MC	Earth Systems	Standard: 05
Objective: 02. 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.
ILO:

Which of the following statements is true about the ozone?

a. Ozone is a pollutant in both the lower and upper atmosphere.

b. Ozone is a protectant in both the lower and upper atmosphere.

c. Ozone is a pollutant in the lower atmosphere and a protectant in the upper atmosphere.

d. Ozone is a protectant in the lower atmosphere and a pollutant in the upper atmosphere.

Correct Answer: c

MC	Earth Systems	Standard: 05
Objective: 02. 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.
ILO:

What harmful effect is associated with the "ozone hole"?

a. skin cancer

b. heart attacks

c. ocean saltiness

d. loss of hair

Correct Answer: a

MC	Earth Systems	Standard: 05
Objective: 02. 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.
ILO:

Which substance is considered the main cause of the "ozone hole"?

a. carbon dioxide

b. chlorofluorocarbons

c. methane

d. water vapor

Correct Answer: b

MC	Earth Systems	Standard: 05
Objective: 02. 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.
ILO:

World leaders are struggling to form a global policy concerning the release of greenhouse gases. Which of the following best describes the role science should play in forming public policy?

a. Scientific data should be used to inform public policy makers.

b. Only scientific data should be considered when making public policy.

c. Science has no role in the formation of public policy.

d. Policy issues are too value laden to include science.

Correct Answer: a

I	Earth Systems	Standard: 05
Objective: 02. 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.
ILO:

1. According to the graph, which of the following statements best describes the concentration of carbon dioxide in the atmosphere?

a. It has increased since the Industrial Revolution.

b. It has decreased since the Industrial Revolution.

c. It has remained the same since the Industrial Revolution.

d. There is no carbon dioxide in the atmosphere.

2. Which of the following is the best explanation for the increase of carbon dioxide concentrations in the atmosphere since 1850?

a. There are many more cows now than in 1850.

b. Since 1850, the burning of fossil fuels has increased.

c. The age of dinosaurs is past so carbon is no longer being stored in coal beds.

d. There is more pollution, which keeps carbon dioxide from being removed from the atmosphere.

3. Based on the graph above, which of the following statements is an inference?

a. The concentration of carbon dioxide is measure in ppm.

b. There was more carbon dioxide added to the atmosphere in 1970 than in 1910.

c. In 1950, the atmosphere had a carbon dioxide concentration of approximately 311 ppm.

d. The destruction of rainforests has contributed to the rise in carbon dioxide levels in the atmosphere.

4. What is the most likely effect of the increase in carbon dioxide levels in the atmosphere?

a. acid rain

b. ozone depletion

c. warmer atmosphere

d. tropical rainforest destruction

5. What is the cause of increased atmospheric levels of carbon dioxide in terms of the carbon cycle?

a. More carbon is being stored in plant and animal tissue.

b. Carbon is being added to the atmosphere faster than it is being removed.

c. The carbon cycle is unaffected because the number of carbon atoms on Earth remains the same.

d. Ocean organisms will have to remove more carbon from the atmosphere in order to keep the cycle in balance.

Correct Answers:

1. a

2. b

3. d

4. c

5. b

E	Earth Systems	Standard: 05
Objective: 02. 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.
ILO:

Predict several significant direct or indirect consequences to our biosphere, which may result, should atmospheric CO2 levels continue to rise at current rates.

Teacher Background Information:

As described in the Scoring Guide below, this is a comprehensive exercise. This essay should only be given after the student has been instructed in the following:

On site library research skills including proper citation of sources.

Observation and Measurement

Pattern Recognition

Interpretation of Data

Methods (scientific) for reducing the plausibility of alternative hypotheses.

This essay will assess knowledge/performance in the following categories:

1) Knowledge of current CO2 emissions, local and/or global.

2) Ability to distinguish between direct and indirect consequences.

3) Synthesis of researched information (e.g., Sources vary in analysis; scientists do not always reach consensus. More than one interpretation can be derived from the same data; thus, multiple resources are essential.)

4) The recognition and consideration of rival hypotheses and the processes of their development.

5) Development of scientific and value-based criteria, which allow for analysis and evaluation of competing concepts (e.g. "significance.")

Helpful Hint !: Because this project entails complex synthesis of concepts, the students' processing and your grading process may be simplified if you require the students to report sequentially in sub-titled sections (i.e., a - f).

Option: The rubric requirements ["Scoring Guide"] may be reduced/simplified.

Scoring Guide:

5 a) Knowledge of past and current CO2 emission rates and their causes is clearly presented.

b) Four references are used and cited correctly .

c) Three possible consequences are discussed, at least two of which are conflicting, and one of which is indirect.

d) The consequence/s considered most plausible by most researchers is reported; the student will (1) compare/contrast their point of view with that of the scientific majority, and (2) suggest what further data might be needed to select the most probable future scenario.

e) Describe two ways in which negative consequences could be reduced or avoided.

f) The results of CO2 Altered Atmosphere Lab (see Performance Tasks) are applied to the analysis.

4 a) - c)Requirements are identical to 5.

d)The consequence/s considered most plausible by most researchers is reported.

e) same as in 5

f) eliminated

3 a) Requirement is the same as in 5 or 4.

b) 3 resources are required, correctly cited.

c) 2 contrasting consequences are required.

d) Requirement is the same as in 4.

e) One remediating solution is discussed.

2 a) Requirement is the same as in 5-3.

b) 1 or 2 resources are used, correctly cited.

c) 2 consequences are reported. They are not compared or contrasted in any way.

d) Requirement is the same as in 5-3.

e) eliminated

1 a) Requirement is the same as in 5-2.

b) 2 or fewer resources, incorrectly cited.

c) Only one consequence is reported.

d) Requirement is the same as in 5-2.

E	Earth Systems	Standard: 05
Objective: 02. 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.
ILO:

Imagine you have been elected President of the United States. Describe 3 laws you would want passed to clean up the air and why you think they are important.

Scoring Guide:

30% for each law (90% total)

10% spelling and punctuation

Possible Answers:

1. Car pooling made mandatory - this would reduce air pollution from cars

2. Wood burning stoves must have scrubbers and only burn on safe days

3. Light Rail systems built in every city where economically feasible

4. No smoking in public places.

5. Industries would be made to reduce emissions

6. Automobile manufacturers would be required to make cars with cleaner exhaust systems

P	Earth Systems	Standard: 05
Objective: 02. 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.
ILO:

Research Paper

Learning Objectives:

1. Students will learn how to use the Internet or current periodicals from the library to access science related issues.

2. Students will learn how to organize their thoughts into logical formats for presentations.

3. Students will learn that there are many changes taking place in the atmosphere and how these changes could affect their lives.

General Description:

Students will be organized into groups and be given a list of topics (found in the materials list). They will be asked to write a group report that includes graphics, sketches, and documentation from that list of topics. The students will prepare both a written report and an oral presentation. The focus of the report should be on the following aspects of their topic: Cause of the problem, how the problem affects the student personally, and what possible ramifications could result in the future if this trend continues.

Materials Needed: Current periodicals containing scientific information

Possible Topics List (located on other pg.)

Access to the Internet

Possible Internet sites include:

Cameron's Biosphere Links--http://envirolink. org/enviroed/envirok12.html

Solstice: Crest Tutorials--http://solstice.crest.org/environment/eol/toc/html

U.S. Global Change research Information--http://www.gcrio.org

ION--http://www.INJersey.com/media/ionsci/

Science and the Environment--http://www.cais.com/publish/

Possible Topics List :

Red, yellow, green days and burning wood as energy

Acid rain and transportation

Acid rain and home energy use

Development of alternative automobiles (solar, electrical, natural gas)

Coal burning vs. fusion electrical power plant

Local weather patterns' effect on recreation and agriculture

Snowfall, skiing and water supply

Ozone depletion and related health issues (melanoma, cataracts, photo aging, actinic keratosis, immune suppression)

Clean air act

Oxygenated fuel

Increased emission standards

Alternative forms of transportation (bussing, car pooling, biking)

CFC production and air conditioning restrictions

Alterative forms of home energy (solar panels, home construction and design)

Sequence and duration:

Day 1 (20 min) Present the list of topics to the students. Have the students get into groups of 3 (or whatever size you prefer). Tell the students to discuss the division of labor and have them formulate a plan on how to best utilize their research time. Inform students that they will have only one class period to work in the library. The report must be completed in the following format:

1. Title page: Include name, class, and topic

2. 4 pages of typed text -- standard 1-inch margins, double-spaced, 12-point font.

3. Two additional pages of graphics (charts, pictures, diagrams)

4. A bibliography: Title of the Article, Author, Title of Magazine, and Date

Day 2: (variable time: 1-2 days) Have the students to go to the library or computer lab to research their topics. Some teacher direction and assistance will be necessary if the students are unfamiliar with the library or Internet.

Day 3: (1 class period) Allow students to coordinate their information onto 3 x 5 cards. Make sure that you keep the students on task.

Days 4-6:No class time. Have the students write their reports at home during this time. Try to schedule these days over a weekend.

Day 7: Have the students turn in their written reports and give a brief (10 minute maximum) summary or their report.

Scoring Guide: Use the following rubrics to assess the students' performance:

Rubric for assessing the format of the written report:

4 - The report uses correct punctuation, spelling, and sentence structure. It is grammatically correct and free from typographical errors. The report is well organized and easy to read.

3 - The report has minimal mistakes in punctuation, spelling, and sentence structure. Word usage is grammatically correct. There are minimal typographical errors. The report is well organized and easy to read.

2 - The report has several mistakes in punctuation, spelling, or sentence structure. Some word usage is grammatically incorrect. there are minimal typographical errors. The report is somewhat unorganized and this makes reading difficult.

1 - The report has several mistakes in punctuation, spelling, or sentence structure. Some word usage is grammatically incorrect. Typographical errors are common. The report is unorganized and reading it is difficult.

Rubric for assessing content of the written report:

4 - The report develops persuasive arguments with clarity and valid support. Correct terminology is used. The report shows plausible connections between changes in the biosphere and possible impacts these changes could have on the future.

3 - The report develops arguments with clarity and valid support. Correct terminology is used. The report shows a plausible connection between changes in the biosphere and a possible impact this connection could have on the future.

2 - The report develops arguments with clarity but lacks valid support. Correct terminology is used. The report shows unsupported connections between changes in the biosphere and possible impacts these connections could have on the future.

1 - The report does not develop clear logical arguments. Connections between the changes in the biosphere and future trends are not supported by valid data.

Rubric for assessing the oral report:

4 - The presentation was well organized and demonstrated clarity of thought. The presentation included visual displays to enhance understanding. Students used appropriate terminology when reporting their findings. All members were able to respond to questions and exhibited exceptional stage presence. Audience interest was maintained during the entire presentation.

3 - The presentation was well organized and demonstrated clarity of thought. Visual displays were not used or were unclear. Students used appropriate terminology when reporting their findings. At least 2 members were able to respond to questions and exhibit good stage presence. Audience interest was maintained adequately through most of the presentation.

2 - The presentation demonstrated minimal organization and understanding of the data gathered. Visual displays were not used or were unclear. Students demonstrated some misconceptions by using inappropriate terminology. At least 1 member was able to respond to questions and exhibited good stage presence. The presentation was inconsistent and audience interest was low.

1 - The presentation lacked organization and demonstrated little clarity of thought. All members were unable to respond to questions and stage presence was poor. The presentation was confusing and audience interest was low.

P	Earth Systems	Standard: 05
Objective: 02. 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.
ILO:

1. Define ozone and describe how it affects the lower versus the upper atmosphere.

2. Science tells us that the ozone in the lower atmosphere is increasing and harmful for organisms, especially in large cities. How would this increase affect you if you lived in a large city?

3. Science has shown that there is a hole in the ozone layer over Antarctica. Scientists discovered CFC’s helped create the hole. How has this affected humans?

Scoring Guide:

1. 1 point definition, 1 point lower effects, 1 point higher effects

2. 1 point for each effect or each change listed

3. 1 point for each change humans made