Unit 3 Launch & Climate Change PDF

Unit 3 Launch Climate Change & Stratospheric Ozone Unit 3: Climate Change and Stratospheric Ozone Launch Resources for class today: Launch slides Textbook (kerboodle) Please get your materials ready and put your phones and headphones in your bag. Calculate the percentage of sea turtl...

Unit 3 Launch Climate Change & Stratospheric Ozone Unit 3: Climate Change and Stratospheric Ozone Launch Resources for class today: Launch slides Textbook (kerboodle) Please get your materials ready and put your phones and headphones in your bag. Calculate the percentage of sea turtle species from Figure 4 that are critically endangered.  6.1 Introduction to the 6.3 Climate Change Mitigation Atmosphere and Adaptation How can human societies How do atmospheric systems address the causes and contribute to the stability of Unit 3 consequences of climate life on Earth? Climate Change & change? Stratospheric Ozone 6.2 Climate Change Causes and You will each build your own case 6.4 Stratospheric Ozone Impacts study examples throughout unit 3 using this template To what extent has climate change occurred due to anthropogenic How does the ozone layer causes? maintain equilibrium? How does human activity change How do differing perspectives play a this equilibrium? role in responding to the challenges of climate change?  Unit 3: Climate Change & Stratospheric Ozone Assessments Topic Quizzes Kerboodle Summative Assessment Formative Topic 6.1 Quiz Sunday Jan 19th Paper 2bWednesday February 5th Topic 6.2 Quiz Sunday Jan 26th Topic 6.3 Quiz Sunday Feb 2nd Topic 6.4 Quiz Sunday Feb 16th Note regarding summative assessments Summative assessments will focus primarily on the ESS Survey Assignment topic being covered, but can include any course You will work in groups of 1-4 to practice making content covered to date. and gathering data using a survey. Your survey must focus on climate change and/or on EVSs. Survey questions & overview: Friday Jan 24th All assessment dates can be found in Managebac. Survey data: Friday February 7th All course resources can be found in the ESS resource sheet. Surveys and the Internal Assessment in ESS The internal assessment task involves the design, implementation and completion of an individual investigation of an environmental systems and societies (ESS) research question. The investigation is submitted as a 3,000 word written report. The internal assessment is worth 25% of your final score in the class. Surveys are one of the ways you can gather data for your internal assessment. You can also use secondary data you find online or conduct an experiment or field work for your IA. Surveys in ESS Step 1: Read the pages between 56-65 in your textbook which correspond to your assigned information about surveys Step 2: Create an A3 poster summarizing one of the following about surveys: 1. How to design a good questionnaire / survey a. Strengths of surveys b. Disadvantages of surveys 2. How to gather data using one of the following sampling methods a. Systematic sampling b. Random sampling c. Stratified sampling d. Convenience sampling 3. Ways to present the data Step 3: Share your aspect of surveys with the rest of the class. Surveys in ESS Task: Gather data using a survey of your design focused on climate change and/or EVS. Deadlines: Friday January 24th: Survey questions and plan for data collection due Friday February 7th: Survey results due Bring work for both deadlines to class on that day You may work in a group of no more than 4 people on this task. This is an opportunity to practice a methodology that you may choose to use for your IA. Pay attention to what works, what doesn’t, what you might want to do differently if you did this for your IA etc…  6.1 Introduction to the atmosphere IBDP Environmental systems and societies 6.1 Introduction to the Atmosphere hunting/fishing removes species from the food Resources for class chain / hunting of beavers/moose reduces food Review your formative today: availability to predators such as wolves/bears; essay and the logging (forest management) removes species provided model 6.1 slides & from food chain; answer. notes trampling (from tourist)/development of tourism facilities could reduce food source/first trophic Please get your level; Marks in resource materials ready and put introduced species, eg cats/dogs, add additional sheet predators or prey; your phones and removal of dams may lead to loss of pond species headphones in your eg bullhead lily/dragonfly/bullfrogs/pearl dace We will review your S1 bag. reducing food source for other species; exams on Monday. Deforestation destroying habitat which removes species from the food chain; Agriculture may introduce pollution removing species from the food chain Identify two ways that human activity in Algonquin Provincial Park may affect the food web. (2) The atmosphere is “Trace” gases predominantly a mixture of nitrogen and oxygen, with smaller amounts of carbon dioxide, argon, water vapour and other trace gases. Water is found here https://image2.slideserve.com/4199550/slide3-n.jpg The atmosphere is a dynamic system (with inputs, outputs, flows and storages) that has undergone changes throughout geological time. https://thumbs.dreamstime.com/x/dead-planet-earth-16403710.jpg 6.1. Most reactions connected to living systems occur in the inner layers of the atmosphere, which are the stratosphere (10–50 km above sea level)and the troposphere (0–10 km above sea level). As one moves away from the surface of the Earth, the atmosphere changes in composition. The troposphere is the layer closest to the Earth's surface and is where we experience weather. The stratosphere is where we find the ozone layer that protects us from ultraviolet radiation. Next is the mesosphere where meteors burn up to dust and is the coldest layer of the atmosphere. The thermosphere is where the auroras (borealis or australis) occur. Solar particles trapped here interact with different types of gas molecules, mostly nitrogen and oxygen, resulting in unique, coloured displays of light. Oxygen gives off green and red light, while nitrogen glows blue and reddish-purple. The exosphere is the transition to outer space. There are very few particles in this zone, most falling back to lower zones but some exiting the atmosphere. Satellites are orbiting in this zone while the space station is in the thermosphere. https://www.atmos.washington.edu/~dennis/321/Chapter_02_Figures.pdf Differential Heating: Uneven heating of the globe drives global climate patterns. http://oterodenavascues.educacion.navarra.es/blogs/champions/files/2015/10/img_180574.jpg The tricellular model of atmospheric circulation explains the distribution of precipitation and temperature and how they influence structure and relative productivity of different terrestrial biomes. Tricellular = 3 cells: 1. Polar: near Earth’s poles; circulate cold air 2. Ferrel: mid latitudes; typically circulate air with moderate temperatures 3. Hadley: near the equator; typically circulate hot or warm air Hot air contains the most energy and therefore can hold more water vapor than cold air; hence, the tropics are generally wetter than the polar zones. Spring, summer, and fall are wetter than winter. https://i1.wp.com/www.internetgeography.net/wp-content/uploads/2018/03/Global-Atmospheric-Circulation-1030x997.png?resize=1030%2C997  You should ESS topic 2.4 remember this from https://classconnection.s3.amazonaws.com/329/flashcards/3465329/png/untitled-1461FCB243D4283C08E.png Precipitation + temperature = climate! The greenhouse effect of the atmosphere is a natural and necessary phenomenon maintaining suitable temperatures for living systems. Global Warming Potential (GWP) GWP: is a relative measure of how much heat a greenhouse gas traps as compared to carbon dioxide. Greenhouse Gas or Aerosol GWP Description Carbon Dioxide 1 Carbon dioxide is the biggest cause of human-made (anthropogenic) climate change. Greenhouse (CO2) gases are usually counted in "CO2 equivalents" (CO2e). One CO2e is the amount of heat an equal amount of CO2 would be expected to trap over the next 100 years. Water Vapour 0 Water vapour is the most common greenhouse gas but because it quickly leaves the atmosphere as (H2O) rain it is not included in climate scenarios. Warmer air, however, holds more water vapour without causing a rainstorm, a warming planet will tend to have atmospheric water and that does heat the planet. Methane (CH4) 28 The main source of methane is natural gas but also from livestock, changes in forests and wetlands and leaks from gas wells and pipes and is thus difficult to measure. Methane reflects about 100 times as much heat as CO2 but its lifetime in the atmosphere is much shorter (about 10 years). Fluorinated 14,6 These gases are used in refrigerators, air conditioners and a variety of industrial processes. They are Gases (e.g. 00 controlled by the Kigali Amendment to the Montreal Protocol. HFCs) Black Carbon Black carbon has a warming impact up to 1,500 times stronger than CO2 per unit of mass but only lasts in the atmosphere for about 12 days. In addition to its radiative forcing, it also reduces the albedo of surfaces upon which it falls.