Upper Primary Themes - Series 1: Climate Change by Teacher Superstore

RIC-6470 5.1/53

Additional titles available in this series:

Theme 1 – Wet and dry environments (Ages 10+) Theme 2 – Democracy (Ages 10+) Theme 3 – Australian identity (Ages 10+)

Published 2005

Copyright Notice Blackline masters or copy masters are published and sold with a limited copyright. This copyright allows publishers to provide teachers and schools with a wide range of learning activities without copyright being breached. This limited copyright allows the purchaser to make sufficient copies for use within their own education institution. The copyright is not transferable, nor can it be onsold. Following these instructions is not essential but will ensure that you, as the purchaser, have evidence of legal ownership to the copyright if inspection occurs.

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Environmental issues (Ages 10+) Natural disasters (Ages 10+) Australian identity (Ages 10+) Rainforests (Ages 10+)

For your added protection in the case of copyright inspection, please complete the form below. Retain this form, the complete original document and the invoice or receipt as proof of purchase.

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This master may only be reproduced by the original purchaser for use with their class(es). The publisher prohibits the loaning or onselling of this master for the purposes of reproduction.

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Signature of Purchaser:

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Internet websites

In some cases, websites or specific URLs may be recommended. While these are checked and rechecked at the time of publication, the publisher has no control over any subsequent changes which may be made to webpages. It is strongly recommended that the class teacher checks all URLs before allowing students to access them.

View all pages online PO Box 332 Greenwood Western Australia 6924

Website: www.ricpublications.com.au Email: mail@ricgroup.com.au

FOREWORD Climate change is one title in a series of eight books designed specifically for upper primary students. Climate change investigates what climate change is, how change in climate is detected and observed, and possible influences on, and consequences of, climate change and what we can do to help. The widely-varied activities in this book cross all major learning areas, with particular emphasis given to the key learning areas of English, Society and its environment, Science, Personal development/Physical education/Health and The Arts.

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Titles in this series: • Wet and dry environments • Antarctica • Democracy • Climate change • Environmental issues • Natural disasters • Australian identity • Rainforests

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CONTENTS

Teachers notes ........................................................................................................................................................................................................... iv – v

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Climate change – overview ......................................................................................................................................................................................... vi – ix Quiz questions ........................................................................................................................................................................................................... x – xix Quiz answers . ......................................................................................................................................................................................................... xx – xxi What is climate change? ............................................................. 2–13

Weather and climate .......................................................................... 2–5 Weather and climate .......................................................................... 2–4 Local weather investigation . ................................................................... 5

Human influences: Population growth . .......................................... 42–45 Human influences: Population growth .............................................. 42–44 Graphing greenhouse gases ................................................................. 45 Human influences: Cars . ................................................................ 46–49 Human influences: Cars . ................................................................ 46–48 Calculating CO2 emissions from the family car ....................................... 49

The greenhouse effect . ...................................................................... 6–9 The greenhouse effect . ...................................................................... 6–8 Analysing carbon dioxide concentrations . ................................................ 9

Possible consequences of climate change . ............................. 50–65

Possible effects on human life ....................................................... 50–53 Possible effects on human life . ....................................................... 50–52 A watery thermometer .......................................................................... 53

Climate detection and observation ........................................... 14–29

Effects on ecosystems ................................................................... 54–57 Effects on ecosystems .................................................................... 54–56 Shopping centre stall . .......................................................................... 57

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The history of climate change ........................................................ 14–17 The history of climate change ......................................................... 14–16 Hunters in the Little Ice Age .................................................................. 17

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Global warming and climate change .............................................. 10–13 Global warming and climate change ................................................ 10–12 An artistic point of view ........................................................................ 13

Natural disasters increasing . ......................................................... 58–61

Measuring and observing the weather . ......................................... 18–21 Measuring and observing the weather ............................................. 18–20 Build a barometer . ............................................................................... 21

Impact of climate change on Australia ........................................... 62–65 Impact of climate change on Australia ............................................. 62–64 Climate change: Australian homes of the future . .................................... 65

Researching the past: Ice cores ..................................................... 22–25 Researching the past: Ice cores . ..................................................... 22–24 Make your own ice cores ...................................................................... 25

What can we do? ....................................................................... 66–81

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More about researching the past ................................................... 26–29 More about researching the past . ................................................... 26–28 Become a dendroclimatologist .............................................................. 29

The importance of reducing fossil fuels ......................................... 66–69 The importance of reducing fossil fuels . .......................................... 66–68 Beautiful renewable energy sources ...................................................... 69

Possible influences on climate change .................................... 30–49

Energy-efficient home design ........................................................ 70–73 Energy-efficient home design . ........................................................ 70–72 Rate your own home ............................................................................ 73

Climate change: Natural influences . .............................................. 30–33 Climate change: Natural influences ................................................. 30–32 Heat absorption . .................................................................................. 33

We can all help ............................................................................... 74–77 We can all help .............................................................................. 74–76 Smoggy scenarios ................................................................................ 77

El Niño – Southern Oscillation (ENSO) ............................................ 34–37 El Niño – Southern Oscillation (ENSO) . ............................................ 34–36 Funny face . ......................................................................................... 37

Governments working together ...................................................... 78–81 Governments working together . ...................................................... 78–80 Climate change debate . ....................................................................... 81

Human influences: Agriculture and industry .................................. 38–41 Human influences: Agriculture and industry ..................................... 38–40 Revolutionary machines ........................................................................ 41 www.ricpublications.com.au

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Climate change

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TEACHERS NOTES The book has been organised into ﬁve sections, totalling 20 units, each of which follow a similar format. Each of the units is divided into four pages: • a teachers page • a student information page • a student comprehension page • a cross-curricular activity. An overview for teachers has been included on pages vi – ix, with suggestions for activities to further develop the theme with the whole class or as extension work for abler students.

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The teachers page has the following information:

Indicators state literacy outcomes for reading and comprehending the informational text and outcomes relating to the cross-curricular student page.

The title of the text is given.

Answers are given for all questions, where applicable. Open-ended tasks require the teacher to check the answers.

Worksheet information details any background information required by the teacher or presenting specific details regarding the use of the worksheets.

Cross-curricular activities suggest further learning activities to develop the topic in the same, or another, learning area.

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Page numbers for quiz questions relating to the section are given in the worksheet information section.

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Outcome links are given for the particular society and environment area relating to the topic, English outcomes are given for the comprehension pages and/or the cross-curricular student page; and for activities which fall into other learning areas such as PD/PE/Health, Creative Arts, Science and Technology.

QUIZ QUESTIONS Quiz questions with answers are provided for each unit on pages x to xxi. The quiz questions are presented in a ‘half-page’ card format for ease of photocopying and may be: – given orally, with students answering on a separate sheet of paper – photocopied and given individually as a written test – combined with the other appropriate pages for the unit(s) as a ﬁnal assessment of the topic – photocopied and used by pairs or groups of students as ‘quick quiz’ activities.

Climate change

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TEACHERS NOTES Format of student pages: • The fi rst student page is an informational text, written at the student’s level of understanding. Illustrations and diagrams have been included, where necessary, to assist in understanding of the topic. • The second student page is a comprehension page designed to gauge student understanding of the text. A variety of activities are provided including answering literal, inferential and applied questions, compiling information for a retrieval chart and cloze activities. • The fi nal student page is a cross-curricular activity. Sometimes these activities may fall within the same learning area, such as English.

r o e t s Bo r e p 2o u k S STUDENT PAGES

The title of the section is given.

Informational text about the particular topic is provided. Diagrams or maps that assist in explaining the particular topic are included, if relevant.

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Comprehension activities are provided to gauge student understanding.

Fact file: An interesting fact is included on the second and third student pages to extend knowledge.

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The title reflects the type of activity to be completed.

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Fact file: An interesting fact is included on the second and third student pages to extend knowledge.

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Climate change

OVERVIEW The following cross-curricular activities may aid in developing the theme.

CLIMATE CHANGE

English

Mathematics

• In a one-minute talk, students give their explanation of what climate change is. Classmates rate the talks out of 10 for accuracy and presentation.

• Collect and graph average yearly temperature and rainfall figures for your city or capital for the last 10 years and discuss general patterns.

• Write a newspaper article about a person, group or country taking positive action against drastic climate change.

• Students calculate the cost of electricity, gas and fuel used in and by their household over a given period. Determine ways to reduce this cost and, therefore, make smaller contributions to greenhouse gases.

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• View and compare media presentations about climate change such as An Inconvenient truth and The great global warming swindle. Write a report on the points of view given by the makers of each presentation and include evidence of scientific research or the lack thereof.

• View and discuss the best form of mathematical graphic organisers, such as graphs or tables, to use to relay various forms of information about climate change over time.

• Write a narrative set in the future that explains how humans in today’s world dealt positively with the threat of climate change.

• Research to compile and display a set of statistics showing the 10 countries with the highest rate of greenhouse gas emissions and the 10 with the lowest rate.

• Write job descriptions for advertisements for various kinds of scientists to work on the study of climate change; e.g. climatologists, meteorologists, glacierologists, atmospheric scientists.

• Students compare their family’s gas, electricity and water bills at different times of the year and work out how they can cut the cost, and, in so doing, help conserve non-renewable energy.

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• Conduct a survey to find out how energy efficient members of your class are. Show the results as a graph.

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• Write and present a speech giving your views on what Australia should be doing about climate change.

• Write a narrative piece imagining you are trying to escape a natural hazard such as a forest fire, hurricane or flood. • Hold a debate between ‘scientists’ and ‘ordinary people’ about the hot topic of climate change.

• Students view, discuss and analyse graphs showing Australia’s climate variability and change. A sample website is: <http:www.bom.gov.au/climate/change/>

• Look at the percentages of the different gasses in the Earth’s atmosphere and decide how to best present them in a chart or graph.

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• Write a narrative from the viewpoint of a native animal struggling to cope with the various effects of climate change on its habitat and food supply.

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• Design and create a simple picture book about climate change which can be given to children in a younger class to help them understand the topic.

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• Create a glossary of ‘climate change terms’; for example: atmosphere; carbon dioxide; fossil fuels; greenhouse effect; ozone layer; water cycle; weather. Display so students can refer to it while working on the theme.

• Create a pie chart displaying the percentage of the total amount of greenhouse gases produced by different countries. – USA – 24% – Western Europe – 16% – China – 13% – Eastern Europe – 13% – Japan – 5% – Rest of world –29%

• Select a few examples of endangered animal species in your state. Research past and present numbers of these animal populations and use your knowledge of possible climate change features to predict future numbers. Present these figures in a table.

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• Make your own wordsearch or crossword puzzle using climate change terminology.

• Discuss government policies on climate. Write a letter to a government member responsible for dealing with these issues. Give your viewpoint and ask for appropriate changes if you think they are necessary.

Climate change

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OVERVIEW The following cross-curricular activities may aid in developing the theme.

CLIMATE CHANGE

Human society and its environment

Creative arts

• Use global, national and local maps to view and represent data about climate change.

• Students create a piece of music using percussion instruments which illustrates gradual climate change in a region. Add movement to complete the musical piece.

• Use a time line to record yearly temperatures from mid1800s to present day.

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• Research and report on the impact of climate change on an animal or group of people over a long period of time.

• Investigate steps being taken by local councils to reduce greenhouse gas emissions or encourage recycling in the community.

• In a group, create a movement piece to music that shows your feelings about climate change.

• Create a diorama of a biome and use labels to explain how different plants and animals in that biome have been affected by climate change.

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• Write a short biography of a environmentalist who has worked to educate people about climate change.

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• Students use various art and craft techniques to make two representations of an area of the world—one 500 years ago and the other today.

• Compare the ways in which two different countries are dealing with climate change.

• Design and make two artworks, such as dioramas, collages or sketches. Each should depict a scene showing before and after a hypothetical change in climate.

• Collect and collate newspaper and magazine articles on various aspects of climate change, such as global warming, greenhouse gases, the greenhouse effect or possible consequences of climate change.

• Two students dramatise a discussion between them that explains what the greenhouse effect is, what climate change means, what ice core samples can reveal etc.

• Investigate and compare the air quality of cities with large populations or with high pollution levels to those with smaller populations or low pollution levels. What are the reasons for the differences?

• Create a poster to be displayed in a public area of the school that displays how everyone can help to reduce the amount of greenhouse gases released into the atmosphere.

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• On a map of the world, create a colour key and shade the following climate zones: – tropical

– dry

– cool

– polar

– temperate

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• Use the sun’s energy to melt crayon or coloured wax shavings onto a picture you have designed. • Look at landscape artworks from a variety of artists. Paint landscapes of your local environment using different styles.

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• Conduct research to create an information poster about an extreme disaster, such as the 2004 Indian Ocean Tsunami or Hurricane Katrina. Include reasons why some scientists believe such devastating natural hazards are occurring more frequently now.

• Investigate ‘warm’ and ‘cool’ colours. Using a selection of paper scraps in warm colours, create a possible future landscape affected by global warming.

• Use recycled materials to make an instrument. Play your instrument for other students in your class and ask them how the sounds you create make them feel.

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• Hold a class discussion about which groups of people may disagree that climate change is a cause for concern for the planet and its inhabitants. (For example: some scientists, people with vested interests such as heavy industry, car makers and the oil, gas and coal companies.) • Looking at a map of the world, determine which places would be most affected by a significant rise in sea levels.

• Choose one of Australia’s ecosystem regions (e.g. alpine, coastal, rangelands, forest, rainforest) and report on how climate change could affect this area.

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Climate change

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Overview

OVERVIEW The following cross-curricular activities may aid in developing the theme.

CLIMATE CHANGE

Science and technology • Research to find the most reliable group of scientists who are investigating climate change. Find out which international or government body they are working for. Report on some methods used to collect and write conclusions on climate change, if possible.

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• Devise a way to relate information about the present world climate to future generations. If a device such as a time capsule is used, how would this be done and what would be included?

• Investigate how climate change affects Arctic animals like the polar bear.

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• Use a weather bureau website (such as the Bureau of Meteorology website <www.bom.gov.au>) to view future weather patterns for your local area. Choose three ways to review the website and give each way a score out of ten. (For example: easy to navigate; clear headings; good links which return you to the home page.)

• Look at the systems in place in your school for energy use. How could you improve these systems to save energy? • Design clothing for a future with a significantly depleted ozone layer. What features would the clothing need to incorporate to protect people from harmful radiation?

• Create some designs for water-saving devices in your home.

• Scientists often drill deep holes into ice and collect samples. They study air bubbles in the ice to determine the age of the ice and discover the climate of the time. Design an experiment to create ice with air bubbles in it.

Personal development, Health and Physical Education

• Find out how scientists determine the age of a tree by studying its rings.

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• Learn about what various scientists’ jobs involved with weather, climate and climate change entail; e.g. meteorologists, climatologists, glacierologists, geologists.

• Debate the topic: ‘It is the responsibility of every person to ensure that his/her actions do not adversely impact on the Earth for future generations’.

• Interview class members to gather opinions about how they would cope with higher summer temperatures.

• Investigate the different qualities of fresh and salt water. Do they mix? Are they the same density? In which type do things float better? Why?

• Find out which companies in your area are providing or using green energy. • Conduct an experiment on evaporation. How will a possible increase in the levels of surface water affect the climate?

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• Investigate the processes by which plants use carbon dioxide and create oxygen.

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• Look at how the angle of the sun affects the amount of heat radiation reaching the Earth. Devise an experiment to demonstrate this process.

• Use a simple computer graphics program to record information about climate change.

• Use the Internet to research different scientists’ viewpoints on climate change. Which viewpoint do you find the most credible and why? • Look up a governmental meteorological website to view satellite images of weather systems around the world. • Investigate how advances in technology have added to the greenhouse effect.

Climate change

• Brainstorm to list human-created sources of greenhouse gases and how these emissions could be limited. • Research to write a report on the amount of pollution different forms of transport produce.

• Investigate the effect of aerosols on living things—humans, animals and plants. • Make a chart to display some of the ways students and their families can help prevent polluting the atmosphere and conserve non-renewable resources; e.g. car pooling, turning off unnecessary electrical appliances.

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• Collate a list of good websites about climate change. Ensure that the sources are reputable authorities on the subject, such as scientists and government agencies, and that there is no bias in the information.

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• Investigate health and medical problems associated with drastic climate change, including skin cancer, heat stress and respiratory problems.

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• Be a space science engineer and design a space probe to go to nearby planets to find information to help save Earth.

• Hold a discussion about how important it is to be environmentally-friendly in everything we do. • Write a fact file about one type of disease which may start to spread more rapidly due to warmer climates (such as malaria or tuberculosis). • Imagine you had a time machine and could go back in time. What would you tell people in the past about making the future a safer and healthier place for humans? • Outdoor activities could become a thing of the past if ozone depletion makes being outside for long periods of time dangerous. Make a list of what sports might no longer be played and ways people could keep fit without having to be outdoors.

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CONNECTED OUTCOMES GROUP OVERVIEWS CLIMATE CHANGE Pages

English

Human Society and its Environment

Science and technology

Creative Arts

PD/PE/Health

Other

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Climate change

QUIZ – WEATHER AND CLIMATE

Pages 2–5

1 Complete these sayings about weather and climate. is what you expect,

(a) ‘

is what you get.’

, then climate is the

(b) ‘If weather is the

.’

2 Write the two elements missing from the list that help to determine weather conditions. air pressure

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moisture

3 List three types of precipitation.

(a) atmosphere

(b) layers

(d) air masses

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4 Circle the word that best describes where weather occurs.

5 What is the standard period of years for determining a region’s climate? 6 Name three different types of climate.

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and

3 Which greenhouse gas does not occur in nature?

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1 What would Earth be like without the greenhouse effect?

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4 Which greenhouse gas absorbs the most heat?

5 In which part of the atmosphere is it good to have lots of ozone? 6 Which greenhouse gas is produced by burning fossil fuels? 7 How is nitrous oxide produced?

8 Which greenhouse gas can remain in the atmosphere for up to one hundred years?

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QUIZ – GLOBAL WARMING AND CLIMATE CHANGE

Pages 10–13

1 Choose the correct answer. (a) Global warming is the term used to describe … (i) high temperatures over summer. ........................................................................................... (ii) an average increase in the temperature of the Earth’s surface. .............................................. (iii) the change in weather over a short period of time. ................................................................

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(b) Climate change is the term used to describe …

(i) the global change in climate patterns. ................................................................................... (ii) the change in temperature from one day to the next. ............................................................. (iii) a record of temperature and rainfall during a given season. ...................................................

(a) A small/big change in temperature of the Earth’s surface can make a difference to climate change.

(b) In the last one hundred years, the average surface temperature of the Earth has increased by about 6 °C/0.6 °C.

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2 Select the correct bold print word(s) to complete each sentence.

1 How long does it take for the Earth’s climate to change?

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Use numbers or number words to answer the following questions.

2 How many main ice ages are there believed to have been and when did they occur?

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3 When did the Medieval Warm Period occur?

4 When did the Little Ice Age occur? 5 By about how much did the average temperature of the Earth’s surface increase during the 20th century?

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QUIZ – MEASURING AND OBSERVING THE WEATHER

Pages 18–21

1 Weather balloons are usually filled with what gas?

. or

2 A weather buoy can be either m .

3 Draw a line to show what each instrument measures. (a) barometer

•

• humidity

(b) hygrometer •

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• wind speed

(d) anemometer •

• air pressure

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4 What device, used to measure temperature, humidity and air pressure, would you find aboard some weather balloons?

5 Tick the correct box. When was the first weather satellite launched? (a)

1910s

(b)

1930s

(c)

1950s

(d)

1970s

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1 What do paleoclimatologists study?

3 Why do scientists want to find information about how the Earth’s climate changed during the past?

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4 (a) From approximately how far below the Earth’s surface have ice cores been recovered?

(b) How long are the pieces scientists usually study?

5 What is one method scientists use to work out how cold the water was at the time it was frozen? 6 Ice cores are called proxies. Name two more proxies.

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QUIZ – MORE ABOUT RESEARCHING THE PAST

Pages 26–29

1 List three proxies that help paleoclimatologists work out past climates. 2 A wide tree ring indicates … (a) a year of drought.

(b) a year of high rainfall.

3 List two examples of precipitation.

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4 Circle the type of wood that shows climatic information from furthest in the past. (a) fossilised wood

(b) very old living trees

6 What do scientists study in coral to find out past water temperature? (a) hard skeletons

(b) oxygen

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5 How can a paleoclimatologist tell how many plants lived at a specific time in the past?

1 What is another term for continental drift?

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2 What is the substance in volcanic eruptions that reflects radiation? 3 Tick the correct box.

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Continental drift forms … (a) ice caps.

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Complete the following questions

(b) mountains.

4 Fill in the missing words

than

(a) Land and water surfaces absorb more h

and ice-covered surfaces.

(b) Winds are created by the heating and c masses. (c) Milankovitch was a m

variations in the Earth’s o

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of land and water who suggested that there may be around the sun.

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QUIZ – EL NIÑO – SOUTHERN OSCILLATION

Pages 34–37

1 Answer as ‘true’ or ‘false’. (a) El Niño means ‘warm one’ in Spanish. ................................................................... (b) El Niño is a good thing. .......................................................................................... (c) Sir Gilbert Walker was a mathematician. . .............................................................. (d) The Southern Oscillation phenomenon refers to a ‘seesaw’ effect in surface air flow from higher to

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lower pressure in an east-west direction. ...............................................................

(e) The Southern Oscillation and El Niño have no connection........................................

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2 Answer as ‘yes’ or ‘no’. (a) There are four phases in the Southern Oscillation. ............................................................. (b) The short way of writing El Niño – Southern Oscillation is ENSO. .......................................

(c) El Niño – Southern Oscillation disrupts normal rainfall and atmospheric conditions. . ......... (d) ENSO effects food production, coral growth and shipping. .................................................

(e) Scientists believe they know all there is to know about El Niño – Southern Oscillation. ......

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2 The two main ways people are altering the environment and climate are:

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1 Tick the true statements. (a) Climate change in the past occurred naturally. . ............................................................................ (b) Less land was used once farming became modernised. ............................................................... (c) Steam engines are powered by burning coal. ............................................................................... (d) James Watson invented a harvesting machine. . ...........................................................................

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3 What are the gases nitrous oxide, methane and carbon dioxide known as?

4 Name the historical period that occurred about 200 years ago when improvements in machinery allowed factory production to increase. The I

5 Complete the sentence. Once iron and steel became cheaper, the

network grew.

6 Explain why deforestation is believed to be causing Earth’s climate to change. xiv

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HUMAN INFLUENCES: POPULATION GROWTH

Pages 42–45

1 List two ways chlorofluorocarbons (CFCs) are released into the atmosphere. 2 Select the correct bold print words to complete each sentence. (a) Urbanisation occurs when cities’ populations grow due to people leaving urban/rural areas and moving to urban/rural areas. (b) Burning fossil fuels releases the greenhouse gas carbon dioxide/methane into the atmosphere. (c) As the amount of waste/pollution increases in landfills, more CFCs/methane gas is produced.

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3 Give one reason why developing countries are producing less greenhouse gases.

5 List two simple steps which may alleviate global warming. • •

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4 Describe the other environmental problem caused by CFCs.

(a) 820 thousand

(b) 820 million

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2 Name the greenhouse gas released by cars using petrol for fuel.

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3 Circle the fuel which releases the greatest amount of carbon dioxide. petrol

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1 The number of cars in the world is almost:

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LPG

diesel

4 Answer as ‘true’ or ‘false’.

(a) Larger cars damage the environment more than smaller cars. ............................... (b) All cars are fuelled by petroleum. ........................................................................... (c) Moving goods via the railway is more environmentally friendly than using trucks. .. (d) To make a car more fuel efficient, use the air conditioner less. ............................... 5 List two renewable energy sources which can power cars. • •

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Climate change

QUIZ – POSSIBLE EFFECTS ON HUMAN LIFE

Pages 50–53

1 Increased rainfall causes mosquitoes to thrive, spreading diseases like and y

2 A typhoon is a type of what? (a) hurricane

(b) rain

(d) ocean

3 Name the two groups of people most likely to suffer in a heatwave.

r o e t s Bo r e p ok u S and

4 Tick the two regions scientists predict will suffer from drought during the 21st century. (a)

northern Europe

(b)

central Asia

(c)

North America

(d)

Africa

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5 Does warmer weather make the water in an ocean expand or contract?

6 Name one way farmers could benefit from the warmer weather climate change is likely to bring.

1 A community of plants and animals living in a particular environment is called an

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2 Coral bleaching …

(a) is caused by chemicals in the ocean. .....................................................................

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(b) is essential for coral reef survival. .......................................................................... (c) occurs when corals become stressed. ...................................................................

(d) happens when fish eat coral. ................................................................................. 3 Which animal is the major food source for the polar bear?

4 A lack of what is a major problem for the mountain pygmy possum?

. .

5 A polar bear needs a certain amount of b to help it survive in its freezing environment.

xvi

Climate change

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QUIZ – NATURAL DISASTERS INCREASING

Pages 58–61

1 Which agency provides money for areas affected by natural disasters? 2 What service does the United Nations’ World Food Program provide? 3 Droughts have occurred more frequently since the 1990s. . .....................................

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4 The retreating mountain glaciers in which American state are thought to contribute to rising sea levels? (a) Alabama

(b) Arkansas

(d) Arizona

5 Name the four Category 5 hurricanes in the 2005 Atlantic hurricane season.

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6 Name the body of water into which these hurricanes came before making landfall.

(a) By 2030, the number of days over 35 ºC …

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1 Choose the correct answer for the following questions.

(i) will definitely increase evenly throughout Australia. ..................................................................

(ii) will double in all capital cities. .................................................................................................

(iii) should increase in different rates over most of the country. .....................................................

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(b) Some scientists predict an increase in …

(i) temperatures, sea levels, floods and cyclones. ..........................................................................

(ii) wheat production, sea floor levels and fish populations. ...........................................................

(iii) money from exports, the size of houses and winter months. . ..................................................

2 Answer the following questions. (a) What is one climate change influence that affects coral reefs? (b) Name two kinds of extreme weather.

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xvii

QUIZ – THE IMPORTANCE OF REDUCING FOSSIL FUELS

Pages 66–69

1 The Earth’s temperature has increased by about 0.6 °C over the past … (a) 150 years.

(b) 100 years.

2 What gas produced by burning fossil fuels is believed to contribute to global warming? 3 What is the main fossil fuel used to create electricity?

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4 List a fossil fuel a vehicle could use.

(a) wind

(b) geothermal

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5 Which energy source is not ‘clean’?

(d) water

6 List two forms of water-generated power.

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1 What is the ‘orientation’ of a home?

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Home A gets winter sun and summer breezes. ................................................................................... Home B gets summer sun and winter breezes. . .................................................................................

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3 Tick the things that can help windows to be more energy efficient. size

sheer curtains

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placement

tinted glass

thick curtains

thin blinds

reflective film

double glazing

4 What is the name for a barrier placed in walls and the roof which keeps heat in the home in winter and out in summer? 5 Tick the most efficient home building material. weatherboard

fibre cement

double brick

brick veneer

6 The best trees or vines to plant to provide shade in summer, but allow winter sun to penetrate the plants.

house, are 7 Tick the most energy-efficient ground cover. pavers xviii

Climate change

concrete

grass

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QUIZ – WE CAN ALL HELP

Pages 74–77

1. Write suggestions to complete each sentence. (a) Two ways to reduce energy consumption in the home are …

•

(b) Two ways to reduce energy consumption at school are …

•

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•

(d) Two ways to reduce energy consumption in the workplace are …

•

2. Complete the sentence. Energy consumption may possibly affect

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2 Name the two United Nations organisations that established the IPCC.

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(a) WMO

(b) UNEP

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1 In what year was the IPCC established?

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3 By what name is the 1997 amendment to the United Nation’s international treaty on climate change better known?

4 Which department of the IPCC looks at ways of measuring and reporting greenhouse gas emissions?

5 Which is the name for greenhouse gases that are produced as a result of human activity? (a) amorphous (b) anhydrous (c) anthropogenic

(d) anthropoidal

6 In which country was the 1992 Earth Summit held? (a) Brazil (b) Mexico

(d) Portugal

7 In which century did the Industrial Revolution occur?

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xix

QUIZ ANSWERS Weather and climate ........................ 2–5

4. a radiosonde

1. (a) climate, weather (b) watch, calendar

5. 1950s

2. temperature, wind

Researching the past: Ice cores ...................................... 22–25 1. They study past climates.

3. rain, snow, hail 4. (c) troposphere

2. An ice core is a sample of old ice that has been built up by years of unmelted snow.

5. 30 years 6. Teacher check

4. water vapour

4. (a) 3 kilometres (b) 2–6 metres

5. Water temperature can be worked out by studying the number of heavy isotopes that were in the water when it was frozen or by lowering a thermometer to measure the present temperature of the ice. 6. Proxies include: tree rings, coral, fossil pollens, ocean and lake sediments

5. The upper atmosphere 6. carbon dioxide

7. Burning coal and the breaking down of fertiliser in soil produces nitrous oxide.

More about researching the past ........................................ 26–29

8. chlorofluorocarbons

1. ice core samples/tree rings/sediments layers/ sedimentary rocks/coral 2. (b)

2. agriculture and industry 3. greenhouse gases 4. Industrial Revolution

5. railway

6. As trees breathe in carbon dioxide, when they are removed less carbon dioxide is being changed into oxygen which means more accumulates in the Earth’s atmosphere.

Human influences: Population growth ........................ 42–45 1. Aerosol sprays, refrigerators, air conditioners, polystyrene 2. (a) rural; urban (b) carbon dioxide (c) waste; methane

1. (a) (ii) (b) (i) 2. (a) small (b) 0.6 ºC (c) all

3. Possible answers: rain, snow, hail

3. Less finances for heating and cooling of homes; less transportation use (cars and planes).

4. (a)

4. The thinning of the ozone layer.

5. By counting fossilised pollen in a sediment layer.

5. Teacher check For example: conserving energy by switching off lights; by recycling waste; using energy-friendly transportation such as riding bicycles; encouraging others to take care of the environment.

6. (c)

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The history of climate change ..... 14–17 1. decades, centuries or millions of years

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2. four: 2.7 to 2.3 billion years ago; 850 to 630 million years ago; 460 to 430 million years ago; 40 million years ago 3. 800 to 1300 CE 4. 1650 to 1850 CE 5. almost 0.6 ºC

2. moored, drifting 3. (a) barometer – air pressure (b) hygrometer – humidity (c) thermometer – air temperature (d) anemometer – wind speed

Climate change

1. plate tectonics

Human influence: Cars.................. 46–49

2. sulfur dioxide

1. (b)

3. (b) mountains

2. carbon dioxide

4. (a) heat, snow (b) cooling (c) mathematician, orbit

3. diesel

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Measuring and observing the weather.................................... 18–21 1. helium

Climate change: Natural influences......................... 30–33

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Global warming and climate change ............................. 10–13

1. (a) and (c) should be ticked

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2. Two of the following: methane, water vapour, nitrous oxide, carbon dioxide and ozone 3. chlorofluorocarbons

Human influences: Agriculture and industry .............. 38–41

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The greenhouse effect....................... 6–9 1. It would be much colder.

3. Paleoclimatologists hope that, by studying past climate changes, they will be able to predict our future climate.

(d) yes (e) no

El Niño – Southern Oscillation....... 34–37 1. (a) false (b) false (c) true (d) true (e) false 2. (a) no (b) yes (c) yes

4. (a) true (b) false (c) true (d) true

5. solar energy, biofuel/biomass energy Possible effects on human life . .. 50–53 1. malaria, yellow fever 2. (c) 3. very young children; the elderly 4. (b) and (d)

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QUIZ ANSWERS 5. expand

6. deciduous

6. They will have greater crop yield.

7. grass

Effects on ecosystems.................. 54–57

We can all help.............................. 74–77

1. ecosystem

1. Teacher check

2. (a) true (b) false (c) true (d) false

2. climate change

3. seal

Governments working together.... 78–81

4. snowfall

1. 1988

5. body fat

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Natural disasters increasing......... 58–61 1. World Bank

3. true

4. Task Force on National Greenhouse Gas Inventories 5. (c) anthropogenic

4. (c) Alaska

6. (a) Brazil

5. Emily, Katrina, Rita, Wilma

7. 19th century

6. Gulf of Mexico

Impact of climate change on Australia.................................... 62–65 1. (a) (iii) (b) (i)

3. Kyoto Protocol

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2. It provides food for communities affected by natural disasters.

2. (a) World Meteorological Organisation (b) United Nations Environment Programme

2. (a) warmer seas (b) cyclones, heavy rainfall, severe drought, floods

1. (b)

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2. carbon dioxide 3. coal

4. oil/natural gas 5. (c)

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The importance of reducing fossil fuels..................................... 66–69

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6. hydro-electricity/waves/tidal power

Energy-efficient home design....... 70–73 1. ‘Orientation’ is the way a home is placed on a block of land; the direction a home faces. 2. Home A 3. size, placement, thick curtains, tinted glass, reflective film, double glazing 4. insulation 5. double brick

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xxi

WEATHER AND CLIMATE Indicators

Answers

• Reads text and answers questions about weather and climate.

P age 4 1. 1. state 4. place

• Designs a key to represent different types of weather. • Observes and records various aspects of the local weather.

3. average

2. temperature, moisture, wind, air pressure

Worksheet information

3. Precipitation is when water vapour changes into water drops and falls as rain, snow, hail etc.

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It should be noted that the differences in air temperature and air pressure cause wind. • Students will need an atlas or labelled map of the world to complete Question 6 on page 4. • Discuss how to record each aspect of the weather for the activity on page 5. Some of the terms will also need to be treated; e.g. record the minimum and maximum temperatures in degrees (Celsius), rainfall in millimetres (mm); a barometer measures the air pressure in hectopascals, forecast also states if pressure rising or falling to indicate high or low pressure systems; humidity is measured in percentage; wind strength could be stated in knots or as a word descriptor (light/gale force etc.). The weather warnings (if any) might include bushfire alert, frost alert, wind warning etc.

4. (a) ii

(b) iv

5. altitude; latitude; proximity to mountains oceans, seas, large lakes 6. The city/town students choose will need to be teacher checked.

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• As stated on page 3, weather is the result of different masses of air interacting with each other. How these masses move depends on: – the sun heating up the air and causing it to rise – the revolution of the Earth around the sun and the Earth’s axis – the Earth’s rotation resulting in circulation of air masses – the ocean as a water source.

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2. particular 5. long

the Arctic–polar; a desert–arid; Mediterranean Sea– Mediterranean; a mountain area–alpine; a tropical rainforest– tropical; in temperate latitudes–temperate P age 5 Teacher check

Cross-curricular activities

• Collect or purchase two or three specimens of wetland plants (reed, water lily, bullrush) and those that are not wetland plants (carnation, daisy, gerbera). (Note: Ensure they are not taken from a area where picking plants is prohibited.) Cut a cross-section of each stem and observe any differences. Place a 5-cm section of stem from each type in a glass of water. Blow air into each stem and observe what happens.

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• Quiz questions relating to this section can be found on page x.

• Compile a list of freshwater wetland plants and saltwater wetland plants. Sketch them or find illustrations.

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Creative arts

NSW

LTS3.3

RS3.5, RS3.6, WS3.9, WS3.10, WS3.11

MUS3.1, MUS3.2, DAS3.1, DAS3.2

Vic.

SCB0402

ENRE0401, ENRE0404, ENWR0401

ARMU0401, ARMU0403, ARMU0404, ARD0401, ARD0402, ARD0403

LL 4

V 4.1, R 4.1, R 4.4, W 4.1

AI 4, ASP 4, AR 4

3.5, 4.5, 3.6

4.3, 4.4, 4.7, 4.8, 4.11

3.1, 4.1, 3.2, 4.2, 3.3, 4.3, 3.4, 4.4

Qld

LL 4.1, LL 4.2, LL 4.3

Climate change

Refer to curriculum documents <<http://www.qsa.qld.edu.au>>

DA 4.1, DA 4.2, DDA & MU 4

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WEATHER AND CLIMATE – 1 ‘Weather’ and ‘climate’ are terms that can be confused. ‘Weather’ is the state of the atmosphere around us at a particular time. ‘Climate’ is the average weather pattern of a particular place over a long period of time. Weather The weather can change in a place over quite a short time. For example, you might wake up to find it raining, windy and quite cool, but within a couple of hours there might only be a few clouds in the sky, the wind has stopped blowing and it is warmer than earlier on. Weather conditions on Earth rely on combinations of the following elements:

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temperature – The degree of heat in the atmosphere.

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wind – The movement of the air. air pressure – The force of the atmosphere on the Earth.

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moisture – The amount of water vapour (moisture) in the air is known as humidity. When water vapour in the air changes into water drops and forms clouds, it will fall as some form of precipitation when the conditions are right. Precipitation includes rain, snow and hail.

Weather occurs in the layer of the atmosphere known as the troposphere, approximately 10–15 km directly above the Earth. It is caused by the coming together of different masses of air which have differing air pressures, amounts of moisture and temperatures. The weather a particular place experiences depends on how these air masses interact with each other.

Climate

The difference between climate and weather can be summarised by either of these popular sayings:

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‘Climate is what you expect; weather is what you get.’ ‘If weather is the watch, then climate is the calendar.’

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The standard period for averaging the weather conditions of a place to describe the climate is 30 years, but longer time spans can be used, depending on the purpose. Besides weather conditions, climate also includes weather sequences; i.e. if a climatic region experiences the four seasons of spring, summer autumn and winter.

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Climate is also determined by other factors such as a region’s altitude (height above sea level), latitude (distance north or south from the Equator) and how close it is to mountains, oceans, seas or large lakes.

There are many different types of climates experienced in different regions or zones on Earth. Some of these include: • temperate – those in temperate latitudes • tropical – as in a tropical rainforest • alpine – as in a mountain area • polar – as in the Arctic or Antarctic • arid – as in a desert • mediterranean – like the climate experienced around the Mediterranean Sea.

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WEATHER AND CLIMATE – 2 Use the text on page 3 to answer the questions. 1. Fill in the missing words to explain the difference between weather and climate. Weather is the

1 3

of the atmosphere around us at a

weather pattern of a particular

time. Climate is the

over a

period of time.

2. What four elements do weather conditions rely on?

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3. Explain the term ‘precipitation’.

© R. I . C.Publ i cat i ons (a) What interacts with each other to determine the type of weather we experience? orr i ew pu p oses l ydrops • f (ii)e airv masses (iii)r air pressure o (iv)n water (i) clouds • 4. Tick the correct answer to these questions.

(b) Generally, how long do weather conditions have to be studied for the climate of a region to be described? (i) 100 years

(ii) 20 years

(iii) 3 years

(iv) 30 years

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5. Besides weather conditions and weather sequences, what are some other factors that determine the type of climate a region experiences?

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6. Name the type of climate that would be experienced in each type of place. Use an atlas to help you list a city or town with that type of climate. Place the Arctic a desert Mediterranean Sea

Climate

City/Town

Place

Climate

City/Town

a mountainous area a tropical rainforest in temperate latitudes

Rain is precipitation in liquid form, snow is precipitation in the form of ice crystals and hail is precipitation in the form of frozen lumps. 4

Climate change

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LOCAL WEATHER INVESTIGATION 1. Design a key by drawing an icon for each type of weather. The blank spaces are for you to add other weather types. Hot

Very hot

Mainly fine

Rainy

Thunderstorm

Foggy

Snow

Light winds

Strong winds

Cool

Cold

Warm

Cloudy

Drizzle

Hail

Sunny

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Teac he r

Monday

Tuesday

Weather description

Temp. (max.)

Wednesday

Thursday

Friday

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2. Record the weather in your local area each day for one week. You will need to make observations, watch the weather forecast on television and refer to the forecast in the newspaper. Use the icons you designed above in the weather description section of the table. Saturday

Sunday

Temp. (min.)

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Barometer (hectopascals) Barometer (rising/falling)

Humidity (%)

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Wind direction

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Rainfall

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Wind strength

Weather warnings

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THE GREENHOUSE EFFECT Indicators • Reads text and answers questions about greenhouse gases. • Graphs and analyses information from a table.

Worksheet information

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• There is conclusive evidence that concentrations of CO2 and methane gas have increased, but it is a complex issue because it is difficult to determine how much of the increase is a natural phenomenon and how much can be attributed to human activity. For example, water vapour is the most efficient greenhouse gas and is able to absorb many times more heat than any other gas. It significantly enhances the greenhouse effect, but its role is seldom considered or understood. • The link between global warming (enhanced greenhouse effect) and changing weather patterns and what can and should be done about it remains a topic of both scientific, economic and political debate.

Answers

Page 8 1. (a) true, (b) true, (c) false, (d) true, (e) false 2. (a) the upper atmosphere (b) Ozone depletion in the upper atmosphere is a problem because ozone absorbs ultraviolet light, protecting humans and animals from skin cancer and eye damage. (c) the lower atmosphere (d) smog, breathing problems and crop damage

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• The Earth’s temperature is influenced by the amount of energy (short wavelength light) received from the sun and re-radiated back (longer wavelength, infrared light). This infrared energy is absorbed by natural atmospheric components which warm the Earth and make it habitable. The degree of warming is related to the concentration of these gases. This is called the greenhouse effect. Students should understand the positive aspects of the greenhouse effect and that without it the temperature on Earth would be about 33 ºC lower and human habitation as we know it would not be possible.

Examples include: – Photosynthesis, in which carbon dioxide, with water and energy from the sun, is converted to carbon and oxygen. – Carbon dissolved in sea water, where some is converted to calcium carbonate and used to produce shells, which can later accumulate on ocean floors to form sedimentary rock. • Quiz questions relating to this section can be found on page x.

3. (a) It would be too cold for life as we know it. (b) It is an increase in heat-absorbing gases in Earth’s atmosphere.

4. (a) Carbon dioxide is produced by burning fossil fuels and by burning and clearing land. (b) Teacher check (c) The carbon cycle is the recycling of the fixed amount of carbon dioxide on the Earth and in its atmosphere.

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Page 9 1. (a) 1750

(b) 1980

2. Teacher check 3. (a) They increased. (b) 1950 and 1980 (d) Teacher check

Cross-curricular activities

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• Carbon, the main constituent of most organic matter, is stored in five major ‘sinks’ as: (a) carbon dioxide – in the atmosphere (b) organic molecules – in dead and living organisms in the biosphere (c) organic matter – in soils (d) fossil fuels and sedimentary rock – in the lithosphere (e) calcium carbonate shells and dissolved carbon dioxide – in marine environments

• Atmospheric levels of carbon dioxide have increased over 30% since the Industrial Revolution in the late 1700s from 275 parts per million to just over 365 ppm in 2007. Sixty-five per cent of the additional carbon dioxide comes from burning fossil fuels and the remaining 35% from deforestation and the change from natural ecosystems to agricultural ones. Natural ecosystems can store 20 to 100 times more carbon dioxide than agricultural land.

• Working with a partner, make a list of 20 things you could do to reduce the use of fossil fuels. Remember, fossil fuels are used for power and for transport. Don’t forget to consider how recycling could also help. Choose two things you think other class members would be able to do and prepare a two-minute talk to persuade them to try one of the options.

• The carbon dioxide in ecosystems is mostly absorbed from the atmosphere.

• Write two sentences using the word ‘effect’ and two using the word ‘affect’ correctly.

• Prepare an information brochure titled ‘Greenhouse gases’.

Science

English

NSW

ESS3.6

RS3.6, WS3.9

S3.5

Vic.

SCES0401

ENRE0401 ENWR0401

MACDS402, MACD1401

EB4

R 4.1, W4.1

C&D14.4

3.1

3.4, 3.8, 3.12

3.1

EB4.1

Refer to curriculum documents <http://www.qsa.qld.edu.au>

CD3.2

Qld

o c . che e r o t r s super

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Creative arts

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r o e t s Bo r e p ok u S

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THE GREENHOUSE EFFECT – 1

The greenhouse effect is a process that occurs naturally and keeps the Earth warm enough to be habitable. Without the greenhouse effect, life as we know it would not be possible. This is because gases such as water vapour, carbon dioxide, methane, nitrous oxide and ozone, which all occur naturally in the Earth’s atmosphere, together with chlorofluorocarbons (which do not), ensure that heat from the sun and in the atmosphere itself is retained.

recycling of the fixed amount of carbon in, on and around the Earth is called the ‘carbon cycle’. Carbon is essential for life and is needed by 99.9% of all organisms.

Water vapour accounts for about 95% of the greenhouse effect because it absorbs so much heat. Water vapour is hardly affected by human activities so it is not often referred to when the enhanced greenhouse effect is discussed. The percentage of water vapour in the atmosphere varies depending on location from a large amount of water over tropical oceans, to almost none over dry desert areas and at high altitude.

and electronics. Production of these greenhouse gases was greatly reduced when it was realised they remained in the atmosphere for up to 100 years and were affecting ozone levels.

Methane is mainly produced by natural biological changes such as decaying organic matter and from the digestive tracts of some animals. Human activities have increased farm stock, rice production and landfills, all of which have produced more methane. It is the enhanced greenhouse effect, caused by the Methane gas has also been lost from leaking natural increased amount of heat-absorbing gases recorded gas pipelines. in the atmosphere, that is currently causing some Chlorofluorocarbons are produced by human activity. scientists concern, especially about the proportion of They were widely used as a propellant in cans, in these gases produced by human activities. refrigerators, air conditioners, some foam plastics

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Nitrous oxide occurs naturally but is increasing due to human activity. A large quantity is produced by burning coal, particularly in power stations, and some is released into the atmosphere when chemical fertilisers break down in the soil.

The most important human-influenced greenhouse gas is carbon dioxide, which scientific measurements show has increased in the atmosphere. It is produced by the burning of fossil fuels by vehicles, electric power plants and home heaters, and by the burning and clearing of land for agricultural purposes.

Ozone contributes to the enhanced greenhouse effect in the lower atmosphere, where it can contribute to smog, a cause of breathing problems, and to crop damage. However, ozone is needed in the upper atmosphere because it absorbs ultraviolet light from the sun’s rays, forming a protective shield for plants Carbon dioxide is one of the forms of carbon that and animals against skin cancers and eye cataracts. are part of the movement of carbon between the The depletion of the ozone layer is causing concern atmosphere, biosphere, oceans and geosphere. This for many scientists. www.ricpublications.com.au

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THE GREENHOUSE EFFECT – 2 1. Answer as ‘true’ or ‘false’. (a) Water vapour absorbs a lot of heat in the atmosphere. (b) There is more water vapour in the atmosphere closer to the ground than at higher altitudes. (c) Chlorofluorocarbons occur naturally. (d) Chlorofluorocarbons remain in the atmosphere for many years. (e) Human activities have a big effect on the amount of water vapour in the atmosphere.

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2. (a) Where is it good to have ozone in the atmosphere?

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(b) Why is ozone depletion a problem?

3. (a) What would happen if the heat-absorbing gases in the Earth’s atmosphere did not create a greenhouse effect?

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4. (a) What are some human activities that produce carbon dioxide?

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(b) Name two ways you could reduce the amount of carbon dioxide produced by your family.

•

Of the total amount of carbon dioxide released into the Earth’s atmosphere each year, only around 5% is due to human activity. 8

Climate change

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ANALYSING CARBON DIOXIDE CONCENTRATIONS 1. Study the table showing the concentration of carbon dioxide in the atmosphere in parts per million (ppm) from 1750 to 1990. (a) In which year was the concentration of carbon dioxide the lowest? (b) When was the carbon dioxide concentration 335 ppm? Year

Carbon dioxide concentration

1750

282 ppm

1800 1850 1900 1980

290 ppm 297 ppm 312 ppm 335 ppm

1990

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1950

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350 ppm

2. Complete the graph to show the data from the table above. Label the horizontal axis ‘Year’ and the vertical axis ‘ Concentration’ and give the graph an appropriate title.

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200

3. (a) What happened to carbon dioxide concentrations between 1750 and 1990?

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(b) The carbon dioxide concentration increased the most between the years of

and

Mauna Loa Observatory was established in 1956 in Hawaii, where there was access to clean air, to enable carbon dioxide concentrations in the Earth’s atmosphere to be monitored. www.ricpublications.com.au

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GLOBAL WARMING AND CLIMATE CHANGE Indicators • Reads text and completes answers about global warming and climate change. • Creates designs for artwork relating to global warming and climate change.

Worksheet information • The term ‘climate change’ is often used instead of ‘global warming’ and the ‘greenhouse effect’, but scientists tend to use the term to describe all forms of change—natural and human. Climate change is a change in the long-term weather patterns of a region.

4. ‘Climate change’ is a change to global climate patterns caused by global warming. 5. The rapid rate of warming and the rapid rate of change. 6. (a) a long period – decades, centuries or millions of years. (b) a small increase in the temperature of the Earth’s surface (c) only 2.7 ºC cooler than it is today. (d) the level of oceans, the food we eat, the air we breathe and the water we drink (e) plants and animals

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• Detailed information about influences and consequences of climate change have not been mentioned in this section as these will be dealt with in later sections. • Students may need a dictionary to find the meanings of any unknown words such as ‘deforestation’, ‘urbanisation’ and ‘desertification’, or these may discussed and explained before reading the text. • Quiz questions relating to this section can be found on page xi.

7. Teacher check

Page 13 Teacher check

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3. Answers will include: burning fossil fuels, deforestation, urbanisation and desertification.

Cross-curricular activities

• Use Internet resources to find the many different definitions of climate change that exist. Decide which one is the most accurate and unbiased.

Answers

• Draw diagrams to show the connection between greenhouse gases, global warming and climate change.

Page 12 1. ‘Global warming’ is the general term used to describe the average increase in the temperature of the Earth’s surface.

• Find images of artworks about global warming and climate change such as Manifest destiny by Alexis Rockman and Life or death? by Jennifer Blenkinsopp.

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2. solar activity, changes to the Earth’s orbit around the sun, changes in ocean circulation, other process in the climate system

o c . che e r o t r s super English

Creative arts

NSW

ESS3.6

RS3.5, RS3.6, WS3.9

VAS3.1, VAS3.3, VAS3.4

Vic.

SCES0401

ENRE0401, ENRE0404, ENWR0401, ENWR0403, ENWR0402

ARAR0401, ARAR0402, ARAR0403

EB 4

R 4.1, R 4.2, R 4.4, W 4.2, V 4.1, V 4.2, V 4.4

AI 4, ASP 4, AR 4, AIS 4

3.1, 4.1

3.3, 4.3, 3.4, 4.4, 3.11, 4.11

3.1, 4.1, 3.2, 4.2, 3.3, 4.3, 3.4, 4.4

Qld

EB4.1, EB4.2

Refer to curriculum documents <http://www.qsa.qld.edu.au>

VA 4.2, VA 4.3

Climate change

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GLOBAL WARMING AND CLIMATE CHANGE – 1 ‘Global warming’ is the general term used to describe an average increase in the temperature of the Earth’s surface. Scientists believe that global warming has occurred naturally throughout the Earth’s five-billion-year history and will continue to do so in the future.

r o e t s Bo r e p ok u S Global warming causes climate change.

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Global warming may be caused by natural processes such as solar activity or changes to the Earth’s orbit around the sun, changes in ocean circulation and other processes in the Earth’s climate system. Global warming might also be caused by human activities that affect the atmosphere or land surface such as burning fossil fuels, deforestation, urbanisation or desertification.

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Global warming can cause changes to global climate patterns including changes in rainfall, temperature or wind patterns. The rapid rate of global warming, and therefore the rapid rate of climate change, that is occurring at the moment is causing the most concern among many scientists, including debate as to whether the changes are naturally occurring or as a result of human activity.

temperature of the Earth has increased about 0.6 ºC in the last 100 years.

Even a small increase in the temperature of the Earth’s surface can make a big difference. When the last ice age finished (around 10 000 years ago), when glaciers covered most of North America, the temperature was only 2.7 ºC cooler than it is today. The average surface

therefore climate change, are still uncertain, but scientists, governments, environmental groups and concerned global citizens continue to monitor data and information from many different sources to find ways to combat any negative effects.

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Climate change is not only reflected in changes to rainfall, temperature and wind patterns in different areas of the world, but also in the oceans’ currents and the ice caps. Climate change affects the level of the oceans, the food we eat, the air we breathe and the water we drink. In fact, all plants and animals, Climate change occurs over a long period of time— including humans, would be affected by climate decades, centuries or millions of years. (Refer to the change. graph above.) The effects and extent of global warming, and

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GLOBAL WARMING AND CLIMATE CHANGE – 2 Use the text on page 11 to complete the following. 1. What is global warming?

5. What is causing the most concern for many scientists?

6. Complete the sentences. (a) Climate change occurs over .

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(b) Even can make a big difference in global warming.

(d) Climate change causes changes to

2. What are three natural causes of global warming? • •

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could be

(e) All affected by climate change. 7. Give your own opinion about global warming and climate change, including any concerns you have.

•

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4. What is climate change and what is it caused by?

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Across the globe, the 1990s was the warmest decade since recording of temperatures began in 1861. 12

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AN ARTISTIC POINT OF VIEW 1. View the two different styles of artwork below which are artistic representations of global warming and climate change.

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2. Create two artworks which illustrate your understanding of global warming and climate change. Think about what elements you wish to include and use your imagination to draw two interesting artworks below. You may use your artwork to express your feelings about the topics.

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3. Enlarge one or both of your artworks on a large sheet of art paper and use various media to colour or cover your artwork(s). Give your work(s) a title and display for discussion. The climate changes observed across the world have not been uniform. Some areas have increased in temperature; others have decreased. Some areas have experienced floods, while other areas have experienced drought conditions. www.ricpublications.com.au

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THE HISTORY OF CLIMATE CHANGE Indicators • Reads and completes answers about the history of climate change. • Completes art responses for a well-known piece of artwork. • Completes a drawing depicting a time of climate change.

3. (a) An interglacial is a time within an ice age when the climate is warmer. (b) A glacial period is a time within an ice age when the climate is colder.

Worksheet information

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• The last time that large sheets of ice covered the land was about 20 000 years ago. Most of them melted by about 10 000 years ago. When the climate cools and ice sheets form, there is less water left in the ocean and so the sea level is lower. Lower sea levels cause land that is usually underwater to connect to other continents, creating land bridges and allowing animals to migrate to other continents. • It is believed that the temperatures of the Medieval Warm Period were similar to those of the 20th century.

4. Teacher check

Page 17 Teacher check

Cross-curricular activities

• Students divide a large sheet of art paper (held in ‘portrait’ position) into at least four sections. Each section represents a different or prominent time of climate change. In each section, students use a pencil to draw pictures of weather, animals, plants and/or people of that time. Pictures should slightly overlap each time frame so that they blend together. Use appropriate colours to paint, colour or cover the sections.

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• Records of past climates can be found in sediments and fossils deposited millions of years ago. Thin layers of mud and sand in river bottoms record seasonal changes. Bubbles of air trapped inside glaciers record what the atmosphere was like when it was trapped. Tree rings tell what climate was like for each year of the life of a tree. The thickness of a ring depends on what the weather was like.

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2. Answers will vary but should include: scratches on rocks, valleys being cut out of the landscape, deposits of glacial sediment, variations in the ratio of isotopes in sedimentary rocks and ice cores, the geographical distribution of fossils.

• Students write a diary entry for a child living during the Little Ice Age or the Medieval Warm Period, telling how climate influences his/her daily life.

• During the Little Ice Age, wet weather caused disease, including the bubonic plague (also called the Black Death) which killed more than one-third of all Europeans.

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• Quiz questions relating to this section can be found on page xi.

Answers

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• Isotopes are defined as ‘any of two or more forms of a chemical element, having the same number of protons in the nucleus and the same atomic number, but having different numbers of neutrons in the nucleus and, therefore, different atomic weights’.

o c . che e r o t r s super English

Creative arts

NSW

ESS3.6

RS3.5, RS3.6, WS3.9

VAS3.1, VA3.2, VAS3.3, VAS3.4

Vic.

SCES0401

ENRE0401, ENRE0404, ENWR0401, ENWR0403, ENWR0402

ARAR0401, ARAR0402, ARAR0403, ARAR0404

EB 4

R 4.1, R 4.2, R 4.4, W 4.2

AI 4, ASP 4, AR 4, AIS 4

3.1, 4.1

3.3, 4.3, 3.4, 4.4, 3.11, 4.11

3.1, 4.1, 3.2, 4.2, 3.3, 4.3, 3.4, 4.4

Qld

EB 4.1, EB 4.2

Refer to curriculum documents on <http://www.qsa.qld.edu.au>

VA 4.1, VA 4.2, VA 4.3

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THE HISTORY OF CLIMATE CHANGE – 1

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The Earth’s climate changes constantly over decades, centuries or millions of years.

1300 CE. During this time, it is believed that droughts occurred across the United States and Africa, and dangerous sea ice melted, allowing the Vikings to colonise areas such as Greenland. Grape vineyards were grown as far north as England because the climate was warmer than today. However, some An ‘ice age’ is a period of time when glaciers scientific groups do not believe that the Medieval dominate the landscape of the Earth. During an ice Warm Period occurred to such an extent. age, the temperature of the Earth’s climate is lowered The Little Ice Age is believed to have followed the for a long time and areas of land at higher and middle Medieval Warm Period and lasted from about 1650 to latitudes are covered with glacial ice. Some evidence 1850. This was a long time of mostly cooler weather of ice ages includes scratches on rocks, valleys being with some slightly warmer intervals in between. It cut out of the landscape, deposits of glacial sediment, is called the ‘Little Ice Age’ because it was not cold variations in the ratio of isotopes in sedimentary rocks enough for ice sheets to grow larger. During the Little and ice cores, and the geographical distribution of Ice Age, winter winds were extremely cold, glaciers fossils. There are believed to have been at least four advanced and canals and rivers, such as the Thames, main ice ages in the history of the Earth’s climate— froze, as did New York Harbour. Severe weather caused around 2.7 to 2.3 billion years ago, 850 to 630 million many years of death and famine. Severe storms and years ago, 460 to 430 million years ago and about 40 floods caused large areas of land to disappear from coastlines. Even mountains in warmer areas were million years ago. Within an ice age, there are usually times when the topped by permanent snow. Most evidence, such as climate is warmer (called interglacials) and times when core samples, clearly shows more proof of the Little the climate is colder (called glacial periods). Glacial Ice Age occurring in the Southern Hemisphere. Scientists believe that glaciers are one of the best indicators of climate change. Evidence can be found to show that as climate cools, glaciers advance, and as climate warms, glaciers melt and retreat. Throughout the Earth’s climate history, there have been periods of glacial advance and retreat.

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In recent climate history, it is believed that the average air temperature of the Earth’s surface increased by almost 0.6 ºC during the 20th century. Increased heat from the sun may be one reason for the increase in global temperatures. However, global warming, caused by human activity producing greenhouse gases, is believed to possibly be one of the main The Medieval Warm Period was a time of unusually causes of climate change. warm climate which lasted from around 800 to periods result in colder, drier climates over most of the Earth, large land and sea ice masses, glaciers at much lower levels, reduced sea levels and ocean circulation patterns disrupted. Interglacials result in ice sheets diminishing in size, warmer climates, rising sea levels, and changes to the nature and extent of the wild flora and fauna.

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THE HISTORY OF CLIMATE CHANGE – 2 Use the text on page 15 to complete the following. 1. Write words to complete the sentences. (a) The Earth’s climate changes

over long periods of time.

are one of the best indicators of climate change.

(b)

and retreat as climate

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(d) A period of time when glaciers cover most of the land on Earth is called

(e) Large areas of land at middle and higher altitudes are covered by glaciers during an Ice Age because

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2. Four types of evidence which supports the occurrence of an Ice Age include:

3. (a) An interglacial is

(b) A glacial period is

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4. Use bullet points to write notes about two periods of climate change. Medieval Warm Period

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Little Ice Age

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According to NASA, the average global temperature is currently about 14.6 ºC. 16

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HUNTERS IN THE LITTLE ICE AGE 1. Use the Internet or library resources to locate and view a colour image of Hunters in the snow by Pieter Brueghel the Elder (1565) which illustrates the climate during the Little Ice Age. 2. Complete the information about the artwork. (a) Why do you think hunters were chosen by the artist as the subject of an artwork from this time?

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Pieter Brueghel the Elder

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(b) List the colours used in the artwork and give reasons why they may have been chosen.

(c) Find and list four things in the artwork which suggest the harshness of the climate and the difficult life led by the people at the time.

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(e) What effect has the artist created by painting a lone, dark bird silhouetted against a white background?

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3. Draw a scene from the Medieval Warm Period in the box. Use skills and techniques similar to those in Hunter in the snow to complete the opposite landscape.

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In 1836, during the Little Ice Age, snow fell in the centre of the city of Sydney—the only time this has ever occurred since Australia was settled by Europeans in 1788. www.ricpublications.com.au

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MEASURING AND OBSERVING THE WEATHER Indicators

Worksheet information

• Reads text and answers questions about methods and instruments used to measure and observe weather.

Page 20 1. Answers will vary but could include the following: they can ‘see’ a broad view of the Earth; they can monitor clouds, oceans and bushfires; they can provide a range of environmental information.

• Performs an experiment to discover how a barometer works.

Worksheet information • The International Meteorological Organisation (later renamed the World Meteorological Organisation or WMO) was founded in 1873. Countries which are members of the WMO cooperatively exchange information about weather conditions.

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• Quiz questions relating to this section can be found on page xii.

3 (a) true

(b) true

(d) false

4. Teacher check 5. Teacher check

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• The barometer described on page 21 could be made by small groups or the whole class. It should be placed in an area of the classroom where the temperature is as constant as possible, out of the sun. It will work most effectively if it is set up on a rainy day when the air pressure is lower. The water in the tubing will vary due to the air pressure exerted on it. As air pressure increases, the water level will rise. Increasing air pressure usually brings clearer weather; decreasing air pressure often means cloudy or rainy weather. This should be indicated in the students’ answers to Question 8.

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2. A device found in some weather balloons that measures the temperature, humidity and pressure of the air at different altitudes. When a balloon carrying a radiosonde reaches about 30 000 metres altitude, it bursts and a small parachute lowers the radiosonde to the ground.

Cross-curricular activities

• Make some of the other instruments used at weather stations; e.g. a weather vane, a rain gauge. • Draw and label a picture of a weather satellite.

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Science

English

NSW

PPS3.4, INVS3.7

RS3.5, RS3.6, WS3.9

Vic.

SCES0401, SCPS0402

ENRE0401, ENRE0404, ENWR0401

I4.2, I4.3, EB4, EC4

R4.1, R4.4, W4.1

3.4, 4.8

4.3, 4.11

Qld

SS4.1, EB4.1, EC4.1

Refer to curriculum documents on <http://www.qsa.qld.edu.au>

Climate change

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MEASURING AND OBSERVING THE WEATHER – 1 Meteorologists (atmosphere and weather scientists) throughout the world observe and measure weather using a range of different methods and instruments. These include weather stations, satellites, balloons and buoys. Weather stations There are thousands of weather stations worldwide which provide information about the atmosphere to help generate weather forecasts, predict severe weather patterns and produce climate records. A number of instruments are found at weather stations. Some of these are the:

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Weather satellites Weather satellites carry special sensors which detect and measure radiation signals given off by the Earth. These signals are then interpreted by computers, producing maps and images.

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• hygrometer – used to measure humidity (amount of water vapour in the air) • rain gauge – used to measure precipitation (e.g. rain, hail, sleet or snow) • anemometer – used to measure wind speed • barometer – used to measure air (barometric) pressure • thermometer – used to measure air temperature • weather vane – used to measure the wind direction.

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Weather balloons Weather balloons—large balloons usually filled with helium—are used to supplement atmospheric information provided by weather satellites. There are different types of weather balloons. Some are used to obtain information about wind speed and direction. These are watched through telescopes as they ascend into the sky. Other weather balloons carry a ‘radiosonde’, a device which measures the temperature, humidity and pressure of the air at different altitudes. A radio transmitter relays the information to scientists. Once the balloon reaches about 30 000 metres altitude, it bursts and a small parachute lowers the radiosonde to the ground.

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The first weather satellite was launched in the late 1950s. Today, there are many weather satellites orbiting the Earth. These are operated by different countries, including the USA, Russia and China. Together, these satellites provide almost continuous observations about the world’s weather. Unlike weather stations, weather satellites ‘see’ a broad view of the Earth. They can monitor clouds, oceans, severe weather patterns, bushfires, wind direction and temperature and are used to provide other environmental information such as pollution levels, the state of the ozone layer and the El Niño effect.

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Weather buoys Weather buoys are found in the ocean and can be either moored or drifting. They can monitor information such as air and water temperature, wave height, air pressure and wind speed or direction. This information is then relayed to meteorologists via satellite and used to help produce weather forecasts and climate records.

Climate change

MEASURING AND OBSERVING THE WEATHER – 2 Use the text on page 19 to answer the questions. 1. Name two advantages weather satellites have over weather stations. • •

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2. What is a radiosonde and how is it used?

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3. Answer as ‘true’ or ‘false’.

(a) A hygrometer measures water vapour................................................................................ (b) Weather buoys can measure wind direction.......................................................................

© R. I . C.Publ i cat i ons (d) Weather balloons are designed not to burst....................................................................... •f orr evi ew pur posesonl y• 4. Some of the devices described in the text can be used to produce climate records. (c) Only the USA operates weather satellites...........................................................................

Why might a meteorologist want to do this?

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5. List four possible disadvantages of using weather balloons to measure weather.

Most satellite images you see on television weather reports are from weather satellites which orbit the Earth at a height of about 36 000 kilometres. 20

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BUILD A BAROMETER Make your own barometer to measure air (barometric) pressure. Materials • a tall glass with straight sides • rubber tube (approx. 30 cm in length) • electrical tape • small jug of water

• plastic ruler • Blu-tack™ • 30-cm length of plastic tubing • waterproof felt pen

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Instructions 1. Tape the ruler to the inside of the glass so it is standing upright, touching the side and bottom of the glass. 2. Tape the tube to the ruler one cm from the bottom of the glass.

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4. Use the felt pen to draw a line on the ruler to show the water level in the tubing.

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3. Pour water into the glass until it is half full. Using the tube like a straw, carefully suck water into it. When it is half full, pinch the tube to hold the water at the level it is in the tubing. Then, quickly release the tube and cover the opening of it with a piece of Blu-tack™. The water should stay in the tube.

5. Place your barometer in a cool area inside. Check it regularly over a week. When you notice the water level in the tube change (showing the air or barometric pressure), note it in the table below and describe the weather each time. Do this at least five times. Water level (cm)

Weather

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8. Based on your results, write how you think barometric pressure could help scientists forecast the weather. Mercury and aneroid barometers are commonly used today. The mercury barometer was invented in 1643. The aneroid barometer (which uses a spring balance instead of liquid) was invented in 1843. www.ricpublications.com.au

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RESEARCHING THE PAST: ICE CORES Indicators

Answers

• Reads text and answers questions about ice cores.

Page 24 1. (a)

• Makes an ice core sample by freezing layers of different solutions and suspensions.

Worksheet information

3. Answers may include: coral, fossilised pollens, ocean or lake sediments, or tree rings

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• The activity on page 25 will take some time to complete. The 100 mL solutions and suspensions should be almost freezing when added to the ‘ice core’. Particles for suspensions must be very fine so they can stay in suspension and not all settle to the bottom of the layer. Solutions should be varied in colour so that the layers are easier to see. Encourage students to describe how the layers are separated and particularly to record if it is possible to distinguish between the first and second layers of water.

4. Lowering a thermometer into the ice and by studying isotopes.

5. They study the air bubbles trapped in the ice. 6. (b)

7. Dust, salt and pollutants from volcanoes, forest fires or human activities. 8. (a) The ice near the equator could be found at high altitude on mountain tops. (b) If some of the ice melted, there wouldn’t be separate layers that could be compared. 9. It could be blown there by the wind.

Cross-curricular activities

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• Ice core samples are not easily recovered and, although usually analysed to some extent at the site, they are then transported to a more permanent site for future, more detailed study. The samples are usually in lengths of 2–6 metres and about 10 cm in diameter. Students should consider the logistics of both transporting and storing these samples and realise that, as some of the ice is about 800 000 years old, the ice cores warrant the effort and expense needed to preserve them. The long term data provided by these samples will hopefully help scientists determine how much of the climate change observed today can be attributed to human activity and how much is part of a natural cycle of climate change. They are also very interested in determining what other factors may have contributed to climate change in the past.

2. (a) eight (b) They worked it out by studying ice cores.

• Write an acrostic using the words ‘ice cores’.

• Research information about EPICA and the scientific studies undertaken at Dome C. Write a report.

• Explain the meaning of: The past is the key to the future.

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• Quiz questions relating to this section can be found on page xii.

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Science

English

NSW

ESS3.6

RS3.6, WS3.9

Vic.

SCES0401

ENRE0401 ENWR0401

LL4, EB4

R 4.1, W4.1

3.1

3.4, 3.12

Qld

SS4.3, EB4.1

Refer to curriculum documents on <http://www.qsa.qld.edu.au>

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RESEARCHING THE PAST: ICE CORES – 1 Paleoclimatology Paleoclimatologists are scientists who research what the Earth’s climate was like in the past. They believe the past is the key to the future. Their job is to look at lots of different factors about past climates and to work out how they are related. This helps them to understand more about Earth’s climate today and how it has changed. They hope the information they collect will help them to work out why climate changed in the past and how it is likely to change in the future.

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Humans have recorded lots of scientific information about climate, mainly in the last 150 years. But if they want to find out information about climate before then, researchers have to read old diaries, journals and log books or they can conduct scientific research. One way of researching past climates is to look at ice cores and analyse all the information stored in them.

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Scientists drill down into glaciers to recover old ice. It builds up there because year after year snow falls and doesn’t melt. They have drilled some ice cores from 3 kilometres below the surface of the earth. Some of the samples measured about 10 cm in diameter and were about 800 000 years old. These ice cores were usually in pieces 2–6 metres long. Ice cores have been collected from all areas of the Earth, some from near the equator as well as from near the poles. By analysing ice cores, paleoclimatologists have worked out that there have been eight ice ages on Earth and they believe that if the same pattern continues in the future, we can expect the next ice age to occur 15 000 years from now.

Types of information found in ice cores 1. Solid and dissolved impurities These include dust, salt and different types of pollutants caused by volcanoes, forest fires and humans. The dust is blown by wind and settles on the ice.

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2. Air bubbles These are trapped in the ice and are like time capsules because there are tiny amounts of air from the past inside them. Scientists who study them are able to compare the amounts of different greenhouse gases in the air at the time it was trapped. They try to work out the differences between them and to explain what was happening at that time to cause the amount of things in the air to change. 3. Isotopes Scientists are able to work out what the temperature of the water was at a particular time by counting the number of heavy isotopes (types of chemical elements). Very cold water has only a few light isotopes. Thermometers can also be lowered into the ice to give more information.

Proxies

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Proxies are indirect measures or substitutes for other types of research. Ice cores are only one of the proxies that are used by scientists to gather information about climates. Proxies can’t actually be used to measure climate, but because they are affected by it, scientists find them very useful. Other proxies include: tree rings, coral, fossilised pollens and ocean and lake sediments. (See ‘More about researching the past’)

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RESEARCHING THE PAST: ICE CORES – 2 1. Paleoclimatologists study the climate of: (a) the past.

(b) the future.

The best answer is:

2. (a) How many ice ages do scientists believe there have been on Earth? (b) How did they work this out?

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3. Ice cores are proxies used to find information about past climates. Name three more.

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4. Paleoclimatologists can work out what the temperature was at a particular time in the past. What are two ways they do this?

5. How do paleoclimatologists know what amounts of different greenhouse gases there were in the atmosphere at certain times during the past?

6. The oldest ice recovered from ice cores is about:

The best answer is

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7. There are a number of different impurities found in ice cores. Some of them dissolved in the water and others were frozen in the ice. Name two places these impurities could have come from.

8. (a) Ice cores have been collected from different places all around the Earth, including the equator. This would seem very strange to many people because they know it should be too hot there for ice to naturally occur. Where do you think there would be permanent ice near the equator?

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(b) Why do you think ice cores need to be taken from areas where there is permanent ice? 9. How could dust from a volcano or a forest fire get to an ice field?

Scientists from 10 countries worked for years at Dome C in Antarctica drilling a huge ice core with information going back 800 000 years. The aim of the project, called EPICA (European Project for Ice Coring in Antarctica), was to gain a better understanding of the climate we can expect in the future. 24

Climate change

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MAKE YOUR OWN ICE CORES Aim To freeze layers of solutions and suspensions and record observations. Method

• empty 1-litre milk carton • 100-mL measuring jar or container • very cold water (almost frozen) • soluble substances and suspensions (suggestions: dust, feathers, soil, pencil sharpenings, ink, tea, leaves, salt, stock cube) • scissors • access to freezer

1. Clean the milk carton and open the top. 2. Pour 100 mL of very cold water into carton and freeze. 3. Add another 100 mL very cold water and freeze. 4. Prepare any 100 mL solution in very cold water, add to carton and freeze. 5. Prepare any 100 mL suspension in very cold water and add. 6. Continue with solutions and suspensions until 10 layers are frozen in the carton. 7. Cut the carton open carefully and remove the ‘ice core’.

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8. Record what is in each layer and what it looks like in the table below. Composition

Description

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You will need

Description of where the layers meet

What does it look like?

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water

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9. Look carefully at the places where the layers meet and describe them in the third column. Scientists have found, by lowering thermometers deep into the ice, that the temperature is lower the deeper they go, until, influenced by heat from the middle of the Earth, the temperature starts to rise again. www.ricpublications.com.au

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MORE ABOUT RESEARCHING THE PAST Indicators

Answers

• Reads text and answers questions about how paleoclimatologists study past climates.

P age 28 1. paleoclimatologist

• Completes a cloze based on the science of dendroclimatology.

2. ice core samples, tree rings, sediment layers, sedimentary rocks, coral

• Sketches tree rings on a diagram to indicate periods of drought and high rainfall.

3. By counting the number of rings it has formed. 4. Teacher check

• The methods described on pages 23 and 27 that provide scientists with information to determine past climates, are known as ‘proxies’ i.e. substitutes. They are called by this name because they are not direct measures, as are actual recordings of weather and climate taken by people, mainly over the past 150 years. Actual records are not available from prehistory.

5. (d)

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• All woody plants produce a layer of cells called ‘cambium’. It lies between the bark and the wood of the trunk and branches. This layer or ‘ring’ (as it is commonly called), covers over the old layers. (The layer is shaped like a ring in a cross-section because the trunk is a rounded shape.) The trunk grows bigger each year as the cambium adds a new layer of wood. • Quiz questions relating to this section can be found on page xiii.

6. Scientists study the composition of the sedimentary rock layers and note the changes that occur in the layers. This gives information about major shifts in climate.

7. (a) true (d) false

(b) false (e) false

P age 29 1. (a) ring (d) discovered (g) droughts (j) important

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Worksheet information

(b) scientist (e) tree (h) wider (k) interpreted

Cross-curricular activities

• Organise an excursion to an area (preferably local) where students can study and sketch fallen tree logs where the rings are visible.

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• Collect examples of sedimentary rocks for students to view the layers. Samples could include chalk, limestone, dolomite, conglomerate, shale or sandstone.

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SOSE

English

NSW

ESS3.3

RS3.5, RS3.6, WS3.9, WS3.10, WS3.11

Vic.

SCES0401

ENRE0401, ENRE0404, ENWR0401

EB 4

V 4.1, R 4.1, R 4.4, W 4.1

4.1

3.3, 4.3, 3.7, 4.7, 3.11, 4.11

Qld

EB 4.1

Refer to curriculum documents on <http://www.qsa.qld.edu.au>

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MORE ABOUT RESEARCHING THE PAST – 1 In ‘About researching the past’, there is information about how ice core samples help to provide paleoclimatologists with information about past climates. (A paleoclimatologist is a scientist who studies the climate of the past [‘paleo’ means ‘past’]). This page explains how other proxies (indirect measures or substitutes), such as tree rings, ocean and lake sediments, sedimentary rocks and coral, provide clues about past climates. The data each provides is often used in combination to fill in gaps and gain a clearer picture of what is being studied. In doing so, paleoclimatologists can help predict future changes in climate. Sediment layers

Tree rings

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The beds of oceans and lakes accumulate tonnes of sediment (mineral and organic matter) each year. These layers can be drilled as cores, similar to ice cores. They contain minute fossils and chemicals which help to provide an understanding of past climates. One clue can be found in fossilised pollen. Pollen grains preserve well in this kind of sediment. Scientists can tell by examining the pollen grains what kind of plants grew during specific moments in time. The pollen count can also reveal the amount of plants that grew. All this information helps to reveal the climate of a certain period.

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If you look at a crosssection of a tree trunk you can see ‘rings’. A tree usually forms a new ring for each year of growth. The older the tree, the more rings it will have. These rings aren’t always the same width. Scientists study the rings and can work out how much precipitation (rain, snow or other moisture) fell during each year of growth. A narrow ring usually means a drought year, while a wide ring means good precipitation and a long growing season. Other factors that can affect tree ring growth are temperature and cloudiness. Tree rings studied from very old trees that are still growing give a picture of what the climate was like from hundreds to a few thousand years ago. Wood from a very old dead tree that has not decayed reveals information from even further back in time. The rings from fossilised wood can show climatic information from many thousands of years ago.

Deep-sea sediment shows how ocean currents have flowed in the past. Ocean currents play an important part in determining the climate, as they move cold and warm water around the Earth. Scientists can make records of past climates using this data.

Sedimentary rock layers

Coral

Sedimentary rocks are formed by depositing one layer of sediment on top of another. They can be billions of years old. Scientists study the composition of the rock layers and record the changes that occur from layer to layer. These can give information about major shifts in climate.

The hard outer skeleton of coral is made from calcium carbonate, a mineral it gets from the sea water. The carbonate also contains isotopes (chemical elements) of oxygen and trace metals. Scientists examine the isotopes to find out the temperature of the water in which the coral grew. This helps to work out the climate at that time.

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Climate change

MORE ABOUT RESEARCHING THE PAST – 2 Use the text on page 27 to answer the questions. .

1. A scientist who studies climate change is called a 2. List five ‘proxies’ that give clues to help scientists work out past climates.

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3. How can a tree’s age be determined?

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• • • •

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4. Briefly explain four facts about proxies.

5. What is one thing from the past that scientists can not find out about from sediment layers on the beds of lakes or oceans?

(d) amount of snow

The answer is

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7. Answer as ‘true’ or ‘false’.

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6. Explain how sedimentary rock layers can provide information about past climates.

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(a) Isotopes are found in coral.................................................................................................. (b) A narrow tree ring indicates a good growing year................................................................ (c) Isotopes help scientists work out water temperature........................................................... (d) The data provided from proxies is used in isolation............................................................. (e) Precipitation is another word for temperature.....................................................................

Pollen and spores are the best preserved plant materials in sediments and sedimentary rocks. They are also easy to recognise and resistant to decay. Pollen found in eastern Africa dates back 3 million years. 28

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BECOME A DENDROCLIMATOLOGIST 1. What is a ‘dendroclimatologist’? Fill in the missing words to find out!

scientist

predict

discovered

wider

tree

old

studies

important

high

droughts

interpreted

ring

Dendroclimatology is the study of past climates mainly through the study of tree growth. Therefore, a dendroclimatologist is a

(b)

(a)

who

(c)

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this.

Tree ring studies were first used in the early part of the 20th Century. The technique was originally (d)

between

by an American astronomer, Andrew Ellicott Douglass. He noticed a connection (e)

buildings and long-growing trees such as the sequoia to look back in time. He

discovered that the tree rings were narrower in years where

and sunspot activity was less, and

(h)

Dendroclimatology is a fairly recent science that has become very (k)

had been recorded

in years of high rainfall and

sunspot activity.

information can be

(g)

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(f)

ring growth and sunspot cycles. Douglass studied wooden beams from

(i)

. A lot of

(j)

about past climates from tree ring growth that will help

(l)

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if you can complete the cross-section of the tree trunk below. Add tree rings to show a period of four years of high rainfall, with a long growing season when the tree started to grow, followed by a period of three years of drought. Then add a period of three years to show years of reasonable rainfall.

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future climate change. © R. I . C.Publ i cat i ons 2. Now you know more about •f orr evi ew pur posesonl y• dendroclimatology, see scientists

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The oldest living thing in the world is a bristlecone pine tree in the White Mountains of California, USA. Some reports date it at more than 4700 years old. www.ricpublications.com.au

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CLIMATE CHANGE: NATURAL INFLUENCES 5. Teacher check

Indicators • Reads text and completes answers about possible natural causes of climate change. • Conducts an experiment on heat transfer and records data.

Worksheet information

(a) Answers might include: Andes (South America), Guiana Highlands (South America), Rocky Mountains (North America), Great Dividing Range (Australia), Sumatran/ Javan Ridge (Asia), Himalayas (Asia), Transantarctic (Antarctic), Tien Shan (Asia), Urals (Europe/Asia).

(d) Answers might include: Chikurachki (Russia), Pago (Papua New Guinea), Pavlof (USA), Cleveland (Aleutian Islands, USA), Etna (Italy), Fuego (Guatemala), Karangetang (Indonesia), Karymsky (Russia).

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• Quiz questions from this section can be found on page xiii.

Answers

Page 32 1. Influences on Earth

Page 33 Teacher check

The conclusion should include details of the dark dirt heating fastest and the water cooling slowest. The dirt heated faster than the sand because the lighter colour of the sand reflected radiation, whereas the darker dirt absorbed it. Water retains heat and so cools slower.

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• Earth’s climate is largely affected by the amount of heat that is stored in the atmosphere. There are a number of natural processes that affect this storage of heat. Some of these processes are extraterrestrial, involving the amount of radiation being emitted from the sun and the orbit of Earth around the sun. Others come from the planet itself, including the shape and movement of the land, the atmosphere, different surfaces and movement of the oceans.

Cross-curricular activities Influences in space

volcanoes oceans mountains polar regions atmosphere continental drift

• Research and report on the relationship between plate tectonics, volcanic eruptions and climate change.

orbital variation solar variation

2. The movement of warm and cool water between the oceans, from equatorial to polar regions and back, heats and cools the air, creating winds and affecting rainfall and temperature.

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3. Without the atmosphere, the temperature on Earth would be much cooler.

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4. Solar variation is the change in the amount of energy emitted by the sun.

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Science

English

NSW

PPS3.4, ESS3.6, INVS3.7

RS3.5, RS3.6, WS3.9

Vic.

SCES0401, SCPS0402

ENRE0401, ENRE0404, ENWR0401, ENWR0403, ENWR0402

I 4.2, I 4.3, EB 4, EC 4.

R 4.1, R 4.2, R 4.4, W 4.2, V 4.1, V 4.2, V 4.4

4.1, 4.2, 4.8

3.3, 4.3, 3.4, 4.4, 3.11, 4.11

Qld

EB 4.1

Refer to curriculum documents on <http://www.qsa.qld.edu.au>

Climate change

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CLIMATE CHANGE: NATURAL INFLUENCES – 1 There are a number of natural influences that are believed to affect Earth’s climate. Some come from the Earth itself, others from the sun and events in the solar system. The atmosphere and the heat it contains greatly affect Earth’s climate. The gases within the atmosphere keep Earth warm and prevent damaging radiation from the sun reaching the surface. However, certain gases such as carbon dioxide are building up in the atmosphere, preventing heat from escaping back to space, and so heating up the atmosphere and Earth’s surface.

Volcanoes eject substances into the atmosphere when they erupt. Large explosive eruptions, with high sulfur dioxide levels, reduce the amount of solar radiation reaching Earth’s surface by reflecting radiation back into space. This lowers the temperature on Earth’s surface for a short period.

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The oceans are interconnected. Water flows among them in a series of currents. The sun heats water near the equator, which moves to the poles, where it cools and returns to the equator. These warm and cool waters heat and cool the air, creating winds and affecting temperatures and rainfall on land.

current

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Cold, salty, deep current

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Continents drift very slowly around the world, changing the flow of ocean currents and winds. This continental drift, or plate tectonics, also causes the sea floor to be pushed up, raising sea levels and covering continents with warm shallow seas. The warmer seas influence many other aspects of the climate. Continental drift also helps form mountains, which disrupt air flow around the Earth and influence temperature as their height increases. www.ricpublications.com.au

Earth’s yearly orbit around the sun is very regular. A mathematician named Milankovitch proposed that there are variations in Earth’s orbit that affect the amount of heat Earth receives from the sun. Some scientists believe even tiny variations could affect the levels of radiation heating the Earth enough to cause an event as significant as an ‘ice age’.

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The polar regions, being covered mostly with snow and ice that reflect the sun’s radiation back to space, have a significant impact on climate. It’s believed that as air temperatures increase, snow and ice form later in the autumn and melt earlier in the spring. This means the land and water surfaces, which absorb more heat from the sun than the snow and icecovered surfaces, are exposed for longer. This warms the surface further, which, in turn, causes faster rates of melting.

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The sun is our main source of heat and light, and is the main driving force behind the world’s weather. The amounts of heat and radiation emitted from the sun vary, and scientists call this ‘solar variation’. The sun is often covered in sunspots; cooler, darker areas, that change the amount of energy coming from the sun.

Climate change

CLIMATE CHANGE: NATURAL INFLUENCES – 2 Use the text on page 31 to complete the following. 1. Place the following natural factors influencing climate change in the appropriate box. • volcanoes • mountains

• atmosphere • solar variation

• continental drift • oceans • orbital variation • polar regions

Influences on Earth

Influences in space

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2. Describe how the flow of water between the oceans can affect climate.

3. What would temperatures on Earth be like if there was no atmosphere?

4. Explain what is meant by ‘solar variation’.

5. Use an atlas or the Internet to locate the following areas and colour them appropriately.

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(c) the ocean current flow .................................. light green (d) one active volcano .................................................. orange

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(a) the polar regions .......................................... light grey (b) two large mountain ranges ........................... brown

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The world’s ice sheets, glaciers and sea ice are known collectively as the ‘cryosphere’. 32

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HEAT ABSORPTION Introduction Our climate is affected by radiation from the sun and the way that energy is stored or reflected by the different materials on Earth’s surface. This experiment will demonstrate how certain materials absorb and hold heat. Objective To demonstrate that different surface materials absorb heat energy at different rates. Materials Collect these materials. Tick the box once you have collected them.

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1 piece of paper and a ruler to graph results. 3 clamps or pegs

bottom 3 cm cut from 3 polystyrene cups

watch or timer

light-coloured sand, such as beach sand

3 thermometers

dark-coloured dirt

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lamp with 150-watt bulb, or sun lamp (If it is warm and sunny, go outside when the sun is high in the sky and use the sun instead of a lamp for heat.)

3 different coloured pens/pencils

Method 1. Fill each of the three pieces of cup with one of the three different materials (sand, dirt, water).

Temperature changes over time

2. Place a thermometer in each cup and fasten it upright on the side of the cup with a clamp or peg.

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5. Read the temperature of each cup every minute for 5 minutes. Record the temperatures on the graph. Use a different coloured pen or pencil for each material. Then turn off the lamp/put the cups into the shade and record the temperatures again every minute for 5 minutes.

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4. Arrange the cups in a small circle, not touching each other, under the light source.

Temperature ºC

and record the temperature of each cup on the graph.

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6. Write a conclusion answering these questions: Time – minutes (a) Which materials warmed and cooled the fastest? Why? (b) What kind of energy made the materials warm and where did it go when they cooled?

Sea breezes are caused by adjacent bodies of land and water heating and cooling at different rates.

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EL NIÑO – SOUTHERN OSCILLATION (ENS0) Indicators

Answers

• Reads text and completes answers about El Niño – Southern Oscillation. • Completes an experiment about air pressure.

Page 36 1. El Niño is an abnormal warming of the Pacific Ocean’s surface temperatures and occurs every two to seven years. It derives its name from the name El Niño (The Christ Child), which fishermen gave to a warming of the sea around the time of Christmas.

Worksheet information

2. La Niña refers to abnormally strong trade winds which accumulate cold water in the central and eastern Pacific rather than warm, resulting in a ‘cold event’. La Niña usually occurs after El Niño, when weather conditions would normally return to normal.

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• Sir Gilbert Walker also named the North Atlantic Oscillation (NAO) and the North Pacific Oscillation (NPO) in the 1920s. He failed, however, to make a connection between the Southern Oscillation and El Niño. This was accomplished by a meteorologist, Jacob Bjerknes, who was able to make use of extensive data gathered during the 1957 International Geophysical Year. (A strong, warm El Niño event occurred at the same time.) Bjerknes linked the ocean/atmosphere phenomena.

3. Teacher check answers for correction. Answers will be similar to: Sir Gilbert Walker discovered the Southern Oscillation phenomenon. It is a ‘seesawing’ effect in the Pacific Ocean which causes surface air flow to move from higher to lower air pressure in varying degrees in an east-west direction. The Southern Oscillation is usually accompanied by El Niño conditions.

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• Warm and cold water don’t mix easily. A ‘dividing line’ exists between layers of warm and cold water called a thermocline. In the western Pacific Ocean, closest to Australia and Asia, this line occurs deeper than in the eastern Pacific, near South and North America. Trade winds blow warm surface water to the west, where it piles up. As warm water moves away from the eastern Pacific, colder water replaces it. The thermocline in the Pacific Ocean lies deeper in the west of the ocean and closer to the water surface in the east. It therefore behaves like a ‘seesaw’— as the ocean water moves with currents and the wind, it swings backwards and forwards. This ‘seesaw’ movement is a very slow movement which may take many months.

4. Teacher check

Page 37 Teacher check; Explanations will be similar to: Marshmallows are not solid objects—they contain air pockets, similar to a sponge. When air is sucked out of the jar, air pressure inside the jar is decreased which causes the marshmallow to decrease in size, becoming a solid. Air rushes back into the marshmallow when the straw is released and the marshmallow returns to normal size.

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• Students debate the topic: ‘Mathematical geniuses (such as Gilbert Walker) have no contribution to make to the life of the common people’.

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• ENSO is measured by two different indexes—the Southern Oscillation Index (SOI) and the Cold-Tongue Index (CT). The Southern Oscillation Index measures the difference between the sea level pressure as measured in Darwin and Tahiti. (Darwin and Tahiti are at opposites ends of the Southern Oscillation.) The Cold-Tongue Index (CT) measures the deviation from normal of the average sea surface temperature in the central and eastern equatorial region of the Pacific.

• Quiz questions relating to this section can be found on page xiv.

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SCIENCE

English

NSW

ESS3.6, INVS3.7, UTS3.9

RS3.5, RS3.6, WS3.9

Vic.

—

ENRE0401, ENRE0404, ENWR0401, ENWR0403, ENWR0402

EB 4, NPM 4

R 4.1, R 4.2, R 4.4, W 4.2

4.1, 4.7

3.3, 4.3, 3.4, 4.4, 3.11, 4.11

Qld

SS4.1, EB 4.1, EC 4.1

Refer to curriculum documents on <http://www.qsa.qld.edu.au>

Climate change

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EL NIÑO – SOUTHERN OSCILLATION (ENS0) – 1 El Niño (meaning ‘The Christ Child’) is the Spanish name which South American fishermen gave to the warming of the surface temperature of the sea around Christmas. El Niño lasted for several weeks or months. The warm currents greatly reduced the numbers of birds and marine life. On the land, El Niño resulted in heavy rains. The term El Niño now refers to an abnormal warming of the Pacific Ocean’s surface temperature and occurs every two to seven years.

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Sir Gilbert Thomas Walker, a mathematician, was the head of the Indian Meteorological Department from 1903 until 1924. He became engrossed in predicting when monsoons would occur as they had such a dramatic effect on life in India. This led to research about worldwide variations in weather patterns. During his research, Walker discovered that there was a ‘swaying’ (or ‘seesaw’ effect) of atmospheric pressure backwards and forwards at sea level in the southern Pacific Ocean. He called this phenomenon the Southern Oscillation.

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The Southern Oscillation has two distinct phases or patterns—a high and a low phase. When the pressure is higher in the eastern tropical region of the Pacific, it is lower in the western tropical of the Pacific. The difference in pressure along the equator causes the east-west trade winds to blow strongly. This is the high phase. When the pressure is lower in the eastern regions than the western regions, this is the low phase. During a low phase, pressure is reduced or reversed and the trade winds weaken or retreat. (Refer to diagrams below.) High phase of Southern Oscillation

lower pressure

Tahiti

higher pressure

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Low phase of Southern Oscillation

Darwin

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lower pressure

ir flow

higher pressure

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Darwin

The low phase, or weaker trade winds, are usually accompanied by El Niño conditions. Because of this link between El Niño and the Southern Oscillation, the two related events are now referred to as El Niño – Southern Oscillation (ENSO). In short, ENSO links atmospheric and ocean behaviour to global climate conditions. During ENSO periods, normal patterns of rainfall and atmospheric conditions are disrupted. Some regions of the globe experience more rainfall than normal, even flooding, while others may experience drought conditions. This, in turn, affects food and crop production. Coral and shipping are also affected. Scientists continue to study ENSO in the hope it will enable them to more accurately predict global weather conditions. www.ricpublications.com.au

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EL NIÑO – SOUTHERN OSCILLATION (ENS0) – 2 Use the text on page 35 to complete the following. 1. What is El Niño and where does the name originate?

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2. What do you think the opposite event, La Niña, is?

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3. Who discovered the Southern Oscillation and what is it?

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Darwin

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© R. I . C.Publ i cat i ons 4. Use the two maps below to draw two simple diagrams which show the two phases of the Southern Oscillation and what happens Label each phase •during f oeach. rr ev i e wclearly. pur posesonl y•

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ENSO is observed using a system which employs moored and floating buoys, tidal gauge stations and volunteer ships. 36

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FUNNY FACE Follow and ‘tick off’ the steps to complete an experiment about the effect of air pressure on marshmallows. NOTE: • No materials may be consumed before completing this experiment. • Some adult supervision may be required for Step (a). 1. Collect the materials. • straw • marker • nail • hammer 2. Follow the steps.

• small mirror • clear, glass jar with metal screw-top lid • modelling clay • large marshmallows

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(a) Use the hammer and nail to make a hole the width of the bottom of the straw in the middle of the lid...... (b) Push the end of the straw gently through the hole in the lid so that about 2.5 cm shows below................ (c) Use the clay to make an airtight seal between the straw and the lid..........................................................

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(d) Screw the lid on the jar and check the seal on the straw again.................................................................

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(e) Draw a face on both flat surfaces of a marshmallow................................................................................. (f) Open the jar, drop the marshmallow in and screw the lid on tightly........................................................... (g) Place or hold the mirror so that the marshmallow in the jar can be seen clearly........................................ (h) Use the straw to suck air out of the jar, making sure the air seal is still tight............................................. 3. Draw pictures to show the marshmallow in the jar before and after air has been sucked out. After

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Before

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4. Write a short paragraph to explain what happened in the air pressure experiment.

ENSO events last between 12 and 18 months. The time between events ranges from two to seven years and the strength of the event varies greatly. www.ricpublications.com.au

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HUMAN INFLUENCES: AGRICULTURE AND INDUSTRY Indicators

Cross-curricular activities

• Reads text and answers questions about the possible effects of agriculture and industry on Earth’s climate.

• Use the Internet to research some of the possible natural influences on climate change such as volcanism, plate tectonics and solar variation.

• Researches to find images of revolutionary machines used as industry and agriculture developed.

Worksheet information • For students having difficulty locating images of the four machines listed in the activity on page 41, all images can be found on the Internet using an image search engine.

• Record some of the health problems an increase in the Earth’s temperature may cause in humans (for example: skin cancers; respiratory problems; heat stress; increase in diseases such as malaria). Present findings as a brief oral report.

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• For Question 2, remind students only a brief and simple explanation is required. This can be written as dot points.

• Sketch a ‘before’ and ‘after’ scene of a farm before farming was modernised and after new machinery was introduced. • Enlarge and display images of the machines from page 41. Students add their explanations to the display.

Answers

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• Quiz questions relating to this section can be found on page xiv.

Page 40 1. agriculture; industry

2. Ploughs which were once pulled by horses were now attached to tractors and large harvesting machines could collect crops much faster than ever before. 3. (a) slow (c) carbon

(b) breathe; oxygen (d) farming; greenhouse

4. Changing the amount of water going into and out of an area; Altering the ground cover and therefore the amount of sunlight that is absorbed. 5. (a) false (c) false

(b) true (d) true

Page 41 1. – 2. Teacher check

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6. The gases carbon dioxide, methane and nitrous oxide act as a ‘lid’, trapping energy from the sun and preventing heat from escaping out to space. Scientists believe that this phenomenon, known as the greenhouse effect, is causing temperatures on Earth to increase.

o c . che e r o t r s super

Science

SOSE

English

Creative arts

NSW

BES 3.1, ESS 3.6

ENS 3.5, SSS 3.5

RS 3.5, RS 3.6

VAS3.1, VAS3.4

Vic.

—

SOGE 0403, SOGS0403

ENRE 0401, ENRE 0404

ARAR0401, ARAR0402

EB 4, EC 4, LL 4

PS 3.2, R3.1, R4.1, NSS 4.1

R 4.1, R 4.4

CA14, STP4

4.1, 4.3

4.1, 4.4, 4.5, 4.6

4.3, 4.11

4.1, 4.3

Qld

SS 4.1, EB 4.1, EB 4.2, EB 4.3, LL4.3

PS 4.2, PS 4.2, SRP 3.1

Refer to curriculum documents <http://www.qsa.qld.edu.au>

VA4.2

Climate change

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HUMAN INFLUENCES: AGRICULTURE AND INDUSTRY – 1 Changes to our planet’s climate have occurred throughout Earth’s entire history. Scientists have discovered information about occurrences of climate change in the ancient past; however, these episodes of climate change occurred naturally. In the last few hundred years, people have altered the Earth’s environment and climate in two main ways—through agriculture and industry. Industry

Agriculture

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In the 1780s, James Watts improved the steam engine so it could power machines. Factories could now manufacture goods much faster. Improvements in the production of iron and steel made it cheaper to produce those items, greatly increasing the construction of railways. Factories now had a higher demand for goods and were producing more.

At the beginning of the 20th century, farming changed. Ploughs which were once pulled by horses were now attached to tractors, and large harvesting machines could collect crops much faster than ever before. The modernisation of farming meant that things could be done very quickly, and, as a result, the amount of land used for crops and grazing increased.

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Before the Industrial Revolution, the activity of people on Earth caused very few gases to be released into the atmosphere. About 200 years ago, people began inventing, using and improving machines to complete activities faster to make life easier for themselves.

The steam-powered machines and trains required energy to run them, which was generated from coal being burnt. Burning coal adds carbon dioxide gas to Earth’s atmosphere.

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To prevent the machines from having to slow down to avoid trees, the trees were removed from the soil. Trees breathe in carbon dioxide and breathe out oxygen. As more trees are cut down, less carbon dioxide is turned into oxygen, which may be having an effect on Earth’s climate. Scientists believe deforestation of land for farming is responsible for 20% of the world’s greenhouse gas emissions.

risen dramatically. These gases act as a ‘lid’, trapping energy from the sun and preventing heat from escaping out to space. Scientists believe that this phenomenon, known as the greenhouse effect, is causing temperatures on Earth to increase.

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Livestock, such as sheep and cattle, produce two greenhouse gases: nitrous oxide and methane. It is believed that these two gases have more potential of causing global warming than carbon dioxide. The fertilisers sprayed on crops also release nitrous oxide. Deforestation and farming have other effects on the environment, such as changing the amount of water going into and out of an area. This reduces the amount of ground cover, thereby reducing the amount of sunlight that is absorbed. These actions may have an effect on the Earth’s climate. www.ricpublications.com.au

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HUMAN INFLUENCES: AGRICULTURE AND INDUSTRY – 2 Use the text on page on page 39 to answer the questions. 1. In the last few hundred years, the two main ways humans have altered the environment are by: 2. What changes led to farmers using more land at the beginning of the 20th century? 3. Complete the sentences.

r o e t s Bo r e p ok u S down.

(b) Trees

in carbon dioxide and breathe out

dioxide being converted.

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(a) Trees were removed so machines did not have to

and livestock increases the amount of

gases in the atmosphere.

4. List two more ways agriculture may be having an effect on Earth’s climate.

5. Answer as ‘true’ or ‘false’. (b) Once the steam engine could power machines, factory production increased.

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(c) As the railway network grew, production in factories decreased. (d) Coal was burnt to fuel steam-powered machines and trains.

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(a) There were more greenhouse gases in the atmosphere before the Industrial Revolution.

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6. Explain how the increase of gases in the atmosphere is affecting Earth’s climate.

The 1990s are estimated to have been the warmest decade in the past 1000 years, with 1998 being the warmest year. 40

Climate change

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REVOLUTIONARY MACHINES The invention and modernisation of machines during the last few hundred years has allowed work to be completed faster and more efficiently. Unfortunately, many of these machines have had a negative impact on the environment. 1. Use the library or the Internet to find pictures of the following revolutionary machines. Draw (or glue) them in the space provided. Power loom

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Automobile plow (plough)

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Steam-powered engine

Combination harvester

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2. Choose one machine and write a brief explanation of how it works and what it is used for. Machine:

Explanation:

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Some scientists believe that, from 700 BCE to 1 CE, the people of Greece altered the country’s climate by cutting down thousands of trees to build ships. www.ricpublications.com.au

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HUMAN INFLUENCES: POPULATION GROWTH Indicators • Reads text and answers questions about the possible effects of population growth on Earth’s climate. • Presents data showing the distribution of greenhouse gas emissions for household activities on a pie graph.

Worksheet information

Cross-curricular activities • In a small group, create a ‘catchy’ slogan, song or advertisement to encourage households to recycle their waste to reduce the amount ending up as landfill (and increasing the amount of methane gas being produced). • Select 10 countries from the Western world and 10 developing countries. Use the Internet to discover the annual amount of greenhouse gases produced by each country. On a map of the world, create a key to represent low, medium and high greenhouse gas emissions and colour the countries accordingly.

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• The graphing activity on page 45 requires students to convert each percentage to an angle by multiplying it by 3.6. For example: 3% x 3.6 = 10.8°. Once converted, all angles total 360º. Students then measure the angles using a protractor. They allocate a colour to each household activity and label the sections of the pie chart.

• Present a brief oral report which explains the three main types of pollution experienced in urban areas—water, air and noise pollution.

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• Discuss with the class that, sadly, it is people living in developing countries who are more likely to suffer from the possible effects of climate change. Some scientists believe global warming is increasing the frequency of natural hazards. As poorer people in developing countries have less choice about where they live, they could be the ones mostly affected by natural disasters such as landslides and tsunamis.

Page 45 1.–3. Teacher check

• Quiz questions relating to this section can be found on page xv.

Answers

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Page 44 1. More people means more need for cities, factories and transportation. • Cities rely on electricity for power and for heating and cooling. • Electricity is powered by burning fossil fuels: coal, oil and natural gas. 2. (a) people; urban (b) energy; pollution (c) waste; methane (d) cement; carbon 3. (a) • aerosol sprays • refrigerators • air conditioners • polystyrene (b) CFCs also cause the ozone layer to become thinner, allowing harmful UV rays to reach us. 4. (a) Many people living in poorer countries in Africa, Asia and Latin America can not afford to heat or cool their homes, buy cars or travel in planes. (b) Answers will vary 5. Teacher check

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Science

SOSE

English

Mathematics

NSW

BES 3.1, ESS 3.6

ENS 3.5, SSS 3.5

RS 3.5, RS 3.6

DS3.1

Vic.

—

SOGE 0403, SOGS0403

ENRE 0401, ENRE 0404

MACDS402, MACDI0401

EB 4, EC 4, LL 4

PS 3.2, R3.1, R4.1, NSS 4.1

ENRE 0401, ENRE 0404

C&D 13b.3

4.1, 4.3

4.1, 4.4, 4.5, 4.6

4.3, 4.11

3.1, 3.2

Qld

SS 4.1, EB 4.1, EB 4.2, EB 4.3, LL4.3

PS 4.2, PS 4.2, SRP 3.1

Refer to curriculum documents <http://www.qsa.qld.edu.au>

4.1

Climate change

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HUMAN INFLUENCES: POPULATION GROWTH – 1 Although some scientists may disagree on whether human activities and lifestyle can alter Earth’s climate, it is known that as the world’s population increases, so too does the amount of greenhouse gases in the atmosphere. Scientists do agree that global temperatures have been slowly increasing over the last 150 years. Construction As cities grow, cement is needed for the construction of offices, homes, pathways and much more. Manufacturing cement releases large amounts of carbon dioxide into the atmosphere.

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Chlorofluorocarbons (CFCs) Scientists agree that chlorofluorocarbons (CFCs) found in some aerosol sprays, refrigerators, air conditioners and polystyrene emit greenhouse gases. CFCs also cause the ozone layer to become thinner, allowing harmful UV rays to reach us.

Over the last few hundred years, the world’s population has increased dramatically. More people means more need for cities, factories and transportation. Cities rely on electricity for power and for heating and cooling. Electricity is powered by burning fossil fuels—coal, oil and natural gas—which releases the greenhouse gas carbon dioxide into the atmosphere.

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Fossil fuels

The Western world Statistics show that it is countries in the Western world—for example; North America, Europe and Australia—that are emitting the highest amount of greenhouse gases into the atmosphere. As most activities require energy, more fossil fuels are burnt to fuel our lifestyles. Many people living in poorer countries in Africa, Asia and Latin America can not afford to heat or cool their homes, buy cars or travel in planes. It is not their lifestyles contributing to higher greenhouse gases.

Carbon dioxide, along with other greenhouse gases such as nitrous oxide, methane and chlorofluorocarbons (CFCs), acts as a ‘lid’, trapping energy from the sun and preventing the heat from going back out into space so the Earth can cool.

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What can we do? Many people in the Western world are now making changes to reduce their greenhouse gas emissions. By taking simple steps such as conserving energy by switching off lights, by recycling waste, using energyUrbanisation friendly transportation such as riding bicycles and by As people leave rural areas (country) and move to encouraging others to take care of the environment, urban areas (city), land must be cleared so cities can people can help to alleviate global warming. grow to create more housing. Deforestation results in fewer trees using up the carbon dioxide gas in the air. Also, large cities produce great amounts of pollution as a result of high energy consumption. This pollution can cause the surrounding air to warm up.

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Landfill As the population rises, so too does the amount of waste thrown out. This waste is collected by local councils and delivered to landfill sites. Rotting landfill releases methane gas into the air. Methane is a greenhouse gas and may be contributing to Earth’s changing climate.

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Climate change

HUMAN INFLUENCES: POPULATION GROWTH – 2 Use the text on page 43 to answer the questions. 1. Read the second paragraph of the text and complete the flow chart explaining how population increase results in higher temperatures. World’s population increases

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Carbon dioxide released into the atmosphere, trapping the sun’s energy.

(a) Urbanisation is when

leave rural areas to live in

, which creates

(b) Large cities consume high amounts of

increases in landfills, more

dioxide into the air.

3. (a) Four ways that chlorofluorocarbons (CFCs) are released in to the atmosphere are:

areas.

(b) Explain the other environmental problem caused by CFCs.

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4. (a) Why is there less greenhouse gas released into the air by developing countries?

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(b) Do you think it is fair that people living in the poorer countries of Africa and Asia experience the negative effects of rising temperatures?

Explain your answer.

5. Describe one step you and your family take to reduce greenhouse gas emissions. Australia contributes around one and a half per cent of the world’s annual greenhouse gas emissions. 44

Climate change

gas is produced.

releases the greenhouse gas

(d) Manufacturing

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2. Complete the missing words from the sentences.

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GRAPHING GREENHOUSE GASES Households create greenhouse gases through everyday activities such as using electrical appliances, heating or cooling our homes, disposing of rubbish and driving the family car. In Australia, this equals about 15 tonnes of greenhouse gases per home each year. The table below shows the distribution of greenhouse gas emissions for each household activity.

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Activity Amount of emissions Activity Amount of emissions Travelling in the car for leisure 23% Clothes washing and drying 2% Travelling in the car to and from work 11% Electrical appliances 15% Cooking 3% Water heating 16% Lights 5% Home heating and cooling 11% Waste 5% Fridge/Freezer 9%

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2. Colour and label the sections of your pie graph. Household greenhouse gas emission

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1. Display the data on your pie graph. (Hint: Convert each percentage into an angle by multiplying it by 3.6. Use a protractor to measure the angles on your pie graph.)

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3. On the back of this sheet, list ways households can help to reduce the amount of carbon dioxide released into the atmosphere. When calculated per person, Australia is the highest greenhouse gas emitter in the world with 550 million tonnes released. www.ricpublications.com.au

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Climate change

HUMAN INFLUENCES: CARS Indicators

Cross-curricular activities

• Reads text and answers questions about the possible effects of car emissions on the earth’s climate.

• Combine the weekly kilometres travelled by each student in the class to calculate the total amount of pollutant emissions for all the cars over one week. Multiply this by 52 to determine greenhouse gases emitted by the family cars in the class in one year.

• Completes a survey to calculate the total amount of carbon dioxide emitted from the family car in one week.

Worksheet information • Teachers may like to enlarge the survey activity sheet on page 49 to A3 as some students may take numerous car trips per day.

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• To calculate the amount of carbon dioxide pollution emitted from the car in one week, multiply the total number of kilometres travelled by the amount of CO2 emissions per kilometre for the type of vehicle.

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• Present a poster with the ten best tips for improving fuel efficiency in a car. • Research the top five most fuel efficient cars on the market today. Which makes are they (Toyota/Ford etc.)? What technologies allow them to be so fuel efficient? Choose one and create an information poster about it.

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• Quiz questions relating to this section can be found on page xv.

Answers Page 48 1. (a) 2.5 (d) 1

(b) 820; 237 (e) 13

2. (a) false (d) true

(b) true (e) false

3. It is important when people buy a new car they consider its fuel efficiency. Choosing a car with low fuel consumption will reduce the amount of polluting gases in the air.

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4. Transporting of freight has shifted from fuel-efficient trains to trucks. Some believe that using trucks and mini-vans to move goods rather than trains has had a highly negative impact on the environment and increased greenhouse gases in the atmosphere.

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5. Teacher check Page 49 Teacher check

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Science

SOSE

English

Mathematics

NSW

BES 3.1, ESS 3.6

ENS 3.5, SSS 3.5

RS 3.5, RS 3.6

MACDS402, MACDI0401

Vic.

—

SOGE 0401

SCES 0401, SCES0402

DS3.1, WMS3.3

EB 4, EC 4, LL 4

ICP 4.1, PS 4.2

R 4.1, R 4.4

C&D 13a.3

4.1, 4.3

4.4

4.3, 4.11

3.1, 3.2

Qld

SS 4.1, EB 4.1, EB 4.2, EB 4.3, LL4.3

PS 4.2

Refer to curriculum documents <http://www.qsa.qld.edu.au>

DC3.2

Climate change

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HUMAN INFLUENCES: CARS – 1 There are almost 820 million cars in the world. About 237 million of these can be found in the United States and about 13 million are in Australia. For every litre of petrol used in a motor vehicle, 2.5 kilograms of carbon dioxide is release into the atmosphere. Carbon dioxide is a major greenhouse gas. Types of fuels

4WDs and ‘Hummers™’

Not all fuels contain the same amount of carbon. From the exhausts of cars comes the following amount of carbon dioxide per litre of fuel used: Fuel

r o e t s Bo r e p ok u S Carbon dioxide emission

1 L of LPG 1 L of diesel

2.5 kg

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1 L of petrol

1.6 kg 2.7 kg

Amazingly, more carbon dioxide is produced per litre than the weight of one litre of fuel! This is due to oxygen from the air joining with the carbon fuel for it to burn. Emissions from cars account for about 6% of the world’s greenhouse gases in the atmosphere. It is important when people buy a new car that they consider its fuel efficiency. Choosing a car with low fuel consumption will reduce the amount of polluting gases it releases into the air.

Unfortunately, many people are unnecessarily ‘upsizing’ their vehicles from average-sized cars to fourwheel drives and even ‘Hummers™’! Generally, the larger the vehicle the more carbon dioxide released into the atmosphere.

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A ‘green vehicle’ is a car that creates less damage to the environment when compared to traditional cars that run on petrol.

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and other goods) has shifted from fuel-efficient trains to trucks. Some people believe that using trucks and mini-vans to move goods, rather than trains, has had a highly negative impact on the environment and increased the amount of greenhouse gases in the atmosphere.

Green vehicles

o c . che e r o t r s super Fuel-efficient driving

The best way to reduce emissions is to choose Certain green cars have been invented with engines alternative transport options, such as walking or using that use less petrol such as the petrol-electric hybrid a bicycle or public transport. vehicle, which uses petrol and electricity to run. If driving a car, some tips to help reduce global Better still are cars which use only renewable energy warming include: sources for power, such as solar-powered cars. • driving within the speed limits Cars that use biofuels instead of petroleum fuels also reduce greenhouse emissions. Biofuels use the • switching off the car instead of idling renewable energy created by plants, animals and • using air-conditioning sparingly their by-products, such as manure and garden waste, • travelling light! Less weight means less as they decay and produce gas. emissions.

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Climate change

HUMAN INFLUENCES: CARS – 2 Use the text on page 47 to answer the questions. 1. Add numbers to complete the facts about cars and greenhouse gas emissions. (a) One litre of petrol in a car releases

kilograms of carbon dioxide.

million cars in the world, with

(b) There are almost

in the United States.

% of the greenhouse gases in the atmosphere are produced by car emissions.

litre of diesel fuel is burnt, 2.7 kilograms of carbon dioxide is produced.

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(e) There are about

2. Answer as ‘true’ or ‘false’.

(a) All fuels emit the same amount of carbon dioxide. ..........................................................

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(b) For fuel to burn, oxygen must be present. ....................................................................... (c) Some green-powered vehicles are powered by renewable energy sources. .................... (d) Driving a four-wheel drive damages the environment more than a smaller car. ............... (e) Taking roof racks off a car when not in use will increase emissions. ............................... (f) Leaving the car at home is a great way of reducing greenhouse gas emissions. ............. 3. What sort of car should people purchase if they want to help the environment?

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5. Choose two tips for reducing greenhouse gas emissions when driving and create eye-catching mini-posters to promote each.

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In Australia alone, the use of road transport by households generates 42 million tonnes of greenhouse gases each year; 14 million tonnes is produced when people travel to and from work. 48

Climate change

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CALCULATING CO2 EMISSIONS FROM THE FAMILY CAR 1. Complete a survey of the trips taken in your family car (when you are present) for one week. Decide if the trip was necessary and note whether there was an alternative mode of transport that could have been used (such as walking, riding your bike or public transport) that would have produced less greenhouse gases. Total the kilometres per day. Necessary? Km Alternatives? Yes or no travelled

TRIPS

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Wednesday Thursday Friday

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Saturday

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Total km per day

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Tuesday

Monday

DAY

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2. Calculate the total number of kilometres travelled for the whole week. 3. Decide if the family car is a small, medium, large vehicle or a large 4WD. Use the table to calculate the amount of carbon dioxide pollution emitted by the family car in one week.

Vehicle

CO2 emissions

small

150 g/km

medium

200 g/km

large

250 g/km

large 300 g/km 4WD 4. On the back of this sheet, list things you can do to help reduce carbon dioxide emissions from the family car; for example, riding your bike to school or going in a friend’s car to netball practice. Amount of greenhouse gas pollution:

g/km

Removing unnecessary weight from a car, such as unused roof racks, can reduce greenhouse gas emissions. Removing 50 kg can reduce emissions by 2%. www.ricpublications.com.au

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Climate change

POSSIBLE EFFECTS ON HUMAN LIFE Indicators

Answers

• Reads text and answers questions about possible effects of climate change on human life.

Page 52 1. Heating costs would decrease and crops would benefit from the heat/increased rainfall.

• Performs an experiment to discover how water expands and contracts when heated and cooled.

Worksheet information • The warmer weather conditions most scientists predict will occur over the next century will also generally mean wetter weather, as higher air temperature produces more water vapour. Earth’s weather patterns are also likely to change and this will cause periods of hot, dry weather in some parts of the world and heavy rainfall in others.

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3. (a) a period of abnormally hot weather (b) a disease spread by mosquitoes that causes fever and other flu-like symptoms (c) a lengthy period of dry weather

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• The thermometer described on page 53 could be made by small groups or the whole class. A few drops of food colouring could be added to the water to increase interest. For safety reasons, adult helpers will be required to make holes in the jar lids (using a hammer and a nail) and must supervise students when the hot water is being used. Before the students answer Question 6, discuss possible answers as a class to help the students identify that the thermometer doesn’t have a scale and it can not measure temperatures below 0 ºC or above 100 ºC as the water would freeze/boil. Tell the students that thermometers usually use mercury (which will not freeze at 0 ºC and boils at a much higher temperature than water) or alcohol.

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2. Increased rainfall: disease-carrying animals would thrive in the damp weather, causing an increase in diseases such as malaria. Unbalanced moisture in the air: more extreme weather patterns, causing events like storms, floods, cyclones and heatwaves. Higher temperatures: increase in droughts, fires, heat-related health conditions and water and air pollution. Warmer seas: risk of flooding in some areas; more violent storms.

4. Teacher check 5. Teacher check

Cross-curricular activities

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• Use a commercial thermometer to investigate changes in temperature over a set time.

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• Quiz questions relating to this section can be found on page xvi.

• Find out what causes water to expand when it is heated. Write a simple explanation.

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Science

English

NSW

ESS3.6, PPS3.4, INVS3.7

RS3.5, RS3.6, WS3.9

Vic.

SCES0401, SCCS0401

ENRE0401, ENRE0404, ENWR0401

I4.2, I4.3, EB4, NPM4

R4.1, R4.4, W4.1

4.1, 4.4, 3.5, 4.7

4.3, 4.11

Qld

SS4.1, EB4.1

Refer to curriculum documents on <http://www.qsa.qld.edu.au>

Climate change

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POSSIBLE EFFECTS ON HUMAN LIFE – 1 If the Earth’s greenhouse gases continue to increase and temperatures rise during the next century, as most scientists think they will, there will be many effects on people’s lives. Some of these are positive and some are negative. Here are some things scientists suggest may happen. • A warmer world would be beneficial for people living in parts of the Northern Hemisphere, such as North America and northern Europe. Heating costs would decrease in winter and there could be greater crop yield for farmers. • The increased rainfall that is likely to occur in most regions of the world would be beneficial for cropgrowing. But more rainfall also brings problems for people. The increased dampness means that disease-carrying animals like mosquitoes can thrive, spreading infectious diseases such as malaria and yellow fever.

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• Due to the imbalance of moisture in the atmosphere, more extreme weather patterns may occur, causing an increase in events like storms, floods, cyclones and heatwaves. Heatwaves can result in heat-related deaths in people— particularly in countries where higher temperatures are not usual. People who are especially vulnerable to heat stress are very young children and the elderly. Warmer temperatures can also affect human health by increasing water and air pollution.

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• Some parts of the world, such as Africa and central Asia, may suffer higher temperature increases than other parts of the world and become particularly hot and dry. This would increase the risk of fires and drought. Sadly, many of the countries likely to be affected by these conditions are some of the world’s poorer countries. They are also usually countries that produce lesser amounts of greenhouse gases than richer countries!

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• As the Earth’s surface temperature increases, glaciers and polar ice sheets will melt and seas will warm up and expand, causing a rise in water levels. All this extra water means that the homes of people who live on low-lying land, islands and/or near coastline could be at risk of flooding. In addition, when oceans increase in temperature, they also evaporate more quickly. This adds more water vapour to the air, providing ‘fuel’ for storms as they move across the world’s oceans. Hurricanes and typhoons—types of violent storms—can be the result.

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If scientists are correct with even some of their predictions, then everyone’s life will be changed in some way by climate change. It is important to remember, however, that there are things we can do to slow the effects of climate change and help reduce any negative effects on our lives. www.ricpublications.com.au

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Climate change

POSSIBLE EFFECTS ON HUMAN LIFE – 2 Use the text on page 51 to answer the questions. 1. Name two positive effects climate change could have on people’s lives. 2. Write one problem each of these conditions could cause for people.

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Unbalanced moisture in the air

Higher temperatures

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Increased rainfall

Warmer seas

3. Write definitions for each of these terms used in the text. You can use a dictionary to help you. (a) heatwave (b) malaria

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4. What do you think is the worst problem scientists predict could be caused by climate change? Give reasons.

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5. Why do you think the author says it is ‘sad’ that many poorer countries are the ones likely to be affected by hot and dry conditions?

Almost half of the world’s population live within 150 kilometres of coastline. 52

Climate change

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A WATERY THERMOMETER When climate gets warmer, the water in the world’s oceans also heats up. Try making a thermometer that shows what happens when water is warmed. Materials • modelling clay

• a glass jar with a lid

• a thin plastic drinking straw

• food colouring

• room temperature water

• 2 large containers

• hot water

• icy-cold water

Instructions

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1. Ask an adult to puncture a hole in the lid of the jar. It should be large enough to fit the straw in.

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2. Insert the straw into the hole in the lid. Make sure it is not touching the bottom of the jar. Take the lid off and use the modelling clay to seal around the hole in the lid to make it watertight around the straw. 3. Fill the jar with the room temperature water and replace the lid with the straw still in it. 4. Predict what will happen: • if you put the jar into a container of hot water.

• if you put the jar into a container of icy-cold water.

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6. (a) Write how you think the jar thermometer works.

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(b) Write two drawbacks to using your jar thermometer to measure the temperature of water.

In 2003, a heatwave in Europe caused tens of thousands of deaths. Most were either very young or elderly people. www.ricpublications.com.au

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EFFECTS ON ECOSYSTEMS Indicators

3. Teacher check

• Reads text and answers questions about possible effects of climate change on ecosystems.

4. (a) The Arctic ice on which they spend much of their lives is melting. In addition, their main food source is seals, which they hunt on the ice. The ice is breaking up earlier in the year, shortening the bear’s hunting season.

• Plans a stall devoted to helping promote the cause of an endangered ecosystem/animal.

Worksheet information • Some scientists believe that more than one million animal and plant species could become extinct during the next 100 years if climate change continues at its present rate.

r o e t s Bo r e p ok u S Cross-curricular activities

• Write a fact file for an animal or plant in danger of extinction due to global warming. • Research what is being done to help the polar bear, Great Barrier Reef and mountain pygmy possum.

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• For the activity on page 57, students can use websites or other resources containing information related to their particular choice. (Try typing, for example, ‘save polar bear’ into a search engine to find reputable websites such as the World Wide Fund for Nature <www.wwf.org> and Greenpeace <www. greenpeace.com>.) Class discussion about shopping centre stalls the students have seen before the class begin the activity would also be helpful. After the activity is completed, the students could share their ideas with a partner and/or use the worksheet to create a poster, banner or other campaign material.

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(b) Bleached coral sometimes dies and when a coral reef dies, so can the array of life it supports.

• Quiz questions relating to this section can be found on page xvi.

Answers

Page 56 1. Answers should include three of the following:

• An ecosystem is a community of plants and animals living in a particular environment. • In an ecosystem, the plants and animals interact and rely on each other to live.

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• Some examples of ecosystems include oceans, reefs and wetlands. • A very important part of an ecosystem is its climate because this largely determines how the animals and plants live. 2. (a) false

(b) true

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(d) false

Science

English

SOSE

NSW

LTS3.3

RS3.5, RS3.6, WS3.9

ENS3.5, ENS3.6

Vic.

SCBS0401

ENRE0401, ENRE0404, ENWR0401

—

EB4, LL4

R4.1, R4.4, W4.1

ICP4.3, ICP4.4, PS4.3

3.5, 4.1

4.3, 4.11

3.4, 3.6

Qld

EB4.1, LL4.3

Refer to curriculum documents on http://www.qsa.qld.edu.au

PS4.2

Climate change

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EFFECTS ON ECOSYSTEMS – 1 An ecosystem is a community of plants and animals living in a particular environment. In an ecosystem, the plants and animals interact and rely on each other to live. Some examples of ecosystems include oceans, reefs and wetlands. A very important part of an ecosystem is its climate because this largely determines how the animals and plants live. All animals and plants in an ecosystem have adapted to its climate. If the climate changes, they either need to adapt again or move elsewhere. For some animals and plants this is not a problem—they are highly adaptable and may, in fact, thrive in the warmer, wetter weather predicted to be an outcome of climate change. But, unfortunately, some animals and plants are unable to either adapt or move to another habitat and may become endangered or extinct.

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Some examples of animals and plants scientists believe have been negatively affected by climate change are written about below.

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Sealife – Coral reef ecosystem

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Polar bears – Arctic ecosystem Warmer ocean temperatures in the last 25 years have been responsible for causing floating Arctic sea ice to melt. Over the next one hundred years, scientists predict that as much as half of it may disappear. One animal that spends most of its life on Arctic ice is the polar bear. Its main food source are seals, which it hunts for on the ice. However, because the ice has been breaking up earlier in the year over the last few decades, the bears’ hunting season has been shortened. This is making the overall population thinner—and polar bears need a certain amount of body fat to survive in their freezing environment. Certain populations of polar bears are now listed as vulnerable.

The rise of sea temperatures over the past 100 years is affecting the world’s coral reefs. Even a temperature rise of 1 ºC can have a huge affect on this delicate ecosystem. Corals (the animals that build a reef) have tiny algae living in their cells. Through photosynthesis, the algae are able to feed the coral. They also provide the bright colours of the coral. But temperature changes can stress coral and they expel the algae. The coral then becomes white. This is called ‘coral bleaching’. Bleached coral can recover eventually, but sometimes it dies. When a coral reef dies, the array of life it supports—from fish to seagrass—may also die. In 1998 and 2002, major bleaching occurred on the Great Barrier Reef, the world’s largest coral reef system.

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Mountain pygmy possums – Alpine ecosystem Many animals are suffering from declining snowfalls as a result of global warming. The mountain pygmy possum, an endangered animal which lives in New South Wales and Victoria, is one example. This animal relies on a deep blanket of snow cover to survive. In winter, it hibernates in the warm air pocket that is created between the snow cover and the ground. But now the possum’s habitat receives more rain, which melts any snowfall which has occurred. The adult population of this animal is estimated at fewer than 3000.

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EFFECTS ON ECOSYSTEMS – 2

pic of coral reef

Use the text on page 55 to answer the questions. 1. List three facts from the text about ecosystems.

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2. Answer as ‘true’ or ‘false’?

(a) Polar bears spend their whole life on ice. . ....................................................................... (b) Some animals will thrive in warmer temperatures. ..........................................................

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(d) The mountain pygmy possum hibernates in summer. ...................................................... 3. Give one reason why you think some animals would be unable to live in a different habitat.

4. Explain why:

(a) some polar bears are listed as vulnerable.

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(b) coral bleaching is such a problem for sealife.

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It is thought that more than half of the coral forming on the Great Barrier Reef may have been affected by coral bleaching. 56

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SHOPPING CENTRE STALL Many people are working to help ecosystems, plants and animals affected by climate change. Imagine you are asked to set up a stall at a local shopping centre to provide information for people and encourage them to help either the polar bear, Great Barrier Reef or mountain pygmy possum. You can use page 55, the Internet and other resources to help you. Plan your stall in the spaces below. My stall is designed to help save the:

Sketch an information leaflet you can hand out. It must contain three important facts about how your animal/ ecosystem is being affected by climate change.

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Describe how you will attract shoppers to your stall. What images, colours and words will you use?

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Choose an expensive product you can sell to raise money. Write why you think it will sell. Product:

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Price:

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List three things you will tell people they can do in their daily lives to help your ecosystem/animal.

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Organisations like the World Wide Fund for Nature and Greenpeace are actively involved in helping to save animals from extinction. www.ricpublications.com.au

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NATURAL DISASTERS INCREASING Indicators

Answers

• Reads text and answers questions about the increase in major natural disasters. • Locates recent major natural disasters on a world map.

Page 60 1. disruptions to weather patterns, rising sea levels, more frequent and severe natural disasters

Worksheet information

2. (c) 400% 3. increase in surface air temperature, retreating mountain glaciers in non-polar regions

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• The World Meteorological Organisation and the US Environmental Protection Agency have both linked continuing extreme weather events to global warming. • Some geophysicists believe that, while global warming does not cause earthquakes, there is a relationship between melting glaciers and an increased risk of seismic activity. The weight of a glacier bearing down on a mountain can stabilise the pressure created as tectonic plates ram into one another in the Earth’s crust.

4. (a) Africa, Asia, North (Central) America

(b) Teacher check. Examples: war, poverty, lack of development (infrastructure), high population 5. (a) 1980s

(b) 1990s

6. Four Category 5 hurricanes within four months. Usually one Category 5 hurricane occurs once in three years. 7. Teacher check

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• According to different agencies, while the number of natural disasters and their severity is increasing, it is possible that they are not simply the result of climate change. For example, for a natural disaster to be considered ‘major’, the number of people affected, the amount of aid required and the cost to insurance companies is taken into account. Take two identical disasters; one occurring in a densely populated area would be considered major, while the other, occurring in a remote region, may not even be recorded. Similarly, the number of communities affected by floods may be on the increase because more employment opportunities may be found in expanding towns and cities which have built up along coastlines and river valleys.

Cross-curricular activities

• Choose one continent severely affected by drought. Present a written project showing the locations of the affected areas and describing any additional problems experienced by the people of the region.

• Choose a major recent flood. Describe how the flood occurred and the effect it had on the communities involved.

• Write a newspaper report describing the events following the landfall of either Cyclone Tracy or Hurricane Katrina.

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• Quiz questions relating to this section can be found on page xvii.

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Science

English

NSW

ENS3.5

RS 3.5, RS 3.6

Vic.

SCES 0401

ENRE 0301, ENRE 0302

EB 4

R4.1

3.1, 4.1

3.3, 4.3

Qld

4.1

Refer to curriculum documents on <http://www.qsa.qld.edu.au>

Climate change

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NATURAL DISASTERS INCREASING – 1 It is a widely-held belief that the increase in temperature of our planet is causing disruptions to weather patterns, raising sea levels and leading to more frequent and intense natural disasters such as droughts, floods and cyclones. According to a 2006 report by the World Bank, which provides money to redevelop areas affected by natural disasters, major natural disasters have increased fourfold in the last 30 years. Droughts

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Floods

Decade

Number of major floods recorded

1950s

1970s 1980s

It has been predicted by some scientists that major floods which in the past occurred once in 100 years are more likely to occur now once in every 10 or 20 years. The number of major floods over the last 50 years has increased significantly with each decade.

©7 R. I . C.P ubl i cat i ons A rise in global sea levels is predicted to increase the chance of major flooding throughout the world. Although the increase 8 •f orr evi ew p ur p ses nl •main cause of in surface air o temperature is o thought toy be the 18

1990s

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Cyclones

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global sea level change, retreating mountain glaciers in nonpolar regions, particularly in Alaska, are also thought to be a contributing factor.

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1960s

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Droughts have become more severe since the 1990s with up to 45% of all deaths from natural disasters resulting from drought-induced famine. The United Nations’ World Food Program has reported that the number of millions of people being fed by their relief agency has increased significantly over the past 15 years. They are now supporting people all over the world; including Kenya, Ethiopia, Afghanistan, Tajikistan, areas of Central America and the Caribbean, and Jordan, Syria and Iran in the Middle East.

The 2005 Atlantic hurricane season seems to suggest that scientists’ predictions for more frequent and intense weather patterns could indeed be true.

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Category 5 is the highest classification for a hurricane. Such a devastating event occurs on average once in three years but, in the 2005 Atlantic hurricane season, four Category 5 hurricanes developed and moved towards the Gulf of Mexico, causing widespread devastation as they made landfall along the gulf’s coastal areas. Name

Month ’05

Wind speed

Hurricane Emily

July

260 km/h

Hurricane Katrina

August

280 km/h

Hurricane Rita

September

285 km/h

Hurricane Wilma

October

295 km/h

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NATURAL DISASTERS INCREASING – 2 Use the text on page 59 to answer the questions. 1. Name three effects believed by many people to be caused by global warming. 2. The World Bank report states that the number of major natural disasters has increased by: (a) 4%

(b) 40%

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3. Give two possible causes for a rise in sea levels.

4. (a) Name three continents in which some countries are severely affected by drought.

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(b) What other factors do you think might increase the severity of drought conditions in these regions?

5. In which decade did the number of major floods increase by:

(b) about 45%?

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(a) 100%?

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6. How does the 2005 Atlantic hurricane season seem to support some scientists’ beliefs that climate change is increasing the frequency and intensity of cyclones?

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7. In your own words, describe the increase and severity of environmental disasters.

Drought conditions contribute significantly to the likelihood of bushfires occuring. The Canberra bushfires of 2003 caused the deaths of four people and destroyed more than 500 homes. 60

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NATURAL DISASTERS INCREASING – 3

(b) Research the occurrence of these disasters throughout the world in the past five years. (c) Mark the location of each disaster on the world map with the appropriate symbol. (d) Label the date and location of each disaster on the map.

Cyclone

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The number of major droughts, floods and cyclones has increased over recent years. People in many countries all over the world have been affected by the increasing occurrence of these natural disasters.

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1. (a) Design a coloured legend to show,

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Flood

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The strength of hurricanes is classified by the Saffir-Simpson scale from 1 to 5. Category 1: winds of 119–153 km/h Category 5: winds over 250 km/h www.ricpublications.com.au

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IMPACT OF CLIMATE CHANGE ON AUSTRALIA Indicators

Cross-curricular activities

• Reads text and answers questions on the impact of climate change on Australia.

• Collect recent newspaper articles concerning climate change. Discuss the point of view of the reporter and how the information presented can be biased according to his or her views. Discuss different forms of media and how they sometimes present incorrect or heavily-biased information and how this affects the reader’s interpretation of events.

• Creates designs for houses to adapt to possible climate changes.

Worksheet information

• Research endangered native animals, focusing on their habitat and diet. Students can investigate what might happen to these populations due to the possible effects of climate change, discussed in this section, and any flow-on effect to other species in the ecosystem.

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• For the worksheet on page 65, students will need a piece of blank A3 paper or card and coloured markers/pencils.

• Students can compose stories about what life might be like in 2030 based on the climate projections suggested in this section.

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• The CSIRO and other groups have projected possible trends, projections and impacts of climate change on Australia. Generally, the focus of these predictions is on increasing temperatures, rising sea levels and increasing occurrences of flooding, cyclones and bushfires. These changes will affect the economy, the ecology and our society in numerous and profound ways.

• Quiz questions relating to this section can be found on page xvii.

Answers Page 64 1. (a) false

(b) false

2. Teacher check 3. Teacher check

(d) true

4. Possible answers: agriculture, wheat production, decreases milk and fruit production, fish stocks may decrease, decrease in export revenue. (b) Hobart

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Science

English

Design/Technology

NSW

DMS3. LTS3.3, ESS3.6

RS3.5, RS3.6, WS3.9

See Science outcomes

Vic.

SCBS0401

ENRE0401, ENRE0404, ENWR0401, ENWR0403, ENWR0402

TEMA0402

EB 4, LL 4

R 4.1, R 4.2, R 4.4, W 4.2, V 4.1, V 4.2, V 4.4

TP 3.1, TP 3.2,

3.5, 4.1, 4.3

3.3, 4.3, 3.4, 4.4, 3.11, 4.11

4.1, 4.2, 4.5

Qld

EB4.1, EC4.3LL4.3

Refer to curriculum documents on http://www.qsa.qld.edu.au

M4.1

Climate change

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IMPACT OF CLIMATE CHANGE ON AUSTRALIA – 1 It is impossible to know exactly what impact changes in the climate will have on Australia in the future. Any predictions about the future’s climate need to consider the possible non-human and human influences on climate change and any actions world communities may take to decrease the effect of their behaviour on the climate. Many documents proposing climate change projections have been produced. Some predictions include: • temperature rising around 1–2 °C for the southern coast of Australia and 2–3 °C for the rest of Australia

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• rainfall increases of up to 2 mm per day in northern Australia and Queensland in summer

• a projected rise in the sea level by about 50 cm above current levels by the year 2100, although actual rates will vary in different areas.

The CSIRO projects an annual average warming of 0.4 to 2 °C over most of Australia by 2030. This warming is not universal, with slightly less warming in some coastal areas and slightly more warming in north-western Australia. By 2070, they suggest the increase is likely to be 1 to 6 °C over most of Australia. More warming will occur in spring and least in winter, except in the north-west, where most warming will occur in summer. This heating trend, combined with changes in sea levels and rainfall and cyclonic changes, will have numerous ecological, social and economic impacts.

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• extreme weather, including heavy rainfall and severe drought, to occur more frequently over different parts of Australia

Number of days over 35 ºC (by year) Present 2030 2070 Hobart 1 1–2 1–4 Sydney 2 2–4 3–11 Brisbane 3 3–6 4–35 Canberra 4 6–10 7–30 Melbourne 8 9–12 10–20 Adelaide 10 11–16 13–28 Perth 15 16–22 18–39

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Ecological impacts: Natural ecosystems are very vulnerable to climate change. Coral reefs, forests, mangroves, wetlands and even deserts are at risk. A 0.5 ºC warming in south-western Australia could wipe out some frog and small mammal populations, as well as endangering some species of trees. If sea levels rise, freshwater floodplains, and the fauna that inhabit them, will be affected. Coral reefs are already suffering under warmer seas, affecting plankton, fish and other sea creatures.

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Economic impacts: Agriculture and fisheries will be affected by these changes to our climate. Wheat and fruit production may decrease, as may milk production from cows in extreme hot weather, and there could be less fodder for grazing animals. All this would have a huge impact on the amount of money Australia is capable of making, which will affect most aspects of our economy. Social impacts: Climate change will influence where it is safe, comfortable and healthy for Australians to live. Bushfires, severe storms and floods will influence our health and lives. Rising sea levels will change life in coastal areas, houses will become harder to cool, gardens harder to maintain and the general cost of living will increase. The Australian way of life could change dramatically.

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IMPACT OF CLIMATE CHANGE ON AUSTRALIA – 2 Use the text on page 63 to complete the following. 1. Answer as ‘true’ or ‘false’. (a) Temperatures will rise evenly throughout Australia. ......................................................... (b) Deserts will not be affected by climate change. ............................................................... (c) Small increases in temperature could endanger some animal species. ............................ (d) Cows produce less milk in extreme hot weather. .............................................................

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2. Describe some ways climate change could affect your way of life in the future.

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3. Why are rising sea levels a problem for: (a) humans?

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(b)

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5. Use the chart on page 63 to answer the following questions

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(a) Which city presently has the most days over 35 ºC?

(b) Which city could expect the lowest increase in the number of days over 35 ºC by 2070?

the biggest increase by 2070?

(d) If you were still alive in 2070, which city do you think you would prefer to live in? Why?

More than 80% of Australians live within 50 kilometres of the coast. 64

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CLIMATE CHANGE: AUSTRALIAN HOMES OF THE FUTURE If the climate changes suggested by some scientists and researchers happen as predicted, there will be great changes in the way Australians live. Houses will need to be designed differently to keep us safe, comfortable and healthy. Using your knowledge of the changes that might occur, design a house for 2030. Make sure you consider the possible conditions of the future, such as: • Insects: Warmer conditions may increase the number of mosquitoes and the diseases they carry. With some small animal numbers decreasing, there may be more spiders, cockroaches and other insects. Will this change housing design?

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• Water: There may be less fresh water for use in the home. How will this affect the way we wash, cook and clean? Will houses have gardens? If so, how will they be watered? Will all houses need rainwater tanks and water recycling systems?

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• Cyclones and flooding: Houses may need to be built to protect us from cyclones and heavy rains. What materials might be used? Should houses be elevated or reinforced against strong winds and earthquakes? • Heat and energy: Global warming will mean more days of high temperatures. What design features and energy sources will help keep houses cool? Will all outdoor areas need to be covered? Will houses have more or fewer windows? • Lifestyle: Will we have swimming pools? Will houses be bigger or smaller? Will we have bigger or smaller living areas? Draw a rough plan for your house in the box. Use this plan to draw your final copy onto A3 paper, either as a ‘floor plan’ or picture.

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Using the sun’s energy as solar heating can dramatically reduce electricity usage, as well as reduce greenhouse gas emissions. www.ricpublications.com.au

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THE IMPORTANCE OF REDUCING FOSSIL FUELS Indicators

Cross-curricular activities

• Reads text and answers questions about the importance of reducing the use of fossil fuels and increasing use of ‘clean’ energy sources.

• Students write an explanation of their artwork to be displayed next to the artwork when completed.

• Completes a plan for an artwork about renewable energy and fossil fuels.

Worksheet information

• Compile a list of simple ways your class, school or home can reduce its use of fossil fuels.

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• Besides many scientists believing fossil fuels are contributing to global warming, they are also a non-renewable source of energy. This is another reason we should look towards increasing ‘clean’ or renewable sources of energy. Non-renewable energy sources, such as coal, oil and natural gas, cannot be replaced or remade once they have been used up. • Quiz questions relating to this section can be found on page xviii.

• View artworks about renewable energy on the following websites: < http://www.lope.ca/artrenewable/index.html > < http://www.energyquest.ca.gov/art_gallery/98winners/index. html >

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• Investigate renewable energy projects occurring in the local area, city or state. Collect brochures about them and complete pair or group projects about one to present to other pairs or groups in the class.

Answers

Page 68 1. Fossil fuel was formed millions of years ago from layers of fossilised plants and animals. 2. They produce carbon dioxide when burnt which is believed to contribute to global warming. 3. Teacher check

4. reducing the use of fossil fuels, increasing the use of clean energy sources 5. (a) biomass (b) oil (c) natural gas (e) coal (f) water (g) wind (a), (d), (f), (g) and (h) should be highlighted

(d) geothermal (h) solar

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(b) Wind power is the fastest growing energy source in the world. (c) Solar panels on buildings capture the sun’s rays. P age 69 Teacher check

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6. (a) Geothermal power is heat from within the Earth.

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Science

English

Creative arts

NSW

BES3.1, ESS3.3

RS3.5, RS3.6, WS3.9, WS3.10, WS3.11

VAS3.1, VAS3.2

Vic.

SCES0401

ENRE0401, ENRE0404, ENWR0401

ARAR0401, ARAR0402

EB 4

V 4.1, V 4.4, R 4.1, R 4.4, W 4.1

AI4, ASP4, AR4, AIS4

4.1, 4.3

3.3, 4.3, 3.7, 4.7, 3.11, 4.11

3.1, 4.1, 3.2, 4.2, 4.3, 3.4, 4.4

Qld

EB 4.1, EB 4.3, LL 4.3

Refer to curriculum documents on <http://www.qsa.qld.edu.au>

VA 4.1, VA 4.2, VA 4.3

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THE IMPORTANCE OF REDUCING FOSSIL FUELS – 1 The average surface temperature on Earth has increased by about 0.6 °C in the last 100 years. This global warming may be caused by natural processes, but many scientists believe that it is increasing because of human activity. If global warming continues to increase, it will lead to climate change. Fossil fuels One human activity that many scientists believe adds to global warming is the burning of fossil fuels. These are coal, oil and natural gas. A fossil fuel is one that was formed millions of years ago from layers of fossilised plants and animals. Those layers gradually formed a black rock-like substance called coal, a thick liquid called oil and natural gas.

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It is important to reduce the use of fossil fuels and to look for other ways to produce ‘clean’ energy sources; those that do not produce greenhouse gases such as carbon dioxide during operation. Some other energy sources are outlined below. Wind power Wind power is the fastest growing source of energy in the world. Wind can be used to run turbines to produce energy for electricity.

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Fossil fuels are currently needed as energy sources for industrial, domestic and personal use. Electricity is the main energy source used in homes, work, factories, schools and so on. Fossil fuels, mainly coal, are used to create electricity in power plants. Vehicles use oil and natural gas. Electricity and natural gas are used in home heating, cooking, washing etc. The problem with using fossil fuels is that when they are burnt they produce gases such as carbon dioxide. This gas, in particular, traps heat in Earth’s atmosphere, which many scientists believe is adding to global warming.

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Solar power Solar power is energy from sunlight. Solar panels on buildings use the sun’s rays to provide power for hot water and heating.

Water power Water or hydro power comes in several forms, including hydro-electric energy from water stored in dams, to using the movement of water in waves and tides to create energy. Even a slow-flowing stream of water can produce considerable energy as water is extremely dense—about 1000 times denser than air.

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Geothermal power Geothermal power is energy obtained from the heat within the Earth. It can be used to heat buildings, and, when cooling is required, the pumps work in reverse and take the heat down into the Earth. Biomass power Biomass is energy from organic matter such as plants or animals. Specially grown biomass or ‘energy’ crops are used. Energy is created by burning the biomass, changing it to a gas or converting it to a liquid fuel. Growing plants as fuel for biomass energy reduces the amount of carbon dioxide released into the atmosphere because plants absorb carbon dioxide as they grow. www.ricpublications.com.au

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THE IMPORTANCE OF REDUCING FOSSIL FUELS – 2 Use the text on page 67 to answer the questions. 1. Explain how a fossil fuel is formed. 2. Why do many scientists believe fossil fuels are contributing to global warming?

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3. Give one example of how each fossil fuel is used for domestic, industrial or personal use. (a) Coal (b) Oil

4. What are two solutions believed to reduce global warming? • •

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5. Unjumble these energy sources. Highlight the clean sources. (b) ilo

(d) magotehrel

(e) loca

(f) trewa

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(a) msibaso

(g) dniw

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6. Rewrite these statements so they are true.

(a) Geothermal power is heat from the sun.

(b) Biomass is the fastest growing energy source in the world. (c) Solar turbines on buildings capture the sun’s rays.

Scientific evidence has shown that, over the last 150 years, the burning of fossil fuels has caused a 25 per cent increase in the amount of carbon dioxide in the Earth’s atmosphere. 68

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BEAUTIFUL RENEWABLE ENERGY SOURCES 1. Complete the table below for a plan for an artwork. As an artist, your task is to make renewable sources of energy—wind, solar, water, geothermal and biomass power—appear more beautiful and appealing than fossil fuel. You may use any materials and mediums that you wish and your artwork may be two- or three-dimensional. You must represent both renewable energy and fossil fuels in the same artwork. (a) What form will your artwork take? (Painting, sketch, sculpture, mobile, textile, clay, a combination of the previous ones or another form.)

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(b) What forms/shapes will you use to represent ‘beautiful’ renewable energy? Sketch a draft of it/them.

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(e) What ‘unappealing’ colours will you use for fossil fuel forms/shapes?

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(f) What materials and equipment will you need?

2. Use the back of the worksheet to draw a plan of your artwork, with labels showing placement of forms, which colours will be used and where, joining techniques (if applicable), shading, texture etc. 3. When your plan is completed, collect your materials and make your artwork. Display. One 150-megawatt coal-fired power plant produces more than one million tonnes of greenhouse gas emissions every year, the equivalent of more than 300 000 car emissions. www.ricpublications.com.au

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Climate change

ENERGY-EFFICIENT HOME DESIGN Indicators

Answers

• Reads text and completes answers about the design of an energy-efficient home.

Page 72 1. orientation

• Rates own home for energy efficiency.

2. Orientation places the house on the block of land so that it utilises the sun’s rays for heating in winter and excludes summer heat.

• Draws and labels aspects of an energy-efficient room.

Worksheet information

• Many government departments assist home builders who want to build more energy-efficient homes. They can provide a compass card to help owners orientate their home best, supply brochures with information about energy-efficient heating, cooling and other appliances or brochures which give simple tips to save energy in the home. They conduct community seminars and give information about particular case-study homes built for energy-efficiency.

4. Teacher check but answers will be similar to: (a) Insulation forms a barrier to keep heat in during winter and to reduce the amount of heat which enters the house in summer. (b) Building materials vary in their ability to keep heat in during winter and out during summer. Double brick is better than brick veneer but brick veneer is better than weatherboard, fibre cement and other lightweight materials.

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3. Answers may be chosen from the following list: size, placement, curtain or blind treatment, tinted glass, reflective film, double glazing.

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• Other aspects which have not been mentioned include choosing a block of land to build the house on which allows the home builder to erect the home with the best orientation; varying home designs to suit climate, such as homes on stilts in tropical areas to allow cool breezes to circulate underneath; grouping rooms with similar uses to create zones; the use of doors rather than open-plan design to retain heated or cooled air; grouping kitchen, bathroom and laundry areas so that long hot water pipes are not needed (heat loss through pipes results in more hot water use); including solar hot water heating systems; the use of rainwater tanks or adaptions to use ‘grey’ water for garden use etc.

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• Quiz questions relating to this section can be found on page xviii.

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• Investigate ways the school layout and design is energy-efficient and then list ways to improve the energy efficiency level.

• Visit a home display centre and collect brochures of energyefficient buildings, products and appliances.

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• Students may need his/her own home plan or a simple sketch of it with compass points for the activity on page 73. A simple sketch completed for homework before doing the worksheet may be necessary so that information is more accurate.

• Students can research information about, and then design, their own energy-efficient home plan.

o c . che e r o t r s super English

SOSE

NSW

BES3.6

RS3.5, RS3.6, WS3.9

ENS3.5, ENS3.6

Vic.

—

ENRE0401, ENRE0404, ENWR0401, ENWR0403, ENWR0402

SOGE0401, SOGE0403

EB 4

R 4.1, R 4.2, R 4.4, W 4.2, V 4.1, V 4.2, V 4.4

ICP 4.1, ICP 4.4, PS 4.1, PS 4.2, PS 4.3, R 4.1, R 4.2, NSS 4.1

4.1, 3.3, 4.3

3.3, 4.3, 3.4, 4.4, 3.11, 4.11

4.1, 3.4, 4.4, 3.5, 3.6

Qld

EB4.1, EB4.2, EC4.3

Refer to curriculum documents on <http://www.qsa.qld.edu.au>

PS 4.1, PS 4.2, PS 4.5

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ENERGY-EFFICIENT HOME DESIGN – 1

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We must all take responsibility for looking after our world and the environment. After all, it’s the only one we have! The home is the obvious place to start when thinking of becoming more energy efficient.

© R. I . C.Publ i cat i ons A truly energy-efficient home begins with the orientation and design of the house itself. The most energy•f r e i e pu r p s e sito y efficient house iso oner which is v placed onw the block of land in o a way so that usesn thel sun’s• heat to warm the

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home in winter and excludes the heat in summer. In the Southern Hemisphere, this means having windows and the most-used rooms, such as living rooms, facing the north to receive maximum winter sun. Wide eaves or verandas should shade the hotter areas of a house.

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The size and placement of windows affects the amount of heat that enters a home. The type of curtains or blinds used on windows also makes a difference. Thick curtains can keep out or retain heat in rooms. Skylights in dark rooms reduce the need to turn on lights. Tinted glass, reflective film and double glazing on windows reduce the amount of heat entering a room.

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Insulation in the roof and walls of a home forms an efficient barrier to heat flow, reducing heat lost from a home in winter and the amount entering in summer. The types of materials used to build a home can also make a big difference. Double brick walls are more efficient than brick veneer, while weatherboard, fibre cement and other lightweight walls are the least efficient as they heat up and cool down quickly. Concrete floors are more efficient than timber. Even painting the exterior of a home a lighter colour will help reflect summer heat. Providing cross ventilation to capture cool breezes in summer and draught proofing around doors and windows to prevent heat loss in winter will help as well. Plants and trees can also be used to make a home more energy efficient. Deciduous trees and vines planted correctly will provide shade in summer but allow winter sun to warm the home. Grassed areas and large areas of paving or concrete shaded by trees can help to reduce heat reflected into the house. A home designed for the local climate with energy efficiency in mind not only saves money on energy costs for its occupants, but may also reduce the impact that humans have on the environment. www.ricpublications.com.au

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ENERGY-EFFICIENT HOME DESIGN – 2 Use the text on page 71 to complete the following. 1. What is the first thing to consider when building an energy-efficient home? 2. What effect does this have on energy efficiency?

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3. Name four ways windows can be energy-efficient.

4. Write a short explanation to show how each affects energy efficiency. (a) insulation

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(b) building materials

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5. Explain how plants and trees can be used to enhance energy efficiency.

Some countries, such as the USA, give homes, as well as appliances, an energy rating based on insulation, windows, construction, heating and cooling equipment used and the use of energyefficient appliances in the home. 72

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RATE YOUR OWN HOME

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1. In the box below, draw a simple plan of the design of your home. (Refer to your plan, if you have one.) Include compass directions; verandas; patios; courtyards; grassed, paved or concreted areas; arrows for hot and cool breezes and winter and summer sun, large shade trees, shrubs and vines.

© R. I . C.Publ i cat i ons 2. Give your home a rating to show how energy-efficient the design is. Allocate one •f orr e vi ewanother pu po se soinnl y• star for best orientation for your climate, forr good shade provision

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3. Select a room in your home which you think is the most energyefficient. Consider size and placement of windows and doors, the use of skylights for light in darker rooms, window treatments, paint and decor colours (lighter colours are usually cooler, as are greens, blues etc!), floor treatments, heating and/or cooling options and the use of trees, vines, awnings and blinds etc. outside the room to provide shade. Draw and label the room plan showing all the ways the room was made energyefficient.

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summer, another star for methods of allowing cool breezes to get into the home in hot weather, another for having insulation, another for ways to let in winter sun and a final one for using the best building materials. AWESOME DESIGN!

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Many homes have so many air leaks from holes made for plumbing, wiring, lighting and ductwork that it is like having a window open all year around. This can waste 20 per cent or more of the energy used to heat and cool a home. www.ricpublications.com.au

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WE CAN ALL HELP Indicators • Reads text and completes answers about different ways to be more energy efficient at home, on the road, at school and work.

• Hydrogen vehicles use hydrogen as the source of fuel for power, but can also refer to other vehicles, such as an aircraft, that use hydrogen in the same way.

• Some other common-sense tips for saving energy include:

• Ozone (smog) at ground level affects health. Ozone can irritate the respiratory system, causing coughing, throat irritation and chest pains. Ozone can reduce lung function, aggravate asthma and inflame or damage the lining of the lung. There is also speculation that ozone speeds up the aging process. Ozone in rural areas may also be increased as winds can carry emissions hundreds of kilometres from its source.

~ In the home: keep heating and cooling appliances clean and well maintained as they work more efficiently this way (and use reputable contractors to fix appliances), seal air leaks and use insulation, use ‘green’ power (wind, solar etc. ) if possible, use products in containers that can be recycled, use a push-mower etc.

• Environmental agencies in many countries offer suggestions for ways to avoid unhealthy exposure to ozone. These include limiting long periods of outdoor activity during summer (when ozone is more prevalent due to the amount of sunlight), reducing strenuous activity and monitoring ozone levels and exercising when they are lower (usually early in the morning or evening).

~ At school: learn about alternative power forms, climate change and the effect on different ecosystems; be energy aware and conserve where possible; use two-sided printing and copying; buy and use materials with recycled content; recycle printer cartridges; lease or donate used equipment to other schools or organisations.

• Quiz questions relating to this section can be found on page xix.

• Completes possible consequences and solutions for health scenarios.

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Worksheet information

Answers Pages 76 and 77 Teacher check

~ On the roads: buy and use the least-polluting, most energyefficient vehicle possible for your needs.

Cross-curricular activities

• A hybrid vehicle is one that uses two or more distinct power sources to propel the vehicle, such as both petrol and electricity. They are very fuel efficient, environmentally-friendly and cheaper to run. The concept of using hybrid vehicles as individual passenger vehicles is new; however, hybrid vehicles for other purposes are not a new idea. Diesel-electric locomotives, dieselelectric buses and mining trucks are other hybrid vehicles which have been in use for a while.

• Students record UV levels (as shown on daily weather reports) and predict ozone levels (high, low, moderate) for a given period.

• Students create for themselves a checklist of strategies for reducing the amount of energy consumption in the home over a weekly, fortnightly or monthly period. At the end of the period, students evaluate their success or failure.

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• Students research current models of hybrid or alternative power cars and display brochures.

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Science

English

PD/PE/Health

NSW

BES3.1, ESS3.6

RS3.5, RS3.6, WS3.9

DMS3.2, PHS3.12

Vic.

—

ENRE0401, ENRE0404, ENWR0401, ENWR0403, ENWR0402

HPIP0401, HPIP0402

EB 4

R 4.1, R 4.2, R 4.4, W 4.2

KU 4, SMS 4, IPS 4

4.1, 3.3, 4.3

3.3, 4.3, 3.4, 4.4, 3.11, 4.11

4.4, 3.6, 4.6, 3.7, 4.7

Qld

EB 4.1, EB 4.3, EC 4.3

Refer to curriculum documents on <http://www.qsa.qld.edu.au>

PHIC 4.1, PHIC 4.3, PHIC 4.5

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WE CAN ALL HELP – 1 A few simple changes in different areas of life by everyone can have a large impact on energy consumption and, possibly, climate change.

IN THE HOME

ON THE ROADS We can …

• replace existing light bulbs with compact fluorescent bulbs or energy-saving bulbs • turn off lights when not in use • buy and use electrical appliances with the best energy-efficiency rating • reduce, reuse and recycle by composting etc. • use water efficiently—take shorter showers, fix leaky taps, turn off taps when the water is not being used, use cold water for washing clothes instead of hot, use water-efficient shower heads, only water gardens when necessary • cook, iron or wash during the cooler part of the day • use waterwise plants in the garden • close curtains and blinds to retain or reduce heat • use fans for cooling • ensure seals on refrigerators and freezers are working properly.

• walk, cycle, run or use public transport occasionally instead of driving • car pool • keep the car well maintained and tyres properly inflated • drive smoothly (More energy is used by erratic driving!) • buy a smaller car • consider buying a hybrid or electric car when the old one needs replacing • use a fuel blend in the car which emits fewer greenhouse gases • make one car trip to complete many tasks rather than lots of trips • buy goods close to home rather than travelling long distances for them.

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We can …

IN THE WORKPLACE We can …

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• recycle food scraps for compost on the school garden • turn off lights when we leave the room at break times • reuse scrap paper • plant trees and waterwise plants • become more knowledgeable about climate change and the efficient use of energy • reduce food waste by bringing food in containers instead of plastic or foil lunch wrap • use paper made from recycled materials • print worksheets on both sides of a sheet of paper • recycle printer cartridges.

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AT THE SCHOOL

• use office equipment efficiently by employing power-saving options; turning off when not in use etc. • turn off unnecessary lights when not needed and at the end of the workday • use energy-efficient products where possible • use printing paper made from recycled materials • ensure that the premises themselves are energyefficient, with efficient cooling and heating options, ventilation etc. • use water wisely • use the stairs instead of the lift (Get fit and save the energy needed to move the lift!) • recycle printer cartridges.

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WE CAN ALL HELP – 2 Use the text on page 75 to complete the following. 1. In each column of the table, list eight ways we can all help to reduce energy consumption.

On the roads

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At school

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In the home

In the workplace

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2. Tick each suggestion that you or family members do or carry out.

3. Explain in your own words why it is important to carry out these measures. A hybrid car can use less than half the fuel of a ‘normal’ family car and produces very low greenhouse gas emissions. 76

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SMOGGY SCENARIOS Ozone is a gas which occurs in the atmosphere. ‘Good’ ozone is found in the Earth’s upper atmosphere and forms a protective layer from the sun’s harmful ultraviolet rays. ‘Bad’ ozone occurs in the Earth’s lower atmosphere and is created when pollutants emitted by cars, power plants, refineries, chemical plants and other sources react with sunlight. ‘Bad’ ozone can affect the health of the people who breathe it and, in particular, cause respiratory problems. 1. For each scenario, complete a description of the consequences and possible solutions.

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Scenario

Possible consequences

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(b) Shylie goes to swimming training after school twice a week. The bus home from training takes her past the city’s chemical plant. She quite often has a sore throat until bedtime on training days but usually feels better the next day.

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(a) Thomas is an active twelveyear-old who lives close to a busy road. Despite being asthmatic, he enjoys playing basketball outside with his friends, although he does cough more when he does.

Possible solutions

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(c) Dallas and Misty are twins who joined the local athletics club at the beginning of the season. Each afternoon, a strong wind from the city blows polluted air over the training field. Their performances have deteriorated since the middle of the season.

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2. Discuss your answers with a partner to find similarities and differences. 3. Interview a class member who suffers from a respiratory problem, such as asthma, to find out what triggers an attack and how he/she copes. In particular, find out what measures he/she takes, if any, to build up physical resistance to the problem. Printer cartridges, toner bottles and drum units are processed so that their components can be used for new products. These include a colour agent for plastic timber replacement products, aluminium products and structural steel beams. www.ricpublications.com.au

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Climate change

GOVERNMENTS WORKING TOGETHER Indicators

Answers

• Reads text and answers questions relating to international concern about climate change.

Page 80 1. Increased emissions of greenhouse gases.

• Prepares a debate on two opposing views of climate change.

2. To establish a means of measuring and reporting greenhouse gas emissions.

Worksheet information • The 2001 IPCC Assessment Report recommended that adapting to climate change is now as important an issue as reducing emissions of greenhouse gases.

3. climate 4. Earth 5. 1992

4. (a) An inconvenient truth

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• The Australian government has funded the development of an adaptation strategy which will aim to increase the ability of human and natural systems to cope with climate change.

• The Asia-Pacific Partnership on Clean Development and Climate (AP6) was established to address the problems of energy use, climate change and air pollution, while improving the economies of the developing partner nations and raising the standard of living in these countries. In total, the nations involved in AP6 (Australia, China, India, Japan, Republic of Korea and the United States) represent about half of the planet’s human population, gross domestic product, energy use and greenhouse gas emissions.

(b) The great global warming swindle

5. The planet has been through warm periods before, the warmest of which occurred before humans developed the technology required to produce sufficient quantities of greenhouse gases to cause climate change. 6. Teacher check Example: There is no need to put any time, money or effort into solving a problem which is a natural phenomenon.

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• Prior to the 2007 APEC Summit in Sydney, the Australian Prime Minister declared that clean development and climate change would be key issues for discussion.

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3. 1. Kyoto 2. treaty

7. Teacher check

Cross-curricular activities

• Type the name of each movie into an Internet search engine and make notes on the points each movie makes. Discuss your notes in a group.

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• Research the Australian government’s stand on greenhouse gas emissions. Make notes, including supporting arguments. Roleplay an interview with a popular TV host such as Andrew Denton or Rove McManus.

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• Quiz questions relating to this section can be found on page xix.

• Create a time line to show international meetings and events relevant to discussion of climate change.

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SOSE

English

NSW

ENS 3.5; SSS 3.7

TS 3.1, TS 3.2; RS 3.5, RS 3.6; WS 3.9

Vic.

SOES 0401

ENSL 0402; ENRE 0301, ENRE 0302; ENWR 0402

R 4.1, R4.2; PS 4.3

LS 4.1, LS 4.2; R4.1; W 4.1

4.6

3.1, 4.1; 3.2, 4.2; 3.3, 4.3; 3.4,4.4

Qld

PS 4.2

Refer to curriculum documents on <http://www.qsa.qld.edu.au>

Climate change

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GOVERNMENTS WORKING TOGETHER – 1 Global climate change is recognised as a massive potential problem by governments and agencies throughout the world. The Intergovernmental Panel on Climate Change (IPCC) was established in 1988 in response to growing concerns about predicted climate change brought on by increased emissions of greenhouse gases. The role of the IPCC is to study information related to climate change and to assess what it means for science, technology and human society.

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• Working group 1 looks at the science of climate and its potential change.

• Working group 2 studies the impact climate change may have on human communities and the natural environment and how both might adapt to it. • Working group 3 considers ways in which greenhouse gases might be reduced.

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The IPCC is divided into three working groups and a task force.

An inconvenient truth is an Academy Award-winning © R. I . C.Pub l i cat i ons documentary movie presented by former US Vice President and Nobel laureate Al Gore about global •f orr evi ew pur pos so nl y• warming ande climate change which aims to convince

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The Kyoto Protocol is the 1997 amendment to the United Nations’ international environmental treaty on climate change, which was originally produced at the Earth Summit in Rio de Janeiro in 1992.

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The original treaty stated that countries agree to reduce greenhouse gas emissions, but it did not include limits on emissions by individual nations. The aim of the Kyoto Protocol is to add these limits in order to establish acceptable levels of emissions that will not affect the climate.

At the opposite end of the scale, The great global warming swindle is a movie that seeks to assure people that humans are not responsible for climate change and there is nothing that can be done to alter any current changes.

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While climate change and the responses to it are important issues on the political agenda of many nations, there are some people who are convinced that not enough is being done to resolve the problem. Some people believe that the planet will be destroyed if far greater steps are not taken immediately to halt the emission of greenhouse gases and to stabilise the climate.

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its viewers of the severity of the problem and why immediate action must be taken to save the planet.

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• The Task Force on National Greenhouse Gas Inventories seeks to establish an internationally accepted method of measuring and reporting greenhouse gas emissions and removals.

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The movie explains that the planet has gone through many climate changes and what we are experiencing now is just more of the same. It also cites the fact that the warmest periods in history occurred long before the 19th century, yet it wasn’t until the onset of the Industrial Revolution that greenhouse gases began to be produced in significant quantities. The climate change debate is a very complex issue, with many viewpoints that make it difficult for everyone to agree. That governments are working together to address the situation can be recognised as a positive step towards understanding the great debate.

Climate change

GOVERNMENTS WORKING TOGETHER – 2 Use the text on page 79 to answer the questions. 1. What is believed by many to be the cause of our current climate change? 2. What is the role of the IPCC’s Task Force? 3. Complete the sentence.

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change. The treaty

Summit in Rio de Janeiro in

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was produced at the

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4. Of the two controversial movies on climate change, which relates to …

(a) the destruction of the planet if steps are not taken to halt greenhouse gas emissions?

(b) climate change being a natural phenomenon not created by humans?

5. Which argument cited in The great global warming swindle directly opposes the main argument in An inconvenient truth?

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6. Why do you think a lot of people would like to believe that humans are not responsible for climate change?

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7. What is your opinion on climate change?

The IPCC was established by two United Nations organisations; the World Meteorological Organisation (WMO) and the United Nations Environment Programme (UNEP). 80

Climate change

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CLIMATE CHANGE DEBATE At opposite ends of the climate change debate are: • those who believe that humans are responsible for climate change due to the excessive emissions of greenhouse gases • those who believe that the current climate change is a natural phenomenon for which humans bear no responsibility. 1. (a) With a partner, prepare arguments to debate the statement; ‘Excessive greenhouse gas emissions are responsible for global warming and climate change’.

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(b) Make notes for your arguments in the framework. Statement for debate:

Points for

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Introduction:

Points against

Point 1: Introduction

Supporting details: 1

Supporting details: 2

Supporting details: 3

Point 1: Introduction

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Supporting details: 3

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Supporting details: 3

2. Share your arguments for and against the statement with the rest of the class. Decide on the best three arguments for each side of the debate. Conduct the debate with another class. 3. At the end of the debate, take a vote for each side. Vote for:

Vote against:

Anthropogenic greenhouse gases are those produced by human activity, such as burning fossil fuels and farming. www.ricpublications.com.au

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