MC	Earth Systems	Standard: 06
Objective: 02. Relate energy sources and transformation to the effects on Earth systems.
ILO:

What is the principle cause of the Coriolis Effect?

a. isolation

b. winds

c. ocean currents

d. Earth’s rotation

Correct Answer: d

MC	Earth Systems	Standard: 06
Objective: 02. Relate energy sources and transformation to the effects on Earth systems.
ILO:

Why does the Pacific Ocean current along the west coast of the United States influence the weather in Utah?

a. It brings cool water coming from the north, which cools the air.

b. It brings cool water coming from the south, which cools the air.

c. It brings warm water coming from the north, which warms the air.

d. It brings warm water coming from the south, which warms the air.

Correct Answer: a

MC	Earth Systems	Standard: 06
Objective: 02. Relate energy sources and transformation to the effects on Earth systems.
ILO:

A low-pressure system entering an area means:

a. clear, sunny weather

b. much warmer weather

c. no real changes in weather

d. cloudy sky, may precipitate

Correct Answer: d

MC	Earth Systems	Standard: 06
Objective: 02. Relate energy sources and transformation to the effects on Earth systems.
ILO:

Which of the following statements most accurately describes the role of science in predicting weather?

a. Scientists can control weather.

b. Scientists can predict whether or not it is likely to rain next week.

c. Scientists can determine whether or not it will rain on next year’s Fourth of July parade.

d. Scientists can predict the exact location of tornadoes.

e. Scientists can determine how weather affects human relationships.

Correct Answer: b

MC	Earth Systems	Standard: 06
Objective: 02. Relate energy sources and transformation to the effects on Earth systems.
ILO:

How has technology changed scientists’ ability to predict the weather?

a. Satellites produce images that allow scientists to track weather systems.

b. Scientists better understand the relationship between warm air fronts and thunderstorms.

c. Doppler radar enables scientists to communicate with each other.

d. The invention of television makes it possible to broadcast weather predictions to the public.

e. A rising barometer indicates a storm is approaching.

Correct Answer: a

MC	Earth Systems	Standard: 06
Objective: 02. Relate energy sources and transformation to the effects on Earth systems.
ILO:

You call a psychic hotline and are told that if you wash your car it will rain. You test the prediction by washing your car in the morning. It rains in the afternoon. Was the psychic’s prediction scientifically accurate?

a. Yes, washing cars will cause it to rain.

b. Yes, the psychic’s prediction was tested and proven correct.

c. No, psychics are not scientists.

d. No, the test would have to be done for many more days to assess its scientific validity.

e. No, the scientific method is used appropriately only on science things like rocks, plants, and animals. It is not for use on car washing.

Correct Answer: d

MC	Earth Systems	Standard: 06
Objective: 02. Relate energy sources and transformation to the effects on Earth systems.
ILO:

Worldwide weather forecasting has been made more accurate by the use of:

a. thermometers

b. satellites

c. sling psychrometer

d. rockets

Correct Answer: b

MC	Earth Systems	Standard: 06
Objective: 02. Relate energy sources and transformation to the effects on Earth systems.
ILO:

The barometric pressure increases from 28.4 inches to 31 inches the night before your wedding reception that is to be held outside. What happens to your plans?

a. You move all plans to inside due to fog.

b. Your plans are the same, all is well.

c. You need to order raincoats.

d. Barometric pressure has no effect on weather.

Correct Answer: b

MC	Earth Systems	Standard: 06
Objective: 02. Relate energy sources and transformation to the effects on Earth systems.
ILO:

In the late 1980s the Governor of Utah spent millions of tax dollars to build pumps to lower the level of the Great Salt Lake to protect surrounding property and roads. However the pumps were not greatly used because the lake receded by drought conditions. Understanding droughts is part of which discipline?

a. weather

b. meteorology

c. astronomy

d. climatology

e. engineering

Correct Answer: d

MC	Earth Systems	Standard: 06
Objective: 02. Relate energy sources and transformation to the effects on Earth systems.
ILO:

Why do we experience winter in the months of November through March in Utah?

a. The sun is farther from the earth.

b. The sun is closer to the earth.

c. The movement of warm maritime air masses from the pacific.

d. The calendar is on an equinox.

e. The angle of incidence of the sun’s rays is more indirect.

Correct Answer: e

I	Earth Systems	Standard: 06
Objective: 02. Relate energy sources and transformation to the effects on Earth systems.
ILO:

Lydia designs an experiment to examine the relationship between barometric pressure and temperature. She measures the temperature and the barometric pressure on Monday and Tuesday. She writes up her report and turns it in on Wednesday, the day it’s due. Below are her data and conclusion.

Day	Temperature	Barometric Pressure
Monday	27°C	1011 millibars
Tuesday	28°C	1123 millibars

Conclusion: A rise in temperature causes a rise in barometric pressure.

1. Which of the following would improve Lydia’s experimental design?

a. Test another variable as well.

b. Collect data for more days.

c. Use a mercurial barometer.

d. Measure temperature in Fahrenheit.

e. Use data from another geographic region as a control.

2. Which of the following statements most accurately evaluates the validity of her conclusion?

a. Her conclusion is valid because she organized the data into a table correctly.

b. Her conclusion is valid because she measured temperature and pressure carefully and used metric units.

c. Her conclusion is invalid because it is impossible to determine the relationship between temperature and pressure experimentally.

d. Her conclusion is invalid because nothing in her experiment tests if a change in temperature causes a change in pressure.

Correct Answers:

1. b

2. d

I	Earth Systems	Standard: 06
Objective: 02. Relate energy sources and transformation to the effects on Earth systems.
ILO:

Use these graphs to answer the following questions.

A

B

1. How do the temperature and humidity appear to be related in graph "A"?

a. there is no relationship

b. when one goes up the other goes down

c. when one goes up the other goes up

d. they are opposites

2. Which explanation best fits graph "A"?

a. as temperature goes up, more water evaporates, raising humidity

b. as temperature goes down, more water evaporates, raising humidity

c. as temperature goes up, less water evaporates making humidity lower

d. as temperature goes down, humidity raises due to more rainfall

3. How do cloud cover and temperature appear to be related in graph "B"?

a. when temperature rises, cloud cover increases

b. when temperature rises, clouds stay the same

c. there appears to be no relationship

d. when temperature rises, cloud cover decreases

4. What might best explain the results on graph "B"?

a. when it is cloudy, the clouds trap the heat and temperature increases

b. when it is cloudy, it rains more and temperature goes up

c. when the sky is clear, more sun can reach the earth and the temperature rises

d. when the sky is clear, more heat escapes

Correct Answers:

1. c

2. a

3. d

4. c

I	Earth Systems	Standard: 06
Objective: 02. Relate energy sources and transformation to the effects on Earth systems.
ILO:

Use the diagram to answer the following questions. Consider the diagram as a closed system.

1. Given the weather conditions illustrated, in which direction will the wind blow?

a. toward land

b. toward water

c. upward from lake

d. downward towards land

e. there is no wind

2. According to this diagram, what causes air movement?

a. The hotter air above water rises.

b. The hotter air above land rises.

c. The hotter air above water descends.

d. The hotter air above land descends.

e. The air does not move.

Correct Answers:

1. b

2. a

I	Earth Systems	Standard: 06
Objective: 02. Relate energy sources and transformation to the effects on Earth systems.
ILO:

1.What type of front is pictured above?

a. cold front

b. occluded front

c. stationary front

d. warm front

2.What type of weather is associated with this approaching front?

a. warm breezes with some clouds

b. short violent storm

c. long, lingering, steady rain

d. fair weather and sunny

3.Explain what causes the movement of this frontal system.

Scoring Guide:

4 - Student shows great understanding of the movement of air masses.

3 - Student shows good understanding of how air masses move.

2 - Student shows some understanding, but has a few misconceptions of how air masses move.

1 - Student is unable to offer any correct explanation of how air masses move the way they do.

E	Earth Systems	Standard: 06
Objective: 02. Relate energy sources and transformation to the effects on Earth systems.
ILO:

Research past and present theories of how hurricanes form. Then, make a timeline showing how the theories have changed. Also, show on your timeline technologies that have helped change the theories of how hurricanes form.

Scoring Guide:

1 point Timeline is large enough to be easily read.

1 point each Timeline includes at least 3 technologies.

1 point each Timeline shows at least 3 changes to theories.

E	Earth Systems	Standard: 06
Objective: 02. Relate energy sources and transformation to the effects on Earth systems.
ILO:

Virtually all T.V. weather forecasters get weather information from sophisticated equipment and the latest technology. Why then do you sometimes get 2 different forecasts for the same day from 2 different stations?

Scoring Guide

4 - The student will come up with 3 possible explanations, which may include but are not limited to a changing atmosphere, personal bias or interpretation, and the time data were collected for the forecasts.

3 - The student will come up with at least 2 possible explanations referred to in #4.

2 - The student will come up with at least 1 possible explanation referred to in #4.

1 - The student is unable to come up with a possible explanation of why 2 different forecasts may be given for a particular day.

E	Earth Systems	Standard: 06
Objective: 02. Relate energy sources and transformation to the effects on Earth systems.
ILO:

Describe the way the sun influences the weather. Include direct and indirect effects and describe them completely.

Scoring Guide

4 - points: Four effects described, such as changing the temperature of the air, causing wind, heating the oceans, causing seasons, affect on plants, evaporation of water to form humidity, or its effect on pollution in the air.

3 - points: Three effects described.

2 - points: Two effects described.

1 - point: One effect described.

P	Earth Systems	Standard: 06
Objective: 02. Relate energy sources and transformation to the effects on Earth systems.
ILO:

Title: Measuring Weather

Materials: thermometer, sling psychrometer, wind meter, barometer, cloud chart

Procedure:

1. Use the instruments provided and go outdoors and measure the weather factors indicated.

2. Record your information.

3. Make a weather forecast for the next 12 hours based on your observations.

Data:

1. temperature __________C __________F

2. humidity __________ dry bulb __________ wet bulb __________

3. wind speed __________ direction __________

4. air pressure __________

5. cloud type __________

Forecast:

Scoring:

Answers will vary. Teacher will need to keep track of the weather as the day goes on.

P	Earth Systems	Standard: 06
Objective: 02. Relate energy sources and transformation to the effects on Earth systems.
ILO:

Gathering Temperature Readings Using a CBL

Tasks: You have been given a TI-82 calculator, a CBL, a temperature probe, and a "master" calculator that contains appropriate programs. Perform the following:

1. Use these to download the "COOL TEMP" program from the master calculator to your calculator. Then use the program to gather temperature readings from an ecosystem of your choice.

2. Choose two different locations within the same ecosystem and gather temperature readings in these areas.

3. Construct a table, chart, graph, or diagram to display your findings.

4. Write a brief paragraph that summarizes your data and draws conclusions based on your data.

Objective Skill: Students will demonstrate the ability to load programs on a TI-82 and CBL and then use the programmed equipment to gather data.

Materials Needed:

· a CBL ( calculator based laboratory device ) and accompanying temperature probe

· the "COOL TEMP" program loaded on a master calculator

· individual un-programmed calculators

Scoring Guides:

Use the following rubric to assess the task:

4 - The student worked independently on all aspects of the task. The data and methods used were accurate.

3 - The student worked independently on most aspects of the task. Some help from the instructor was necessary in order to load the program or while running the program. The data and methods used were accurate.

2 - The student needed extended help from the instructor in order to load the program and while running the program. The data and methods used were accurate.

1 - The student needed extended help from the instructor in order to load the program and while running the program. The data and methods used were NOT accurate.

Use the following rubric to assess the graph attained by the student

4 - The graph was properly labeled and showed the data in a clear, concise form. The student was able to interpret the graph, clearly communicate results and point out weaknesses.

3 - The graph was properly labeled and showed the data in a clear, concise form. The student was able to interpret the graph and communicate the results.

2 - The graph was properly labeled and showed the data in a clear, concise form. The student needed assistance in interpreting the graph or in communicating the results.

1 - The graph was not correct. The student needed assistance in interpreting the graph or in communicating the results.

Use the following rubric to assess the paragraph in step # 4 of the task

4 - The paragraph is clear, concise and free from grammatical errors. Multiple conclusions are drawn from the data and are plausible.

3 - The paragraph is clear, concise and contains only a few grammatical errors. Only one plausible conclusion is drawn from the data

2 - The paragraph is unclear and appears to “ramble.” Multiple grammatical errors make reading difficult. Only one plausible conclusion is drawn from the data.

1 - The paragraph is unclear and appears to “ramble.” No plausible conclusions are drawn from the data.