Questions are generally in black and solutions are in red! Create a diagram of the layers of the atmosphere. 1 point each if correctly named AND in the correct position. *Can only earn 4 points MAXIMUM even if more information is included!* Describe the difference between weather and climate. 1 point the terms temperature and precipitation (or rain) are in your response. 1 point if weather is described as short term and climate is described as long term. *Can only earn 2 points MAXIMUM even if more information is included!* Conduct an energy audit at home and determine which alternative energy technology would be the most costeffective method to supply daily energy needs. 1 point if current energy source is identified (coal, nuclear, hydroelectric, etc.) 1 point if solar, wind, or nuclear is identified (best option may already be used, if that is the case, that must be written). *Can only earn 2 points MAXIMUM even if more information is included!* Which alternative energy technology could take advantage of the geography and weather of coastal North Carolina? Maximum of 2 points for identifying wind, tidal, wave, and/or hydroelectric. 1 point for appropriate reasoning given with each choice. *Can only earn 3 points MAXIMUM even if more information is included!* 1
Describe the life cycle of an object used in daily life, from raw materials to end-of-life disposal. Then propose a redesign of the object to maximize potential for recycling at the end of that object s useful life. What impact would this change have on the Earth? 1 point for correctly giving raw materials for item. 1 point for correctly giving how item is disposed. 1 point for giving reasonable idea for redesign that makes recycling easier. 1 point for correctly giving change of impact on earth. (4 points maximum) Describe the Climate of Ocean Isle. Use the data to distinguish between weather and climate. 1 point for correctly describing the climate as moderate in both temperature and rainfall (Fairly warm all year long and adequate rain all year long). 1 point for describing climate as culmination of data, for example: The climate of air temperature in spring is about 60 degrees on average. Weather would be the temperature on one day, like 43 degrees. (2 points Maximum) On an August afternoon in North Carolina, the barometric pressure is 29.92 inches and falling. What weather conditions are likely to happen? 1 point for correctly identifying that there is low air pressure. 1 point for correctly identifying that is may rain and/or be windy. (2 points Maximum) Describe the life cycle of a typical cyclone. Make a visual to illustrate. 1 point for correctly showing/saying that it forms in warm ocean waters, high winds, and low air pressure. 1 point for correctly stating that it loses energy once it makes landfall. (2 points Maximum) 2
How can the data shown below be used to support or refute various beliefs about human activity impacting global climate? 1 point for correctly identifying that data proves people are adding to carbon dioxide 1 point for correctly identifying cars or factories as adding extra car carbon dioxide into the environment 1 point for correctly identifying carbon dioxide as a greenhouse gas that causes temperatures to warm (3 points maximum) Describe the formation and resulting weather of a warm front. 1 point for correctly saying warm air rises over cold air. 1 point for saying air moves slowly. 1 point for saying drizzle/rain occurs. (3 points maximum) Describe what is found at different layers of the atmosphere. 1 point for troposphere where weather occurs 1 point for stratosphere where planes fly 1 point for mesosphere where space debris burns up 1 point for thermosphere where satellites orbit (4 points maximum) 3
Read the following article from the Fremont Gazette and answer the questions that follow. (a) Identify and describe TWO water-related environmental problems associated with fracking. (b) Natural gas is considered to be a better fossil fuel for the environment than coal is. Discuss TWO environmental benefits of using natural gas as a fuel compared to using coal. (c) Describe TWO environmental drawbacks, not related to water use, of using the fracking process to extract natural gas from shale. (d) Describe one economic benefit to society of using fracking to obtain natural gas from shale. (e) Nuclear power is an alternative to using natural gas or coal as a fuel for generating electricity. However, there are also problems associated with nuclear power plants. Describe TWO negative environmental impacts associated with nuclear power. 4
Identify and describe TWO water-related environmental problems associated with fracking. (4 points: 1 point for each identification and 1 point for each description) Students may earn a point for either identifying a problem or describing a problem. However, if an issue is identified, it must be linked correctly to its description in order to earn 2 points. (b) Natural gas is considered to be a better fossil fuel for the environment than coal is. Discuss TWO environmental benefits of using natural gas as a fuel compared to using coal. (2 points) Benefits of natural gas (must be environmental, not economic) include the following: Fewer SOx are produced, resulting in less acid rain. Fewer NOx are produced, resulting in less acid rain and less photochemical smog. Less Hg is released. Harmful mining techniques are avoided; for example, no strip mining or mountaintop removal is required. Fewer particulates (soot) are released. Less CO2 is produced. (c) Describe TWO environmental drawbacks, not related to water use, of using the fracking 5
process to extract natural gas from shale. (2 points: only the first two descriptions can earn points) Environmental drawbacks of fracking include the following: Habitat fragmentation/destruction can occur from setting up the drilling site or from building roads. Earthquakes can result from the drilling/fracking process. Methane can leak (into the atmosphere) during the process, resulting in an increase of greenhouse gases. Subsidence of the land can occur once fracking fluids are removed. Trucks and drilling equipment consume a nonrenewable fuel and release CO2 (greenhouse gases) and, potentially, SOx (which produce acid rain) and NOx (which produce acid rain and photochemical smog). Noise pollution is caused by the drilling rigs and by increased truck traffic. Soil salinization or heavy metal contamination can result from the spraying of wastewater. The drilling site increases the amount of particulate matter in the air. Other appropriate examples may also earn points. (d) Describe one economic benefit to society of using fracking to extract natural gas from shale. (1 point) Economic benefits of fracking include the following: Development of a domestic energy resource (reducing foreign influences on price). Creation of jobs. Financial gains to individuals who lease their property to the natural gas companies. (e) Nuclear power is an alternative to using natural gas or coal as a fuel for generating electricity. However, there are also problems associated with nuclear power plants. Describe TWO negative environmental impacts associated with nuclear power. (2 points) Negative environmental impacts of nuclear power include the following: Spent nuclear waste (fuel): a storage facility does not exist for high-level waste; waste has to be stored for 10 half-lives in order to be considered safe. Thermal pollution from cooling operations (impacting surface waters). Nuclear accidents/plant failures: release of radioactive substances, resulting in contamination of soil, water, air, and living organisms. Results of mining uranium: o Habitat degradation. o Radioactive mine tailings. o Large amounts of water are used. o CO2 is released during the transportation and enrichment process (from fossil fuels). Uranium is a nonrenewable resource. Limited life span: plants have to be decommissioned. Runoff into surface waters during construction. Waste produced during the enrichment process. Nuclear energy production is less efficient than a coal-burning power plant; most uranium ends up as waste. 6
Coral reefs are produced when corals acquire calcium ions (Ca 2+ ) and carbonate ions (CO3 2 ) from seawater and deposit solid CaCO3 to form their exoskeletons. Scientists are concerned that relatively rapid decreases in ocean water ph will hinder the deposition of CaCO3. The graph above shows the amount of CO2 dissolved in ocean water and ocean water ph (shown in parentheses) since 1850 and the predicted changes through 2100. (a) Explain why the movement of carbon into the ocean has been increasing since 1850. (b) Identify one environmental problem (other than one due to ocean acidification or loss of coral reefs) that affects marine ecosystems on a global scale. 7
(a) Explain why the movement of carbon into the ocean has been increasing since 1850. (2 points; 1 point for each of the following) The concentration of carbon or carbon dioxide in the atmosphere has increased. The source of the increase in carbon or carbon dioxide concentration in the atmosphere is the burning of fossil fuels. (b) Identify one environmental problem (other than one due to ocean acidification or loss of coral reefs) that affects marine ecosystems on a global scale. (1 point; only the first answer is scored.) Any of the following are correct responses: Overfishing Destructive fishing practices (e.g., bottom trawling, drift netting) Increased ocean temperatures Introduction of invasive species Nutrient pollution/eutrophication Hypoxia/Dead zones Garbage/plastic debris (e.g., Great Pacific Garbage Patch) Oil spills/off-shore oil drilling Mercury pollution Note: Ocean acidification and loss of coral reefs are not acceptable answers. 8
(a) Iceland s position on the graph is due in part to its access to geothermal energy sources. Describe how electricity is generated from a geothermal source. (b) Despite its low GDP per capita and low annual electrical energy consumption per capita, China has become the world s largest emitter of CO2. Explain this apparent contradiction. (c) In addition to contributing to increased atmospheric CO2 concentrations, China is facing other air pollution issues related to the generation of electricity. Identify one such issue and describe the impact it has on human health. 9
(a) Iceland s position on the graph is due in part to its access to geothermal energy sources. Describe how electricity is generated from a geothermal source. (2 points; 1 point for indicating how steam is produced to turn a turbine and 1 point for stating that the energy from the turbine is used to run a generator that produces electrical current) Steam production (thermal energy into mechanical energy). Any of the following are correct responses: High-pressure hot water is pumped out of the earth and put into a low-pressure container to produce steam, which will in turn run a turbine (flash steam plant). Wells are drilled, and steam is piped directly to turn a turbine (dry steam plant). Hot water is pumped out of the earth; a heat exchanger is used to heat another liquid to produce vapor that is then used to turn a turbine (binary cycle). Electrical production (mechanical energy into electrical energy) The energy from the turbine is used to run a generator. (b) Despite its low GDP per capita and low annual electrical energy consumption per capita, China has become the world s largest emitter of CO2. Explain this apparent contradiction. (1 point) Although the per capita electrical energy consumption is low, China is the most populous country on the planet. The sum of individual consumption is large. (c) In addition to contributing to increased atmospheric CO2 concentrations, China is facing other air pollution issues related to the generation of electricity. Identify one such issue and describe the impact it has on human health. (2 points; 1 point for identifying an issue and 1 point for explaining its impact on human health) Students can earn 1 point for naming an air pollution issue without mentioning an impact on human health. In order to earn both points, students must correctly link the impact on human health to the air pollution issue. 10
As the world s population increases and availability of new arable land decreases, providing sufficient food for the world s human population is becoming increasingly difficult. The table below shows the area of land needed to feed the world s population from 1900 projected to the year 2060. (a) On the graph below, plot the data from the table above and draw a smooth curve. (b) Assume that the maximum arable land area on Earth is 4.00 billion hectares. Using the smooth curve that you created above, determine the year in which the human population is likely to run out of arable land for agriculture. (c) Soil quality is a critical factor in agriculture. Identify TWO physical and/or chemical properties of soils and describe the role of each property in determining soil quality. (d) Describe TWO viable strategies for reducing the amount of land needed for agriculture. (e) One problem that can result from agriculture is soil salinization. (i) Describe how salinization occurs. (ii) Describe one method to prevent or remediate soil salinization. 11
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(a) On the graph below, plot the data from the table above and draw a smooth curve. (2 points; 1 point for plotting the data and 1 point for drawing the curve) Students should mark the five data points and draw a smooth curve through them as shown below. (b) Assume that the maximum arable land area on Earth is 4.00 billion hectares. Using the smooth curve that you created above, determine the year in which the human population is likely to run out of arable land for agriculture. (1 point for a date that is consistent with the student s graph e.g., for the graph above, the correct answer is about 2048) (c) Soil quality is a critical factor in agriculture. Identify TWO physical and/or chemical properties of soils and describe the role of each property in determining soil quality. (4 points; 1 point for each of the two properties and 1 point for each of the corresponding descriptions) 13
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(d) Describe TWO viable strategies for reducing the amount of land needed for agriculture. (2 points; 1 point each for describing any two of the following) Increasing crop yield: The development of crops that can be grown closer together, are more resistant to pests, more resistant to weather extremes, etc., via artificial selection or GM technologies could increase crop yields. Note: Students may earn both points for two crop improvements. Cover-cropping/intercropping/strip farming/strip cropping/alley cropping/polycultivation/ allowing for multiple crops to be grown on the same plot of land/etc. could increase crop yield by using the same plot of land during different seasons/growing noncompetitive crops together to use the space between rows/inhibiting crop diseases or pests/etc. Use of (more effective) pesticides/fertilizers could increase crop yield. Instituting crop rotation to improve soil fertility could increase crop yield. Decreasing the demand for agricultural land: Eating lower on the food chain would reduce the amount of land needed to raise livestock. Curbing population growth via programs that lessen the need/desire for people to have children would reduce the amount of land needed for agriculture. Urban/home/rooftop gardens utilize urban/residential space for growing food. Instituting a practice that prevents the degradation of our current agricultural land (e.g., contour farming to prevent erosion, crop rotation to maintain soil fertility, etc.) will lessen the demand for new agricultural land. Underground and/or multistory hydroponic facilities would provide more area for growing crops without increasing land area needed. Preventing food spoilage/wastage would result in less food being thrown away. Banning the use of agricultural crops to make fuels would allow those crops to be used for feeding people. Switching from cotton to hemp for textiles would provide more material per acre. Switching to (more efficient) crops that produce more nutrients/food/calories per acre would allow us to feed more people using less land. 15
Aquaculture/raising seafood as a meat/protein substitute would lessen the need for land to sustain livestock. (e) One problem that can result from agriculture is soil salinization. (i) Describe how salinization occurs. (1 point) Any of the following is a correct response: Salinization can occur when irrigation water evaporates (or is used by plants), leaving the salts behind in the soils. (In arid regions), evaporation of (irrigation) water from the top layer of soil can draw water up from deeper in the soil column (via capillary action). If shallow ground water contains salts (possibly from saltwater encroachment), or if the deeper soil is high in salts, then salts will wick to the surface. Precipitation can pick up salts from the soil, pool in areas of poor drainage, and evaporate, leaving behind the salts. Misuse of salt-containing fertilizers and/or other soil amendments that contain salts (e.g., lime) may lead to soil salinization. Salt applied to roads can run off (or splash/spray) and contaminate roadside soil. Tsunamis/storm surges (e.g., from hurricanes) can deposit salts inland. (ii) Describe one method to prevent or remediate soil salinization. (1 point) Any of the following is a correct response: Irrigate/flush with sufficient (fresh) water to leach the salts down through the soil (especially after the growing season), or wait for rain to flush the salts out of the soil. The use of drip irrigation/soaker hoses/etc. requires less water than traditional irrigation, resulting in a lower influx of salt (or less water loss via evaporation). Avoid planting crops that require a large amount of water in areas prone to salinization. Avoid planting crops until the salt has been flushed from the soil. Plant vegetation/crops that remove salt from the soil (e.g., saltbush, barley, oats). Improving drainage (e.g., installing drainage tiles) will prevent precipitation/irrigation water from pooling and evaporating. Irrigate with water that is low in salt content. Use more organic/salt-free fertilizers/avoid using (as much) salt-containing fertilizers and/or other soil amendments that contain salts. Incorporate organic material into the soil. Use alternatives to road salt (e.g., beet juice, sand)/avoid applying (as much) road salt. Plant vegetation/avoid removing vegetation that would protect inland areas from tsunamis/storm surges. 16