Soil Pollution Worksheet - Excel

							                                              Biofuels DQC

                                             Table of Contents


1) Cover worksheet to enter basic information about your institution and course and information about our
basic research hypotheses




5) Data entry & analysis worksheet for you to enter your own student data and code their responses




1) Cover Worksheet: Please enter the following data in column two below (highlighted in yellow)
Participant (Your Name)
Institution
Name of Class
Class Size
# Students Given DQC
# Students Chosen for Sample
Grade Levels
Pretest or Posttest
Majors / Non Majors
Ethnicity
Socioeconomic Status

Method for Motivating Students
Please save your workbook using the following structure
(Biofuels_Your_Name _Pretest/Posttest_Date_of_Assessment )



                                 MAIN HYPOTHESES
        Matter or Energy                              Reasoning Skills
                                  Students use energy as a convenient "fudge factor"
                                  when they either can't or don't see the necessity of
              Energy              tracing matter.
                                  Students fail to note energy loss during carbon
                                  transformation processes (2nd law of
              Energy              thermodynamics?).
                    Students have difficulty tracing matter from solids to
                    gasses and gases to solids. Students see an overly
                    simplified gas-gas cycle and an overly simplified solid-
     Matter         solid cycle.

                    Students who can trace matter into and out of an
                    organism may still not have an understanding of how
     Matter         matter is used/partitioned once in an organism.
                    Students who do not have an atomic-molecular
                    understanding of processes will not be able to trace
     Matter         matter across scales or across processes

                    Students do not recognize that processes happening at
                    larger scales are aggregate properties of the same
Matter and Energy   process happening at a smaller scale.
                    Students lack an understanding of quantification of
                    matter, especially small masses (e.g. mass of carbon
                    atom) and large masses (e.g. gigatons of carbon dioxide
     Matter         in the atmosphere).


                    Associated Misconceptions (Incomplete List)
                    Some students think atoms can become other atoms
     Matter         (e.g. carbon can become oxygen)
                    Some students think that matter can be transformed to
Matter and Energy   energy and vice versa
     Matter         Students think plants get carbon from the soil
                    Students don't conserve matter, assuming it can
     Matter         disappear
                                    Student
Student Unique     Student          Demographic   Student          Student
ID (e.g. Student   Demographic Data Data (If      Demographic Data Demographic Data
Number)            (If Applicable)  Applicable)   (If Applicable)  (If Applicable)
                                                    Biofuels #1


 Processes = Multiple Processes, Principles = Tracing Matter and Energy, Scale =
                                  Ecosystem




Explain why the use of biofuels instead of fossil fuels is a proposed strategy to slow the
rate of global climate change. Use as much detail in your answer as you can.


                                                          Codes (Based on Exemplar
                     Response                                    Worksheet)                  Notes
                         Biofuels #2


  Processes = Greenhouse Effect, Principles = Tracing Matter and Energy, Scale =
                                   Ecosystem




Scientists believe that the average temperature of the earth’s atmosphere has been
increasing
during the past 100 years. What is the major cause of this?
A) More heat is released from vehicles and factories into the atmosphere.
B) More particulate pollution (smog) is in the atmosphere.
C) More carbon dioxide is in the atmosphere.
D) Deterioration of the ozone layer
E) None of these causes global warming.



                             Codes (Based on Exemplar
       Response                     Worksheet)                          Notes
                                         Biofuels #3a


Processes = Carbon Residency Time, Principles = Tracing Matter, Scale = Atomic-Molecular,
                                      Ecosystem




On average, how long do you think a molecule of carbon dioxide remains in the atmosphere after
being released by a human being?


                                          Codes (Based on
               Response                   Exemplar Worksheet)       Notes
                                       Biofuels #3b


 Processes = Photosynthesis, Principles = Tracing Matter, Scale = Atomic-Molecular,
                                    Ecosystem




After a period of time, the carbon atom released by a human being will leave the atmosphere.
Where could the carbon atom go next when it leaves the atmosphere?


                                       Codes (Based on
           Response                  Exemplar Worksheet)                   Notes
                                              Biofuels #4



     Processes = Photosynthesis, Respiration, Principles = Tracing Matter, Scale = Ecosystem
Carbon exists in the atmosphere, where could it have come from? Circle
all correct answers.

A) Photosynthesis by plants
B) Diffusion from the ocean
C) Cellular respiration by plants
D) Cellular respiration by animals
E) Cellular respiration by bacteria
F) Photosynthesis by fungi
G) Burning of biofuels
H) Burning of fossil fuels
I) Depletion of the ozone layer




     Letters Chosen            Codes (Based on Exemplar Worksheet)             Notes
                                            Biofuels #5



Processes = Combustion, Principles = Tracing Matter and Energy, Scale = Atomic-Molecular

One liquid biofuel often used as a transportation fuel is ethanol (C2H5OH). Decide whether each of
the following statements is true (T) or false (F) about what happens to the atoms in a molecule of
ethanol when it burns.

T F Some of the atoms in the ethanol are incorporated into carbon dioxide in the air.
T F Some of the atoms in the ethanol are incorporated into air pollutants such as ozone or nitric
oxide.
T F Some of the atoms in the ethanol are converted into energy that moves the car.
T F Some of the atoms in the ethanol are burned up and disappear.
T F Some of the atoms in the ethanol are converted into heat.
T F Some of the atoms in the ethanol are incorporated into water vapor in the atmosphere.



                                            Codes (Based on
  A      B      C      D       E    F       exemplar worksheet) Notes
                                    Biofuels #6


Processes = Photosynthesis, Combustion, Principles = Tracing Matter, Scale =
                               Ecosystem




On March 10, 2004, National Public Radio reported that “forests in a remote part of
the Amazon
are suddenly growing like teenagers in a growth spurt.” Though, the radio report
added, “This
shouldn't be happening in old, mature forests.” Scientists have speculated that our
actions may
have caused this phenomenon. What do you think could be the scientific basis
behind such a
speculation?



                                       Codes (Based on
            Response                 Exemplar Worksheet)               Notes