Transcript MILESTONES dok 3

Throughout history, various models of the solar system have
Been accepted. The table below describes two different
models of the solar system.
Throughout history, scientists have developed different models of the solar system that have
been proven incorrect. The heliocentric model has replaced the geocentric model. Information
about these models is in the passage.
Part A: Explain how the geocentric and the heliocentric models are similar.
Part B: Explain how the geocentric and the heliocentric models are different.
Part C: Explain why the geocentric model was once considered to correctly explain the
organization of the planets.
Part D: Describe how today's technology has provided information about our current model of
the solar system.
Many models have been developed through time to describe the positions of
the planets in relation to each other and the sun. Two early models of the
solar system are shown below.
Part A: Identify which of these two models most closely represents the
modern-day understanding of the solar system, and provide three reasons
that support your selection.
Part B: Compare the characteristics of the orbits of the inner planets with
the orbits of the outer planets in Model 2.
Part C: Explain how scientists came to accept one model over the other. Be
sure to describe the methods the scientists used.
Part D: Explain why scientific models, such as the two shown, gradually
change throughout history.
• We live in the Milky Way galaxy.
Part A
Describe the Milky Way galaxy.
Part B
Describe the sun's location within the Milky Way as
explained by present-day scientists.
Part C
Explain the relationship of the Milky Way to the
universe.
Part D
Identify a force that governs the motion of our solar
system.
• Scientists have identified several planets that may be
able to support life.
Part A
List three characteristics of Earth that allow life to
survive.
Part B
Explain why a planet must rotate on its axis in order
to support life.
Part C
Scientists refer to a certain distance from a central
star as the habitable zone. Describe two factors that
must exist for the area to be considered a habitable
zone.
Scientists have collected information about the planets in our solar system for hundreds of years.
Part A: List the planets that are larger
than Earth.
Part B: Name the two planets that are closest in distance to Earth.
Part C: Explain the reason for the difference of temperature on the
surface of Earth compared to the temperature on the surface of Venus.
Part D: Compare the surface of Earth to the surface of Neptune.
A student researched information about the planets of the solar system. The
distance of each planet from the sun is in Astronomical Units (AU), which is a unit of
distance that means Earth's distance from the sun. The surface temperature for
each planet is in degrees Celsius The table of information is shown below.
Part A: Which planet will be least likely
to support life? Support your
answer with data from the table.
Part B: Which planet is most like Earth? Explain your answer.
Part C: Explain why Venus and Mercury have the highest surface temperatures and
Uranus and Neptune have the lowest surface temperatures.
Part D: Explain why Neptune and Uranus orbit the sun even though they are very far
away from the sun compared to Earth.
The currently accepted model of our planetary system explains that
the planets revolve around the sun instead of around Earth.
Part A
Explain one reason for the revolutions of the planets.
Part B
Explain why planets revolve around the sun instead of around
Earth.
Part C
Describe the evidence that was used by scientists to discard the
model of planets and their moons moving around Earth.
Part D
Describe evidence that was used by scientists to develop the model
of planets revolving around the sun.
The table shows information for some of the planets and the sun. The distance is
shown in kilometers (km) and the mass is shown in kilograms (kg). The
temperature is shown in degrees
Celsius (°C).
Planets in our solar system revolve around the sun. The table in the passage shows
some characteristics of four planets.
Part A: Explain what causes the planets to continue to orbit the sun at a certain
distance.
Part B: Explain what causes the temperatures to be different among the planets.
Part C: Use information from the table to explain why Mercury cannot support life.
Part D: Describe a piece of information that is not included in the table that would
be helpful to determine if a planet could support life.
People sometimes see streaks of light in the sky that are
caused by objects in outer space such as comets,
meteors, and asteroids. Some of the objects appear to
move very fast and others do not.
Part A: Describe two characteristics of a comet.
Part B: Describe two characteristics of a meteor.
Part C: Identify a characteristic that both a meteor and
an asteroid have in common.
Part D: Explain the force that controls the motion of
comets, meteors, and asteroids.
The calendar below shows how the moon
appears to change shape during one month.
James observes that the moon changes shape throughout a month. He draws the phase of
the moon that he observes each night on a calendar. The calendar in the passage shows the
phases of the moon during a month like the phases James drew on his calendar.
Part A: Describe the positions of the sun, moon, and Earth on Day 15 of this month.
Part B: Explain why the moon is dark on Day 15.
Part C: Describe the positions of the sun, moon, and Earth on Day 30 of this month.
Part D: Explain why the moon has different phases throughout a month.
The calendar below shows how the moon
appears to change shape during one month.
Several times a year there may be solar eclipses,
as well as lunar eclipses that occur during certain
lunar phases.
Part A: Use the calendar to identify the day(s) of the month that a lunar eclipse
could occur. Identify the day(s) of the month when a solar eclipse could occur.
Part B: Explain the alignment of Earth, the sun, and the moon during a lunar eclipse.
Part C: Describe the effects a solar eclipse and a lunar eclipse have on the
appearance of the moon phase at the time of each eclipse.
Part D: Explain the cause of the moon phase
The calendar below shows how the moon appears to
change shape during one month.
A solar eclipse occurs several times a year. Use the
calendar in the passage to help answer these questions.
Part A
Identify the day of this month that a solar eclipse could occur.
Part B
Explain why only 2 to 5 solar eclipses occur during a year.
Part C
Compare the alignment of Earth, the sun, and the moon during a solar eclipse to their
alignment during a lunar eclipse.
Part D
Explain how movement causes Earth, the sun, and the moon to align during eclipses.
Students are studying the effects of the tilted axis of Earth.
Part A: Explain the relationship between the tilt of Earth's axis
and the amount of solar energy reaching Earth's surface.
Part B: Describe how the tilt of Earth's axis causes differences
in climates found on Earth.
Part C: Describe how the tilt of Earth is related to seasonal
weather patterns.
Part D: Describe two weather events that are caused by the
unequal heating of land and water.
Part E: Explain what would happen to Earth’s seasons if Earth’s
tilt was removed.
Three major parts of the water cycle are evaporation,
condensation, and precipitation.
Part A
Describe one way in which precipitation after a storm returns to
large bodies of water.
Part B
Explain how water evaporating from the oceans affects weather.
Part C
Explain how condensation of water in the atmosphere affects
weather.
Part D
Explain the importance of frozen water on Earth’s surface and how
it is part of the water cycle.
The day started out clear and sunny. However, the weather report
claimed that rain was on the way.
Part A
Describe the weather changes you would see before the rain falls.
Part B
Explain the three processes in the water cycle that happen as the
rainstorm develops.
Part C
Explain what causes precipitation to be in different forms and give
examples of each form.
Part D
Explain what can happen to rain when it reaches Earth's surface.
Maps of the world show five major oceans. Sometimes scientists
refer to all five oceans as "the world ocean".
Part A
Describe the main composition characteristic of the five major
oceans that indicate their similarity and might be considered as
one "world ocean".
Part B
Describe the location of Earth's coldest bodies of ocean water.
Part C
Explain the effect ocean water has on Earth's land.
Part D
Explain how the evaporation of water from the oceans affects
weather patterns.
Tsunamis are often caused by earthquakes that occur underneath
the ocean. Tsunamis have been incorrectly referred to as tidal
waves. They are not related to tides.
Part A
Describe the cause of a naturally occurring, sudden movement of
the seafloor.
Part B
Describe when the movement of the ocean floor can result in
tsunamis.
Part C
Explain how a tide is different from a tsunami.
Part D
Explain how an ocean wave is different from a tsunami.
Part A
Explain where hurricanes can form.
Part B
Explain where hurricanes get their energy.
Part C
Explain what happens to the force of hurricanes
after they enter land.
The official hurricane season for North America is from June 1 to November 30. Hurricanes
begin as tropical storms over areas of the ocean that have warm air and warm water. These
conditions exist in specific places on Earth. Once the storm makes landfall, energy from the
warm ocean water is no longer available. Also, as the storm moves across the land, friction
between the air and the ground helps slow the storm. Hurricanes often make landfall far
from where they were formed. Hurricanes develop from tropical storms in a narrow belt
along the equator.
Part A: Explain why hurricanes only form over ocean waters rather than land or smaller
bodies of water.
Part B: Identify the water cycle processes that cause these storms to form.
Part C: Identify the major source of energy for changing winds.
Part D: Explain why hurricanes typically form between the Tropic of Cancer and the Tropic of
Capricorn
Scientists know that Earth started out as a giant mass of
melted materials. The materials separated into layers that
have similar characteristics. The model below is used to
represent the three layers.
Part A: Identify Earth's three main layers.
Part B: Describe how Earth's three main
layers differ in density, temperature and composition.
Part C: Explain why the lithospheric plates are able to move.
Part D: Describe the changes that the movement of the
lithospheric plates can cause on Earth's surface.
The surface of Earth has mountains and glaciers, bodies of water, and
different types of land formations. Even though there are many
different land features on Earth's surface, Earth is composed of only
three main layers.
Part A
Explain how Earth's crust is different from the other two layers.
Part B
Explain why one of Earth's layers has a significantly higher temperature
compared to the others.
Part C
Identify the layer of Earth that is the densest. Explain your answer.
Part D
Compare the thickness of each layer and identify the layer that makes
up most of Earth's volume.
A group of students collect rock samples for a class project.
They use the following diagram to identify the rock types
and the processes that formed them.
The rock cycle diagram shown in the passage describes the formation of
the major rock types and the different pathways through which this
formation happens.
Part A: Which two types of rock form when sedimentary rock is heated?
Part B: Which type(s) of rock can form when metamorphic rock melts?
Part C: Which processes allow for the recycling of the major rock types?
The rock cycle diagram in the passage shows the many processes that form
the different types of rock.
Part A
One type of rock that includes gneiss and marble may have layers and
contain deformed pebbles. Explain how you would classify this rock type.
Part B
Which two processes have to occur to change sedimentary rock to igneous
rock?
Part C
Which processes change the surface of Earth and play a role in the
formation of sedimentary rock? Explain your answer.
The surface of Earth is always changing. Some changes are due to
plate tectonic activity, such as volcano eruptions and earthquakes.
Other times changes are the work of water, wind, or ice.
Part A
Explain how each of the following processes changes rocks and the
surface of Earth.
Weathering
Erosion
Deposition
Part B
Describe one human activity that increases the harmful effects of
erosion on Earth's surface.
A group of students collect rock samples for a class project. They use the following diagram
to identify the rock types and the processes that formed them.
Many processes occur during the rock cycle.
Part A
How do weathering and erosion change one type of rock into a different type of rock?
Part B
How does sedimentary rock change into metamorphic rock?
Part C
Explain how metamorphic rock changes into igneous rock.
Part D
Explain the processes that form sedimentary rock from sediments.
There are numerous tectonic plates on Earth's surface. They are in constant motion, as it is shown in the figure
below. The arrows show the direction of each plate's movement. The direction a plate is moving compared to
the plate next to it determines what geologic activity will be occurring at the boundary between the two
plates.
Mountain formation is a change to Earth's
surface that is caused by the movement of
tectonic plates.
Part A
Describe the movement of tectonic plates during mountain formation.
Part B
Describe the length of time it takes to form a mountain.
Part C
Explain why a person is more likely to feel an earthquake than to see a mountain form.
Part D
Describe a change in the oceans' floor topography that is caused by plate tectonic movement.
Some physical processes on Earth such as earthquakes, volcanic eruptions,
and waves crashing on the shore are easily observed and occur in a short
period of time. Some processes are not as easily seen and are slow to affect
surroundings, but they still have an effect on Earth's surface.
Part A
Describe two natural processes that are occurring on the hillside shown in
the diagram.
Part B
Describe how the hillside might be affected by a heavy rainfall.
Part C
Describe how less vegetation will affect the features of the hillside.
Scientists found fossils of both tropical plants and extinct marine arthropods
called trilobites in the limestone rocks of Lookout Mountain in the northern
part of Georgia.
Part A
Explain what discovering fossils tells scientists about Earth.
Part B
Describe the type of environment in which tropical plants most likely lived.
Part C
Describe the type of environment in which trilobites most likely lived.
Part D
Using the information about the fossils found in Lookout Mountain, describe
a conclusion the scientists could form about the past environment of the
northern part of Georgia.
• Some students compared the soil gathered from hot, dry grassland with
the soil gathered from a cool, moist forest. The students studied how
soils are different because they are made of different things.
• Part A
• Describe the two main things that make soil.
• Part B
• Explain why time affects the type of soil in an area.
• Part C
• Describe how the type of weather in the area affects the contents of the
soil.
• Part D
• Describe how the soil from the grassland would most likely be different
from the soil from the forest and explain why.
There are inventions that save energy and conserve natural
resources. This illustration shows a way to conserve water.
Part A: Explain why water is considered a renewable resource.
Part B: Explain the difference between conserving natural resources
and renewing natural resources.
Part C: Explain how the invention shown in the picture most likely
helps to conserve water.
Part D: Describe another way to conserve water.
Hybrid automobiles use electric battery power in addition to gasoline. When
the brake pedal is activated, the battery is recharged. The gasoline engine
operates when the battery is low and needs recharging, when extra
acceleration is required, or a higher speed must be maintained. This
invention has helped conserve several types of natural resources.
Part A
Explain how hybrid cars contribute to the conservation of natural resources.
Part B
Explain the effect of using hybrid cars on the environment.
Part C
Describe two possible alternative energy sources for powering the car
battery.
Part D
Which type of energy source would be most plentiful for powering the car
battery? Explain.
There are many reasons why a beach can be enjoyed on a hot sunny
day.
Part A
Explain which direction a breeze most likely comes from when sitting
on a beach on a hot sunny day.
Part B
Describe what will happen to the wind at night.
Part C
Explain the processes that cause the direction of air movement at the
beach during both night and day.
Part D
Describe how the processes that cause winds along the shore affect
the climate of the shore.
Coal and oil are resources formed from decayed
plants and animals over millions of years. Humans
use these resources to provide energy and to
manufacture products.
Part A
Identify each of these resources as renewable or
nonrenewable. Explain the difference between
renewable and nonrenewable resources.
Part B
Describe two renewable energy resources that can
be used to replace a nonrenewable resource.
A student constructed the model shown in the diagram for an investigation on climate and
weather changes during a year. A light bulb lamp was used to represent the sun and a ball
with the equator drawn on it was used to represent Earth. The student made observations
as he moved the ball to each of the four points shown.
Part A: Describe how the amount of sunlight received at the equator, the South Pole, and
the North Pole would change during a year.
Part B: Describe the effects from the amount of sunlight described in Part A on the
temperature at the equator, the South Pole, and the North Pole during the year.
Part C: Describe the type of weather events that are caused by the difference in land and
water temperatures.
Part D: Explain how the amount of sunlight in an area on Earth can affect the wind systems
on the globe.
Water is in constant motion on and within Earth. Every day, somewhere on
Earth, you can find water at some stage of the water cycle.
Part A: Describe the water-cycle process that is occurring at each of the
labeled parts in the diagram.
Part B: Describe the likely atmospheric conditions at locations B and D of
the diagram indicated by each one's stage in the water cycle.
Part C: Give examples of sources of water found on Earth.
Part D: Explain why it is important that the amounts of liquid and solid
forms of water on Earth stay the same in the future as they are today.
During a lab activity, a student draws a diagram of a crosssection of an ocean and labels the main parts of the ocean.
Part A: Identify the labeled area of the diagram that has
the most marine life. What is this region of the ocean called?
Explain your answer.
Part B: Describe the factor that most influences the ocean
water's composition.
Part C: Identify and describe the importance of Region D to
the ocean.
Part D: Describe the major source of energy for the ocean and
how it can be used to produce electricity.
Earth and the moon are in constant motion around the sun. There is a direct relationship
between the positions of the sun, Earth, and the moon and the ocean tides. Look at the tide
table below:
Part A
What force interacting among Earth,
the sun and the moon causes tides?
Part B
Explain the main difference between tides before noon (a.m.) and tides after noon (p.m.).
Include the reason for this difference in your explanation.
Part C
Describe how the phase of the moon could affect the height of the tides.
Part D
All bodies of water on the surface of Earth have the same forces acting on them. Why are
ocean tides more common to study than the tides of ponds, lakes, or rivers?
Hurricanes begin as tropical storms over areas of the ocean that have warm air and
warm water. These conditions exist in specific places on Earth. Once the storm makes
landfall, energy from the warm ocean water is no longer available. Also, as the storm
moves across the land, friction between the air and the ground helps slow the storm.
For a science project, some students track a hurricane. The students draw the path of
the hurricane on the map shown below.
Part A: Explain why the hurricane formed in the
starting point location (where the arrow begins).
Part B:Describe the process of the water cycle that
affects the development of the hurricane.
Part C: Assume the students discover that the hurricane lost strength as it approached
the end of its path. Explain why the hurricane most likely lost its strength.
Part D: Describe the expected weather changes for the cities along the path of the
storm if the hurricane makes landfall.
Earth's layers can be defined in several ways, including by the
differences in density, types of rock, and mineral composition.
Part A
Describe the outermost layer of Earth.
Part B
Describe the two inner layers of Earth.
Part C
• Provide an example of a rock or mineral for each layer of Earth.
Part D
Explain why specific types of rocks and minerals are located in each
layer of Earth.
Do you say rocks and minerals, or minerals and rocks? The second
choice should be the correct one.
Part A
Explain the difference between minerals and rocks.
Part B
Classify each rock in the diagram according to the process that
formed the rock.
Part C
Describe a weathering process that changes rocks.
Part D
Describe the role of rocks in soil.
A group of students collect rock samples for a class project. They use the following diagram to
identify the rock types and the processes that formed them.
A peanut butter and jelly sandwich can be
a model of a type of rock.
Part A: What type of rock is shown by the model? Explain your answer.
Part B: What processes change the layers represented by the model to rock?
Part C: How could this model be changed to represent a metamorphic rock?
Part D: How can the type of rock shown by the model be changed to be recycled?
Soil is the collective term for a mixture of organic material, rock and mineral pieces,
and water. A conservationist analyzed a sample of soil and found the following
substances:
• crushed rocks of different types
crushed minerals of different types
clay/silt
sand
peat
Part A: Peat is a type of organic material. Describe common sources of organic
matter in soil.
Part B: Explain why air is important in soil.
Part C: Which natural process helps create the non-organic material in the soil?
Explain your answer.
Part D: Describe a method humans can use to conserve soil.
Soil erosion is a problem that affects communities and people
worldwide. Various methods of soil conservation are practiced
throughout the world to prevent soil erosion.
Part A
Explain how removing grass from a hillside causes soil erosion.
Part B
Explain how wind causes soil erosion.
Part C
Describe a human activity that conserves soil.
Part D
Describe another human activity not mentioned in Part C that
conserves soil. Explain your answer.
The state of Georgia encourages everyone to recycle aluminum,
glass, paper, and plastic.
Part A
Identify a renewable resource and explain why it is important to
recycle this resource.
Part B
Identify a nonrenewable resource and explain why it is important to
recycle this resource.
Part C
Describe one major benefit of recycling for the environment.
Part D
Describe a second major benefit of recycling for the environment.
Coal is a fossil fuel that forms from plant materials. The model below shows the main
influences on coal formation.
A model of renewable and nonrenewable resources is shown above.
Part A: Describe a renewable and a nonrenewable resource shown in the model.
Part B: Explain the formation of coal. Examine this model and compare it to the model in the
passage. Which model is the most useful to explain the formation of coal? Explain your
answer.
Part C: Explain how models about renewable and nonrenewable resources can help educate
people about the importance of conserving resources.
Part D: Describe two methods used to conserve the resources shown in the diagram.
Hypotheses concerning the solar system, Earth, and the
Milky Way galaxy have changed throughout history.
Part A
Discuss the geocentric and the heliocentric hypotheses
for the solar system, providing one similarity and one
difference between the two hypotheses.
Part B
Describe the most recent hypothesis about the
structure of the Milky Way galaxy and the location of
Earth in it.
Part C
Explain why the hypotheses changed over time.
A student creates a scale model of the solar system with the planets at the relative distances from the
sun. The information the student uses is in a data table. The distance is in astronomical units (AUs).
Astronomical units are based on the average distance from the center of Earth to the center of the sun.
This makes one astronomical unit equal to approximately 150 million
kilometers or 93 million miles.
Part A
Compare the planet surface features of Earth to the surface
features of the planets that are 5.2 AUs or farther from the sun.
Part B
Explain why the distance from the sun is an important factor to the atmospheric conditions found on the
planets.
Part C
Describe the planet that is known to support life. Along with oxygen and carbon dioxide, identify two
other conditions which must be present to support life.
Part D
Explain how each planet remains in orbit around the sun at the distance shown in the table.
On any planet, the sun appears to move across the sky, and at different times the sun
appears at various heights in the sky. The table below provides information about the
movement of the planets.
Part A
What is the reason for the sun's apparent
movement across the sky as seen from the
planets?
Part B
Explain why the sun appears at various heights in the sky throughout the year as
seen from some planets.
Part C
Describe one difference in the revolution period of the outer planets compared to
that of the inner planets.
Part D
Describe one similarity of Earth's revolution to the revolution of the other planets.
A student develops a model of Mars with its two moons, Phobos and Deimos.
The student uses the illustration below to build the model to better
understand the relationship between Mars and its moons.
Part A
Identify the two factors that determine the magnitude of gravity. Compare
the magnitude of gravity among Mars, Phobos, and Deimos based on these
factors.
Part B
Describe how gravitational factors affect Earth, its moon, and the sun. Explain
how the factors that determine the magnitude of gravity affect the
relationship of Earth to the moon.
Part C
Compare the gravitational factors between Earth and the sun to the
gravitational factors between Mars and the sun.
Students are researching the origin of comets, asteroids, and meteors to
discover how these objects differ. The students find that throughout history
there have been different scientific models and theories that describe the
way the solar system and universe were first formed.
Part A
Describe how scientists move from an accepted explanation of a concept to
the development of new explanations for the same concept.
Part B
Describe how the students could summarize the Big Bang theory as it relates
to the origin of objects found in space.
Part C
Explain the differences between comets, asteroids, and meteors.
Part D
Identify which has the greatest impact on Earth; an asteroid, a comet or
meteors. Explain your answer.
Some sandstone is made of layers of sand-sized
pieces of quartz, with small amounts of other
minerals.
Part A
Describe the process that allows quartz and other
minerals to become part of the sandstone.