4.1.4 Practice: Up Up and Away

[dhurloc...@gmail.com]

1. On Paper

2. Hot-air balloons are a fun way to travel around the globe. (5 points)

A. In what layer can a hot-air balloon travel? (2 points)
Stratosphere
B. Why can't a hot-air balloon go to higher layers? (3 points)
As they go higher in the atmosphere, the air becomes cooler







3. The Concorde jet was a supersonic plane created in 1976 to speed transportation across the ocean. It traveled at twice the speed of sound, shortening a normal seven- to eight-hour transatlantic trip to three and a half hours. However, the Concorde still had to fly in the same atmospheric conditions as every other plane. Given this information, answer the following questions (15 points):

A. In which layer of the atmosphere did the Concorde cruise? (5 points)
Stratosphere
B. What are the characteristics of this layer that make it the ideal layer for the Concorde to travel? (5 points)
The temperature increases with weight
C. Why wouldn't it travel higher? (3 points)
It will most likely burn up
D. Why wouldn't it travel lower? (2 points)
the troposphere wouldn't carry the Concorde. The Concorde would hit buildings and other things flying so low







4. For humans to travel safely into space, we have developed high-tech space shuttles. (10 points)

A. What are two characteristics of the thermosphere that make it necessary for us to use a space shuttle to get through it? (6 points)
Heat and Gravity
B. What happens when a space shuttle reenters the atmosphere? (4 points)
It becomes very hot and will probably burn up







5. The mesosphere is found at 50 to 85 km above Earth’s surface. (5 points)

A. What temperatures would you expect in the mesosphere? (3 points)
-90 Degrees Celsius
B. What type of clothing would you need to wear if you could visit the mesosphere? (2 points)
Winter clothing








6. Water is one of the most important molecules on Earth. (5 points)

A. Which layer of the atmosphere contains 90 percent of Earth's water vapor? (3 points)
Troposhere
B. What two characteristics of this layer make it possible to retain this much water vapor? (2 points)
Gravity and Oxygen

[lovebi...@gmail.com]

Okay, on my paper on number 1 it has a chart. do you know the answer to it? or just the questions. By the way thank you.

[annkim...@gmail.com]

I need the answers to the table

[isabella...@gmail.com]

Bless you, thank you so much. Live long and prosper, good human.

[izzyhe...@gmail.com]

[siva...@gmail.com]

fuckin legend

[Life with Shortyy]

what is the answers?

[Hatzie1]

here 2022 and this is still an assignment you probably graduated and have kids by now its hard to believe 

[Aeryn Hensel]

For people who want all the labs. I got 95 or above on all of them, good luck cause this is going to suck. Do the images and pictures on your own.

Project Modeling the sun:

1. How is the process that generates energy in the Sun's core different from an explosion caused by a

chemical reaction? (1 point)

2. How is energy transferred from the core of the Sun to its surface? (1 point)

During a chemical reaction, atoms are rearranged to form new atoms. However in the sun's core, the energy creation process changes the nuclei of atoms. This causes a small amount of the original atoms mass to be converted into a large amount of energy, different from a chemical reaction in which only a small amount of energy is created.

After the energy is created in the core, the layer outside of it moves by radiation from one particle to the next. In this way the energy slowly travels outwards to the surface

3. How is energy from the surface of the Sun transferred to Earth? (1 point)

4. What is the 11-year solar cycle? (1 point)

5. How does the solar cycle affect the amount of energy that Earth receives from the Sun? (1 point)

It travels to Earth through space as electromagnetic waves, another type of energy transfer known as radiation

The 11 year solar cycle is the cycle in which the Sun's magnetic field completely flips. So the north and south pole switch places on the sun. It also affects the activity on the surface of the Sun, like an increased amount of sunspots.

It changes the amount of energy that the Earth receives from the sun, which can disrupt radio communications.

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The fusion between two hydrogen atoms produces one helium atom, so the hydrogen is decreasing while helium is increasing

Stars with more mass burn hotter and brighter than less massive stars because they have a higher gravitational contraction so they burn through their hydrogen fuel faster, being brighter and hotter.

More massive stars have a shorter life spans because they use up their hydrogen fuel at a faster rate to counteract the gravity pushing in on them.

9. Compare the events in the life of the Sun with those of a star that starts with less mass than the Sun.

(1 point)

10. Compare the events in the life of the Sun with those of a star that starts with a mass 10 times greater

than the SunÛs. (1 point)

Part II: Designing Models of the Sun (20 points)

Use the evidence you identiëed in Part I to develop your models of the Sun. Each model can be a diagram

or a three-dimensional (3-D) model. Do additional research as needed. You may wish to use actual

images of the Sun, other stars, nebulae, etc., taken by telescopes. If you decide to make a 3-D model, you

may want to use materials such as foam balls, string, and a ruler.

1. Describe how you will model the processes that generate and transfer energy within the Sun. Your

model should include the following details: (10 points)

How energy is generated in the core

How the processes of convection and radiation work

The sun would burn much brighter and hotter than a star with less mass. However, the sun would burn out sooner and become a red giant, while the other star would keep burning.

A star with the mass 10 times greater than the sun would live a considerably shorter time than the sun, but burn much brighter and hotter.

nuclear fusion

radiation: transfer of energy through electromagnetic waves

convection: transfer of energy through the movement of particles within a liquid or gas

I would use images of the sun and each layer and another image of the earth and sun and how energy is transfered

How energy is transferred through each layer of the Sun

How energy is transferred from the Sun to Earth

How energy given off by the Sun varies over time

2. Describe how you will model the life cycle of the Sun. Your model should include the following details:

(10 points)

Each stage in the Sun's life cycle

How the life span of the Sun depends on its initial mass and compares with the life spans of other

stars

How the Sun's size, temperature, and luminosity will change as it gets older

How the composition of the Sun's core will change

How the processes that generate energy will change

Through radiation and convection

By electromagnetic waves

It increases and decreases based on the solar cycle

main sequence star, expand and cool to a red giant, shrink and heat up into white dwarf

It is a average sized star, so it doesn't have an extremely long life span, or a very short one either

It will begin to expand, cool down, and shine less bright as it gets older

It will have less and less hydrogen atoms

It will have less and less hydrogen to burn through

Part III: Modeling the Sun (20 points)

Now it's time to construct your two models. Carry out the plans you described in Part II. Then, write a

report that includes the following: (20 points)

A description of the processes and/or stages illustrated in each model

A list of the materials and references you used to design and construct each model

An explanation of how you can use your models to explain how changes in the proportions of

hydrogen and helium affect the Sun's life cycle

An evaluation of how well you incorporated evidence into each model

A suggestion of how you might improve each model

Submit this completed worksheet, your models, and your report to your teacher on or before the due

date.

In the first model, I used images off of google to help visualize the different layers of the sun and their purpose. Then I used images of the sun and earth and the process of energy transfer between the two. In the second model, I only used an image of a stars life cycle and information on apex to explain the life cycle of the sun next to it. I think I incorporated evidence onto the model well by using thorough explanations for each step. For the first model, I think using a video would have been better to explain the transfer of energy and the different rotations. For the second model, I think more images would have made it better.

[Aeryn Hensel]

Stopping the Revolution:

1. Earth rotates around its axis. (15 points)

A. What are the effects of Earth’s rotation? (10 points)

B. If Earth didn't rotate, what would be one major obstacle life would have to overcome? (5 points)

2. Earth moves through space in two ways — rotation and revolution. (10 points)

A. Around what does Earth revolve? (2 points)

B. What are two ways life would be different if Earth did not have the motion of revolution? (8

points)

3. Earth’s axis of rotation is tilted at an angle of 23.5 degrees. What is one change you would see on

Earth if its axis was not tilted? (5 points)

It effects sun's rising and setting aka night and day

Having enough room for everything that needs sunlight. For example, plants need sunlight to grow, so where would people and all the plants that we need for oxygen grow go too?

The earth revolves around the sun

There wouldn't really be seasons and there wouldn't be solar solstices because they rely on the revolution of the earth.

Each hemisphere would receive and equal amount of sunlight throughout the year

4. When Earth is closest to the sun, the Northern Hemisphere is in winter. (20 points)

A. Why is this true? (10 points)

B. Given the effects of precession, will this still be the case in 13,000 years? Explain your answer.

(10 points)

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This is because the axis is tilted away from the sun

No it will be the opposite because the earth's axis will slowly rotate as well because of the effects of precession because

[Aeryn Hensel]

Digging Deep:

1. Earth is made of six layers.

A. Draw a diagram of Earth's six layers that shows the relationship between the depths of each

layer as close to scale as possible. (4 points)

B. Label the names and depths of each layer. (6 points)

2. What causes the pressure to increase as you go deeper below the crust? (5 points)

Crust

Moho

upper mantle

lower mantle

outer core

inner core

The deeper you go below the crust, the more rock is above being pulled by down gravity. This is what causes the pressure to increase similar to swimming to a bottom of a pool and that pressure, except it's with rocks.

3. If the inner core has the highest temperatures, why doesn't the rock it's made of melt? (5 points)

4. Rock in the crust moves around differently than rock in the lower mantle.

A. Is the rock in the crust able to move around more easily than the rock in the lower mantle? (1

point)

B. What causes the difference in the movement? (4 points)

5. This cross-section of Earth shows the paths of seismic waves from an earthquake. Letters are

seismic stations on Earth's surface. Which station point would receive no seismic waves? (5 points)

As pressure increases on something, the melting point also increases. So despite the high temperatures, the immense amount of pressure from all the layers of rock keeps it from becoming liquid

It is hotter in the mantle than the crust, so the rock is closer to being a liquid.

Station D

Yes. Due to convection, the mantle moves much slower than the crust. The crust also moves slowly, around the speed at which fingernails grow, but faster than the mantle.

6. Seismic waves that go straight through Earth make the trip very quickly.

A. What does that tell us about the composition of Earth’s center? (5 points)

B. What characteristic of seismic waves tells you this? (5 points)

7. How is the composition of a meteorite relevant to finding out the composition of Earth's core? (10

points)

Copyright © 2018 Apex Learning Inc. Use of this material is subject to Apex Learning's

. Any unauthorized copying, reuse, or redistribution

is prohibited. Apex Learning ® and the Apex Learning logo are registered trademarks of Apex Learning Inc.

Terms of Use

The composition of Earth's center is mostly solid. Seismic waves travel slower through the liquid, so if it travels quickly from one side of the Earth to another it infers that the center is mostly or completely solid

Seismic waves typically travel slower in liquids and faster in solids.

The composition of a meteorite has high amounts of iron, nickel, and magnesium. If the theory that Earth was made from meteorites is correct, then Earth should have lots of iron, nickel, and magnesium somewhere. Compared to a meteorite, there is only a small percentage of these elements on the crust, so this leads to the idea that the composition of the core must be iron and nickel. 

[Aeryn Hensel]

Taming the Compass

1. What is the name of the line with which a compass aligns? (3 points)

2. Which pole (north or south) of a compass magnet is attracted to Earth's magnetic north pole? (4

points)

3. Is the magnet in a compass a permanent magnet or an electromagnet? (3 points)

4. The magnetic north pole and the geographic North Pole are not in the same location.

A. Are the magnetic north pole and the geographic North Pole always the same distance apart? (2

points)

B. Why is this true or not true? (8 points)

5. The angle of difference between the geographic and magnetic poles is called the declination. How

does the declination change as you move north from where you live? (5 points)

The line with which a compass aligns is called a magnetic field line

Permanent

The south pole of a magnet is attracted to the Earth's magnetic north pole.

No, they aren't always the same distance apart.

This is because the magnetic north poles travel about 10 km every year and the geographic North Pole doe not moves much at all.

The angle of declination would grow greater from geographic north to magnetic north.

6. It is important to take the declination into account when you are closer to the poles.

A. What happens to the angle of declination as you get closer to the poles? (2 points)

B. Why is it important to take this into account if you are traveling with a compass? (3 points)

7. What characteristic of iron would make it a bad material for the housing around a compass? (5

points)

Iron is magnetic so it would change the direction the compass needle points to

The angle of declination grows greater as you get closer to the geographic poles

So you make sure that you are traveling in your intended place of travel and not end up too far west or east of the place you actually want to be.

[Aeryn Hensel]

Chronic Plates

3. There are alternate explanations for the forces behind plate movement.

A. What is "slab-pull"?(4 points)

crust

mantle

outer core

inner core

lithosphere

asthenosphere

mesosphere

oceans

oceans

creates

both

slab-pull

slab-push

slab-pull is evidence that backs the convection current model. It is that gravity pulls down the subducting crust, pulling the crust w/ it.

B. What is "slab-push"? Give one example of a slab-push structure. (4 points)

C. Which is the stronger force behind plate movement? (2 points)

4. Volcanoes are usually found near subduction zones.

A. Why do you usually find volcanoes near subduction zones? (5 points)

B. Draw a diagram to assist your explanation. Make sure you label crust, subduction zone,

magma, volcano, and the direction of plate movement. (5 points)

[id1706757]]

5. What are four pieces of evidence Alfred Wegener used to support his theory of continental drift? (4

points)

slab-push is another piece of evidence that is when magma pushes its way up through the crust, pushing it apart. One example of a slab-push. One example of this is the Hawaiian islands.

slab-pull is thought to be the stronger force behind plate movement.

At subduction zones, oceanic crust is pushed under the crust and melts. This creates magma which comes up as a volcano, which is why you find volcanoes near subduction zones

subduction zone

magma

volcano

He used the shape of the continents, dinosaur fossils, glacier evidence, and tropical plant fossils as evidence for his theory of continental drift.

6. Wegener’s theory of continental drift was not accepted by all scientists.

A. What was the main counterargument against Wegener's evidence? (2 points)

B. What information did Wegener not have that would have strengthened his argument? (3 points)

7. It is thought that all the continents used to be part of one super-continent.

A. How did a super-continent form? (2 points)

B. What caused it to break up after it formed? (4 points)

The different pieces of evidence could have been carried by land between the continents before in sank under.

He couldn't explain what caused the land masses to move.

A super-continent formed because all the plates shifted together

After the super-continent formed, mantle convection caused the plates to shift away from each other and form the continents we know today.

[Aeryn Hensel]

2. What are the three things that can come out of a volcano during a volcanic eruption? (9 points)

3. Volcanoes are able to form in several different plate-tectonic settings.

A. How does a hot-spot supervolcano (such as Yellowstone) form? (5 points)

B. What type of volcano is Mount Saint Helens? (2 points)

magma chamber

central

 vent

side vent

side vent

crater

Three things that can come out of a volcano during an eruption are gas, tephra, and lava.

A super hot-spot supervolcano such as Yellowstone forms by magma rising through the crust for tens of millions of years

Mount Saint Helens is a composite cone volcano

C. How is the formation of this type of volcano different than that of a hot-spot volcano? (6

points)

4. Most hot-spot volcanoes erupt through the oceanic crust.

A. Do these hot-spot volcanoes tend to erupt more explosively than other volcanoes? (5 points)

B. What is an example of a hot-spot volcano that supports your answer? (4 points)

5. Why do oceanic hot-spot volcanoes often form a long line of volcanic islands? (10 points)

Composite volcanoes are formed by built-up layers of pyroclastic flow, creating a sharp peak with symmetrical sides. Hot-spot volcanoes are just magma rising through the crust.

No, they do not erupt more explosively than other volcanoes. One example of a hot-spot volcano is the Hawaiian Islands which have formed slowly over millions of years, not a sudden explosion like some other volcanoes.

This is because the hotspot stays in one place, but the ocean crust moves over it. So the islands that form from the hot spot will form at then move away from the hot spot. A famous example of this is the Hawaiian islands.

6. The Internet is flooded with information on the Yellowstone supervolcano. What are two

characteristics you use to determine if Web sites will have accurate information? (4 points)

I look at the top-level domain to determine who wrote the article. So if it ends in .org, then I know it is from an organization while .gov is government. I also check the cited sites at the bottom of the page to determine if they are gathering quality information by looking through them.

[Aeryn Hensel]

1. Which material in the lab represents each of these parts of the Earth s]stem? (4 points)

Rainwater (water with dissolved CO

2 ):

Quart^ (silicon dioxide):

Halite (sodium chloride):

Limestone (calcium carbonate):

2. Use the data from Part 1 to answer these questions and form a conclusion about water's abilit] to

dissolve different kinds of rock.

Which minerals are dissolved b] plain water?

Which minerals are dissolved b] rainwater?

Which minerals do not undergo solution?

How do ]ou know whether solution is occurring?

Are all kinds of rock equall] chemicall] weathered b] water?

Support ]our claims with evidence from ]our observations. (12 points)

3. How do ]ou think rainwater is affecting the parts of Earth's surface that contain rocks made of the

three t]pes of minerals ]ou modeled in this activit]? (4 points)

vinegar

salt

sand

chalk

Halite

Limestone

Quartz

When the mineral significantly changes, practically disappears

No, they all do change over time but they definitely change differently.

When the salt was added to water, it disappeared without any bubbles. However, with vinegar and chalk, there were many bubbles. The minerals had clearly two very different reactions. Also, when water was mixed with chalk nothing changed. This is my evidence that proves that rocks are not equally chemically weathered by water.

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1. Use what ]ou learned in Part 1 to design an investigation. Your investigation should explore how

water's properties as a solvent affect the weathering and erosion of different kinds of rock on Earth's

surface. Answer the following questions to guide ]our experimental design:

What scientiëc question would ]ou like to explore in ]our investigation? (3 points)

How will ]ou investigate the answer to this question? What kind of test will ]ou carr] out? One idea

for a test could be to drip water onto certain materials and then measure the mass of the remaining

material to see how much solution has occurred. Another idea would be to set up a sloped tra] of

various mineral materials to see how dripping water causes erosion on a slope. Describe ]our idea. If

it helps, include a drawing of ]our setup. (6 points)

They are definitely changing parts of Earth's surface that contain rocks made of the three types of minerals I modeled because the rainwater would be dissolving the parts of the rocks made with sodium chloride and calcium carbonate.

How does water change the mass of a mineral over time and what minerals are affected the most by water.

I would drip water with a pipette on different minerals. I would weight the before and after amount to see how they would differ. I would also make sure that all the water is evaporated before measuring the after masses.

In a controlled experiment, ]ou change one variable while keeping all other variables constant for

each test or experimental setup. That wa], ]ou know that an] differences in results are due to the one

variable that was changed. In ]our investigation, which variable will ]ou change for each test? Which

variables will sta] the same? What observations will ]ou make Ù that is, what kinds of measurements

will ]ou take to help ]ou compare the results of the tests? (6 points)

2. Think about the conclusions ]ou drew from Part 1 that led ]ou to design this experimental

investigation. What results do ]ou predict for ]our investigation? What evidence from Part 1 led ]ou to

this prediction? (5 points)

3. If possible and with ]our teacher's approval, carr] out ]our investigation. Make a data table and record

]our observations there. Make a note of an] unusual or missing data that might be caused b]

-The amount of mineral before water is added will be the same

-the amount of water dripped would be the same

-The same amount of time will be given to each material to be dissolved

-I will be changing the mineral for each experiment

-I will observe how the mass of minerals changes after water is dropped onto it. I will measure the amount of mineral before and after to compare the results of the tests. 

The mass of the salt would have been the most greatly changed - In part one, the salt had the greatest chemical reaction with water

The chalk would be second mostly changed- In part one, although a significantly amount of was not dissolved, I think the properties of chalk would cause some of it to evaporate, so the mass changed

experimental error.

4. When ]ou have ënished making ]our observations, follow the instructions in Step 4 of the procedure

for Part 1 of this lab to safel] dispose of an] waste materials.

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1. Weathering is the breaking down of rock. Erosion is the wearing awa] of rock so that it is moved from

its original location. Which parts of ]our experimental investigation modeled the weathering of rock b]

water? Which parts modeled the erosion of rock b] water? What kinds of weathering did ]ou model? (5

points)

2. Do ]ou think the results of ]our investigation could be compared to weathering and erosion of rock in

the natural world? Wh] or wh] not? How is ]our experimental setup different from real-world conditions?

Is there a wa] that ]ou could improve ]our setup to better match the real world? (5 points)

The water dissolving rock was the weathering part of my experiment. Erosion was modeled when the water created a small hole in each material because it was being displaced. I only modeled solution chemical weathering in my experiment.

No not really. I was replicating weathering erosion in a very controlled environments which is not like the natural world. In the natural world, there are plants, animals, and other things that cause weathering along with water. To make my setup more like the real world, I think I would have to physically displace some of the material and drip water in different spots to represent wind and rain better.