Transcript Earth Systems CRT Review

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.
Life in the Universe
• 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)
Formation of Universe
(Big Bang Theory Common Today)
• 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
supernova
Red
supergiant
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.
Diversity of Life
• Biodiversity means many different kinds of life
forms
Diversity of Life
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
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
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 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.
Tides
• Caused by gravity
Tides
• Caused by gravity
Water cycle
The sun is the source of energy
The water cycle
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