Chapter 4: Volcanic Eruptions and Climate

Transcription

1 Chapter 4: Volcanic Eruptions and Climate

2 ECC: WARM-UP Students write their initial ideas about volcanic eruptions. (5 min) Warm-Up Answer Here

3 INTRODUCING V OL CA NIC ERUPTIONS The teacher introduces the new question about what effect volcanoes have on climate, while emphasizing that these effects are smaller than the impact of human activities. (10 min)

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5 INTRODUCING V OL CA NIC ERUPTIONS The teacher introduces the new question about what effect volcanoes have on climate, while emphasizing that these effects are smaller than the impact of human activities. (10 min) As the video explained, an effect of volcanic eruptions on the global climate would be relatively small, compared to the effects of human activities that we investigated. Even though volcanic eruptions are NOT the cause of the long-term trend of increasing temperatures that has been occurring since 1880, it is also important for scientists to understand factors that influence climate in smaller ways or for shorter amounts of time. Smaller changes to temperature can temporarily affect things like weather patterns, the stability of ecosystems, and change the size of glaciers.

6 ECC 4.1.2: SIMULATING EFFECTS OF SULFUR DIOXIDE Students investigate how increasing sulfur dioxide in the atmosphere affects energy and temperature. (20 min) Remember, earlier in the unit we learned that warm things on Earth s surface, such as engines or forest fires, do not significantly affect global average temperature. This includes the warmth from volcanic eruptions. Warmth from volcanoes does not directly change Earth s temperature. Volcanic eruptions are hot, but that amount of energy is not enough to make a difference worldwide. But volcanic eruptions do change the atmosphere, and the effect of those changes is what we ll investigate. What do you think the effect of carbon dioxide from a volcanic eruption is on energy and temperature? Stops energy from leaving by redirecting outgoing energy. This causes more energy to enter than exit, increasing the temperature. Earth s Changing Climate Simulation

7 ECC 4.1.2: SIMULATING EFFECTS OF SULFUR DIOXIDE Students investigate how increasing sulfur dioxide in the atmosphere affects energy and temperature. (20 min) Two different kinds of investigations. First, you will observe the overall effect of additional sulfur dioxide in the atmosphere. Then, you will investigate what happens when incoming energy hits sulfur dioxide. Highlight sulfur dioxide by selecting the eye icon. This will make sulfur dioxide easier to see. Track energy arrows. Select any arrow to track it. To track a new arrow, you can press anywhere in the background and then tap a new arrow. You may find it easier to pause the Sim before they select an arrow.

8 ECC 4.1.2: SIMULATING EFFECTS OF SULFUR DIOXIDE Students investigate how increasing sulfur dioxide in the atmosphere affects energy and temperature. (20 min)

9 ECC 4.1.2: SIMULATING EFFECTS OF SULFUR DIOXIDE Students investigate how increasing sulfur dioxide in the atmosphere affects energy and temperature. (20 min) What effect does increasing sulfur dioxide have on energy and temperature? Sulfur dioxide redirects some incoming energy back to outer space, causing more energy to leave. As sulfur dioxide increases, less energy enters than exits. This causes temperatures to decrease. As sulfur dioxide increases, more of the energy that enters the Earth system ends up exiting the system. This means there is less energy in the Earth system because energy that would have reached Earth s surface is redirected to outer space when it hits sulfur dioxide. An increase in sulfur dioxide means there is less energy entering that exiting. This causes temperatures to decrease.

10 ECC 4.1.3: EVALUATING TEMPERATURE EVIDENCE Students discuss and select which time period of data surrounding the Pinatubo eruption provides the most useful evidence. (15 min) The effect of volcanic eruptions on climate is smaller and lasts a shorter time than the effect of the human activities we investigated earlier, so we can look at data from a shorter time period. However, we still need to select a time frame that will provide the strongest data for our question. You will look at three graphs with data from different time periods: 3 months, 2 years, and 20 years. You will examine three evidence cards and place them on the Evidence Gradient. In earlier examples where we chose the strongest evidence, it was fairly clear which evidence was strongest. In this case, it may be less clear. Don t be surprised if there is some disagreement. Look carefully at the different time periods and notice trends and fluctuations in data before you place the cards on the Evidence Gradient.

11 ECC 4.1.3: EVALUATING TEMPERATURE EVIDENCE Students discuss and select which time period of data surrounding the Pinatubo eruption provides the most useful evidence. (15 min) In the next lesson, you will analyze the evidence you selected today, as well as some new evidence, to try to figure out which claim about volcanic eruptions and climate is best supported.

12 ECC: HOMEWORK Students use the Modeling Tool to show their understanding of the effect of sulfur dioxide on energy and temperature.

13 ECC: HOMEWORK Students use the Modeling Tool to show their understanding of the effect of sulfur dioxide on energy and temperature.

14 ECC: HOMEWORK Students use the Modeling Tool to show their understanding of the effect of sulfur dioxide on energy and temperature.