1. Earth Systems CRT Review

2. Observation, fact, inference
observation: using your senses to obtain information about the world around you
Fact: something that has happened and in known to be true (you can see or measure it)
Inference: a conclusion based on a series of facts, a kind of “prediction" you did not see or measure it…yet)(“I smell McDonald’s”)

3. Hypothesis and theory
Hypothesis: an idea or explanation based on observations that can be tested (“I think it smells like McDonald’s)
Theory: an explanation based on observation, experimentation, and reasoning…it has been “tested”

4. Standard I: Students will understand the scientific evidence that supports theories that explain how the universe and solar system developed.
Objective 1: Describe the big bang theory and evidence supporting it.
Objective 2: Relate the structure and composition of the solar system to the processes that exist in the universe.

5. Formation of Universe (Big Bang Theory Common Today)
Models and theories have changed over time as new evidence (observations) was obtained.
Hubble- Red Shift (in light spectrum) supports a Big Bang by showing that all stars are moving away from each other
Expanding Universe- red shift supports the motion of stars and galaxies away from each other and a central point where the big bang happened
Doppler effect: an apparent shift in the frequency of a wave due to the motion of an object
Big Bang- all of the matter and energy present today was compressed into a small space. -when hydrogen and helium formed- The rest of matter HEAVY ELEMENTS) formed in stars or supernova explosions by combining lighter elements

6. Doppler effect

7. Life Cycles of Stars Stars are born (nebular theory)
They all start like our sun converting hydrogen into helium by high temperature and nuclear fusion

8. H-R Diagram Hertzsprung-Russell

9. H-R Diagram Hertzsprung-Russell

10. H-R Diagram Hertzsprung-Russell

11. Life Cycle of Stars by MASS
White dwarf then black dwarf?
Star like our sun
Red giant
Planetary nebula
Nebula-gas and dust
Protostars
Neutron star and/or black hole
supernova
Red supergiant
Massive star

12. Standard II: Students will understand that the features of Earth’s evolving environment affect living systems, and that life on Earth is unique in the solar system.
Objective 1: Describe the unique physical features of Earth’s environment that make life on Earth possible.
Objective 2: Analyze how ecosystems differ from each other due to abiotic and biotic factors.
Objective 3: Examine Earth’s diversity of life as it changes over time.

13. Life in the Universe
As far as we know, Earth is the only planet with life.
Why? Earth has the right temperature, atmosphere, and water to sustain life.
Next closest planet? Mars-It does have an atmosphere but not just like Earth’s), it has somewhat moderate temperatures (but too cold at times), it has polar ice caps (but not water or liquid water)
We are searching Mars for evidence of water for possible past life (although a fossil would be great)

14. Diversity of ecosystems
Lots of biodiversity
Less biodiversity
WHY?
WHY?
Why is there sometimes more or less biomass?
(Biomass is the total mass of living material)

15. Energy Flow Sun-source of energy Producers-plants-turn sunlight
into food for consumers
Consumers- eat produces to get
their energy
Decomposers- break down dead
Organisms to release CO2 and
Nitrogen back into the environment

16. Energy Flow

17. Diversity of Life
Biodiversity means many different kinds of life forms

18. Dinosaur extinction theory
An asteroid or large meteor hit Earth about 65 million years ago

19. Dinosaur extinction theory
An asteroid or large meteor hit Earth about 65 million years ago
Meteor crater in Arizona; meteorite was thousands of time smaller

20. Standard III: Students will understand that gravity, density, and convection move Earth’s plates and this movement causes the plates to impact other Earth systems.
Objective 1: Explain the evidence that supports the theory of plate tectonics.
Objective 2: Describe the process within Earth that result in plate motion and relate it to changes in other Earth systems.

21. Continental drift Alfred Wegener proposed it 100 years ago
He had strong evidence of fossils, glacial deposits, rocks, climate
He could not explain the forces that moved the plates

22. Continental drift

23. Continental drift

24. Earthquakes and volcanoes
Most occur along plate boundaries

25. Plate tectonics
Earth is divided into sections that move about on convection currents in the upper mantle

26. Plate tectonics: 3 boundary types
Convergent, divergent, transform

27. Plate tectonics: 3 boundary types
Convergent, divergent, transform
Which type?
transform

28. Plate tectonics: 3 boundary types
Convergent, divergent, transform
Which type?
divergent
Ex.: seafloor spreading

29. Plate tectonics: 3 boundary types
Convergent, divergent, transform
Which type?
convergent

30. Hawaiian Volcanoes: Hot Spot

31. Standard IV: Students will understand that water cycles through and between reservoirs in the hydrosphere and affects the other spheres of the Earth system.
Objective 1: Explain the water cycle in terms of its reservoirs, the movement between reservoirs, and the energy to move water. Evaluate the importance of fresh water to the biosphere.
Objective 2: Analyze the physical and biological dynamics of the oceans.

32. Water cycle
The sun is the source of energy

33. Tides
Caused by gravity

34. Tides
Caused by gravity

35. The water cycle

36. Physical and biological dynamics of the oceans

37. Standard V: Students will understand that Earth’s atmosphere interacts with and is altered by the lithosphere, hydrosphere, and biosphere.
Objective 1: Describe how matter in the atmosphere cycles through other Earth systems.
Objective 2: Trace ways in which the atmosphere has been altered by living systems and has itself strongly affected living systems over the course of Earth’s history.

38. Carbon Dioxide
Greenhouse effect: warming of Earth due to greenhouse gases (carbon dioxide, water vapor, methane) trapped in the atmosphere
Greenhouse effect is increasing and has been for about the past 120 years

39. Carbon Dioxide Fossils fuels- gas, coal, oil
Fossil fuels are a major source of carbon dioxide

40. Carbon cycle

41. Carbon cycle
Animals
PEOPLE

42. Carbon dioxide levels and temperature increases

43. Carbon dioxide levels and temperature increases

44. What would you conclude?
Temperature change over time
Carbon dioxide change over time
Is there a link between carbon dioxide and temperature??

45. Ozone
A special oxygen molecule that absorbs ultraviolet light, protecting us from the sun.

46. Standard VI: Students will understand the source and distribution of energy on Earth and its effects on Earth systems.
Objective 1: Describe the transformation of solar energy into heat and chemical energy on Earth and eventually the radiation of energy to space.
Objective 2: Relate energy sources and transformations to the effects on Earth systems.

47. Weather and climate
Weather- the condition of the atmosphere right now (wind, temperature, precipitation, etc.)
Climate- the average weather over a long period of time.

48. Coriolis effect
Due to Earth’s rotation wind and ocean currents in the Northern Hemisphere appear to curve to the right

49. Coriolis effect
Due to Earth’s rotation wind and ocean currents in the Northern Hemisphere appear to curve to the right