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Grade 12 · unit review

Review: Earth Energy and Climate Feedback

Account for energy pathways and distinguish feedback from simple correlation.

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Bring the unit skills together

Use these 4 new cases to check your reasoning. Choices are temporary and are not saved to an account, sent to staff or recorded as school grades. Download your current review choices before leaving or reloading.

Unit review questions
1. Supplied case 5: incoming energy (model units)=230; outgoing energy (same units)=228, using the explicitly named quantities. Net input equals incoming supplied energy minus outgoing supplied energy. What result follows?
Need a hint?
  • Net input equals incoming supplied energy minus outgoing supplied energy.
  • Keep negative values when output exceeds input.
2. Which scientific label fits the specifically described step or feature? Supplied case: Change reinforces its initial direction.
Need a hint?
  • Look for the described feature: loop amplifies initial change.
  • Compare the given mechanism with the other labels; do not infer unmentioned events.
3. Which scientific label fits the specifically described step or feature? Supplied case: Efficiency plan reduces listed fuel emissions.
Need a hint?
  • Look for the described feature: reduces climate-changing drivers.
  • Compare the given mechanism with the other labels; do not infer unmentioned events.
4. Which scientific label fits the specifically described step or feature? Supplied case: Different methods change comparability.
Need a hint?
  • Look for the described feature: metric changes between records.
  • Compare the given mechanism with the other labels; do not infer unmentioned events.

The download contains your current choices and any checked feedback. Keep the separate transfer-task work in your own document; downloading its instructions does not mark it complete.

Use the skills in a new task

Create a four-panel explanation for “Earth Energy and Climate Feedback” using one supplied case from each lesson. Include the observation, scientific mechanism or calculation, result and a limitation. You may draw and speak your explanation; all inputs are supplied.

Work on paper or in your own document. Explain the choices you made.

  • Use one supplied case from each of the four lessons.
  • Name the relevant structure, quantity or process in every panel.
  • Show calculations with units or a causal evidence chain.
  • Distinguish source facts from fictional classroom data.
  • State a model limit or a condition that would change the result.
Compare with a model response

Panel 1: Supplied case 1: incoming energy (model units)=240; outgoing energy (same units)=230, using the explicitly named quantities. Net input equals incoming supplied energy minus outgoing supplied energy. What result follows? Result: 10 model energy units. Reasoning: Substitute the supplied values: (240)-(230) = 10 model energy units. Use the same boundary and interval. Net input is not itself a temperature measurement. Model limitation: only the stated classroom boundary and supplied observations are established; unmeasured real-world performance remains unverified. Panel 2: Initial warming decreases reflection, which raises absorption and adds warming in the model. What loop direction follows? Which inference or prediction is best supported? Result: The loop is reinforcing positive feedback.. Reasoning: Following the effect chain returns an amplified initial change; terms describe dynamics. Model limitation: only the stated classroom boundary and supplied observations are established; unmeasured real-world performance remains unverified. Panel 3: A plan reduces greenhouse-gas emissions at the source. What primary pathway is targeted? Which inference or prediction is best supported? Result: A climate driver is reduced through mitigation.. Reasoning: Mitigation addresses a driver; complete outcomes still depend on broader pathways. Model limitation: only the stated classroom boundary and supplied observations are established; unmeasured real-world performance remains unverified. Panel 4: The same temperature metric is recorded at matched sites for equal long periods. What strengthens comparison? Which inference or prediction is best supported? Result: Consistent metric, sites and periods reduce avoidable method differences.. Reasoning: Comparable measurement conditions support trend analysis without supplying all causal evidence. Model limitation: only the stated classroom boundary and supplied observations are established; unmeasured real-world performance remains unverified.

A different response can also meet the criteria. Compare the evidence and reasoning, rather than copying the wording.