AP Env. Science A Course Resources

Module 2: Science, Matter, Energy, and Systems

Instructor Information

Emily Kroutil

Email: Emily.Kroutil@gavirtualschool.org

Phone: 470-238-8663 (voicemail)

The resources in this newsletter are in addition to those found in MODULE 2: Science, Matter, Energy, and Systems of your course content. You should first go through the content and complete the quizzes and activities. These resources are to supplement your understanding of the concepts. Please contact me if you have questions!



Assignment: Carbon Virtual Lab

  • Use the following links on page 4 of the module to complete this assignment:

    Simulation for Parts 1 and 2

    Data Table - for Lesson 1 and 2

  • For this assignment, you will need to complete 4 data tables and answer the questions for lessons 1 and 2 in order to earn full credit.

  • This video walks you through the lab: Carbon Virtual Lab Video

Carbon Cycle Lesson 1
    Using the data you collect from the model, answer the following questions while thinking about how the model mimics real-life conditions:
      Lesson 1, Step 1:
      1. If only one half of the flora in the world existed in 2100 (perhaps due to deforestation), what do you predict the atmospheric carbon level would be? How would you change the simulation to reflect this?
      2. What is the relationship between increased carbon in the ocean and increased carbon in the soil? How else might carbon be transferred to soil?
      3. Using the data generated by the simulation, determine the mathematical relationship between the percentage increase in fossil fuel consumption and the increase in atmospheric carbon. Is the relationship linear?
      Lesson 1, Step 2:
      1. What is the relationship between an increase in fossil fuel consumption and increased carbon in terrestrial plants? How might this change flora populations? What impact could twenty years at this level of consumption have on flora?
      2. What is the relationship between an increase in total carbon concentration (the smokestack) and increased carbon in the ocean surface? How might this change marine life populations? What impact could fifty years at this level of emissions have on marine fauna? On marine flora?
      3. In addition to circulating through the carbon cycle, where else might excess carbon be found? In fifty years, where would you be most likely to see excess carbon?
      4. Which areas are most highly (and quickly) affected by an increase in carbon emissions (and increase in fossil fuel consumption)? How would these effects manifest themselves? What are the dangers/benefits to these areas?
      Carbon Cycle Lesson 2
      As you record your data, keep in mind that this is a simulation of real life. Answer the following questions:

      Lesson 2, Step 1:

        1. How have atmospheric carbon levels changed?
        2. Without any fossil fuel consumption, which parts of the cycle have improved their carbon levels in comparison to previous data? Which sections of the cycle have improved from the previous levels you have recorded but still are increasing their carbon levels?

        Lesson 2, Step 2:

        1. What effect does a high carbon level have on the deep ocean? Why might it be important to keep an eye on the deep ocean carbon levels? What could that one number tell you about the cycle as a whole?
        2. Try reducing the level of fossil fuel percentage increase and decrease deforestation by 1 GT per year. Predict what will happen to the atmospheric carbon levels and record it in your Data Table. Run the simulation to test your hypothesis. Were you correct? Were you surprised by the result? What about your result surprised you?

        • Q: In the soil, surface ocean, and deep ocean measurements there appears to be a set number (1800, 1000, and 38000) as well as a number with a plus sign that changes. How would I go about measuring the carbon levels? Should I add the numbers together, or just record that changing number?
        • A: The values in each sink start out at 2010 with +0. As the simulation progresses, the amount added increases. This is because as time progresses, the amount of carbon in each sink increases. They are simply showing you how much the carbon increases each decade by separating out the "added carbon". To record the total carbon, you will need to add the two numbers together for each sink.

        • Q: What do we do for lesson 3?
        • A: You do not need to do lesson 3.

        Carbon Virtual Lab Walkthrough 2019

        LAB: Energy in a Cell and Cycles of Matter

        • 6 Journal Questions:
        1. What is the importance of the light and dark reactions in photosynthesis?
        2. What happens to food energy during photosynthesis? During cellular respiration?
        3. Why is photosynthesis important to you?
        4. What are the processes in cellular respiration?
        5. Why are photosynthesis and cellular respiration viewed as complementary processes?
        6. Describe the similarities and differences between photosynthesis and cell respiration.

        • Make sure to include ALL parts (Title, Introduction, Materials/Procedure, Data Collection, Analysis/Discussion, Conclusion) in your lab report for full credit.
        • The Introduction and Conclusion sections should be written in paragraph form (NO BULLETED LISTS)
        • This site (https://nces.ed.gov/nceskids/createagraph/default.aspx) is a great resource for creating a graph. Excel is also a popular choice. This VIDEO shows you how to create a graph with Excel.
        • Please be sure to you read the rubric to help you earn full points on your lab.

        • Q: What is ET50?
        • A: The ET50 is the time required for 50 percent of the leaf disks to float is called the photosynthetic effective time, shortened to ET50, sort of an average rate. You can use disks/time to calculate this rate (basically the slope of the best fit line for each set of data points).

        DISCUSSION: Water Footprint

        • Use this RUBRIC to help you write a discussion posting that will earn full points.
        • Make sure when you respond to your classmates that you post AT LEAST a 4 sentence response. "I agree with..." or "I disagree with..." is not enough to earn full points for a response. You must say why you agree or disagree and back up your reasoning.

        FRQ: Go Green!

        • To receive full credit for the free response question, you will need to show all steps necessary to explain how the answer was found.
        • The College Board used to offer 11 possible points for each FRQ, but a student can never earn more than 10 points on an FRQ. So your FRQs will be graded out of 10 points.
        • Watch these videos for help answering FRQs: FRQ Tips and Tricks Part 1, FRQ Tips and Tricks Part 2
        • FRQs may NOT be resubmitted for a higher grade.

        TEST: Science, Matter, Energy, and Systems

        • Do not begin your test until you have completed all self-assessments, assignments, and the review items and feel confident in your understanding of this material.

        • This test has 1 FRQ. You should plan to spend about 22 minutes of your 60 minutes allotted for this test on the FRQ.

        Additional Resources

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