Thursday, October 28, 2010 2:00 - 3:00 pm

1. Climate Change: Classroom Tools to Explore the Past, Present, and Future Thursday, October 28, 2010 2:00 - 3:00 pm Roberta Johnson, Becca Hatheway, Dave Mastie, Parker Pennington IV National Earth Science Teachers Association Boulder, CO

2. http://www.windows2universe.org

3. http://www.windows2universe.org/earth/climate/climate.html

4. Three levels of content in two languages

5. Presentation Overview • Brief Discussion of Weather & Climate • Thermal Expansion (demo) • Mapping Ancient Coastlines • CO2: Sources and Sinks Activity • Paleoclimates and Pollen Activity • Revisit Thermal Expansion Demo

6. Commonly Accepted Definitions refers to the current atmospheric conditions (including temperature, precipitation, wind, humidity, barometric pressure) at a particular time and place. • Weather • Climate refers to the general weather patterns expected in a given area (sometimes based on the 30 year average weather). Climate may also be applied more generally to large-scale weather patterns in time or space (e.g., an Ice Age climate or a tropical climate). Or, in the words of a middle school student…. "climate tells you what clothes to buy, but weather tells you what clothes to wear."

7. What tools do scientists use to study past, present, and future climates? • Past:Proxy records (distant past) • Present:Sensors and indicators • Future:Models • Examples: fossils, ice cores, tree rings, pollen • (Weather records used for recent past.) Examples: sensors on satellites, sensors on towers, chemical indicators Examples: computer models

8. Direct measurements of atmospheric carbon dioxide (Keeling Curve) 5/2007 386.54 3/1958 315.71 Image courtesy: www.globalwarmingart.com See also: www.esrl.noaa.gov/gmd/ccgg/trends/

10. Earth is warming… Line plot of global mean land-ocean temperature index, 1880 to present, with the base period 1951-1980. The dotted black line is the annual mean and the solid red line is the five-year mean. The green bars show uncertainty estimates. Hansen et al., 2010-02-18, http://data.giss.nasa.gov/gistemp/graphs/, NASA GISS.

11. During the 20th century, Earth’s average temperature rose 0.6°C. • Some effects: • Arctic warming twice as fast • Changing precipitation patterns • Changing extreme weather events (droughts, heat waves, hurricanes) • Melting snow and ice • Longer growing season • Ocean acidity increasing • Sea level rise During the 21st century, models predict Earth’s average temperature will rise between 1.8 and 4.0° C. IPCC (2007)

12. Classroom Demonstration or Activity: Thermal Expansion and Sea Level Rise Materials: Conical flask Rubber stopper- 2 holes Glass or plastic tube Thermometer Lamp 100-150 Watt bulb Water with food coloring

13. Mapping Ancient Coastlines Classroom Activity http://www.windows2universe.org/teacher_resources/teach_bathymetry.htm

14. Mapping Ancient Coastlines Classroom Activity http://www.windows2universe.org/teacher_resources/teach_bathymetry.htm

15. Carbon Dioxide – Sources and Sinks Students investigate how carbon dioxide gets into and out of the atmosphere using a chemical indicator (BTB). Materials for each group: Rack and 4 tubes 1 – vinegar 2 – BTB 1 –foil covered Stopper with tubing Cotton balls Baking soda Aluminum foil Straws

16. 1. Make a small "boat" out of foil and fill 1/2 full of baking soda. Carbon Dioxide – Sources and Sinks Activity Part 1: Detecting Carbon Dioxide Gas (i.e., figuring out how this chemical indicator works) 2. Carefully slide the foil boat inside the vinegar test tube without spilling baking soda from the boat. Plug the test tube with the stopper and tubing. 3. Place the free end of the tubing into BTB. Place a cotton ball at the neck of the BTB tube. Mix the vinegar and soda gently. What happened?

17. Carbon Dioxide – Sources and Sinks • Part 2: Are animals a source of CO2? • Place a straw in a test tube of BTB. • Place a cotton ball in the test tube opening. • Gently blow in the straw. • What happened? • Part 3: Are plants a source of CO2? • Place a sprig of Elodea (or other water plant) into a test tube of BTB. • Wrap the tube in foil so that no light can get in. • Leave it for at least 24 hours. • Unwrap – what happened? • Part 4: Do plants take up CO2? • Place unwrapped test tube with Elodea from Part 3 in light for a day.

18. Carbon Dioxide – Sources and • Sinks Activity • Part 5: Are fossil fuels a source • of CO2? • Carefully untwist the tie of the exhaust filled balloon while pinching the balloon neck. • Insert a straw into the neck of the balloon while still preventing the gas from escaping. • Insert the other end of the straw into blue BTB. • Insert a cotton ball at the top of the tube. • Gently release air from the balloon.

19. Paleoclimates and Pollen Students analyze a model of pollen in sediment samples to determine the type and amount of "pollen”, the type of vegetation, and the likely climate at the time the sediment layers formed. Materials for each small group: Sample “sediment” layers Pie pan or paper plate Student handout & “pollen” key

20. Photo: USGS

21. Photo: NOAA Paleoclimatology, C.Whitlock

22. What’s happened to the Thermal Expansion Demo? What happens to sea level as ocean waters warm?

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25. WWW.WINDOWS2UNIVERSE.ORG Thursday, October 28 3:30-4:30 - Tackling the Global Warming Challenge, Conv. Center Rm2505B 5:00-6:00 - Point, Game, Set, Match: Science Wins with Tennis Ball Containers, Marriott/Count Basie A Friday, October 29 2:00-3:00 - NESTA Share-a-Thon, Conv. Center Rm 1501B 3:30-4:30 - NESTA Rock Raffle, Conv. Center Rm 1501B Saturday, October 30 8:00-9:00 - Radiation Storm vs. Magnetic Shield: Superheroes of Magnetism and Space Weather Education, Conv. Center Rm2503B 11:00 - 12:00 - Cloudy Day Activities: Bridging Cloud Science, Literacy, and Art, Conv. Center Rm2502B Session evaluations are available at http://www.nsta.org/conferences/evaluations/ through November 10th