unit 4 frq ans
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Massachusetts Institute of Technology *
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Course
846J
Subject
Geography
Date
Jan 9, 2024
Type
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37
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1.
Write your answers in the spaces provided. Refer to the figure or diagram to answer the question. Where
explanation or discussion is required, support your answers with relevant information and/or specific
examples.
The diagram below illustrates the relative economic costs of air pollutants in the United States.
(a) Based on the information in the map,
describe
the pattern of economic cost associated with
.
(b)
Describe
a solution for reversing the pattern of economic damage seen for
in the eastern United States.
(c) Using the information in the maps,
describe
an area in the United States that would likely experience very low
levels of photochemical smog.
(d)
Identify
one of the mapped pollutants and
explain
how the average annual amount of precipitation and the
location of the sources of the pollutant lead to its pattern of economic damage.
(e) A farmer in the central United States believes that incorporating crop rotation will reduce emissions of one of
the mapped air pollutants.
Identify
one of the mapped air pollutants the farmer could accurately be thinking will
be reduced and
make a claim
using evidence that supports this assertion.
Some of the agricultural practices that emerged from the Green Revolution could have contributed to the air
AP ENVIRONMENTAL SCIENCE
Scoring Guide
UNIT 4 QUIZ
AP Environmental Science
Page 1 of 37
pollutants shown in the maps, and others did not negatively impact air pollution.
(f)
Identify
and
describe
one method that emerged during the Green Revolution that would not contribute to air
pollution, but has negatively impacted soil erosion.
(g)
Make a claim
that proposes a solution to the problem identified in part (f).
(h) For the solution proposed in part (g),
describe
one disadvantage or unintended consequence that could result
from the solution.
Part A
Select a point value to view scoring criteria, solutions, and/or examples and to score the response.
0
1
The response describes the pattern of economic cost associated with
, such as one of the following:
· The economic costs of
are concentrated in the eastern United States/along the west coast/in the Midwest.
· The economic costs of
are less concentrated in the states of Idaho, Montana, Wyoming and the Dakotas, as well
as most of Utah, Nevada, Oregon, and Washington.
· The economic cost associated with
is minimal in many parts of the west.
· The economic costs of
are higher in more heavily populated areas.
Part B
Select a point value to view scoring criteria, solutions, and/or examples and to score the response.
0
1
The response describes a solution for reversing the pattern of economic damage seen for
in the eastern United States,
such as one of the following:
· Use scrubbers to remove
· Use fluidized bed combustion in coal-burning power plants
· Use of flue gas desulfurization in coal-burning power plants
· Coal washing/beneficiation/cleaning to remove
Scoring Guide
UNIT 4 QUIZ
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AP Environmental Science
· Burn higher grade coals in power plants
· Reduce coal or oil burning by producing more electricity by a renewable energy or low- or no
emitting energy
source (e.g., solar, wind, hydropower, nuclear, natural gas)
· Enact a more stringent
trading program to further decrease
emitted from coal-fired power plants
Part C
Select a point value to view scoring criteria, solutions, and/or examples and to score the response.
0
1
The response describes an area in the United States that would likely experience very low levels of photochemical smog
such as the following:
· A rural area in the upper western areas (e.g., Northwest, Montana, the Dakotas) where both nitrogen oxides and
are low would have low levels of smog. Since photochemical smog forms when
and
react in sunlight, these
areas are the least likely to experience photochemical smog.
Part D
Select a point value to view scoring criteria, solutions, and/or examples and to score the response.
0
1
The response identifies one of the mapped pollutants and explains how the average annual amount of precipitation and the
location of the sources of the pollutant lead to its pattern of economic damage such as the following:
· Sulfur dioxide and/or nitrous oxides from coal-fired power plants and/or other industries that combust coal or oil in the
Midwest/eastern United States can form large volumes of acid rain in regions of high precipitation.
Part E
Select a point value to view scoring criteria, solutions, and/or examples and to score the response.
0
1
The response does not identify one of the mapped air pollutants and make a claim using evidence that supports the
assertion that incorporating crop rotation will reduce emissions of one of the mapped air pollutants, such as any of the
following:
Scoring Guide
UNIT 4 QUIZ
AP Environmental Science
Page 3 of 37
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·
/Ammonia/
could be reduced by crop rotation. The assertion is supported because
/ammonia/
could be reduced because the need for chemical fertilizer could be reduced which release
/ammonia/
into the
air.
· Ammonia could be reduced by crop rotation. The assertion is supported because ammonia is a common ingredient in
many pesticides, and crop rotation typically makes it more difficult for pest species to establish themselves, resulting in
less pesticide use.
·
could be reduced with crop rotation since the need for pesticides often declines, and many pesticides contain
.
·
could be reduced by crop rotation. The assertion is supported because crop rotation reduces the
/ammonia/
precursors to
because to less fertilizer which reduce the
formed in the air.
·
could be reduced by use of a cover crop. This assertion is supported because cover crops reduce particulate
matter moved into the air, including
.
Part F
Select a point value to view scoring criteria, solutions, and/or examples and to score the response.
0
1
The response identifies and describes one method that emerged during the Green Revolution that would not contribute to
air pollution but has negatively impacted soil erosion, such as one of the following:
· Increase in irrigation techniques (increased use of flood or furrow irrigation) can increase the amount of runoff,
increasing soil erosion.
· Use of tillers or increased tilling increases soil erosion as soil is disturbed before planting.
· Monoculture farming is the practice of planting the same crop on the same area of land year after year. This practice
depletes soil of nutrients (chemical soil erosion) and reduces organic matter in soil, altering soil structure and
composition, making it more prone to erosion.
· Multi-cropping or double-cropping involves growing two or more crops in succession, one after the other, which
typically depletes soil of nutrients (chemical erosion) and may weaken soil structure, making it more prone to erosion.
·
/High-yield varieties typically draw nutrients from the same soil layer (strata), causing nutrient depletion
(chemical soil erosion).
Part G
Select a point value to view scoring criteria, solutions, and/or examples and to score the response.
0
1
Scoring Guide
UNIT 4 QUIZ
Page 4 of 37
AP Environmental Science
The response makes a claim that proposes a solution to the problem identified in part (f), such as one of the following:
Irrigation (problem in part (f)).
· Use drip irrigation/spray irrigation
· Use timers for watering
· Water plants in the early morning/late evening to reduce evaporation
Increased Tillage/advanced tilling techniques (problem in part (f)).
· Use conservation tillage (e.g., no-till) to reduce soil erosion
· Use organic material/green manure to reduce or prevent soil erosion
· Use crop rotation to improve soil structure and reduce erosion
· Use terracing
Monoculture farming or Multi-cropping (problem in part (f)).
· Use intercropping/polyvarietal cultivation/crop rotation
or High-yield varieties (problem in part (f)).
· Use intercropping/polyvarietal cultivation/crop rotation
Part H
Select a point value to view scoring criteria, solutions, and/or examples and to score the response.
0
1
The response describes one disadvantage or unintended consequence that could result from the solution proposed in part
(g), such as one of the following:
Use drip irrigation/spray irrigation, use timers for watering, water plants in the early morning/late evening to reduce
evaporation, or use of soil moisture sensors to efficiently gauge water needed for optimal crop growth (solution in part
(g)).
· Drip irrigation tubes can get clogged or the plastic degrades so that it doesn’t deliver any water
· Spraying water can be blown away when windy
· Pipes and hoses needed for drip irrigation are expensive.
· Soil moisture sensors would be an added expense
Use conservation tillage (e.g., no-till) to reduce soil erosion or use organic material/green manure to reduce or prevent soil
Scoring Guide
UNIT 4 QUIZ
AP Environmental Science
Page 5 of 37
erosion (solution in part (g)).
· Conservation tillage practices can require more herbicides
· Conservation tillage (e.g., no-till) practices can require purchasing new equipment
· Use of organic material/green manure can require increased labor/add expense
Use crop rotation (solution in part (g)).
· Crop rotation may decrease yields
· Crop rotation requires purchase of new seed varieties and decrease profit
Use terracing (solution in part (g)).
· Terracing often requires intense labor and could be expensive
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UNIT 4 QUIZ
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AP Environmental Science
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2.
Write your answers in the spaces provided. Refer to the figure or diagram to answer the question. Where
explanation or discussion is required, support your answers with relevant information and/or specific examples.
Energy from the Sun drives the Earth’s climate and weather. The most intense solar radiation arrives at the
equator. Solar radiation leads to the greenhouse effect, which is essential for life on Earth.
(a) There is evidence that global climate change over the past 100 years has led to an increased warming of Earth
because of the greenhouse effect.
(i) Describe how the solar radiation that arrives at the equator is redistributed around the Earth through
atmospheric circulation.
(ii) Identify one human activity that could directly contribute to global climate change.
(iii) Describe how the activity identified in part (a)(ii) could affect the relative abundance of the major greenhouse
gases in the atmosphere.
(b) The model below shows a cross sectional view of El Niño conditions.
Scoring Guide
UNIT 4 QUIZ
AP Environmental Science
Page 7 of 37
(i) Describe a change in ocean circulation that results from an El Niño event that is represented in the model.
(ii) Explain how a change in the atmosphere that results from El Niño conditions represented in the model would
affect Australia.
(iii) Describe one environmental effect resulting from the conditions represented in the model that could have a
negative effect on humans in western South America.
(c) A science class wanted to test the effects of an intensifying El Niño event on the amount of rainfall in their
local area in the southeastern United States. For a measure of El Niño intensity, they monitored sea surface
temperatures off the coast of Ecuador for a six-month period by consulting an oceanography Web site. They
measured rainfall locally with rain gauges for the same six-month period. The table below shows the results
compared to a typical or non-El Niño year.
Scoring Guide
UNIT 4 QUIZ
Page 8 of 37
AP Environmental Science
Sea surface temperature increase over six-
month period
Total rainfall over six-
month period
Typical normal (non-El
Niño) year
Current El Niño year
(i) Identify a dependent variable in the study.
(ii) Identify the control group in the study.
(iii) In addition to direct measurements, relative sea surface temperatures can be inferred with radar measurements
from satellites. Cold sea surface water will be further away from the satellite than warm sea surface water. Explain
why this occurs.
(iv) Describe how the results of the study would differ in total rainfall over a six-month period in the southeastern
United States if the data were collected during a La Niña year rather than an El Niño year.
Part (a)(i)
Select a point value 1) to view scoring criteria, solutions, and/or examples and 2) to score the response.
0
1
The response describes one of the following ways that solar radiation is redistributed around Earth using atmospheric
circulation.
Unequal heating forms Hadley cells that redistribute heat.
Unequal heating forms convection currents that redistribute heat.
Unequal heating forms wind currents that redistribute heat.
Unequal heating alters ocean currents that redistribute heat.
Part (a)(ii)
Select a point value 1) to view scoring criteria, solutions, and/or examples and 2) to score the response.
0
1
The response identifies one of the following human activities that contributes directly to global climate change.
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UNIT 4 QUIZ
AP Environmental Science
Page 9 of 37
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Burning fossil fuels for electricity production
Burning fossil fuels for transportation
Agricultural practices such as fertilizer application
Agricultural practices such as raising livestock
Deforestation
Part (a)(iii)
Select a point value 1) to view scoring criteria, solutions, and/or examples and 2) to score the response.
0
1
The response describes how the activity identified in (a)(ii) could affect the relative abundance of greenhouse gases in the
atmosphere.
Part (b)(i)
Select a point value 1) to view scoring criteria, solutions, and/or examples and 2) to score the response.
0
1
The response describes one of the following changes in ocean circulation that results from an El Niño event.
Warm surface water current reverses direction/warm surface water moves east, not west.
Cold water upwelling ceases off the coast of South America.
The nutrient-rich waters from the deep ocean are not brought up toward the surface.
Surface water in the central and eastern Pacific Ocean becomes warmer.
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UNIT 4 QUIZ
Page 10 of 37
AP Environmental Science
Part (b)(ii)
Select a point value 1) to view scoring criteria, solutions, and/or examples and 2) to score the response.
0
1
The response explains how a change in the atmosphere that results from El Niño would affect Australia, such as:
A scarcity of water from drought conditions could lead to less available drinking water.
Failed crops/reduced crop yield from drought could lead to less available food for human consumption.
Part (b)(iii)
Select a point value 1) to view scoring criteria, solutions, and/or examples and 2) to score the response.
0
1
The response describes one environmental effect resulting from conditions in the model that could have a negative impact
on humans in western South America. For example:
An increase in flooding can lead to
· human death or injury
· destruction of property
· destruction of crops
An increase in thunderstorms from warm air rising
Collapse of fisheries because upwelling is suppressed
Part (c)(i)
Select a point value 1) to view scoring criteria, solutions, and/or examples and 2) to score the response.
0
1
The response identifies the dependent variable as the amount of rainfall or the change in sea surface temperature over a
six-month period.
Part (c)(ii)
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UNIT 4 QUIZ
AP Environmental Science
Page 11 of 37
Select a point value 1) to view scoring criteria, solutions, and/or examples and 2) to score the response.
0
1
The response identifies the control group in the study as a typical year or a non-El Niño year.
Part (c)(iii)
Select a point value 1) to view scoring criteria, solutions, and/or examples and 2) to score the response.
0
1
The response states that cold sea surface water is denser than warm sea surface water and, therefore, the molecules will be
closer together and farther away from the satellite then the less dense warm water.
Part (c)(iv)
Select a point value 1) to view scoring criteria, solutions, and/or examples and 2) to score the response.
0
1
The response describes how the results of the study would change over a six-month period, such as:
Rainfall would decrease and be less than
in a La Niña year.
The area is likely to experience a drought and have a lower amount of total rainfall than in an El Niño
year.
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UNIT 4 QUIZ
Page 12 of 37
AP Environmental Science
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3.
Write your answers in the spaces provided. Refer to the figure or diagram to answer the question. Where
explanation or discussion is required, support your answers with relevant information and/or specific
examples.
The diagrams illustrate seasonal variations in global wind direction.
(a) Based on the information in the diagrams,
describe
the seasonal changes in global wind patterns between
January and July at location 1.
(b) Based on the information in the diagrams,
explain
why the days in location 5 have more hours of daylight in
December than the days in location 2 have in December.
(c) Based on the information in the diagrams,
explain
how the seasonal wind direction could affect local weather
at location 1.
(d) For winds in the Southern Hemisphere that blow out of the south and are directed northward toward the
equator, as shown in the diagrams,
identify
the direction toward which they are deflected and
explain
why this
deflection occurs.
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UNIT 4 QUIZ
AP Environmental Science
Page 13 of 37
(e) Every few years in the Southern Hemisphere, the winds over the Pacific Ocean, as shown in the diagrams,
weaken or reverse direction.
Describe
the typical change to the weather pattern that happens along the
northwestern coast of South America during those years.
(f)
Describe
one economic problem that is a result of the weather change described in part (e).
(g)
Identify
one characteristic of the expected climate on the slope of a mountain farthest from the ocean, when
the prevailing winds carry air from the ocean over land, up the slope of a mountain, and over the other side.
A community is considering switching from coal-fired power plants to using wind energy to generate electricity.
In order to decide what type of wind turbine is best for the area, an investigation was conducted to compare the
amount of electricity generated using different blade lengths. A series of wind turbines were assembled at a
location near the community and tested to compare the amount of electricity each wind turbine could produce.
Care was taken to make certain that each turbine was positioned to be exposed to the same wind direction and
speed.
(h) Other than positioning the turbines to be exposed to the same wind direction and speed,
identify
one variable
that would have been held constant in the investigation.
(i)
Identify
a reasonable hypothesis for the investigation.
(j)
Describe
how the proposed change from coal to wind could decrease the ecological footprint of the
community.
Part A
Select a point value to view scoring criteria, solutions, and/or examples and to score the response.
0
1
The response describes the seasonal changes in global wind patterns between January and July at location 1, such as one
of the following:
· Winds come from the north in January and from the south/southwest in July.
· Southwest winds in the summer and north winds in the winter.
Part B
Select a point value to view scoring criteria, solutions, and/or examples andto score the response.
0
1
The response explains why the days in location 5 have more hours of daylight in December than the days in location 2
have in December, such as one of the following:
Scoring Guide
UNIT 4 QUIZ
Page 14 of 37
AP Environmental Science
· Incoming solar radiation during the days of December/summer in the Southern Hemisphere received at location 5 is
longer in duration than in location 2 as a result of the tilt of the Earth and/or the angle of the sunlight.
· Near the Antarctic Circle, the sun never really sets during the December (summer) solstice, so there are almost 24 hours
of daylight near the south pole. Closer to the equator, there are fewer hours of daylight in December.
Part C
Select a point value to view scoring criteria, solutions, and/or examples and to score the response.
0
1
The response explains how the seasonal wind direction could affect local weather at location 1, such as one of the
following:
· Cooler, dry winds come from the north in January (winter). The weather is warm but dry in January based on the
location near the equator and the northern winds. Winds are coming in off the ocean in July (summer), bringing warm,
humid air. The weather is hot and wet in the summer months from the winds coming from the ocean.
· There are heavy rains in July (monsoon season), since the air comes in over the ocean. It is cooler and drier in January,
since the winds come in from over the continent from the north.
Part D
Select a point value to view scoring criteria, solutions, and/or examples and to score the response.
0
1
The response identifies the direction toward which the winds in the Southern Hemisphere that blow out of the south and
are directed northward toward the equator and explains why this deflection occurs, such as one of the following:
· The winds are directed to the west/left because of the Coriolis effect.
· The winds deflect west/left as a result of the rotation of Earth.
Part E
Select a point value to view scoring criteria, solutions, and/or examples and to score the response.
0
1
The response describes the typical change to the weather pattern that happens along the northwestern coast of South
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UNIT 4 QUIZ
AP Environmental Science
Page 15 of 37
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America during the years when the winds over the Pacific Ocean weaken or reverse direction, such as one of the
following:
· There is an increase in the temperature and the amount of rain.
· The weather is warmer and there are more storms.
· There can be major flooding in parts of South America if the El Niño event is strong/severe.
Part F
Select a point value to view scoring criteria, solutions, and/or examples and to score the response.
0
1
The response describes one economic problem that is a result of the weather change described in part (e), such as one of
the following:
· Reduction in fishery production
· Reduction of fertilizer production
· Property damage from flooding and/or landslides
· Decrease in tourism due to flooding/landslides/fishing
· Damage to crops from extreme weather.
· Increased healthcare costs/loss of productivity from the spread of (vector or water-borne) infectious diseases (such as
malaria, dengue fever, etc.) that result from an El Niño event.
Part G
Select a point value to view scoring criteria, solutions, and/or examples and to score the response.
0
1
The response identifies one characteristic of the expected climate on the slope of the mountain farthest from the ocean,
when the prevailing winds carry air from the ocean over land, up the slope of a mountain, and over the other side, such as
one of the following:
· Cooler/Warmer
· Dry
Part H
Scoring Guide
UNIT 4 QUIZ
Page 16 of 37
AP Environmental Science
Select a point value to view scoring criteria, solutions, and/or examples and to score the response.
0
1
The response identifies one variable, other than positioning the turbines to be exposed to the same wind direction and
speed, that would have been held constant in the investigation, such as one of the following:
· Turbine height
· Blade Design, such as material, number of blades, width of blades, blade angle
· Duration of the test
Part I
Select a point value to view scoring criteria, solutions, and/or examples and to score the response.
0
1
The response identifies a reasonable hypothesis for the investigation, such as one of the following:
· The wind turbine with the longest blades will produce the most electricity.
· The best turbine has blades long enough to generate large amounts of electricity but short enough to minimize mass.
· Blade length has no effect on the electricity output.
Part J
Select a point value to view scoring criteria, solutions, and/or examples and to score the response.
0
1
The response describes how the proposed change from coal to wind could decrease the ecological footprint of the
community, such as one of the following:
· Reduction of fossil fuel combustion/greenhouse gas emissions.
· Reduction of mining processes needed to extract coal.
· Reduction in burning coal results in reduced sulfur emissions which decreases acid precipitation/deposition.
Scoring Guide
UNIT 4 QUIZ
AP Environmental Science
Page 17 of 37
4.
Write your answers in the spaces provided. Refer to the figure or diagram to answer the question. Where
explanation or discussion is required, support your answers with relevant information and/or specific
examples.
The diagrams illustrate seasonal variations in global wind direction.
(a) Based on the information in the diagrams,
describe
the seasonal changes in global wind patterns between
January and July at location 2.
(b) Based on the information in the diagrams,
explain
why the days in location 4 have fewer hours of daylight in
December than the days in location 1 have in December.
(c) Based on the information in the diagrams,
explain
how the seasonal wind direction could affect local weather
at location 2.
(d) For winds in the Northern Hemisphere that blow out of the south and are directed toward the north pole, as
shown in the diagrams,
identify
the direction toward which they are deflected and
explain
why this deflection
occurs.
Scoring Guide
UNIT 4 QUIZ
Page 18 of 37
AP Environmental Science
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(e) Every few years in the Southern Hemisphere, the winds over the Pacific Ocean, as shown in the diagrams,
weaken or reverse direction.
Describe
the typical change to the weather pattern that happens in Southeast Asia
during those years.
(f)
Describe
one economic problem that is a result of the weather change described in part (e).
(g)
Identify
one characteristic of the expected climate in the region on the farthest side of a mountain from the
ocean, when the prevailing winds carry air from the ocean over land that includes a mountain range.
A community is considering switching from coal-fired power plants to using wind energy to generate electricity.
In order to decide what type of wind turbine is best for the area, an investigation was conducted to compare the
amount of electricity generated using different blade lengths. A series of wind turbines were assembled at a
location near the community and tested to compare the amount of electricity each wind turbine could produce.
Care was taken to make certain that each turbine was positioned to be exposed to the same wind direction and
speed.
(h)
Identify
the independent variable for the investigation.
(i)
Identify
one variable that was not mentioned in the investigation that could affect the results of the
investigation.
(j)
Describe
how constructing a wind farm could increase the ecological footprint of the community.
Part A
Select a point value to view scoring criteria, solutions, and/or examples and to score the response.
0
1
The response describes the seasonal changes in global wind patterns between January and July at location 2, such as one
of the following:
· Winds come from the north/northeast in January and from the south/southeast in July.
· South/southeast winds in the summer and north/northeast winds in the winter.
Part B
Select a point value to view scoring criteria, solutions, and/or examples and to score the response.
0
1
The response explains why the days in location 4 have fewer hours of daylight in December than the days in location 1
have in December, such as one of the following:
Scoring Guide
UNIT 4 QUIZ
AP Environmental Science
Page 19 of 37
· Incoming solar radiation during the days of December/winter in the Northern Hemisphere received at location 4 is lower
than in location 1 as a result of the tilt of the Earth and/or the angle of the sun.
· Near the Arctic Circle, the sun never really rises during the December (winter) solstice, so there are almost 24 hours of
darkness. Closer to the equator, there are more hours of daylight in December.
Part C
Select a point value to view scoring criteria, solutions, and/or examples and to score the response.
0
1
The response explains how the seasonal wind direction could affect local weather at location 2, such as one of the
following:
· Warm winds come from the North in January (from the equator) bringing warm and wet weather. In July, cooler, dry air
is coming up from the South.
· In January in the Southern Hemisphere, the warm air led to high temperatures and rain. In July in the Southern
Hemisphere, the cool air leads to cooler temperatures (but still relatively warm based on location near the equator) and
less rain.
Part D
Select a point value to view scoring criteria, solutions, and/or examples and to score the response.
0
1
The response identifies the direction toward which the winds in the Northern Hemisphere that blow out of the south and
are directed toward the north pole and explains why this deflection occurs, such as one of the following:
· The winds will be directed to the east because of the Coriolis effect.
· The winds deflect to the east/right because of the rotation of the Earth.
Part E
Select a point value to view scoring criteria, solutions, and/or examples and to score the response.
0
1
The response describes the typical change to the weather pattern that happens in Southeast Asia during the years when the
Scoring Guide
UNIT 4 QUIZ
Page 20 of 37
AP Environmental Science
winds over the Pacific Ocean weaken or reverse direction, such as one of the following:
· There is a decrease in the amount of rain.
· There is an increase in drought conditions.
Part F
Select a point value to view scoring criteria, solutions, and/or examples and to score the response.
0
1
The response describes one economic problem that is a result of the weather change described in part (e), such as one of
the following:
· There is a decrease in crop yields.
· There is an increase in property loss that can result from fire.
Part G
Select a point value to view scoring criteria, solutions, and/or examples and to score the response.
0
1
The response identifies one characteristic of the expected climate in the region on the farthest side of the mountain from
the ocean, when the prevailing winds carry air from the ocean over land that includes a mountain range, such as one of the
following:
· Cooler to Hot
· Dry
Part H
Select a point value to view scoring criteria, solutions, and/or examples and to score the response.
0
1
The response identifies the independent variable for the investigation as blade length.
Part I
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UNIT 4 QUIZ
AP Environmental Science
Page 21 of 37
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Select a point value to view scoring criteria, solutions, and/or examples and to score the response.
0
1
The response identifies one variable that was not mentioned in the investigation that could affect the results of the
investigation, such as one of the following:
· Turbine height
· Blade Design, such as material, number of blades, width of blades, blade angle
· Length of time tested
· Time of year
Part J
Select a point value to view scoring criteria, solutions, and/or examples and to score the response.
0
1
The response describes how constructing a wind farm could increase the ecological footprint of the community, such as
one of the following:
· Construction of the wind turbines require raw materials/natural resources.
· Damage to habitat during construction may occur.
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5.
Write your answers in the spaces provided. Refer to the figure or diagram to answer the question. Where
explanation or discussion is required, support your answers with relevant information and/or specific
examples.
The diagrams illustrate seasonal variations in global wind direction.
(a) Based on the information in the diagrams,
describe
the seasonal changes in global wind patterns between
January and July at location 3.
(b) Based on the information in the diagrams,
explain
why the days in location 4 have more hours of daylight in
June than the days in location 1 have in June.
(c) Based on the information in the diagrams,
explain
how the seasonal wind direction could affect local weather
at location 3.
(d) For winds in the Northern Hemisphere that blow out of the north and are directed southward toward the
equator, as shown in the diagrams,
identify
the direction toward which they are deflected and
explain
why this
deflection occurs.
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(e) Every few years in the Southern Hemisphere, the winds over the Pacific Ocean, as shown in the diagrams,
weaken or reverse direction.
Describe
the typical change to the weather pattern that happens along the
southwestern coast of North America during those years.
(f)
Describe
one economic problem that is a result of the weather change described in part (e).
(g)
Identify
one characteristic of the expected climate on the slope of a mountain nearest the ocean, when the
prevailing winds carry air from the ocean over land and up the slope of a mountain range.
A community is considering switching from coal-fired power plants to using wind energy to generate electricity.
In order to decide what type of wind turbine is best for the area, an investigation was conducted to compare the
amount of electricity generated using different blade lengths. A series of wind turbines were assembled at a
location near the community and tested to compare the amount of electricity each wind turbine could produce.
Care was taken to make certain that each turbine was positioned to be exposed to the same wind direction and
speed.
(h)
Identify
the dependent variable for the investigation.
(i)
Identify
one modification that could be made to the investigation that will alter the results.
(j)
Describe
how the manufacturing of wind turbine blades could increase the ecological footprint of the
community.
Part A
Select a point value to view scoring criteria, solutions, and/or examples and to score the response.
0
1
The response describes the seasonal changes in global wind patterns between January and July at location 3, such as one
of the following:
· Winds come from both the south/southeast and the north/northeast in January and from the south/southeast in July.
· South/southeast and north/northeast winds in the summer and south/southeast winds in the winter.
Part B
Select a point value to view scoring criteria, solutions, and/or examples and to score the response.
0
1
The response explains why the days in location 4 have more hours of daylight in June than the days in location 1 have in
June, such as one of the following:
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· Incoming solar radiation during the days of June/summer in the Northern Hemisphere received at location 4 is higher
than in location 1 as a result of the tilt of the Earth and/or the angle of the Sun.
· In the Arctic, the sun never really sets during the June (summer) solstice, so there are almost 24 hours of daylight near
the north pole. Closer to the equator, in location 1, there are fewer hours of daylight in June.
Part C
Select a point value to view scoring criteria, solutions, and/or examples and to score the response.
0
1
The response explains how the seasonal wind direction could affect local weather at location 3, such as one of the
following:
· The winds in the summer (January) come from the southeast bringing warm (and wet) air from near the equator. The
winds in the winter (July) from the ocean keep temperatures mild and relatively warm.
· There is cooler drier air in July from the south and warmer wetter air from the north and east in January.
Part D
Select a point value to view scoring criteria, solutions, and/or examples and to score the response.
0
1
The response identifies the direction toward which the winds in the Northern Hemisphere that blow out of the north and
are directed toward southward toward the equator and explains why this deflection occurs, such as one of the following:
· The winds are directed to the west/right because of the Coriolis effect.
· The winds deflect to the west/right because of the rotation of the Earth.
Part E
Select a point value to view scoring criteria, solutions, and/or examples and to score the response.
0
1
The response describes the typical change to the weather pattern that happens along the southwestern coast of North
America during the years when the winds over the Pacific Ocean weaken or reverse direction, such as one of the
following:
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· There is an increase in temperature and the amount of rain (in most of Canada/in California and the southwestern United
States).
· There are wetter than average conditions along the Gulf Coast.
· There are drier conditions in the Pacific Northwest/the Midwest/the Rocky Mountains.
Part F
Select a point value to view scoring criteria, solutions, and/or examples and to score the response.
0
1
The response describes one economic problem that is a result of the weather change described in part (e), such as one of
the following:
· Reduction in fishery production in the Pacific Ocean.
· Property damage from flooding and/or landslides.
· Damage to crops from extreme weather (increased precipitation/snowfall/severe weather events).
Part G
Select a point value to view scoring criteria, solutions, and/or examples and to score the response.
0
1
The response identifies one characteristic of the expected climate on the slope of the mountain nearest the ocean, when the
prevailing winds carry air from the ocean over land that includes a mountain range, such as one of the following:
· Cold
· Wet
Part H
Select a point value to view scoring criteria, solutions, and/or examples and to score the response.
0
1
The response identifies the dependent variable for the investigation, such as one of the following:
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· Amount of electrical power generated
· Amount of electricity produced
Part I
Select a point value to view scoring criteria, solutions, and/or examples and to score the response.
0
1
The response identifies one modification that could be made to the investigation that will alter the results, such as one of
the following:
· Change height of turbines
· Change the number of blades
Part J
Select a point value to view scoring criteria, solutions, and/or examples and to score the response.
0
1
The response describes how the manufacturing of wind turbine blades could increase the ecological footprint of the
community, such as one of the following:
· Metals used to manufacture turbine blades must be mined/processed.
· Transportation of materials from mine to manufacturing facilities requires combustion of fossil fuels/heavy equipment/
trucks.
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6.
Directions:
The suggested time for answering this question is about 22 minutes. Where calculations are required,
clearly show how you arrived at your answer. Where explanation or discussion is required, support your answers
with relevant information and/or specific examples.
Read the article below and answer the questions that follow.
10 FREMONT DAILY GAZETTE
El Nino Linked to Disease Epidemics
Scientists have long realized the strong linkage between the ocean and atmosphere and the effect of this linkage on
global climate patterns. Only recently however, have scientists established a possible link between climate change
and health-related epidemics. Every few years a dramatic climate shift known as the El Nino-South Oscillation
(ENSO) disrupts the normal interaction between ocean and atmosphere and alters the normal pattern of water
temperatures and winds. ENSOs occur every 3 to 5 years and typically last from several months to over a year.
During an El Nino, normal climate patterns are severely disrupted and the longer the phenomenon lasts, the more
disruptive it can be. When an ENSO lasts 12 months or longer it can also disrupt populations of oceanic and other
aquatic organisms and set off a series of environmental problems throughout the world. Recently scientists
studying ENSOs established a link between the climate-related changes during an El Nino event and the spread of
such diseases as cholera and yellow fever.
The linkage apparently is the result of changing surface temperatures during the event, producing conditions
suitable for the rapid spread of various vector-transmitted diseases in affect areas. The same changing conditions
are also linked to several other environmental problems.
Recently, scientists at the Max Planck Institute in German reported that, based on a computer simulated model,
human-induced global warming effects ENSOs. THe model predicts more frequent El Nino events with increases
in greenhouse gases, and if this model is correct, then we can expect further increases in disease epidemics in
various parts of the world.
a.
Describe what an El Niño is and clearly indicate where it occurs.
b.
Describe the connection between the climate change associated with an El Niño and the transmission of
diseases. Explain whether the article is correct in its reporting of the various disease epidemics that occur
in response to an El Niño.
c.
People in what part of the world would be most likely to be affected by this link between El Niño and
disease?
d.
Clearly describe two other important environmental problems associated with ENSOs.
Part A
3 points maximum
What an El Nino is: (2 points)
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If the student takes the description of El Niño directly from the article, then all characteristics in the description must be
there in order to earn 1 point.
If the student does not use the description of El Niño from the document, but instead provides a separate description, 1
point can be earned for each characteristic of El Niño (up to 2 points).
Acceptable Charcteristics:
•
Development of warm ocean waters
•
Depression of the thermocline, which cuts off the cold water upwelling (or, suppression of upwelling due to
diminishing winds)
•
Moving of rainfall patterns
•
The Northeast and Southeast Trade winds diminish, and sometimes even reverse
•
The Southern Oscillation (associated with El Niño) is a switch in atmospheric pressure associated with changing
ocean water temperature
•
Affects
the entire globe/global weather and climate (NOT — “it occurs globally”)
•
An explanation of the difference between El Niño and ENSO
•
An increase in greenhouse gases (global warming) may lead to more frequent/stronger El Niño events (this is
also in the document, but was separated from the main part of the definition enough so that it was felt that the
student who could connect it to the earlier information should receive additional credit)
Where an El Nino occurs: (1 point)
The student earns 1 point if he/she clearly indicates where El Niño occurs.
Acceptable Locations:
•
Tropical Pacific Ocean
•
Equatorial Pacific Ocean
•
Tropical Pacific coast of South America
•
Tropical eastern Pacific
•
Central and eastern equatorial Pacific
Unacceptable Locations:
•
South Pacific
•
Southern Hemisphere
•
Tropical South Pacific
•
Eastern Pacific
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•
North America
•
Pacific Ocean
•
Coast of South America
0
1
2
3
Student response earns three of the available points.
3 points maximum
What an El Nino is: (2 points)
If the student takes the description of El Niño directly from the article, then all characteristics in the description must be
there in order to earn 1 point.
If the student does not use the description of El Niño from the document, but instead provides a separate description, 1
point can be earned for each characteristic of El Niño (up to 2 points).
Acceptable Charcteristics:
•
Development of warm ocean waters
•
Depression of the thermocline, which cuts off the cold water upwelling (or, suppression of upwelling due to
diminishing winds)
•
Moving of rainfall patterns
•
The Northeast and Southeast Trade winds diminish, and sometimes even reverse
•
The Southern Oscillation (associated with El Niño) is a switch in atmospheric pressure associated with changing
ocean water temperature
•
Affects
the entire globe/global weather and climate (NOT — “it occurs globally”)
•
An explanation of the difference between El Niño and ENSO
•
An increase in greenhouse gases (global warming) may lead to more frequent/stronger El Niño events (this is
also in the document, but was separated from the main part of the definition enough so that it was felt that the
student who could connect it to the earlier information should receive additional credit)
Where an El Nino occurs: (1 point)
The student earns 1 point if he/she clearly indicates where El Niño occurs.
Acceptable Locations:
•
Tropical Pacific Ocean
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•
Equatorial Pacific Ocean
•
Tropical Pacific coast of South America
•
Tropical eastern Pacific
•
Central and eastern equatorial Pacific
Unacceptable Locations:
•
South Pacific
•
Southern Hemisphere
•
Tropical South Pacific
•
Eastern Pacific
•
North America
•
Pacific Ocean
•
Coast of South America
Part B
4 points maximum
Connection between El Nino and the transmission of diseases: (3 points)
In this part of the question, the student can earn 3 points in several ways by making
•
three connections between climate change and disease transmission (this could be a single climate change that
can be associated with more than one mode of disease transmission)
•
two connections between climate change and disease transmission, plus 1 extended discussion point (see below)
•
one connection between climate change and disease transmission, plus 2 extended discussion points (see below)
Climate change:
wetter conditions promote transmission of disease by:
•
increasing the regions where mosquitoes breed — some mosquitoes are carriers of diseases such as malaria,
dengue fever, or yellow fever.
•
causing flooding, causing a problem because of sanitation (e.g., contamination of water sources with bacteria that
may promote the spread of cholera, amoebic dysentery, giardia).
Climate change:
warmer water promotes transmission of disease because:
•
warmer water allows for increased growth of phytoplankton and zooplankton
•
bacterial growth increases in warm water
•
increased temperatures may mean increased breeding of insects
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Climate change:
higher air/land temperatures promote transmission of disease because:
•
higher temperatures give insects (such as mosquitoes) a longer window of reproduction times
•
increased temperatures may mean increase breeding and feeding of insects
•
higher wintertime temperatures may mean insect populations that carry disease are increased since not as many
will be killed by freezes
Climate change:
slightly drier conditions promote transmission of disease by:
causing streams to become stagnant, resulting in standing ponds of water that are conducive to increased mosquito
populations. (One of the biggest outbreaks of dengue fever in Fiji occurred during the last major ENSO event when Fiji
was unusually dry.)
Climate change:
drought promotes transmission of disease by causing: deterioration in fresh water supplies (shortage of
potable water; concentration of pollutants in shallow ponds) increases the probability of diseases such as cholera and other
diarrheal diseases in places such as Papua New Guinea
The student can earn up to 2 points for extended discussion/additional information/elaboration such as:
•
citing the article, linking global warming with increased ENSO events, that would increase the transmission of
disease. The link between more frequent/stronger ENSO events and increased. transmission of disease must be
explicitly made in order to receive this point.
•
if student gives a clear explanation of the differences between vector-borne transmission of disease and other
modes of disease transmission
Explain whether the article is correct in its reporting of the various disease epidemics that occur in response to an El
Niño: (1 point)
1 point for citing the article, in which “scientific evidence” links El Niño and the spread of disease
OR
1 point citing outside sources of information concerning the link of El Niño and disease (i.e., citing the CDC or other
“authority”) — this can be either in support of the article or disagreement with the article
OR
1 point for noting that only one source is cited in the article and/or that there is not enough information in the article to
determine whether or not it is correct
OR
1 point for the student presenting an argument based on their own logic, substantiated by additional information (may be
based on the article or on the student’s own knowledge)
0
1
2
3
4
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Student response earns four of the available points.
4 points maximum
Connection between El Nino and the transmission of diseases: (3 points)
In this part of the question, the student can earn 3 points in several ways by making
•
three connections between climate change and disease transmission (this could be a single climate change that
can be associated with more than one mode of disease transmission)
•
two connections between climate change and disease transmission, plus 1 extended discussion point (see below)
•
one connection between climate change and disease transmission, plus 2 extended discussion points (see below)
Climate change:
wetter conditions promote transmission of disease by:
•
increasing the regions where mosquitoes breed — some mosquitoes are carriers of diseases such as malaria,
dengue fever, or yellow fever.
•
causing flooding, causing a problem because of sanitation (e.g., contamination of water sources with bacteria that
may promote the spread of cholera, amoebic dysentery, giardia).
Climate change:
warmer water promotes transmission of disease because:
•
warmer water allows for increased growth of phytoplankton and zooplankton
•
bacterial growth increases in warm water
•
increased temperatures may mean increased breeding of insects
Climate change:
higher air/land temperatures promote transmission of disease because:
•
higher temperatures give insects (such as mosquitoes) a longer window of reproduction times
•
increased temperatures may mean increase breeding and feeding of insects
•
higher wintertime temperatures may mean insect populations that carry disease are increased since not as many
will be killed by freezes
Climate change:
slightly drier conditions promote transmission of disease by:
causing streams to become stagnant, resulting in standing ponds of water that are conducive to increased mosquito
populations. (One of the biggest outbreaks of dengue fever in Fiji occurred during the last major ENSO event when Fiji
was unusually dry.)
Climate change:
drought promotes transmission of disease by causing: deterioration in fresh water supplies (shortage of
potable water; concentration of pollutants in shallow ponds) increases the probability of diseases such as cholera and other
diarrheal diseases in places such as Papua New Guinea
The student can earn up to 2 points for extended discussion/additional information/elaboration such as:
•
citing the article, linking global warming with increased ENSO events, that would increase the transmission of
disease. The link between more frequent/stronger ENSO events and increased. transmission of disease must be
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explicitly made in order to receive this point.
•
if student gives a clear explanation of the differences between vector-borne transmission of disease and other
modes of disease transmission
Explain whether the article is correct in its reporting of the various disease epidemics that occur in response to an El
Niño: (1 point)
1 point for citing the article, in which “scientific evidence” links El Niño and the spread of disease
OR
1 point citing outside sources of information concerning the link of El Niño and disease (i.e., citing the CDC or other
“authority”) — this can be either in support of the article or disagreement with the article
OR
1 point for noting that only one source is cited in the article and/or that there is not enough information in the article to
determine whether or not it is correct
OR
1 point for the student presenting an argument based on their own logic, substantiated by additional information (may be
based on the article or on the student’s own knowledge)
Part C
1 point maximum
Although an ENSO event can affect the globe, the areas most likely to feel the greatest impact of increased disease
transmission due to climate change associated with ENSO are those areas where (1) the weather/climate changes are most
extreme, and (2) health care and sanitation are marginal
1 point for specifying a reasonable area, such as:
Pacific coastal regions of South America and/or equatorial regions of South America (e.g., Peru, Chile, Brazil, Argentina),
islands in the tropical Pacific (e.g., Papua New Guinea, Galapagos islands), Central America, Mexico, Southeast Asia,
Malaysia, Indonesia, Burma, India, Bangladesh, Pakistan, southern Africa, Kenya
“Developing countries” is also acceptable IF it is coupled with either a reasonable location (e.g., “developing countries in
the tropics”) OR if the student explains why people in developing countries are more vulnerable to disease (lack of
medical facilities, unprepared to handle drastic changes in weather/climate, general population is often malnourished,
sanitation is often a problem, etc.)
Unacceptable answers include: North America, Europe, Australia, New Zealand, Canada, United States, polar regions,
Antarctica, Arctic (although these areas may be affected by ENSO events, they are not the most likely to be affected by
increased disease transmission associated with El Nino)
0
1
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Student response earns one of the available points.
1 point maximum
Although an ENSO event can affect the globe, the areas most likely to feel the greatest impact of increased disease
transmission due to climate change associated with ENSO are those areas where (1) the weather/climate changes are most
extreme, and (2) health care and sanitation are marginal
1 point for specifying a reasonable area, such as:
Pacific coastal regions of South America and/or equatorial regions of South America (e.g., Peru, Chile, Brazil, Argentina),
islands in the tropical Pacific (e.g., Papua New Guinea, Galapagos islands), Central America, Mexico, Southeast Asia,
Malaysia, Indonesia, Burma, India, Bangladesh, Pakistan, southern Africa, Kenya
“Developing countries” is also acceptable IF it is coupled with either a reasonable location (e.g., “developing countries in
the tropics”) OR if the student explains why people in developing countries are more vulnerable to disease (lack of
medical facilities, unprepared to handle drastic changes in weather/climate, general population is often malnourished,
sanitation is often a problem, etc.)
Unacceptable answers include: North America, Europe, Australia, New Zealand, Canada, United States, polar regions,
Antarctica, Arctic (although these areas may be affected by ENSO events, they are not the most likely to be affected by
increased disease transmission associated with El Nino)
Part D
2 points maximum
Only the first two problems stated are graded. Since the question clearly asks for problems associated with ENSOs, the
student must demonstrate the connection of the problem with ENSO/climate change. In addition, there must be a
completion of cause/effect, and there must be a clear description of how/why this is an
environmental
problem.
The table below gives some examples of cause and effect. This table is not meant to represent the only ways in which
students may make reasonable arguments for environmental problems associated with ENSO. That is, a student does not
necessarily need a statement from each column below to make a complete argument. However, the student MUST at least
refer to a reasonable change that may be brought about by an ENSO event and a resultant environmental
problem
. A
student cannot, for example, simply say that there will be a loss of biodiversity. They must indicate
why
there may be a
loss of biodiversity, and
why
the loss of biodiversity may be a problem.
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Unacceptable answers include:
•
General weather and/or climate changes that directly affect industries/commerce, such as:
Agriculture Outdoor recreation
Construction Snow equipment
Property losses Commercial fisheries
Insurance services/financial institutions
•
Any purely economic problem
0
1
2
Student response earns two of the available points.
2 points maximum
Only the first two problems stated are graded. Since the question clearly asks for problems associated with ENSOs, the
student must demonstrate the connection of the problem with ENSO/climate change. In addition, there must be a
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completion of cause/effect, and there must be a clear description of how/why this is an
environmental
problem.
The table below gives some examples of cause and effect. This table is not meant to represent the only ways in which
students may make reasonable arguments for environmental problems associated with ENSO. That is, a student does not
necessarily need a statement from each column below to make a complete argument. However, the student MUST at least
refer to a reasonable change that may be brought about by an ENSO event and a resultant environmental
problem
. A
student cannot, for example, simply say that there will be a loss of
biodiversity. They must indicate
why
there may be a loss of biodiversity, and
why
the loss of biodiversity may be a
problem.
Unacceptable answers include:
•
General weather and/or climate changes that directly affect industries/commerce, such as:
Agriculture Outdoor recreation
Construction Snow equipment
Property losses Commercial fisheries
Insurance services/financial institutions
•
Any purely economic problem
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AP Environmental Science
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