Unit 4: Considering the Influence of Light and Thermal Phenomena on Global Climate

Exploring Physical Phenomena: What happens when light from the Sun shines on the Earth?

Unit 4 Table of Contents

I. Introduction

II. Identifying Student Resources

A. Connecting to everyday experiences

Question 4.1 What happens when a closed car is parked in the Sun on a sunny day?

B. Documenting initial knowledge about aspects of global climate

Question 4.2 What do you already know about the influence of light and thermal phenomena on global climate?

1. Diagnostic questions about aspects of light and thermal phenomena on global climate

III. Developing Central Ideas Based on Evidence

A. Developing additional powerful ideas about light phenomena

Question 4.3 Are rays of light visible or invisible?

Question 4.4 What is “invisible light”?

1. Example of student work about visible light and infrared radiation

2. Discovery of infrared radiation

3. Discoveries of the other invisible portions of the electromagnetic spectrum

B. Reviewing central ideas about thermal phenomena developed in earlier units

Question 4.5 How does energy flow from one place to another?

Question 4.6 What is the role of systems thinking in understanding the Earth’s energy budget?

1. Example of student work about energy transfer processes and the Earth’s energy budget 

IV. Using Central Ideas about Light and Thermal Phenomena to Explain the Greenhouse Effect

A. Considering what happens during the greenhouse effect in a garden

Question 4.7 What is the greenhouse effect that occurs within a greenhouse in a garden?

1. Example of student work about exploring the greenhouse effect in garden greenhouses 

B. Considering what happens during the greenhouse effect on a global scale

Question 4.8 What is the greenhouse effect in the context of the entire Earth?

2. Examples of students’ initial diagrams about the greenhouse effect on Earth 

3. Greenhouse effect diagram provided by the Intergovernmental Panel on Climate Change 

4. Example of student’s written work about the greenhouse effect on the entire Earth  

5. Nuances about the greenhouse effect and the Earth’s energy budget 

a) Mechanisms that underline the statement that energy is “trapped” by greenhouse gases. 

b) Details about what happens to energy entering and leaving the Earth’s system. 

6. Examples of student work in engaging a friend or family member in learning about the greenhouse effect 

V. Considering the Evidence for Global Climate Change

A. Viewing evidence for global climate change

Question 4.9 How is the evidence for global climate change being communicated?

1. An example of an effort to create a visually compelling display 

2. Examples of Internet resources available to the public: Children, Teachers, General Public, Policy Makers

3. Examples of the international community of scientists presenting findings to policy makers: IPCC Reports

VI. Using Central Ideas Based on Evidence to Consider the Impact of Global Climate Change

A. Exploring the impact of global climate change on sea levels

Question 4.10 What evidence indicates that sea levels are rising?

Question 4.11 What happens when light from the Sun shines on snow and ice on glaciers on land or on icebergs in the ocean?

Question 4.12 What happens when light from the Sun shines on the oceans?

1. Example of student work about modeling and comparing the impact of light from the Sun shining on snow and ice on land and in the sea 

2. Example of student work about modeling the impact of light from the Sun shining on the oceans 

B. Exploring ways to reduce one’s own impact on global climate change

Question 4.13 What can you do to reduce your impact on global climate change?

1. Example of student work in engaging a friend or family member in learning about living in more sustainable ways 

VII. Developing Mathematical Representations of Changing Quantities

A. Developing familiarity with motion graphs for a tossed ball

Question 4.14 How do position, velocity, and acceleration of a tossed ball change with time?

B. Becoming aware of melting glaciers

Question 4.15 What is the evidence that glaciers are melting?

C. Making an analogy between falling balls and melting glaciers

Question 4.16 How can familiarity with motion graphs guide making projections for the way glaciers will be melting over the next decade(s)?

1. Example of student work making an analogy between moving and melting phenomena 

2. Summary of the analogy between moving and melting phenomena 

3. Example of student work reflecting upon engaging a friend or family member in learning about global climate change’s impact on melting glaciers. 

VIII. Exploring Internet Resources about Taking Action to Address Climate Change Issues

Question 4.17 What are some ways to take action?

1. Example of student work in reflection upon exploring Internet resources in class and with a friend or family member

IX. Making Connections to Educational Policies

A. Learning more about disciplinary core ideas articulated in the US Next Generation Science Standards

Question 4.18 What relevant NGSS disciplinary core ideas have you used in considering the influence of light and thermal phenomena on global climate change?

B. Reflecting upon this explanation of the science underlying claims of global climate change

C. Making connections to the NGSS understandings about the nature of science

X. Exploring Physical Phenomena: Summary of Equipment and Supplies for Unit 4

 

Figures

• FIG. 4.1 Using light rays to explain why a pinhole projection is upside down.
  (See Unit 1, Fig. 1.15)
• FIG. 4.2 Electromagnetic spectrum.
• FIG. 4.3 Wave diagram showing wave length, λ, and amplitude.
• FIG. 4.4 Black plastic bag does not transmit white light but does transmit infrared.
• FIG. 4.5 Clear glass pane transmits white light but does not transmit infrared.
• FIG. 4.6 A student’s entries for Table IV.1.
• FIG. 4.7 Herschel’s drawing showing a thermometer placed beyond the red band in the spectrum from a prism placed in his window.
• FIG. 4.8 Student diagram for explaining sea breezes (repeated from Unit 3)
• FIG. 4.9 A student’s entries for Table IV.1 (continued)
• FIG. 4.10 A greenhouse in a garden.
• FIG. 4.11 Student drawing of a model of exploring the greenhouse effect in a garden greenhouse.
• FIG. 4.12 Group 3’s initial diagram for the greenhouse effect on Earth.
• FIG. 4.13 Group 5’s initial diagram for the greenhouse effect on Earth.
• FIG. 4.14 Group 2’s initial diagram for the greenhouse effect on Earth.
• FIG. 4.15 IPCC diagram representing the greenhouse effect for the entire Earth.
• FIG. 4.16 “The Greenhouse Effect” diagram by Delaware Department of Natural Resources and Environmental Control.
• FIG. 4.17 Student drawn computer diagram of the greenhouse effect.
• FIG. 4.18 Three modes of vibration for a molecule of carbon dioxide.
• FIG. 4.19 An analysis of incoming and outgoing energy of the Earth’s system in balance.
• FIG. 4.20 Graph of global temperature versus time for 1880-2014.
• FIG. 4.21 Line graph of global temperature anomaly versus time for 1880-2018.
• FIG. 4.22 Example from NASA ClimateKids website.
• FIG. 4.23 Example of educational resources for teachers by region.
• FIG. 4.24 Evidence of rising sea levels on the eastern US coast.
• FIG. 4.25 IPCC Fifth Assessment Report: The Physical Science Basis.
• FIG. 4.26 IPCC Fifth Assessment Report: Impacs, Adaptation, and Vulnerability.
• FIG. 4.27 IPCC Fifth Assessment Report: Mitigation of Climate Change.
• FIG. 4.28 Observations: Annually and globally averaged combined land and surface temperature anomalies relative to the average over the period 1986 to 2005.
• FIG. 4.29 Observations: Annually and globally averaged sea level change relative to the average over the period 1986 to 2005 in the longest-running dataset.
• FIG. 4.30 Observations: Atmospheric concentrations of the greenhouse gases carbon dioxide (CO_2, green), methane (CH₄, orange), and nitrous oxide (N₂O, red) determined from ice core data (dots) and from direct atmospheric measurements (lines).
• FIG. 4.31 Indicators: Global anthropogenic CO₂ emissions from forestry and other land use as well as from burning fossil fuel, cement production, and flaring.
• FIG. 4.32 Graph representing past, recent, and predicted global mean sea level rises.
• FIG. 4.33 Student drawing of ice cubes melting on rock and in liquid water.
• FIG. 4.34 Tray on left overflowed when ice cubes on rock melted but tray on right did not overflow when ice cubes in water melted.
• FIG. 4.35 Student drawing of modeling the expansion of water in warming oceans.
• FIG. 4.36 Computer model for predicted flooding in northwest Oregon if sea levels rise 8 feet according to Surging Seas Risk Zone Map.
• FIG 4.37 Computer model for predicted flooding in New York City and New Jersey if sea levels rise 8 feet according to Surging Seas Risk Zone Map.
• FIG. 4.38 Pounds of CO2 emissions per serving.
• FIG. 4.39 Create a position versus time graph by standing in front of the motion detector.
• FIG. 4.40 Create position versus time graphs by moving back and forth in front of the motion detector.
• FIG. 4.41 Create velocity versus time graphs by moving back and forth in front of the motion detector
• FIG. 4.42 Identify connections among position versus time and velocity versus time graphs.
• FIG. 4.43 Identify connections among position versus time, velocity versus time graphs, and acceleration versus time graphs.
• FIG. 4.44 Position, velocity, and acceleration versus time graphs for a tossed ball.
• FIG. 4.45 Photographs of Muir Glacier, Alaska, in 1941 and 2004.
• FIG. 4.46 Retreat of Ilulissat Glacier, Greenland 1851-2008.
• FIG. 4.47 Calving face of Ilulissat Glacier in Greenland in 2009.
• FIG. 4.48 Calving event, Ilulissat Glacier in Greenland in 2009.
• FIG. 4.49 Representation of the volume of ice loss during this 75-minute calving event.
• FIG. 4.50 Graph representing the forming and melting of ice on Greenland, 2002-2015.
• FIG. 4.51 Cumulative mean annual ice mass balance world wide, 1980 to 2016.
• FIG. 4.52 Projection for graphs representing how glaciers worldwide may be melting during the next decade.
• FIG 4.53 Student drawing of observed position versus time graph for tossed ball.
• FIG 4.54 Student drawing of observed velocity versus time graph for tossed ball.
• FIG.4.55 Student drawing of observed acceleration versus time graph for tossed ball.
• FIG. 4.56 Student drawing of projected mass of ice versus time graph for melting glaciers.
• FIG. 4.57 Student drawing of projected velocity of melting ice versus time graph for melting glaciers.
• FIG. 4.58 Student drawing of projected acceleration of melting ice versus time graph for melting glaciers.

 

Tables

• TABLE IV.1 Central ideas about the influence of light and thermal phenomena on global climate
• TABLE IV.1 (continued)
• TABLE IV.2 Central ideas about evidence that the Earth’s average global temperature is increasing
• TABLE IV.3 Central ideas about rising sea levels
• TABLE IV.4a Summary of analogy between moving and melting phenomena
• TABLE IV.4b Summary of analogy between moving and melting phenomena completed
• TABLE IV.5 Relevant NGSS disciplinary core ideas for teaching about climate change