Day 2 : exam review Instructed by ms. sorn

DO NOW: BE SEATED QUIETLY WITH PENCIL AND STUDY GUIDE WAIT FOR INSTRUCTION.

ANNOUNCEMENTS 3/6/17 Tuesday, 3/7 Wednesday, 3/8 Thursday, 3/9 “SCIENCE DOWN” Wednesday, 3/8 FINAL EXAM (BRING YOUR COMPLETED STUDY GUIDE FOR EXTRA CREDIT) Thursday, 3/9 Extra Credit (Optional) Project Presentations Friday, 3/10 A Quarter in Reflection / Final Lab

Concept attainment - Influences on Weather and Climate I. VOCABULARY MATCHING A. Weather The day-to-day state of the atmosphere 2. C. Humidity The amount of water vapor in the air 3. B. Air pressure The weight of the atmosphere on the Earth 4. E. Atmospheric circulation The movement of air by which thermal energy is distributed on the Earth’s surface. 5. D. Atmosphere The mixture of gases that surrounds the Earth

Concept attainment - Influences on Weather and Climate Identification Differences in air TEMPERATURE cause movement in the air creating WIND. 2. The RADIANT energy from the Sun is transferred to the atmosphere, causing air movement. The air becomes less DENSE so it rises. 3. As the air COOLS it becomes more dense and FALLS to Earth’s surface.

Concept attainment - Influences on Weather and Climate Open-Ended Response How does a location’s latitude on Earth affect its weather and climate? The Sun’s rays are more direct over the Equator Areas near this location tend to have warmer climates and less differentiation between high and low temperatures daily. By contrast, areas farther have greater differences.

Concept attainment - Influences on Weather and Climate Open-Ended Response 2. Describe how global patterns of atmospheric movement affect weather. Be sure to include the concepts of air pressure, wind speed/direction, humidity, and temperature. Higher air pressure = less rain Lower air pressure = more rain Prevailing winds from the north = cooler temperatures Prevailing winds from the south = warmer temperatures The higher the temperature, the greater capacity for humidity The more humidity, the greater chance for rain

Concept attainment - Predicting Weather I. VOCABULARY MATCHING C.  Atmosphere The layers of air above and around Earth A.  Climate The general weather for a location over a very long period of time 3. E.  Air pressure The force or weight of the surrounding air on everything in and around it D.  Air mass A body of air in the atmosphere that is mostly constant temperature, humidity, and pressure. 5. B.  Weather The daily environmental changes in a specific location or time period

Concept attainment - Predicting Weather Identification Coastal regions have a humid CLIMATE because there is a lot of moisture in the AIR all year round. This moisture comes from the OCEAN. There is also usually a lot of moving air, or WIND, in these cities as well. Even in the wintertime, the Sun’s energy heats the LAND faster than the OCEAN nearby and causes changes in the AIR PRESSURE. When these masses of cooler, denser AIR and warmer, lighter AIR move, it is called WIND.

Concept attainment - Predicting Weather Open-Ended Response (duplicate)

Concept attainment - Ocean’s influence on weather and climate I. VOCABULARY MATCHING B. Currents The movement of water or air formed by winds, waves, tides, and the rotation of the Earth 2. A. Convection In order to maintain a balance, air masses flow from areas of high pressure to areas of low pressure 3. D. Climate An area’s weather conditions in general or over a period of time. 4. C. Wind The movement of air caused by high and low pressure systems

Concept attainment - Ocean’s influence on weather and climate Identification 1. Different areas of the Earth’s surface absorbs different amounts of solar ENERGY causing different wind patterns in Earth’s hemispheres. 2. WIND influences ocean CIRCULATION. As it blows along the surface of the ocean, the surface water moves along with it. 3. The TEMPERATURE in the atmosphere and in the oceans drives WEATHER conditions around the world. 4. As WARMER water moves into an area, it RAISES the humidity and temperature, causing EVAPORATION to take place.

Concept attainment - Ocean’s influence on weather and climate Open-Ended Response Describe what happens when warm tropical water evaporates quickly into the atmosphere. The quick evaporation of warm water leaves an area of LOW pressure right above the surface. Air is drawn into this area. A cycle of warming air and evaporating ocean water can cause spinning air that rises high into the atmosphere  massive clouds  HURRICANES

Concept attainment - Ocean’s influence on weather and climate Open-Ended Response 2. What is weather? How is it influenced by oceans? Weather is the current state of the atmosphere. Because ocean water is constantly evaporating and falling as precipitation, oceans play a role in heating the Earth more evenly and moving heat through ocean currents.

Concept attainment - Human Activity and Global Climate Changes I. VOCABULARY MATCHING C. Global warming A gradual increase in temperature of the Earth's atmosphere caused by gases and pollutants. B. Fossil fuels Natural fuel formed from the remains of living organisms. 3. D. Climate change Change in a region's weather conditions. 4. A. Greenhouse gases Gases that trap the energy of the Sun and hold the heat it creates close to the Earth.

Concept attainment - Human Activity and Global Climate Changes Identification 1. Scientists are using SIMULATIONS to study the possible causes and effects of the Earth’s increased temperature. This will help us adapt to the predicted changes in our ATMOSPHERE and modify our behavior for future impact. 2. The production of different foods and burning of fossil fuels has increased certain gas EMISSIONS over time. 3. As the THERMAL energy increases on Earth, we will continue to see more changes in ecosystems, animals, and human. 4. The main human activity that has affected Earth’s climate is the burning of FOSSIL FUELS.

Concept attainment - Human Activity and Global Climate Changes Open-Ended Response Name three natural processes that have affected the Earth’s climate. Describe one of those effects. Burning of fossil fuels Increased cement use Agricultural activity By having more cement covering the Earth’s surface, those areas tend to be warmer, especially at night.

Concept attainment - Human Activity and Global Climate Changes Open-Ended Response 2. What can humans do to reduce the burning of fossil fuels? Humans can drive less Weatherproof homes Use energy efficient light bulbs

Climate change: Earth's giant game of Tetris - Joss Fong

Concept attainment - Changes to Earth's Environment I. VOCABULARY MATCHING C. Extinction The process of a species disappearing forever 2. D. Pollutant An unwanted substance that is harmful to the environment 3. B. Natural habitats The place where an organism naturally lives and grows 4. E. Species A group of living things that have similar genes capable of reproducing 5. A. Biosphere The sum of all living matter on Earth

Concept attainment - Changes to Earth's Environment Identification 1. When CONTAMINANTS are picked up by runoff, the effects can be harmful because the water that living organisms depend on becomes POLLUTED. 2. Human activities such as overfishing and dumping pollutants into the ocean can have a great impact, even causing EXTINCTION of some marine life. 3. Artificial reefs have a POSITIVE impact on the ENVIRONMENT because they help create underwater ECOSYSTEMS.

Concept attainment - Changes to Earth's Environment Open-Ended Response 1. What are three possible sources of groundwater contamination caused by human activity? Describe how these events could happen. Motor Oil Fertilizers Road salts When these man-made products get into the groundwater, they cause contamination.

Concept attainment - Changes to Earth's Environment Open-Ended Response 2. How do living things impact the environment in a negative way and a positive way? Give an example of the impact of one living thing. A beaver can have a positive impact. Cutting down older trees Promoting new growth in the forest. A beaver can have a negative impact by damming up a river  decrease in water flow to organisms that live downstream.

Elon Musk on Solar

Concept attainment - CONSUMPTION OF NATURAL RESOURCES I. VOCABULARY MATCHING B. Natural resource Something we use that comes from Earth 2. C. Consumptions Using up a resource 3. E. Renewable A resource that can be replaced in a human lifetime 4. A. Population The people or animals living in a particular area 5. D. Nonrenewable A resource that cannot be replaced in a human lifetime

Concept attainment - CONSUMPTION OF NATURAL RESOURCES Identification 1. The GREATER the human population, the GREATER the amount of resources being used. 2. When NATURAL RESOURCES are consumed by humans, the surrounding ecosystems can be impacted. 3. CONSUMERS can help REDUCE the amount of natural resources being wasted. One example is to turn off the faucet when brushing your teeth.

Concept attainment - CONSUMPTION OF NATURAL RESOURCES Open-Ended Response Describe some ways we can help reduce waste by recycling. What impact would this have on our environment? When we recycle  creation of new products instead of accumulating trash. Impact: Less land used, less pollution, less energy to transport waste, less resources used.

Video- What really happens to the plastic you throw away - Emma Bryce

Concept attainment - CONSUMPTION OF NATURAL RESOURCES Open-Ended Response 2. Describe the effects humans might see with the over- consumption of a natural resource. Destruction of natural habitats Shortage of food and/or water More expensive materials Greater weathering and erosion