Diana Entwistle • - Sciencepress

NSW EARTH AND ENVIRONMENTAL SCIENCE MODULES 5 TO 8

• Diana Entwistle •

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission of Science Press. ABN 98 000 073 861

© Science Press 2019First published 2019

Science PressUnit 7, 23-31 Bowden Street Alexandria NSW 2015 AustraliaTel: +61 2 9020 1840 Fax: +61 2 9020 [email protected] www.sciencepress.com.au

Contents

Words to Watch iv

Introduction v

Dot Points

Module 5 Earth’s Processes vi

Module 6 Hazards vi

Module 7 Climate Science vii

Module 8 Resource Management vii

Questions

Module 5 Earth’s Processes 1

Module 6 Hazards 29

Module 7 Climate Science 67

Module 8 Resource Management 107

Answers

Module 5 Earth’s Processes 144

Module 6 Hazards 148

Module 7 Climate Science 154

Module 8 Resource Management 160

Appendix

Geological Time Scale 165

Index 166

iii

Science Press

Dot Point NSW Earth and Environmental Science Modules 5 To 8 Contents

account, account for State reasons for, report on,

give an account of, narrate a series of events or

transactions.

analyse Interpret data to reach conclusions.

annotate Add brief notes to a diagram or graph.

apply Put to use in a particular situation.

assess Make a judgement about the value of

something.

calculate Find a numerical answer.

clarify Make clear or plain.

classify Arrange into classes, groups or categories.

comment Give a judgement based on a given

statement or result of a calculation.

compare Estimate, measure or note how things are

similar or different.

construct Represent or develop in graphical form.

contrast Show how things are different or opposite.

create Originate or bring into existence.

deduce Reach a conclusion from given information.

define Give the precise meaning of a word, phrase or

physical quantity.

demonstrate Show by example.

derive Manipulate a mathematical relationship(s) to

give a new equation or relationship.

describe Give a detailed account.

design Produce a plan, simulation or model.

determine Find the only possible answer.

discuss Talk or write about a topic, taking into account

different issues or ideas.

distinguish Give differences between two or more

different items.

draw Represent by means of pencil lines.

estimate Find an approximate value for an unknown

quantity.

evaluate Assess the implications and limitations.

examine Inquire into.

explain Make something clear or easy to understand.

extract Choose relevant and/or appropriate details.

extrapolate Infer from what is known.

hypothesise Suggest an explanation for a group of facts or phenomena.

identify Recognise and name.

interpret Draw meaning from.

investigate Plan, inquire into and draw conclusions about.

justify Support an argument or conclusion.

label Add labels to a diagram.

list Give a sequence of names or other brief answers.

measure Find a value for a quantity.

outline Give a brief account or summary.

plan Use strategies to develop a series of steps or processes.

predict Give an expected result.

propose Put forward a plan or suggestion for consideration or action.

recall Present remembered ideas, facts or experiences.

relate Tell or report about happenings, events or circumstances.

represent Use words, images or symbols to convey meaning.

select Choose in preference to another or others.

sequence Arrange in order.

show Give the steps in a calculation or derivation.

sketch Make a quick, rough drawing of something.

solve Work out the answer to a problem.

state Give a specific name, value or other brief answer.

suggest Put forward an idea for consideration.

summarise Give a brief statement of the main points.

synthesise Combine various elements to make a whole.

Words to Watch

iv

Science Press

Dot Point NSW Earth and Environmental Science Modules 5 To 8Words to Watch

What the book includes

This book provides questions and answers for each dot point in the NSW Earth and Environmental Science Stage 6 Syllabus for each module in the Year 12 Earth and Environmental Science course:

• Module 5 Earth’s Processes

• Module 6 Hazards

• Module 7 Climate Science

• Module 8 Resource Management

Format of the book

The book has been formatted in the following way:

1.1 Subtopic from syllabus.

1.1.1 Assessment statement from syllabus.

1.1.1.1 First question for this assessment statement.

1.1.1.2 Second question for this assessment statement.

The number of lines provided for each answer gives an indication of how many marks the question might be worth in an examination. As a rough rule, every two lines of answer might be worth 1 mark.

How to use the book

Completing all questions will provide you with a summary of all the work you need to know from the syllabus. You may have done work in addition to this with your teacher as extension work. Obviously this is not covered, but you may need to know this additional work for your school exams.

When working through the questions, write the answers you have to look up in a different colour to those you know without having to research the work. This will provide you with a quick reference for work needing further revision.

Introduction

v

Science Press

Dot Point NSW Earth and Environmental Science Modules 5 To 8 Introduction

Module 5 Earth’s Processes

5.1 Development of the biosphere 3

5.1.1 Evidence for the origin of life on Earth. 3

5.1.2 Evidence for the development of 7 photosynthetic life.

5.1.3 Evidence for the origin of 8 multicellular life and resulting changes to ecosystems.

5.1.4 Conquest of land by plants and 11 animals.

5.2 Changes in the geosphere, 13 atmosphere and hydrosphere

5.2.1 Changes in the geosphere, 13 atmosphere and hydrosphere that resulted from the development of evolution of the biosphere.

5.3 Plate tectonic supercycle 16

5.3.1 Modelling the plate tectonic 16 supercycle.

5.3.2 The effect of the plate tectonic 18 supercycle on large scale phenomena.

5.4 Fossil formation and stratigraphy 19

5.4.1 Processes of fossil formation. 19

5.4.2 Significance of index fossils. 23

5.4.3 Dating events of geological 26 significance.

Answers to Earth’s Processes 144

Module 6 Hazards

6.1 Geological natural disasters 31

6.1.1 Earthquakes, eruptions and 31 plate boundaries.

6.1.2 Earthquake foci at convergent 33 and divergent boundaries.

6.1.3 Hazards associated with 36 earthquakes.

6.1.4 Hazards associated with volcanoes. 38

6.1.5 Types of magma and explosivity 41 of volcanoes.

6.1.6 When a hazard becomes a disaster. 44

6.2 Impact of natural disasters on 45 the biosphere

6.2.1 Impact of explosive and effusive 45 volcanism on the biosphere and atmosphere.

6.2.2 Effect of major volcanic eruptions 46 on climate.

6.2.3 Case Study: Impact of a major 49 explosive eruption on the biosphere and atmosphere.

6.2.4 Causes and impacts of climatic 51 phenomena on ecosystems.

6.2.5 Contribution of human activities 54 to frequency and magnitude of natural disasters.

6.3 Prediction and prevention of 57 natural disasters

6.3.1 Effectiveness of technologies in 57 predicting natural disasters.

6.3.2 Minimising the disastrous effects 63 of earthquakes and eruptions.

6.3.3 Accuracy of technologies used 66 to predict natural weather events.

Answers to Hazards 148

Dot Points

Dot Point Page Dot Point Page

viDot Points

Science Press

Dot Point NSW Earth and Environmental Science Modules 5 To 8

Module 7 Climate Science

7.1 Natural processes of variations 69 in climate

7.1.1 Causes of natural greenhouse effect. 69

7.1.2 Causes of natural climate variation. 71

7.2 Evidence for climate variation 76

7.2.1 Evidence of ancient variations in 76 global temperatures.

7.2.2 Evidence of recent climate variation. 80

7.3 Influence of human activities 87 on changes in climate

7.3.1 Natural and anthropogenic 87 greenhouse effect.

7.3.2 Influence of human activities 88 on the environment since the Industrial Revolution.

7.3.3 Flow-on effects of changes to 91 climate.

7.4 Mitigation and adaptation 95 strategies

7.4.1 Possible human induced causes 95 for the enhanced greenhouse effect.

7.4.2 Minimising human contribution to 100 greenhouse effect in daily lives.

7.4.3 Mitigation and adaptation strategies. 101

Answers to Climate Science 154

Module 8 Resource Management

8.1 Using Australia’s natural resources 111

8.1.1 Australia’s renewable resources. 111

8.1.2 Effect of mining sites on the 114 environment.

8.1.3 Case Study: Involvement of 119 traditional owners in mining.

8.1.4 Case Study: An important Australian 120 resource.

8.2 Waste management 122

8.2.1 Composition of household or 122 organisational waste.

8.2.2 Solid waste management options. 124

8.2.3 Sustainability of a named waste 127 management option.

8.3 Sustainability 133

8.3.1 Definitions of sustainability. 133

8.3.2 Human activities that affect 134 sustainability.

8.3.3 Sustainable management practices 140 of Aboriginal and Torres Strait Islander peoples.

8.3.4 A local sustainability initiative. 142

Answers to Resource Management 160

Dot Points

Dot Point Page Dot Point Page

vii Dot Points

Science Press


MODULE 5

Earth’s Processes

FOCUSCONTENT

In this module you will:

~ Investigate the origins of life on Earth.

~ Examine interactions between the biosphere, atmosphere, hydrosphere and geosphere.

~ Investigate the formation of fossils and their role in the development of the geological time scale.

~ Extend your understanding of geological principles in dating significant geological events.

~ Learn how an understanding of past geological events provides new information about climate and natural cycle of change.

~ Use modelling and extrapolation of information to draw conclusions based on the scientific principles of uniformitarianism and superposition.

~ Engage with all the Working Scientifically skills for practical investigations involving the focus content to collect, process and analyse data and identify trends, patterns and relationships related to Earth’s processes.

Science Press

1 Module 5 Earth’s Processes

Science Press

DOT POINT


5.1 Development of the biosphere.

inquiry question

How did today’s biosphere originate and develop?

5.1.1 Investigate evidence for the origin of organic molecules on the Earth, including:

• Urey and Miller’s experiments.• Communities around black smokers.• Meteorites and panspermia.

5.1.1.1 The Urey-Miller experiments played an important role in scientific understanding about the origins of life on Earth.

(a) Outline the evidence provided by the Urey-Miller experiments that organic molecules originated on Earth.

��

��

��

��

��

��

(b) Why were the results of their experiments so important?

��

��

��

��

��

��

Stanley L Milller. Harold C Urey.


Science Press


5.1.1.2 The Urey-Miller experiments pictured below, showed that complex organic molecules such as amino acids can be built up from very simple organic molecules such as methane.

Cold water

Condenser

Electrical spark(lightning)

H2O, CH4, NH3,H2, CO

Gases(primitive atmosphere)

+

-Electrodes

Sampling probe

Trap

Cooled water(containing

organic compounds)

Sampling probe

Water (ocean)

Heat source

To vacuum pump

Dire

ctio

n of

wat

er v

apou

r ci

rcul

atio

n

Evaluate the validity of the experiments performed by Urey and Miller to determine whether the simple chemicals existing on the early Earth, were capable of being converted into amino acids.

��

��

��

��

��

��

��

��

��

��

��

4Module 5 Earth’s Processes

Science Press


5.1.1.3 Describe evidence provided by black smokers that organic molecules could have originated in the oceans.

��

��

��

��

��

��

��

��

5.1.1.4 Archaea are an extraordinary group of micro-organisms capable of existing in temperatures as high as 400oC. They have been found living in a range of extreme environments including fumaroles known as black smokers around submarine vents.

Explain how the discovery of living communities around black smokers provides evidence that organic molecules originated on Earth.

��

��

��

��

��

��

��

��


Science Press


5.1.1.5 Conditions surrounding black smokers are extremely hot and anoxic. These conditions are believed to be very similar to those which existed on the early Earth.

Outline the way in which organisms such as archaea were able to obtain their energy.

��

��

��

��

5.1.1.6 Describe evidence that organic molecules were brought to Earth from space.

��

��

��

��

��

��

��

��

��

��

5.1.1.7 Panspermia has been proposed as one possible explanation for how life evolved on Earth.

(a) What is panspermia?

��

��

��

��

(b) Outline the evidence used to support the panspermia hypothesis for the origin of life.

��

��

��

��

��

��

��

��

��

��

��


Science Press


5.1.2 Investigate the evidence for the development of photosynthetic life, including cyanobacteria and stromatolites.

5.1.2.1 Describe the evidence of fossilised remains of cyanobacteria in Australia.

��

��

��

��

��

��

��

��

5.1.2.2 Explain why it is difficult to determine when photosynthetic life first evolved on Earth.

��

��

��

��

��

��

��

��

5.1.2.3 Discuss whether fossilised stromatolites are able to provide evidence of the origin of photosynthetic life on Earth.

��

��

��

��

��

��

��

��

��

��

��

��

��

��


Science Press


5.1.3 Evaluate the evidence for the origin of multicellular life and resulting changes to ecosystems, for example, the Ediacaran and Cambrian fauna.

5.1.3.1 Evaluate the evidence that multicellular organisms had evolved by 565 Ma.

��

��

��

��

��

��

��

��

��

��

��

��

��

��

5.1.3.2 The Burgess Shale discovered in the Canadian Rocky Mountains is one of the most diverse and well preserved fossil sites in the world. It formed on the continental shelf of the ancient landmass, Laurentia 505 to 510 Ma. The fossils provide evidence of one of the planet’s most significant evolutionary events known as the ‘Cambrian explosion’.

(a) What is meant by the term ‘the Cambrian explosion’?

��

��

��

��

(b) Outline the evidence provided by the Burgess Shale.

��

��

��

��

��

��

��

��

��

��


Science Press


(c) To what extent did the development of hardened body parts account for this apparent explosion of life in the Cambrian period?

��

��

��

��

��

��

��

��

��

��

��

��

5.1.3.3 The cartoon below is an artistic impression of early life on Earth.

(a) Identify the geological time period which this cartoon is representing.

��

(b) Describe the evidence you used to determine your answer to part (a).

��

��

��

��

��

��

��

��

��


Science Press


5.1.3.4 At the beginning of the Cambrian period, a whole new assemblage of fauna appeared and the Ediacara simply ceased to exist. While the cause of their extinction is still unknown it is clear that the passive Ediacara were replaced by the more dynamic Cambrian fauna.

600

550

500

Neoproterozoic Phanerozoic

Ma

Eon

PeriodCambrian

Motile fauna and true Metazoa

Ediacara biota

Cam

bria

nfa

unal

elem

ents

The graph shows one model used to describe the transition from Ediacaran to Cambrian fauna.

(a) Suggest a possible explanation for the disappearance of the Ediacara based on this model.

��

��

��

��

��

��

��

��

��

��

��

��

��

��

��

(b) Outline one way in which this model could be misleading.

��

��

��

��

��


Science Press


5.1.4 Investigate the conquest of land by both plants and animals.

5.1.4.1 Terrestrial environments offered many advantages to those organisms able to make the move onto the land, however, there were also many challenges.

Complete the table below to identify how the early pioneers of terrestrial environments managed to overcome these challenges.

Challenge Plants Animals

Larger gravitational force

Dehydration

Reproduction

5.1.4.2 Tiktaalik was a Devonian fish which lived 375 Ma, 12 million years before the first tetrapods, yet it exhibited many features of the early tetrapods. The occurrence of these fish in the fossil record are important as they identify the point at which amphibians first moved onto the land.

Describe the evolutionary steps taken by amphibians as they ventured onto the land.

��

��

��

��

��

��

��

��

��

��


Science Press


5.1.4.3 Cooksonia was one of the first plants to become established in a terrestrial environment.

Suggest the most likely distribution of Cooksonia and outline the features which allowed them to inhabit this environment.

��

��

��

��

��

��

��

��

5.1.4.4 Describe the progressive development in plant structure as plants moved into terrestrial environments.

��

��

��

��

��

��

��

��

��

��


Science Press


Answers

DOT POINT

Science Press

143 Answers

Science Press


Module 5 Earth’s Processes

5.1.1.1 (a) Urey and Miller were able to produce amino acids by passing an electric current through a mixture of water, methane, ammonia, hydrogen and carbon dioxide gases. This replicated the chemical and physical conditions known to exist on the early Earth.

(b) They were able to prove how the simple molecules present on the early Earth were able to form amino acids in the conditions that existed on Earth at the time.

5.1.1.2 In order to determine that amino acids could be produced from the chemicals present on the early Earth, the experiment must replicate both the chemical and physical environments of the time. Since the apparatus was able to do this in a controlled manner, then the experiment can be considered to be valid.

5.1.1.3 Black smokers pump out methane and ammonia gas, which forms amino acids under very high temperatures such as those found within the vents. Clay minerals are also known to catalyse the formation of polypeptide chains from amino acids. These minerals are found in the cooler water surrounding the vents and could have initiated the formation of polypeptide chains.

5.1.1.4 Black smokers are home to organisms such as tube worms, shrimp, crabs and fish which use archaea and bacteria as an energy source. The discovery of these ecosystems provides evidence that life could have originated in the early oceans because the environmental conditions at that time were very similar to those which support life around Black Smokers today.

5.1.1.5 Archaea obtain their energy from chemicals in their surroundings such as sulfur and hydrogen sulfide through a process known as chemosynthesis.

5.1.1.6 Analysis of nucleotide bases found on meteorite fragments from a meteorite which landed in Victoria, indicated that they were 45% richer in the Carbon 13 isotope than if the bases had formed on Earth, providing evidence that meteorites could have seeded the Earth with the simple organic molecules needed for life to evolve.

5.1.1.7 (a) Panspermia is the belief that the organic molecules which make up life were carried to Earth from an extraterrestrial source by meteorites and/or comets.

(b) Carbon isotope ratios in organic molecules found in meteorites indicate an extra-terrestrial origin. Space experiments prove that bacterial spores can survive in space and fossil evidence proves that the spores can remain viable for 250 million years.

5.1.2.1 The oldest known fossils of cyanobacteria are found in 800 million years old rocks at Bitter Springs in Central Australia. Even older fossils of cyanobacteria reliably dated at 3.45 billion years have been found near Marble Bar in the Pilbara region of Western Australia within the structural layers of stromatolites.

5.1.2.2 Evidence of photosynthesis does not come from actual fossils of bacteria, but from evidence of chemical changes in the environment and indicates that there were sufficient amounts of oxygen to produce those changes. This does not give an exact date for the evolution of photosynthesis, simply that organisms were photosynthesising at this time.

5.1.2.3 Ancient stromatolites had become established by 3.5 billion years ago. Since they contain cyanobacteria, a photosynthesising bacteria within their structure, then they clearly provide evidence of the existence of photosynthesis at this time. Since there is some question as to whether stromatolites older than this actually contain cyanobacteria, they cannot provide conclusive evidence as to when photosynthesis first evolved.

5.1.3.1 While there is some evidence that multicellular life forms had evolved 2 billion years ago, there is uncertainty as to whether they were indeed multicellular organisms or simply colonies of single celled organisms. The earliest known evidence of multicellular organisms demonstrating a level of differentiation of body structure are fossils of soft bodied organisms found in the Ediacaran Hills of South Australia and also in Russia and Namibia. These fossils are so well preserved that they provide evidence of a diverse faunal assemblage of multicellular organisms in existence 565 Ma.

5.1.3.2 (a) The sudden appearance of a diverse range of complex multicellular organisms from all known animal phyla at the beginning of the Cambrian period.

(b) The Burgess Shale contains fossils from 25 different groups of fauna originating from the beginning of the Cambrian. The fossils provide evidence of a dynamic ecosystem, the appearance of hardened body parts such as teeth and shells and new feeding relationships such as predation.

(c) The presence of hardened body parts greatly increased the chances of an organism leaving fossil evidence behind, so limited evidence of any earlier diversity of life does not necessarily mean that it did not exist. Whether this truly was an explosion of life or it was simply a consequence of a lack of evidence for an earlier surge in diversity, the appearance of hardened body parts played a significant role in providing evidence of rapid and diverse evolutionary change in the Cambrian.

5.1.3.3 (a) Cambrian.

(b) The biota depicted here show some weird and bizarre shapes. The early Cambrian is well known as being a time during which nature experimented with many new and unusual structures, many of which did not survive beyond the Cambrian. Computer simulations viewed in class also provided similar seascapes.

144Answers

Science Press


Documents

Diana Entwistle • - Sciencepress