2014 Climate Change Connections - Workshop Content & Activities
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Transcript of 2014 Climate Change Connections - Workshop Content & Activities
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Teri Eastburn,[email protected] Gardiner,[email protected]
Climate Change:
Causes, Consequences, and Solutions
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scied.ucar.edu/events/clone-climate-change-connections-2014
Workshop Website
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What do you know, want to know, and want to learnabout climate change?
A review of our KWL Chart
KWL
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What are UCAR and NCAR?
National Center for Atmospheric ResearchUniversity Corporation for Atmospheric ResearchBoulder, Colorado
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• To address your needs
• To foster confidence
• To present meaningful classroom-ready activities
• To foster helpful discussions
• To have fun and learn from one another
Goals for Today
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9:00: Introduction
9:30: Earth as a System; Energy
10:30: Weather & Climate Connections, Urban Heat
1:00: Climate Now: Biogeochemical Cycles & Human
Influence
2:30: Visible Impacts
3:20: Climate Future: Solutions & Connections
4:05: Workshop Evaluations
Today’s Agenda
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.
• Belief in climate change up 13%, from 57% to 70%;
• Climate change denialists have declined from 20% to 12%;
• 54% of Americans believe climate changeis human caused – up 8%;
• Three our of four (76%) say they trust climate scientists fortheir information on climate change (teachers, too, arehighly trusted sources in US);
• 44% of Americans believe scientists agree that climate changeis real and human caused – up 9%.
Source: Climate Change in the American Mind, 9/2012
Since 2010Great Strides
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What led to Affirmations?• Hurricane Sandy• Increasing media coverage affirming climate change• Midwest drought, summer 2012• Texas drought 2011; Fires across Southwest & West• All around increase in severe weather events• Arctic sea ice retreat• 2012 hottest year on record in continental US
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A Conversation: Climate Communication
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A: The Earth System; Energy
Atmosphere
Lithosphere
CryosphereBiosphere
Hydrosphere
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Source:
Living with a Star, NASA
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Meet the Photon Folks
Absorption, Reflection ,Transmission
Energy
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Our Atmospheric Filter
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Wave Demo Activity
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Source: Jet Propulsion Laboratory &
the University of California
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& Weather B.
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B. Weather & Climate Graphing
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Get the Picture? - Activity
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Feeling the Heat Activity
Students learn about the
urban heat island effect by
investigating which areas of
their schoolyard have higher
temperatures. Then they
analyze data about how the
number of heat waves in an
urban area has increased
over time with population.
NYC, 8/14/02: Temp and vegetationPg. 19
Pg. 9
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Reasons for patterns
The highest temperatures are found in the most dense part
of a city. That’s the urban heat island effect.
The next 3 slides show how LA has changed over time. How do
you think the heat island effect has changed as the city
changed?
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Feeling the Heat, Part 1Students investigate how trees, grass,
asphalt, etc. affect temperature
Coolest
Warm
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Feeling the Heat, Part 2: Investigating the history of heat waves and temperature in Los Angeles, CAStand in a group of 10 along the rope. Each person takes one
LA Data Card.
The Objective: Order yourselves by the data on the card
keeping at least one foot on the rope at all times as you
move past each other to get in order.
1. Order yourselves by average temperature.
2. Order yourselves by the number of heat waves.**
3. Order yourselves by population.
(**Note: there are two decades that have the same number
of heat waves. The people with those cards can stand next
to each other in any order.)
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Los Angeles, CA in 1877. East LA is on the left and West LA is
on the right. (Courtesy of the Library of Congress))
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Los Angeles, CA in 1909. (Courtesy of the Library of Congress)
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Los Angeles, CA in 2002. This 3-D perspective view was generated
using topographic data and an enhanced color Landsat 5 satellite
image mosaic. Topography is exaggerated one and one-half times.
(Courtesy of NASA/JPL)
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This graph shows
the number of
heat waves in
Los Angeles, CA
over the past
century. Do you
see a pattern?
How have heat
waves changed
through time?
(From Tamrazian
et al., 2008)
Looking for patterns
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How has the temperature in Los Angeles changed over time? This
graph shows the average temperature for each year. See a pattern?
Co
urt
esy o
f N
OA
A/N
WS
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Warmer city temperatures are partially due to global warming.
This graph shows how Earth’s average temperature has changed.
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C. Biogeochemical Cycles & Human Footprints
Climate Resources
Human Footprints
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Resources
www.epa.gov/climate/climatechange/science/indicatorswww.ipcc.ch
www.cdc.gov/climateandhealth/publications.htm
IPCC5th Assessment Reports 2014 EPA Climate Indicators CDC Publications
C. Resources
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National Climate Assessmenthttp://nca2014.globalchange.gov
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Activity: The Nitrogen Cycle Game
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Activity: The Carbon Journey Source: NOAA
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The “Other” CO2 Problem
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Activity: CO2 How Much Do You Spew?
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CO2: How Much Do You Spew? Directions:
• Each group has a card profiling a hypothetical family or individual.
• Families/individuals live in different situations & use energy in different ways.
• Students use the worksheet to calculate a household’s CO2 emissions.
Sample card
CO2: How Much Do You Spew?
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Answer Key for CO2: How Much Do You Spew
1. What activities emitted the most CO2 for the family you examined?
2. Could those activities be changed to emit less CO2? How?
3. How would you change your scenario to reduce CO2?
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150 0.0450.012100 0.0740.018
50 0.1280.026
25 0.1770.052
Period Rate
Years /decadeTrenberth
Global mean temperatures arerising faster with time
Warmest 12 years:2010,2005,1998,2013,2003,2002, 2006,2009,2007,2004,2001,2011
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Activity: Shopping Heats Up
Photo by WaterPartners International
What are basic human needs?
Select items to purchase with your
global dollars using the
Choices and impacts
worksheet
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D. Visible ImpactsACTIVITY: CLIMATE IMPACTS GRAPH MATCHING
• On your table:
– Graphs of data about climate and global change
– Statements that are supported by the graphed data
– Statements that are not supported by graphed data
• Directions:
– Match statements with a graph of data that supports them.
– Identify statements that are not supported with these data.
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Climate Impacts Graph Matching is in the Climate & Water Teaching Box
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1906
2004
Photos courtesy of USGSCarroll Glacier
Glacier Bay National Park, Alaska
Activity: Glaciers Then and Now
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Muir Glacier (Pg. 85)
Glacier Bay National Park, Alaska
1941
2004
Photos courtesy of NSIDC
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1979 – 2000 averageMinimum sea ice extent+/- 2 standard diviiations
1981 – 2010 averageMinimum sea ice extent+/- 2 standard diviations
2007
2012
2013
2014
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Model Projections of Future Arctic Summer Sea Ice Minimums Under
Business as Usual Future
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CLIMATE AND DROUGHT
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• http://www.pbs.org/newshour/bb/climate-change-jan-june12-texaswater_03-22/
A Texas Town Struggles with Water
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WHICH AREAS ARE PROJECTED TO GET DRIER?
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From Istockphoto.com
C
O
N
N
E
C
T
I
O
N
S
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Raise the Roof on Urban Heat
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Walk Thru: Stabilization Wedges Game
2 2 = 4 billion tons go out
Ocean Land Biosphere (net)
Fossil FuelBurning
+
8
800billion tons carbon
4
billion tons go in
ATMOSPHERE
billion tons added every year
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Billions of Tons Carbon Emitted per Year
Historicalemissions
0
8
16
1950 2000 2050 2100
Historical Emissions
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1.6
Interim Goal
Billions of Tons Carbon Emitted per Year
Historicalemissions Flat path
Stabilization Triangle
0
8
16
1950 2000 2050 2100
The Stabilization Triangle
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1.6
Interim Goal
Billions of Tons Carbon Emitted per Year
Historicalemissions Flat path
Stabilization Triangle
0
8
16
1950 2000 2050 2100
The Stabilization Triangle
~850 ppm
Easier CO2 target
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1.6
Billions of Tons Carbon Emitted per Year
Historicalemissions Flat path
0
8
16
1950 2000 2050 2100
Stabilization Wedges
16 GtC/y
Eight “wedges”
Goal: In 50 years, sameglobal emissions as today
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What is a “Wedge”?
A “wedge” is a strategy to reduce carbon emissions that grows in 50 years from zero to 1.0 GtC/yr. The strategy has already been commercialized at scale somewhere.
1 GtC/yr
50 years
Total = 25 Gigatons carbon
Cumulatively, a wedge redirects the flow of 25 GtC in its first 50 years. This is 2.5 trillion dollars at $100/tC.
A “solution” to the CO2 problem should provide at least one wedge.
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Energy Efficiency &Conservation (4)
CO2 Capture & Storage (3)
StabilizationTriangle
Renewable Fuels& Electricity (4)
Forest and Soil Storage (2)
Fuel Switching(1)
15 Wedge Strategies in 4 Categories
Nuclear Fission (1)
2007 2057
8 GtC/y
16 GtC/y
TriangleStabilization
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Take Home Messages
• In order to avoid a doubling of atmospheric CO2, we need to rapidly deploy low-carbon energy technologies and/or enhance natural sinks
• We already have an adequate portfolio of technologies to make large cuts in emissions
• No one technology can do the whole job – a variety of strategies will need to be used to stay on a path that avoids a CO2 doubling
• Every “wedge” has associated impacts and costs
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Activity walk thru: Ruler of the World
http://scied.ucar.edu/ruler-world
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Activity: Climate Connections
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Climate Change 101
TEACH THESE 5 KEY POINTS
It is real NOW
It is bad for us
It is human-caused
We can solve it if we choose to
Climate scientists agree that it’s happening
Because this is what scientific evidence supports
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scied.ucar.edu/events/clone-climate-change-connections-2014
Workshop Website
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Thank you for joining us today.Help us continually improve this workshop by
completing your survey before you leave.
Teri Eastburn, [email protected]
Lisa Gardiner, [email protected]
scied.ucar.edu/events/clone-climate-change-connections-2014
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Extra – not needed
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Activity Review: Model a Moving Glacier
The objective of this lesson is to teach middle and high school students about variables that affect glacier flow over time:
- valley slope
- ice temperature
- basal conditions (ground surface)
- strain
Pg. 91
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Variables to Study
PVC pipe lined with aluminum foil and lubricated with oil
Lubricated Bed
PVC pipeNormal Bed
PVC pipe lined with sandpaper
Rough Bed
Basal Conditions
65°Steep
45°Medium
25°Shallow
Valley Slope
Flubber microwaved until hot to touch
Warm Ice
(pink flubber)
Flubber at room temperature
Normal Ice
(white flubber)
Flubber placed in the freezer prior to class
Cold Ice
(blue flubber)
Ice Temperature
PVC pipe
flubbervertical
toothpicks
Time 1:
Time 2:
Strain Grid
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Lab Setupbasic setup
advanced setup
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“Flubber” Recipe
1. Decide on one of the variables to study.
2. Make a hypothesis (e.g. the steeper the slope, the faster the flow rate of a
glacier.)
3. Test your hypothesis and record and graph your results.
4. Discuss results and how flubber is like and unlike a glacier.
food coloring (optional)
½ cup warm water1 cup white glue
(ex. Elmer’s)
2 tsp. of Borax¾ cup warm water
Mix #2Mix #1