5.2+The+greenhouse+effect

5. Ecology and evolution - 5.1 Communities and ecosystems - 5.2 The greenhouse effect - 5.3 Populations - 5.4 Evolution - 5.5 Classification - Ecology and Evolution Labs

5.2 The greenhouse effect

 * Assessment statements** (IBO notes added to some points to clearly indicate what needs to be understood and what does not)
 * 5.2.1 || Draw and label a diagram of the carbon cycle to show the processes involved. The details of the carbon cycle should include the interaction of living organisms and the biosphere through the processes of photosynthesis, cell respiration, fossilization and combustion. Recall of specific quantitative data is not required. ||
 * 5.2.2 || Analyse the changes in concentration of atmospheric carbon dioxide using historical records. Data from the Mauna Loa, Hawaii, or Cape Grim, Tasmania, monitoring stations may be used. ||
 * 5.2.3 || Explain the relationship between rises in concentrations of atmospheric carbon dioxide, methane and oxides of nitrogen and the enhanced greenhouse effect. Students should be aware that the greenhouse effect is a natural phenomenon. Reference should be made to transmission of incoming shorter-wave radiation and re-radiated longer-wave radiation. Knowledge that other gases, including methane and oxides of nitrogen, are greenhouse gases is expected. ||
 * 5.2.4 || Outline the precautionary principle. ||
 * 5.2.5 || Evaluate the precautionary principle as a justification for strong action in response to the threats posed by the enhanced greenhouse effect. ||
 * 5.2.6 || Outline the consequences of a global temperature rise on arctic ecosystems. Effects include increased rates of decomposition of detritus previously trapped in permafrost, expansion of the range of habitats available to temperate species, loss of ice habitat, changes in distribution of prey species affecting higher trophic levels, and increased success of pest species, including pathogens. ||

N.B. The precautionary principle holds that, if the effects of a human-induced change would be very large, perhaps catastrophic, those responsible for the change must prove that it will not do harm before proceeding. This is the reverse of the normal situation, where those who are concerned about the change would have to prove that it will do harm in order to prevent such changes going ahead.

You have all heard about global warming and one of the well known impacts is sea level rise. This interactive map from National Geographic shows an estimation of what the world's coastlines would look like if all the ice melted.
 * Starter**

What questions and/or opinions do you have about global warming? There is a lot of coverage in the media and you will have covered this is previous studies. Prompts for discussion could include the following:

> > //Facts:// > - without a working greenhouse effect the Earth would be too cold for lif//e// > //- evidence such as ice cores show periods of warming linked to changes in atmospheric gas (e.g. carbon dioxide) concentrations//.//- current atmospheric carbon dioxide levels are at 400ppm. That means for every 1 million molecules/atoms in the atmosphere only 400 are carbon dioxide.// > > //[|Ex-sceptic says climate change is down to humans]//
 * 1) //The debate is not whether the greenhouse effect is working, it's not even whether the phenomena of global warming is happening, it is whether human impact is a major cause or not.//
 * 1) //Sceptics are very important in the development of theory and understanding. Without sceptics progression in scientific knowledge would either not happen or be very slow. What is the importance of the below article?//

Log in to the [|DCS Bridge] to obtain your workbooks and supporting resources
 * Workbooks and Worksheets **

An alternative set of notes from [|i-Biology] can be found [|here]


 * Presentations and tutorials **

The carbon cycle:
 * A [|narrated tutorial]from sunamas
 * An [|animation and quiz] from W H Freeman

The greenhouse effect:
 * A [|narrated tutorial] from sunamas
 * Tutorial and exercise from [|Damocles]
 * An article from [|National Geographic]
 * Simple tutorial from the [|BBC] (includes the carbon cycle)

Steven Taylor ([|i-Biology]) has a great presentation to view and take notes from before starting your notebook media type="custom" key="24774700"

[|A good article from skeptic.com] (first quoted on [|i-biology]) about the science behind the greenhouse effect and global warming

The costs and the precautionary principle are discussed in this article from [|wired magazine]

This TED video from James Hansen is an excellent empassioned talk about climate change form the point of a top climate scientist media type="custom" key="24774704"

Use [|click4biology] to review and complete your notes


 * Activity Suggestions **

__The carbon cycle__ (5.2.1 Draw and label a diagram of the carbon cycle to show the processes involved)

Draw the carbon cycle as a flowchart. Guidelines are as follows: > > atmospheric carbon dioxide to plants (producers) by photosynthesis > > n.b. phytoplankton in the ocean are also plants and key to this process carbon dioxide released to the atmosphere by respiration in plants (producers) plants/producers to animals/consumers by feeding(heterotrophic nutrition) > > carbon dioxide released to the atmosphere by respiration in animals (consumers) carbon dioxide released to the atmosphere by respiration in fungi/bacteria/saprotrophs/decomposers > > formation of fossil fuels by the deposition and burial of dead organic material > > release of carbon dioxide to the atmosphere from fossil fuels by combustion > > livestock releases methane to the atmosphere > > agriculture (e.g. rice production) releases methane to the atmosphere > > Diffusion between the atmosphere (carbon dioxide) and the oceans (dissolved carbon dioxide) >
 * 1) Do your work by hand on a single sheet of A4
 * 2) Use the information below:
 * 1) Draw boxes/circles to represent pools
 * 2) State in what form (words or by use of formula) the carbon is found in each pool
 * 3) Arrows should be annotated with processes (directions of movement must be correct) to link together the pools
 * 4) Colour and drawings are a bonus - they increase clarity
 * 5) Rotate around the room critiquing the work of others - if they've missed something or made an error add a helpful pencil note
 * 6) Change your own work if necessary - if you are not sure seek help
 * 7) Add the completed carbon cycle to your notes

__Global warming / the Greenhouse effect #1__

You will be on one of the following groups:
 * The greenhouse effect (5.2.3 Explain the relationship between rises in concentrations of atmospheric carbon dioxide, methane and oxides of nitrogen and the enhanced greenhouse effect)
 * The precautionary principle (5.2.4 Outline the precautionary principle, 5.2.5. The precautionary principle and the greenhouse effect)
 * Impacts of global warming (5.2.6 Outline the consequences of a global temperature rise on arctic ecosystems)

Review the resources above and develop a teaching aid/set of notes using only (you may work together or individually): > You will take turns to teach and learn from others. When learning from others you may only takes notes using one or more of the following strategies:
 * Key term lists
 * Annotated diagrams
 * Bullet points
 * Mind maps
 * Flow charts

Discuss as a class your choice of note taking when learning about the different topics.

__Global warming / the Greenhouse effect #2__

You will be learning about one of the following topics:
 * The greenhouse effect (5.2.3 Explain the relationship between rises in concentrations of atmospheric carbon dioxide, methane and oxides of nitrogen and the enhanced greenhouse effect)
 * The precautionary principle (5.2.4 Outline the precautionary principle, 5.2.5. The precautionary principle and the greenhouse effect)
 * Impacts of global warming (5.2.6 Outline the consequences of a global temperature rise on arctic ecosystems)

Develop a [|PechaKucha] presentation to help you teach others about your topic. Use the links and tutorials above along with your textbook as key resources. PechaKucha presentations adhere to the following guidelines:


 * No more than 20 slides
 * Slides are limited to 20 seconds each
 * Slides should be dominated by images / diagrams
 * What you say should add to and inform the image. YOU CANNOT RESTATE TEXT ON THE SLIDE

Learners. Whilst watching presentations you should actively be taking notes using one or more of the following methods:
 * Annotated diagrams
 * Bullet points
 * Mind maps
 * Flow charts

Discuss as a class:
 * Points that need to be clarified
 * Your choices of note taking when learning about the different topics.

//N.B. 5.2.2 will be achieved by labs//

The crash course videos are entertaining. Apart from being useful they also provide a good context for what you are learning.
 * Useful extras**
 * **[|Hydrologic and Carbon Cycles]**
 * **[|Nitrogen & Phosphorous Cycles]**
 * **[|Five Human Impacts on the Environment]** (Importance of Biodiversity, Deforestation, invasive species, over-harvesting, desertification, global warming)
 * **[|Pollution]**

[|Some evidence from owls] in a short article by the BBC about how evolution and global warming are linked A human impact of global warming is the [|relocation of the entire nation of Kiribati to Fiji because of the threat of rising sea levels]