Standards Review Transparencies€¦ · (geocentric and heliocentric) as they describe our solar...
Transcript of Standards Review Transparencies€¦ · (geocentric and heliocentric) as they describe our solar...
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13-digit ISBN 978-0-13-364576-7
10-digit ISBN 0-13-364576-2
1 2 3 4 5 6 7 8 9 10 11 10 09 08 07
Earth Science
Standards Review Transparencies
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The transparencies in this Prentice Hall Georgia Earth Science StandardsReview Transparencies book are intended to serve as refreshers of thecharacteristics of science and content skills covered by the Grade 6Georgia Performance Standards for Science.
The Table of Contents presents a list of the titles of the transparenciesgrouped by standard. The correlation on the pages following the Table ofContents gives a statement of each of the Grade 6 performance standardsand the number of each transparency that reviews that standard.
The art may support the information in the text, relay informationbeyond what appears in the text, or supply data that students can use tointerpret the text or answer the questions. The questions, in turn, aredesigned to take students beyond the material in the review points. Somequestions require an interpretation of the graphic; others give studentsan opportunity to exercise critical-thinking skills.
You can use these transparencies in several ways:◆ The transparencies lend themselves to whole-class review. You can
choose a standard to focus on, project the related transparency, anddiscuss the topic as a class.
◆ You can leave a transparency projected for a period of time, allowingfor independent review of a particular standard. Students can thenview the transparency at their convenience.
◆ You can arrange for students to view those transparencies that coverstandards of particular concern to them. You may wish to let studentsdecide for themselves which topics they need to review. Or you maychoose to guide them to particular transparencies you think would bemost helpful to them.
However you choose to present them, the transparencies are a valuabletool for reviewing the Georgia Grade 6 Science Performance Standards.
TO THE TEACHER
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To the Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ii
Transparency Correlation to Georgia Performance Standards v
SCIENCE PERFORMANCE STANDARDSCHARACTERISTICS OF SCIENCE
Scientific Habits of Mind . . . . . . . . . . . . . . . . . . . . . . . . . . . E1Scientific Habits of Mind . . . . . . . . . . . . . . . . . . . . . . . . . . . E2Scientific Habits of Mind . . . . . . . . . . . . . . . . . . . . . . . . . . . E3Scientific Habits of Mind . . . . . . . . . . . . . . . . . . . . . . . . . . . E4Scientific Habits of Mind . . . . . . . . . . . . . . . . . . . . . . . . . . . E5Scientific Habits of Mind . . . . . . . . . . . . . . . . . . . . . . . . . . . E6Scientific Habits of Mind . . . . . . . . . . . . . . . . . . . . . . . . . . . E7Scientific Habits of Mind . . . . . . . . . . . . . . . . . . . . . . . . . . . E8Scientific Habits of Mind . . . . . . . . . . . . . . . . . . . . . . . . . . . E9Scientific Habits of Mind . . . . . . . . . . . . . . . . . . . . . . . . . . . E10Scientific The Nature of Science . . . . . . . . . . . . . . . . . . . . . . E11Scientific The Nature of Science . . . . . . . . . . . . . . . . . . . . . . E12Scientific The Nature of Science . . . . . . . . . . . . . . . . . . . . . . E13Scientific The Nature of Science . . . . . . . . . . . . . . . . . . . . . . E14
CONTENT STANDARDS Astronomy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E15Astronomy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E16Astronomy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E17Astronomy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E18Astronomy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E19Astronomy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E20Astronomy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E21Astronomy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E22Astronomy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E23Astronomy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E24Astronomy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E25Astronomy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E26Astronomy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E27Astronomy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E28Astronomy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E29Astronomy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E30Astronomy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E31Astronomy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E32Astronomy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E33Astronomy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E34Earth’s Waters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E35Earth’s Waters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E36Earth’s Waters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E37
CONTENTS
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The Oceans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E38The Oceans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E39The Oceans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E40The Oceans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E41The Oceans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E42The Oceans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E43Weather and Climate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E44Weather and Climate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E45Weather and Climate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E46Weather and Climate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E47Weather and Climate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E48Weather and Climate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E49Weather and Climate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E50Weather and Climate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E51Earth’s Structure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E52Earth’s Structure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E53Earth’s Structure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E54Earth’s Structure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E55Rocks and Minerals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E56Rocks and Minerals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E57Rocks and Minerals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E58Rocks and Minerals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E59Rocks and Minerals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E60Rocks and Minerals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E61Earthquakes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E62Earthquakes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E63Earthquakes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E64Plate Tectonics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E65Plate Tectonics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E66Plate Tectonics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E67Plate Tectonics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E68Plate Tectonics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E69Plate Tectonics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E70Plate Tectonics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E71Volcanoes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E72Volcanoes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E73Erosion and Deposition . . . . . . . . . . . . . . . . . . . . . . . . . . . . E74Erosion and Deposition . . . . . . . . . . . . . . . . . . . . . . . . . . . . E75Erosion and Deposition . . . . . . . . . . . . . . . . . . . . . . . . . . . . E76Erosion and Deposition . . . . . . . . . . . . . . . . . . . . . . . . . . . . E77Earth’s History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E78Earth’s History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E79Earth’s History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E80Earth’s History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E81Earth’s History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E82Earth’s History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E83
CONTENTS (continued)
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Earth’s History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E84Weathering and Soil Formation . . . . . . . . . . . . . . . . . . . . . . E85Weathering and Soil Formation . . . . . . . . . . . . . . . . . . . . . . E86Conserving Natural Resources . . . . . . . . . . . . . . . . . . . . . . . E87Conserving Natural Resources . . . . . . . . . . . . . . . . . . . . . . . E88Conserving Natural Resources . . . . . . . . . . . . . . . . . . . . . . . E89Solar Energy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E90Solar Energy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E91Solar Energy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E92Energy Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E93Energy Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E94Energy Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E95
CONTENTS (continued)
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TRANSPARENCY CORRELATION TO GEORGIA PERFORMANCE STANDARDS
SCIENCE PERFORMANCE STANDARDS Transparency
Characteristics of Science: Habits of Mind
S6CS1 Students will explore the importance of curiosity, honesty, openness, and E1
skepticism in science and will exhibit these traits in their own efforts to understand
how the world works.
S6CS2 Students will use standard safety practices for all classroom laboratory and E2
field investigations.
S6CS3 Students will use computation and estimation skills necessary for analyzing E3, E4
data and following scientific explanations.
S6CS4 Students will use tools and instruments for observing, measuring, and E5
manipulating equipment and materials in scientific activities.
S6CS5 Students will use the ideas of system, model, change, and scale in exploring E6, E7
scientific and technological matters.
S6CS6 Students will communicate scientific ideas and activities clearly. E8, E9
S6CS7 Students will question scientific claims and arguments effectively. E10
Characteristics of Science: The Nature of Science
S6CS8 Students will investigate the characteristics of scientific knowledge and how E11, E12
it is achieved.
S6CS9 Students will investigate the features of the process of scientific inquiry. E13, E14
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TRANSPARENCY CORRELATION TO GEORGIA PERFORMANCE STANDARDS (CONTINUED)
SCIENCE PERFORMANCE STANDARDS Transparency
Content Standards
S6E1 Students will explore current scientific views of the universe and how those
views evolved.
a. Relate the Nature of Science to the progression of basic historical scientific theories E15, E16
(geocentric and heliocentric) as they describe our solar system, and the Big Bang
as it describes the formation of the universe.
b. Describe the position of the solar system in the Milky Way galaxy and the universe. E17, E18, E19,
E20, E21
c. Compare and contrast the planets in terms of E22, E23
• Size relative to the earth
• Surface and atmospheric features
• Relative distance from the sun
• Ability to support life
d. Explain the motion of objects in the day/night sky in terms of relative position. E24, E25
e. Explain that gravity is the force that governs the motion in the solar system. E26, E27, E28
f. Describe the characteristics of comets, asteroids, and meteors. E29
S6E2 Students will understand the effects of the relative positions of the earth,
moon, and sun.
a. Demonstrate the phases of the moon by showing the alignment of the earth, moon, E30
and sun.
b. Explain the alignment of the earth, moon, and sun during solar and lunar eclipses. E31, E32
c. Relate the tilt of the earth to the distribution of sunlight throughout the year and E33
to its effect on climate.
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TRANSPARENCY CORRELATION TO GEORGIA PERFORMANCE STANDARDS
SCIENCE PERFORMANCE STANDARDS Transparency
S6E3 Students will recognize the significant role of water in earth processes.
a. Explain that a large portion of the Earth’s surface is water, consisting of ocean, E34, E35, E36
rivers, lakes, underground water, and ice.
b. Relate various atmospheric conditions to stages of the water cycle. E37
c. Describe the composition, location, and subsurface topography of the world’s oceans. E38, E39
d. Explain the causes of waves, currents, and tides. E40, E41, E42, E43
S6E4 Students will understand how the distribution of land and oceans affects
climate and weather.
a. Demonstrate that land and water absorb and lose heat at different rates and E44, E45, E46, E47
explain the resulting effects on weather patterns.
b. Relate unequal heating of land and water surfaces to form large global wind E48, E49
systems and weather events such as tornados and thunderstorms.
c. Relate how moisture evaporating from the oceans affects the weather patterns and E50, E51
the weather events such as hurricanes.
S6E5 Students will investigate the scientific view of how the earth’s surface is formed.
a. Compare and contrast the Earth’s crust, mantle, and core including temperature, E52, E53, E54, E55
density, and composition.
b. Investigate the composition of rocks in terms of minerals. E56, E57, E58
c. Classify rocks by their process of formation. E59, E60
d. Describe processes that change rocks and the surface of the earth. E61, E62, E63
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TRANSPARENCY CORRELATION TO GEORGIA PERFORMANCE STANDARDS (CONTINUED)
SCIENCE PERFORMANCE STANDARDS Transparency
S6E5 Students will investigate the scientific view of how the earth’s surface
is formed. (continued)
e. Recognize that lithospheric plates constantly move and cause major geological E64, E65, E66, E67,
events on the earth’s surface. E68, E69, E70, E71
f. Explain the effects of physical processes (plate tectonics, erosion, deposition, volcanic E72, E73, E74, E75,
eruption, gravity) on geological features including oceans (composition, currents, E76, E77
and tides).
g. Describe how fossils show evidence of the changing surface and climate of the earth. E78, E79, E80, E81,
E82, E83, E84
h. Describe soil as consisting of weathered rocks and decomposed organic material. E85, E86
i. Explain the effects of human activity on the erosion of the earth’s surface. E87
j. Describe methods for conserving natural resources such as water, soil, and air. E88, E89
S6E6 Students will describe various sources of energy and with their uses and
conservation.
a. Explain the role of the sun as the major source of energy and the sun’s relationship E90, E91, E92
to wind and water energy.
b. Identify renewable and nonrenewable resources. E93, E94, E95
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E1Scientific Habits of MindS6CS1 Students will explore the importance of curiosity, honesty, openness, and skepticism in science and will exhibit these traits in their own efforts to understand how the world works.
Quick Review◆ Scientific investigations include developing a
testable hypothesis, taking accurate measurements,collecting data and observations, and using logicalreasoning to formulate explanations.
◆ Scientific knowledge is constantly reviewed andcritiqued. Scientists should keep clear, honest, andaccurate records of their research so that otherscientists can repeat their experiment and confirmtheir results.
◆ Scientists should be open-minded to new ideas butalso skeptical about information presented withoutevidence.
◆ Not all scientific investigations result in defensibleexplanations. However, even incorrect hypothesesare valuable even if they turn out not to be completely accurate.
Questions
1. Identify the steps in the scientific inquiry process.
2. Why is it important for scientists to keep accurateand clear records of their investigations?
CommunicatePose Questions
Form a Hypothesis
Design an Experiment
Collect and Interpret Data
Draw Conclusions
1. Pose questions, form a hypothesis, design an experiment, collect and interpret data, draw conclusions, communicate2. Clear and accurate records enable other scientists to review and replicate the work.
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E2Scientific Habits of MindS6CS2 Students will use standard safety practices for all classroom laboratory and field investigations.
Quick Review◆ Safety procedures in the laboratory and in field
studies include recognizing potential hazards andworking carefully in order to prevent accidents.
◆ While performing experiments, manipulate allmaterials and equipment safely. Follow the directions as written or told to you by yourteacher.
◆ Safety symbols alert you to possible dangers in thelaboratory and remind you to work carefully.
Questions1. Why is it important to wear goggles during many
experiments?
2. Which of the symbols shown means that you willbe working with sharp objects?
3. What is the meaning of the symbol labeled 1?
1 2 3 4
5 6 7 8
1. To protect your eyes from chemicals, flames, or heat2. The symbol labeled 43. Wash your hands thoroughly before and after experiments.
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E3Scientific Habits of MindS6CS3 Students will use computation and estimation skills necessaryfor analyzing data and following scientific explanations.
Neither Precise nor Accurate Precise but Not Accurate Both Precise and Accurate
Quick Review
◆ Scientists must sometimes rely on estimates whenthey cannot obtain exact numbers.
◆ Accuracy and precision are both important whenyou make measurements.
◆ You may determine an “average” by finding themean, median, or mode.
Questions1. True or false: Estimating is the same as guessing.
2. What does it mean to say a measurement isaccurate?
3. What are the mean, median, and mode of thefollowing set of numbers: 2, 5, 3, 8, 5, 0, 5?
1. False2. It means that the measurement is close to the true or accepted value.3. The mean is 4, the median is 5, and the mode is 5.
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E4
Quick Review◆ A scientific explanation must be supported by
evidence from investigations.
Questions1. Which conclusion is best supported by the
information in the graphs?
A. Ocean water is primarily composed of chloride.
B. More than 30 percent of ocean water is made upof salts.
C. Chloride ions make up more than half of the dissolved salts in ocean water.
D. Together, calcium and potassium ions make upabout 2 percent of ocean water.
2. What should a scientist do if the results of an experiment do not support the hypothesis?
1. C 2. The scientist should change the hypothesis and test a new hypothesis.
Scientific Habits of MindS6CS3 Students will use computation and estimation skills necessary for analyzing data and following scientific explanations.
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E5
Quick Review◆ Scientists use tools such as balances, spring scales,
microscopes, and binoculars to perform tests and collect data.
◆ Technology such as calculators and computers helpscientists perform tests, collect and store data, and and measure, compute, and communicate theirinformation.
Questions1. Which of the tools shown could you use to measure
the volume of a liquid?
A. thermometer B. ruler
C. graduated cylinder D. balance
2. How long is the shell in front of the ruler?
1. C 2. About 4.5 cm
Scientific Habits of MindS6CS4 Students will use tools and instruments for observing,measuring, and manipulation equipment and materials in scientific activities.
ThermometerGraduatedcylinder
Balance
Ruler
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E6Sc
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will
use
th
e id
eas
of
syst
em, m
od
el, c
han
ge,
an
d s
cale
in e
xplo
rin
g s
cien
tifi
c an
d
tech
no
log
ical
mat
ters
.
Qu
ick
Rev
iew
◆M
odel
s h
elp
peo
ple
stu
dy
and
un
der
stan
dp
hen
omen
a th
at a
re c
omp
lex
or c
an’t
be
obse
rved
dir
ectl
y.It
’s i
mp
orta
nt
to s
elec
t th
eap
pro
pri
ate
mod
el t
o ex
amin
e a
ph
enom
enon
.
◆P
rep
arin
g a
mod
el o
r si
mu
lati
on m
ay h
elp
you
com
mu
nic
ate
you
r fi
nd
ings
an
d d
efen
d y
our
con
clu
sion
s or
ally
an
d i
n w
riti
ng.
Qu
esti
on
s1.
Loo
k a
t th
e p
hot
o.T
he
stu
den
t is
mod
elin
g d
ayan
d n
igh
t on
Ear
th.W
hat
do
the
flas
hli
ght
and
the
bal
l in
th
e m
odel
rep
rese
nt?
2.H
ow w
ould
you
man
ipu
late
th
is m
odel
to
exp
lain
wh
at c
ause
s n
igh
t an
d d
ay?
3.H
ow a
re m
odel
s u
sefu
l in
sci
ence
?
1.Th
e su
n an
d Ea
rth
2.Ro
tate
the
bal
l whi
le h
oldi
ng t
he f
lash
light
stil
l.3.
Scie
ntifi
c m
odel
s ca
n he
lp p
eop
le t
o vi
sual
ize
or u
nder
stan
d ce
rtai
n ob
ject
s or
sci
entif
ic p
roce
sses
tha
t ca
nnot
be
obse
rved
dire
ctly
.
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E7
Quick Review◆ Maps and globes are models of Earth’s surface. Maps
are drawn to scale and use symbols to representtopography and other features on Earth’s surface.
◆ Topographic maps use contour lines to show elevation and relief.
Questions1. If you climbed Mount Whitney, you would find the
gentlest slopes if you climbed from the
A. northeast. B. east.
C. southeast. D. southwest.
2. What is the highest elevation on the map?
1. D 2. the summit of Mount Whitney, 4416.9 m
1 km0.5 km0
0.5 mi0.25 mi0
Key
Mount Whitney
Glacier
Trail
N
EW
SContour interval 20 metersContour interval
Indexcontour
Scientific Habits of MindS6CS5 Students will use the ideas of system, model, change, and scale inexploring scientific and technological matters.
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E8
Quick Review◆ Scientists can construct and use graphs to draw
conclusions about patterns in the data or the relationships between variables.
Questions1. The graph shows climate data for a city in Kenya
in East Africa. Which months have the leastprecipitation?
A. June through September
B. October through December
C. January through May
D. January, February, and May
2. The graph shows data for a tropical wet-and-dry climate. Based on the graph, what are the characteristics of this climate?
1. A2. The weather is hot throughout the year and there are two seasons with peak precipitation: March through April and November
through December.
Scientific Habits of MindS6CS6 Students will communicate scientific ideas and activities clearly.
Ave
rag
e Te
mp
erat
ure
(°C
)
Ave
rag
e Pr
ecip
itat
ion
(m
m)
30
20
10
0
–10
–20
–30
300
200
100
0
Month
Temperature and PrecipitationCombined
J F M A M J J A S O N D
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E9
Quick Review◆ In science, it is important to communicate the steps
and results of investigations.
Questions1. In what section of a lab report should the graph
above appear?
A. procedure B. hypothesis
C. list of materials D. results
2. Why is it important to record the steps of an investigation accurately?
1. D 2. So that other scientists can repeat the experiment
Comparing Insulated Mugs
Time (minutes)
Tem
per
atu
re (
ºC)
100
90
80
70
60
50
40
30
20
10
00 10 20 30 40 50 60
Insulated Mug A
Insulated Mug B
Scientific Habits of MindS6CS6 Students will communicate scientific ideas and activities clearly.
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E10
Scientific or Not?
• Is the claim specific?
• Is the claim made by an
expert in that subject?
• Is the claim based on
evidence, not opinions?
• Is there enough evidence?
• Is this the best conclusion
that can be drawn from the
evidence?
Quick Review◆ Be skeptical of vague claims or those made by peo-
ple outside their area of expertise.
◆ Remember that research and arguments may bedesigned poorly; that is, they may be based on flawsof reasoning or inappropriate samples.
◆ Recognize that there may be more than one way tointerpret a given result.
Question1. A new sneaker is promoted on television by a
Dr. Randy Jones. Of the questions on the checklistabove, which question should you ask in your mindabout Dr. Jones’ qualifications?
Scientific Habits of MindS6CS7 Students will question scientific claims and argumentseffectively.
1. “Is the claim made by an expert in that subject?”
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E11The Nature of ScienceS6CS8 Students will investigate the characteristics of scientificknowledge and how it is achieved.
Quick Review◆ Scientists ask and try to answer questions about
the natural world. Although all experiments are different, many follow a similar pattern.
◆ In any scientific investigation, you must identify a testable hypothesis related to the question. Afteridentifying the question and hypothesis, you mustdesign an experiment to test the hypothesis.
◆ Scientific knowledge is sometimes modified as newinformation challenges old theories. A scientifictheory is accepted only when it is supported by alarge body of evidence.
Questions1. Turn this question into a hypothesis: “Which
freezes faster—fresh water or salt water?”
2. In designing an experiment to test this hypothesis,what materials will you need?
1. If I add salt to fresh water, the water will take longer to freeze. 2. Salt, water, containers, and a freezer
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E12
Quick Review◆ Scientists can use observations to determine a
sequence of events, such as the order in which rocksformed.
Questions1. If a layer of volcanic material cuts across the
Hermit shale, the Coconino sandstone, and thelower part of the Toroweap limestone, when didthe volcanic layer form?A. after Kaibab limestoneB. after Toroweap limestoneC. before Supai sandstoneD. at the same time as Coconino sandstone
2. What type of rock formed after Toroweap limestone?
1. B 2. Kaibab limestone
The Nature of ScienceS6CS8 Students will investigate the characteristics of scientificknowledge and how it is achieved.
E13
Quick Review◆ A hypothesis is a possible explanation for a set of
observations or answer to a scientific question.
Questions1. Scientists usually test a hypothesis by
A. drawing a conclusion.
B. conducting a controlled experiment.
C. posing questions.
D. developing a theory.
2. Why is it important in an experiment to collect andinterpret data carefully?
1. B2. Careful data collection and interpretation provide the evidence needed to draw a conclusion—that is, to decide
whether the results of the experiment support or disprove the hypothesis.
CommunicateForm a
Hypothesis
Pose Questions
Draw Conclusions
Collect and Interpret Data
Design anExperiment
The Nature of ScienceS6CS9 Students will understand the features of the process of scientificinquiry.
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E14
Quick Review◆ In a well-designed experiment, you need to keep all
variables the same except for one.
◆ An investigation in which only one variable ismanipulated at a time is called a controlled experiment.
Questions1. Which is the manipulated variable in the
experimental procedure above?
A. amount of water
B. starting temperature
C. temperature of the freezer
D. amount of salt in the water
2. What is a variable?
1. D 2. A factor that can be measured in an experiment
EXPERIMENTAL PROCEDURE1. Fill 3 containers with 300 milliliters of
cold tap water.
2. Add 10 grams of salt to Container 1; stir.Add 20 grams of salt to Container 2;stir. Add no salt to Container 3.
3. Place the 3 containers in a freezer.
4. Check the containers every 15 minutes.Record your observations.
The Nature of ScienceS6CS9 Students will investigate the features of the process of scientificinquiry.
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E15
Quick Review◆ About 5 billion years ago, a giant cloud of gas and
dust collapsed to form our solar system.
◆ Most early Greek astronomers believed that theplanets and stars revolved around Earth. This geocentric system was widely accepted untilCopernicus further developed a heliocentric theory.
◆ Galileo’s observations of Venus and Jupiter’s majormoons supported the heliocentric system.
Questions1. How did the early Greek astronomers explain the move-
ments of the planets and the stars?
2. What observations did Galileo make about Venus thatsupported Copernicus’s heliocentric idea?
3. What two factors did Newton conclude keep the planetsin orbit?
A cloud of gas and dustformed a spinning disk.
The remaining gas anddust formed the planets.
The solar system includesthe sun, planets, and belts
of rock, ice and dust.
Gas in the center of the diskcollapsed to form the sun.
AstronomyS6E1.a Relate the Nature of Science to the progression of basichistorical scientific theories (geocentric and heliocentric) as theydescribe our solar system, and the Big Bang as it describes theformation of the universe.
1. They believed that Earth is at the center of a rotating domethey called the celestial sphere. The planets and stars werethought to revolve around a stationary Earth.
2. Galileo discovered that Venus goes through phases similarto those of Earth’s moon.
3. Inertia and gravity.
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E16
Quick Review◆ According to the big bang theory, the universe
was formed in an enormous explosion about 13.7 billion years ago. Since then, the universe hascontinued to expand.
◆ Evidence for the big bang theory includes Hubble’slaw and the presence of cosmic background radiation.
◆ Hubble’s law states that the farther away a galaxyis, the faster it is moving away from us.
Questions1. How can astronomers tell how fast a galaxy is
moving?
2. What is cosmic background radiation?
1. By examining the spectrum of the galaxy 2. Leftover thermal energy from the big bang
AstronomyS6E1.a Relate the Nature of Science to the progression of basichistorical scientific theories (geocentric and heliocentric) as theydescribe our solar system, and the Big Bang as it describes theformation of the universe.
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E17
Quick Review◆ The sun is one of many stars in the Milky Way
galaxy.
Questions1. Which layer of the sun is its visible surface?
A. corona B. chromosphere
C. photosphere D. core
2. What characteristic of the sun determines its yellowcolor?
1. C 2. Its surface temperature
AstronomyS6E1.b Describe the position of the solar system in the Milky Waygalaxy and the universe.
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E18
Quick Review◆ Interstellar and intergalactic distances are
expressed in terms of how far light travels in oneyear, the light-year: 1 ly � 9.5 � 1015 meters.
Questions1. Star A is 100 ly from Earth. How long will it take
the light from Star A to reach Earth?
A. 100 yearsB. 1,000 yearsC. 10,000 yearsD. 1 million years
2. Why do astronomers use light-years to measure the distances to the stars?
1. A 2. The stars are very far away.
Star A
Sun
Sky as seen from Earth in JulySky as seen from Earth in January
Earthin January
Earthin July
B
BB
CC
DD AA
CD
AstronomyS6E1.b Describe the position of the solar system in the Milky Waygalaxy and the universe.
Parallax of Stars
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E19
Ast
ron
om
yS6
E1.b
Des
crib
e th
e p
osi
tio
n o
f th
e so
lar
syst
em in
th
e M
ilky
Way
gal
axy
and
th
e u
niv
erse
.
Qu
ick
Rev
iew
◆S
tars
may
dif
fer
in s
ize,
tem
per
atu
re,
and
col
or.
Qu
esti
on
s1.
Sir
ius
A i
s a
star
on
th
e m
ain
seq
uen
ce a
ccor
din
g to
th
eH
ertz
spru
ng-
Ru
ssel
l D
iagr
am.
Com
par
ed t
o ou
r su
n,
Sir
ius
A i
s
A.
bri
ghte
r an
d h
otte
r.
B.
dim
mer
an
d c
oole
r.
C.
dim
mer
an
d h
otte
r.
D.
bri
ghte
r an
d c
oole
r.
2.W
hat
is
the
tren
d b
etw
een
bri
ghtn
ess
and
su
rfac
e te
mp
erat
ure
of
mai
n-
seq
uen
ce s
tars
?
Absolute BrightnessIncreasing
Su
rfa
ce T
em
pe
ratu
re (
˚C)
Ma
in S
eq
ue
nce
Wh
ite
Dw
arf
s
Gia
nts
Su
pe
rgia
nts
Siri
us
A
Siri
us
B
Sun
Be
telg
eu
se
Ald
eb
ara
n
Po
lari
s
Alg
ol
Rig
el
50
,00
02
0,0
00
10
,00
05
,00
06
,00
03
,00
0
Alp
ha
Ce
nta
uri
B
Alp
ha
Ce
nta
uri
A
Blu
e o
r b
lue
-wh
ite
Ye
llo
wW
hit
eR
ed
-ora
ng
eR
ed
Her
tzsp
run
g-R
uss
ell D
iag
ram
1.
A
2
. In
gen
eral
, br
ight
ness
incr
ease
s as
sur
face
tem
per
atur
e in
crea
ses.
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E20
Quick Review◆ A galaxy is a cluster of billions of stars.
◆ Our solar system is located in a spiral arm of agalaxy called the Milky Way. The center of the MilkyWay is about 25,000 light-years away.
Questions1. Which types of galaxies contain many bright,
young stars and lots of gas and dust?
A. elliptical and spiral
B. irregular and elliptical
C. spiral and irregular
D. spiral, irregular, and elliptical
2. What is a nebula? Why isn’t it a galaxy?
1. C 2. A nebula is a large cloud of gas and dust. It is too small to be a galaxy and it does not contain billions of stars.
AstronomyS6E1.b Describe the position of the solar system in the Milky Waygalaxy and the universe.
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E21
Quick Review◆ Galaxies are classified as spiral, elliptical, or
irregular based on their shapes.
Questions1. Which of the galaxies pictured above is an example
of an elliptical galaxy?
A. X B. Y
C. Z D. None of them are elliptical galaxies.
2. What kinds of stars are found in an irregular galaxy?
1. B 2. Bright, young stars
AstronomyS6E1.b Describe the position of the solar system in the Milky Waygalaxy and the universe.
X Y
Z
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E22
Quick Review◆ The inner planets (Mercury, Venus, Earth, and Mars)
are relatively small, dense, and have rocky surfaces.
Questions1. Which of the inner planets is most comparable in
size to Earth?A. Mercury B. MarsC. Jupiter D. Venus
2. How are the atmospheres of Venus and Mars similarto each other and different from the atmosphere ofEarth?
1. D2. The atmospheres of Venus and Mars are made up mostly of carbon dioxide. Earth’s atmosphere is mostly a mix of nitrogen
and oxygen.
PlanetSize
(kilometers)Diameter Radius
Period ofRevolution
(Earth years)
Number ofMoons
Period ofRotation
(Earth days)
Average DistanceFrom Sun
(AU)
Mercury
Venus
Earth
Mars
4,879 2,440
12,104 6,052
12,756 6,378
6,794 3,397
59
243
1
1.03
0.39
0.72
1.0
1.5
0.24
0.62
1
1.9
0
0
1
2
The Inner Planets
Venus
Mars
Earth
Mercury
AstronomyS6E1.c Compare and contrast the planets in terms of size relative to theearth, surface and atmospheric features, relative distance from the sun,and ability to support life.
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E23
Quick Review◆ The outer planets (Jupiter, Saturn, Uranus, and
Neptune) are much larger and more massive thanthe inner planets. They all have many moons andare each surrounded by a set of rings.
Questions1. Which of the outer planets moves fastest around
the sun?A. Jupiter B. SaturnC. Uranus D. Neptune
2. Which two elements make up most of the atmospheresof Jupiter and Saturn?
1. A 2. Hydrogen and helium
Planet or DwarfPlanet
Period of Revolution
(Earth years)
Number of Moons
Period of Rotation
(Earth days)
Average Distance From Sun
(AU)
Jupiter
Saturn
Uranus
Neptune
Pluto
143,000
120,500
51,120
49,530
0.41
0.45
0.72
0.67
5.2
9.6
19.2
30.0
12
29
84
164
63+
47+
27+
13+
2,390 6.4 39.2 248 3
Jupiter
Saturn
Uranus
Neptune
Pluto
71,490
60,270
25,560
24,760
1,200
Size (kilometers)
Diameter Radius
The Outer Planets and Pluto
AstronomyS6E1.c Compare and contrast the planets in terms of size relative to theearth, surface and atmospheric features, relative distance from the sun,and ability to support life.
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E24AstronomyS6E1.d Explain the motion of objects in the day/night sky in terms ofrelative position.
Quick Review◆ Constellations are imaginary patterns of stars that
look like people or animals. Unlike the planets,constellations stay in a fixed position relative toone another. Therefore, astronomers use the constellations to locate objects such as planets inthe night sky.
◆ The positions of the constellations in the skychange as Earth revolves around the sun.Different constellations are visible from differentlatitudes as well.
◆ Star charts map the constellations that appear during different seasons and time of year.
Questions1. Are the stars in a particular constellation all close
to one another?
2. Around what star do the Northern Hemispherestars appear to revolve?
1. No, they just happen to lie in the same part of the sky as seen from Earth. 2. The North Star
ORIO
N
Rigel
Aldebaran
Sirius
GEMINI
AURIGA
TAURUS
Pe
ades
AR
IES
TRIA
NG
ULU
MPE
RSE
US
DRACO
CEPHEUS
URSA MINOR(LITTLE DIPPER)
UR
SA
MA
JOR
(BIG
DIP
PE
R)
CASSIOPEIA
Castor
Cap
ella
Polaris
(North Star)
Pollux
CA
NC
ERLEO
HYDRA
LEPUS
CANIS M
AJOR
CANIS MINORProcyon
COLUMBA
Regulus
ER
IDA
NU
S
VELA
CO
RV
US
Spica
VIR
GO
BO
OTE
S
Arcturus
AND
RO
MED
A
Betelg
euse
Northern Horizon
Southern Horizon
West
ern
Ho
rizo
n E
aste
rn H
orizo
n
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E25AstronomyS6E1.d Explain the motion of objects in the day/night sky in terms ofrelative position.
1. D.2. Like Earth, the planets revolve around the sun. As Earth and the planets move, the angles between them change, and the
planets’ appear to wander slowly among the distant stars.
Quick Review◆ Earth moves through space in two major ways:
rotation and revolution.
◆ Earth rotates once around its axis in about 24 hours. Earth’s rotation causes day and night.Objects such as the sun, moon, and stars appear tomove from east to west in the sky as Earth rotatesfrom west to east.
◆ Earth revolves around the sun in an ellipticalorbit. As Earth moves around the sun, differentobjects, such as stars and planets, become visiblein the night sky as the relative positions of Earth,the sun, and these objects change.
Questions1. One complete revolution of Earth around the sun
is called a(n)
A. hour. B. day.
C. month. D. year.
2. Why do the planets appear to wander among thestars?
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E26
Quick Review◆ Gravity is an attractive force between any two
objects that have mass.
◆ The strength of a gravitational force depends onmass and distance. The force is stronger for largermasses and at shorter distances.
◆ The gravitational attraction between Earth and anobject gives an object weight.
◆ The sun’s gravitational pull holds Earth and otherplanets in their orbits.
Questions1. Why does it seem that objects such as cars and
rocks do not have gravitational attraction towardeach other?
2. Why is the weight of an object on the moon lessthan the weight of the same object on Earth?
3. What causes ocean tides?
The force of gravity acts between all objects.
If mass increases, the force of gravity increases.
If distance increases, the force of gravity decreases.
AstronomyS6E1.e Explain that gravity is the force that governs the motion in thesolar system.
1. The mass of these objects is very small compared to Earth,so the force attracting them to Earth is much stronger thanthe force attracting them to each other.
2. The mass of the moon is less than the mass of Earth, so thegravitational force is smaller.
3. The moon’s gravity pulling on the Earth
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ntic
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ed.
E27
Quick Review◆ Inertia and gravity combine to keep Earth in orbit
around the sun and the moon in orbit around Earth.
Questions1. Why does the moon stay in orbit around Earth?
Why doesn’t the moon fall to Earth?
2. What would happen to the moon if there were no gravity?
A. It would stop moving.
B. It would fall toward Earth.
C. It would leave orbit and move in a straight line.
D. It would continue to orbit Earth.
1. The moon’s inertia keeps it moving ahead, and gravity pulls the moon toward Earth. The combination of these two factorskeeps the moon in orbit around Earth.
2. C
Force ofgravity
Moon’s motionwithout gravity
Actual orbit Moon
Earth
AstronomyS6E1.e Explain that gravity is the force that governs the motion in thesolar system.
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E28
Ast
ron
om
yS6
E1.e
Exp
lain
th
at g
ravi
ty is
th
e fo
rce
that
go
vern
s th
e m
oti
on
in t
he
sola
r sy
stem
.
Qu
ick
Rev
iew
◆G
ravi
ty i
s th
e fo
rce
that
att
ract
s al
l ob
ject
sto
war
d e
ach
oth
er.I
t is
res
pon
sib
le f
orfo
rmin
g th
e su
n i
nto
its
sp
her
ical
sh
ape.
Qu
esti
on
s1.
Wh
at o
pp
osin
g fo
rce
bal
ance
s th
e su
n’s
grav
ity,
kee
pin
g th
e su
n s
tab
le o
ver
tim
e?
A.i
ner
tia
B.o
utw
ard
pre
ssu
re
C.m
omen
tum
D.c
onve
ctio
n
2.W
hat
wou
ld h
app
en t
o th
e su
n i
f gr
avit
yw
ere
sud
den
ly t
urn
ed o
ff?
Pres
sure
ou
t
Gra
vity
in
1.
B
2
. T
he o
utw
ard
pre
ssur
e fr
om t
he s
un’s
cor
e w
ould
no
long
er b
e ba
lanc
ed b
y gr
avity
, ca
usin
g th
e su
n to
exp
lode
.
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E29
Quick Review◆ Comets are loose collections of ice, dust, and small
rocky particles. They typically have long, narrowelliptical orbits. When a comet gets close enough tothe sun, some of its ice turns to gas, forming acoma and one or two long tails.
◆ Asteroids are chunks of rock in space. Mostrevolve around the sun in the asteroid beltbetween the orbits of Mars and Jupiter.
◆ Meteoroids are chunks of rock or dust in space.Meteoroids come from asteroids or comets.
Questions1. What force pushes gas and dust away from a comet
to form its tail?
2. Why is a comet difficult to see when it is far fromthe sun?
3. What do scientists think happened when one ormore large asteroids hit Earth about 65 millionyears ago?
Coma
Sun
Dust tail
Gas Tail
Comet orbit
1. The solar wind2. It remains frozen and does not have a coma or a tail.3. A catastrophic explosion led to the extinction of the dinosaurs and many other species.
AstronomyS6E1.f Describe the characteristics of comets, asteroids, and meteors.
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E30
Quick Review◆ The phase of the moon you see depends on how
much of the sunlit side of the moon faces Earth.
◆ The same side of the moon is always visible fromEarth because the moon revolves once aroundEarth and rotates once on its axis in the same period of time.
Questions1. When the moon is in the new moon phase, how
much of its surface receives light from the sun?
2. Since the moon does not produce its own light, howcan you see it?
1. Half the moon’s surface receives sunlight no matter what the phase. However, at the time of a new moon, the sunlit half of the moon is facing away from Earth.
2. Sunlight reflects from the moon’s surface.
View From Space
Sunlight
1. New Moon
2. Waxing Crescent
3. First Quarter
4. Waxing Gibbous
6. Waning Gibbous
5. Full Moon
7. Third Quarter
8. Waning Crescent
AstronomyS6E2.a Demonstrate the phases of the moon by showing thealignment of the earth, moon, and sun.
Phases of the Moon
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E31
Quick Review◆ A solar eclipse occurs when the moon passes directly
between Earth and the sun, blocking sunlight fromreaching the Earth.
◆ During a total solar eclipse, a small section ofEarth’s surface lies in the moon’s umbra, the darkestpart of the moon’s shadow.
◆ A partial solar eclipse can be seen in areas that liein the moon’s penumbra, the larger, less dark partof its shadow.
Questions1. What phase is the moon in during a solar eclipse?
A. new moon B. first quarter
C. third quarter D. full moon
2. Why can a total solar eclipse be seen from only asmall part of Earth’s surface?
1. A 2. The moon casts only a small shadow on Earth because it is much smaller than Earth.
AstronomyS6E2.b Explain the alignment of the earth, moon, and sun duringsolar and lunar eclipses.
Solar Eclipse
Penumbra
Umbra
Moon
Sun
Earth
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E32
Quick Review◆ During a total lunar eclipse, Earth is directly
between the moon and the sun. Earth blocks sunlight from reaching the moon, which is in Earth’s shadow.
◆ A total lunar eclipse occurs when the moon is inEarth’s umbra. A partial lunar eclipse occurs whenthe moon passes partly into Earth’s umbra.
Questions1. What phase is the moon in when a lunar eclipse
occurs?
A. new moon B. waning crescent
C. waxing gibbous D. full moon
2. Why doesn’t a lunar eclipse occur every month?
1. D 2. The moon’s orbit is tilted about 5 degrees relative to Earth’s orbit around the sun. So, in most months the moon revolves
around Earth without moving into Earth’s shadow.
AstronomyS6E2.b Explain the alignment of the earth, moon, and sun duringsolar and lunar eclipses.
Lunar Eclipse Penumbra
Umbra Moon
Sun
Earth
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E33
Quick Review◆ Earth has seasons because its axis is tilted as it
moves around the sun. The axis is tilted at anangle of 23.5° from the vertical.
◆ As Earth revolves around the sun, its axis is tiltedaway from the sun for part of the year and towardthe sun for part of the year.
◆ When the north end of Earth’s axis is tilted towardthe sun, the Northern Hemisphere has summerand the Southern Hemisphere has winter.
Questions1. Why are the seasons not affected by changes in
Earth’s distance from the sun?
2. What is a solstice? When does it occur?
3. What is an equinox? When does it occur?
MarchEquinox
DecemberSolstice
SeptemberEquinox
JuneSolstice
1. The directness of sunlight and the hours of daylight influence the seasons more than small changes in the sun’s distance.2. A solstice occurs when the noon sun is overhead at either 23.5° N or 23.5° S on or about the 21st of June and December.3. An equinox occurs when the noon sun is directly overhead at the equator on or about the 21st of March and September.
AstronomyS6E2.c Relate the tilt of the earth to the distribution of sunlightthroughout the year and to its effect on climate.
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E34
Distribution of Earth’s Water
Fresh water
Ice 76%
Deep groundwater 11%
Shallow groundwater 12%
Lakes and rivers 0.34%
Water vapor 0.037%
Salt water in oceans and salt lakes
97%
Quick Review◆ Most of Earth’s water is salt water found in
the oceans. Oceans cover about 70 percent ofEarth’s surface.
◆ Most of Earth’s fresh water is locked in the thicksheets of ice that cover Antarctica and Greenland.
Questions1. What percentage of Earth’s water is fresh water?
A. About 0.34%
B. About 3%
C. About 76%
D. About 97%
2. How much of Earth’s fresh water is located underground?
1. B 2. About 23%
Earth’s WatersS6E3.a Explain that a large portion of the Earth’s surface is water,consisting of oceans, rivers, lakes, underground water, and ice.
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E35
Quick Review
◆ Roughly 25 percent of Earth's fresh water isgroundwater.
◆ An aquifer is a permeable layer of rock that issaturated with water.
◆ People depend on aquifers for drinking water andirrigation.
Questions1. What does it mean for a rock to be permeable?
2. According to the illustration, which layer of rock isthe source of the water in a spring?
3. How might a rise in air temperature lead to a dropin the amount of water in an aquifer?
1. Water can pass easily through a permeable rock. 2. The aquifer layer3. Higher temperatures can cause more water to evaporate instead of sinking into the ground.
Impermeable layer
Water table
Saturatedzone
WellAquifer
Spring
Saturated zone
Earth’s WatersS6E3.a Explain that a large portion of the Earth’s surface is water,consisting of oceans, rivers, lakes, underground water, and ice.
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E36
1. A river and all its tributaries 2. The steepness of its slope and the volume of its water 3. A watershed or drainage basin
Tributary
Oxbow lakeMeander
Delta
Ocean
Earth’s WatersS6E3.a Explain that a large portion of the Earth’s surface is water,consisting of oceans, rivers, lakes, underground water, and ice.
Quick Review◆ Rivers begin in the mountains, where many
streams come together to form the fast-movingheadwaters. Downriver, the land’s slope is lesssteep, and tributaries increase the river’s volume.
◆ The river then flows through its flood plain, whereit can meander back and forth. Sometimes ameander is cut off from the river and forms anoxbow lake.
◆ At the mouth, the river flows into a larger body of water—a larger river, a lake, or an ocean.Sometimes deposits of sediment build up at themouth of the river to form a delta.
Questions1. What makes up a river system?
2. What two factors affect how fast a river flows?
3. What is the name of the land area that supplieswater to a river system?
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E37
Qu
ick
Rev
iew
◆T
he
wat
er c
ycle
beg
ins
wh
en w
ater
eva
por
ates
from
oce
ans,
lak
es,a
nd
riv
ers,
and
is
rele
ased
from
pla
nts
or
anim
als.
◆W
ater
vap
or c
ond
ense
s as
it
cool
s to
for
m c
lou
ds
in t
he
atm
osp
her
e.W
hen
th
e w
ater
dro
ple
tsb
ecom
e h
eavy
en
ough
,th
ey f
all
bac
k t
o E
arth
as
pre
cip
itat
ion
.
◆P
reci
pit
atio
n t
hat
fal
ls o
n l
and
can
eva
por
ate,
flow
in
to r
iver
s,la
kes
,an
d o
cean
s,or
see
p i
nto
the
Ear
th’s
cru
st w
her
e it
wil
l b
ecom
e gr
oun
d-
wat
er.
Qu
esti
on
s1.
Wh
at s
ourc
e of
en
ergy
dri
ves
the
wat
er c
ycle
?
2.H
ow d
oes
the
wat
er c
ycle
ren
ew E
arth
’s s
up
ply
of f
resh
wat
er?
3.W
hat
hap
pen
s to
rai
n t
hat
fal
ls i
nto
th
e oc
ean
s?
CO
ND
ENSA
TIO
N PREC
IPIT
ATIO
N
RUN
OFF
AN
D
GRO
UN
DW
ATER
EVA
PORA
TIO
N
Wat
er v
apor
Gro
undw
ater
Oce
an
Lake
1.
The
sun
2.
M
ost
of t
he w
ater
tha
t ev
apor
ates
com
es f
rom
the
sal
ty o
cean
s bu
t be
com
es f
resh
as
it ev
apor
ates
.
3.
It r
emai
ns in
the
oce
an u
ntil
it ev
apor
ates
and
con
tinue
s th
e cy
cle.
Eart
h’s
Wat
ers
S6E3
.bR
elat
e va
rio
us
atm
osp
her
ic c
on
dit
ion
s to
sta
ges
of
the
wat
er c
ycle
.
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PPLS
E38
Quick Review◆ About 97% of Earth’s water is salt water, mostly
found in oceans. About 3% is fresh water found inicebergs, groundwater, lakes, and rivers.
◆ On average, one kilogram of ocean water containsabout 35 grams of salts, or has a salinity of 35 partsper thousand. Salt water has a higher density and a lower freezing temperature than fresh water.
◆ Water is one of Earth’s best solvents. Minerals fromrocks such as limestone and gases dissolve ingroundwater, lakes, and oceans.
Questions1. Where is most of Earth’s fresh water found?
2. What percentage of the dissolved salts in oceanwater is comprised of sodium and chloride?
1. In ice sheets and icebergs 2. 85.6%
The OceansS6E3.c Describe the composition, location, and subsurface topographyof the world’s oceans.
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E39
Quick Review◆ The continental shelf is a gently sloping, shallow
part of the ocean floor that extends outward fromthe edge of a continent. Beyond the edge of thecontinental shelf is a steeply declining area calledthe continental slope.
◆ The smooth, nearly flat region of the ocean flooris called the abyssal plain. Mountains rise anddeep canyons called trenches drop off from theabyssal plain.
Questions1. A mountain that rises from the ocean floor, but
whose peak does not break the ocean surface, iscalled a
A. volcanic island. B. trench.
C. mid-ocean ridge. D. seamount.
2. Which section of the ocean floor would you touchas you walk into the ocean from a beach?
The OceansS6E3.c Describe the composition, location, and subsurface topographyof the world’s oceans.
1. D 2. The continental shelf
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E40
Quick Review◆ Waves carry energy.
◆ Although an ocean wave travels through the water,the water particles remain in place.
◆ Most waves form when winds blowing across thewater’s surface transmit energy to the water.
Questions1. What does the wave transfer in the direction of its
motion?
A. water particles
B. troughs
C. energy
D. crests
2. How does the wave get its energy?
1. C 2. Wind makes contact with the water and transfers energy to it.
Direction of wave movement
Wavelength
CrestWaveheight
Particlemotion
Trough
No particle motionbelow this depth
The OceansS6E3.d Explain the causes of waves, currents, and tides.
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E41
Quick Review◆ Tsunamis are giant ocean waves. They travel at sea
as a long, low wave. Near shore, the height of thewave increases dramatically. Tsunamis can causegreat destruction.
◆ Most tsunamis are caused by earthquakes beneaththe ocean floor.
Questions1. What is the source of energy for a tsunami?
A. change in sea level
B. ocean winds
C. heat of Earth’s interior
D. earthquake
2. Predict how a tsunami could affect human habitats.
1. D 2. Sample answer: Buildings near the shore may be destroyed.
Earthquake
Sea level
Ocean floor
The OceansS6E.d Explain the causes of waves, currents, and tides.
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E42
Quick Review◆ Surface currents are mainly driven by wind.
◆ The sun’s radiation is the ultimate source of energythat powers global winds and surface currents in the ocean.
Questions1. Which of the following causes surface currents
to form?
A. conduction from deeper water
B. wind blowing over the surface
C. the Coriolis force
D. unequal heating of the ocean
2. How do surface currents affect the distribution ofthermal energy in the oceans and the atmosphere?
1. B 2. Surface currents carry thermal energy away from the equator and toward the poles.
N
EW
KeyWarm currentCold current
North Atla
ntic Drift
Gulf Stre
am California
Current
Antarctica
Africa
Australia
South America
NorthAmerica
EuropeAsia
S. PacificOcean
N. PacificOcean N. Atlantic
Ocean
S. AtlanticOcean
Indian Ocean
Arctic Ocean
Arctic Circle
60º S
30º S
30º N
0º
0º
60º N
Equator
150º W
90º W
30º W
30º
E
90º E
150º E
Antarctic Circle
Major Surface Ocean Currents
The OceansS6E.d Explain the causes of waves, currents, and tides.
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E43
Quick Review◆ Tides are caused by the gravitational interactions
of Earth, the moon, and the sun.
◆ As Earth rotates, most coastlines experience twohigh tides and two low tides each day.
◆ During both a new moon and a full moon, thecombined pull of the moon and sun produce aspring tide. When the moon is at right angles to the sun, a neap tide results.
Questions1. Why is a bulge of water created on the side of
Earth opposite the moon?
2. What is a spring tide? A neap tide?
3. How often do spring tides and neap tides occur?
1. The water on the opposite side of Earth is pulled lessstrongly toward the moon than the rest of Earth. Thiswater is less affected by the moon’s gravitational force.
Point AThe moon pulls on water at Earth’ssurface more strongly than on Earthas a whole.
Point BThe moon pulls less strongly on thewater at Earth’s surface than onEarth as a whole.
Point C and DLow tides occur between the twohigh tides.
The OceansS6E.d Explain the causes of waves, currents, and tides.
2. A spring tide has the greatest difference between consecutive high and low tides; a neap tide has theleast difference between consecutive high and low tides.
3. Spring and neaptides each occurabout twice a month.
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E44
Quick Review◆ Heat is the transfer of thermal energy from a hotter
object to a cooler one.
◆ In the atmosphere, heat is transferred by radiation,conduction, and convection.
Questions1. What form of heat transfer in the diagram involves
the motion of air?
A. conduction from the ground to the air
B. radiation from the sun through the air
C. radiation from the ground to the air
D. convection in the air
2. In what form is energy transferred from the sun toEarth?
1. D 2. Radiation or electromagnetic waves
Heat transferby radiation
Heat transferby convection
Heat transferby conduction
Heat transfer by radiation
Weather and ClimateS6E4.a Demonstrate that land and water absorb and lose heat atdifferent rates and explain the resulting effects on weather patterns.
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E45
Quick Review◆ Changes in weather are caused by differences in
pressure, heat, the movement of air, and humidity.
Questions1. The map shows a high-pressure area near
Washington, D.C. What type of weather will mostlikely occur in that area?
A. heavy snow
B. overcast skies
C. sunshine and dry air
D. thunderstorms
2. Air masses tend to move from west to east. What isthe likely forecast for Chicago?
1. C 2. The approaching low-pressure system will probably bring snow and sleet to Chicago.
Seattle45/37
San Francisco55/42Los Angeles60/48
Denver40/22
Billings38/25
Kansas City34/30
Minneapolis32/26
Chicago36/28
Detroit37/26
New York44/34
Washington48/33
DFWMetroplex66/46
Atlanta42/38
Miami74/60
El Paso58/40
Houston70/50
COLD
WINDY
CHILLY
Weather and ClimateS6E4.a Demonstrate that land and water absorb and lose heat atdifferent rates and explain the resulting effects on weather patterns.
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E46
Quick Review◆ Colliding air masses can form four types of fronts:
cold fronts, warm fronts, stationary fronts, andoccluded fronts.
Questions1. Which of the following is NOT likely to happen as
a cold front passes through an area?
A. The sky remains clear.
B. Precipitation falls.
C. Temperature drops.
D. Clouds form.
2. How does a cold front form?
1. A 2. Cold and warm air masses meet, and the dense, rapidly moving cold air slides under the warm air, pushing the warm
air upward.
Weather and ClimateS6E4.a Demonstrate that land and water absorb and lose heat atdifferent rates and explain the resulting effects on weather patterns.
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E47
Qu
ick
Rev
iew
◆C
lim
ate
is d
eter
min
ed b
y te
mp
erat
ure
an
dp
reci
pit
atio
n.C
lim
ate
can
als
o b
e in
flu
ence
d b
yn
atu
ral
even
ts,s
uch
as
volc
anic
eru
pti
ons
or
glac
ial
mel
tin
g.
◆T
he
maj
or c
lim
ate
typ
es a
re t
rop
ical
rai
ny,
dry
,te
mp
erat
e m
arin
e,te
mp
erat
e co
nti
nen
tal,
pol
ar,
and
hig
hla
nd
s.
◆T
emp
erat
ure
is
infl
uen
ced
by
lati
tud
e,al
titu
de,
dis
tan
ce f
rom
lar
ge b
odie
s of
wat
er,a
nd
oce
ancu
rren
ts.
Qu
esti
on
s1.
How
can
vol
can
ic e
rup
tion
s af
fect
cli
mat
e?
2.W
hy
doe
s p
reci
pit
atio
n f
all
mai
nly
on
th
ew
ind
war
d s
ides
of
mou
nta
ins?
3.W
hat
typ
es o
f cl
imat
e p
red
omin
ate
bet
wee
n t
he
Tro
pic
of
Can
cer
and
th
e T
rop
ic o
f C
apri
corn
?
1.
They
rel
ease
gas
and
ash
into
the
atm
osp
here
. Th
ese
subs
tanc
es c
an f
ilter
out
rad
iatio
n an
d m
ay lo
wer
tem
per
atur
es.
2.
Whe
n w
arm
, hu
mid
air
is f
orce
d to
ris
e up
to
pas
s ov
er m
ount
ains
, th
e ai
r co
ols
and
its w
ater
vap
or c
onde
nses
to
pro
duce
clo
uds
and
pre
cip
itatio
n.3.
Tr
opic
al r
ainy
, w
ith s
ome
dry
regi
ons
Wea
ther
an
d C
lim
ate
S6E4
.aD
emo
nst
rate
th
at la
nd
an
d w
ater
ab
sorb
an
d lo
se h
eat
at d
iffe
ren
t ra
tes
and
exp
lain
th
e re
sult
ing
eff
ects
on
wea
ther
pat
tern
s.
©P
ears
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duca
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., pu
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hing
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rson
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ntic
e H
all.
All
right
s re
serv
ed.
E48
Quick Review◆ Local winds are caused by the unequal heating of
Earth’s surface within a small area.
Questions1. The energy for a sea breeze originally comes from
A. conduction from Earth’s surface.
B. energy of ocean currents.
C. radiation from the sun.
D. the water cycle.
2. How does unequal heating during the day produce asea breeze?
1. C 2. As a result of unequal heating, the land is warmer than the water. Therefore, the air above the water is cooler and denser than
the air above the land. A breeze develops as the cooler air moves beneath the warm, rising air.
Warmair rises
Cooler air movesbeneath warm air
Sea Breeze
Weather and ClimateS6E4.b Relate unequal heating of land and water surfaces to formlarge global wind systems and weather events such as tornados andthunderstorms.
©P
ears
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., pu
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hing
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Pre
ntic
e H
all.
All
right
s re
serv
ed.
E49
Quick Review◆ Temperature differences between the equator and
the poles create global winds.
Questions1. The trade winds blow from the
A. west to the east.
B. horse latitudes to the poles.
C. horse latitudes to the doldrums.
D. equator to the horse latitudes.
2. What causes the prevailing westerlies?
1. C 2. The prevailing westerlies are caused by the difference in air pressure between the horse latitudes (high pressure) and the poles
(low pressure). The westerlies move warm air toward the poles, but they are turned east by the Coriolis effect.
N
EW
S
90ºN
60ºN
30ºN
30ºS
60ºS
90ºS
Equator 0º
Polar Easterlies
Prevailing Westerlies
Prevailing Westerlies
HorseLatitudes
TradeWinds
Trade Winds
HorseLatitudes
Doldrums
Weather and ClimateS6E4.b Relate unequal heating of land and water surfaces to formlarge global wind systems and weather events such as tornados andthunderstorms.
©P
ears
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., pu
blis
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Pre
ntic
e H
all.
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right
s re
serv
ed.
E50
Qu
ick
Rev
iew
◆F
our
typ
es o
f ai
r m
asse
s in
flu
ence
th
e w
eath
erin
Nor
th A
mer
ica:
mar
itim
e tr
opic
al,c
onti
nen
tal
trop
ical
,mar
itim
e p
olar
,an
d c
onti
nen
tal
pol
ar.
◆M
arit
ime
air
mas
ses
are
hu
mid
,wh
ile
con
tin
enta
lm
asse
s ar
e d
ry.T
rop
ical
an
d p
olar
ref
er t
o th
ete
mp
erat
ure
of
the
air.
◆W
hen
tw
o ai
r m
asse
s of
dif
fere
nt
tem
per
atu
res
and
den
siti
es c
olli
de,
they
for
m a
fro
nt.
Qu
esti
on
s1.
How
do
mar
itim
e tr
opic
al a
ir m
asse
s fr
omth
eP
acif
ic O
cean
aff
ect
the
wea
ther
on
th
eW
est
Coa
st?
2.W
hat
typ
e of
fro
nt
form
s w
hen
tw
o ai
r m
asse
sm
eet
and
nei
ther
on
e ca
n m
ove?
3.W
hat
typ
e of
wea
ther
do
cold
fro
nts
usu
ally
bri
ng?
1.
They
brin
g w
arm
, hu
mid
air
to t
he W
est
Coa
st.
2.
A s
tatio
nary
fro
nt
3.
Abr
upt
wea
ther
cha
nges
, su
ch a
s th
unde
rsto
rms,
fol
low
ed b
y co
oler
, dr
ier
wea
ther
.
Wea
ther
an
d C
lim
ate
S6E4
.cR
elat
e h
ow
mo
istu
re e
vap
ora
tin
g f
rom
th
e o
cean
s af
fect
s th
e w
eath
er p
atte
rns
and
th
e w
eath
er e
ven
ts s
uch
as
hu
rric
anes
.
©P
ears
on E
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tion,
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., pu
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hing
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ntic
e H
all.
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right
s re
serv
ed.
E51
Quick Review◆ A hurricane is a tropical storm that has wind speeds
of at least 119 kilometers per hour.
◆ Hurricanes form over warm ocean water. The waterevaporates from the ocean’s surface. As this humidair rises and forms clouds, more warm air is drawninto the system.
Questions1. The process by which clouds form from water
vapor in the air is called
A. precipitation. B. condensation.
C. evaporation. D. combustion.
2. What is the “eye” of a hurricane?
1. B 2. The calm, quiet area at the hurricane’s center
Weather and ClimateS6E4.c Relate how moisture evaporating from the oceans affectsthe weather patterns and the weather events such as hurricanes.
➊ Warm, moist air risesaround the eye and in spiraling bands of clouds.
➋ Air flows outwardnear the top of the hurricane.
➌ Cool, dry airsinks in theeye, the centerof the hurricane.Eyewall
HeavyRain
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ears
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., pu
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ntic
e H
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E52
Quick Review◆ The crust is a layer of solid rock that forms Earth’s
outer surface. It includes both dry land and theocean floor.
◆ The mantle is a thick layer of hot rock betweenEarth’s crust and core.
◆ The core at Earth’s center is metallic and verydense.
Questions1. Which of Earth’s layers is liquid?
A. crust B. mantle
C. outer core D. inner core
2. Which layer(s) of Earth are included in the lithosphere?
1. C 2. The crust and the upper part of the mantle
Earth’s StructureS6E5.a Compare and contrast the Earth’s crust, mantle, and coreincluding temperature, density, and composition.
©P
ears
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tion,
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., pu
blis
hing
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Pea
rson
Pre
ntic
e H
all.
All
right
s re
serv
ed.
E53
Qu
ick
Rev
iew
◆E
arth
can
be
div
ided
in
to a
cor
e,m
antl
e,an
dcr
ust
.
◆T
he
cru
st i
s th
e ro
cky
oute
r la
yer,
wh
ich
is
div
ided
in
to c
onti
nen
tal
cru
st a
nd
oce
anic
cru
st.
◆T
he
core
is
a la
rge
sph
ere
of m
etal
at
Ear
th's
cen
ter.
Th
e in
ner
cor
e is
bel
ieve
d t
o b
e so
lid
,bu
tth
e ou
ter
core
is
liq
uid
.
◆T
he
man
tle
is l
ocat
ed b
etw
een
th
e cr
ust
an
d t
he
core
.
Qu
esti
on
s1.
If E
arth
is
lik
e a
har
d-b
oile
d e
gg,w
hic
h l
ayer
wou
ld r
elat
e to
th
e sh
ell?
2.W
hic
h l
ayer
of
Ear
th c
onta
ins
a la
yer
of s
oft,
flow
ing
rock
kn
own
as
the
asth
enos
ph
ere?
3.W
hic
h l
ayer
of
the
Ear
th’s
cor
e is
sm
alle
r an
db
elie
ved
to
be
mad
e u
p o
f so
lid
met
al?
Man
tle
2850
km
Ou
ter
core
2260
km
Inn
er c
ore
1220
km
Cru
st5
–75
km
Atm
osp
her
e
1. C
rust
2
. M
antle
3.
Inne
r co
re
Eart
h’s
Str
uct
ure
S6E5
.a C
om
par
e an
d c
on
tras
t th
e Ea
rth
’s c
rust
, man
tle,
an
d c
ore
incl
ud
ing
tem
per
atu
re,
den
sity
, an
d c
om
po
siti
on
.
©P
ears
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tion,
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., pu
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hing
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ntic
e H
all.
All
right
s re
serv
ed.
E54
Quick Review◆ The three main layers of Earth are the crust, the
mantle, and the core. These layers vary greatly insize, composition, temperature, and pressure.
◆ The crust and the uppermost part of the mantleform a rigid layer called the lithosphere. The soft,less rigid part of the mantle below the lithosphereis called the asthenosphere.
◆ The forces that shape the lithosphere includecrustal plate movement, folding and faulting,deposition, volcanoes, and earthquakes.
Questions1. What makes Earth’s plates move?
2. How are the inner and outer core different?
1. Convection currents in the mantle 2. The outer core is a layer of molten metal that surrounds the inner core. The inner core is a dense ball of solid metal.
Oceanic crust
LithosphereContinental crust
Upper mantleAsthenosphere
Dep
th (
km)
0
100
200
300
350
Earth’s StructureS6E5.a Compare and contrast the Earth’s crust, mantle, and coreincluding temperature, density, and composition.
©P
ears
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., pu
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Pre
ntic
e H
all.
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right
s re
serv
ed.
E55
Quick Review◆ Heat from the core and the mantle itself causes
convection currents in the mantle.
◆ Convection carries heat from Earth’s interior to the surface.
Questions1. Most of the heat that causes the convection
currents shown originally comes from the
A. asthenosphere. B. core.
C. lithosphere. D. sun.
2. What causes convection currents to form in the mantle?
1. B 2. Hotter, less dense material rises in the mantle as cooler, denser material sinks.
Convectioncurrents
LithosphereMantle
Core
Earth’s StructureS6E5.a Compare and contrast the Earth’s crust, mantle, and coreincluding temperature, density, and composition.
©P
ears
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tion,
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., pu
blis
hing
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rson
Pre
ntic
e H
all.
All
right
s re
serv
ed.
E56
Qu
ick
Rev
iew
◆A
min
eral
is
a n
atu
rall
y oc
curr
ing,
inor
gan
icso
lid
wit
h a
cry
stal
lin
e st
ruct
ure
an
d a
def
init
ech
emic
al c
omp
osit
ion
.
◆G
eolo
gist
s cl
assi
fy r
ock
s ac
cord
ing
to t
hei
rte
xtu
re,m
iner
al c
omp
osit
ion
,an
d o
rigi
n.
◆T
he
min
eral
con
ten
t of
a r
ock
can
be
det
erm
ined
by
obse
rvin
g a
very
th
in s
ecti
on o
f th
e ro
cku
nd
er a
mic
rosc
ope.
◆T
he
text
ure
of
a ro
ck i
s d
escr
ibed
bas
ed o
n t
he
size
,sh
ape,
and
pat
tern
of
the
rock
’s g
rain
s.
Qu
esti
on
s1.
Wh
ich
min
eral
is
mos
t ab
un
dan
t in
th
e th
inse
ctio
n o
f ro
ck s
how
n?
Th
e le
ast
abu
nd
ant?
2.W
hat
is
typ
ical
ly t
he
orig
in o
f ro
cks
wit
h n
ovi
sib
le g
rain
?
1.
Feld
spar
; q
uart
z
2
. F
ast-
cool
ing
igne
ous
rock
s
Ro
cks
and
Min
eral
sS6
E5.b
Inve
stig
ate
the
con
trib
uti
on
of
min
eral
s to
ro
ck c
om
po
siti
on
.
©P
ears
on E
duca
tion,
Inc
., pu
blis
hing
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rson
Pre
ntic
e H
all.
All
right
s re
serv
ed.
E57
Qu
ick
Rev
iew
◆E
ach
min
eral
has
sp
ecif
ic p
hys
ical
pro
per
ties
that
can
be
use
d t
o id
enti
fy i
t,in
clu
din
gh
ard
nes
s,d
ensi
ty,c
olor
,str
eak
,lu
ster
,cry
stal
syst
em,c
leav
age
pat
tern
s,an
d f
ract
ure
pat
tern
s.
◆T
he
har
dn
ess
of a
n u
nk
now
n m
iner
al i
s te
sted
by
scra
tch
ing
it w
ith
a m
iner
al o
f k
now
n h
ard
nes
s.
◆T
he
den
sity
of
a m
iner
al i
s fo
un
d b
y d
ivid
ing
the
mas
s of
a s
amp
le b
y it
s vo
lum
e.
Qu
esti
on
s1.
Wh
at w
ould
be
the
har
dn
ess
of a
min
eral
th
atw
as s
crat
ched
by
feld
spar
bu
t n
ot b
y q
uar
tz?
2.W
hic
h m
iner
al o
n t
he
scal
e is
th
e so
ftes
t?
3.W
hat
too
ls w
ould
a g
eolo
gist
nee
d t
o d
eter
min
eth
e d
ensi
ty o
f a
min
eral
?
Mo
hs
Har
dn
ess
Scal
eTe
stin
g M
eth
od
Soft
est
know
n m
iner
al. I
t fla
kes
easi
lyw
hen
scra
tche
d by
a fi
nger
nail.
A fi
nger
nail
can
easi
ly s
crat
ch it
.
A fi
nger
nail
cann
ot s
crat
ch it
, but
aco
pper
pen
ny c
an.
A s
teel
kni
fe c
an e
asily
scr
atch
it.
A s
teel
kni
fe c
an s
crat
ch it
.
Can
not
be s
crat
ched
by
a st
eel k
nife
,bu
t it
can
scra
tch
win
dow
gla
ss.
Can
scr
atch
ste
el a
nd h
ard
glas
s ea
sily
.
Can
scr
atch
qua
rtz.
Can
scr
atch
top
az.
Har
dest
kno
wn
min
eral
. Dia
mon
dca
n sc
ratc
h al
l oth
er s
ubst
ance
s.
Rat
ing
1 2 3 4 5 6 7 8 9 10
Min
eral
Talc
Gyp
sum
Cal
cite
Fluo
rite
Apa
tite
Feld
spar
Qua
rtz
Topa
z
Cor
undu
m
Dia
mon
d
1.
It w
ould
hav
e a
hard
ness
of
6.
2.
Talc
3.
A
sca
le o
r ba
lanc
e an
d a
grad
uate
d cy
linde
r p
artia
lly f
illed
with
wat
er
Ro
cks
and
Min
eral
sS6
E5.b
Inve
stig
ate
the
con
trib
uti
on
of
min
eral
s to
ro
ck c
om
po
siti
on
.
©P
ears
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., pu
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hing
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ntic
e H
all.
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right
s re
serv
ed.
E58
Quick Review◆ The color and luster of a mineral are easily observed
properties. The streak of a mineral is the color of itspowder when rubbed against an unglazed tile.
◆ Geologists classify crystal structures into six groupsbased on the number and angle of the crystal faces.
◆ Some minerals also have unique properties such asfluorescence, magnetism, radioactivity, or electricalproperties.
Questions1. What color is sulfur? What color is its streak?
2. Which crystal systems shown have crystal facesthat intersect at right angles to each other?
3. Which mineral on the chart is magnetic?
1. The color of sulfur is yellow to yellowish brown, but the streak is white.2. Cubic, tetragonal, and orthorhombic3. Magnetite
Properties and Uses of Minerals
Name Magnetite Quartz Rutile Sulfur
Hardness 6 7 6 � 6 2
Color Black Transparent or Black or Lemon yellowin a range reddish to yellowishof colors brown brown
Streak Black Colorless Light brown White
Crystal System
Cubic Hexagonal Tetragonal Orthorhombic
Luster Metallic Glassy Metallic or Greasygemlike
Special Magnetic Fractures like Not easily Melts easilyProperties broken glass melted
12
Rocks and MineralsS6E5.b Investigate the contribution of minerals to rock composition.
©P
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ntic
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ed.
E59
Quick Review◆ Geologists classify rocks into three main groups:
igneous, sedimentary, and metamorphic.
◆ Igneous rock forms when molten rock cools.
◆ Sedimentary rock forms when particles arepressed and cemented together.
◆ Metamorphic rock forms when rock is changed byheat, pressure, or chemical reactions.
Questions1. In what way do the three main groups of rocks
differ from one another?
2. What is the rock cycle?
3. What type of rock is granite?
1. By the way they were formed 2. The series of processes that change rocks from one kind to another 3. Igneous
Igneous Rock forms when magma or lava cools and hardens.
Sedimentary Rock forms when pieces of rock are pressed and cemented together.
Metamorphic Rock forms from other rocks that are changed by heat and pressure.
Rocks and MineralsS6E5.c Classify rocks by their process of formation.
©P
ears
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., pu
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ntic
e H
all.
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right
s re
serv
ed.
E60
1.
Yes,
bec
ause
new
min
eral
s ar
e fo
rmed
.
2
. W
eath
erin
g an
d er
osio
n
Ro
cks
and
Min
eral
sS6
E5.c
Cla
ssif
y ro
cks
by
thei
r p
roce
ss o
f fo
rmat
ion
.
Qu
ick
Rev
iew
◆W
hen
mag
ma
har
den
s,ig
neo
us
rock
s fo
rm.
◆S
edim
enta
ry r
ock
s fo
rm f
rom
roc
k f
ragm
ents
or
dea
d o
rgan
ism
s b
uri
ed d
eep
in
Ear
th.
◆H
eat
and
pre
ssu
re w
ith
in E
arth
’s c
rust
pro
du
cem
etam
orp
hic
roc
ks.
◆T
hes
e p
roce
sses
are
par
t of
th
e ro
ck c
ycle
.D
uri
ng
the
rock
cyc
le,t
he
tota
l am
oun
t of
m
ater
ial
stay
s th
e sa
me
as i
ts f
orm
ch
ange
s.
Qu
esti
on
s1.
Doe
s th
e fo
rmat
ion
of
met
amor
ph
ic r
ock
sin
volv
e ch
emic
al c
han
ges?
Exp
lain
.
2.W
hat
pro
cess
es b
reak
dow
n r
ock
s in
th
e ro
ckcy
cle?
E61
Quick Review◆ The rock cycle is a series of processes on and
beneath Earth’s surface that slowly change rocksfrom one kind to another.
Questions1. What might cause rocks to bend?
A. erosion B. heat and pressure
C. deposition D. precipitation
2. What is the process of erosion?
1. B 2. Erosion is the process in which running water, ice, or wind breaks down rocks and carries the pieces away.
Sediment
Metamorphic Rock
Sedimentary Rock
IgneousRock
Magma and Lava
Rocks and MineralsS6E5.d Describe processes that change rocks and the surface of theearth.
©P
ears
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ntic
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ed.
©P
ears
on E
duca
tion,
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., pu
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hing
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Pea
rson
Pre
ntic
e H
all.
All
right
s re
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E62
Quick Review◆ Earthquakes are sudden motions along faults, or
breaks in Earth’s crust. Stress in the crust producesthree main types of faults.
Questions1. Which type of plate boundary causes motion similar
to the motion along a strike-slip fault?
A. convergent
B. transform
C. normal
D. divergent
2. What causes an earthquake to occur?
1. B2. Plate movement causes stress to build up in the crust, storing energy in the rock. Finally, the rock breaks, and the stored energy
is released suddenly in an earthquake.
Strike-slip fault
Reverse fault
Footwall Hanging wall
EarthquakesS6E5.d Describe processes that change rocks and the surface of theearth.
Footwall Hanging wall
Normal fault
Key Force deforming the crust Movement along the fault
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E63
Quick Review◆ Geologists use seismic waves to locate an
earthquake’s epicenter.
Questions1. Which type of seismic wave would reach the
seismographic stations first?A. P wavesB. surface wavesC. Mercalli wavesD. S waves
2. Explain how the epicenter of the earthquake shownon the map was located.
1. A 2. Geologists in three cities used the difference in the arrival times of seismic waves to find the distance of the epicenter from those
cities and drew circles using that distance as the radius. The place where the circles intersect is the epicenter.
N
EW
S
600 mi0 300
0 300 600 km
Key
Earthquake
Seismographicstation Chicago
Savannah
Houston
Locating an Epicenter
EarthquakesS6E5.d Describe processes that change rocks and the surface of theearth.
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E64
Quick Review◆ Plate motions cause major geologic events, such as
earthquakes, volcanic eruptions, and mountain building.
Questions1. Along the fault in the diagram, masses of rock
slide past each other horizontally. What type offault is the fault shown?
A. reverse fault
B. block fault
C. strike-slip fault
D. normal fault
2. Describe the process that causes an earthquake.
1. C 2. Plate motion causes stress in the crust, leading to the formation of faults. Stress builds up, storing energy in rock, until the rock
along a fault suddenly breaks, releasing the energy as an earthquake. Seismic waves carry the energy away from the focus.
EarthquakesS6E5.e Recognize that lithospheric plates constantly move and causemajor geological events on the earth’s surface.
Epicenter Fault Focus
Seismic waves
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E65
Quick Review◆ The geologic record preserved in rocks is not
always complete. Rock layers can be broken byfaults, pushed up by folding, and eroded away.
◆ Tectonic plate movements can cause rock layers tobuckle and fold, sometimes turning them upsidedown.
◆ An unconformity occurs when some rock layershave been lost because of erosion. New rock layersare then deposited on top of a much older rock sur-face.
Questions1. Is a fault younger or older than the rock it cuts
through?
2. How can scientists determine the relative age ofrock layers that have been overturned or tilted?
3. What can you infer about the land in the areawhere the unconformity shown above was found?
1. Sedimentary rocks form in horizontal layers.
3. The surface is eroded.
2. Folding tilts the rock layers.
4. New sediment is deposited, forming rock layers above the unconformity.
Unconformity
1. A fault is younger than the surrounding rock.2. By looking for index fossils in the rock
Plate TectonicsS6E5.e Recognize that lithospheric plates constantly move and causemajor geological events on the earth’s surface.
3. At some point the rock was pushed toward the surface and subjectedto erosion, but then it was covered with water and a deposition of newsediment.
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E66
Quick Review◆ Earth’s lithosphere is broken into huge plates,
which move because of convection in the mantle.
Questions1. Which plates are colliding with each other?
A. Antarctic plate and Pacific plate
B. Caribbean plate and African plate
C. Nazca plate and South American plate
D. South American plate and African plate
2. How will plate movements change the AtlanticOcean along the boundary of the African and SouthAmerican plates?
1. C 2. The Atlantic Ocean will slowly become wider as the plates spread apart.
Pacific Plate
NazcaPlate
CaribbeanPlate
ScotiaPlate
CocosPlate
Juan de FucaPlate
PhilippinePlate
ArabianPlate
South American
Plate
North AmericanPlate
EurasianPlate
African Plate
Antarctic Plate
EurasianPlate
Indo-Australian Plate
KeyConvergent boundaryDivergent boundary
Transform boundaryUncertain boundary
Direction of plate movement
N
EW
S
Earth’s Lithospheric Plates
Plate TectonicsS6E5.e Recognize that lithospheric plates constantly move and causemajor geological events on the earth’s surface.
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E67
Quick Review◆ Earth’s plates move apart along mid-ocean ridges.
◆ Oceanic plates sink into the mantle beneath deep-ocean trenches.
Questions1. The mid-ocean ridges and deep-ocean trenches
shown in the map are evidence for the location of
A. mountain building. B. calderas.
C. fossils. D. plate boundaries.
2. What explains the fact that volcanoes are commonaround the edges of the Pacific Ocean?
1. D 2. Plate boundaries are found at the edges of the Pacific Ocean. Volcanoes are common where plates are colliding or moving apart.
Pacific OceanPacific Ocean
Atlantic Ocean
Indian Ocean
Arctic OceanArctic Ocean
Pacific OceanPacific Ocean
Atlantic Ocean
Indian Ocean
Arctic OceanArctic Ocean
Pacific Ocean
Atlantic Ocean
Indian Ocean
Arctic Ocean
NorthAmerica
Iceland
Asia Europe
SouthAmerica
Africa
Australia
Antarctica
KeyDeep-ocean trench
Mid-ocean ridge
Earth’s Ocean Floor
Plate TectonicsS6E5.e Recognize that lithospheric plates constantly move and causemajor geological events on the earth’s surface.
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E68
Quick Review◆ As tectonic plates move, they meet at plate
boundaries. There are three kinds of plateboundaries: transform, divergent, and convergentboundaries.
◆ Convergent and divergent boundaries generallyresult in the formation of volcanoes, becausemagma tends to break through the crust in theseareas.
◆ Faults, breaks in Earth’s crust where rocks haveslipped past each other, form along boundaries.There are three types of faults: normal, reverse,and strike-slip.
Questions1. What happens at a convergent boundary between
two continental plates?
2. Why are volcanoes concentrated around the rim of the Pacific Ocean?
3. What three categories describe a volcano’s stage ofactivity?
1. The plates crash head-on and buckle, forming mountain ranges.2. The Pacific plate is subducting under most of the plates around it, producing areas of high volcanic activity. 3. Active, dormant, and extinct
Plate TectonicsS6E5.e Recognize that lithospheric plates constantly move and causemajor geological events on the earth’s surface.
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E69
Quick Review◆ The supercontinent Pangaea formed millions of
years ago, then broke apart.
◆ The continents slowly moved to their present-daypositions.
Questions1. What process is shown in the maps?
A. continental drift B. faulting
C. conduction D. magnetic field reversal
2. What caused the changes shown in the maps?
1. A 2. Convection in Earth’s mantle caused large sections of the lithosphere, called plates, to move, carrying the continents with them.
Plate TectonicsS6E5.e Recognize that lithospheric plates constantly move and causemajor geological events on the earth’s surface.
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E70
Quick Review◆ Alfred Wegener’s evidence for continental drift
included the distribution of fossils, rocks, andancient climate zones.
Questions1. Which of the following is found in both Antarctica
and Australia?
A. Mesosaurus fossils B. Lystrosaurus fossils
C. Glossopteris fossils D. coal beds
2. South America and Africa are widely separated, butMesosaurus fossils are found on both continents.What explains this fact?
1. C 2. South America and Africa were connected at the time that Mesosaurus lived.
Plate TectonicsS6E5.e Recognize that lithospheric plates constantly move and causemajor geological events on the earth’s surface.
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E71
Quick Review◆ The movements of the Pacific and North American
plates have produced major faults, volcanoes, andmountain ranges along the West Coast.
Questions1. What feature shown on the map is involved in
subduction beneath the North American plate?
A. Baja Peninsula B. Pacific plate
C. San Andreas fault D. Juan de Fuca plate
2. In what areas of the map is volcanic activity mostlikely to occur?
1. D 2. On the North American plate near the convergent boundary and along the divergent boundaries in the ocean
Plate TectonicsS6E5.e Recognize that lithospheric plates constantly move and causemajor geological events on the earth’s surface.
North AmericanPlatePacific
Plate
Juan deFucaPlate
GordaPlate
Lassen Peak
San Andreas fault
MendocinoTriple
Junction
Mt. Shasta
130º W 125º W
40º N
45º N
50º N
CALIFORNIA
250 mi0 125
0 125 250 km
KeyDirection of plate motionDivergent boundaryConvergent boundaryTransform boundaryVolcano
Mendocino Triple Junction
N
EW
S
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E72
Quick Review
◆ Volcanoes form where magma reaches the surface.
◆ Magma is molten rock that contains water vaporand other gases under great pressure. Magma that reaches the surface is called lava.
Questions1. What causes magma to erupt from a volcano?
A. increase in density B. convection currents
C. temperature changes D. expanding gases
2. Magma forms deep beneath Earth’s surface. Howdoes this magma reach the surface?
1. D 2. Magma is hotter and therefore less dense than the solid material around it. This difference in density causes the magma to flow
upward. If there is an opening in the rock, the magma reaches the surface and a volcano forms.
VolcanoesS6E5.f Explain the effects of physical processes (plate tectonics, erosion,deposition, volcanic eruption, gravity) on geological features includingoceans (composition, currents, and tides).
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E73
Quick Review◆ Volcanoes often form where oceanic plates collide or
spread apart.
◆ Volcanoes also form where an oceanic plate collideswith a continental plate and at hot spots.
Questions1. In the diagram, the volcanoes on land formed as a
result of
A. a hot spot.
B. sea-floor spreading.
C. continental rifting.
D. subduction.
2. Identify two ways in which plate motions can formmountains.
1. D 2. Subduction can cause volcanoes to erupt, forming volcanic mountains. Colliding continental plates can push land
higher, forming mountain ranges.
Continental crust
Mid-ocean ridge
Volcano
Asthenosphere
Subductingplate
Subductingplate
Volcano
I s l a n d ar c
Trench
Oceaniccrust
Trench
Plate movementSubduction
Key
VolcanoesS6E5.f Explain the effects of physical processes (plate tectonics, erosion,deposition, volcanic eruption, gravity) on geological features includingoceans (composition, currents, and tides).
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E74
Quick Review◆ Moving water is the major agent of the erosion that
has shaped Earth’s land surface.
Questions1. Over time, how would erosion affect the land
surface in the diagram?
A. raise the surface B. lower the surface
C. fill in the gullies D. dry up the stream
2. What is runoff, and how does it cause erosion?
1. B 2. Runoff is water that flows over the ground. As it moves, runoff loosens and carries particles of sediment.
RunoffSheet erosion
Rills
Gullies
Stream
Erosion and DepositionS6E5.f Explain the effects of physical processes (plate tectonics, erosion,deposition, volcanic eruption, gravity) on geological features includingoceans (composition, currents, and tides).
E75
Quick Review◆ Erosion creates valleys, waterfalls, meanders, and
oxbow lakes.
◆ Deposition creates deltas and beaches.
Questions1. Through the process of valley widening, a
meandering river forms a(n)
A. delta. B. waterfall.
C. flood plain. D. beach.
2. What is the source of the material that formed the delta?
1. C 2. Sediment was eroded by or washed into the river as the river flowed across the land.
Oxbow Lake
Flood Plain
Beaches
Tributary
Meanders
Waterfalls and Rapids
Delta
Bluffs
Valley Widening
V-Shaped Valley
Erosion and DepositionS6E5.f Explain the effects of physical processes (plate tectonics, erosion,deposition, volcanic eruption, gravity) on geological features includingoceans (composition, currents, and tides).
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E76
Quick Review◆ A river often develops meanders where it flows
through easily eroded sediment.
Questions1. As erosion occurs along a meander’s outer edge,
the bend
A. gets smaller.
B. stays the same size.
C. gradually straightens out.
D. gets bigger.
2. How does an oxbow lake form?
1. D 2. An oxbow lake forms when a river forms a new channel that separates a meander from the rest of the river.
Erosion
Meander
Deposition
Oxbow lake
1 2
3 4
Erosion and DepositionS6E5.f Explain the effects of physical processes (plate tectonics, erosion,deposition, volcanic eruption, gravity) on geological features includingoceans (composition, currents, and tides).
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E77
Quick Review◆ Waves shape the coast through erosion by breaking
down rock and eroding sediment.
◆ When waves deposit sediment, they form beaches,sand bars, and spits.
Questions1. What feature may form where a coast turns
abruptly and interrupts longshore drift?
A. barrier beach
B. sea arch
C. spit
D. headland
2. How will the headland change over time?
1. C 2. The sea arch will erode, leaving a sea stack. Overall the headland will get smaller and the coastline will tend to even out.
Erosion and DepositionS6E5.f Explain the effects of physical processes (plate tectonics, erosion,deposition, volcanic eruption, gravity) on geological features includingoceans (composition, currents, and tides).
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E78
Quick Review◆ Fossils provide information about the life and
environments of the past.◆ The oldest fossils are simple organisms. Much
younger rocks contain the fossils of more recent andmore complex organisms.
Questions1. What does it mean when fossils of aquatic
organisms appear in today’s desert-like areas?A. They are index fossils.B. The areas were once under water.C. The organisms did not belong in the water.D. The researcher made a mistake in her records.
2. Name the principle that states that geologic processes occurring today also occurred in the past.
1. B 2. The principle of uniformitarianism
Fossil sand ripples Modern sand ripples
Earth’s HistoryS6E5.g Describe how fossils show evidence of the changing surface andclimate of the Earth.
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E79
Quick Review◆ Fossils can show how an environment has changed
over time.
Questions1. What important evidence does the fossil record
provide?
2. What do fossils of clam shells of similar shape andthickness to clams today suggest about the environment in which the ancient organisms lived?
A. They lived in an environment similar to that ofmodern clams.
B. The environment was above sea level.
C. There were no predators that fed on clams.
D. There were only land animals on Earth.
1. It provides evidence about the history of life and past environments on Earth. 2. A
G
F
D
B
A
E
C
Earth’s HistoryS6E5.g Describe how fossils show evidence of the changing surface andclimate of the Earth.
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E80
Quick Review
◆ Geologists try to determine the ages of rocks andthe fossils within them.
◆ Relative age compares rock layers by the order inwhich they were formed.
◆ Radioactive dating determines the actual age ofrocks by the amounts of radioactive isotopespresent within them.
Questions
1. Which is older—a fossil found in Muav limestoneor Hermit shale at the Grand Canyon?
2. Which layer of the Grand Canyon contains theyoungest rock?
1. Muav limestone 2. Top layer (Kaibab-Toroweap limestone)
Younger
Older
Kaibab-Toroweap limestone
Coconino sandstone
Hermit shale
Supai sandstone
Redwall limestone
Muav limestoneBright Angel shale
Tapeats sandstone
Vishnu schist
Colorado River
Earth’s HistoryS6E5.g Describe how fossils show evidence of the changing surface andclimate of the Earth.
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E81
Quick Review◆ Radioactive dating is used to determine the absolute
ages of rocks.
◆ During radioactive decay, the atoms of one elementbreak down to form atoms of another element.
Questions1. What is a half-life?
2. Which radioactive element is useful in dating materials from plants and animals that lived up toabout 50,000 years ago?
A. carbon-14 B. potassium-40
C. uranium-235 D. uranium-238
1. The amount of time it takes to change one half of the atoms of a parent element into a daughter element 2. A
Elements Used in Radioactive Dating
Radioactive Element Half-life (years) Dating Range (years)
Carbon-14 5,730 500–50,000
Potassium-40 1.3 billion 50,000–4.6 billion
Rubidium-87 48.8 billion 10 million–4.6 billion
Thorium-232 14 billion 10 million–4.6 billion
Uranium-235 713 million 10 million–4.6 billion
Uranium-238 4.5 billion 10 million–4.6 billion
Earth’s HistoryS6E5.g Describe how fossils show evidence of the changing surface andclimate of the Earth.
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E82
Eart
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tory
S6E5
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escr
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oss
ils s
ho
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ence
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the
chan
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urf
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and
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Eart
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Qu
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Rev
iew
◆G
eolo
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geol
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he
tim
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arth
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s1.
Wh
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s th
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olog
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2.W
hat
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Exp
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for
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A r
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arth
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2.
B
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E83
Eart
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S6E5
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ils s
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Qu
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◆A
bou
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mil
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yea
rs a
go,a
mas
s ex
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ccu
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.Sci
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Ear
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Wh
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Ear
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ajor
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2.D
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artly
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E84
Quick Review◆ Earth’s long geologic history has been punctuated
by sudden events, including the CambrianExplosion, the Permian extinction, and theCretaceous-Tertiary extinction.
Questions1. What is a mass extinction?
2. The number of species on Earth
A. has remained the same for millions of years.
B. increases steadily over time.
C. decreases steadily over time.
D. has been affected by periods of catastrophicevents.
1. A sudden extinction of many forms of life at the same time 2. D
Mass Extinctions Since the Cambrian Period
Millions of Years Before Present
Fam
ilies
of
Oce
an A
nim
als 1,200
1,000
800
600
400
200
0500 400 300 200 100 0
Mass extinctions
Earth’s HistoryS6E5.g Describe how fossils show evidence of the changing surface andclimate of the Earth.
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E85
Quick Review◆ Weathering breaks down rocks into smaller pieces
of rock and soil by mechanical means and bychemical changes.
◆ Mechanical weathering occurs by freezing andthawing, heating and cooling, growth of plants,actions of animals, and abrasion. Chemicalweathering is caused by water, oxygen, carbondioxide, living organisms, and acid rain.
◆ Erosion moves weathered rock and soil from oneplace to another, where it is deposited.
Questions1. What factors determine the rate of weathering?
2. What happens to the surface area of a rock as it isbroken apart?
3. What is soil?
1. The type of rock, the climate, and the amount of surface area exposed.2. As the rock is broken apart, the exposed surface area increases. 3. Loose, weathered material on Earth’s surface in which plants grow.
Weathering and Soil FormationS6E5.h Describe soil as consisting of weathered rocks and decomposedorganic material.
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E86
Quick Review◆ Soil is a mixture of rock particles, minerals,
decayed organic matter, water, and air.
◆ Soil forms as rock is broken down by weatheringand mixes with other materials on the surface. Soilis constantly being formed wherever bedrock isexposed.
◆ A soil horizon is a layer of soil that differs in colorand texture from the layers above or below it.
Questions1. Top soil is the main ingredient of
A. the A horizon.B. the B horizon.C. the C horizon.D. bedrock.
2. What are the main factors that influence the rateat which soil forms?
1. A2. Climate and type of bedrock. Weathering occurs most rapidly in a warm, rainy climate. Some types of rock weather much
faster than other types.
Weathering and Soil FormationS6E5.h Describe soil as consisting of weathered rocks and decomposedorganic material.
➊ The C horizon forms asbedrock weathers and rockbreaks up into soil particles.
➋ The A horizon develops asplants add organic material to the soil and plant roots weather pieces of rock.
C horizon
Bedrock
A horizonA horizon
B horizon
C horizon
C horizon
➌ The B horizon develops asrainwater washes clay and minerals from the A horizon to the B horizon.
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E87
Ru
no
ffSh
eet
ero
sio
n
Rill
s
Gu
llies
Stre
am
Co
nse
rvin
g N
atu
ral
Res
ou
rces
S6E5
.i Ex
pla
in t
he
effe
cts
of
hu
man
act
ivit
y o
n t
he
ero
sio
n o
f th
e ea
rth
’s s
urf
ace.
Qu
ick
Rev
iew
◆R
un
off
is w
ater
th
at f
low
s ov
er E
arth
’s s
urf
ace.
As
run
off
flow
s,it
cau
ses
eros
ion
by
loos
enin
g an
d c
arry
ing
off
par
ticl
es o
f so
il.P
lan
ts r
edu
ce e
rosi
on b
y ab
sorb
ing
wat
eran
d h
old
ing
soil
in
pla
ce.
◆H
um
an a
ctiv
itie
s m
ay i
ncr
ease
ero
sion
.For
exa
mp
le,a
pav
ed a
rea
abso
rbs
no
wat
er,a
nd
all
th
e ra
in t
hat
fal
ls o
nit
bec
omes
ru
nof
f.
◆T
he
Du
st B
owl
was
cau
sed
in
par
t b
y h
um
an a
ctiv
itie
s.P
low
ing
exp
osed
th
e so
il a
nd
pro
mot
ed e
rosi
on.A
lon
gd
rou
ght
turn
ed m
uch
of
this
soi
l to
du
st.T
he
win
d t
hen
ble
w g
reat
clo
ud
s of
du
st o
ver
lon
g d
ista
nce
s.
1.
D2.
A
ny t
wo:
am
ount
of
rain
the
are
a re
ceiv
es,
amou
nt o
f ve
geta
tion,
typ
e of
soi
l, sh
ape
of t
he la
nd,
and
how
peo
ple
use
the
land
.
Qu
esti
on
s1.
Wh
ich
of
the
foll
owin
g is
an
exa
mp
le o
f a
hu
man
act
ivit
yth
at i
s li
kel
y to
in
crea
se e
rosi
on?
A.r
un
off
B.p
lan
tin
g gr
ass
on a
dir
t fi
eld
C.c
onto
ur
plo
win
gD
.pav
ing
over
a d
irt
fiel
d
2.N
ame
two
fact
ors
that
aff
ect
the
amou
nt
of r
un
off
in a
nar
ea.
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ears
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E88Conserving Natural ResourcesS6E5.j Describe methods for conserving natural resources such aswater, soil, and air.
Quick Review◆ Scientists classify soil based on climate, plants, and
soil composition. Soil is a valuable natural resource.
◆ Farmers conserve soil through contour plowing,conservation plowing, and crop rotation. In contourplowing, farmers plow their field along the curves ofa slope to reduce runoff. In conservation plowing,farmers disturb the soil and its plant cover as littleas possible. In crop rotation, farmers plant differentcrops each year.
Questions1. Crop rotation helps to conserve soil because
A. it slows runoff from excess rainfall.
B. it disturbs soil as little as possible, returnsnutrients to the soil, and holds soil in place.
C. different types of plants absorb different nutrients.
D. it prevents droughts by returning moisture to theground.
2. What are three methods farmers use to conserve soil?
1. B 2. Contour plowing, conservation plowing, and crop rotation
GREENLAND
Soils of North America
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E89Conserving Natural ResourcesS6E5.j Describe methods for conserving natural resources such aswater, soil, and air.
Quick Review◆ A natural resource is anything in the environment
that humans use. Natural resources include water,air, soil, and energy and mineral resources.
◆ The supply of natural resources is limited. Thissupply can be extended by using resources moreefficiently and by reducing the use of existing supplies. Conservation is the practice of using less of a resource so that its supply will last longer.
◆ The quality of natural resources can be affected byhuman activities. For example, pollution candecrease the quality of air and water resources.
Questions1. Most air pollution is the result of
A. nuclear fission. B. forest fires.
C. burning fossil fuels. D. volcanic eruptions.
2. Name three ways you can conserve energy.
1. C 2. Sample: walk or ride a bike for short trips, recycle, use fans instead of air conditioners when it’s hot, and turn off thelights and television when leaving a room
Take shorter showers.If you take baths, fillthe tub only halfway.
Keep drinking water inthe refrigerator insteadof running the wateruntil it gets cold.
Scrub vegetables in abasin of water, notunder running water.
Turn off the faucetinstead of letting thewater run while youbrush your teeth.
Only run thewashing machinewhen you have afull load.
If you have a lawn,water it early in themorning or late inthe afternoon so thesun won’t evaporatethe water.
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E90
Condensation
Evaporation Precipitation
Surface runoff
Groundwater
Evaporation from plants
Evaporation from lakes
Evapo
ration from oceans
Solar EnergyS6E6.a Explain the role of the sun as the major source of energy andthe sun’s relationship to wind and water energy.
Quick Review◆ Sunlight provides energy for many processes
on Earth.
◆ Solar energy powers the water cycle, winds, and surface currents in the ocean.
Questions1. For which process in the water cycle does the sun
provide energy directly?
A. condensation B. runoff
C. precipitation D. evaporation
2. Describe the movement of water through the water cycle.
1. D2. Solar energy causes water to evaporate from Earth’s water bodies. Plants also release water vapor into the atmosphere. Water
vapor rises, cools, and condenses forming clouds. The moisture in clouds eventually falls to Earth as precipitation.
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ears
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ntic
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E91
Quick Review◆ Energy from the sun reaches Earth in the form of
radiation.
◆ Most energy from the sun travels to Earth in theform of visible light.
Questions1. The diagram shows the electromagnetic spectrum.
How do electromagnetic waves carry energy?
A. conduction
B. convection
C. condensation
D. radiation
2. In which area of the electromagnetic spectrum ismost of the energy that reaches Earth from the sun?
1. D 2. Visible light
Longerwavelengths
Shorterwavelengths
Visible lightInfrared radiation Ultraviolet radiation
Solar EnergyS6E6.a Explain the role of the sun as the major source of energy andthe sun’s relationship to wind and water energy.
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E92
Sola
r En
erg
yS6
E6.a
Exp
lain
th
e ro
le o
f th
e su
n a
s th
e m
ajo
r so
urc
e o
f en
erg
y an
d t
he
sun
’s r
elat
ion
ship
to
win
d a
nd
wat
er e
ner
gy.
Qu
ick
Rev
iew
◆S
olar
en
ergy
can
be
con
vert
ed d
irec
tly
into
el
ectr
icit
y in
a s
olar
cel
l.
◆A
n a
ctiv
e so
lar
syst
em u
ses
fan
s an
d p
um
ps
to
dis
trib
ute
th
erm
al e
ner
gy f
rom
th
e su
n.
◆A
pas
sive
sol
ar s
yste
m c
onve
rts
sun
ligh
t in
to
ther
mal
en
ergy
,wh
ich
is
then
dis
trib
ute
d w
ith
out
usi
ng
pu
mp
s or
fan
s.
Qu
esti
on
s1.
Sol
ar e
ner
gy i
s co
nve
rted
dir
ectl
y in
to e
lect
rici
tyin
a
A.
sola
r p
ower
pla
nt.
B.
pas
sive
sol
ar s
yste
m.
C.
sola
r ce
ll.
D.
acti
ve s
olar
sys
tem
.
2.Is
sol
ar e
ner
gy a
ren
ewab
le o
r n
onre
new
able
en
ergy
sou
rce?
Exp
lain
.
1.
C
2.
Sola
r en
ergy
is a
ren
ewab
le e
nerg
y so
urce
. It
is p
rodu
ced
from
sun
light
, w
hich
is c
onst
antly
bei
ng p
rodu
ced
by t
he s
un a
nd is
virt
ually
inex
haus
tible
.
Bac
kup
Hea
t So
urce
The
hous
e ha
s a
woo
dst
ove
to p
rovi
de b
acku
phe
at o
n cl
oudy
day
s.
Win
do
w D
esig
nLa
rge
win
dow
s on
the
sout
h an
d w
est
side
s ac
t as
pas
sive
sola
r co
llect
ors.
Sola
r C
ells
Act
ive
sola
r ce
lls o
n th
e ro
ofge
nera
te a
n el
ectr
ic c
urre
nt.
A b
atte
ry s
tore
s en
ergy
for
nigh
t us
e.
Sola
r W
ater
Hea
ter
Wat
er is
pum
ped
from
a s
tora
geta
nk t
o an
act
ive
sola
r co
llect
or o
nth
e ro
of. S
unlig
ht h
eats
the
wat
er,
whi
ch is
the
ret
urne
d to
the
tan
k.Th
e w
ater
the
n he
ats
pipe
s th
athe
at t
he a
ir th
roug
hout
the
hous
e.
Pass
ive
Inte
rio
r H
eati
ng
Sunl
ight
tha
t p
asse
s th
roug
hth
e w
indo
ws
is a
bsor
bed
byth
e w
alls
and
flo
ors
and
isco
nver
ted
to h
eat.
At
nigh
t,sh
ades
cov
erin
g th
ew
indo
ws
pre
vent
the
hea
tfr
om f
low
ing
back
out
side
.
War
m a
ir
Coo
l air
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ears
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E93
Quick Review◆ Burning a fuel releases energy stored in the fuel.
Most of that energy is released in the form of heat.
Questions1. The furnace in the diagram mainly produces
A. chemical energy.
B. thermal energy.
C. light.
D. radiation.
2. What form of energy is stored in a fuel such as coal ornatural gas?
1. B 2. Chemical energy
Energy ResourcesS6E6.b Identify renewable and nonrenewable resources.
Steam
Turbine
Transformer Power lines
CondenserFuel
Furnace
Water
Generator
Intake pipe
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E94
Quick Review◆ There are advantages and disadvantages to using
different sources of energy. These advantages anddisadvantages depend on what it takes to convert anenergy source into useful forms.
Questions1. The diagram shows one way in which electrical
power is produced. What type of energy source isshown?
A. solar B. hydroelectric
C. geothermal D. biomass
2. Identify one advantage and one disadvantage of theenergy source shown in the diagram.
1. C 2. Sample answer: Advantage: It is a renewable source of energy. Disadvantage: It can only be used cheaply in placeswhere magma is close to the surface.
Energy ResourcesS6E6.b Identify renewable and nonrenewable resources.
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PDFS
E95
Ener
gy
Res
ou
rces
S6E6
.bId
enti
fy r
enew
able
an
d n
on
ren
ewab
le r
eso
urc
es. Qu
ick
Rev
iew
◆R
enew
able
en
ergy
sou
rces
in
clu
de
sun
ligh
t,w
ind
,an
d h
ydro
elec
tric
pow
er.N
onre
new
able
en
ergy
sou
rces
in
clu
de
foss
il f
uel
s an
d t
he
ura
niu
m u
sed
for
nu
clea
r fi
ssio
n.
◆F
ossi
l fu
els
are
form
ed o
ver
mil
lion
s of
yea
rs f
rom
the
rem
ain
s of
an
cien
t p
lan
ts a
nd
an
imal
s.T
hey
are
mad
e of
hyd
roca
rbon
s.
Qu
esti
on
s1.
Wh
ich
of
the
foll
owin
g is
NO
T t
rue
of c
oal
as a
reso
urc
e?A
.It
stor
es s
olar
en
ergy
cap
ture
d b
y p
lan
ts.
B.I
t is
a f
ossi
l fu
el.
C.I
t is
th
e m
ost
ple
nti
ful
foss
il f
uel
in
th
e U
.S.
D.I
t is
a s
ourc
e of
nu
clea
r en
ergy
.
2.Is
coa
l a
ren
ewab
le o
r n
onre
new
able
res
ourc
e?H
ow d
o yo
u k
now
?
1.
D
2.
Non
rene
wab
le;
the
pro
cess
tha
t fo
rms
coal
req
uire
s m
illio
ns o
f ye
ars