Earth Science

12

MAP OF STANDARDS QTR 3

Energy in Earth Systems, Structure

and Composition of the Atmosphere

Science Standards and Frameworks, pg. 263-268, 274-

4a-4b. Students know the relative amount of incoming solar energy

compared with

Earth’s internal energy

and the

energy used by society.

4c.

Students know

the different

atmospheric gases

that absorb

the Earth’s thermal radiation

and explain the mechanism and significance

of the greenhouse

effect.

8a.

Students know

the thermal

structure and chemical composition

of the

atmosphere

.

8c.

Students know

the

location of the ozone layer

in

the upper atmosphere, its role

in absorbing ultraviolet

radiation

, and the way in

which this layer varies both naturally and in response to human activities

.^

1. Students should be able to describe the fate of incoming solar radiation [wavelengths]
   in terms of reflection

[clouds,

atmospheric gases, dust, Earth’s surface, plants], absorption

[water vapor, dust

atmospheric gases, Earth’s surface, plants] and photosynthesis

[absorbed

light]. 2. Students should be able to create, as well as analyze, a diagram that describes the fate of incoming solar radiation

in

% reflection, % absorption, and % photosynthesis.

1. Students should be able to enumerate the different atmospheric gases

that absorb

Earth’s thermal radiation. 2. Students should be able to explain the mechanism of greenhouse effect

[create and

analyze a diagram of the phenomenon]. 3. Students should be able to discuss the significance of the greenhouse effect

[effect on

ecosystems, weather] and analyze potential solutions.

1. Students should be able to describe the gaseous composition

of the atmosphere

and how density decreases with elevation.

2. Students should be able to discuss the thermal structure of the atmosphere

by identifying

the four layers

that make it

up and describing the characteristics of each layer. 3. Students should be able to analyze a diagram of the structure of the atmosphere.

1. Students should be able to identify the formation and location of the ozone layer

in the upper atmosphere.

2. Students should be able to explain the role of the ozone layer

in absorbing

harmful UV radiation.

3. Students should be able to explain how certain human activities have caused damage to

the ozone layer

and

suggest possible solutions.

5a

. Students will explain
and diagram

how

differential heating

of the

Earth results in circulation patterns in the atmos

phere and oceans

1. Students should be able to explain how circulation cells
   result from differential heating of the Earth from the Sun. 2. Students should be able to identify and describe the three different circulation cycles

that

exist on Earth and how these cycles influence weather patterns.

3. Students should be able to explain how unequal heating of the Earth’s surface

also

causes large thermally-driven currents in the oceans.

4. Students should be able to explain the occurrence of seasons and diagram

[or

analyze one] the different Earth positions corresponding to the different seasons.

5b.

Students know the

relationship

between the rotation

of Earth and the circular motions of ocean currents and air in pressure centers.

1. Students should be able to describe how Earth’s rotation and the Coriolis effect

causes

the direction of fluid flow

to be

different in the North and South hemispheres.

2. Student should be able to create a model or diagram

of

how Earth’s rotation and the Coriolis effect

can lead to the

creation of circular motions of air in pressure centers.

5d.

Students know

properties of ocean water

, such as

temperature and salinity

, can be used to explain the layered

structure of the oceans

, the generation of horizontal and

vertical ocean currents, and th

e geographic distribution of

marine organisms.

a. Students will enumerate the different properties of ocean water,

such

as temperature, salinity, density and describe how each is measured. b. Students should be able to describe how density differences

can drive

circulations in oceans

and how temperature differences can be used to

explain the layered structure

of the ocean.

5c. Students know the origin and effects of temperature inversions.

1. Students can explain how temperature inversions arise. 2. Students can enumerate possible effects of temperature inversions [e.g. trapping of pollutants].

8b. Students know how the composition of the Earth’s atmosphere has evol

ved over geologic time

and know the effect of outgassing, the variations of carbon dioxide concentration, and the origin of atmos

pheric ox

yg

en.

1. Students can describe how the atmosphere of today differs from the primordial atmosphe

re billions of years ago.

2. Students can explain how Oxygen build up occurred and how the gaseous composition of early atmosphere changed. 3. Students can explai

n the reason behind CO

build-up in 2

the atmosphere of today.