Earth Systems

Standard: 06

Objective: 01. Describe the transformation of solar energy into heat and chemical energy on

Earth and eventually the radiation of energy to space.

ILO:

Coal, oil and natural gas are the results of the slow breakdown and decay of which organisms?

a. dinosaurs

b. insects

c. plants

d. zooplankton

Correct answer: c

Earth Systems

Standard: 06

Objective: 01. Describe the transformation of solar energy into heat and chemical energy on

Earth and eventually the radiation of energy to space.

ILO:

Which of the following is NOT a fossil fuel?

a. coal

b. gas

c. oil

d. wood

Correct answer: d

Earth Systems

Standard: 06

Objective: 01. Describe the transformation of solar energy into heat and chemical energy on

Earth and eventually the radiation of energy to space.

ILO:

How does energy flow through an ecosystem?

a. The sun’s energy is captured by plants, used by animals, and eventually returns to space as heat.

b. Energy from the sun is recycled over and over again in the ecosystem.

c. Energy from the sun is captured by animals to make sugars and fats.

d. The sun’s energy is captured by oxygen molecules, which causes photosynthesis.

Correct Answer: a

Earth Systems

Standard: 06

Objective: 01. Describe the transformation of solar energy into heat and chemical energy on

Earth and eventually the radiation of energy to space.

ILO:

Tess designed an experiment to measure how color affects the absorption of solar energy. She covered one Styrofoam cup with a black, nylon sock and another Styrofoam cup with a white, cotton sock. She left a third cup uncovered. She filled all three cups with 100 ml of room temperature water and set them in the sun. After 60 minutes, she measured the temperature of each of the cups. Which of the following statements accurately describes Tess’s experimental design?

a. The design was valid because Tess measured the absorption of solar energy.

b. The design is valid because she used two variables.

c. The design is flawed because she used different materials as well as different colors.

d. The design is flawed because water temperature cannot be used as an indicator of the absorption of solar energy.

e. The design is flawed because 60 minutes is not long enough to measure the absorption of solar energy.

Correct Answer: c

Earth Systems

Standard: 06

Objective: 01. Describe the transformation of solar energy into heat and chemical energy on

Earth and eventually the radiation of energy to space.

ILO:

Hans designed an experiment to measure the effect of color on the absorption of solar energy. He put a 3m x 3m black plastic tarp and a 3m x 3m clear plastic tarp over a snow back that was 1m deep. At 4:00 pm each day for a week he measured the amount of snow remaining under the tarps. Which of the following statements accurately describes Hans’s experimental design?

a. The design was valid because Hans measured the effect of color on the absorption of solar energy.

b. The design is flawed because the results cannot be quantified.

c. The design is flawed because it tests two variables.

d. The design is flawed because it has two controls.

e. The design is flawed because it has no controls.

Correct Answer: e

Earth Systems

Standard: 06

Objective: 01. Describe the transformation of solar energy into heat and chemical energy on

Earth and eventually the radiation of energy to space.

ILO:

Heat is a form of energy. Why?

a. It can be produced in many ways.

b. It can do work.

c. It happens to atoms.

d. It is found everywhere.

e. It can change into other forms.

Correct Answer: b

Earth Systems

Standard: 06

Objective: 01. Describe the transformation of solar energy into heat and chemical energy on

Earth and eventually the radiation of energy to space.

ILO:

Which of the following is NOT considered a “greenhouse” gas?

a. Carbon dioxide

b. Methane

c. Water vapor

d. Nitrogen

Correct Answer: d

Earth Systems

Standard: 06

Objective: 01. Describe the transformation of solar energy into heat and chemical energy on

Earth and eventually the radiation of energy to space.

ILO:

The main source of “greenhouse” gas is

a. burning of fossil fuels

b. aerosol cans

c. the rainforests

d. methane from rice paddies.

Correct Answer: a

Earth Systems

Standard: 06

Objective: 01. Describe the transformation of solar energy into heat and chemical energy on

Earth and eventually the radiation of energy to space.

ILO:

The “greenhouse effect” could cause a number of problems. Which is NOT a problem associated with it?

a. rising sea level

b. changes in weather patterns

c. changes in ocean currents

d. increased skin cancer.

Correct Answer: d

Earth Systems

Standard: 06

Objective: 01. Describe the transformation of solar energy into heat and chemical energy on

Earth and eventually the radiation of energy to space.

ILO:

Note to Teacher: This test group tests for an understanding of two distinct concepts that use similar wording. One is Direct vs. Inverse relationships; the second is Direct vs. Indirect cause/effect events. Perhaps a reminder of the distinction would be helpful to students.

Refer to the graph on the next page for the 6 questions:

This Graph of

• Atmospheric CO₂ increase/time

• Global temp. increase/time

• Human Population increase/time

• Global forest decrease/time

should be placed on same page with questions.

Teacher examples:

Direct relationship: As "a" increases, "b" increases

Inverse relationship: As "a" increase, "b" decreases

Direct Cause/Effect: As "a" increases or decreases, it directly causes "b" to increase or decrease (consistent pattern implied)

Indirect Cause/Effect: As "a" increases it will indirectly cause "b" to increase or decrease--several steps removed from the action of direct cause.

Note: The labels on this graph are relative, not absolute, and greatly exaggerate the effects for clarity. (i.e. the global temperature has risen 0.1%, not a factor of 3.)

Use these letters to identify each line on the graph above and answer the following questions:

(a) = Global Temperature

(b) = Atmospheric CO2

(d) = World Population

Questions:

1. Between which approximate historical dates was there a significant change in the rates of all events described by the graph above?

a. 1885 to 1895 AD

b. 1920 to 1940 AD

c. 1950 to 1960 AD

d. 1980 to 1985 AD

2. Which two of the continuous measurements displayed on the graph shows an INVERSE relationship?

a. Forest (c) and Population (d)

b. CO2 (b) and Temperature (a)

c. CO2 (b) and Population (d)

d. Temperature (a) and Population (d)

3. Clear thinking communicators often say "correlation is not necessarily cause." By this they mean that two or more events that are related may occur at the same time or may affect each other, but this does not always imply that one directly causes the other to occur. Choose the combination of graphed global events listed below which most clearly presents this point—the first event is NOT a direct cause of the other.

a. Population and Forestation change

b. CO2 levels and Temperature change

c. Temperature and Ocean volume change

d. Population and Temperature rise

4. Which two of the global events are most clearly and directly related? In this case it is probable that one is a cause of the other.

a. Population and Forestation change

b. CO2 levels and Temperature change

c. Temperature and Ocean volume change

d. Population and Temperature rise

5. Short Answer Essay:

If human population rates slow to reach equilibrium with a population of 8 to 11 billion (Zero Population Growth, applied immediately), predict how this might affect atmospheric CO2 levels, global temperatures and forest biomass.

Justify your prediction by describing several other practical adjustments humans and their societies must make if a population decrease is to improve conditions in our biosphere. (At least two (2) personal behavior shifts and two (2) economic and/or political changes must be noted and connected with their expected effect.)

Correct Answers:

1. c

2. a

3. d

4. b

5. Scoring Rubric:

4 - Prediction is clear, logical and consistent with relationships noted on the graph. Two items each are suggested for personal or societal change; effects of the predicted change are proposed.

3 - Prediction is clear, logical and consistent with relationships noted on the graph. Only three (3) items total of suggested changes are noted in the justification portion.

2 - Prediction is clear, logical and consistent with relationships noted on the graph. Two or fewer suggested changes in the justification portion.

1 - Prediction is illogical or inconsistent with graph relationships. Two or fewer suggested changes in the justification portion.

Earth Systems

Standard: 06

Objective: 01. Describe the transformation of solar energy into heat and chemical energy on

Earth and eventually the radiation of energy to space.

ILO:

Ms. Magnificent, Lance’s Earth Systems teacher, gave him an assignment to design and conduct an energy related experiment. Lance decided to compare the amount of energy required to melt ice with the amount of energy required to melt snow.

1. Which of the following hypothesis compares the energy required to melt ice with the energy required to melt snow?

a. If salt is applied to snow and ice, then snow will melt faster.

b. Ice is 50% more dense than snow.

c. If the polar ice caps melted, then how many cities would be flooded?

d. If energy is applied to snow and ice, then it will change water from a liquid to a solid state.

e. If energy is applied to snow and ice, then it will require 50% more energy to melt ice than snow.

Lance designed an experiment to compare the energy to melt snow with the energy required to melt ice. He put 100 ml of snow in a 250 m; beaker and 2 ice cubes in another 250 ml beaker. He put the beakers at equal distances over a Bunsen burner and measured the amount of time it took for the ice and snow to be completely melted.

2. Which of the following statements accurately describes Lance’s experimental design?

a. The design was flawed because he did not use equal volumes of snow and ice.

b. The design was flawed because he cannot determine how much energy was used to melt the snow and ice by measuring the amount of time each took to melt when placed over a burner.

c. The design was flawed because he should have used two different burners.

d. The design was valid because he compared the energy required to melt snow with the energy required to melt ice.

e. The design was valid because he timed the ice and snow until they were completely melted.

Correct Answers:

1. e

2. a

Earth Systems

Standard: 06

Objective: 01. Describe the transformation of solar energy into heat and chemical energy on

Earth and eventually the radiation of energy to space.

ILO:

Explain what happens to the sun’s light energy when it reaches the Earth. Be specific.

Scoring Guide:

4 points (1 point per concept)

1. Majority of light energy absorbed by surface.

2. Small amount reflected back to space.

3. Some light energy converted to heat energy.

4. Atmosphere absorbs heat energy.

Earth Systems

Standard: 06

Objective: 01. Describe the transformation of solar energy into heat and chemical energy on

Earth and eventually the radiation of energy to space.

ILO:

Describe at least three conditions necessary for fossil fuel formation.

Possible answers:

1. dead organic material

2. pressure

3. heat

4. bacterial action

5. time

Grading Key

4-Student shows exceptional thought and insight. At least 3 different conditions are discussed.

3-Student shows good thought. Two different conditions are discussed.

2-Student shows fair thought. One condition is discussed

1-Student shows little thought. Conditions may be discussed, but none are correct.

Earth Systems

Standard: 06

Objective: 01. Describe the transformation of solar energy into heat and chemical energy on

Earth and eventually the radiation of energy to space.

ILO:

Explain how the energy you use to pedal a bicycle originally came from the sun. Be specific in describing how the energy changes form and what form the energy is in.

Scoring Guide:

3 points – 1 point per concept

1. The sun gives off energy in the form of light.

2. Plants absorb the energy from light and convert it to food (chemical) energy.

3. The energy is released for our use as we break down the food (plants) we eat.

Earth Systems

Standard: 06

Objective: 01. Describe the transformation of solar energy into heat and chemical energy on

Earth and eventually the radiation of energy to space.

ILO:

Solar Popcorn

Teacher Instructions

The object of this lesson is to transfer previously learned concepts and apply them to a new problem. Students should already understand light, refraction, lens and thermal expansion.

Anticipatory Set

The teacher begins by relating personal experience about problems caused by solar heat transfer, such as having a bottle of lotion, tape case, or plant being destroyed by leaving them in the sun under a window.

Assignment

The teacher then gives each student or group of students a response sheet, few kernels of un-popped popcorn, a magnifying glass, ruler, a place to work in private and other items the student may ask for (within reason).

Scoring Guide:

4 Student designs an experiment that successfully pops a kernel of corn. Measurements, explanations and variables are clear.

3 Student designs an experiment and is unsuccessful at popping a kernel of corn, yet measurements and variables are clear. Explanation is clear.

2 Student attempts the experiment with success, but does not record the data nor explain why popcorn pops.

1 Student attempts the project, but is unsuccessful and records no data.

Student Response Sheet

Solar Popcorn

Name_________________________________________________________

Grade________________________________ Date_______________________________