Lesson 9 Assessing the Impacts of Climate Change
| Site: | MoodleHUB.ca 🍁 |
| Course: | Science 10 [5 cr] - AB Ed copy 1 |
| Book: | Lesson 9 Assessing the Impacts of Climate Change |
| Printed by: | Guest user |
| Date: | Sunday, 7 September 2025, 6:43 PM |
Introduction
What are the potential impacts of climate change?
D9.1 Drought is one potential impact of climate change
Scientists cannot say for certain what the impacts of climate change will be, but they do have some predictions based off the models they have created. You will study these potential impacts, especially the impacts on sensitive biomes. You will also study the potential impacts on human lives and the lives of other species. The potential impact on humans and other organisms is the main reason we study climate change.
You will also investigate the risks and benefits of different human activities, including the impacts those activities have on the biosphere, biomes, and climates. You will look at different changes that can be made to reduce the impact human activity has on climate change.
You will also investigate the risks and benefits of different human activities, including the impacts those activities have on the biosphere, biomes, and climates. You will look at different changes that can be made to reduce the impact human activity has on climate change.
Targets
By the end of this lesson, you will be able to- identify the potential impacts of climate change on environmentally sensitive biomes
- explain how climate affects the lives of humans and other organisms
- explain the need to investigate climate change
- assess the risks and benefits of human activity and its impact on the biosphere and climate
Watch This
Climate Change © YouTube SciShow
This video will provide an overview of the top five worst potential impacts of climate change. The impacts that we will study are caused by impacts outlined in this video. The video also focuses on impacts to the ocean, while this course focuses more on the impacts to land. Please note that this video talks about temperature changes in degrees Fahrenheit.
Potential Environmental Impacts
How will climate change affect different biomes?
D9.2 Flooding is a potential impact of climate change
The effects of climate change are varied depending on your location on Earth and the climate you start out with. Some climates will become warmer, others colder, some dryer, and others wetter. Our weather will probably become more extreme (this is
already happening), as warmer climates can hold more moisture and cause the ocean levels to rise and warm. Warmer oceans with higher water levels tend to cause more storms and more severe storms.
Climate change does not require severe storms to be problematic for human civilization. Human food production is dependent on predictable weather. Changes in weather patterns will disrupt human food production.
The extent of the changes caused by climate change on individual locations will vary with time and the ability of the location to adapt or reduce the change. Recall from the last lesson, that climate models make specific changes difficult to predict. Below are some of the other potential impacts.
Climate change does not require severe storms to be problematic for human civilization. Human food production is dependent on predictable weather. Changes in weather patterns will disrupt human food production.
The extent of the changes caused by climate change on individual locations will vary with time and the ability of the location to adapt or reduce the change. Recall from the last lesson, that climate models make specific changes difficult to predict. Below are some of the other potential impacts.
The impact of climate change most talked about is the rise in the average global temperature. It is important to note this is the global temperature; temperatures in individual locations may see drastic changes, subtle changes, or no
change. Generally, the colder the location is, the more it will be affected by the increase in global temperatures. As such, the Arctic Circle and Antarctica are seeing the greatest change in temperature. The same thing can be said for the
seasons: The coldest season, winter, sees the greatest change in temperatures.
The global temperature of Earth has increased by 0.7 ˚C in the past 100 years, and is predicted to rise by 2 ˚C to 6 ˚C in the next 100 years. This is a significant increase, as even the smallest temperature change can have a significant impact on the environment. Since this is the average global increase in temperature, some areas will see a larger increase in temperature, while others will see a smaller increase.
Scientists and the media focus on the predictions for this century; however, the increase in the global temperature and climate change will continue to grow beyond this century. Even if we stopped producing all greenhouse gas emissions today, we would still see their impacts for a long time to come. This is because these gases stay in the atmosphere for hundreds of years, unless they are removed.
The global temperature of Earth has increased by 0.7 ˚C in the past 100 years, and is predicted to rise by 2 ˚C to 6 ˚C in the next 100 years. This is a significant increase, as even the smallest temperature change can have a significant impact on the environment. Since this is the average global increase in temperature, some areas will see a larger increase in temperature, while others will see a smaller increase.
Scientists and the media focus on the predictions for this century; however, the increase in the global temperature and climate change will continue to grow beyond this century. Even if we stopped producing all greenhouse gas emissions today, we would still see their impacts for a long time to come. This is because these gases stay in the atmosphere for hundreds of years, unless they are removed.
Try This
Global Temperature © NASA https://climate.nasa.gov/interactives/climate_time_machine
Select “Global Temperature” from topics in the simulation to open a map that shows how the global temperature has changed over the past 132 years. You will want to pay attention to when the world became warmer than average (moved into the yellow and red colours) and the locations that are seeing the greatest amount of warming. To start the simulation, press the play button found under the map.
D9.4 Natural disasters
The increase in global temperature has a significant effect on weather patterns. Depending on the individual location, there has and will continue to be an increase in floods, longer periods of drought, longer, more intense heat waves, more
frequent wild fires (some caused by the longer periods of drought), and an increase in the number, length, and strength of tropical storms. As the global temperature increases, it will potentially increase precipitation in some locations
drastically, while decrease it in others. In 2017, there was massive flooding in Southeast Asia, while East Africa saw one of the longest droughts on record. People in both of these locations are facing starvation, lack of shelter, and death
for two very different reasons. Also in 2017, there were massive wildfires along the west coast of North America. Many people lost their homes and livelihood.
Hurricanes and tropical storms were at an all-time high in 2017. The increase in these storms is in part caused by rising sea levels due to the ice caps melting and the rising temperature of the ocean. More water at a higher temperatures means more evaporation and the formation of larger clouds. This leads to an increase in storms over the ocean.
Climate change is not the only factor causing these examples. Most of these weather patterns work in cycles, with some years being worse and others being better. However, climate change does seem to be making the worse years even worse.
Hurricanes and tropical storms were at an all-time high in 2017. The increase in these storms is in part caused by rising sea levels due to the ice caps melting and the rising temperature of the ocean. More water at a higher temperatures means more evaporation and the formation of larger clouds. This leads to an increase in storms over the ocean.
Climate change is not the only factor causing these examples. Most of these weather patterns work in cycles, with some years being worse and others being better. However, climate change does seem to be making the worse years even worse.
The rise in global temperatures also causes a shift in our seasons. You may have noticed over the past few years that winter is ending earlier and starting later. Each year is different, but this is the overall trend. This can have positive
and negative impacts. Having a shorter winter lengthens our growing season, increasing crop yields and giving farmers a greater variety of crops that will grow here. However, a shift in the amount of precipitation is also being seen. Southern
Alberta is becoming more desert-like, reducing crop yields and impacting the type of crops farmers can grow. As the number of droughts increases, farmers may choose to stop growing canola, a plant that loves moisture, and switch to
a crop that is more drought-tolerant, such as wheat.
This shift in seasons also affects animal and plant behaviour. As the seasons warm, especially winter, some animals are migrating back to Alberta sooner and leaving later while others are moving farther north to escape the heat. Animals in the Arctic Circle, such as the arctic fox or polar bear, are running out of northern locations to escape to. Animals such as these are faced with having to rapidly adapt to the changes (this normally takes generations to do) or they will die off.
Having a colder climate helps to keep disease-causing insects at bay. As Alberta warms, we will see an increase in these diseases. For example, West Nile virus was not present in Alberta until 2003, as up until that year, it was too cold for the mosquitos carrying the virus. Since 2003, the Alberta government has tracked the daily mean temperature each summer. This helps the government assess the risk of West Nile, as the mosquitos need the temperature to be warm enough to survive.
Another example is Lyme disease. As of 2017, the Alberta government is starting to track this disease much more closely. In the past, this disease was only seen in BC and warmer locations. As Alberta’s summers have warmed up, the ticks carrying the disease have been able to spread into Alberta. The government of Alberta has set up the Submit-A-Tick program, asking people to send in any ticks found so the government can track the disease risk to Albertans.
This shift in seasons also affects animal and plant behaviour. As the seasons warm, especially winter, some animals are migrating back to Alberta sooner and leaving later while others are moving farther north to escape the heat. Animals in the Arctic Circle, such as the arctic fox or polar bear, are running out of northern locations to escape to. Animals such as these are faced with having to rapidly adapt to the changes (this normally takes generations to do) or they will die off.
Having a colder climate helps to keep disease-causing insects at bay. As Alberta warms, we will see an increase in these diseases. For example, West Nile virus was not present in Alberta until 2003, as up until that year, it was too cold for the mosquitos carrying the virus. Since 2003, the Alberta government has tracked the daily mean temperature each summer. This helps the government assess the risk of West Nile, as the mosquitos need the temperature to be warm enough to survive.
Another example is Lyme disease. As of 2017, the Alberta government is starting to track this disease much more closely. In the past, this disease was only seen in BC and warmer locations. As Alberta’s summers have warmed up, the ticks carrying the disease have been able to spread into Alberta. The government of Alberta has set up the Submit-A-Tick program, asking people to send in any ticks found so the government can track the disease risk to Albertans.
D9.5 Impacts of climate change
D9.6 Melting glacier
As the global temperature rises, areas that have been covered in ice for thousands of years are starting to melt. This includes glaciers, the polar ice caps, sea ice, and the permafrost found in the Arctic. This causes many different concerns.
In Alberta we rely on glaciers to provide a constant supply of water year round, as do many places.
Melting glaciers means rising sea levels. As the ice melts, it flows into the ocean. About 40% of the worlds population lives near a coast. Oceans are crucial for food production and transportation.
higher sea levels will force people to move from their cities and change their transportation infrastructure. This will be expensive and problematic to society. Weather patterns may change affecting agriculture.
Vancouver is especially vulnerable in this situation, with over 250 000 people living on the waterfront, and agriculture and shipping being some of its major industries. It is predicted that if the melting of ice continues and the global temperature rises as predicted, by 2100, the ocean levels will rise by 9 metres.
In Alberta we rely on glaciers to provide a constant supply of water year round, as do many places.
Melting glaciers means rising sea levels. As the ice melts, it flows into the ocean. About 40% of the worlds population lives near a coast. Oceans are crucial for food production and transportation.
higher sea levels will force people to move from their cities and change their transportation infrastructure. This will be expensive and problematic to society. Weather patterns may change affecting agriculture.
Vancouver is especially vulnerable in this situation, with over 250 000 people living on the waterfront, and agriculture and shipping being some of its major industries. It is predicted that if the melting of ice continues and the global temperature rises as predicted, by 2100, the ocean levels will rise by 9 metres.
Did You Know?
D9.7 Northwest Passage
In 2017, the 1 000-passenger luxury cruise ship Crystal Serenity of the Crystal Cruise Line became the first cruise to sail through the Northwest Passage. Previous to this, any boat sailing this passage was limited to 199 passengers. This was only made possible because of the melting of the polar ice caps.
Try This
Sea Ice © NASA
Select “Sea Ice” from the list of topics to see a simulation that shows the melting of the northern polar ice cap. This simulation will show you how that body of ice has decreased in the last 38 years. This melting of the polar ice caps has partly led to the significant increase in ocean levels.
Surging Seas © Climate Central
Click on the play button to open a map that shows how coastal cities could potentially flood in the future. When you open the link, you will be looking at Vancouver BC; however, you can use the search bar in the upper right-hand corner to find any coastal city that you would like. You can then play the simulation to see how rising ocean waters will affect that city.
Increased carbon dioxide in the atmosphere dissolves in the ocean to make carbonic acid. This acid dissolves the exoskeletons and shells of many aquatic species, especially the species at the bottom of the food chain.
Phytoplankton and zooplankton are tiny plants and animals that make the base of the ocean food chain. They are eaten by krill, which are consumed by many other organisms, including Blue Whales, one of the largest organisms on earth.
So far we have looked at the direct impacts of climate change on our environment. There are indirect impacts as well. As biomes change, especially sensitive biomes such as the tundra, many different species are becoming endangered or going
extinct. More species now than ever have been added to the endangered species list, as climate change, human activities, and destruction of habitat make it hard for these animals to survive.
As the climate changes and seasons shift, the traditional habitats of many animals are changing as well. Many animals and plants are adapted to survive in their specific habitat; it can be very difficult, even life threatening, for a plant or animal to live outside their preferred habitat. For example, as the polar ice caps melt, the ice that many arctic species call home and rely on for survival is shrinking. These animals need the ice caps to survive.
It is important to note that biological diversity (having many different species of plants and animals around) is important to the biosphere as well as human health. Every species has a role to play in the biosphere, and changes in those roles or in those species can have significant effects. Biological diversity has been linked to human health, as it provides us with a variety of foods (both plants and animals). A healthy environment is able to support many different kinds of life and a healthy human population. Unhealthy environments cannot provide this support, and human populations are more like to struggle. This diversity also provides important resources for medical research as well as traditional and modern medicines.
Another result of climate change is a greater impact on the parts of the population who rely on natural resources for their livelihoods or who are not able to respond to natural disasters due to lack of shelter or money. As climate change causes natural resources to change or disappear and natural disasters to become more frequent, this section of the population faces greater struggles than the general population.
As the climate changes and seasons shift, the traditional habitats of many animals are changing as well. Many animals and plants are adapted to survive in their specific habitat; it can be very difficult, even life threatening, for a plant or animal to live outside their preferred habitat. For example, as the polar ice caps melt, the ice that many arctic species call home and rely on for survival is shrinking. These animals need the ice caps to survive.
It is important to note that biological diversity (having many different species of plants and animals around) is important to the biosphere as well as human health. Every species has a role to play in the biosphere, and changes in those roles or in those species can have significant effects. Biological diversity has been linked to human health, as it provides us with a variety of foods (both plants and animals). A healthy environment is able to support many different kinds of life and a healthy human population. Unhealthy environments cannot provide this support, and human populations are more like to struggle. This diversity also provides important resources for medical research as well as traditional and modern medicines.
Another result of climate change is a greater impact on the parts of the population who rely on natural resources for their livelihoods or who are not able to respond to natural disasters due to lack of shelter or money. As climate change causes natural resources to change or disappear and natural disasters to become more frequent, this section of the population faces greater struggles than the general population.
D9.8 Endangered animals
Read This
Please read pages 414 and 415 under “Greenhouse Gases and Climate Change” and pages 426 to 427 in your Science 10 textbook. Make sure you take notes on your readings to study from later. You should focus on the different impacts climate change could have—both
positive and negative. Remember, if you have any questions or you do not understand something, ask your teacher!
Practice Questions
Complete the following practice questions to check your understanding of the concept you just learned. Make sure you write complete answers to the practice questions in your notes. After you have checked your answers, make corrections to your responses (where necessary) to study from.-
Name two potential impacts climate change could have on humans.
Your answer should include two of the following:
- the spread of insects causing disease
- reduced crop yields due to drought or shifting seasons
- decreased biological diversity affecting human health
- increased destruction of property and lives due to natural disasters
- the rise of ocean levels flooding coastal cities
- greater impact on those who rely on natural resources or have no protection against natural disasters
-
True or False: Climate change is the only cause of the impacts you read about in this section.
False. Climate change is definitely one of the causes of the impacts you read about, however, it is not the only cause. The biosphere is a very complex system, with many different interactions and cycles. It is very difficult to say what the specific cause is of any change that we see. Scientists do know climate change does increase the effects of some of those interactions and cycles that naturally occur in the biosphere.
Virtual Lab
Coral Reefs 1 – Abiotic Factors © Explore Learning
Background Information:
Often referred to as “the rainforests of the sea,” coral reefs are ecosystems of incredible biodiversity—home to over 25% of all marine organisms. These reefs have been threatened by human activities and are quickly disappearing around the world. This simulation will help you explore how human activities are affecting coral reefs through pH, storm severity, and temperature.
Please note: if you scroll down while in the Gizmo you will see a list of questions. You DO NOT need to complete these questions. You are able to complete them for extra practice if you would like.
Often referred to as “the rainforests of the sea,” coral reefs are ecosystems of incredible biodiversity—home to over 25% of all marine organisms. These reefs have been threatened by human activities and are quickly disappearing around the world. This simulation will help you explore how human activities are affecting coral reefs through pH, storm severity, and temperature.
Please note: if you scroll down while in the Gizmo you will see a list of questions. You DO NOT need to complete these questions. You are able to complete them for extra practice if you would like.
- Click the play button to open the Gizmo. Print students can access the Gizmo in the Online Resources for Print Student Section of their online course.
- Change from the “CONDITIONS” tab to the “SUMMARY” tab and write down the current reef conditions using the a chart similar to the following.
Factor
No Changes
Storm Severity Change
Temperature Change
pH Change
All Changes
storm severity (%)
80 80 temperature (°C)
32 32 pH 7.6 7.6 sediment load (ppt)
nutrient load (ppt)
water clarity (%)
coral cover (%)
coral stress (%)
total fish species
observations
©Explore Learning
D9.9 Location of summary tab
D9.9 Location of summary tab
- Go back to the “CONDITIONS” tab.
- Spend some time clicking on the different organisms seen. Note the size of each organism that you look at and make sure you look at some coral species as well as fish species. Write down your observations in the row titled “observations” in your data table.
- Change the storm severity from 20% to 80%.
- Click the “Advance year” button until the year reads “10.”
- Spend some time looking at the different coral and fish species and write your observations in your data table.
- Go to the “SUMMARY” tab and record the results for this change.
©Explore Learning
D9.10 Control buttons
D9.10 Control buttons
- Go back to the “CONDITIONS” tab and click the “Return to original settings” button and the “Restart” button.
- Change the ocean temperature to 32 ˚C.
- Repeat steps 6 to 9.
- Change the ocean pH to 7.6.
- Repeat steps 6 to 9.
- Change the storm severity to 80%, the ocean temperature to 32 ˚C, and the pH to 7.6.
- Repeat steps 6 to 9.
- Please return to the top of this page and click on analysis to complete the analysis questions.
- What are the major changes that you saw with each change made in the lab?
When the storm severity was increased, the clarity of the ocean decreased due to an increase in sediment stirred up by the storms. This reduced the coral cover from 49% to 20% and the total fish species from 442 to 227.
When the ocean temperature was increased, the coral cover changed from 49% to 27% and the stress on the coral reef increased from 2% to 18%. This reduced the total fish species from 442 to 325.
When the ocean pH was lowered to 7.6 from 8.1, coral reef cover decreased from 49% to 31% and the stress on the coral reef increased to 31%. This decreased the total fish species from 442 to 348.
When all the changes are combined, the sediment load increased to 20 ppt and the clarity decreased to 84%, blocking out sunlight. The coral cover was then decreased from 49% to 8% and the stress on the coral reef increased to 47%. This caused the total fish species to decrease to just 170 species.
- Why do you put all the changes together at the end of the lab?
With climate change, the changes seen will not occur individually, they will all change together. This means that the effects of each will work with the effects of the other to amplify or make the overall effects bigger.
- Which environmental disturbance has not been linked to climate change?
- increased storm severity
- higher sea-surface temperatures
- ocean acidification
- excess nutrient levels
- In the 1970s, staghorn corals dominated Caribbean reefs. Since that time, staghorn corals have declined by over 90% and are now classified as critically endangered. What do you think are the causes of this decline?You will need to find a staghorn coral in your simulation to click on. This will provide you with more information about this type of coral. One cause of this reduction is higher ocean temperatures. During extreme temperatures, the coral undergoes coral bleaching. This affects the relationship between the coral and the algae that photosynthesizes for them. This cuts the coral of from its food supply, causing it to die. Another cause of this reduction in staghorn coral is the increase in storm severity seen over the past few years. The storms that come through churn up the water, increasing the sediment and reducing the clarity of the water. This blocks the sun from reaching the algae that photosynthesize, starving the coral.
Risks and Benefits of Human Activity
Are all human activities bad?
Humans need to use energy. We use it to grow, transport, preserve and
cook our food. It heats and lights our homes and moves us to work. It
helps use make everything we need, and the things that we want.
Canada is a northern country that is sparsely populated. We use more energy for transportation of goods and people. We need more energy to heat, and light our homes. Petroleum is used extensively in agriculture to make herbicides, pesticides, fertilizers and fuel, in order to grow food for the whole world. The petroleum industry is important to the Canadian economy and the livelihoods of many people.
Choices we make about energy use need to be balanced with our concerns about the environment. Each choice has advantages, or benefits, and disadvantages or risks. The choices made by people can differ based on their knowledge and perspectives.
Decisions we make about using resources always affect the environment. Wise choices can be very difficult because issues are often complex, but being able to identify peoples perspectives helps us make better decisions.
Canada is a northern country that is sparsely populated. We use more energy for transportation of goods and people. We need more energy to heat, and light our homes. Petroleum is used extensively in agriculture to make herbicides, pesticides, fertilizers and fuel, in order to grow food for the whole world. The petroleum industry is important to the Canadian economy and the livelihoods of many people.
Choices we make about energy use need to be balanced with our concerns about the environment. Each choice has advantages, or benefits, and disadvantages or risks. The choices made by people can differ based on their knowledge and perspectives.
Decisions we make about using resources always affect the environment. Wise choices can be very difficult because issues are often complex, but being able to identify peoples perspectives helps us make better decisions.
Different people with different perspectives will have different opinions on what the risks and benefits of human activities are.
Sean, Megan and Yao need to buy lawn mowers. They are people who care about their community and the environment. They are concerned about climate change. The choice is between gasoline powered, electric (lithium battery) or push mowers. They research the mowers carefully, and make decisions based on their values, and what is practical.
Here is a list of the different perspectives with examples based on the information above:
| Perspective | Focus | Examples of choices and reasons |
|---|---|---|
| scientific | This perspective bases decisions on observations of natural phenomena, development of experiments to determine relationships, and theories. |
Shelli landscapes her yard for low environmental impact as well as beauty. Based on her research, has planted clover instead of grass because it fixes nitrogen and does not require water. According to the articles, she needs a push-mowers to cut the clover without damaging it. |
| technological | This perspective advocates the development of practical uses for scientific discoveries. |
Sean will have solar panels installed next year. He will use the power to run various electric equipment and tool. He will get an electric lawnmower. |
| ecological | This perspective bases decisions on concerns for the environment and balance between biotic and abiotic factors within. |
Protecting the environment is important is of greatest importance to Shelli. She has invested a lot of time to design the most environmentally friendly yard she can have. Making and operating push mowers produce the least environment change. She almost chose an electric mower, like Sean, but making lithium batteries and disposing of them is very hard on the environment. |
| economic | This perspective relates decisions to trade, industry, or money. |
Megan wanted to use solar power like Sean, but her yard is huge. Considering that the electric mower is the most expensive, and the number of solar panels and batteries she would need keep her lawn cut, she just cannot afford it. She will get a gas mower. |
| political | This perspective bases decisions around actions of government or organizations involved with government who attempt to influence the way a country is governed. |
Sean belongs to a group which actively promotes alternate energy sources. It is another reason he chose an electric mower. |
| legal | This perspective bases decisions on existing laws or their interpretations. |
Shelli often works late, and has to do her yard work in the evening. There is a noise bi-law in her town that would prevent the use of a gas power mower after 7 pm. It is another reason she chose a push mower. |
| ethical | This perspective bases decisions around the accepted beliefs of what is right or wrong within different groups of people. | Megan knows that using a gas mower is not the most environmentally friendly, but she recognizes that in her community of small farm producers, weed control is an important issue. A gas mower enables her to effectively keep weeds under control so they do not spread to the neighbors farms. In spite of her environmental concerns, a gas mower just seemed like the right thing to do. |
| societal | This perspective focuses on ways that society functions and the way people interact and carry out their lives. |
Shelli knows that water conservation is an issue in her community. She give much of the food that she produces in her yard to the local food bank. Her clover lawn helps her contribute to her community. |
These examples show some of the perspectives considered about one human activity. They are not all the perspectives.
The issue of climate change is much more complex than the issue of choosing a lawn mower.
In Canada, about 19% of energy use in a home is for heating water. If you were building a new home, or updating the water system in your home, which system would you choose? Assess each system. Identify several risks and benefits, and give the perspective that it represents. Use the information below.
Most Albertans use natural gas
to heat their water, so the initial cost of setting up a system is moderate. Gas heaters tend to last 10 - 15 years. They are less
efficient that electric heaters, but the energy waste just heats the
home... so is it really waste?
Natural gas is abundant and cheap in Alberta. It is a local resource that relies on local business.
Gas heaters do emit CO2. Natural gas is methane, which is a powerful greenhouse gas. Some gas escapes in production.
Repairs to hot water heaters topically need to be done by technicians.
| Benefits | Risks | Perspective |
|---|---|---|
| moderate installation price and energy is inexpensive (now) | economic | |
| produces greenhouse gases | environmental / ethical | |
| local resource and supports local business. | social | |
| technician needed for installation and repairs | technological | |
Courtesy Wikimedia
Electric hot water heating is becoming more common because regulations make it necessary in high density housing. Up to 60% of new homes are heated electrically.
The initial installation cost is higher, and the energy cost is higher. Some maintenance is required, but a technician is not required.
There are no greenhouse gases produced in the home, but keep in mind that in Alberta about 87% of electricity is generated using coal and natural gas, and only about 13 percent comes from sustainable sources like hydroelectric.
Electric heaters are more efficient. Electric heating might be at the source (for example, under the sink), and can be part of a smart home, so water begins heating on a schedule or as you enter a room.
| Benefits | Risks | Perspective |
|---|---|---|
| high installation cost. energy more expensive. | economic | |
| less greenhouse gases produced | environmental | |
| necessary by regulations in high density housing | legal | |
| more efficient | technological | |
| greater flexibility: water-on-demand and smart home features. | social |
Courtesy of Wikimedia
Solar heating is the most expensive to install, but the energy is free.
No greenhouse gases are produced while running the system.
The system does require the most maintenance. It is not yet proven technology in the cold Alberta climate.
It is not a stand alone system, meaning a gas or electric system is needed when there is not sunlight.
Simple solar heating systems are used to heat pools in the summer.
| Benefits | Risks | Perspective |
|---|---|---|
| Expensive to install | economic | |
| almost free to operate cost of energy is small | economic | |
| some maintenance required | social | |
| Produces no greenhouse gases while operating | environmental / ethical | |
| In most cases requires a secondary system | economic / environmental | |
| technology is not yet proven in a cold climate | technological |
Courtesy of Wikimedia
This is a simplistic look at a human activity - heating water. The
questions asked by environmental engineers go far deeper. for example, what is the environment affect of mining needed to supply the metal parts for gas or electric heaters? Are solar water heaters locally made? What is the affect of transporting them from distant places? What is the effect of disposing of these three kinds of heaters?
Any real analysis of human activities can become very complex and mathematical.
Any real analysis of human activities can become very complex and mathematical.
Take Notes
Make sure you take notes on your readings to study from later. You should focus on the risks and benefits of energy-intensive human activities, including why we need those
activities and the different perspectives surrounding them. Remember, if you have any questions or you do not understand something, ask your teacher! The Need to Investigate Climate Change
Why do scientists investigate climate change?
D9.15 Marine biologist studying a coral reef
The many potential impacts of climate change, both the seemingly small and the significant ones, means scientists have a responsibility to continue to researching it. Scientists need to gain a better understanding of how climate works, how climate
change works, and how climate change will impact Earth and the species living on Earth. Scientists also need to have a better understanding of how humans and human activities are affecting climate and climate change. Even though the consensus is
climate change is occurring and human activities are the cause, there is still some debate around it because the scientific knowledge of it is incomplete.
Scientists also need to work toward finding solutions to climate change and how to reduce the human impact on climate without reducing our quality of life. Can climate change be reversed?
Scientists also need to work toward finding solutions to climate change and how to reduce the human impact on climate without reducing our quality of life. Can climate change be reversed?
What Can Be Done?
What are we doing or what can be done to help stop climate change?
D9.16 Stop climate changes
There are many things individuals can do to help reduce the human impact on climate. The biggest difference can be made by reducing the amount of energy you use. Some examples of how this can be done include, but are not limited to, the following:
- Unplug devices when not in use. This includes charge chords, TVs, laptops, computers, etc. Turning off your TV only reduces its energy consumption; it will still use energy.
- Only leave charging devices plugged in while they are charging; unplug them when they are fully charged.
- Turn your furnace or air conditioning unit down when you are not home or when you are sleeping.
- Turn off lights when not in the room.
- Reduce the amount of hot water used by doing laundry in cold water or taking shorter showers.
- Walk, bike, carpool, or take public transit.
- Close the fridge or freezer door when you are not taking something out or putting it back.
- Buy locally to reduce transportation.
There are also many things society can do to help reduce the human impact on climate:
- Use energy sources, such as solar or wind that minimize environmental change.
-
Use less fossil fuel power, and more efficient fuel systems. For example, converting power plants to a waste heat recovery system. - Use the waste products of an industry in another way, such as heating the buildings of the industry.
- Financial incentives to reduce activities that release greenhouse gases..
- Regulate energy use to prevent wasteful use of energy.
- Protect carbon sinks, such as forests, parks, and oceans.
- Design houses that use the placement of windows and natural factors to heat up or cool down houses.
- Use more efficient appliances.
- Drive more fuel efficient vehicles, or use alternate forms of transportation.
Can you think of other ways society can reduce the human impact on climate and the environment?
Read This
Practice Questions
Complete the following practice questions to check your understanding of the concept you just learned. Make sure you write complete answers to the practice questions in your notes. After you have checked your answers, make corrections to your responses (where necessary) to study from.-
Give two examples of things you do in your day-to-day life that reduce greenhouse gas emissions.
Your answer should be a variation of the following. I make sure to turn off the lights when I leave room and have my furnace set to a lower temperature for the times I am not at home or am asleep.
- Can you think of ways your house is built to reduce the need for a furnace or air conditioner?
Your answer should be a variation of the following. My house is built with lots of windows facing south, as these will be the windows letting in the most amount of sunlight. This will help to heat up my house without the use of the furnace. My house also has plenty of windows opening on the east and west sides. This is because the prevailing winds in Alberta are westerlies, blowing from the west to the east. Opening those windows provides a cross breeze that helps to cool down my house in the summer.
Impacts of Climate Change
Lesson 9 has gone over a few of the potential impacts of climate change and has given you the tools to assess the risks and benefits of human activity.
D9.18 Causes and impacts of climate change
Climate change creates a variety of potential impacts that then branch off and create potential impacts of their own. None of the impacts we see are solely created by climate change, but climate change is a factor. Some of the main impacts that are predicted or are already happening are
The ongoing debate on what to do (or what not to do) about climate change is both healthy and necessary. From debate flows new ideas and encourages input from people who are in different situations and have different perspectives. That climate change is occurring is scientific fact. But the actions taken to deal with the impacts and facts of climate change have risks and consequences that need to be discussed to arrive at the best possible solutions.
- a rise in the average global temperature
- a change in weather patterns, including shifting seasons and more intense storms
- the melting of glaciers and rising ocean levels
- other impacts, such as extinction
The ongoing debate on what to do (or what not to do) about climate change is both healthy and necessary. From debate flows new ideas and encourages input from people who are in different situations and have different perspectives. That climate change is occurring is scientific fact. But the actions taken to deal with the impacts and facts of climate change have risks and consequences that need to be discussed to arrive at the best possible solutions.
This debate means we have more research to do around climate change. We need to continue to research and investigate the causes behind climate change and the potential impacts so we can make more informed decisions. We already have some advances in technology that could potentially help reduce greenhouse gas emissions, but there are always more waiting to be discovered!
Problem-Solving Activity
Sila Alangotok – International Observations on Climate Change © IISD
Background Information:
Observing how the issue of climate change is being addressed by the Inuit community and scientists provides an opportunity to determine how other environmental issues could be studied in a way that involves the communities affected. Banks Island is the fourth largest island in Canada's Arctic. This video documents the impacts of climate change from an Inuvialuit perspective. On Banks Island in Canada's High Arctic, the residents of Sachs Harbour have witnessed dramatic changes to their landscape and their way of life.
Watch the video “Sila Alangotok – International Observations on Climate Change” and answer the analysis questions by clicking on the analysis tab. https://adlc.wistia.com/medias/oa3fit92bp
- Prepare a list of several changes to the environment that have been observed by the residents of Banks Island.
- very extreme weather conditions—no predictability in it
- one week of –40 °C instead of multiple two- to three-week periods of –40 °C
- cold spring with lots of snow and not as cloudy
- different kinds of birds (barn owls, geese, ducks, more swans)
- hardly any caribou on the island where there once were many
- smaller banks, more driftwood, shoreline disappearing
- ice not as thick and cracks more
- earlier springs and later falls—unpredictable as to when to hunt
- warmer summers, warmer water, later freeze-ups, and earlier melts
- thunderstorms (used to never be warm enough)
- no ice flows in the summer any longer and stronger winds in the fall
- permafrost thawing on steep slopes resulting in mudslides
- eroded banks of a freshwater lake; the lake and its banks washed into the ocean
- increased snowfall
- more melting features on the land
- Why did the scientists ask the people of Banks Island to describe their observations?Traditional knowledge is part of who a people are, the way the live, their relationship to the land and animals, and their reliance on the land and harvest. It is another way of understanding relationships and humans’ place in the biosphere. The people that live on Banks Island have a better understanding of how the climate is changing than the scientists who can only spend a small amount of time on the island.
- Identify the main concern about climate change expressed by the residents of Banks Island.There are many concerns raised in the video, however, the residents main concern is that the climate may change so much that they may have to move away from the sea. This is because they fear that the sea, and the environment will no longer be able to sustain them.
4.6 Assignment
Unit 4 Assignment Lessons 8-9
It is now time to complete the Lesson 9 portion of 4.6 Assignment. Click on the button below to go to the assignment page.
4.6 Assignment
Unit 4
Energy Flow in Global Systems
Conclusion
Solar energy supports life and creates the climates on Earth.
DC.1 The sun and Earth
In this unit, we started out learning about what climate is and how it interacts with the biosphere. We looked at how the sun’s energy is used once it reaches Earth and the net radiation budget. We then looked at climate and how climate affects the different species living on Earth. We learned the difference between weather and climate as well.
Once we finished learning what climate is and how the sun’s energy is used, we learned how the sun’s energy creates climates. We looked at the different factors that create climate, including albedo, insolation, angle of inclination and incidence, length of daylight, and cloud cover, and the different biomes climate creates.
Once we finished learning what climate is and how the sun’s energy is used, we learned how the sun’s energy creates climates. We looked at the different factors that create climate, including albedo, insolation, angle of inclination and incidence, length of daylight, and cloud cover, and the different biomes climate creates.
We then took a closer look at thermal energy, learning how it is transferred around the globe by both the atmosphere (the global wind patterns) and the hydrosphere (ocean currents). We learned about specific heat capacity and how it helps the hydrosphere with thermal energy transfer.
Finally, we looked at what climate change and the enhanced greenhouse effect are and their impacts. We learned how human activity is contributing to climate change and the different perspectives we use when assessing human activities. Strategies for reducing climate and environmental change were explored, and topics of further research outlined.
DC.2 Protecting Earth
Review Questions
Complete the following review questions to check your understanding of the concepts you have learned. Make sure you write complete answers to the review questions in your notes. After you have checked your answers, make corrections to your responses (where necessary) to study from.
- What is the net radiation budget, and what should it be equal to?
The net radiation budget is the difference between the amount of incoming solar radiation and outgoing radiation re-emitted from the biosphere. The net radiation budget should always be equal to 0. If it is not equal to 0, then the Earth will either heat up or cool down so that it equals 0 again.
- What is the source of the majority of energy on Earth?
The sun
- What are the three parts of the biosphere?
The atmosphere, lithosphere, and hydrosphere - What is the difference between weather and climate?
Weather is the conditions you see at a specific location at a specific time. Climate is the average temperature, precipitation, and amount of sunlight seen over a minimum of 30 years.
- Complete the following chart about the different factors affecting climate.
Factor Effect on Climate and Why
angle of inclination
angle of incidence
time of year
length of daylight
cloud cover and atmospheric dust
albedo thermal energy transfer
Factor Effect on Climate and Why
angle of inclination
As you travel away from the equator, you get more defined and extreme seasons because the solar radiation reaching Earth decreases depending on the time of year. The tilt of Earth affects which hemisphere is facing the sun and receiving more solar radiation. angle of incidence
As the angle of incidence increases, the average temperature of the area decreases because as you travel away from the equator, this angle increases, decreasing the strength and amount of solar radiation an area receives. time of year
The time of year affects the angle of incidence, length of daylight, albedo and the amount of solar radiation a location receives. As you travel farther away from the equator, the time of year as more of an effect on the climate.
length of daylight
As you travel away from the equator, the average temperature drops during winter months due to less solar radiation because the amount of daylight and solar radiation received varies greatly depending on the season. cloud cover and atmospheric dust
These can create more precipitation and cooler or warmer temperatures depending on other factors because both reflect incoming solar radiation. They also reflect thermal energy radiated from Earth back to the surface. albedo The higher the albedo, the cooler the temperatures. The albedo can vary depending on the season because the higher the albedo, the more solar radiation is reflected and the less that reaches Earth’s surface. Dark colours cause a lower albedo and warmer temperatures, while light colours cause a higher albedo and cooler temperatures. thermal energy transfer
This transfer can help even out temperatures around Earth. It can also cause colder or warmer climates depending on global wind patterns and ocean currents.
- What biomes is Alberta part of?
The taiga and grassland biomes - How does specific heat capacity affect climate?
Water has a relatively high specific heat capacity, so it takes lots of thermal energy for water to heat up or cool down. This means it can transfer or absorb lots of thermal energy from the air and land around it without changing its temperature very much. This makes the land and air around water have less variation in temperature. It also means cooler water makes cooler climates, while warmer water makes warmer climates. - A house contains 159 kg of dry air. The furnace has broken and the temperature of the air has fallen from 20 ˚C to 5.0 ˚C. How much energy has been released if the air has a specific heat capacity of 1.00 J/g•˚C?
Step 1: List your variables.
«math xmlns=¨http://www.w3.org/1998/Math/MathML¨» «mi»Q«/mi» «mo»=«/mo» «mo»?«/mo» «mspace linebreak=¨newline¨»«/mspace» «mi»m«/mi» «mo»=«/mo» «mn»159«/mn» «mo»§#160;«/mo» «mi»kg«/mi» «/math»
Note: The mass must be converted to grams to be used in the formula.
«math xmlns=¨http://www.w3.org/1998/Math/MathML¨» «mtable columnspacing=¨0px¨ columnalign=¨right center left¨» «mtr» «mtd» «mn»1«/mn» «mo»§#160;«/mo» «mn»000«/mn» «mo»§#160;«/mo» «mi mathvariant=¨normal¨»g«/mi» «/mtd» «mtd» «mo»=«/mo» «/mtd» «mtd» «mn»1«/mn» «mo»§#160;«/mo» «mi»kg«/mi» «/mtd» «/mtr» «mtr» «mtd» «mfrac» «mrow» «mn»1«/mn» «mo»§#160;«/mo» «mn»000«/mn» «mo»§#160;«/mo» «mi mathvariant=¨normal¨»g«/mi» «/mrow» «mrow» «mn»1«/mn» «mo»§#160;«/mo» «mi»kg«/mi» «/mrow» «/mfrac» «/mtd» «mtd» «mo»=«/mo» «/mtd» «mtd» «mfrac» «mo»?«/mo» «mrow» «mn»159«/mn» «mo»§#160;«/mo» «mi»kg«/mi» «/mrow» «/mfrac» «/mtd» «/mtr» «/mtable» «/math»
Now cross-multiply and divide.
«math xmlns=¨http://www.w3.org/1998/Math/MathML¨» «mtable columnspacing=¨0px¨ columnalign=¨right center left¨» «mtr» «mtd» «mn»1«/mn» «mo»§#160;«/mo» «mn»000«/mn» «mo»§#160;«/mo» «mi mathvariant=¨normal¨»g«/mi» «mo»§#215;«/mo» «mn»159«/mn» «mo»§#160;«/mo» «mi»kg«/mi» «/mtd» «mtd» «mo»=«/mo» «/mtd» «mtd» «mn»159«/mn» «mo»§#160;«/mo» «mn»000«/mn» «/mtd» «/mtr» «mtr» «mtd» «mn»159«/mn» «mo»§#160;«/mo» «mn»000«/mn» «mo»/«/mo» «mn»1«/mn» «/mtd» «mtd» «mo»=«/mo» «/mtd» «mtd» «mn»159«/mn» «mo»§#160;«/mo» «mn»000«/mn» «mo»§#160;«/mo» «mi mathvariant=¨normal¨»g«/mi» «/mtd» «/mtr» «/mtable» «/math»
Please click here for a refresher on how to do unit conversions.
«math xmlns=¨http://www.w3.org/1998/Math/MathML¨» «mtable columnspacing=¨0px¨ columnalign=¨right center left¨» «mtr» «mtd» «mi»c«/mi» «/mtd» «mtd» «mo»=«/mo» «/mtd» «mtd» «mn»1«/mn» «mo».«/mo» «mn»00«/mn» «mo»§#160;«/mo» «mi mathvariant=¨normal¨»J«/mi» «mo»/«/mo» «mi mathvariant=¨normal¨»g«/mi» «mo»§#8226;«/mo» «mo»§#176;«/mo» «mi mathvariant=¨normal¨»C«/mi» «/mtd» «/mtr» «mtr» «mtd» «mo»§#8710;«/mo» «mi»t«/mi» «/mtd» «mtd» «mo»=«/mo» «/mtd» «mtd» «mn»20«/mn» «mo»-«/mo» «mn»5«/mn» «mo»=«/mo» «mn»15«/mn» «mo»§#160;«/mo» «mo»§#176;«/mo» «mi mathvariant=¨normal¨»C«/mi» «/mtd» «/mtr» «/mtable» «/math»
Step 2: Rearrange the formula.
Q = mcΔt
Step 3: Substitute the values into the formula.
Q = mcΔt
Q = (159 000 g)(1.00 J/g•˚C)(15 ˚C)
Step 4: Calculate the answer.
Q = (159 000 g)(1.00 J/g•˚C)(15 ˚C)
Q = 2 385 000 J
The energy needs to be rounded to two significant digits, as two digits is the smallest number of digits found in the question. To round this answer to two significant digits, we need to convert it to scientific notation.
Q = 2.4 x 106 J
For a review on significant digits and converting to scientific notation, please click here.
The air in the house has released 2.4 × 106 J of thermal energy.
- How does the hydrologic cycle move thermal energy around Earth?
The hydrologic cycle moves energy around Earth through water evaporating into the atmosphere; as this happens, it is breaking bonds and absorbing thermal energy. It then moves to a different area of Earth and changes back to a solid or liquid state in the form of precipitation. As water moves back into a solid or a liquid, bonds are being formed; this releases thermal energy into the surrounding area. In this way, thermal energy from one area of Earth was moved to a different area.
- Does water change temperature when it changes state?
No, water does not change temperature as it changes state because the thermal energy is being used to change state rather than raise the temperature of the water.
- What is the Coriolis effect, and how does it affect thermal energy transfer in both the atmosphere and hydrosphere?
The Coriolis effect is when the rotation of Earth causes anything above Earth’s surface to be deflected to the west. This includes wind and ocean currents. Instead of the convection currents in the air or ocean running directly north–south, they run southwest or northwest. It also causes the ocean currents to circle clockwise in the Northern Hemisphere and counterclockwise in the Southern Hemisphere. This affects the thermal energy transfer in both the atmosphere and the hydrosphere as thermal energy does not travel directly from high thermal energy to low thermal energy, instead it is deflected.
- How do land and sea breezes differ? What makes them different?
Land breezes blow from the land to the ocean, while sea breezes blow from the sea to land. In a land breeze, the land is warmer than the body of water, so the convection current runs from the land up, out over the water, down, and back to land as it cools. In a sea breeze, the body of water is warmer, so the convection current runs from the water up, toward the land, down, and back out to the water as it cools. Land tends to be warmer during the day, as it warms up faster in the sun, and the water tends to be warmer at night, as it takes longer to cool down.
- What tool would you use to compare two different climates?
A climatograph - What factors are thought to create natural climate change?
Earth’s tilt and orbit, continental drift, and feedback loops - What is the greenhouse effect? What are the greenhouse gases?
The greenhouse effect is when the thermal energy emitted by Earth is reflected back to the surface by greenhouse gases. This helps to keep Earth in a habitable temperature range. Greenhouse gases are those gases that have a higher ability to absorb and re-emit thermal energy. These include water vapour, carbon dioxide, nitrous oxide, and methane. - How do we know human activity is affecting climate change?
Using climate models, the climate change seen up to 1950 can be explained by natural causes. After 1950, the only way to interpret the climate change we are currently seeing is to include human activity. Climate change has occurred 10 times faster in the last 100 years than any point before. This matches with when the industrial revolution occurred and human activity started to increase drastically.
- What international organizations and agreements is Canada part of?
Canada is part of the UNFCCC and the Paris Agreement. We were part of the Montreal Protocol until its completion, and we have withdrawn from the Kyoto Protocol.
- What are the potential impacts of climate change?
The potential impacts of climate change are an increase in global temperature, changing and unpredictable weather patterns, including an increase in storms and natural disasters, and a decrease in biodiversity. Each of these potential impacts creates more impacts of their own, such as farmers being forced to change the crops they grow and an increase in disease-spreading insects.
- What are two things you could change in your life to reduce your greenhouse gas emissions?
Your answer will be a variation of the following. There are lots of examples, so if you are unsure if your idea is an example or not, please contact your teacher to check! Some examples are
- taking public transportation
- buying locally to reduce transportation of goods
- walking or biking when possible
- turning off lights in rooms not being used
- turning down your furnace
- unplugging appliances not in use
- turning off the water when not in use