Energy Flow in Global Systems
Research Report
Step One: Choose a country that no other student has chosen and report your country
choice to Mr. Cripps
Step Two: Choose a city within that country that you will focus on for all the
assignments specific questions (usually the capital city works the best)
Step Three: By the end of the unit you should be able to answer the following questions;
•
Are there relationships between solar energy, global energy transfer processes,
climate and biomes?
•
What evidence suggests our climate may be changing more rapidly than living
species can adapt?
•
Is human activity causing climate change?
•
How can we reduce our impact on the biosphere on global climate, while still
meeting human needs?
Keep these in mind as you work your way through the next couple weeks.
Assignment requirements:
Title Page (including your name, class, date, and the name of the unit, name of your
country)
Table of Contents (listed by headings)
In your Report use Headings to distinguish the different questions
References (using the guide provided all material that has not been taken from the
textbook or MR. Cripps must be properly referenced)
See Attached Rubric to determine what you will be marked on
1
Computer Lab Assignment Expectations (bolded words are what needs to be
included in your project)
Day 1: Complete the title page

Explain how climate change affects the lives of people and other species
(Read page 349-351 and page 342. How does weather differ from climate?
Determine the climate of your country, apply the information you have learned
from reading the above pages to your country.

Explain the need to investigate climate change (Summarize 352-354) minimum
2 paragraphs

Explain how the Sun as the source of Energy for Earth (To help you out
remember what you learned about photosynthesis from the beginning of the year
and think how the sun supports photosynthesis. How does the sun provide energy
for the entire Earth…think about food chains)- look at the sun as a source diagram
Day 2:

Explain what the biosphere is and what components make up the biosphere
(page 343 and page 346). Outline and briefly explain the layers of the
atmosphere (page 343-346).

Air Temperature and Altitude Lab (page 347, include Title, Question,
Hypothesis, Observation (chart on sheet), Variables, Procedure (follow graph
rules from physics, draw out your graph, computer generated graphs will not be
accepted) Analysis #1 and #2 and Conlusions #3, #4 and #5 (questions must be
written out and answered in complete sentences)
Day 3, 4 and 5:
•
How does the transfer of thermal energy (heat) by the hydrosphere (water)
and the atmosphere (air) contribute to latitudes of net radiation deficit
(cooler) and a variety of climate zones? Basically what this question is asking
you to do is to explain how water and air transfer heat around the world causing
temperatures in some locations to be warm, and temperatures in other locations to
be cool. Pages 376-399 (hydrosphere) and pages 370-375 (atmosphere). After
you have explained using your textbook use the diagrams to apply to what you
would estimate your country would have for warm/cool water and wind currents.
Please be sure to discuss Radiation, Conduction, Convection, Atmospheric Pressure,
Coriolis Effect, Jet Streams, Specific Heat Capacity, Quantity of thermal energy,
phase changes in the water cycle, Heat of fusion, heat of vaporization, heat of
condensation
•
Practice problems #1-15 (starts on page 379)
2
Day 5, 6, and 7:

Describe the relationship among solar energy reaching the Earth’s surface
and time of year, angle of inclination, length of daylight, cloud cover, albedo
effect and aerosol or participate distribution. (pages 357-363) After you have
explained what these are please apply this information to your country. You will
need to know the latitude of your country to apply the angle of incidence, the
hemisphere your country is located in to answer the angle of inclination, the
surface of your country (rocky, dirt, trees) and the amount of cloud cover to
determine the albedo.

Explain the net radiation budget, using per cent, solar energy input,
terrestrial energy output, net radiant energy (pages 365-369). You have
already determined the temperatures of your country. Knowing these
temperatures explain if your country would have a net radiation deficit or surplus.

Describe and explain the greenhouse effect, the role of various gasesincluding methane, carbon dioxide and water vapor-in determining the scope
of the greenhouse effect. (page 365) Research whether or not your country
contributes any of the above gases to the natural greenhouse effect.
Day 8: Read pages 391-402

Describe a biome as an open system in terms of input and output of energy
and compare it to that of a cell.

Relate the characteristics of 2 major biomes to net radiant energy, climate
factors (temperature, moisture, sunlight and wind) and topography
(mountain ranges, large bodies of water) (Choose the 2 major biomes within
your country and discuss how that biome has a net radiant energy, what the
climate is, including: temperature, rainfall, sunlight and wind, include topography.
A map of your countries biome would be good to include as well). Use your
textbook as a resource for your biome research.

Identify the potential effects of climate change on environmentally sensitive
biomes (What are the effects of climate change on your biome)
Day 9: page 403-406

Analyze the climatographs of two major biomes and explain why biomes
with similar characteristics can exist in different geographical locations,
latitudes and altitudes. (Complete Inquiry Lab on page 406. Include a
Question, Hypothesis, Materials and Equipment, Observation chart, Procedure,
Graphs, Analysis and Conclusions)
Day 10: page 410-430

Investigate and identify human actions affecting biomes that have a potential
to change a climate. Within your country, find out about any activities that may
cause climate change (deforestation and large scale burning for example) and
describe the activity and the effects or possible effects it may have on the climate.
3




Identify evidence to investigate past changes in Earth’s climate. How can
scientists tell if the climate has changed in an area (your country) over the last
number of years? Give specific example from within your chosen country and tell
how the weather or climate may have changed there.
Describe and evaluate the role of science in furthering the understanding of
climate and climate change. How has science helped or hindered the
understanding of the roles involved in understanding climate and climate change.
Give an example of how science is trying to make a difference in your chosen
country
Describe limitations of scientific knowledge and technology in making
predictions related to climate and weather.
Assess the variety of perspectives the risks and benefits of human activity
and its impact on the biosphere and climate. Within the country you have
chosen, research why they do some of the activities that you have discussed that
may cause climate to change. Why are they good/bad? Who sees the different
sides of the argument- who is involved?
4
Evaluation Rubric Research Projects
Criteria
Use of resources
(at least one
book needs to be
included)
Level 1
Uses a limited
range of research
strategies
Information is
accessed from
limited sources
Quality of
Information
(has met the
requirements of
assignment in
relation to the
expected
information)
Recording
information
(Information
needs to be
referenced
according the
handout)
Accesses
information
from more than
one resource
Level 3
Uses workable
research process
Accesses
information from
a variety of
different
resources
Locates
information of
limited
usefulness to the
issue, concept or
topic
Locates
information that
is somewhat
related to the
issue, concept or
topic
Located
information that
is clearly related
to the issue,
concept or topic
Copies main
ideas from
resources,
acknowledges
sources when
prompted
Summarizes
some main ideas
from resources
in own words,
acknowledges
sources but does
not use correct
biographic
conventions
Recording of
information
reflects some
organization
Summarizes
main ideas from
resources in own
words, generally
acknowledges
sources correctly
Shows little
evidence of
having
formulated own
ideas/opinions,
presents
information with
little evidence of
organization,
Attempts to
combine
research with
own ideas and
opinions,
presents
information with
own
ideas/opinions.
Combines
research with
own
ideas/opinions
with skill,
presents
information in an
organized
manner.
Has some
difficulty
handling
questions
Demonstrates
some
competence in
handling
questions
Handles
questions
competently
Recording of
information
lacks
organization
Use of
information
Level 2
Uses some
effective
research
strategies
Summarizes
information
following a
prescribed
system of
organization
Level 4
Uses a
systematic
research
process
Accesses
information
from a wide
range of
resources
Locates
information that
reflects a
sophisticated
understanding
of the issue,
concept or topic
Reorganizes
main ideas from
resources to suit
purpose,
routinely
acknowledges
all sources
correctly.
Systematically
records
information
according to the
needs of the
task.
Combines
research with
own
ideas/opinions
in a fluent and
skillful manner,
presents
information that
is skillfully
organized.
Handles
questions
insightfully
5
Unit Exam Review Outline
Outcomes Part One:

Explain how climate change affects the lives of people and other species.

Explain the need to investigate climate change

Identify the Sun as the source of all energy of Earth

Analyze the net radiation budge, using per cent, solar energy input, terrestrial energy
output, net radiant energy

Describe the major characteristics of the atmosphere, the hydrosphere, lithosphere and
explain how they contribute to the Earth’s biosphere.

Describe and explain the greenhouse effect, the role of various gases-including methane,
carbon dioxide and water vapor-in determining the scope of the greenhouse effect.
Outcomes Part Two:

Describe how thermal energy is transferred through the atmosphere by global wind
patterns, jet stream, Coriolis effect, and weather systems.

Describe how thermal energy is transferred through the hydrosphere by ocean currents
and large bodies of water.

How does the transfer of thermal energy by the hydrosphere and the atmosphere
contribute to latitudes of net radiation deficit and a variety of climate zones.

Describe the relationship among solar energy reaching the Earth’s surface and time of
year, angle of inclination, length of daylight, cloud cover, albedo effect and aerosol or
participate distribution.

How does uneven variations in thermal properties of materials lead to uneven heating
and cooling

Explain how evaporation, condensation, freezing and melting transfer thermal energy
Outcomes Part Three:

Describe a biome as an open system in terms of input and output of energy and compare
it to that of a cell.

Relate the characteristics of 2 major biomes to net radiant energy, climate factors
(temperature, moisture, sunlight and wind) and topography (mountain ranges, large
bodies of water)

Analyze the climatographs of two major biomes and explain why biomes with similar
characteristics can exist in different geographical locations, latitudes and altitudes.

Identify the potential effects of climate change on environmentally sensitive biomes
Outcome Part Four:

Investigate and identify human actions affecting biomes that have a potential to change a
climate.

Identify evidence to investigate past changes in Earth’s climate

Describe and evaluate the role of science in furthering the understanding of climate and
climate change

Describe limitations of scientific knowledge and technology in making predictions related
to climate and weather

Assess the variety of perspectives the risks and benefits of human activity and its impact
on the biosphere and climate.
6