Section: Module 2: Causes and impact of rapid climate change | Climate Change and Public Health | NextGenU.org
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Instructional Goals covered in this module:- Contrast normal climate change variability and abnormal/current climate change.
- Describe reasons for sudden and dramatic climate change in the recent past.
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Students mustView
Read the entire article. (6 minutes)
NOAA -
Students mustView
Read the entire article. (66 minutes)
Spencer Weart & American Institute of Physics -
Students mustView
Read the entire article. (26 minutes)
Springer Link -
Students mustView
Read the entire webpage (8 minutes).
Climate.gov
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Students mustView
Read the entire webpage. (9 minutes)
EPA
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Students mustView
Read the content under the heading "Link Between Anthropogenic Greenhouse Gases, Industrialization and Climate Change", "Observable Trend of Global Average Temperature Rise", and "Contribution of Industrialization to Emissions Rate" (13 minutes)
Science Alert (Journal of Environmental Science and Technology)
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Students mustView
Read sections 3 (Role of forcings in large-scale climate change over the instrumental period), 4 (Variability generated within the climate system), and 5 (Example of long-term changes on local weather variability) (55 min).
IOPscience
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Students mustView
Read the entire webpage (4 min).
earth.org
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Students mustView
Watch the short video illustrating the changes in temperatures since 1880 (1 minute).
NASA
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Students mustView
Read the content under the heading "Human Activities" and "Climate Change Within A Human Life Span" until the heading "Seasonal Variation". (7 minutes)
Britannica -
Students mustView
Read the content under the heading "Past and recent drivers of climate change" and "Attribution of climate changes and impacts" (Click on 1.2 and 1.3 on the left of the screen). (46 minutes)
The Intergovernmental Panel on Climate Change (IPCC) -
Students mustView
Read the entire web page. (2 minutes)
Australian Government (Department of Agriculture, Water and the Environment) -
Students mustView
Read the content under the headings "Overview", "Carbon Dioxide", "Methane", "Nitrous Oxide", and "Fluorinated Gases". (30 minutes)
United States Environmental Protection Agency (EPA) -
Students mustView
Read the entire web page. (13 minutes)
United States Environmental Protection Agency (EPA) -
Students mustView
Read the entire web page. (9 minutes)
United States Environmental Protection Agency (EPA) -
Students mustView
Read the content under the heading "Key impacts of greenhouse gas emissions". (3 minutes)
Government of Canada -
Students mustView
Read the content under the heading "Abstract", "Introduction", and "Conclusion". (9 minutes)
Scientific Reports -
Students mustView
Read the content under the heading "Observed changes in the climate system" (Click on 1.1 on the left of the screen). (22 minutes)
The Intergovernmental Panel on Climate Change (IPCC) -
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Students mustViewMake forum posts: 1
In this activity, you will analyze the evidence of abnormal climate change by presenting scientific evidence.
Step 1: Select one of the four discussion threads presented below regarding myths on climate change.
Step 2: Reflect on the selected topic drawing from your initial readings in the course, previous knowledge, or other sources that have expanded your knowledge. Remember to reference all your arguments about the topic.
Step 3: Prepare a 250 - 500 word piece of writing to summarize your reflections and argue your chosen climate change myth.
Step 4: To share your work, click on the “Reply” button under this post and paste your work in the “message” box. Make sure to reference others’ intellectual property when necessary. All references should follow 7th Edition APA formatting. For further instructions, see the resource on the Himmelfarb Health Sciences Library: APA citation resource (N.B. references are excluded from word counts).
OPTIONAL Step 5: Interact (10 minutes)
If you would like to, you can reply to your peers' posts in a respectful and professional manner. Ensure that your post engages your peers' ideas by including a reflection on their comments, sharing ideas of other potential difficulties and parties involved, or asking thought-provoking questions. If a peer comments on your posting, please reply. To post a reply, click “Reply” on a particular discussion, write your feedback, and then click on “Post to forum.”
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Students mustViewStart discussions: 1
In this activity, you will create an educational tool explaining the enhanced greenhouse effect-oriented towards laypeople
Step 1: Select your preferred format/media to create your educational tool. You can create a PowerPoint presentation, a piece of writing in a blog format (with pictures included), or a video. If you feel comfortable presenting your work, we suggest you record yourself or your screen using the online tool Loom.
Step 2: Create a tool that explains the enhanced greenhouse effect, its repercussions on the magnitude of rapid climate change, and some brief measures to counteract those repercussions. Remember that the language used must be suitable for laypeople. Your tool should have a maximum of 20 slides for a presentation, 500 words in a blog format, or 5 minutes in length for a video format.
Step 3: Before you submit, engage in an introspective self-analysis by systematically reviewing each component of your work. Reflect on what aspects of your work were executed well and what could be enhanced. Proceed to refine these elements in your work.
Step 4: To submit your work, click on the “Reply” button under this post and paste your work in the “message” box. Make sure to reference others’ intellectual property when necessary. All references should follow 7th Edition APA formatting. For further instructions, see the resource on the Himmelfarb Health Sciences Library: APA citation resource (N.B. references are excluded from word counts).
OPTIONAL Step 5: Interact (10 minutes)
If you would like to, you can reply to your peers' posts in a respectful and professional manner. Ensure that your post engages your peers' ideas by including a reflection on their comments, sharing ideas of other potential difficulties and parties involved, or asking thought-provoking questions. If a peer comments on your posting, please reply. To post a reply, click “Reply” on a particular discussion, write your feedback and then click on “Post to forum.”
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Quiz: Module 2
To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
TO PASS THIS QUIZ, YOU MUST OBTAIN A SCORE OF 26/33