Slump: A larg block suddenly releases and falls downslope.
3.) Earthquakes/volcanos
s3o2d 13.) Describes how gravity changes the Earth’s surface? Tree Map???
Landslide: A rapid, downslope move
of rock.
Mass Movement
s3o2e 14.) Describe how soil forms.
The weathering and breakdown of rock into small
particles mixing with the decaying remains of
organic matter. A slow process.
s3o2d. 15.) Place the following steps of fossil formation in order from first step to last step.
a. the hard parts of a living organism such as the skeleton or exoskeleton is buried.
b. the skeleton or exoskeleton of a once living organism is left on the ground.
c. the skeleton or exoskeleton materials are replaced with mineral deposits forming t he
fossil.
d. the skeleton or exoskeleton materials dissolve.
b-a- d - c
s3o3a 16.) If sediments are deposited really slow how can we get really big layers of sedimentary rocks?
SUPER DUPER LOTS OF TIME
s3o3b 17.) Use the diagram below.
17.) What is older? The fault (B) or sedimentary layer T? and Why?
T because the Law of Crosscutting Relationships state that a layer had to be there first in order to be cut
by a fault.
s3o3c 18. How can older rock get over younger rock? There are two ways.
faults and folds in the rock layers from great tectonic pressures can push/fold older layers on top of
younger layers.
s3o3 d 19.) Based on the fossils found in these layers what kind of environment used to be here?
The paleoenvironment was probablu an ocean because these organisms are found in oceans today.
Uniformitarianism states that what we see happening today probably happened the same way in the
past.
s3o3d 20.) Why do fossils look more and more like modern organisms in higher layers?
Because the layers get younger and younger near the top. The small changes through time have lead to
organisms we see today.
Standard 3
Students will understand the processes of rock and fossil formation.
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Objective 1
Compare rocks and minerals and describe how they are related.
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Recognize that most rocks are composed of minerals.
Observe and describe the minerals found in rocks (e.g., shape, color, luster, texture, hardness).
Categorize rock samples as sedimentary, metamorphic, or igneous.
Objective 2
Describe the nature of the changes that rocks undergo over long periods of time.
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Diagram and explain the rock cycle.
Describe the role of energy in the processes that change rock materials over time.
Use a model to demonstrate how erosion changes the surface of Earth.
Relate gravity to changes in Earth’s surface.
Identify the role of weathering of rocks in soil formation.
Describe and model the processes of fossil formation.
Objective 3
Describe how rock and fossil evidence is used to infer Earth’s history.
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Describe how the deposition of rock materials produces layering of sedimentary rocks over time.
Identify the assumptions scientists make to determine relative ages of rock layers.
Explain why some sedimentary rock layers may not always appear with youngest rock on top and older
rocks below (i.e., folding, faulting).
Research how fossils show evidence of the changing surface of the Earth.
Propose why more recently deposited rock layers are more likely to contain fossils resembling existing
species than older rock layers.
Objective 4
Compare rapid and gradual changes to Earth’s surface.
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Describe how energy from the Earth's interior causes changes to Earth’s surface (i.e., earthquakes,
volcanoes).
Describe how earthquakes and volcanoes transfer energy from Earth's interior to the surface (e.g., seismic
waves transfer mechanical energy, flowing magma transfers heat and mechanical energy).
Model the process of energy buildup and release in earthquakes.
Investigate and report possible reasons why the best engineering or ecological practices are not always
followed in making decisions about building roads, dams, and other structures.
Model how small changes over time add up to major changes to Earth’s surface.
Standard 3 Wordbank
volcano
fossils
rock cycle
geology
rapid
hardness
earthquake
sedimentary rock
igneous rock
paleontology
gradual
fossil
weathering
magma
sedimentation
soil
luster
minerals
metamorphic rock
deposition
erosion
texture