Name ___________________________
Date ____________
PS/ES Per__
Mr. Landsman
Is it a Natural Cycle, or is it My Fault?
Final Exam Phase III
Greenhouse Gases and Global Warming
Burning 1 gallon of gas in a motor vehicle produces approximately 19.4 pounds of CO2. United
States motor vehicles have been cited as a major contributor to total global CO2 emissions.
Your Task:
DATA GATHERING / CALCULATIONS:
A)
Research your family’s vehicle(s) history. Create a table of the following data:
1. Make, model, year manufactured
2. Year purchased/leased
3. Initial odometer reading from purchase/lease date
4. Current odometer reading
5. Total miles traveled
6. Typical driving conditions (highway/city/mixed)
7. Average mpg (estimated)
B)
Calculate the total (estimated) CO2 emissions per vehicle and report the total in tons
of CO2 (2000 lbs = 1 ton) Show all work with units.
C)
Graph the total CO2 emissions estimates for each vehicle on a single set of axes.
Choose the most appropriate graph type based on the data set.
Ex: pie, bar, stacked bar, area, line, etc
Scientific Evidence Suggests We Are Responsible
D)
If you believe that the current rise in average global temperatures is anthropogenic,
write (type) a well-planned, edited, letter to your parents. Explain the science behind the
greenhouse effect and global warming and how CO2 emissions enhance the effect. Cite
your data and calculations regarding your household’s emissions due to motor vehicle
selection and use. Include scientific references related to the greenhouse effect and
global warming. Explain the cause, effect, and consequences of increasing carbon
dioxide and global warming. Please cite your sources accordingly and include a
bibliography. Have parents sign your letter and offer brief commentary.
E)
List specific actions YOU can take to reduce YOUR contribution to carbon dioxide /
greenhouse gas emissions from any source. How will you live more “Green”? How can
you reduce your “Carbon Footprint”? Be specific, realistic, innovative, and detailed.
Indicate how each action will reduce your emissions contribution. We all know to
moderate the thermostat and turn off the lights…WHAT ELSE will you do? Include the
use of Bean-O if you consider yourself a major contributor in that department.
Scientific Evidence Suggests that We Are Not Responsible
D) In addition to the data table and graphs, write an essay defending the position that
global warming is NOT anthropogenic. Explain the science of the greenhouse effect and
global warming. From the perspective of a human-influenced global warming skeptic,
research the topic. Indicate the arguments and evidence available to support the position
that global warming is a natural cycle independent of human influence or entirely false.
Discuss natural sources of greenhouse gases as a portion of overall emissions. Discuss
natural earthly or extraterrestrial influences that change the global temperature balance.
Be specific, realistic, and detailed. Please cite your sources accordingly and include a
bibliography. (Just say “No” to Bean-O)
Feel somewhere “in the middle” on this issue? Maybe you think that humans are enhancing
global warming that was going to happen naturally anyway, or maybe you think a warmer planet
is better for humanity. Talk to Mr. Landsman about it and he will help you focus on an
appropriate method of expressing yourself and indicate how it will be scored.
This project may be handed in anytime you wish, but the hard, inflexible deadline is 2:15 P.M.
on _______________, 2011. Regretfully, I can offer no flexibility regarding this deadline (save a
snow/flood day, your incarceration, demise, or enrollment in the Federal Witness Protection
Program). Please try to anticipate any delays, inevitable technological glitches, hungry
household pets, or other impediments by completing the project ahead of the due date.
Submissions may be made any day prior to the deadline by email, portable electronic media, or
on paper. Please make yourself a copy of your project for archiving purposes.
Although partial credit may be awarded for completed projects, incomplete components WILL
NOT be scored. Please see rubric for guidance.
I look forward to reading what you have discovered.
Name______________________
Period_____
Total_______
Final Exam: Phase III RUBRIC
Global Warming is Anthropogenic
10
D
A
T
A
(A)
The data table’s superior
design creates a logical,
organized view of the
information. The data are
accurate and complete.
15
C
A
L
C
(B)
Calculations are logically
and sequentially organized
and therefore, easy to
follow. All units are
handled masterfully.
15
G
R
A
P
H
(C)
Your choice of graph type
is ideal for the displayed
information. The graph
includes all necessary
components of a superior
HS commencement level
product.
15
S
C
I
E
N
C
E
(D)
Letter demonstrates
mastery level
understanding of the
scientific principles
governing the greenhouse
effect and global warming
beyond the level of
sophistication found in the
classroom textbook.
30
R
E
S
E
A
R
C
H
(D)
Letter bears evidence of
extensive research well
beyond classroom
resources. The written
argument is skillfully
reinforced by scientific
rationale. Contemporary
or recent scientific studies
are quoted often and
effectively in support of
the theme. VERY
CONVINCING!
15
A
C
T
I
O
N
S
(E)
You are so GREEN !!
Great ideas! How
innovative! Your proposed
actions seem effective and
feasible. Even small
lifestyle changes will
reduce emissions.
8
6
2
0
The table’s design is
appropriate.
Information is mostly
well organized. Data
are feasible and
complete.
The data table design is
somewhat illogical or
disorganized. Table
may be sloppy or
illegible
Your data table design
is whack, yo. I can’t
even tell what it’s
supposed to show.
Project
Incomplete
…you get
nothing
12
Calculations are
logically organized and
somewhat easy to
follow. Most units are
handled correctly.
7
Calculations may be
difficult to follow,
missing some steps,
units, etc.
12
7
Your graph is mostly
suitable for displaying
the information. Most
components are present.
Graphing competency
is demonstrated.
Your information
would be better
visualized by a more
appropriate graph type.
Your graph may be
missing important
elements.
3
Your calculations are
mad hard to follow.
Calculated results are
incorrect. Units are not
present or mostly
missing.
3
You call that a graph?
Graphing competency
is not achieved.
12
7
3
Letter demonstrates
competency level
understanding of the
science behind the
greenhouse effect and
global warming
consistent with the
level of sophistication
found in the classroom
textbook.
Letter demonstrates a
level understanding of
the science behind the
greenhouse effect and
global warming that is
below the Regents
standard. Explanation
lacks detail and may be
misrepresented or
misinterpreted.
The science of the
greenhouse effect and
global warming is
superficially mentioned,
but undeveloped.
Understanding is not
demonstrated.
24
Letter shows evidence
of research beyond
classroom resources.
The argument in the
writing is adequately
reinforced by scientific
rationale. Scientific
studies are quoted
occasionally in support
of the theme.
Fairly Convincing.
15
Letter is persuasive, but
lacks the evidence of
research to back it up.
Most/Many supporting
facts can be found in
classroom resources
(Textbook, notes).
Scientific principles
may be misinterpreted
or misrepresented.
10
Letter rambles on and
on but never really
drives the point home.
Research is not evident
or only marginally
supports the theme.
Facts may be irrelevant.
Not convincing.
0
Project
Incomplete
…you get
nothing
0
Project
Incomplete
…you get
nothing
0
Project
Incomplete
…you get
nothing
0
Project
Incomplete
…you get
nothing
Not sure if I’m
convinced or not.
12
You are sort of an
off-chartreuse.
Many ideas are
innovative and effective
(even if small) but some
are actions we’ve all
heard of before. Most
actions are realistic.
Greener than average.
7
You are pale-green. A
few actions are new or
innovative, but most are
things we’re already
doing (or supposed to
do). Some actions may
be impractical and
therefore, will not
endure.
2
Does pollution have a
color? Well…
If you keep living this
way, the rest of us will
all have to pick up the
slack and go even
greener. Thanks a lot!!
0
Project
Incomplete
…you get
nothing
Name______________________
Period_____
Total_______
Final Exam: Phase III RUBRIC
Global Warming is a Natural Process
10
D
A
T
A
(A)
The data table’s superior
design creates a logical,
organized view of the
information. The data are
accurate and complete.
15
C
A
L
C
(B)
G
R
A
P
H
(C)
S
C
I
E
N
C
E
(D)
Calculations are logically
and sequentially
organized and therefore,
easy to follow. All units
are handled masterfully.
(D)
6
2
0
The data table design is
somewhat illogical or
disorganized. Table
may be sloppy or
illegible
Your data table design
is whack, yo. I can’t
even tell what it’s
supposed to show.
Project
Incomplete
…you get
nothing
12
Calculations are
logically organized
and somewhat easy to
follow. Most units are
handled correctly.
7
Calculations may be
difficult to follow,
missing some steps,
units, etc.
15
12
7
Your choice of graph type
is ideal for the displayed
information. The graph
includes all necessary
components of a superior
HS commencement level
product.
Your graph is mostly
suitable for displaying
the information. Most
components are present.
Graphing competency
is demonstrated.
Your information
would be better
visualized by a more
appropriate graph type.
Your graph may be
missing important
elements.
15
12
7
Letter demonstrates
mastery level
understanding of the
scientific principles
governing the greenhouse
effect and global warming
beyond the level of
sophistication found in the
classroom textbook.
Letter demonstrates
competency level
understanding of the
science behind the
greenhouse effect and
global warming
consistent with the
level of sophistication
found in the classroom
textbook.
Letter demonstrates a
level understanding of
the science behind the
greenhouse effect and
global warming that is
below the Regents
standard. Explanation
lacks detail and may be
misrepresented or
misinterpreted.
45
R
E
S
E
A
R
C
H
8
The table’s design is
appropriate.
Information is mostly
well organized. Data
are feasible and
complete.
Letter bears evidence of
extensive research well
beyond classroom
resources. The written
argument is skillfully
reinforced by scientific
rationale. Contemporary
or recent scientific studies
are quoted often and
effectively in support of
the theme. Global
warming is indeed a
HOAX!! It’s NOT our
fault!
36
Letter shows evidence
of research beyond
classroom resources.
The argument in the
writing is adequately
reinforced by scientific
rationale. Scientific
studies are quoted
occasionally in support
of the theme.
Fairly Convincing.
3
Your calculations are
mad hard to follow.
Calculated results are
incorrect. Units are not
present or mostly
missing.
3
You call that a graph?
Graphing competency
is not achieved.
3
The science of the
greenhouse effect and
global warming is
superficially
mentioned, but
undeveloped.
Understanding is not
demonstrated.
23
10
Letter is persuasive, but
lacks the evidence of
research to back it up.
Most/Many supporting
facts can be found in
classroom resources
(Textbook, notes).
Scientific principles
may be misinterpreted
or misrepresented.
Letter rambles on and
on but never really
drives the point home.
Research is not evident
or only marginally
supports the theme.
Facts may be irrelevant.
Not convincing.
Not sure if I’m
convinced or not.
0
Project
Incomplete
…you get
nothing
0
Project
Incomplete
…you get
nothing
0
Project
Incomplete
…you get
nothing
0
Project
Incomplete
…you get
nothing