MC	Biology	Standard: 01
Objective: 02. Explain relationships between matter cycles and organisms.
ILO:

1. In the water cycle, what is the conversion of liquid water to a gas or vapor?

a. Evaporation

b. Condensation

c. Precipitation

d. Seepage (could also use other words like infiltration. Whatever you thought was more appropriate).

2. What process do plants use to covert carbon dioxide to sugar and oxygen?

a. Photosynthesis

b. Respiration

c. Condensation

d. Denitrification

3. What process do animals use to convert sugar and oxygen to carbon dioxide and energy?

a. Photosynthesis

b. Respiration

c. Condensation

d. Denitrification

4. Decomposers, such as bacteria, return which nutrient from dead plants and animals to the soil?

a. Nitrogen

b. Oxygen

c. Carbon

d. Water

Correct Answers:

1. a

2. a

3. b

4. a

MC	Biology	Standard: 01
Objective: 02. Explain relationships between matter cycles and organisms.
ILO:

Abiotic Factors	Ecosystems	Biotic Factors	Populations
Water		Fungi	Black Oak Trees in a forest
Light		Grasses	Bullfrogs in a pond
Temperature		Plants	Brook trout in a stream
Soil		Animals	E. coli in the intestine
Nutrients		Humans
Gases		Decomposers

1. During the nitrogen cycle, nitrogen from the air is converted to nitrates by plants, which is then used by living organisms to make proteins and nucleic acids. Under what category does the nitrogen cycle belong?

a. Abiotic factors

b. Ecosystems

c. Biotic factors

d. Populations

2. If the nitrogen cycle was interrupted at any stage, which of the following would be the MOST affected?

a. Production of energy

b. Protection of body organs

c. Formation of carbohydrates

d. Growth/repair of cells

Correct Answers:

1. b

2. d

MC	Biology	Standard: 01
Objective: 02. Explain relationships between matter cycles and organisms.
ILO:

If carbon dioxide (CO2) were withdrawn from the biosphere, which organism would first experience negative biological effects?

a. Primary consumers

b. Producers

c. Second-level consumers

d. Third-level consumers

Correct Answer: b

MC	Biology	Standard: 01
Objective: 02. Explain relationships between matter cycles and organisms.
ILO:

Water has always been scarce in the Middle East. Israel, Jordan, Syria, the West Bank, Iraq and Turkey have fought over water and continually threaten war when the flow of water is reduced. Where the flow of water has slowed down, we see problems obtaining clean drinking water, difficulty growing crops, and problems in producing electricity. Where water is plentiful, we see large economic growth of Middle Eastern cities.

How does this scenario describe water?

a. Variable

b. Biotic component

c. Producer

d. Limiting factor

Correct Answer: d

MC	Biology	Standard: 01
Objective: 02. Explain relationships between matter cycles and organisms.
ILO:

What ecological problem will result if individuals use automobiles instead of car-pooling or using scheduled public transportation?

a. convenience in traveling when and where each individual chooses.

b. greater air pollution than from any other cause.

c. higher employment in automobile and fuel industries.

d. lower accident and injury rate than in scheduled transportation.

e. all of these.

Correct Answer: b

MC	Biology	Standard: 01
Objective: 02. Explain relationships between matter cycles and organisms.
ILO:

How can we lessen the impact of agriculture on the biosphere?

a. rotate and alternate crops.

b. select crops for less irrigation.

c. use organic instead of inorganic fertilizers.

d. use biological pest control instead of insecticides.

e. all of these.

Correct Answer: e

MC	Biology	Standard: 01
Objective: 02. Explain relationships between matter cycles and organisms.
ILO:

The greenhouse effect is caused chiefly by the presence of excess carbon dioxide in the air. This traps the heat energy of sunlight and daily activities in the earthÕs atmosphere. What personal choices would NOT help to reduce the amount of carbon dioxide in the atmosphere?

a. Reduce the use of aerosols

b. Carpool instead of driving alone.

c. Recycle plastics, aluminum, and paper.

d. Cutting down trees to make farms.

Correct Answer: d

MC	Biology	Standard: 01
Objective: 02. Explain relationships between matter cycles and organisms.
ILO:

JohnÕs family has owned and operated a farm for over seventy years. They raise feed corn and alfalfa on over 80 acres of land. They use flood irrigation to water their crops, utilize fertilizers, and apply pesticides to control destructive insect populations. Their land is located approximately one half mile from a river that supplies water to the local town. JohnÕs father knows that occasionally the chemicals he uses on his crops end up in the river. He also knows that there are other products, which are not harmful to humans but are much more expensive to purchase, are available. Which of the following statements best describes what you think JohnÕs father should do when he makes decisions about the purchase of chemicals for his farming operation?

In the selection above, underline evidence that could affect the decision.

_____1. JohnÕs father should continue to purchase the less expensive chemicals. It is important for him to make a profit on his operation.

_____2. JohnÕs father should purchase the more expensive, less harmful chemicals. His farming practices could affect the health of people in the community.

_____3. JohnÕs father should continue farming the way his family has in the past. It is not likely that the chemicals in the river affect humans.

_____4. JohnÕs father should work with the city to determine if the chemicals are getting into the water supply and affecting human health before making his decision.

_____5. JohnÕs father should ask the city to reimburse him for the purchase of the more expensive chemicals.

_____6. JohnÕs father should stop using any chemicals in his farming operation.

_____6. Write your own idea about what you think JohnÕs father should do and why.

Note to teacher:

There is no correct answer for the question. The statements indicate possible positions that students make take. This assessment question gives teachers an indication of studentsÕ beliefs about the impact of personal choices on the cycling of matter in ecosystems.

I	Biology	Standard: 01
Objective: 02. Explain relationships between matter cycles and organisms.
ILO:

Read the following before answering the questions:

The forest is calm and serene until a lumberjack presses his chain saw into the bark of a 200-year-old Douglas fir. The searing steel saw rips through the bark and past the thin cells of living tissue. In less than two minutes the noble giant succumbs and crashes to the earth. Life is extinguished as tree after tree is severed from the earth. Acre after acre is destroyed with wanton abandon. As the carnage grows, habitat for vulnerable species is lost forever.

1. What is the tone of the article?

a. Antagonistic towards the lumber industry.

b. Supportive of the lumber industry.

c. A factual account of lumber industry practices

d. A neutral, and objective look at the lumber industry.

2. According to the article, what consequences could continual logging cause?

a. Depletion of habitat and increased number of species

b. Destruction of habitat and decreased number of species

c. Creation of new habitat and a continuation of existing species.

d. Creation of new habitat and an increase in species diversity

3. According to the article, what atmospheric changes could result from increased logging?

a. Decreased atmospheric CO2

b. Increased atmospheric CO2

c. Decreased atmospheric CFCs

d. Increased atmospheric CFCs

4. In a brief paragraph, indicate possible motives that led to the writing of the article and indicate what prior experience may have contributed to the perspective held by the author.

Correct Answers & Scoring Guide:

1. a

2. b

3. b

4.The motive appears to be preservation of our forests; stop clear cutting or other extensive forest depletion. Writer may have had experience as a logger or a botanist.

I	Biology	Standard: 01
Objective: 02. Explain relationships between matter cycles and organisms.
ILO:

The following key is to be used to identify each statement in the paragraph. Identify each statement using the key, then answer the questions that follow. (Hint: read the entire paragraph before answering the questions.)

KEY:

a. Problem (stated or implied)

b. Hypothesis (possible solution to the problem)

c. Statement of observations

d. A prediction from a hypothesis

e. An inference

(1) How bees can smell at a distance has interested many people. When the antennae are coated with various substances, bees cannot find food. (2) Do vaporized chemical substances carried in the air stimulate the sense organs on the antennae of the bees? Mr. X suggested that (3) if this were the case covering the antennae should prevent the bees from going toward a plate of honey. Antennae were covered; (4) the bees did not go toward the honey. Ms. Y suggested that (5) if vaporized chemical substances stimulated sense organs then bees kept in an airtight glass cage would not go toward honey. Honey was smeared on the glass of one side of an airtight cage. (6) All the bees crawled over the side with the honey but not on the other sides of the cage.

1. _____ 2. _____ 3. _____ 4. _____ 5. _____ 6. _____

7. The experiment suggested by Mr. X was

a. Satisfactory.

b. Unsatisfactory because it was unrelated tot he problem.

c. Unsatisfactory because it did not test the hypothesis.

d. Unsatisfactory because the results were not what was expected.

8. The experiment suggested by Ms. Y was

a. Satisfactory.

b. Unsatisfactory because it was unrelated to the problem.

c. Unsatisfactory because it did not test the hypothesis.

d. Unsatisfactory because the results were not what was expected.

9.The data obtained from the experiment suggested by Ms. Y

a. Supported the hypothesis.

b. Failed to support the hypothesis.

c. Neither supported nor failed to support the hypothesis.

d. Was totally unrelated tot eh hypothesis.

10.What recommendation would you make to Mr. X and Ms. Y?

a. Keep trying the same experiments.

b. Conclude that bees smell a vaporized chemical substance.

c. Conclude that no one knows how bees can smell.

d. Make a new hypothesis.

Correct Answers:

1. a

2. b

3. d

4. c

5. d

6. c

7. c

8. a

9. b

10. d

I	Biology	Standard: 01
Objective: 02. Explain relationships between matter cycles and organisms.
ILO:

Some scientists have been concerned about the greenhouse effect. This effect occurs when carbon dioxide traps the sunÕs heat causing a gradual increase in the earthÕs temperature. Carbon dioxide is released into the atmosphere by automobiles, making cement, combustion in factories, and the burning of forests. In addition to carbon dioxide, there are other gases that seem to contribute to global warming. These include methane and chlorofluorocarbons (CFCs). Methane is produced as a waste product by animals like cows, pipeline leaks, decaying wastes in landfills, and coal mining. CFCs are found in many spray propellants, degrading agents, and refrigeration agents such as in air conditioning. These scientists worry that global warming may lead to changes in the water cycle causing drought, violent storms, famine, melting of ice caps, and flooding of costal cities. They worry not only about human suffering, but the loss of thousands, even millions, of organisms that would become extinct because they could not adapt quickly enough.

1. Which of the following would help to reduce the greenhouse effect the MOST?

a. Decreasing car emission

a. Planting more trees

b. Stop the use of spray cans

c. Reducing cow ranches

2. Which of the following governmental regulations would NOT help reduce global warming?

a. Reducing the movement of people to costal cities.

a. Increasing the miles per gallon requirements for cars and SUVs.

a. Mandating recycling in all areas.

a. Reforestation and sustained-tree farming.

3. What chemical compound seems to be the MOST responsible for global warming?

a. Methane

b. Chlorofluorocarbons

c. Carbon Dioxide

d. Sodium Chloride

4. How could the global warming best be studied?

a. Measure the amount of carbon dioxide in the air in one area.

b. Measure the temperatures around the world for several years.

c. Measure the thickness of the polar ice caps in the Arctic.

d. Measure the amount of methane produced by a cow in one day.

Correct Answers:

1. a

2. a

3. c

4. b

P	Biology	Standard: 01
Objective: 02. Explain relationships between matter cycles and organisms.
ILO:

Title: Is Nitrogen Necessary?

Time required: 6 to 8 weeks.

Materials: Stock solutions (some complete and some complete minus nitrogen)

Directions:

1. Design and carry out a controlled experiment to determine if nitrogen is required for normal growth of plants.

a. After researching the question, write an essay describing how plants use nitrogen and make a prediction describing plants grown in the absence of nitrogen. List at least three references.

b. State a hypothesis

c. Describe your experimental design for testing your hypothesis.

Describe the control

Describe the experimental group

Describe variables

Indicate all materials and methods used in detail so that someone else can duplicate your experiment.

d. Set up and carry out your experiment

e. Collect data and provide a copy of all raw data you obtain.

f. Analyze data in form of graphs, charts, etc.

g. Provide a detailed, typed report of your results and conclusions.

h. Report your results to the class.

i. Indicate new questions resulting from your work and/or your suggestions for future research on this topic.

j. How can this information be helpful to others in a practical way? How can this information be used in our lives? Convince others that it is important!

Questions:

1. What should be done if the results of an experiment do not support the hypothesis?

a.

b.

c.

d.

e.

2. What if a legume was used as the experimental plant? What influence might that have on the results?

3. List some reasons why plants need nitrogen.

4. Indicate the symptoms of nitrogen deficiency in plants.

5. Are nitrogen deficiency symptoms more obvious in the older leaves or in the younger leaves? Explain your answer.

6. Would you expect nitrogen deficiency symptoms to be more obvious in a young seedling or after several weeks of growth? Explain your answer.

7. How is nitrogen made available to plants by natural means?

a.

b.

c.

d.

8. How do humans and other animals get their nitrogen?

9. Discuss the artificial manufacture of nitrogen fertilizer. Include a brief description of the process, energy requirements, costs, pollution problems, etc. associated with the process.

10. What problems are associated with excessive nitrogen compounds in your area?

11. What are the sources of nitrogen pollution in your area?

12. Explain crop rotation and its use in agriculture.

13. Why are the marshes that border a lake so important to the health of the lake in relation to nitrogen?

14. Give as many suggestions as you can for controlling nitrogen pollution.

15. Diagram and explain the nitrogen cycle. Define all terms used.

Correct Answers:

1. Check the quality of the references you used for your research. Are they up to date? Is your interpretation and understanding of the research correct? Redo the experiment carefully. Check for variables that you may not have been aware of before, accuracy of measurements and other observations. Evaluate your choice of experimental plants. Check the analysis and interpretation of your data. Consider the possibility that your results may be correct. As much information is gained by disproving a hypothesis as by proving one. Consult with others doing research in the same field. (There are other possibilities).

2. Members of the legume family of plants have a mutualistic relationship with a species of Rhizobium, nitrogen-fixing bacteria that live in nodules on their roots. For this reason legumes are not likely to have any nitrogen deficiency symptoms.

3. Component of nitrogen containing bases in nucleic acids necessary; for the adenine portion of ATP component of chlorophyll; necessary for all proteins (including enzymes); necessary component of plant hormones and alkaloids, etc.

4. Decrease in growth rate and lack of energy for cell requirements; may result in stunted growth of stems and leaves Chlorosis (yellowing of leaves), particularly the older leaves. Stems thin and woody. Production of anthocyanin in stems and leaves. Death of lower leaves

5. Nitrogen-deficiency symptoms may be more obvious in the older leaves because nitrogen is very mobile in the plant and will be translocated from the older leaves to the younger leaves.

6. Deficiency symptoms may not be apparent in young seedlings because they will obtain nitrogen from the food stored in the cotyledons (embryonic food storage organs). After the food supply in the cotyledons has been used up, then nitrogen-deficiency symptoms may appear in the plant after several weeks of growth.

7. Lightning oxidizes atmospheric nitrogen to nitrates; soil bacteria such as Nitrosomonas and Nitrobacter oxidize ammonia and nitrite to nitrate; species of Rhizobium bacteria that live in the root nodules of legumes fix nitrogen as do many of the cyanobacteria.

8. Humans and other heterotrophs get their nitrogen from protein in the bodies of the plants and animals they eat.

9. Most nitrate fertilizers are produced commercially by the oxidation of ammonia.

NH₃ + O₂ -------- > H+ + NO₃- + H₂O

Sometimes nitrogen fertilizer is added to the soil in the ammonium form, relying on the nitrite and nitrate bacteria in the soil to convert it to nitrate, which the plants readily absorb. The commercial production of nitrogen fertilizers is a very high-energy process and is very expensive. The emission of nitrogen oxides into the atmosphere from these industries contributes to acid rain and other pollution problems.

10. Pollution of local lakes and streams; air pollution and acid rain; destruction of the ozone layer.

11. Coal burning industries; industrial boilers; car, truck and bus emissions; fish hatcheries; livestock manure; over-fertilization of lawns, gardens and agricultural crops; overflow of sewage treatment plants; nitrogen fertilizer

12. Crop rotation is the process of alternating crops from one year to the next in a given field. There are several beneficial results of crop rotation. Nitrogen-depleted soil may be restored by growing legumes alternate years. The nitrogen-fixing bacteria that live in nodules on their roots are nitrogen fixers and will replace nitrogen lost by previous crops that are harvested. Crop rotation is also important in control of crop pests. If the same crop is planted year after year, there is often an increase in insects, roundworms and other organisms that feed on that crop. If another crop is planted that these pests cannot feed on, their populations can be controlled.

13. The marshlands act as a strainer for pollutants coming into the lake. They remove nitrogen compounds from the water and convert them into plant proteins.

14. Control vehicle emissions (proper maintenance, emissions inspection programs, stricter standards for trucks, buses, farm vehicles, especially diesel engines); encourage car pooling; 2000; livestock should not be pastured within 2 miles of a lake or stream; deny permits to or close down any businesses or industries that release nitrogen into the environment; develop catalytic converters that would convert nitrogen oxides back to nitrogen gas; adopt agricultural practices that prevent over-fertilization and over-watering, increase crop rotation; preserve marshlands; better regulation and control of sewage treatment plants; write to senators and representatives and ask that they upgrade the Clean Air Act; amend our life styles to drive less and walk or ride bicycles more; use less energy, etc.

15. Nitrogen cycle

Most of the nitrogen that is cycled through the food web is taken up by plants in the form of nitrate, most of which comes from the nitrification of ammonia resulting from the decay of organic material. Nitrogen from the atmosphere produced by fixation, and its return to the atmosphere by way of denitrification, play a relatively small part compared to the local recycling that occurs in the soil or water.

ammonification = decomposition of organic nitrogen to ammonia

denitrification = nitrogen from nitrate is converted back to N2

nitrification = oxidation of ammonia to nitrites and then to nitrates

nitrogen fixation = the process of converting atmospheric nitrogen into nitrogen compounds that can be used directly by plants

Scoring guide:

Design and carry out an experiment 40%

Answering questions 30%

Glossary 10%

Correct spelling, punctuation and language usage 20%

P	Biology	Standard: 01
Objective: 02. Explain relationships between matter cycles and organisms.
ILO:

Investigating Limiting Factors

Teacher Instructions:

Background: Some plants and animals that live in one place are often very different from those living in another. Certain organisms thrive in one location but not somewhere else because different areas have different limiting factors.

A limiting factor is any condition that affects the growth or survival of an organism or a species. Temperature, amount of sunlight, and the availability of food and water are examples of limiting factors.

Needed Materials: (each group)

20 pinto bean seeds

dry soil

ruler

2 planters

water

measuring cup

masking tape

marker

Procedure:

Have the students brainstorm as instructed on the Student Sheet. After brainstorming, lead the students into concentrating on the amount of water a plant needs. Have them write a hypothesis on how water affects the germination of bean seeds. Have the students brainstorm again about all the items they would need to test their hypothesis. Then divide the class into groups of 4 to do the procedure of investigation.

After they put the planters in the window, brainstorm with students again as to why things need to be done EXACTLY the same. Then, let them finish the procedure of investigation by watering the seeds as instructed.

Help the students check the seeds each day for 10 days and record their data as instructed. Have students enter data onto computer program. If this is not available, have the students graph and record their data.

Alternatives:

Measure water that is used to keep the soil in planter A moist.

Use 1/2 the amount of the water used for planter A to add to the soil in planter B.

Use seeds of other kinds.

Investigating Limiting Factors

Student Sheet

Some plants and animals that live in one place are often very different from those living in another. Certain organisms thrive in one location but not somewhere else because different areas have different limiting factors.

A limiting factor is any condition that affects the growth or survival of an organism or a species. Temperature, amount of sunlight, and the availability of food and water are examples of limiting factors .

Getting Started:

Brainstorm and write down everything that you would need to do to grow a plant here in the classroom. What conditions and materials do you need? Be sure to included ALL the needed supplies.

Needed Materials: (each group)

20 pinto bean seeds

dry soil

ruler

2 planters

water

measuring cup

masking tape

marker

Procedure of Investigation:

1. Use a piece of tape and with your marker label the planters A & B.

2. After the containers are labeled, place EQUAL amounts of soil in each planter.

3. Place 10 seeds into container A. Place the seeds about 0.5 cm deep. Leave equal amounts of space between the seeds.

4. Do exactly the same to planter B.

5. Place both planters near a window so that they receive the same amount of light and air.

6. Water the seeds in container A until soil feels moist but not wet. Record the amount of water used.

7. DO NOT WATER SEEDS IN PLANTER B.

8. Check the seeds each day for 10 days. Make a table and record the number of new seeds that germinate in each container each day. On the data table write descriptions of the plant growth. Measure the height of the plants each day. Also, check the soil in Container A each day. Add water only to A as needed for the soil to stay moist. Record the amount of water used each time watered.

Summing Up:

Write an evaluation of your findings using the following questions.

1. In which container did the seeds germinate first?

2. In which container did more seeds germinate?

3. Did the plants in both containers grow to the same heights?

4. How did the water affect the germination of the bean seeds?

5. Is water a limiting factor for bean seeds?

P	Biology	Standard: 01
Objective: 02. Explain relationships between matter cycles and organisms.
ILO:

Rain and Plants

Materials:

1 Utah Highway Map

1 Utah Vegetation Map

1 List of Average Annual Precipitation for Utah

1 Piece of Tracing Paper

4 different Colored Crayons

1 Data Table

Objectives:

1. Students will be able to demonstrate their knowledge of interrelationships between Biotic and Abiotic factors.

2. SWBAT utilize 2-3 types of maps (precipitation, vegetation, and highway) to show Biotic/Abiotic interrelationships.

3. SWBAT understand population fluctuations are influenced by climate changes.

4. SWBAT explain why St. George has the vegetation and precipitation that it does.

Procedure:

1. Ensure you have all the materials.

2. Discuss the interrelationships of biotic and abiotic factors in your groups.

3. On your tracing paper, trace the outline of the state of Utah from the highway map.

4. Using your data table, separate the communities into the following 4 rainfall-level groups:

1-10 inches

10.1-20 inches

20.1-30 inches

30.1-40 inches

5. Assign a different color for each of the 4 rainfall-level groups. There will be 4 different colors selected.

6. On your map outline place a dot of the appropriate color for each of the 25 communities.

7. Consolidate each color into rainfall regions. Each similar rainfall region can be shaded lightly. Draw a line of separation between each rainfall region.

8. Students take out the Utah vegetation map. Find similarities in shapes between the student precipitation map and the vegetative map. Answer the questions on the Map worksheet.

Precipitation Data
Kings Peak	40 inches
Brigham City	20 inches
Enterprise	20 inches
Green River	under 10 inches
Tooele	10-15 inches
Logan	30 inches
Ogden	25 inches
SLC	25 inches
St. George	5-10 inches
Cedar City	15 inches
Provo	25 inches
Moab	5-10 inches
Vernal	under 10 inches
Richfield	10-15 inches
Garrison	15 inches
Sawtooth National Forest	25 inches
Milford	10 inches
Park Valley	10 inches
Delta	5 inches
Blanding	10-15 inches
Minersville	15 inches
Kanab	10 inches
Fishlake	30+ inches
Goshute Reservation	20-25 inches
Price	10-15 inches

Data Table
Community News	Annual Average Rainfall	Elevation
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.

Map Worksheet

Name _____________________________ Period ___________

1. What similarities are there between the student precipitation map and the Utah Vegetative map?

2. What rainfall level fits what vegetative type?

3. Determine and list rainfall amounts for each vegetative community.

4. Look at the official Utah precipitation map. How does it compare with the Utah Highway map? How does it compa4re with the vegetative map?

5. What is the rainfall in St. George? Where does our rain come from? What is rain shadow?

6. How is the vegetation affected by the rainfall and elevation?

7. Can you see where the topography influences the rainfall in Utah? Yes or No?

8. Find two communities that have similar elevations, yet receive very different amounts of rain. Explain why this is so.

9. List 4 examples of biotic factors and 2 examples of abiotic factors listed in this exercise.

10. As you travel from Cedar City up through Cedar Mountain describe the vegetative zones you would encounter as you change elevation. Please draw a picture. (Hint: refer to page two of the vegetative maps)

Performance Task ∆ Rain and Plants

Teacher Guide

Purpose: To test the students ability to use 3 different types of maps to infer the interrelationship between biotic and abiotic factors in Utah. (Rain and Plants)

Time to Complete: Given the available materials, students should be able to complete the entire task in three 50-minute periods.

Teacher Instruction:

Each lab station will need the following materials:

Utah Highway map

Utah average annual precipitation amounts for 30 communities

Utah vegetation map

large piece of tracing paper

4 different crayon colors

ruler

worksheet

Scoring Guide:

Students will be given 1 point for every answer they attain in the data table for a total of 75 points. Students will be given 2 points for every answer given that is logical on the map worksheet. We will go through this section as a class after the assignment is complete. Students are encouraged to add anything they learned to their answers as we go through the process. The instructor will grade the assignments once they are handed in.

P	Biology	Standard: 01
Objective: 02. Explain relationships between matter cycles and organisms.
ILO:

ItÕs Time to Speak Up

Information for Teacher:

This performance test is intended to measure several of the Utah Intended Learning Outcomes, which relate to students' abilities to communicate their values and understandings. They should not be influenced in what they say, but rather in how they say it. You should score them on how well they meet the ILOs listed.

Time: On the day before the test, tell students of the task, but don't identify the topics. Provide 45 or 50 minutes in class for students to draft, refine and prepare a ready-to mail-copy of their letter.

Materials: Students should have word processors, pen and paper, any reference sources available in the school and access to the Internet.

ItÕs Time to Speak Up

Instructions for Students:

You will have one class period to write a letter to the editor of your local newspaper in which you do the following:

a. Identify a specific controversial issue regarding human impact on something related to the environment of Utah. Choose an issue from the following:

protection of an endangered species

water, air, or land pollution issues

waste disposal

fish and game policies or practices

energy

land use

waste use

b. Take a position on the issue

c. Defend your position using logic, scientific data, or values of the local citizens for our defense. Show that you understand both sides of the controversy.

d. Suggest a solution to the controversy.

Your letter will be scored as follows:

5 4 3 2 1 a. Issue is identified clearly. Arguments of both side are

stated

5 4 3 2 1 b. Student understands related science principles

5 4 3 2 1 c. Student explains how parts of the ecosystem are related

and how changes in one part will affect the other

5 4 3 2 1 d. Student provides evidence to support position

5 4 3 2 1 e. Students report evidences honestly and fairly

5 4 3 2 1 f. Letter is well organized and written; correct spelling,

grammar, sentence structure and punctuation

P	Biology	Standard: 01
Objective: 02. Explain relationships between matter cycles and organisms.
ILO:

Design a controlled experiment to determine if carbon dioxide does increase global warming.

a. After researching the question, write an essay describing the relationship of carbon dioxide to global warming. Use at least three references.

b. State the hypothesis.

c. Describe your experimental design for testing your hypothesis.

1. Describe the control.

2. Describe the experimental group.

3. Describe the variables.

4. Indicate all materials and methods used in detail so that others could duplicate your experiment.

a. Follow-Up Questions

1. What is the role of carbon dioxide in an ecosystem?

2. Do you believe global warming is occurring or will occur? Why or why not?

3. Have you or your parents noticed a change in the weather in the last five to ten years? What changes are they? Why do you think those changes have occurred?

4. What can humans do to reduce global warming and the greenhouse effect? Do you think we as a population would be willing to change our ways? Why or why not?