Exam Practice for Isolated System Specific Heat, Climate Change, and Water Properties
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Exam Practice for Isolated System Specific Heat, Climate Change, and Water Properties
2021 ESS 21 Exam 1 Study Guide
The lecture videos and questions, weekly exams, and discussion worksheets are your primary sources of material, with the textbook being utilized only for extra background on an as-needed basis. You will not need to know a phrase or topic that is in the textbook but was not mentioned at all in the lectures for the midterm.
The major subjects we’ve studied thus far are listed here; instead of memorizing, focus on understanding and implementing your new information. I won’t ask you to write down definitions; instead, I’ll offer you formulae (although they may come up in multiple-choice questions).
We’ll be proctoring the exam online using Respondus Lockdown Browser and Monitor, so you’ll need a working webcam and microphone. Within Canvas Quizzes, the exam will consist of a mix of short answers and multiple-choice questions. You are allowed to take as many paper notes as you want throughout the exam, but you are not permitted to use calculators or other technological devices, and you are not permitted to speak with anyone else. Any arithmetic problems will be simple calculations that you can solve in your head or on paper because calculators are not permitted
Logical fallacies, systems, and feedbacks (from Lecture 1)
– Recognize the features of science denial, such as cherry-picking and determining which logical fallacy is being employed in a statement/argument.
– Be able to differentiate between open and closed systems.
– Recognize if anything is an open or closed system, as well as the repercussions of doing so.
– Recognize the Earth System’s four primary reservoirs and which one contains the cryosphere.
– For simple systems, be able to identify reservoirs, fluxes, and calculate residence times
– Know how to create, recognize, and explain good and negative feedback.
What determines a planet’s temperature (Earth’s energy balance) (from Lecture 2)
– Be able to explain how blackbody radiation changes with temperature using the Stefan-Boltzmann Law and Wien’s Law.
– Be able to define, explain, and interpret diagrams depicting the five elements that affect the Earth’s energy balance:
o The brightness of the sun
o The Sun’s Distance
o The albedo of the Earth’s atmosphere
· Energy emitted by the Earth in order to counteract incoming energy
o Greenhouse Gases– Be able to consider how these characteristics alter over time on Earth and how we may apply the same concepts to other terrestrial planets, such as Snowball Earth, the Faint Young Sun Paradox, and Venus.
From Lecture 3: Earth’s Regional Climates and Why We Change Our Climate
– Be able to differentiate between the terms “weather” and “climate”
– Understand why the poles are colder than the Equator.
– Explain and analyze graphs of Earth’s orbit and tilt to explain why seasons occur or determine which season the northern or southern hemisphere is in.
– Be able to explain why highland locations are colder.
– Recognize and be able to describe, explain, understand, and analyze diagrams depicting how climate could change as a result of:
· Changing the amount and distribution of energy that enters the system
o The amount of incoming energy reflected changes.
o Changing the amount of absorbed outgoing energy
o Changes in the climate system’s internal components
From Lecture 4 The Climate of the Earth in the Past, Present, and Future
– Recognize that the climate system is dynamic and be able to provide examples of how we learn about past climate changes.
– Have a broad idea of how diverse climates have been in the past, as well as how the elements that produce climate change are important on various timescales.
o No sign of ice so much warmer and higher sea levels during much of Earth’s history, e.g. Cretaceous 100 million years ago
o Plate tectonic movements altered albedo and atmospheric and ocean circulation, resulting in gradual cooling from 50 million years ago to the present. In addition, the amount of greenhouse gases in the atmosphere has continuously decreased.
o Last 2 million years – Milankovitch cycles and amplifying feedbacks caused glacials (cold times) and interglacials (warm periods) every 40,000 to 100,000 years.
o Interglacial climate has been relatively steady during the last 10,000 years.
– Be able to explain how our climate has changed throughout time.
– Be able to articulate why our climate is changing.
– Be able to describe how future changes are predicted:
o What elements are taken into account in climate models?
o What are some of the biggest climate model uncertainties?
o What are “representative concentration paths” and how do we use them? (You don’t need to know the specific details of population/energy source changes in each scenario, but you should grasp why they differ)Anthropogenic climate change today and in the future (from Lecture 5)
– Be able to predict how our climate will change by the year 2100.
– Be able to explain the five important points about climate change’s impacts on the southwest United States and how they connect to the cryosphere.
– Be able to describe how we can avoid worst-case climate change scenarios
o Conservation, i.e. a reduction in goods and energy consumption
· Energy efficiency, which entails lowering the quantity of energy used by goods and services.
o Energy that is carbon-free:
Understand how fossil fuels are used to generate power.
Be able to give instances of carbon-free energy sources and how they might be used to replace fossil fuels in energy generation.
Explain why we haven’t made the move to renewable energy sources yet.
· Carbon capture and storage, which is the process of capturing and storing carbon emissions.
o Geoengineering approaches:
Be able to explain and illustrate how they wor
Describe and explain the benefits and drawbacks of employing these options.
– Recognize that various states in the United States, as well as countries across the world, are taking steps to reduce carbon emissions in order to avoid the worst-case scenario of climate change.
From Lecture 6: Why is water so strange and wonderful?
– Recognize that we all require a substantial amount of water in our daily lives, but that most of that water is “hidden.”
– Be able to define and explain the features of the water molecule, as well as why water molecules form hydrogen bonds.
– Be able to define and explain several of water’s peculiar qualities, as well as why they are crucial to the Earth’s system.
· Thermal qualities, such as the ability to perform simple calculations involving specific heat
o Water density in solid, liquid, and gaseous statesExam Practice for Isolated System Specific Heat, Climate Change, and Water Properties
RUBRIC
Excellent Quality
95-100%
Introduction 45-41 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Literature Support
91-84 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Methodology
58-53 points
Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
Average Score
50-85%
40-38 points
More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.
83-76 points
Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.
52-49 points
Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
Poor Quality
0-45%
37-1 points
The background and/or significance are missing. No search history information is provided.
75-1 points
Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.
48-1 points
There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
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Exam Practice for Isolated System Specific Heat, Climate Change, and Water Properties