Académique Documents
Professionnel Documents
Culture Documents
THE GREENHOUSE
EFFECT
This development of these materials was supported under Australian Research Council's Discovery Projects
funding scheme (130103035).
katherine.carson@uwa.edu.au
Faculty of Education, The University of Western Australia, 35 Stirling Highway, Crawley, 6009
Front cover image: NASA: Earth observatory. (n.d.). History of the blue marble.
http://earthobservatory.nasa.gov/Features/BlueMarble/BlueMarble_history.php
TABLE OF CONTENTS
TABLE OF CONTENTS
Introduction to climate change resources
5
Alternative conceptions
6
References
7
------------------------------------------------------------------------------------------------------------What is the greenhouse effect?
11
Links to Australian curriculum
12
Teacher notes
13
Student answers
16
Student activity
17
What is the greenhouse effect?
Electromagnetic radiation and the greenhouse effect
References
20
------------------------------------------------------------------------------------------------------------Greenhouse gases and car travel
25
Links to Australian curriculum
26
Teacher notes
27
Student answers
28
Completed travel log
30
Student activity
31
Greenhouse gases and car travel
Travel log
Sample travel log
References
37
------------------------------------------------------------------------------------------------------------Demonstrating the greenhouse effect
41
Links to Australian curriculum
42
Teacher notes
44
Student answers
46
Student activity
48
References
52
------------------------------------------------------------------------------------------------------------Socioscientific issues and introducing argumentation
55
Links to Australian curriculum
56
Teacher notes
58
62
Student activity
Are ecobuses worth the cost?
Burning rubbish for electricity waste to energy plants
Wind power
References
68
3
Useful resources
Science by Doing is a set of resources developed by the Australian Academy of Science. The Systems
on a Big Scale unit includes activities on the carbon cycle, climate change and biodiversity. These
resources are free to download.
http://www.sciencebydoing.edu.au/curriculum/teacher/download/yr10/systems/
The Science of Climate Change: Questions and Answers is a booklet developed by the Australian
Academy of Science to explain the greenhouse effect, climate change and the possible effects on
Australia now and in the future.
http://www.science.org.au/publications/science-climate-change-questions-and-answers
The Bureau of Meteorology has data from 1910 on atmospheric conditions such as temperature, rainfall
and sea temperature. Regions of Australia can be selected and compared and graphs show the annual
measurements over time.
http://www.bom.gov.au/climate/change/index.shtml#tabs=Tracker&tracker=timeseries
The Climate Council, headed by Tim Flannery provides independent and current climate change
information directly related to Australia. https://www.climatecouncil.org.au/
The CSIRO has developed the CSIRO Home Energy Saving Handbook, with tips on saving electricity
usage in and around the home. http://www.csiro.au/Organisation-Structure/Flagships/EnergyFlagship/The-CSIRO-Home-Energy-Saving-Handbook.aspx At this page there are some room by room
tips. http://www.csiro.au/Outcomes/Energy/Saving-energy-in-your-home.aspx
* The ozone layer has not been specifically addressed in this curriculum resource.
REFERENCES
REFERENCES
1
Carson, K., Dawson, V., & Rennie, L. High school students understandings of climate change.
Poster presented at the annual National Association for Research in Science Teaching 2014
conference, Pittsburgh, U.S.A., 31 March 2014.
Woodford, C. Air Pollution, 14 September, 2014. Explain that stuff. [Online] Available from:
http://www.explainthatstuff.com/air-pollution-introduction.html [Accessed 20 October 2014].
WHAT IS THE
GREENHOUSE EFFECT?
12
Teacher notes
13
Student answers
16
Student information
17
References
20
Content Description
Elaboration
YEAR 7
Use and Influence of
Science
YEAR 8
Science Understanding
Physical Sciences
Science Inquiry
Questioning and
Predicting
YEAR 9
Science Understanding
Physical Sciences
YEAR 10
Science Understanding
Earth and Space
Sciences
12
TEACHER NOTES
Figure 1: The heating of a cars interior [4] is similar to the Earths greenhouse effect [5]
13
TEACHER NOTES
distinguish between these processes and negative wording regarding the greenhouse effect (instead of
the enhanced greenhouse effect) and greenhouse gases, lead students to think that greenhouse gases
and the greenhouse effect are harmful.
When teaching this topic it is imperative to distinguish between
the greenhouse effect and the enhanced greenhouse effect.
Weather and climate
A common misunderstanding in students is the difference between weather and climate. Weather is the
daily, weekly and even annual atmospheric conditions of Earth (such as humidity, rainfall, maximum and
minimum temperatures, and wind). Climate is these weather conditions at a certain locality, statistically
averaged over a period of at least 30 years9.
Global warming and climate change
It is necessary for students to understand the difference between climate and weather, in order to have
an understanding of climate change. Most students are aware of global warming6 (the recent and
ongoing increase in the average global temperature over the past century9), which is ever-present in the
media forum. This continued increase in global temperature affects local weather patterns, which over
time affects the environment and the local flora and fauna. Global warming affects humanity as well, with
lack of water, food and habitation presenting an ever increasing concern.
Figure 3: These graphs from NASA [10] show the correlation between a rise
in carbon dioxide in the atmosphere and the rise in global temperature.
14
TEACHER NOTES
Questions from the student activity
Question 2 Explain why some people do not believe in the enhanced greenhouse effect
Students learn in their reading that scientists cannot prove that the enhanced greenhouse effect is
causing global warming, so some students may believe that human induced or anthropogenic climate
change is a political conspiracy and does not really exist. These opinions originate from the lack of ability
to prove the link despite the overwhelming evidence. A paper published in 2013, analysed 944 peerreviewed papers on global warming and found that 97.1% of these papers agreed with anthropogenic or
human induced global warming. If you compare the number of scientists involved in these papers it
actually equates to 98.4% of scientists against 1.6% (those papers which did not agree with
anthropogenic global warming, usually have fewer scientists involved)11.
Question 4 Give a definition of climate change
Students need to define climate change, using the information presented and their own knowledge. The
IPCC defines climate change in their 2013 report:
Climate change refers to a change in the state of the climate that can be identified (e.g., by using
statistical tests) by changes in the mean and/or the variability of its properties, and that persists
for an extended period, typically decades or longer. Climate change may be due to natural
internal processes or external forcings such as modulations of the solar cycles, volcanic
eruptions and persistent anthropogenic changes in the composition of the atmosphere or in land
use. 12
FURTHER INFORMATION ON THE GREENHOUSE EFFECT is extra information developed for Year
10-12. Here the greenhouse effect is described in terms of electromagnetic (EM) radiation. Students
often confuse the types and lengths of radiation when describing the greenhouse effect. By introducing
the image and description of types of EM radiation, along with the diagram of the greenhouse effect
students should gain a better understanding.
The notion of thermal equilibrium may be familiar with students in upper school. This is the idea that
when an object with a higher temperature (such as a hot cup of coffee), comes into contact with an
object with a lower temperature (such as the air), there is a transfer of heat energy such that they both
approach the same temperature. This results in the cup of coffee eventually reaching room temperature
(the same temperature as the air). The same occurs with the complex heat exchange in the Earths
atmosphere. The Earths global temperature is determined by the difference between the incoming
energy from the sun and the outgoing energy. This is known as the Earths thermal equilibrium13. By
increasing the concentration of greenhouse gases in the atmosphere, there is less heat escaping into
space. This leads to an increase in the global temperature until a new equilibrium is achieved. Figure 4
from The Environmental Protection Agency in the USA [14] illustrates this process.
15
STUDENT ANSWERS
Compare the heat exchange of a cars interior with closed windows and the greenhouse effect.
Energy from the sun enters through the glass windows and is absorbed by the cars interior (upholstery,
seats, dashboard). This is then re-radiated into the air inside the car, which heats up. The greenhouse
effect works in the same way, where energy from the sun enters through the greenhouse gases in the
atmosphere to be absorbed by land and water. This is then released back into the atmosphere where
some is absorbed by the greenhouse gases and re-emitted back into the atmosphere. This warms up
the Earth2.
For students who have read the FURTHER INFORMATION ON THE GREENHOUSE EFFECT
information sheet, the answer may contain more scientific content.
Some solar radiation (shortwave radiation) is reflected by the cars exterior, however some enters
through the glass windows and is absorbed by the cars interior (upholstery, seats, dashboard). This is
then re-radiated (as longwave radiation) into the air inside the car, which heats up the cars interior. The
greenhouse effect works in the same way, where shortwave radiation enters through the greenhouse
gases in the atmosphere. Some is reflected off surfaces such as ice and clouds, however most (70%) is
absorbed by land and water. This is then re-emitted as longwave (infrared) radiation into the Earths air.
Greenhouse gases such as water vapour and carbon dioxide absorb some of this energy and then
reradiate it in all directions, including back to Earth3. This heats up Earth and its lower atmosphere.
2.
Explain why some people do not believe in the enhanced greenhouse effect.
Scientists cannot prove that the increase in carbon dioxide caused the increase in global temperature.
3.
Weather is the atmospheric conditions over a short period of time, such as day to day. Climate describes
the atmospheric conditions averaged over a longer period, usually 30 years9.
4.
Climate change is a change in atmospheric conditions such as rainfall, temperature and wind when
considered over a period of at least 30 years9. The change in weather conditions then leads to a change
in the local environment, including flora and fauna.
16
STUDENT ACTIVITY
STUDENT ACTIVITY
Compare the heat exchange of a cars interior with closed windows and the greenhouse effect.
__________________________________________________
__________________________________________________
_________________________________________________
2.
Explain why some people do not believe in the enhanced greenhouse effect.
__________________________________________________
__________________________________________________
_________________________________________________
3.
__________________________________________________
__________________________________________________
_________________________________________________
4.
__________________________________________________
__________________________________________________
_________________________________________________
2
STUDENT ACTIVITY
.ELECTROMAGNETIC
REFERENCES
REFERENCE LIST
1
Georgia State University. Greenhouse effect, [no date]. Hyperphysics. [Online] Available from:
http://hyperphysics.phy-astr.gsu.edu/hbase/thermo/grnhse.html [Accessed 10 March, 2014].
D. Tompkins. (ed.). Exploring earth and environmental science, 2010. Western Australia: Science
Teachers Association of Western Australia.
Woods Hole Research Center. The greenhouse effect, 2014. [Online] Available from:
http://www.whrc.org/resources/primer_greenhouse.html [Accessed 10 March, 2014].
Cool the World. The greenhouse effect: Why do increased greenhouse gas emissions cause
climate change? [no date]. Available from: http://www.cooltheworld.com/greenhouse_effect.php
[Accessed 10 March, 2014].
P. Liljas. New greenhouse gas 7000 times more powerful than CO2, Dec 11, 2013. Time. [Online]
Available from: http://science.time.com/2013/12/11/new-greenhouse-gas-7000-times-moreharmful-than-co2/ [Accessed 12 March, 2014].
P. Adams. The great greenhouse plot, Feb 13, 2010. The Australian. [Online] Available from:
http://www.theaustralian.com.au/opinion/columnists/the-great-greenhouse-plot/story-e6frg7fx1225828247089 [Accessed 12 March , 2014].
World Meteorological Organisation. Frequently asked questions, [no date]. Commission for
Climatology. [Online] Available from: http://www.wmo.int/pages/prog/wcp/ccl/faqs.html [Accessed
10 March, 2014].
10 National Aeronautics and Space Administration. Effects of changing the carbon cycle, 2014.
Earth Observatory. [Online] Available from:
http://earthobservatory.nasa.gov/Features/CarbonCycle/page5.php [Accessed 10 March, 2014].
11 J. Cook, D. Nuccitelli, S. Green, M. Richardson, B. Winkler, R. Painting, R. Way, P. Jacobs, & A.
Skuce. Quantifying the consensus on anthropogenic global warming in the scientific literature.
Environmental Research Letters, 2013, 8 (2).
12 Intergovernmental Panel on Climate Change. Climate Change 2013: The Physical Science Basis,
2013. Cambridge, United Kingdom: Cambridge University Press. [Online] Available from:
http://www.ipcc.ch/report/ar5/wg1/ [Accessed 10 March, 2014].
13 National Aeronautics and Space Administration. Climate forcings and global warming, [no date].
Earth Observatory. [Online] Available from:
http://earthobservatory.nasa.gov/Features/EnergyBalance/page7.php [Accessed 10 March,
2014].
14 United States Department of the Interior. What is climate change?, 2014. National Park Service.
[Online] Available from: http://www.nps.gov/goga/naturescience/climate-change-causes.htm
[Accessed 12 March, 2014].
15 R. Pielke. Sr. What does climate change mean? Does a lack of preciseness in its definition
discourage effective discussion of the risks of climate on key societal and environmental
20
REFERENCES
resources?, 2012. Climate science: Roger Pielke Sr. [Online] Available from:
http://pielkeclimatesci.wordpress.com/2012/01/19/what-does-climate-change-mean-does-a-lackof-preciseness-in-its-definition-discourage-effective-discussion-of-the-risks-from-climate-on-keysocietal-and-environmental-resources/ [Accessed 10 March, 2014].
16 Kidsafe Western Australia. Hot cars, 2008. Car safety. [Online] Available from:
http://www.kidsafewa.com.au/hotcars.html [Accessed 14 April, 2014].
17 J. Harrell. Dogs in hot cars: What to do if you see one, 2012. Petfinder. [Online] Available from:
https://www.petfinder.com/blog/2010/07/dogs_in_hot_cars_what_to_do/ [Accessed 14 April,
2014].
18 National Aeronautics and Space Administration. Life in a greenhouse? How ghastly, 2012.
Space Place. [Online] Available from: http://spaceplace.nasa.gov/greenhouse/en/ [Accessed
14 April, 2014].
19 Australian Government. Western Australia: Climate change impacts in WA, 2013. Department of
the Environment. [Online] Available from http://www.climatechange.gov.au/climatechange/climate-science/climate-change-impacts/western-australia [Accessed 14 April, 2014].
20 National Aeronautics and Space Administration. Electromagnetic Radiation, 2012. Goddard
Space Flight Centre. [Online] Available from:
http://imagine.gsfc.nasa.gov/docs/science/know_l1/emspectrum.html [Accessed 16 April, 2014].
21 North Carolina State University. Greenhouse effect, 2012. Climate education for K-12. [Online]
Available from: http://www.nc-climate.ncsu.edu/edu/k12/.greenhouseeffect [Accessed 21 October,
2014].
List of Figures
Teacher Notes
Figure 1
Figure 2
Figure 3
These graphs from NASA show the correlation between a rise in carbon dioxide in the
atmosphere and the rise in global temperature
Figure 4
The increase in greenhouse gases due to the enhanced greenhouse effect disrupts the
heat exchange of the natural greenhouse effect
Figure 5
Student Activity
Figure 1
A cars inside temperature can become much hotter than the outside temperatur e
Figure 2
Figure 3
The IPCC collects results from thousands of scientists all over the world
Figure 4
Figure 5
This diagram of the greenhouse effect shows shortwave solar radiation passing through
the atmosphere
21
GREENHOUSE GASES
AND CAR TRAVEL
26
Teacher notes
27
Student answers
28
Student activity
30
31
References
37
Content Description
Elaboration
YEAR 7
Science Understanding
Earth and Space
Sciences
Physical Sciences
YEAR 8
Science Understanding
YEAR 9
Use and Influence of
Science
YEAR 10
Use and Influence of
Science
26
TEACHER NOTES
Chemical
formula
Carbon dioxide
equivalent
(CO2eq)
Carbon dioxide
CO2
Methane
CH4
25
Nitrous oxide
N2O
298
Hydrofluorocarbons
Example:
HFC-134a
1,430
27
STUDENT ANSWERS
What were your total kilometres travelled in the week? Use your table to add up your total.
155 km (This is the answer from the Sample Travel Log)
2.
What type of car were you in? (If you travelled in more than one type of car, only count the one you
used most often.)
This can be any car.
3.
You can now calculate your CO2eq in tonnes per year based on the kilometres you travelled. Go to
http://www.carbonneutral.com.au/carbon-calculator/vehicles-and-fuel-use.html 2
Click on the type of fuel your car uses. Most cars use petrol, however your car may use diesel or
LPG (gas).
Choose estimate by kilometres and put in your total from page 5.
Choose a frequency of every week.
The calculator will work out your estimated emissions in CO2eq in a year.
Is there any journey during the week which you could have changed in some way to decrease your
CO2eq emissions?
5.
Are there other CO2eq emissions due to transport which could be considered in your yearly
emissions total?
Airplane travel. It is estimated that air travel produces as much carbon dioxide per passenger per
km as having one person in a small passenger car. Other greenhouse gases are produced as well
and the warming effect overall is 1.9 times that of carbon dioxide8. In fact a flight from Perth to
Sydney causes 1.35 tCO2eq to be released per person9.
Motorbike. When compared to a passenger car motorbikes emit, less CO2 however more of the
other more potent greenhouse gases, so overall are worse on emissions than a passenger car
carrying two people. This is due to their lack of restrictions on pollution control10.
Boat. Boats with an engine generally use either gas or diesel as fuel, so emit the same greenhouse
gases as driving a car.
Public transport. This is not included in a personal transport log because these buses, trams and
trains are travelling with or without passengers. Transperth estimates that its passengers save 232
tCO2eq per year by using public transport11.
28
STUDENT ANSWERS
Electric and hybrid cars
6.
How does driving a small car (eg. Volkswagen Golf) versus a large SUV (eg. Ford Territory) affect
the cars fuel consumption? Why?
In general the lighter a car, then the less fuel it takes to drive it around. However some cars engines
are more efficient on fuel consumption than others. Diesel cars use less fuel than a petrol car, but
hybrid cars (which combine features of an electric engine with a petrol engine) are the most efficient
on fuel.
7.
8.
Name five ways in which your family could reduce their CO2eq emissions due to transport.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
29
STUDENT ANSWERS
WHERE FROM
WHERE TO
START
OF END
OF KMS
JOURNEY
JOURNEY
TRAVELLED
2 Sept
home
school
58,982
58,990
2 Sept
school
home
59,013
59,021
3 Sept
home
school
59,030
59,038
3 Sept
school
home
59,042
59,050
3 Sept
home
swimming lesson
59,050
59,054
3 Sept
swimming lesson
59,054
59,060
4 Sept
home
school
59,060
59,068
4 Sept
school
home
59,091
59,099
5 Sept
home
school
59,106
59,114
5 Sept
school
piano lesson
59,132
59,142
10
5 Sept
piano lesson
home
59,148
59,155
6 Sept
home
school
59,155
59,163
6 Sept
school
59,181
59,193
12
7 Sept
home
sport
59,199
59,210
11
7 Sept
sport
home
59,210
59,221
11
7 Sept
home
shops
59,221
59,225
7 Sept
shops
home
59,225
59,229
8 Sept
home
movies
59,237
59,248
11
8 Sept
movies
home
59,248
59,259
11
TOTAL KMS
TRAVELLED
155
30
STUDENT ACTIVITY
Each greenhouse gas has a different global warming potential due to:
i) The gases ability to absorb heat
ii) The concentration of that gas in the atmosphere
iii) The length of time that gas remains in the atmosphere before it is broken down by natural processes.
The global warming potential (GWP) of a greenhouse gas is a measure of the total heat energy that a
greenhouse gas absorbs over a particular period of time (usually 100 years). Scientists compare the
GWP of other greenhouse gases to carbon dioxide (CO2) which has a GWP of 1 and the unit of
measurement used is carbon dioxide equivalent (CO2eq) For example, methane (CH4) has a warming
effect 25 times greater than carbon dioxide (CO2) over a 100 year period. So methane is 25 CO2eq over
100 years7.
This unit is not often used in everyday language. As carbon dioxide (CO 2) is the easiest greenhouse gas
emission for individuals to reduce, people are often urged to reduce their carbon dioxide (CO2) emissions
or their carbon footprint. However there are other important greenhouse gases such as methane (CH4)
and nitrous oxide (N2O).
Take the page titled TRAVEL LOG and carry it with you in
your car. Use the table to record any journeys you make in
the car in 7 days. For example, travelling to school.
Idea adapted from Science in Social Contexts. (2011). Science for life: Working with socio-scientific issues in school.
Retrieved from http://www.sisc.se/Materiel/Science%20for%20life.pdf
STUDENT ACTIVITY
1.
What were your total kilometres travelled in the week? Use your table to add up your total.
______________________________________
2.
What type of car were you in? (If you travelled in more than one type of car, only count the one you
used most often.)
______________________________________________________
3.
You can now calculate your tCO2eq per year based on the kilometres you travelled. Go to
http://www.carbonneutral.com.au/carbon-calculator/vehicles-and-fuel-use.html
Click on the type of fuel your car uses. Most cars use petrol, however your car may use diesel or
LPG (gas).
Choose estimate by kilometres and put in your total from question 1.
Choose a frequency of every week.
The calculator will work out your estimated emissions in tCO2eq in a year.
______________________________________
4.
Is there any journey during the week which you could have changed in some way to decrease your
CO2eq emissions?
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
5.
Are there other CO2eq emissions due to transport which could be considered in your yearly
emissions total?
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
STUDENT ACTIVITY
FURTHER RESEARCH
Use the Internet to research the following questions. Some websites have been provided which may be
useful in your research.
How does driving a small car (eg. Volkswagen Golf) versus a large SUV (eg. Ford Territory) affect
the cars fuel consumption? Why?
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
7.
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
Electric and hybrid cars
An electric car is powered by an electric motor
which gets its power from rechargeable batteries
instead of a petrol engine. An electric car cannot
travel for a long distance (with a range of usually
about 100km) which makes it suitable for city
driving only. However, the cost of recharging the
batteries is considerably less per km when
compared to a petrol engine. For example the fully
electric Nissan Leaf costs about $2 per 100km in
electricity, compared to a Mazda 3 which would
cost $12 in petrol to drive 100km15. The advantage
to the environment is that there are no emissions
from the tailpipe of an electric car, however the
greenhouse gas emissions from the electricity used to
recharge the batteries need to be considered. Currently
there are very few electric cars on the Australian market
and they are very expensive to buy.
STUDENT ACTIVITY
Several manufacturers produce an electric hybrid car which has a petrol engine but collects and stores
energy as you drive and places it in a second battery (see Figure 2). You may remember that energy is
never lost it just changes from one form into another. So in a petrol car for example, when you brake
the brake pads convert movement energy (kinetic) into heat energy through friction. An electric hybrid
car uses an electric generator to slow the car down, which converts the movement energy into electricity.
Modifications like this improve the cars fuel consumption so you can drive further on one tank of petrol17.
8.
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
Rethinking your familys CO2eq emissions due to car use
Now you have some more knowledge on what affects the greenhouse gas emissions
from your car, consider the following questions on how to reduce your familys transport
related CO2eq emissions.
9.
1.
2.
3.
4.
5.
Name five ways in which your family could reduce their CO2eq emissions due to transport.
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
STUDENT ACTIVITY
TRAVEL LOG
During the week, please complete the following table. Make a note of
only the trips in which you are in the car. This includes trips to school, the
shops, sport, after school activities and any other trips you make.
Table of kilometres travelled by car
KMS ON THE DISTANCE
METER
DATE
WHERE FROM
WHERE TO
START
OF END
OF KMS
JOURNEY
JOURNEY
TRAVELLED
TOTAL KMS
TRAVELLED
STUDENT ACTIVITY
WHERE FROM
WHERE TO
START
OF END
OF KMS
JOURNEY
JOURNEY
TRAVELLED
2 Sept
home
school
58,982
58,990
2 Sept
school
home
59,013
59,021
3 Sept
home
school
59,030
59,038
3 Sept
school
home
59,042
59,050
3 Sept
home
swimming lesson
59,050
59,054
3 Sept
swimming lesson
59,054
59,060
4 Sept
home
school
59,060
59,068
4 Sept
school
home
59,091
59,099
5 Sept
home
school
59,106
59,114
5 Sept
school
piano lesson
59,132
59,142
5 Sept
piano lesson
home
59,148
59,155
6 Sept
home
school
59,155
59,163
6 Sept
school
59,181
59,193
7 Sept
home
sport
59,199
59,210
7 Sept
sport
home
59,210
59,221
7 Sept
home
shops
59,221
59,225
7 Sept
shops
home
59,225
59,229
8 Sept
home
movies
59,237
59,248
8 Sept
movies
home
59,248
59,259
TOTAL KMS
TRAVELLED
REFERENCES
REFERENCE LIST
1
Carbon Neutral. Carbon calculator, 2011. Vehicle and Fuel Use. [Online] Available from:
http://www.carbonneutral.com.au/carbon-calculator/vehicles-and-fuel-use.html [Accessed 9
September, 2012].
Australian Broadcasting Corporation. Cars, 2007. Carbon Cops. [Online] Available from:
http://www.abc.net.au/tv/carboncops/factsheets/cc_cars.pdf [Accessed 9 September, 2012].
United States, Environmental Protection Agency. Reducing greenhouse gas emissions. Report
EPA-420-F-11-041, 2011. Office of Transportation and Air Quality. [Online] Available from:
http://www.epa.gov/otaq/climate/documents/420f14040.pdf [Accessed 9 September, 2012].
Synergy. About Sparky, 2012. Switch the Future. [Online] Available from
http://www.switchthefuture.com.au/About/About-Sparky/ [Accessed 9 September, 2012].
YouTube Australia. Switch the Future Advert on WA TV, 2011. Sustainable Energy Now.
[Online]. Available from http://www.youtube.com/watch?v=J6LblvlOaPw [Accessed 9 September,
2012].
Manitoba Eco Network. CO2 equivalents, 2014. Climate Change Connection [Online] Available
from: http://climatechangeconnection.org/emissions/co2-equivalents/ [Accessed 21 October,
2014].
Manitoba Eco Network. Air travel, 2014. Climate Change Connection. [Online] Available from:
http://climatechangeconnection.org/solutions/transportation/air-travel/ [Accessed 21 October,
2014].
Carbon Neutral. Air travel carbon calculator, 2011. [Online] Available from:
http://www.carbonneutral.com.au/carbon-calculator/air-travel.html [Accessed 9 September,
2012].
37
REFERENCES
15 Origin Energy. Electric cars, 2013. Energy Explorer. [Online] Available from:
http://www.originenergy.com.au/electriccars [Accessed 9 September, 2012].
16 Donate Car US. How hybrid cars work, 2014. [Online] Available from:
http://donatecarus.com/how-hybrid-cars-work/ [Accessed 21 October, 2014].
17 United States Department of Energy. How hybrids work, 2013. www.Fueleconomy.gov. [Online]
Available from: http://www.fueleconomy.gov/feg/hybridtech.shtml [Accessed 9 September, 2012].
List of Tables
Teacher Notes
Table 1
The global warming potential over 100 years of some common greenhouse gases in
carbon dioxide equivalent (CO2eq)
List of Figures
Student Activity
Figure 1
Sparky the chudditch is the mascot for the Switch the Future campaign
Figure 2
A hybrid car has a petrol engine but stores energy in a second battery as you drive
38
DEMONSTRATING THE
GREENHOUSE EFFECT
42
Teacher notes
44
Student answers
46
Student activity
48
References
52
Content Description
Elaboration
YEAR 9
Science Inquiry Skills
Planning and Conducting
Processing and
Analysing Data and
Information
Evaluating
YEAR 10
Science Understanding
Earth and Space
Sciences
(ACSSU189)
Science as a Human Endeavour
Nature and Development
of Science
Processing and
Analysing Data and
Information
42
43
TEACHER NOTES
44
TEACHER NOTES
45
STUDENT ANSWERS
Before you begin, write a short description or draw a diagram of how you think
the greenhouse effect works.
Light from the sun passes through the atmosphere and warms the surface of the Earth. This heat is
released back into the air and greenhouse gases in the atmosphere such as carbon dioxide, methane
and water absorb this heat. This keeps the planet warmer than it would be and allows life to exist.
Question 2.
What does shaking the Coca-Cola do? Think about why the liquid becomes fizzy.
Shaking the Coca Cola releases the carbon dioxide from the liquid into the air inside the bottle.
Question 3.
What is the difference between Bottle 1 and Bottle 2? Think about the different gases
(representing the atmosphere) in the bottles.
Bottle 1 had the Coca Cola released into the air outside, so the air inside the bottle is similar to the air
outside. This atmosphere will be mostly oxygen and nitrous oxide. Bottle 2 has had the Coca Cola
released into the air inside the bottle creating an atmosphere high in carbon dioxide.
Question 4.
The Coca Cola was not shaken or stirred enough to release the carbon dioxide.
The bottles did not receive the same amount of sunlight/heat.
The bottles were placed on different surfaces.
The lids were not completely airtight.
The thermometers were read incorrectly (if using alcohol thermometers).
Either of the thermometers were touching the side of the bottle.
The thermometers may have been at different levels in the bottles.
Question 6.
How do these bottles represent the Earths atmosphere and the greenhouse effect? Draw
a diagram to help with your explanation.
Atmosphere high in
CO2
Bottle 1
Adapted from Keating, C.F. (2007). A simple experiment to demonstrate the effects of
greenhouse gases. The Physics Teacher. 45, 376-378.
Bottle 2
46
STUDENT ANSWERS
Question 7.
Look at your previous explanation of the greenhouse effect. Did you learn anything new or
different about the greenhouse effect from doing this experiment? Please explain.
Solar radiation passes through the atmosphere and warms the surface of the Earth. This heat is released
back into the air and greenhouse gases in the atmosphere such as carbon dioxide, methane and water
absorb this heat. This keeps the planet warmer than it would be and allows life to exist. Increasing levels of
greenhouse gases, cause more heat to be absorbed, which raises the temperature of the Earths surface.
This is called global warming.
47
STUDENT ACTIVITY
Before you begin, write a short description or draw a diagram of how you think the
greenhouse effect works.
500ml beaker
stirring rod
funnel
timer
Method:
Read through the method very carefully before beginning your experiment and answer
Questions 2 and 3.
1. Label each bottle 1 and 2.
2. Bottle 1
Question 2.
__________________________________________________
__________________________________________________
__________________________________________________
STUDENT ACTIVITY
3. Bottle 2
Question 3.
Pour a full can of Coca-Cola into the bottle using the funnel.
Now shake the bottle for 2 minutes to make the liquid fizzy.
Place the stopper in the neck of the bottle and adjust the thermometer so the
bulb is in the atmosphere of the bottle and you can read the temperature. Make
sure the thermometer is not touching the side of the bottle.
Ensure the stopper is airtight.
What is the difference between Bottle 1 and Bottle 2? Think about the different
gases (representing the atmosphere) in the bottles.
__________________________________________________
__________________________________________________
4. Place both bottles outside in the sun so they receive the same amount of sunlight.
(If the day is not warm or sunny enough, your teacher may give you a heating lamp to warm the
bottles. In this case place the bottles in front of the lamp so they receive the same amount of heat).
5. Record the temperature from both bottles using Table 1. Repeat this every minute for 20 minutes.
Results:
Table 1: Table of time and temperature
Time (mins)
0
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
STUDENT ACTIVITY
Draw a graph of your results. Remember to: 1) include a title for your graph, and 2) a legend showing the
different results for Bottle 1 and Bottle 2.
Temperature
(C)
Time
(minutes)
Question 4.
1.
2.
3.
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
Question 5.
__________________________________________________
__________________________________________________
__________________________________________________
3
STUDENT ACTIVITY
Question 6.
How do these bottles represent the Earths atmosphere and the greenhouse effect? Draw
a diagram to help with your explanation.
Question 7.
Look at your previous explanation of the greenhouse effect. Did you learn anything new or
different about the greenhouse effect from doing this experiment? Please explain.
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
REFERENCES
REFERENCE LIST
1
C. F. Keating. A simple experiment to demonstrate the effects of greenhouse gases. The Physics
Teacher, 2007, 45, 376-378.
List of Figures
Teacher Notes
Figure 1
52
SOCIOSCIENTIFIC ISSUES
AND INTRODUCING
ARGUMENTATION
56
Teacher notes
58
Student activity
62
References
68
Content Description
Elaboration
Year 7
Science as a Human Endeavour
Use and Influence of
Science
Questioning and
Predicting
Evaluating
YEAR 8
Science as a Human Endeavour
Use and Influence of
Science
Questioning and
Predicting
Evaluating
YEAR 9
Science as a Human Endeavour
Use and Influence of
Science
Science Inquiry
Evaluating
56
YEAR 10
Science as a Human Endeavour
Use and Influence of
Science
Processing and
Analysing Data and
Information
Evaluating
Communicating
Science Inquiry
57
TEACHER NOTES
SOCIOSCIENTIFIC ISSUES
What are socioscientific issues?
Socioscientific issues are topics with a scientific basis which are important to human society. They are
often controversial, with a range of views in society as they often involve ethical, social, economic and
political considerations. The science underpinning these issues is usually multidisciplinary, involving
more than one area of science and the science itself may be contested. These issues are very often
debated in popular media.
Examples include: climate change, genetically modified food, population growth, and surrogacy.
Why are they important to teach?
Including socioscientific issues in the classroom increases the relevance of science to students
everyday lives and can improve students attitudes to science. There can also be an improvement in
students scientific literacy and their understanding of a science topic.
How can I include socioscientific issues in my classroom?
Because socioscientific issues are controversial, students may hold strong and firm opinions about an
issue. Teaching strategies thus aim to provide accurate and up-to-date science content and give
students the information which will enable them to make and justify their decisions about an issue. It is
also an opportunity to raise students awareness of an issue which may impact their lives in some way.
Teaching strategies used to teach socioscientific issues include:
Co-operative group work. This involves students working together as a team. Benefits of this
include development of social skills such as leadership and communication, as well as more
effective learning as students listen to and learn from each other.
Role plays. This is where students act out different parts of people who may be affected by an
issue. This allows students to consider different point of views of an issue.
Debate. Students form teams representing two sides of an issue: for and against. Students can
be randomly placed on a team or choose which side they would like to represent. They then
argue in front of members of the class, who judge the value of their arguments.
Consensus meetings. Meetings are performed in small groups where students discuss and
negotiate an issue until they all come to an agreement.
Hypotheticals. Here students are given a hypothetical situation and need to analyse the situation,
perhaps making decisions based on the information they have been given.
58
TEACHER NOTES
uncertainty; 2) shifting the responsibility of proof to the advocates of an activity; 3) exploring all of the
alternatives to a possibly harmful action; and 4) increasing public contribution to decision-making.
The process of decision making often involves looking at an issue from the perspectives of different
stakeholders. For example: At the beginning of 2014, Mundella, one of Western Australias largest
dairies was sold to a Chinese company. This followed several purchases of large amounts of agricultural
land by other Chinese companies, sparking fears of future food security in Western Australia3. If students
were to consider the question, Should the WA government limit the amount of land able to be purchased
by overseas companies? they would need to consider the issue from several stakeholders views: a WA
farmer, the WA government, a WA citizen, a Chinese company, the Chinese government. They would
also need to consider their duties and responsibilities as a citizen of the WA community as they make
their decision.
Evidence-based decision making is included in the rationale for the Australian Curriculum for Science,
stating The curriculum supports students to develop the scientific knowledge, understandings and skills
to make informed decisions about local, national and global issues (1, p.4). Students at any age can be
taught and encouraged to support their arguments with data. It is as they mature that this data becomes
more complex. Evidence-based decision making is specifically mentioned in Year 10 under Science
Inquiry Skills (see Links to Australian curriculum on page 56).
ARGUMENTATION
For students to present and defend their decisions in a logical manner they require skills in
argumentation, which is a standard process for developing and evaluating decision making. The
inclusion of argumentation in the classroom has been shown to increase students understanding of
science, as they use their knowledge in authentic situations.
An argument has been defined by Stephen Toulmin (4) to consist of the following features: claim, data,
qualifier and backing.
CLAIM - These are assertions about what exists or values that people hold. This is the main point or
controlling idea of the argument.
What is the author trying to prove? = CLAIM
DATA - These are statements or reasons that are used as evidence to support the claim. The data can
be in the form of facts, expert opinions, examples, explanations or logical reasoning.
What does the author say to persuade you of his/her claim? = DATA
QUALIFIERS - Because argumentation is about probability and not certainty, the argument needs to be
qualified (softened) with expressions like many times, possibly, could, few and sometimes.
How certain is the author of his/her claim? = QUALIFIER
BACKING These are underlying assumptions that support and back up the data. They are used to
make the data more believable.
What extra information supports the data? = BACKING
For example:
I believe the Western Australian government should charge people more for their electricity so that
people are more considerate about how much energy they use (CLAIM) At the moment (QUALIFIER),
people are charged the same price per kilowatt hour (KWH) no matter how much energy they use
(DATA). This seems unfair when I make efforts to limit my energy usage by closing up the house during
the day and opening it at night, and my neighbours run their air conditioner 24 hours a day (DATA). They
59
TEACHER NOTES
may have more money than me to pay their electricity bill, however we all share the same world
(BACKING).
ARGUMENTATION SCENARIOS
Three real-life scenarios are presented in this booklet, based on climate change. Questions have been
used to scaffold students thinking to form the features of a strong argument. Some teachers may wish to
have the students research the topics further or present the students with more information before
students complete the scenario questions. If students simply use the information given in the scenario,
question one asks them to consider further information they would like to help make their decision. This
encourages students to evaluate and question what data is present and what may be missing.
Students should read the information before answering the question asked of them about the scenario.
This is their claim. Encourage the students to make a decision and answer yes, no or I dont know, so
they can back up their claim with data and consider the advantages and disadvantages of their decision.
At this stage it is useful to draw a table on the board showing the numbers of students supporting each
claim. It is recommended that students answer questions one to four by themselves, before group
discussions or a class discussion of each question. Students can then answer question five and the
numbers of students supporting each claim can be tabulated again. Students who changed their mind
can share with the class why they did so. This is usually because they did not have enough information
at the time or properly understand the situation when they initially made their decision.
Are Eco-buses worth the cost?
60
TEACHER NOTES
The Waste-to-Energy plants work by burning non-recyclable rubbish at around 2000C, turning water
into steam which runs turbines that produce electricity. The gas produced is passed through filters to
remove all toxic chemicals such as metals and acids, until only carbon dioxide and water vapour are left.
The ash which is still toxic is usually turned into bricks and disposed of in landfill6. Critics of this process
highlight that the process still produces carbon dioxide and toxic ash which becomes landfill, so how is
this better than burying the rubbish? When rubbish is buried it produces methane as it decomposes
which can also be captured and burned to generate electricity. The Environmental Protection Agency in
the USA completed a scientific study in 2013 comparing these two methods of energy production. They
found that burning rubbish produced about ten times more electricity from the same amount of waste.
The study also found that per unit of electricity generated, the greenhouse gas emissions from burying
rubbish are two to six times higher than when rubbish is burnt8.
Wind power
In 2013, a local Western Australian co-operative called Moonies Hill Energy, was given permission to
begin construction of a wind farm on land in Kojonup in the Great Southern area of Western Australia.
The planned wind farm is predicted to generate local employment during both the construction and
maintenance phases and will produce enough energy to supply the needs of over 90,000 homes. More
importantly by using renewable energy, it will reduce the greenhouse gas emissions by over 450,000
tCO2eq per year. This is equivalent to taking 100,000 cars off the road9.
At the time there was opposition from local landowners and farmers, due to concern about possible
health effects10. Anecdotally, wind turbine syndrome is believed to cause health issues such as nausea,
dizziness, tinnitus and sleeping problems due to the low level frequency of sound11. There is however no
peer reviewed studies available to support this theory. Other problems associated with wind turbines,
include a possible decrease in the value of neighbouring properties and noise. Reports show that at
300m from a wind turbine has a sound pressure level of 43 decibels. This is less than an average
refrigerator which runs at about 40 decibels12. Figure 9 shows the comparison between wind turbines
and other common household items. The issue of difficulty in aerially spraying crops or firefighting was
also raised, as was the possible threat to local birdlife and livestock. Research from the United States
shows that there is negligible bird deaths from wind turbines13 and there are no reports of a decrease in
agricultural production from having wind turbines on farming land9.
61
STUDENT ACTIVITY
1.
No
I dont know
Glossary
t = This unit stands for a tonne and measures mass. It is equivalent to 1000 kilograms.
CO2eq = The global warming potential (GWP) of a greenhouse gas is a measure of the total heat energy that a
greenhouse gas absorbs over a particular period of time (usually 100 years). Scientists compare the GWP of
other greenhouse gases to carbon dioxide (CO2) which has a GWP of 1 and the unit of measurement used is
carbon dioxide equivalent (CO2eq or CO2e) For example methane (CH4) has a warming effect 25 times greater
than carbon dioxide (CO2) over a 100 year period. So methane is 25 CO2eq over 100 years.
1
STUDENT ACTIVITY
2.
3.
4.
If someone disagrees with you, how would you convince them that your answer is the best?
5.
STUDENT ACTIVITY
If you were the mayor, would you allow a Waste-to-Energy plant to be built
in your Council area?
Yes
1.
No
I dont know
STUDENT ACTIVITY
2.
3.
4.
If someone disagrees with you, how would you convince them that your answer is the best?
5.
STUDENT ACTIVITY
WIND POWER
A WA company called Moonies Hill Energy has proposed to build WAs largest
wind farm of 74 wind turbines near the town of Kojonup. This wind farm can
produce enough electricity to power over 90,000 homes. It will avoid up to
450,000 tonnes of carbon dioxide equivalent (CO2eq) each year. The wind
turbines will only be built on land where farmers agree to their construction. When
built the turbines will occupy less than 1% of productive farmland.
In July, 2013 the government gave the wind farm the go ahead, which means they are allowed to
begin building the wind farm. Local farmers are angry with this decision. They say the 146m wind
turbines will prevent them from aerially spraying their crops with either fertiliser or pesticide. They also
believe it will decrease the value of their property.
If you were a wheat and sheep farmer in Kojonup, and were approached by
Moonies Hill Energy to have two wind turbines built on your property would
you agree?
Yes
No
1.
2.
I dont know
STUDENT ACTIVITY
3.
4.
If someone disagrees with you, how would you convince them that your answer is the best?
5.
REFERENCES
REFERENCE LIST
1
B. Speedy. Bright Food swallows WA cheese and yoghurt producer Mundella, Jan 15, 2013. The
Australian. [Online]. Available from http://www.theaustralian.com.au/business/companies/brightfood-swallows-wa-cheese-and-yoghurt-producer-mundella/story-fn91v9q3-1226801838025#
[Accessed 4 September 2013].
Bus Preservation Society of Western Australia. Hydrogen fuel cell buses, 2010. [Online] Available
from http://bpswa.org/index.php/from-the-rattler/historical/108-hydrogen-fuel-cell-buses-rattler4312010 [Accessed 18 September 2013].
J. Dorrier. Oslo burns so much trash for energy theyre importing rubbish, 2013. Singularit Hub.
[Online]. Available from http://singularityhub.com/2013/06/10/oslo-burns-so-much-trash-forenergy-theyre-importing-rubbish/ [Accessed 4 July 2013].
P. Edmand. Your garbage could be powering your home, March 7, 2012. Perth Now. [Online]
Available from http://www.perthnow.com.au/your-garbage-could-be-powering-your-home/storyfn6mhct1-1226292581174 [Accessed 4 July 2013].
United States Environmental Protection Agency. (2013). Energy from waste: Burn or bury.
Science Matters newsletter. [Online] Available from
http://www.epa.gov/sciencematters/april2010/scinews_energy-from-waste.htm [Accessed 4 July
2013].
Moonies Hill Energy. Flat Rock Wind Farm Faq, [no date]. [Online] Available from:
http://www.mhenergy.com.au/images/docs/MHE_FRWF_faq.pdf [Accessed 20 October 2014].
10 R. King. Kojonup gets wind farm despite bluster, 6 December, 2011. Farm Weekly. [Online]
Available from: http://www.farmweekly.com.au/news/agriculture/agribusiness/generalnews/kojonup-gets-wind-farm-despite-bluster/2377024.aspx [Accessed 20 October 2014].
11 J. Layton. Do wind turbines cause health problems?, 2012. How stuff works. [Online] Available
from http://science.howstuffworks.com/environmental/green-science/wind-turbines-health1.htm
[Accessed 20 October 2014].
12 General Electric. How loud is a wind turbine?, August 2, 2014. General Electric Reports. [Online]
Available from http://www.gereports.com/post/92442325225/how-loud-is-a-wind-turbine
[Accessed 20 October 2014].
13 National Wind Coordinating Committee. Avian collision with wind turbines: A summary of existing
studies and comparisons to other sources of avian collision mortaility in the Unites States, August
2001. [Online] Available from: http://www.west-inc.com/reports/avian_collisions.pdf [Accessed 20
October 2014].
69
REFERENCES
14 M. Bennett. (2007). Why Perths Eco-buses have been consigned to the scrapheap, October 19,
2007. Stateline. [Online] Available from:
http://www.abc.net.au/stateline/wa/content/2006/s2068142.htm [Accessed 18 September 2013].
15 Barkingside 21. The big recycling myth, 2010. [Online] Available from:
http://barkingside21.blogspot.com.au/2010/12/big-recycling-myth.html [Accessed 4 July 2013].
List of Figures
Teacher Notes
Figure 7
Where the fuel cell and hydrogen tanks are situated in an Eco-bus.
Figure 8
Figure 9
Student Activities
Figure 1
Transperth trialled three buses which used hydrogen as their fuel source
Figure 1
Processes to consider when dealing with waste include Recovery (recovering energy from
waste)
70