Greenhouse Gases, Feedbacks, and Scenarios

It is a widely accepted scientific that the emissions are causing a runaway case of the Greenhouse Effect. This is seen in a few ways. First, the land based ice is melting and causing the sea level to measurable rise. Also, the freshwater from the ice that is melting into the ocean is causing a salinity change in the water. This in turn is causing climate shifts like variable rain patterns and more violent storms. The ocean's pH is also decreasing (more acidic) due to the increasing the amount of carbon dioxide in the atmosphere that is dissolving in the ocean.

Some factors that are variable and difficult to predict the impact on the GCC are aerosols. First, only 10% of the aerosols are man-made. This means that 90% of the particulates in the atmosphere cannot be controlled by human prevention. Sea level rise is variable as well. It is known that the models that the IPCC has set up do not take into account all the data. The known empirical models are also flawed. Another debate is sea level rise versus thermal expansion of the sea. It is difficult to predict the impact of these two variables.

Personally, it is possible that scenario A1 could happen within the next 100 years. We see a rapid growth in technology. Technology can be seen in crop production methods, bioengineering plants to grow more efficiently, harvesting techniques. This has pushed the rise in population and can continue to push to rise in human population. Through digital and electronic technology we see that the world has shrunk and business is done 24/7 from anywhere at anytime.

Climate forcings and feedbacks

The most prevalent climate forcings in the US probably come from aerosols, smoke, dust, and soot. Especially here in the rust belt (Ohio). Now it is known that the very pollution that we create here in northeast Ohio doesn't stay here. Due to the winds aloft, it floats over to the east coast and really affect those areas. Also, I doubt that the smoke and soot that is created in this area is causing climate change in this area. I think it is more correct to think of our contributions to the global problem. We are also affected by changes and fluctuations in solar irradiance. However, with only a .1% variance over several decades, it is still being studied its possible effects.

The climate feedbacks that seem to be affecting us here in the US (especially here in Ohio) seem to be local precipitation, including violent storms. Northeast Ohio has experience a record setting 2011 for precipitation. This along with a trend in violent storms across the lower east coast and south coast can be seen as evidence for global climate change here in the US.

Some of the resources that I have found helpful are the following:

• climate forcing - oss
• this wikipedia link has proven invaluable to brainstorm and search other climate forcings.
• http://climate.nasa.gov/uncertainties/ - a good basic site to get started on climate feedbacks.
• climate feedback

NASA, STEM, and PBL

NASA, STEM, and PBL all come together to create a powerful method of teaching/learning. In 2007, NASA and STEM learning came together with an agreement to provide the best of both institutions to create a partnership that "advances the scientific and technical capabilities of the nation." STEM education looks to use the MO of engineers with a technology aspect to deliver science and math. NASA has the engineers and know-how and the technology to push this through. A natural fit for this is PBL. Here a situation or problem is given and the students work through the problem using their skills, research, prior knowledge, and cooperation.

Web 2.0 Tools

I explored two web 2.0 tools today. The first was blogging in a science classroom. I found the following sites helpful:

• http://outreach.mcb.harvard.edu/teachers/Summer07/KeithHartan/Classroom_blog.pdf
• http://see.ludwig.lajuntaschools.org/?p=442
• http://web2integration.pbworks.com/f/Blogging+science.pdf

I am not convinced that this is the best way to go for science especially higher level chemistry courses; however, I signed up for edublog anyway to explore the possibilities.

Second, I have been inquiring about using twitter in my classroom to communicate with my kids directly at anytime. The physics teacher next to me uses twitter and the kids love it. I will probably look into this in the next few days.