CLIMATE CHANGE TSC Scored Activity 3. Date submitted:... Student identification. Name:... Address:... Tel.: Mark:...

Transcription

1 CLIMATE CHANGE TSC Scored Activity 3 Date submitted:... Student identification Name:... Address: Tel.: Mark:... /100

2 TSC CLIMATE CHANGE This scored activity was produced by the Société de formation à distance des commissions scolaires du Québec (SOFAD). Production Team Project coordinator for the English version: Project coordinator for the French version: Author: Illustrations: Content revision: Translation: Layout and computer graphics: Proofreading: Jean-Simon Labrecque (SOFAD) Alain Pednault (SOFAD) Interscience Marc Tellier Renald Breault Claudia de Fulviis Daniel Rémy (I. D. Graphique inc.) Claudia de Fulviis Alain Pednault (SOFAD) This translation was financed by the Ministère de l Éducation, du Loisir et du Sport du Québec. Part of this financing is from the Canada-Quebec bilateral agreement related to minority language education and second languages instruction. Despite the following statement, SOFAD authorizes adult education centres using the related learning guide to reproduce this scored activity. SOFAD, 2014 All rights for translation and adaptation, in whole or in part, are reserved for all countries. Any reproduction by mechanical or electronic means, including micro-reproduction, is prohibited without the written permission of a duly authorized representative of the Société de formation à distance des commissions scolaires du Québec (SOFAD). SOFAD

3 SCORED ACTIVITY 3 Most education centres require that students obtain an average mark of 60% or higher in order to write the official examination. Scored Activity 3 covers the subject matter in learning sequences 4, 5 and 6 of the Climate Change learning guide. Once you have completed this activity, send it to your tutor together with any related documents. SOFAD 3

4 TSC CLIMATE CHANGE Instructions Fill in the Identification section. Carefully read each question before answering it. Write your answers in the appropriate spaces and give complete solutions, as applicable. The weighting for each question is indicated to the right of each section of the scored activity. You may use a calculator. 4 SOFAD

5 SCORED ACTIVITY 3 Scored Activity 3 /100 points Submit After learning sequences 4, 5 and 6 Essential knowledge covered Law of conservation of mass, balancing simple chemical equations, oxidation, combustion, photosynthesis and respiration, acid-base neutralization reaction, population study (density and biological cycles), community dynamics, ecosystem dynamics, carbon cycle, nitrogen cycle A. Explicit Evaluation of Knowledge 1. Multiple-choice questions /15 points 1. What characterizes a green plant? a) It can absorb molecular nitrogen. b) It can produce energy from the carbohydrates it absorbs. c) It can produce its own food. d) It can produce its own bacteria. 2. What is cellular respiration? a) The consumption of carbon dioxide with the release of oxygen gas. b) The consumption of carbon dioxide with the release of water. c) An oxidation reaction with the release of oxygen gas and water. d) An oxidation reaction with the release of carbon dioxide and water. 3. How is nitrogen returned to the atmosphere in the nitrogen cycle? a) Through the action of bacteria b) Through photosynthesis c) Through respiration d) Through the process of fixation SOFAD 5

6 TSC CLIMATE CHANGE 4. You react 25 g of substance A with 35 g of substance B. The reaction produces substance C and substance D. If there are 15 g of substance C, how many grams of substance D were produced in the reaction? a) 10 g b) 30 g c) 45 g d) 60 g 5. Which of the following reactions is considered a slow combustion reaction? a) A wood fire b) The formation of rust c) A match that has just been struck d) The flame of a lighter 6. The following equation is not balanced. NaOH + H 3 PO 4 Na 3 PO 4 + H 2 O What coefficient should be placed in front of the water molecule in order to balance the equation? a) 1 b) 2 c) 3 d) 4 7. You react an acid and a base together. Which of the following cannot be a result of this reaction? a) The formation of a salt b) Slow combustion c) The formation of water d) Neutralization 8. How did the Swedish chemist Svante Arrhenius define a base? A base a) turns litmus paper blue. b) releases OH - ions in aqueous solution. c) conducts an electrical current. d) has a bitter taste. 9. Which of the following substances can be used to neutralize the effect of acid precipitation? a) CaCO 3 b) HCl c) H 2 SO 4 d) HNO 3 6 SOFAD

7 SCORED ACTIVITY Symbiosis is a relationship in which a) two living organisms occupy the same biome. b) two living organisms both derive a benefit. c) one living organism lives at the expense of another. d) one living organism benefits and the other does not. 11. By what process does a plant absorb nitrogen? a) Nitrification b) Denitrification c) Fixation d) Photosynthesis 12. In an aquatic environment, the growth of cyanobacteria a) helps to regulate the water's ph. b) helps to filter the water. c) helps to oxygenate the water. d) is a source of pollution. 13. A group of individuals of the same species forms a) a habitat. b) a population. c) an ecological niche. d) a community. 14. Biodiversity in a community is a) the abundance of members of a given species. b) the number of occupants in an ecological niche. c) the relative abundance of the species that compose it. d) the abundance of food sources in a food chain. 15. Primary production is a) the amount of matter transferred from one level of the food chain to the next. b) the amount of matter available at the base of the food chain. c) the amount of organic matter produced by plants in a given area. d) the amount of matter contained in all of the habitats in a given area. SOFAD 7

8 TSC CLIMATE CHANGE 2. Short-answer questions /10 points 16. Iron reacts with water to form iron oxide, according to the following equation: 3 Fe + 4 H 2 O Fe 3 O H 2 a) How many molecules of water are in this reaction? b) How many hydrogen atoms are in the reactants? 17. Write the balanced equation for the combustion of ethylene (C 2 H 4 ). 18. Write the balanced equation for cellular respiration. 19. Name one property that is common to acids, bases and salts. 20. What happens to the H + and OH - ions when an acid and a base come together in an aqueous solution? 21. Write the equation for the neutralization of hydrochloric acid by sodium hydroxide. 22. a) What type of plant lives in symbiosis with the Rhizobium bacterium? b) What is the result of this relationship? 23. a) What is the difference between acclimatization and adaptation? 8 SOFAD

9 SCORED ACTIVITY 3 b) Give an example of each. 24. Name the three trophic levels in a food web. 25. What is bioaccumulation? SOFAD 9

10 TSC CLIMATE CHANGE B. Evaluation Sequence: The Disappearance of Corals Goal To identify the causes for the disappearance of corals Corals are animals whose role in maintaining marine biodiversity is often overlooked. Coral reefs form in shallow waters and are home to an abundant variety of living creatures. They are complex ecosystems. The fish and crustaceans that live there are at the base of food chains and, often, end up on the dinner plates of people who live in coastal communities. According to UNESCO, nearly 500 million people worldwide depend on healthy coral reefs for their subsistence, coastal protection, renewable resources and tourism. However, the very existence of coral reefs is being threatened by global warming. The purpose of this sequence is to identify the causes for the disappearance of corals. First, you will describe the process by which corals are formed. Second, you will identify changes that lead to the disappearance of corals and those responsible for these changes. Your task In this evaluation sequence, you will: describe the process by which corals are formed; name changes that lead to their disappearance; identify those responsible for these changes. 10 SOFAD

11 SCORED ACTIVITY 3 Coral formation /35 points a) Describe the process by which corals are formed. b) Use slanted lines (//////) to indicate the location of a few coral reefs on the map below. Asia East Indian Ocean Pacific Ocean North America South America Atlantic Ocean Europe Mediterranean and Black Sea Africa West Indian Ocean SOFAD 11

12 TSC CLIMATE CHANGE The disappearance of corals /40 points a) Name changes that lead to their disappearance. b) Identify those responsible for these changes. 12 SOFAD

13 SCORED ACTIVITY 3 Review of Competencies What is a competency? A competency is defined as the ability to effectively use a set of resources, such as knowledge, skills and attitudes in order to deal with complex situations. In this course, you will develop three competencies that will come in useful not only with regard to this subject, but also in your everyday life. They are: Seeks answers or solutions to scientific or technological problems (C1) Makes the most of his/her knowledge of science and technology (C2) Communicates in the languages used in science and technology (C3) The third competency is not evaluated separately, but as part of the other two competencies. With regard to learning sequences 4, 5 and 6, which you have completed, indicate whether you were able to develop the following key features of the competencies. Self-evaluation of competency development Activity Competency Key features developed Yes No In part I correctly prepared the limewater. I detected the presence of CO 2 in the air in the room. 4.2 Detecting Carbon Dioxide C2 and C3 I detected the presence of CO 2 in the gas produced by the burning candle. I detected the presence of CO 2 in the gas produced by respiration. I wrote a clear and organized discussion. I wrote a clear and organized conclusion. I used the appropriate scientific vocabulary. SOFAD 13

14 TSC CLIMATE CHANGE Activity Competency Key features developed Yes No In part 4.4 Biogeochemical Cycles in My Environment C2 and C3 I made a list of the economic activities in my region and described how the pollutants generated as a result of these activities are involved in the carbon cycle or the nitrogen cycle, and how they contribute to global warming. I identified possible solutions likely to remedy the situation. I wrote a clear and organized activity report. I wrote a clear and organized conclusion. I used the appropriate scientific vocabulary. I identified the compound present in my aquarium in too high a concentration. 5.3 The Nitrogen Cycle: Bacteria in Action C1 and C3 I identified the likely causes of this high concentration. I suggested solutions likely to reduce this concentration. I wrote a clear and organized text that addressed the questions asked. I used the appropriate scientific vocabulary. 14 SOFAD

15 SCORED ACTIVITY 3 Activity Competency Key features developed Yes No In part I assessed the ph of the acid solution. I assessed the ph of the basic solution. 5.4 Acid-Base Neutralization Reactions C2 and C3 I assessed the ph of the acid-base mixture. I wrote a clear and organized discussion. I wrote a clear and organized conclusion. I used the appropriate scientific vocabulary. 5.5 Familiar Chemical Reactions C1 and C3 I was able to identify the type of chemical reaction involved in the suggested changes. I was able to name the reactants and the products of most of the suggested reactions. I wrote a clear and organized conclusion. I was able to list the main disturbances in the selected ecosystem. 6.4 Ecosystem Disturbances C2 and C3 I was able to name some consequences of these disturbances on the selected ecosystem. I wrote a clear and organized conclusion. I suggested simple actions aimed at slowing down or reducing the disturbances in the selected ecosystem. I used the appropriate scientific vocabulary. SOFAD 15

16 TSC CLIMATE CHANGE Student's questions or comments Tutor's remarks April 2014