Earth Science

10

Map of Standards Quarter 1

The Earth, Solar System, and the Universe

Science Standards and Frameworks, pg. 252-

1a. Students know the differences and similarities among the Sun

, the terrestrial

planets

, and the Gas planets

may

have been established during the formation of the solar system

.

1a

• 
  
  
  
  1. Students can describe how
     the Earth and the planets formed from the Solar nebula.
     1a-2. Students can compare and contrast the physical characteristics
  
  
  
  

of the Gas planets

vs. the terrestrial planets

and

relate these characteristics to the way they were formed.

1a-3. Students can identify observations

that support

the

theory behind planet formation [orbital plane is similar]. 1a-4. Students can discuss and differentiate between the two units used to measure distances in space- LY vs. AU

and

determine which unit should be used given certain distances in space [e.g. width of a galaxy].

2c

. Students know the
evidence indicating that all elements with an atomic number greater than that of Lithium have been formed by nuclear fusion in stars. 2d.

Students know that stars

differ in their life cycles and that visual, radio, and X-ray telescopes may be used to collect data that reveal those differences.

1b. Students know the evidence from Earth and moon rocks indicates the Solar System was formed from a nebular cloud

of

dust and gas approximately 4.6 billion years ago

.

1 b

• 
  
  
  
  1. Students can explain how
     relative dating and radioactive dating techniques
  
  
  
  

are used to

determine age of the Earth

.

1b-2. Students can state the age of the Earth as being approximately 4.6 billion years old

, based on

radioactive dating of terrestrial samples, lunar rocks, and meteorites.

1b-3. Students can recount how the Sun was formed from a cloud of gas and debris,

and how the Sun is

made up mostly of lighter elements

and some heavier elements.

1c. Students know the evidence

from

geological studies of Earth and other planets suggests that the early Earth was very different

from

Earth today. 1c

• 
  
  
  
  1. Students can
     describe the conditions existing on early Earth billions of years ago [lack of Oxygen, for e.g.] 1c-2 Students can explain how life was established on Earth 3.5 bya
  
  
  
  

and discuss the

several theories

that

explain the origin of life. 1c-3Students can describe notable changes to the Earth’s atmosphere, lithosphere, and hydrosphere

as

Earth evolved.

1d

. Students know
the evidence
indicating that the planets are much closer to Earth than the stars are.
1 d

• 
  
  
  
  1. Students can
     explain how studying the relative motion of stars
  
  
  
  

and planets

indicate that the planets are much closer to Earth than the stars are. 1d-2. Students can explain the different ways that the distances of stars from Earth could be measured: through parallax

, the

Doppler Effect,

and

through indirect methods of estimation [via Inverse Square Law of Light

].

1e

Students know the

Sun is a typical Star and is powered by nuclear fusion

,

primarily the fusion of H to form He

.

1 e

• 
  
  
  
  1. Students
     know that through spectral analysis
  
  
  
  

,

the Sun has been determined to consist mainly of H and He.

1e-2 Students can describe the process of nuclear fusion [nucleosynthesis], which is responsible for producing the energy that powers the Sun.

1f.

Students know

the evidence

for the

dramatic effects that asteroid impacts

have

had in shaping the surface of the planets and their moons

and

in mass extinctions of life

on Earth.

1f

• 
  
  
  
  1. Students can
     describe what asteroids
     are and can enumerate the possible results of asteroid impacts
  
  
  
  

.

1f-2 Students can give specific examples of mass extinctions

postulated to have been caused by asteroid impacts. 1f-3. Students can identify the specific periods [Cretaceous and Tertiary

] when

mass extinctions occurred believed to have been caused by

2a

Students know that the

solar system is located in the outer edge

of the disc-

shaped Milky Way galaxy

,

which spans 100,000 light years.

2b.

Students know that

galaxies are made up of billions of stars

and

comprise most of the visible mass

of the

universe. 2a

• 
  
  
  
  1. Students can identify
     the Milky Way
  
  
  
  

galaxy as

the location of our Solar System and can pinpoint Solar System’s at the outer edge

of the galaxy.

2a-2. Students can describe the physical characteristics of the Milky Way [shape, composition

].

2b-1. Students can describe how galaxies are grouped into clusters or super clusters

in the Universe.

2b-3. Students know the existence of “dark matter

”

in space, and how the mass of this “invisible matter

” is

even greater than the mass of the visible. 2b-4. Students can classify galaxies by using such physical characteristics

as

position in sky,

brightness,

etc.

N

ote

:^

These standards mirror some of the Grade 7 and Grade 8 standards, and thus may

just

require review of material.

2c

• 
  
  
  
  1. Students can explain
     how heavier elements such as Carbon and Iron
  
  
  
  

may be

found in stars as a result of nuclear fusion

, and explain

why these elements can only be found in massive stars

.

2d-1 Students can classify stars according to such characteristics as color,

chemical composition

, size,

luminosity, and surface temperature and gravity

.

2d-2. Students can describe the different types of telescopes

scientists use to collect data about stars. 2d-3. Students can explain how stars emit light of different wavelengths

that depend on

their chemical composition. 2d-4. Students can diagram the different stages of any-sized Star from birth to death and can predict

the fate of a star of

a given mass.