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Unit 7: Chapters 5, 15, 18 & 19 Quick Study Card Rubric
Your task is to create a quick study card for chapters 5 (pages 120-123), 15 (pages 424-427), 18, and 19.
Create a table to compare ecosystem diversity, species diversity, and genetic diversity. Define
and draw a picture for each one.
Draw a picture to compare to species evenness and species richness.
Diagram the layers of the atmosphere from earth  exosphere. Identify where “good” and
“bad” ozone are located. Include the chemical equations for the formation of good and bad
Draw a diagram representing the breakdown of ozone in the stratosphere by CFCs.
(Vocabulary/ideas to include CFCs, PSCs, Ozone, catalyst)
Create a table summarizing the benefits of good ozone and the risks if it’s depleted (include
environmental, social and economic impacts for ozone depletion in the table).
Create a table comparing endangered and invasive species. Include the definition, three
characteristics that would classify an organism as one, and 2 examples for each.
Define each of the factors that affect species’ survival rates (HIPPO) and draw a picture for
each one.
Create a table to summarize CITES, the Endangered Species Act, and the Lacey Act.
Draw a picture to compare in situ and ex situ conservation
Draw a diagram of El Nino. Where does it occur? Include the vocabulary: upwelling,
thermocline, tradewinds.
Create a table summarizes the environmental, economic and social impacts of El Nino.
Define ecosystem services and list 5 examples of ecosystem services. How does biodiversity
relate to ecosystem services?
Draw a diagram of the greenhouse effect.
Create a table of the 6 greenhouse gases. Include the sources for each (both natural and
anthropogenic). Which greenhouse gas is the “strongest”? Which is growing at the fastest rate
so it’s contributing to global warming the most?
There are several consequences of global climate change (pages 535-539 in your textbook).
Summarize and draw a picture for each.
Diagram how ocean acidification (as a result of CO2 emissions) works. Include environmental
impacts of a more acidic ocean.
Create a table defining positive and negative feedback loops. Include an example for each that
relates specifically to climate change (page 534-535 in your textbook).
Create a table summarizing the key differences between global climate change and ozone
depletion: Include basic definitions, layer of the atmosphere, type of energy involved, and
legislation for each.
Teacher Grade