1. Learning Outcome: To come to a logical/understanding conclusion of the underlying question
posed about Earth’s climate, and the latent principles that can be unearthed (not a pun).

Learning Objective: Describe key factors that affect Earth’s climate and explain how they
influence climate patterns at different scales.

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Question (Evaluate): Is it logical to just have a set question to ask if Earth's climate can affect
something that obviously affects the climate patterns of Earth? I ask you to go forward and
explain some more possible impacts that Earth’s climate has on not just the climate patterns on
earth, but add to that question, some extra meaning.

Answer: I would say that there are some obvious vagueness in the question, but I would say that
Earth’s climate can be linked to the patterns that the Earth itself creates. In the context of asking
to add extra meaning, the climate patterns aren’t the only metric affected by the climate itself, the
climate of Earth can reasonably change the flight of birds such as the famous ?Pfeilstörche in
Germany, due to the heat levels being considerably changed (colder or hotter). The climate can
change our own human movements, such as if the climate changes and it is hotter, it could be
reasonable that the climate patterns that occur because of the climate of Earth that people would
stay inside more often. Another change in humans could be that more people die of heat strokes
due to humans not being used to such high heats, in longer segments, than before. So in the act of
trying to make the question more than previously stated, it ended up being basically the same
question, but it did indeed change the direction that I would have went in if I were to just have
answered the overall statement expounded in the learning objective.

2.Learning Outcome: The outcome that will be explored is to search and analyze the meaning of
the learning objective, but to break it apart and see the question more thoroughly and to
determine the meaning through the eyes of the beholder, that being the person who answers the
question. In doing this, it will be easier to understand not only the mental pathway and direction
of future answers, but for question(s) that have already been answered.

Learning Objective: Describe key factors that affect Earth’s climate and explain how they
influence climate patterns at different scales.

Question (Analyze): What could you gather to analyzing the meaning of “scales” in the context
of the overarching question that is Earth’s climate and what affects it?

Answer: In layman’s terms the use of scales is to put a picture forward to make your mind go to
distinct layers of the Earth. It is a two part question in which can not be answered simply, but
you can have many off-branching answers to, in which, if you are the one answering the

questions you pose, the grading of the paper is much harder in turn. You HAVE to explain your
state of approach to each question as to key in to what you are on about. Just as the use of
“scales” in the immediate question, poses a picture, I will bring to bear a picture of my own. The
use of language should bring to you a picture of an alphabet, you deduce that the meaning is all
subjective and has little meaning in the long term, but in this context, the use of scales shows
earth’s climate could be substituted for a easily measurable question such as, does the moon and
it’s gravitational force pulling on the Earth, thus making the earth turn slower, affect the Earth’s
climate, leading to an estranged pattern in Earth’s climate? You could break the question down
like that, and then make additional questions like I did, and maybe we could use these generated
questions in due time.

3.Learning Outcome: To put a magnifying glass on certain types of biomes and why they are
where they are in concert with the power of analysis.

Learning Objective: Identify terrestrial biomes and how their location and characteristics are
influenced by climate and disturbance.

Question (Analyze): What type of biome would be most susceptible to say the one that would be
least vulnerable to the climate? Make comparisons to each to make the case for what you think.

Answer: To start off, there are many variables to what can affect each type of biome in turn. If
central Africa was in a more temperate place, that would affect the desert biome it has there, that
biome has vast and diverse populaces of species. I would suggest that these types of animals
would be there if the desert was just maybe due south or so, but you get the point that biomes can
be affected in a multitude of ways and all of them different by the climate. I would say the
easiest biome to impact would be the marine biome due to the interconnectedness of the whole
biome. If one ocean is affected by some kind of climate change such as rising water levels, all of
them will be affected. Not to mention the vast size of the marine biome, combining a large
portion of the Earth’s surface. So I would suggest that the marine biome is easily accessible to be
affected by the climate and surrounding affects. In turn, the least susceptible to the climate is the
Grassland due to the ability to live kind of in between the hot and cold climates, an example
would be in Russia. Grassland is in between the tundra of northeastern Russia and the
desert/steppe lands of southeastern Russia. Grassland may not be able to survive in these areas,
but they can always be in the middle, and most things in life are somewhere in the middle, if that
makes sense.

4.Learning Outcome: This will be going over some more over the locations of biomes and why
they might thrive or have to strive to live, through the gauze of evaluation.

Learning Objective:Identify terrestrial biomes and how their location and characteristics are
influenced by climate and disturbance.

Question (Evaluate): Why is the discussion about how some of these biomes were created in the
first place? Maybe as an example why is yellowstone not talked about as a source of immense
potential for creation of the fertile grasslands of the midwest with the ice age it seems to have

Answer: The discussion happens, but much of it is just being scared of the massive changes that
can happen from one event, like if yellowstone were to erupt. It would change and affect the
climate and the biomes. An event like that would seriously hamper most types of biomes with
the ensuing ash in the atmosphere making the Earth cool and basically having a nuclear winter.
The Earth would be fine and the biomes will come back. It’s not just a volcano like yellowstone,
but the makeup of the continents we have today could change with the shifting plates, rendering
the climate different due to things just not being in the same place. There are just so many ways
the biomes can be affected, and all of the events that make an impact on the climate in turn affect
biomes. On the topic of the midwest, the glacial period indeed helped the soil of the midwest get
so rich, along with the factor of the Mississippi being connected with the Atlantic ocean and the
nutrients it brings to the soil, everything goes hand in hand.

5.Learning Outcome: The outcome is to take what was already said before, and to create further
ideas to really try to fully grasp the question.

Learning Objective: Describe key factors that affect Earth’s climate and explain how they
influence climate patterns at different scales.

Question (Synthesis): What are some further examples you can come up with that explain your
past account on the objective? Just explain some more outside the box, some analogies would

Answer: Through the former writings on this subject, the focus has been on the language of the
objective and there has been mention of factors that influence the Earth’s climate. The thing
about the objective is that it is like a question hidden in a statement, if that makes sense. That is
why the focus is there, I feel obliged to almost answer it as a general question, but the fact is that
it is just a statement. If that is confusing, then just ask yourself how you could possibly make a
question that explains a question. So I have been trying to find a way to explain that it is hard to

answer such an objective with a question that is not just the objective. Even if I rephrase the
objective, I get the same question what makes an impact on the Earth’s climate, and as a result
the changes the climate and the climates pattern. I would say you could look at it this way, the
Earth’s climate can be changed in many facets. One such way as an example would be the
greenhouse gas effect, due to the hot gas rising up into the atmospheric levels, it creates a blanket
type issue. The Earth is like an animal that relies on homeostasis, it doesn’t need a blanket to
cover it, the blanket could lead the internal conditions to becoming imbalanced. Maybe it would
be nice to have a blanket, but what if it is really hot outside, and you already have a nice uniform
to keep you just right.

6.Learning Outcome: To analyze the two biomes that preside over the water on the Earth, and
what they affect.

Learning Objective: Identify the dominant zones and biomes in aquatic systems and their
principal biological attributes.

Question (Analyze): What are the distinguishing features of the two biomes mentioned in the
outcome, and the attributes they possess as established in the objective?

Answer: The feature of the marine biome, which is one of the two biomes that is linked with the
aquatic zones. The marine zone has to do with the oceans we all know and love, the two that the
United States deals with (mostly) are the Atlantic and Pacific, due to the two oceans being on
each coast of the country. The Arctic ocean is another ocean that makes contact, but that is
mainly just Alaska in the case of the U.S, since the Earth is round it covers the portions of the
northern pole (that isn’t ice) and up to the coast of Canada, Greenland, Alaska, Russia, etc. The
marine biome covers everything up to estuaries, where the estuaries flow into the rivers which
are covered by the freshwater biome. Freshwater biomes cover about less than a quarter of the
water on Earth, which is not a knock on the vast amount of water that is in measurements. It
makes up the streams, rivers, puddles even, that make up the water not part of the ocean.

7.Learning Outcome: To come out with a conclusion for at least one of the factors, that being
living or nonliving.

Learning Objective: Explain how the distribution of species is limited by biotic and abiotic

Question (Analyze): What is the reason for why living things limit the distribution of species
living and nonliving.

Answer: The reason for living things limiting the distribution is due to the fact that there is
competition sometimes for similar living spaces. Along with that the integral part of living is to
keep a species up and running, so there is a biological barrier in the way of a living being itself,
that it has to reproduce in some way. If this were not the case, then the species wouldn’t be
around today. An example that comes to mind is the panda bears that they have in various
reserves, and they just won’t mate very often, and it is leading to the extinction of its own
species. Sure we destroy their biomes, but if they are not willing to procreate, then they are as
good as gone. Those are some of the reasons why distribution of living species are not as
widespread, due to other species in an area, and their own biological hindrance for being alive.

?Learning Outcome: To explain why the non-living affects the spread and distribution of

Learning Objective: Explain how the distribution of species is limited by biotic and abiotic

Question (Analyze): What can you deduce as the effects of the non-living on the spread of

Answer: I find the non-livings effect on distribution is the fact that not all non-living things can
be around in areas that does not adhere to them being there. The nonliving components often
make up the factors that hinder the living terminated. I think of the amount of times that plant
life on Earth has just died due to volcanoes, and other such epic events to make life go back to
just small creatures who happened to not die from these events. So far, there has not been an
event that wiped all living things out, but there have definitely been some displays that the
non-living is harsh to the living. I have shown that the nonliving truly has no feeling for the
severity of its crimes, but seriously the impact on the living is everyday and thwart the expansion
of living entities.

?Learning Outcome: To evaluate the nature of ecological pattern shifts and evolutionary

Learning Objective: Describe how ecological change and evolution affect one another over short
and long periods of time.

Question (Evaluate): What is in your mind the duality of ecological change and evolution over
the present and near future?

Answer: The argument is that species will evolve and change in concert with on another, and I
would have to say that is very easy question, species will change it up when the world around
them is not the same. It may not be in the near future that species will adapt, due to the world not
being a whole lot different at the moment, but species will see that change is coming, and will act
accordingly. Maybe not all will change in time, but the few that do and adapt themselves before
things get out of hand will be the ones that survive and maybe even thrive. Earth seems to be in a
cycle of knocking out the species that thrive in the current, and then usher in a new dominant
type of species or class of animalia or even oceanic/aquatic.

?Learning Outcome: To evaluate how changes in ecological standards and evolution of a

species will be affected in the long term.

Learning Objective: Describe how ecological change and evolution affect one another over short
and long periods of time.

Question (Evaluate): For what you can come up with, what are the long term changes going to be
in the aforementioned topic?

Answer: I think the trends of the past can do us well in the range of how species reacted in the
past to changes in ecology, which kicked into overdrive evolutionary change. There is no logical
other way to make predictions, the data you would need to collect would be ever changing and
the fact is would be too exhaustive of an effort, and would be better off be used in the effort to
just look to the past to see patterns in the now. Even if the patterns aren’t there, you can still infer
that you can make decisions in the now to help prepare for an event such a global warming as is
the fear of the now. The Earth has countermeasures to most things it faces and an event could
easily render the problem of global warming null and void and of little use in that kind of
situation. I see it as at least we are looking into the future and seeing that we are indeed a finite
carbon lifeform and there are finite resources on Earth. It it like a discovery that we only have so
much time, so much space, and so much biological capacity to see ourselves into the future.


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