Investigations in Earth and Space ScienceSemester B 2012 Examination Student Review/Study Guide

Test DescriptionLength: 2 hoursItems: 50 SR (85%), 2 BCRs (15%)

Investigations in Earth and Space Science Semester B 2012 ExaminationStudent Review/Study Guide for Skills and Processes

The vocabulary includes terms that students may encounter when reading examination items. You should review your notes to make sure you can define, apply, and explain all terms.

hypothesis ________________________________________________ that can be tested with measurable and observable results.

dependent variable (Hint: “Don’t know)

independent variable (Hint: I change it, I know it.)

control variable (Hint: Don’t Change it, Keep it the same.

procedure The appropriate methods for conducting an investigation and selecting appropriate materials to conduct an investigation.

data analysis Reviewing and analyzing data to confirm, modify, or reject a hypothesis.

sample size

pattern and/or trend

Describing similarities and differences when explaining concepts and/or principles and/or describing correlations (trends) revealed by data.

conclusion Analyzing data to make predictions for future investigation, decisions, or to draw conclusion. Also using relationships discovered in the lab to explain observations outside the lab.

density mass ÷ volume = density OR density = mass ÷ volume (Same thing)

Pi graph A graph is a PI (Point-Interval) graph if it has an intersection model consisting of triangle between two lines L and M such that every triangle a,b,c has a on L and bc on M.

ratio

range

scientific model Interpret physical models, graphics such as maps, graphs, and satellite images.

scientific notation

Express large quantities using scientific notation: Example: _____________________________ = _______________

Investigations in Earth Space Science B Student Review 1 MCPS 2012

Name: _______________________________ Date: _____________ Period: _____________

Unit Approximate Number of Selected Response Items

IESS Skills and Processes 12Restless Earth 16Earth Materials & Surface Processes 9Earth History/Global Change 13Totals 50

Level of Understanding

Use of Accurate Scientific Terminology

Use of Supporting Details

Synthesis of Information Application of Information*

4

There is evidence in the response that the student has a full and complete understanding.

The use of accurate scientific terminology enhances the response.

Pertinent and complete supporting details demonstrate an integration of ideas.

The response reflects a complete synthesisof information.

An effective application of the concept to a practical problem or real-world situation reveals an insight into scientific principles.

3

There is evidence in the response that the student has a good understanding.

The use of accurate scientific terminology strengthens the response.

The supporting details are generally complete.

The response reflects some synthesisof information.

The concept has been applied to a practical problem or real-world situation.

2

There is evidence in the response that the student has a basic understanding..

The use of accurate scientific terminology may be present in the response.

The supporting details are adequate.

The response provides little or no synthesisof information.

The application of the concept to a practical problem or real-world situation is inadequate.

1There is evidence in the response that the student has some understanding.

The use of accurate scientific terminology is not present in the response.

The supporting details are only minimally effective.

The response addresses the question.

The application, if attempted, is irrelevant.

0 The student has NO UNDERSTANDING of the question or problem. The response is completely incorrect or irrelevant.*On the High School Assessment, the application of a concept to a practical problem or real-world situation will be scored when it is required in the response and requested in the item stem.

BCRs were put on the exam review sheets to encourage appropriate student collaboration and review of concepts in preparation for the entire exam (not just the BCRs).  Teachers should not address these BCRs during the course of their instruction and review with students other than highlighting their availability to support STUDENT review and to teach, model and encourage collaboration around the concepts. 

Students should be prepared to answer any of the following BCRs. Teachers will select two from the list below and give you the entire BCR prompt ahead of time.

BCR 1: Erosion InvestigationStudents investigate erosion of three different soils. They decide to use water. Design an investigation to help them determine which soil is most affected by erosion from water.

BCR 2: Comparing RocksCompare igneous, metamorphic, and sedimentary rocks.

BCR 3: Earth’s HistoryEarth is constantly changing. Geologists use a variety of methods to monitor these changes and to determine their impact on Earth and its inhabitants. You will review the diagram of a

Investigations in Earth Space Science B Student Review 2 MCPS 2012

cross section of Earth pictured below. Explain the physical processes that occurred to create this cross section.

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Investigations in Earth and Space Science Semester B 2012 ExaminationStudent Review/Study Guide for Restless Earth Unit

The vocabulary includes terms that students may encounter when reading examination items. You should review your notes to make sure you can define, apply, and explain all terms.

convection

convergence

divergence

earthquake

fault

hot spot

island chain

lithosphere

mantle

mid-ocean ridge

plate

plate boundaryplate tectonics

rift valley

San Andreas Faultsea floor spreadingseismograph

subduction

transform boundary

volcano

Restless Earth Unit

Investigations in Earth Space Science B Student Review 5 MCPS 2012

Name: _______________________________ Date: _____________ Period: _____________

1. Explain how variations in heat flow from the Earth’s interior affect the circulation of the mantle.

2. Explain how variations in heat flow from the Earth’s interior affect the movement of plates and volcanic activity.

3. List and explain evidence to support:Continental Drift Sea-floor Spreading Plate Tectonics

4. Give examples of Earth features caused by sea-floor spreading and plate tectonics. For example, identify what processed caused each of the following: San Andreas Fault, Hawaiian Islands, Marianas Trench, and Himalayas Mountains.

5. Compare divergent, convergent, and transform plate boundaries. Draw simple diagrams.

6. Explain the changes that occur in the Earth’s surface at subduction zones.

7. Describe how island chains are produced by hot spots.

8. What factors influence the magnitude and intensity of earthquakes?

9. Explain how different types of volcanic activity reveal what is happening in the Earth’s interior.

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Investigations in Earth and Space Science Semester B 2012 ExaminationStudent Review/Study Guide for Earth Materials & Surface Processes Unit

The vocabulary includes terms that students may encounter when reading examination items. You should review your notes to make sure you can define, apply, and explain all terms.

cleavage

core sample

crystal shape

deposition

elements

compounds

erosion

foliation

hardness

igneous

landform

lithification

metamorphic

minerals

5 Characteristics:

oxygen

rock cycle

sedimentary

silicon

streak

weathering

Earth Materials & Surface Processes UnitInvestigations in Earth Space Science B Student Review 7 MCPS 2012

Name: _______________________________ Date: _____________ Period: _____________

1. What are the physical properties used to identify rocks?

2. Describe the rock cycle. Draw a simple diagram.

3. Explain how erosion affects the rock cycle.

4. What elements are most commonly found in minerals?

5. Describe how igneous rocks with a large grain size form on Earth.

6. Given a table, compare the hardness of different minerals. (Mohs Scale)

7. Given a table, compare the density of different minerals.

8. Compare the origin and chemical composition of different types of rocks:a. Igneous

b. Metamorphic

c. Sedimentary

9. Identify the processes responsible for the formation of sedimentary rocks.

10. What does landform change caused by water and wave action look like?

11. Explain how resistance to erosion determines landforms.

12. How do scientists use the characteristics of a rock to identify the process through which it formed?

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Investigations in Earth and Space Science Semester B 2012 ExaminationStudent Review/Study Guide for Earth’s History and Global Change Unit

The vocabulary includes terms that students may encounter when reading examination items. You should review your notes to make sure you can define, apply, and explain all terms.

absolute age

correlation

cross-cutting

relationships

fossil evidence

global warming

greenhouse gas

half-life

outcropping

radioactive dating

radioisotope

Investigations in Earth Space Science B Student Review 9 MCPS 2012

Name: _______________________________ Date: _____________ Period: _____________

relative age

solar radiation

superposition

unconformity

uniformitarianism

Earth History/Global Change

1. How do scientists use the principle of superposition to identify the relative age of surface features or rock layers?

2. How do scientists use cross-cutting relationships to determine the relative age of rocks?3. Describe the principle of uniformitarianism.4. Describe the principle of radioactive dating and radioisotopes decay5. How do scientists select an appropriate method to determine the age of a rock?6. Describe how fossil evidence can support the age of rocks.7. Identify a technique used by geologists to identify the age of events in Earth’s history.8. Identify a greenhouse gas in Earth’s atmosphere.9. Explain how global temperature change may affect sea level.

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Investigations in Earth and Space Science Semester B 2012 ExaminationStudent Review/Study Guide for BCRs

BCRs were put on the exam review sheets to encourage appropriate student collaboration and review of concepts in preparation for the entire exam (not just the BCRs).  Teachers should not address these BCRs during the course of their instruction and review with students other than highlighting their availability to support STUDENT review and to teach, model and encourage collaboration around the concepts. 

Students should be prepared to answer any of the following BCRs. Teachers will select two from the list below Be sure to consider the completeness of your response, supporting details, and accurate use of terms. Write your response on the lines provided.

BCR 1: Erosion InvestigationStudents investigate erosion of three different soils. They decide to use water. Design an investigation to help them determine which soil is most affected by erosion from water.

Be sure to include the materials needed. the independent and dependent variables. a numbered procedure for them to follow. important data to collect. ways to improve the accuracy of their results.

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BCR 2: Comparing RocksCompare igneous, metamorphic, and sedimentary rocks.

Be sure to include the origin of each type. an example of each type.

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Name: _______________________________ Date: _____________ Period: _____________

____________________________________________________________________________________________________________________________________________________________________________________

BCR 3: Earth’s HistoryEarth is constantly changing. Changes occur underground, on the surface, and in the atmosphere. As these changes occur, processes in one part of Earth affect processes in other parts of Earth. Geologists use a variety of methods to monitor these changes and to determine their impact on Earth and its inhabitants. Review the diagram of a cross section of Earth pictured below.

Explain the physical processes that occurred to create this cross section.

Be sure to include: the types of rocks present, and an example of each type from the labels in the diagram an explanation of how each rock group was formed an explanation of how processes in the atmosphere are important in the formation of some of the

rock groups. evidence supporting the occurrence of the tectonic events

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