Published on EGEE 401: Energy in a Changing World (https://www.e-education.psu.edu/egee401)

Home > EGEE 401 > Unit 2, Lesson 4

Unit 2, Lesson 4

Introduction

Unit 2: Environmental Challenges – Lesson 4: Processes of Climate Change

About Lesson 4

In the previous lesson, we learned about the environmental changes currently challenging our planet—what they are, the science behind them and their current and future impacts. In this lesson, we are going to look closely at the processes that cause the environmental changes and the role of human activity. As a means of introduction, here's a good overview from the Environmental Protection Agency:

The Earth’s climate is changing. In most places, average temperatures are rising. Scientists have observed a warming trend beginning around the late 1800s. The most rapid warming has occurred in recent decades. Most of this recent warming is very likely the result of human activities. Many human activities release “greenhouse gases” into the atmosphere. The levels of these gases are increasing at a faster rate than at any time in hundreds of thousands of years. We know that greenhouse gases trap heat. If human activities continue to release greenhouse gases at or above the current rate, we will continue to increase average temperatures around the globe. Increases in global temperatures will most likely change our planet’s climate in ways that will have significant long-term effects on people and the environment.

The Earth’s greenhouse effect is a natural occurrence that helps regulate the temperature of our planet. When the Sun heats the Earth, some of this heat escapes back to space. The rest of the heat, also known as infrared radiation, is trapped in the atmosphere by clouds and greenhouse gases, such as water vapor and carbon dioxide. If all of these greenhouse gases were to suddenly disappear, our planet would be 60°F colder and would not support life as we know it.

Human activities have enhanced the natural greenhouse effect by adding greenhouse gases to the atmosphere, very likely causing the Earth’s average temperature to rise. These additional greenhouse gases come from burning fossil fuels such as coal, natural gas, and oil to power our cars, factories, power plants, homes, offices, and schools. Cutting down trees, generating waste and farming also produce greenhouse gases. Many greenhouse gases, like water vapor and carbon dioxide (CO2), occur naturally. Fuel burning and other human activities are adding large amounts of carbon dioxide and other gases to the natural mix at a faster rate than at any other time on record. Other important greenhouse gases produced by human activity include methane (CH4), nitrous oxide (N2O), hydrofluorocarbons (HFCs), perfluorocarbons (PFCs) and sulfur hexafluoride (SF6).

Source: Environmental Protection Agency, Frequently Asked Questions About Global Warming and Climate Change: Back to Basics [1]

In this passage, you saw the term "very likely." You'll remember that this phrase has specific meaning as set forth by the IPCC. The passage above is from a 2009 EPA publication. I continue to use it in this class because of its broad and clear perspective. Since this document was published, however, the IPCC has put forth an updated finding concluding that it is "extremely likely" that human influence has been the dominant cause of observed warming since the mid-20th centruy. (Human influence on climate clear, IPCC report says [2], Sept 2013). This transition in confidence is very important in the case for action.

Whether we use "IMHO" (in my humble opinion) or a statistical level of confidence, we can contribute to the quality of public conversation (debate) by carefully separating fact from opinion and dealing openly with uncertainty. The IPCC does this explicitly. Fortunes and power entangle the climate change discussion especially, inviting loud voices to try to drown out quiet facts for economic gain. We can help by handling data and opinion forthrightly and approaching all new information with a critical eye--is it a fact, whose fact, and why? (Well, IMHO anyway!)

What will we learn in Lesson 4?

With the successful completion of this lesson, you will be able to:

  • draw a diagram depicting and quantifying the greenhouse effect;
  • understand the carbon cycle and its role in climate change;
  • relate energy consumption to greenhouse gas emissions;
  • differentiate between greenhouse gases and their respective impact on the environment.

Approach for Lesson 4 Activity

For this lesson especially, I suggest you begin by looking at the Activity questions on page 4, then read and view all the assigned material. By looking at the questions first, you'll know the kind of information and data to watch for while you read. For most questions, a good answer will involve a synthesis of material from different sources. For example, individual greenhouse gases are explained and described at various levels of detail by several sources assigned for this Activity.

What is due for Lesson 4?

The table below provides an overview of the requirements for Lesson 4. For details regarding the assignment, refer to the page(s) noted in the table.

Please refer to the Calendar in CANVAS for specific time frames and due dates.

Lesson 4 Requirements
REQUIREMENT LOCATION SUBMITTED FOR GRADING?
Viewing: (Greenhouse Effect): Interactive presentation from National Geographic and related materials (as designated) Page 2 No
Reading: (Greenhouse Effect): Department of Energy, "Energy Explained" (designated sections) Page 2 No
Reading: (Greenhouse Effect): Visionlearning, The Carbon Cycle: What Goes Around Comes Around Page 2 No
Viewing: (Greenhouse Effect): NASA, "Six Decades of a Warming Earth" Page 2 No
Reading: (Greenhouse Gases): US Environmental Protection Agency, "Climate Change" (designated sections) Page 3 No
Reading: (Greenhouse Gases): Arbor Day Foundation, "Plant Hardiness Zones" Page 3 No
Reading: (Greenhouse Gases): US Environmental Protection Agency, "Inventory of Greenhouse Gas Emissions and Sinks: 1990-2011 APRIL 2013" (designated sections) Page 3 No
Lesson 4 Activity: Complete Lesson 4 Activity (It's in CANVAS, in the Unit 2 Module.) Page 4 Yes
Unit 2 Discussion Forum: "Biggest Loser!" Cutting your greenhouse gas emissions (It's in CANVAS, in the Unit 2 Module.) Page 5 Yes

Questions about EGEE 401?

If you have any questions, please post them to our Questions about EGEE 401? Discussion in CANVAS. Use this Discussion for general questions about course content and administration. I will check it daily to respond. While you are there, feel free to post your own responses if you, too, are able to help out a classmate or have a related question.

 

Greenhouse Effect

diagram of the Greenhouse Effect. See text alternative
Figure 4.1: Greenhouse Effect. Text version [3]
Credit: US Environmental Protection Agency

Viewing Assignment

Watch the Greenhouse Effect [4] interactive presentation from National Geographic.

  • Be sure to click on the individual gases at the end the presentation.
  • Also, click on "Explore More" and read "More about the Causes of Global Warming" and take the "Global Warming Quiz."

Reading Assignment

Visit the Department of Energy website, Energy Explained [5] (referred to in previous lessons).

  • Read all pages under "Energy and the Environment."

The greenhouse effect is a natural and necessary process for maintaining the earth's temperature. It is the warming of the earth caused by gases in the atmosphere that absorb and then re-emit radiation from the sun. Increases in the concentration of the greenhouse gas carbon dioxide have contributed to an intensification of the greenhouse effect. Many natural processes serve as sources and sinks of carbon.

"A source is any process or activity through which a greenhouse gas is released into the atmosphere. Both natural processes and human activities release greenhouse gases. A sink is a reservoir that takes up a chemical element or compound from another part of its natural cycle." Source: Environmental Literacy Council [6])

Together, these geological and biological processes are called the "carbon cycle." The increases in carbon in our atmosphere are the result of imbalances in this system of sinks and sources, driven largely by human behavior.

Reading Assignment

Read The Carbon Cycle: What Goes Around Comes Around [7], from Visionlearning.

Viewing Assignment

Watch the Six Decades of a Warming Earth [8] from NASA. It's 14 amazing seconds!! Be wild, watch it twice.

Here's some important background (from NASA, link with video)...

This visualization shows how global temperatures have risen from 1950 through the end of 2013. At that point, "2013 tied for the seventh warmest of any year since 1880, continuing a long-term trend of rising global temperatures. With the exception of 1998, the 10 warmest years in the 133-year record all have occurred since 2000, with 2010 and 2005 ranking as the hottest years on record."

Jan 2015 Update: "The year 2014 ranks as Earth’s warmest since 1880, according to two separate analyses by NASA and National Oceanic and Atmospheric Administration (NOAA) scientists." (NASA [9])

Jan 2016 Update:  "Earth’s 2015 surface temperatures were the warmest since modern record keeping began in 1880, according to independent analyses by NASA and the National Oceanic and Atmospheric Administration (NOAA)." (NASA [10])

Jan 2017 Update: "Earth’s 2016 surface temperatures were the warmest since modern recordkeeping began in 1880, according to independent analyses by NASA and the National Oceanic and Atmospheric Administration (NOAA)." (NASA [11])

 

Greenhouse Gases

Differences between 1990 USDA hardiness zones and 2006
Figure 4.2: Differences between 1990 and 2015 USDA hardiness Zones.
Credit: Arbor Day Foundation: Hardiness Zones: Map Change [12] (click on credit link to access larger view of map)

Plant Hardiness Zone Maps (PHZM) are the standard used by gardeners and growers to determine which plants are most likely to thrive at a location. The map is based on the average annual minimum winter temperature, divided into 10-degree F zones. For example, the lowest average temperature in one zone may be -50 to -40 degrees Fahrenheit, while the minimum average temperature in another may be +30 to +40 degrees Fahrenheit. These zones shift as local temperatures (and average annual minimums) rise.

Reading Assignment

Visit the U.S. Environmental Protection Agency website for Climate Change [13].

Summer 2017 note to class...

You will see the chilling words, "We are currently updating our website to reflect EPA's priorities under the leadership of President Trump and Administrator Pruitt" in place of the climate change resources formally available. For purposes of this course, please use the link given to access the archived "January 19 snapshot" of the EPA Climate Change resources, from the last administration.

For more info, you may wish to read, "The EPA climate website taked down for review was accurate, scientists say [14]" (Washington Post, May 4, 2017)

  • Under "Why is the climate changing?" open and read the "Basic Information" page. Notice the "Glossary" in left menu on this page. This is a recommended resource for understanding Climate Change Terms.
  • Scroll down and in the "Learn More" box, select "Frequently Asked Questions." Review all.
  • Select "Impacts" (in menu on left side). Explore the impacts of climate change "by region" for your area. (Not required, but I recommend exploring "by state" too, very interesting.)
  • Also under "Impacts," Explore the impacts of climate change "by sector." Click through and scan each.
    • Agriculture
    • Coasts
    • Ecosystems
    • Energy
    • Forests
    • Human Health
    • Society
    • Transportation
    • Water Resources

Reading Assignment

Access the EPA Report, Inventory of Greenhouse Gas Emissions and Sinks: 1990 - 2012 (APRIL 2016) [15] Scan down the page to Full Report and related links. Read the Executive Summary (or scan closely, especially the first 16 pages. More, if you're interested and have time!)

Not required, but here is another EPA resource you may find of interest and helpful: Overview of Greenhouse Gases [16]

Interactive Assignment

Visit The Scripps Institution of Oceanography, UC San Diego site, The Keeling Curve [17] and explore. Pay special attention to different data views.

 

Lesson 4 Activity

Complete the Lesson 4 Activity. (It's in CANVAS, under Modules, Unit 2.)

Unless noted otherwise, correct answers come directly from the content of this lesson and assigned readings.

The Activity consists of a variety questions of different types, which may include true/false, multiple choice, multiple select, fill in the blank, ordering, and short answer. The point value varies and is indicated for each. Some questions are graded automatically, and some are manually graded.

The quiz is not timed, but does close at 11:59 pm Eastern Standard Time on the due date as shown in CANVAS.

Questions that are "manually graded" will be scored based on the correctness and quality of your answers. Thinking is good! Try to make your answers as orderly and clear as possible. Short is good, as long as you fully answer the question. Help me understand what you are thinking, and include data where relevant.

Numbers must ALWAYS be accompanied by units of measure (not "300" but "300 kW").

Proofread and spell check your work.

Discussion

Unit 2 Discussion Forum: "Biggest Loser!"

Use the EPA's Personal Greenhouse Gas Emissions Calculator [18] to estimate your individual greenhouse gas (GHG) emissions. (Use data from your Energy Lab Site). Be sure to work through all sections carefully (home energy, transportation, waste).

There are many other online emissions calculators and tools. Explore freely, and report back on favorites you find.

I like this one from the Nature Conservancy [19] because it also includes Food & Diet. Like many of you perhaps, I am a vegetarian and a member of a local Community Supported Agriculture (CSA) organic co-op. The dietary piece of the emissions scenario is too often overlooked when we considered behaviors and choices that contribute to our individual emissions. (Here's a quick overview, with links to studies, from Time, How a Vegetarian Diet Could Help Save the Planet [20])

Activity

Make a list of five things you could do (or not do) that would reduce your annual CO2 emissions. There are no rules! Get your ideas from anywhere. (There are loads of interesting good sources on the Web.) The more creative, the better. Just try to come up with the easiest, cheapest ideas that have the biggest impact and that you are most likely to do.

For each one, roughly estimate the annual greenhouse gas reductions, cost...and likelihood that you'll do it! Estimate the total annual GHG reductions if you did all five things. To help estimate your emission reductions, use the EPA's Greenhouse Gas Equivalency Calculator. [21]

In your posting, include:

1) your estimated Individual GHG Emissions

2) five ideas for reducing your emissions. For each, try to estimate cost, annual GHG emission reduction (in "tons of CO2 equivalent") and likelihood you'll do it. (Definitely, Probably, Probably Not, No Way). Include at least one idea that is not in the EPA Household Carbon Footprint Calculator.

Respond. Read the postings of others and respond to at least one.

Please define and explain any acronyms or abbreviations you use (GHG = greenhouse gas) and wherever possible include links to your references. Any questions, just let me know!

Post your work in the Discussion, "Biggest Loser!" You'll find it in CANVAS, in the Unit 2 Module.

Read the postings of others and respond to at least one. Follow up on any postings made to your comment.

Please see CANVAS calendar for due date of your FIRST posting and date when discussion ends (graded participation ends, all replies must be in).

Grading criteria

You will be graded on the quality of your participation. Be interesting and interested! Please see Syllabus for full Discussion grading criteria.

Summary and Final Tasks

Summary

In this lesson, you learned about the processes behind climate change, primarily the greenhouse effect and corresponding carbon cycle. You also characterized the six primary greenhouse gases: carbon dioxide (CO2), methane (CH4), nitrous oxide (N2O), hydrofluorocarbons (HFCs), perfluorocarbons (PCs) and sulfur hexafluoride (SF6).

Reminder—Complete all of the lesson tasks!

You have finished Lesson 4. Double-check the list of requirements on the Lesson 4 Overview page to make sure you have completed all of the activities listed there before beginning the next lesson.


Source URL: https://www.e-education.psu.edu/egee401/content/p4.html

Links
[1] https://nepis.epa.gov/Exe/tiff2png.cgi/P1003EIP.PNG?-r+75+-g+7+D%3A%5CZYFILES%5CINDEX%20DATA%5C06THRU10%5CTIFF%5C00000388%5CP1003EIP.TIF
[2] https://www.ipcc.ch/news_and_events/docs/ar5/press_release_ar5_wgi_en.pdf
[3] https://www.e-education.psu.edu/egee401/sites/www.e-education.psu.edu.egee401/files/image/lesson04/GreenhouseEffect1_LD.html
[4] http://environment.nationalgeographic.com/environment/global-warming/gw-overview-interactive.html
[5] http://tonto.eia.doe.gov/energyexplained/index.cfm
[6] http://www.enviroliteracy.org/article.php/439.html
[7] http://www.visionlearning.com/en/library/Earth-Science/6/The-Carbon-Cycle/95
[8] http://www.nasa.gov/content/goddard/nasa-finds-2013-sustained-long-term-climate-warming-trend/#.UvJrrrQkCSq
[9] http://www.nasa.gov/press/2015/january/nasa-determines-2014-warmest-year-in-modern-record/#.VNYYLy6-OW4
[10] http://www.giss.nasa.gov/research/news/20160120/
[11] https://www.nasa.gov/press-release/nasa-noaa-data-show-2016-warmest-year-on-record-globally
[12] http://www.arborday.org/media/map_change.cfm
[13] http://epa.gov/climatechange/index.html
[14] https://www.washingtonpost.com/news/energy-environment/wp/2017/05/04/the-epa-is-reviewing-its-climate-change-website-these-scientists-say-it-was-already-accurate/?utm_term=.45fd2f3b56da
[15] https://www.epa.gov/ghgemissions/us-greenhouse-gas-inventory-report-1990-2014
[16] https://www.epa.gov/ghgemissions/overview-greenhouse-gases
[17] http://keelingcurve.ucsd.edu/
[18] http://www.epa.gov/climatechange/emissions/ind_calculator.html
[19] http://www.nature.org/greenliving/carboncalculator/index.htm
[20] http://time.com/4266874/vegetarian-diet-climate-change/
[21] http://www.epa.gov/cleanenergy/energy-resources/calculator.html