Science Study for Test PDF

Notes The days on Venus are longer because it rotates on it’s axis slower than the Earth’s. There is a colum graph at the end Colum Graphs Don’t Forget Your Passport Learning intention outlines: To explore how day and night are caused by the relative position of the sun To...

Notes The days on Venus are longer because it rotates on it’s axis slower than the Earth’s. There is a colum graph at the end Colum Graphs Don’t Forget Your Passport Learning intention outlines: To explore how day and night are caused by the relative position of the sun To explain the differences in the seasons in terms of the axial tilt of the Earth To explain how eclipses are caused by the relative position of the Sun and Earth To explain how time zones work and calculate the time in different places To understand why we classify To describe the characteristics of a living organism. To design and use dichotomous keys based on similarities and differences in structural features  To describe the three types of adaptations and can give examples of each. Day and Night To explore how day and night are caused by the relative position of the sun Brief Summary: The Earth rotates on its axis, completing a full spin in 24 hours. ➔ This rotation defines a single day. One side of the Earth faces the sun, experiencing daytime, while the opposite side, facing away from the sun, has nighttime (often referred to as the "Dark Side"). More Info: ➔ The sun cannot shine through to the opposite side. Each side experiences approximately 12 hours of day and 12 hours of night. ➔ The transition between day and night involves sunrise and sunset. Seasons To explain the differences in the seasons in terms of the axial tilt of the Earth Brief summary: Caused by the Earth’s axil tilt, 23.5º ➔ This tilt affects how sunlight is distributed across the planet. The hemisphere tilted toward the Sun experiences summer; the hemisphere tilted away experiences winter. More depth:  1. Summer occurs in the hemisphere tilted toward the sun, receiving more direct sunlight and longer days. 2. Winter occurs in the hemisphere tilted away from the sun, receiving less direct sunlight and shorter days. 3. Spring and Autumn occur during the transitional periods when both hemispheres receive roughly equal sunlight. Eclipses To explain how eclipses are caused by the relative position of the Sun and Earth Summary: Solar Eclipse: Moon is between Earth and the Sun, casting a shadow on Earth. Lunar Eclipse: Earth is between the Sun and the Moon, casting a shadow on the Moon. More depth into Solar Eclipse: An eclipse occurs because of a partial or total blocking of light from the sun due to a full moon. This is called a solar eclipse. This happens when the Moon moves between Earth and the Sun. More depth into Lunar Eclispe: This happens when Earth moves between the Sun and the Moon. Earth blocks the sunlight from reaching the Moon, so Earth’s shadow falls on the Moon. This can make the Moon look dark or even a little red because of how Earth’s shadow covers it! Eclipses don’t happen every month because the Moon’s path around Earth is a bit tilted, so they only happen when everything lines up just right Time Zones To explain how time zones work and calculate the time in different places Brief Summary: Created by dividing Earth into 24 zones based on longitude. Time differences are calculated by adding/subtracting hours relative to the Prime Meridian More Depth: Time zones divide the world into 24 sections, like slices of an orange. Each slice is one hour apart from the next. The starting line for all time zones is in a place called Greenwich, England. This line is called the Prime Meridian. When you go east (right), you add an hour for each slice. When you go west (left), you subtract an hour. Classification To understand why we classify Brief Summary: Grouped organisms based on shared characteristics for easier identification More Depth: Classification is the categorisation, grouping, of (living) organisms based on similarities in physical features, genetic makeup, and evolutionary history. Characteristics of Living Organisms To describe the characteristics of a living organism. Brief Summary: Include movement, respiration, sensitivity, growth, reproduction, excretion, and nutrition (MRSGREN). More Depth: These characteristics determine if something is alive or not; M - Movement Living things can move, like animals walking or plants growing toward sunlight. R - Respiration Living things need energy to stay alive. Animals breathe air, and plants use sunlight to make energy. S - Sensitivity Living things can feel and react to changes, like us feeling hot or cold, and plants reaching for the light. G - Growth All living things grow bigger or change over time, like seeds growing into big plants. R - Reproduction Living things make more of their kind, like animals having babies and plants making seeds. E - Excretion Living things get rid of waste they don’t need. Animals go to the bathroom, and plants let out extra air. N - Nutrition Living things need food or nutrients. Animals eat food, and plants use sunlight and soil. Dichotommous Key To design and use dichotomous keys based on similarities and differences in structural features Brief Summary: A tool that scientists use to quickly determine the identity of an organism based on characteristics and features. There are 2 main types of dichotomous keys; tabular and branching key. More Depth: Scientists use a tool called a "classification key" to help figure out what kind of living thing something is. It works like a game where you make choices based on what you see! A branching key is more visular - This is an example of a branching key; This is an example of a tabular key; Scientists don’t tend to use questions when designing the two options, but instead use a statement. Eg. “Does it have wings?” turns into “Has wings.” Adaptations To describe the three types of adaptations and can give examples of each. Brief Summary: 3 types of adaptations; ➔ Behavioral (e.g., thick fur in cold climates) ➔ Physiological (e.g., migration) ➔ Structural (e.g., ability to produce venom). More Depth: 1.Structural Adaptations These are physical features—things you can see on an animal’s body. For example: Polar bears have thick fur to keep them warm in freezing climates. Cacti have spines to protect them and store water in the desert. 2.Behavioral Adaptations These are things animals do to survive. They’re actions or behaviors that help them in their environment. For example: Birds fly south for the winter. This is called migration, and it helps them stay warm and find food. Some animals hunt at night when it’s cooler or to avoid predators. 3.Physiological Adaptations These are special abilities inside an animal’s body. You can’t see them, but they’re powerful! For example: Snakes can make venom to protect themselves and catch food. Some plants can survive with very little water because they have ways to store water inside. These adaptations help living things survive and thrive in all kinds of places, Rock on Learning intention outlines:  Describe the structure of the Earth in terms of inner core, outer core, mantle, and crust. Identify that minerals are the basic building blocks of rocks and recognize some of the properties used to identify minerals. Explain the formation of sedimentary rocks (E.g Coal) as compaction of sediment followed by chemical changes (cementation) Structure of the Earth Describe the structure of the Earth in terms of inner core, outer core, mantle, and crust. Brief summary: Layers: Inner Core, Outer Core, Mantle, and Crust. More depth: 1st Layer: The Crust Outermost layer where we live Ranges from 5-100k in depth Made of solid rock 2nd Layer: The Mantle Thickest layer of the Earth’s structure - 2900km depth Tempuratures of up to 900 celsius 3rd Layer: The Outer Core Tempuratures hotter than 6000 celsius Liquid state Mostly iron and nickel  Helps create the Earth’s magnetic field. 4th Layer: The Inner Core The very centre of the earth Solid state (due to increased pressure) Made of solid metal, mainly iron and nickel Mineral Identification Identify that minerals are the basic building blocks of rocks and recognize some of the properties used to identify minerals. Brief Summary: Natural building blocks of rocks. Identifiable by properties such as color, hardness, luster, and cleavage More Depth: Colour The colour/tone of a mineral ➔ The color of minerals can be deceptive Many minerals may look alike but differ due to impurities ➔ Color alone is insufficient for accurate mineral identification Lustre Lustre describes how a mineral reflects light from its surface. Metallic Lustre: Appears shiny and reflective, similar to metal. Non-Metallic Lustre: Exhibits a dull or non-shiny surface; includes categories like pearly, silky, and glassy. Other lustre types include waxy, vitreous (glassy), and dull, helping to refine identification.  Lustre is a key characteristic used in mineral identification, providing insights into a mineral's composition and structure. Hardness Shows how hard or soft a mineral is Determine if a mineral is hard or soft by scratching it with something else (eg. human fingernail, copper, penny, glass, steel file) Clevage Shows how a mineral breaks Some minerals break in smooth flat pieces, while others break in rough, jagged ways