1. Analyzing Correlations: Climate Change Impacts and Renewable Solutions Laura Roberts Bearden High School RET www.climate.nasa.gov Mӧrner, Nils-Axel. “The Maldives: A Measure of Sea Level Changes and Sea Level Ethics”. Paleogeophysics and Geodynamics, Rӧsundavӓgen 17, 13336, Saltsjobaden, Sweden. http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=3&ved=0CC8QFjAC&url=http% 3A%2F%2Fmyweb.wwu.edu%2Fdbunny%2Fpdfs%2FCh7Elsevier.pdf&ei=5QWIVYjiK8WoyATGyLzACQ &usg=AFQjCNF69gdW4uqnTlv3QOvXaNdWCmiXOA&sig2=CbwIuZiWVUahTJoMeiyXbwttp://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=3&ved=0CC8QFjAC&url=http% 3A%2F%2Fmyweb.wwu.edu%2Fdbunny%2Fpdfs%2FCh7Elsevier.pdf&ei=5QWIVYjiK8WoyATGyLzACQ &usg=AFQjCNF69gdW4uqnTlv3QOvXaNdWCmiXOA&sig2=CbwIuZiWVUahTJoMeiyXbw 350.org Lesson 1 Overview: ‘Do the Math’: Important Climate Change Trends and Correlations Students are hooked into this lesson by informally discussing 9 of the top 10 global issues (Water, Food, Environment, Poverty, Terrorism & War, Disease, Education, Democracy, and Population) and how energy can help solve them. They are then informed that Energy itself is the top global concern and shown clips from 350.org regarding the numbers 2, 565 and 2785. 2 degrees Celsius is the temperature rise we do not want our planet to exceed, and 565 gigatons of carbon was the maximum amount agreed upon to be released in the atmosphere. Before seeing how many gigatons have been released, students will be instructed in correlation and use it to analyze the current carbon ppm in the atmosphere. They will hypothesize how many gigatons of carbon have been released to date and are then shown the rest of the video, where they are informed we are set to hit 565 gigatons of carbon in about 15 years, and 2785 is the amount of gigatons of carbon currently in reserves. To prepare for the next day’s lesson, students will analyze correlations for global sea rises, temperature levels and arctic ice levels. Lesson 2 Overview: Trend Lines and Analyzing Climate Change Impacts on Specific Populations Introduce the lesson by discussing the trends the students analyzed in preparation for this lesson: Which had positive/which had negative? What do the graphs look like? The teacher then picks the graph for rising sea levels: Questions for students: What do you think the change will be in 2019? How did you get your answer? Why do we want to predict future numbers? The objective of trend lines can then be introduced by drawing one through the graph of rising sea levels. What does this line show? How does it help us? What do you think could be some implications of rising sea levels? Hook: Video showing threat of sea level rise in the Republic of Maldives http://theislandpresident.com/#!wp-video-lightbox[iframes]/0/ More detailed instruction regarding trend lines is provided, and students construct a trend line for the Maldives sea level and discuss the implications. Students then complete trend lines in class for the scatter plots they constructed from the previouslesson. Homework: Students analyze data sets for different populations to see different effects of climate change. Tanzania Temps/Coffee Production Southern Africa Temps/Maize Production (soil moisture) New York Temp Increase/Precipitation Increase. This is a good place to introduce questions encouraging higher order thinking- both in terms of connecting implications and looking for a solution to the climate problem. Lesson 3 Overview: Hands on Solar Students will be introduced to a solar power as a renewable energy, and hypothesize whether the energy output throughout the day represents a linear function. Materials Needed: Lamp. Solar panel, multi-meter, chair (or something that provides a moveablefixed height), alligator clips, tape, tape measurer) Potential group assignments: Team Leader, Recorder, Multi-Meter Manager, Chair Coordinator Students will measure and mark tape according to certain hours of the day (8, 9, 10, 11, 12, 1, 2, 3, 4). Alligator clips connect the solar panel to the multi-meter and the solar panel stays in a fixed place (12:00). The chair is moved along designated times, stopping at each marked spot on tapeto record data. Students should conclude the data is not a linear function. Once students determine their correlation is not linear, they must work as a team on the following task: You cannot lift the solar panel completely off the ground or move it outside it’s designated box. How can we maximize the solar energy? Experiment! Follow up assignment: Students hypothesize and analyze trend and correlation of total voltage throughout the simulated day.