## Models for Climate Change

Here is a broad range of simple (ish) climate models suitable for relatively advanced students:

## Core Maths – EVolution of vehicle sales

Resource produced in collaboration with MEI

Brief overview of session ‘logic’

• Explore the infographic – what can be worked out from this information and what questions does it raise?
• Look at trends in vehicle registrations
• Look at proportions of types of newly registered vehicles over time – why has the percentage of petrol cars being registered increased from 2015 to 2020?
• Do some calculations to show that the number of petrol cars being registered has decreased from 2015 to 2020.
• Reflect upon the implications for misleading representations of data
• Consider the implications of the ban on new petrol and diesel cars by 2030 – what affect will this ban have on the proportions of car types being registered?
• What questions does the increase in electric vehicles raise?

Mathematical opportunities offered

• Interpretation of data, statistics, graphs, infographics in context
• Critiquing graphs
• Calculating percentages
• Exploring proportions of quantities over time
• Making conjectures about future proportions given available data
• Analysing and comparing data in order to develop and present a conclusion.

## Key Stage 3 – EVolution of vehicle sales

Resource produced in collaboration with MEI

Brief overview of session ‘logic’

• Explore the infographic – what can be worked out from this information and what questions does it raise?
• Look at trends in vehicle registrations
• Look at proportions of types of newly registered vehicles over time – why has the percentage of petrol cars being registered increased from 2015 to 2020?
• Do some calculations to show that the number of petrol cars being registered has decreased from 2015 to 2020.
• Reflect upon the implications for misleading representations of data
• Consider the implications of the ban on new petrol and diesel cars by 2030 – what affect will this ban have on the proportions of car types being registered?
•  What questions does the increase in electric vehicles raise?

Mathematical opportunities offered

• Interpretation of data, statistics, graphs, infographics in context
• Critiquing graphs
• Calculating percentages
• Exploring proportions of quantities over time
• Making conjectures about future proportions given available data
• Analysing and comparing data in order to develop and present a conclusion.

## Core Maths – Extreme Weather

Resource produced in collaboration with MEI

Brief overview of session ‘logic’

• Do reports of extreme cold weather provide evidence that global warming is not happening?
• Show the New York Times graphs of summer temperature distributions for the Northern Hemisphere for different periods.
• Interrogate/critique these graphs
• The distributions of temperatures are approximately Normal distributions and the mean and standard deviation both increase as the time period becomes more recent.
• Use the dynamic bell curve to calculate probabilities of different temperatures in different time periods.
• Despite the mean temperature increasing, the standard deviation also increasing means that the probability of extreme low temperatures increases.
• Normal distributions and bell curves can explain a higher frequency of extreme cold weather despite global warming.

Mathematical opportunities offered

• Interpretation of data, statistics, graphs, infographics in context
• Critiquing graphs
• Using standard form to write very large or very small numbers
• Fitting a Normal distribution or bell curve to a graph
• Exploring the effect of adjusting mean and standard deviation on a bell curve
• Understanding that probabilities can be represented and calculated using areas
• Analysing and comparing data in order to develop and present a conclusion.

## Key Stage 3 – Extreme Weather

Resource produced in collaboration with MEI

Brief overview of session ‘logic’

• Do reports of extreme cold weather provide evidence that global warming is not happening?
• Show the New York Times graphs of summer temperature distributions for the Northern Hemisphere for different periods.
• Interrogate/critique these graphs
• The distributions of temperatures are approximately Normal distributions and the mean and standard deviation both increase as the time period becomes more recent.
• Use the dynamic bell curve to calculate probabilities of different temperatures in different time periods.
• Despite the mean temperature increasing, the standard deviation also increasing means that the probability of extreme low temperatures increases.
• Normal distributions and bell curves can explain a higher frequency of extreme cold weather despite global warming.

Mathematical opportunities offered

• Interpretation of data, statistics, graphs, infographics in context
• Critiquing graphs
• Using standard form to write very large or very small numbers
• Fitting a Normal distribution or bell curve to a graph
• Exploring the effect of adjusting mean and standard deviation on a bell curve
• Understanding that probabilities can be represented and calculated using areas
• Analysing and comparing data in order to develop and present a conclusion

## Key Stage 3 – Trees and Carbon Capture

Resource produced in collaboration with MEI

Brief overview of session ‘logic’

• Why trees are good
• How much carbon do trees capture and store?
• How does the amount of carbon captured and stored by a tree change during its lifecycle?

Mathematical opportunities offered

• Interpretation of data, statistics, graphs, infographics in context
• Critiquing graphs
• Analysing and comparing data in order to develop and present a conclusion
• Making assumptions
• Making predictions

## Key Stage 3 – Trees for Net Zero (Extended Resource)

Resource produced in collaboration with MEI

Brief overview of session ‘logic’

• Why trees are good
• People are planting trees – estimates around what the numbers look like in terms of land use
• Some companies encourage you to offset flights by planting trees – how many trees for one flight?
• How much carbon do trees capture and store?
• How does the amount of carbon captured and stored by a tree change during its lifecycle?
• What happens to that carbon when a tree dies?
• Can you plant a tree to offset a flight?
• What is Net Zero?

Mathematical opportunities offered

• Estimation and proportional reasoning
• Developing a sense of scale of large numbers
• Interpretation of data, statistics, graphs, infographics in context
• Critiquing graphs
• Analysing and comparing data in order to develop and present a conclusion
• Making assumptions
• Making predictions

## Core Maths – Trees and Carbon Capture

Resource produced in collaboration with MEI

Brief overview of session ‘logic’

• Why trees are good
• How much carbon do trees sequester?
• How does the amount of carbon sequestered by a tree change during its lifecycle?

Mathematical opportunities offered

• Interpretation of data, statistics, graphs, infographics in context
• Critiquing graphs
• Analysing and comparing data in order to develop and present a conclusion
• Making assumptions
• Making predictions

## Trees for Net Zero (Extended Resource)

Resource produced in collaboration with MEI

Brief overview of session ‘logic’

• Why trees are good
• People are planting trees – estimates around what the numbers look like in terms of land use
• Some companies encourage you to offset flights by planting trees – how many trees for one flight?
• How much carbon do trees sequester?
• How does the amount of carbon sequestered by a tree change during its lifecycle?
• What happens to that carbon when a tree dies?
• Can you plant a tree to offset a flight?
• What is Net Zero?
• Can trees be used to achieve Net Zero?

Mathematical opportunities offered

• Estimation and proportional reasoning
• Developing a sense of scale of large numbers
• Converting between m2 and km2
• Interpretation of data, statistics, graphs, infographics in context
• Critiquing graphs
• Analysing and comparing data in order to develop and present a conclusion
• Making assumptions
• Making predictions