Week 13

 Lab

- 

  • Climate vs Weather

    • Climate is what you expect. Weather is what you get

  • One middle school student put it

    • Climate helps you decode what clothes to buy weather helps you decide what clothes to wear

  • Climate is average over THIRTY year period

  • Evidence from phenology

    • Baby birds hatch when there is a peak in their food source

    • With climate change the bugs come out earlier, but the birds are still hatching and they hatch when there is not as much of a food source–they may die

  • Teachers misconceptions or preconceptions of a subject feed students misconceptions

    • In a survey majority of teachers teach about climate change in their classrooms–but a significant percent are including incorrect ideas, such as the notion that today’s warming of the globe is a “natural” process

    • The globes temperature is changing (we know this from the Earth history simulation) but “climate change” specifically means the human caused climate change and the unnatural warming from that

  • Jigsaw Activity

  • Group 1: Climate Change Impacts on Iowa Agriculture

    • Temperature- Increase in temperature has been 1.0F 

    • Precipitation- Annual precipitation has risen by 4.1”. More frequent extreme precipitation events

    • Impacts on Agriculture- There are longer growing seasons. But, greater frequency of heat stress. There is an increased risk of drought and seasonal flooding. Erratic spring freeze/thaw cycles that damage trees and fruit crops

    • Higher production costs with lower yields

    • Future Climate Change- Indicate that temperatures are expected to continue to warm, and precipation will become more extreme. 

    • Continued warming in Iowa in the future with more warm nights and very hot days–what does this mean for agriculture?

    • Heat- Increased heat stress. Farmers vulnerable to heat related illness. Prolonged heat will impact warm seasons crops negatively. 

    • Soil Impacts- Decreased soil moisture affects plants. Increased soil temperature may shift the growing seasons. Fields prone to nitrogen loss

    • Growing conditions- Speed up corn development, narrow optimal growing conditions. Warming will increase severity of crop and animal diseases. 

    • Adaptation options- Integrate alternative crop species. Choose crops that are suited to future conditions. Monitor for pathogens and insect pests

    • Future Precipitation- Expected to increase in future. Decreases in total precipatation and greater variability are projected during the summer. What does this mean for agriculture?

    • Winter and spring increase in precipitation will lead to loss of workdays. Wetter pastures increase animal diseases. Decreased soil moisture in summer to lead to crop irrigation

    • Adaptation options for changing precipitation- Planting earlier in the season. Utilixe cover crops. 

  • Going from five groups to three groups

  • Group C: Growing Season

    • Longer growing season, wetter spring more summer precipitation, higher humidity, drier autumns. 

    • Peak bloom day of the year is becoming earlier?

    • Based on the precipitation and the temperature there may be a sooner start date for growing seasons

    • One graph I found from Iowa State was the average date being later, and the 2019 date starting earlier with a lower percent yield than the average                                                                

  • New Group: Making a Climate Statement


Lecture

  • Coupled Inquiry Cycle

    • There are opportunities for science investigation to be done. Be open to what your students want to learn about (this is the invitation to inquiry)

    • SWH vs No SWH

      • Science Writing

    • Kids who are doing coupled inquiry they do better with SWH

      • One idea→ having students write about science for a literacy class

    • Changing your mindset on how kids learn→coupled inquiry can be a very powerful tool as a teacher

      • Don’t do what was done to everyone before you (science worksheets over and over again)

    • Kids who are taught in an inquiry driven matter succeed better than kids who are not–this applies for students of low SES and students on IEPs

    • Consider changing how you teach! Inquiry based teaching is really valuable!

  • Watch “It’s Not Too Late” on Hulu/ABC

    • Not assigned homework but an opportunity to learn

  • Be knowledgeable in the research you are consuming

    • Climate Depot– Run by Marc Morono 

      • Credientials are political science (but he is writing about climate science??)

      • He is funded by ExxonMobil, Chevron, and hundreds of thousands od dollars

  • 13,950 peer reviewed(this means people who study this) climate articles 1991-2012

    • 24 rejected global warming

    • Fast forward to between 2012-202 there were 28 papers that were implicitly skeptical

  • There is no other side with climate science–you need to be critical enough to understand that there is one side for this

  • 1896: Global Warming Predicted

  • What causes climates to be hot or cold?

    • Latitude

      • The closer you are to the equator the warmer temperatures

    • Ocean Currents

      • Temperature of an ocean current affects the temperature of air that passes over it

    • Wind and Air Masses

      • What is an AIR mass?

    • Elevation

      • Higher in altitude the colder in temperature

      • As the air rises it expands because of the lower air pressure

    • Relief

      • Precipitation created when an air mass rises to cross a mountain barrier

      • An adiabatic process is one in which no heat is gained or lost by the system

      • Mountain range stops the moisture

    • Near Water

      • In the summer the water acts like an air conditioner to keep the air temperatures cool

      • In the winter water acts like a heater to keep the temperatures from getting too cold

      • Continental climate (away from water)

      • Maritime Climate (close to water)

    • Other evidence of Climate Change

      • Glacier Retreat

      • Glacier’s are going away

      • Half of the global population get their water from glaciers

      • 3 ski resorts permanently closed in the Swiss alps

      • Melting of ice on Greenland

      • If all of the ice is melted the currents temperatures change

    • Climate Change Sea Ice

      • North west passage is now open in the summer

      • There are people who want that melted for economics



  • Driving Question: How does climate affect the sea level

    • Places (like high ice areas) reflect the sunlight. But the melting of these areas cause darker colored spots (melted ponds) which absorb the heat

    • Greenland alone= 7.3 m of sea level rise

  • Something that many will struggle with–most people when they talk about climate change think that the ice is the main reason for sea level rising

    • When water gets hot or is frozen then it expands

    • The coral reefs are dying because of the warming of the warming water

    • The ocean is getting warmer

  • Paris Peace Accord

    • Global goal– there are things we can do

  • If you destroy the planet there is no where to go

    • In 2019 US withdrew for “economic” reasons

    • So bad that OIL companies like ExxonMobil ConocoPhilips wrote letters not to do this

  • Everyone is in the Paris Agreement EXCEPT Libya, Yemen, Enitrea, Iraq, Iran, and Turkey

Weekly Textbook Reading
- I learned more about the atmosphere, and that it is mainly nitrogen and oxygen. The atmosphere is an integral part in regulating temperature, climate, and weather. I also learned about greenhouse gasses. These gases absorb radiation from the sun and release it back into the atmosphere. I read more about the albedo effect, which I recall from the last unit. But it went more into the albedo effect currently, and that ice is melting and being replaced with darker spots which absorb radiation. 
- The most helpful part was the positive feedback loop picture. I think this helped me understand what a positive feedback loop is (even if what is happening is negative). 
- I think more information on the shape of greenhouse gasses would be helpful. I would also like to know more about the difference between each of those gasses, between the four mentioned does one vibrate more than the others? 
- How does this connect to the carbon that was on Earth thousands of years ago during the Carboniferous period. 

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