Level: Secondary Science

secondary-science

Weather Risk Game

Post date 1 April 2025

Weather risk game

Time: 30 minutes

You will need: money.docx printed in colour, WeatherRiskGame.pptx, 6 dice – large ones which the whole class can see work best. I got some foam ones very cheaply.

a) Before the event, mark the dice ‘p’ and 1-5. On the die marked 1, cross out or otherwise mark one side, on the die marked 2 cross out or otherwise mark two sides etc. Crossed-out sides represent good weather and sides which aren’t crossed out represent bad weather. The more sides are crossed out, the lower the chance of bad weather!

b) Use the ppt to guide the activity.
c) The students will need to get into 6 groups. Give each group one colour of money and ask them to cut it up. You should keep the ‘insured’ slips.
d) Each time you play, roll the P dice first. On the basis of which side it shows, the students should decide whether to insure their businesses or not (if a 6 is shown, then there is no chance of bad weather and presumably no-one will insure). If they choose to insure, they should pay you the appropriate sum in return for an ‘Insured’ slip. Then, roll the appropriate die (so if the P die gave a 3, next roll the die labelled 3). If a crossed-out side is rolled, then anyone who was not insured should pay you the appropriate sum.
e) Collect in all the insured slips and start again.
f) Continue until either one team, or all teams except one are out, depending on time.

The Kelp Forest Initiative

Post date 2 December 2024

Image copyright biodiversitystripes.info and LPI 2024 (www.livingplanetindex.org)

The Kelp Forest Initiative – Teachers Guide

The Earthshot prize is inviting students across the world to help solve the Earth’s biggest environmental problems – and win £1 million to scale up their idea.

In this lesson, students will submit an (imaginary) application outlining an ambitious plan to reduce global warming by replanting kelp forests along the UK coast.

In doing so they will apply understanding about global warming and practice using models, collecting evidence and using it to support a claim.

This lesson is suitable for KS4 students.

CURRICULUM LINKS

England National Curriculum

KS4 Working scientifically:

Using a variety of concepts and models to develop scientific explanations and understanding
Explaining everyday and technological applications of science; evaluating associated personal, social, economic and environmental implications;
Making decisions based on the evaluation of evidence and arguments

KS4 Biology: how materials cycle through abiotic and biotic components of ecosystems

positive and negative human interactions with ecosystems.

KS4 Chemistry: Earth and atmospheric science: potential effects of, and mitigation of, increased levels of carbon dioxide and methane on the Earth’s climate.

STAGE RUNNING NOTES

Starter: Engage with the task for the lesson

Slide 2: The learning objectives for this lesson.

Slide 3: Introduce the scenario and the Earthshot Prize by clicking on the link to watch a short video (see weblinks below).

Slide 4: Ask students to discuss in pairs what the diagram shows and ask for feedback. You might like to ask students if they think this is a good way of showing climate data and why. You can visit https://showyourstripes.info/ where there are other options for showing the same data e.g. as a bar chart.

Slide 5: Introduce an idea to help reduce global warming – planting kelp forests. The link takes you to an optional YouTube video that shows a diver exploring a UK kelp forest.

Main Students interpret scientific diagrams

Slide 6: Give each student a copy of Student sheet 1 – the application form for the Earthshot idea. Tell them that they will be filling it in throughout the lesson and ask them to quickly read it so they know what information they will need. Tell them that they are going to fill in the first two sections using scientific diagrams.

Slides 7-8: Reveal each diagram in turn and ask the students to use each diagram to fill in the corresponding section on the application form. Students may want to supplement the information on the diagrams using their own knowledge.

Students use results from an experiment to collect evidence for the idea

Slide 9: Give pairs a copy of Student sheet 2, which outlines the algal ball experiment.

Student pairs/groups will study beakers of algal balls in hydrogencarbonate indicator, use a colour chart and work out what the results show.

The beakers need to be set up by the technician beforehand (see technician notes below) as it takes a minimum of 40 minutes to see a change.

They will set up 4 vials of hydrogencarbonate indicator – one containing no algal balls, one with 5 balls, one with 10 balls and one with 15 balls and leave exposed to a bright light so the algae can photosynthesise and use the dissolved carbon dioxide.

If you are unable to run the experiment, show the film of it: https://www.youtube.com/watch?v=fI3x68CkKW0

Ask students to use the results to fill in section 3 of Student sheet 1.

Students use information to explain how kelp forests can increase biodiversity

Slides 10-11: Show the students the chart and ask them to discuss in pairs what it shows. Listen to feedback from pairs.

Slide 12: Reveal that the chart shows that the number of different species on Earth – its biodiversity is decreasing because many species have gone extinct. Ask the students to use the information on Student sheet 4 to decide how planting more kelp can help increase biodiversity in the oceans and fill in section 4 of Student sheet 1.

Action: Students provide feedback on the Earthshot idea

Check student understanding by asking individuals for one sentence answers on:

• How planting more kelp can help reduce global warming.

• How planting more kelp can increase biodiversity.

They should be encouraged to not repeat a point made by another student.

Ask students’ opinions on whether they think their Earthshot idea has a chance of winning the prize and why.

WEBLINKS

YouTube video about the Earthshot Prize:

YouTube video that shows a diver exploring a UK kelp forest:

Climate stripes https://showyourstripes.info/

Biodiversity stripes https://biodiversitystripes.info/global

Reliable sources about kelp:

NOAA (National Oceanic and Atmospheric Administration): https://www.climate.gov/news-features/understanding-climate/understanding-blue-carbon

BBC: https://www.youtube.com/watch?v=3gmTAG-rose

The National Geographic: https://www.nationalgeographic.com/environment/article/seaweed-fastest-least-expensive-tool-climate-change

NCBE-SAPS photosynthesis kit https://www.ncbe.reading.ac.uk/photosynthesis-kit/

TECHNICIAN GUIDE:

The algal ball experiment

To prepare the algal balls see: www.saps.org.uk/teaching-resources/resources/235/algal-balls-photosynthesis-using-algae-wrapped-in-jelly-balls/

Bubble air through the hydrogencarbonate indicator with atmospheric carbon dioxide. The solution is ready to use when it’s a deep red colour.

For each group set up 4 small bottles of prepared hydrogencarbonate indicator – one containing no algal balls, one with no balls (control), 5 balls, one with 10 balls and one with 15 balls and leave exposed to a bright light at least one hour before the lesson so there is a distinct colour change in each bottle.

Related Resources...

Carbon Dioxide – Seasonal Cycles

Exploring the link between photosynthesis and seasonal cycles in atmospheric carbon dioxide concentration

Climate Change and Biodiversity

Exploring the links between biodiversity and climate change.

Climate Change Concept Association Tool

Post date 8 January 2024

This tool is best used on a laptop or other larger screen and may not function correctly on a phone.

Carbon Dioxide – Seasonal Cycles

Post date 11 December 2023

An exam style question suitable for GCSE science.

Notes for Teachers

The units for the data are in fact ppmv which we have simplified to ‘parts per million’ for this question.

This is a nice visualisation of what 420ppmv looks like.

The questions explore the fact that there is a seasonal cycle in carbon dioxide in the atmosphere because plants take up carbon dioxide during photosynthesis in the spring and summer, which is then released back into the atmosphere when plants die and leaves rot in the autumn and winter.

Carbon dioxide is a well mixed gas, meaning that the data recorded at Mauna Loa is representative of the Northern Hemisphere, and that at the South Pole is representative of the Southern Hemisphere.

The seasons are out of phase with each other – when it is summer in the Southern Hemisphere, it is winter in the Northern Hemisphere.

As there is far less vegetation in the Southern Hemisphere than in the Northern Hemisphere, the seasonal cycle is much smaller.

Students may notice that there could also be a human element to the cycle – we burn more fossil fuels in the winter than in the summer (and there are also fewer people in the Southern Hemisphere).

The correct answer for the mean is 416.1 parts per million.

As well as the seasonal cycle, the graph provided shows the increase in atmospheric carbon dioxide since 1958. This increase is because of the emissions of carbon dioxide by human activities including land use change including deforestation, burning fossil fuels and cement production.

Data Sources:

https://scrippsco2.ucsd.edu/data/atmospheric_co2/spo.html

https://gml.noaa.gov/webdata/ccgg/trends/co2/co2_mm_mlo.txt

https://climate.nasa.gov/vital-signs/carbon-dioxide/

Image Credit:

NOAA/ Susan Cobb

Related Resources...

The Kelp Forest Initiative

A classroom resource where students submit an (imaginary) application outlining a plan to reduce global warming and increase biodiversity by replanting kelp forests.

Climate Change and Biodiversity

Exploring the links between biodiversity and climate change.

Isaac Physics

Post date 18 January 2023

A diverse range of questions based on applications of physics in weather and climate, including sea level rise, radar frequencies, aerosols, oceanic circulation, tidal barrages etc.

Isaac Physics is an online study tool developed by the University of Cambridge. Isaac Physics questions are self marking practice questions for secondary school and undergraduate scientists.

Snowflake fall speed

Aerosol attenuation

Barometric formula

Concentration of Oxygen

Cooling Tree

Electric Car Electrics

Electric Charge of Earth

Hadley Cell

How much Rain?

Isotrope Concentrations and Ocean Circulation

Kite Heights

Radar Reflectivity Units

Radar wavelengths and frequencies

Earth radiation balance

Sea Level Rise

Temperature Records and Uncertainties

Mass of the Atmosphere

Physics – Egypt’s Benban Solar Farm

Post date 21 September 2022

In this resource linked to COP27 in Egypt, physics students explore renewable energy production.

Learning Objectives

Recognise that solar power is a renewable energy source of great value in Egypt
Describe the energy transfer in a solar cell
Evaluate the energy dissipated in the Benban solar farm
Calculate the cost of the energy produced using the formula cost = power (kW ) x time (hours) x price (per kWh).

Motivation/Outline

In its acceptance speech at COP26, Egypt celebrated its renewable energy resources:

This is an extract from https://unfccc-cop26.streamworld.de/webcast/closing-plenary-of-the-cop-followed-by-cmp-and-c-2 from 09:20

‘Egypt transitioned from the traditional energy sources to renewable, more sustainable and planet-friendly energy sources…’

One of these resources is the huge Benban solar farm.

Lesson Introduction

Watch the relevant part of the COP26 plenary video and/ or

The Benban solar farm was supported by the Green Climate Fund. Contributions to the Green Climate Fund were one of the areas which didn’t make as much progress as was hoped at COP26 in Glasgow, 2021.
COP27 will be at Sharm El-Sheikh in Egypt in November 2022.

images from google maps

Discussion points:

What is a renewable energy source?
Why is it important to develop renewable energy sources?
What is a solar cell and how is it different from a solar panel? Where have people seen solar cells/ panels?
What makes a location suitable for a huge solar energy farm? (space, sunshine, access for bringing the equipment in and getting the electricity out…)
Could we build such a huge solar park in the UK? (no, we don’t have a big desert, but you could research some UK solar farms)

Use https://globalsolaratlas.info/map to compare the global horizontal irradiation where you live with that in Benban. (for Benban the value is given as 2366 kWh/m²).
Global horizontal irradiation is the total amount of solar energy reaching a 1m² horizontal surface on the ground in a year.
Discussion point: What is a kWh? (if 1 kWh is the electrical energy converted by a 1 kW appliance used for 1 hour rephrase this in terms of electrical energy generation. See https://www.bbc.co.uk/bitesize/guides/z2h4dxs/revision/1 for more detail)
Discussion point: So what is a kWh/ m²?
Extension: Express this answer as a proportion or percentage
Discuss: what is the initial store of energy and by what pathways is it transferred? (nuclear store in the Sun, energy is transferred by light from the Sun to the panel and is transferred electrically from the panel to homes and businesses)
The size of the Benban solar farm is 37.2 km². Calculate the total energy carried by the light arriving at the site.
(37.2km² = 37 200 000m2 so 2366 x 37 200 000 = 88,015,200,000 kWh = 88 015.2 GWh = 88.0TWh)
Discuss: kilo, mega, giga, Tera etc.
The estimated output from Benban is 3.8TWh. How much energy is not converted usefully?
88.0-3.8 = 84.2TWh
Extension – write this as a proportion or percentage
Discussion – why so much? Solar panels don’t cover the whole of the ground, solar panels are actually less efficient when they get hot, you can see solar panels, so they must be reflecting some of the Sun’s light, not absorbing it all etc.)
What is the current electricity price in your region? (see https://www.ukpower.co.uk/home_energy/tariffs-per-unit-kwh and scroll down for regional breakdown).
What is the value of the energy the Benban solar farm will produce during COP27, which is scheduled to last 2 weeks (assume there are 52 weeks in a year)?
(cost = power (kW ) x time (hours) x price (per kWh).
So value = 3, 800, 000, 000 kWh x 2/52 x 28.34 = £41,420,000.
Discussion – is that surprising?
Why might the quantity of electricity produced actually be different? (We started with an annual value, but the seasons and the weather will actually have an impact on how much is produced in a given week).

Optimising Flight Times

Post date 21 September 2022

Calculate the best flight time from A to B and reduce greenhouse gas emissions!

The table below represents a cross section through the atmosphere and gives wind speeds (in m/s) in boxes which are 200km long and 1km high.

Your task is to pilot an aircraft, which flies at 230m/s when it is flying in the less dense atmosphere higher than 5km, and 150m/s when it is flying in the more dense atmosphere lower than 5km, from A to B in the shortest time possible.

Remember, flying in the same direction as the wind increases your speed but flying against the wind slows you down.

Map your route on the chart below and then calculate the flight time!

Rules

You take off from the ground at A and land on the ground at B.
You can only climb, or descend, one box per 200km.
Give your final answer in hours and minutes.

Some students may find the following table useful:

Solutions for teachers

UK Energy Mix

Post date 21 September 2022

In this activity students use current data to investigate the UK’s energy sources.

Go to gridwatch.co.uk and use the table and the key at the bottom of the page to complete the following table. This website shows you where the UK’s electric power is coming from and what the total demand (use) is and has been over the past year.

(1 GW = 1 000 000 000W)

In some of the boxes, you may see a negative number – what does that mean?
What is the total net amount of power we are currently getting from France, the Netherlands, Belgium and Norway?
For the power generated in the UK, highlight all renewable energy sources.
What is the total amount of power we are currently generating from fossil fuels in the UK?
Looking at the graph headed ‘yesterday’, when would have been the best time to charge an electric car, if you wanted to use as much renewable power as possible? Why?
Looking at the graph headed ‘last year’ which season(s) have the most energy generated by solar energy?
Which season(s) have the most energy generated by wind energy?

Extension

By looking at the total energy demand, and the production by wind energy, what can you deduce is the purpose of gas turbines?

Can you see any correlation between wind output and gas turbine output?

Opportunity for Group Work

Make a poster or presentation showing what you have learned.

Cloud Cover and Light Levels

Post date 21 September 2022

In this activity, students will test the hypothesis that “When the clouds are darker, more of the Sun’s light has been scattered and so less light reaches the ground”

Advice for teachers

Ideally, this activity should be carried out over a week or longer. This could mean that different classes contribute towards collecting the data.

You will need

A smartphone or other device which has an inbuilt light meter (most do).
A light meter app. There are several freely available
A cloud colour chart printed out e.g. https://www.metlink.org/fieldwork-resource/does-it-always-rain-from-dark-clouds/ or other grey scale image

Advice

Only compare light levels recorded by the same device/ app. Why?
Always measure the light levels at roughly the same time of day. Why?
Try and hold your device flat in your hand, with the surface horizontal, every time you make a measurement. Why?

Extension

Draw a graph which shows light level against grey scale number

Questions

Is there any relationship between the amount of light reaching the surface of the Earth and the colour of the clouds?
Do your results support the hypothesis?
Write a paragraph or draw a cartoon explaining how the thickness of a cloud affects what colour it looks and how much light there is near the ground. Make sure you include the words ‘visible light’ and ‘scatter’.

Air Pressure and Height

Post date 21 September 2022

We can’t see or feel atmospheric pressure but rely on barometers to tell us how the pressure is changing.

Pressure changes with altitude. Changing weather patterns can also lead to changing atmospheric pressure.

For these exercises, you will need to download the phyphox app onto your phone or, if you are working in small groups, onto one person’s phone.

You will also need a tape measure (5m) and access to an open stairwell – the higher, the better!

Using the following information, calculate the theoretical atmospheric pressure at the surface of the Earth:

Total mass of the atmosphere: 5 x 10¹⁸kg

Radius of the Earth: 6370km (OR surface area of Earth = 5.1 x 10 ¹⁴ m²)
Gravitational field strength, g = 10 ms^-2

Pressure = force/ area
Pressure = mass x g/ (4 pi r²)
Pressure = (5 x 10¹⁸ x 10)/ (5.1 x 10 ¹⁴)
Pressure = 98057 Pa

Alternative units: 1hPa = 100 Pa
1 millibar (mbar) = 1 hPa

Now open the app and select pressure:

Now use the forward arrow to start measuring the pressure:

Record the current air pressure in your classroom in Pa __________________________________

What proportion of the theoretical atmospheric pressure you calculated above it this (express your answer as a percentage)?___________________________

Move to an open stairwell and complete the following table, using a tape measure to record the vertical distance you have ascended between each measurement you make. Make sure that you make your first measurement at floor level.

Now draw a graph of change in atmospheric pressure (dependent variable) against height (independent variable).

Complete the following sentence “A pressure change of 1hPa indicates an altitude change of ____m”.

Extension Questions
Many smart phones, watches etc. are equipped with pressure sensors so that they can be used to calculate altitude.

1) If you used a phone (in flight safe mode) to measure the pressure inside an aeroplane in flight, why won’t it give you an accurate indication of the height you are flying at?

2) You are on a many-day expedition to the Himalayan mountains and you are using the pressure sensor in your watch to tell you how high you are. Why would it not be safe to rely on this information?

(resources created from ideas on https://phyphox.org/)

Weather risk game

The Kelp Forest Initiative – Teachers Guide

CURRICULUM LINKS

STAGE RUNNING NOTES

Starter: Engage with the task for the lesson

Main Students interpret scientific diagrams

Students use results from an experiment to collect evidence for the idea

Students use information to explain how kelp forests can increase biodiversity

Action: Students provide feedback on the Earthshot idea

WEBLINKS

Reliable sources about kelp:

TECHNICIAN GUIDE:

The algal ball experiment

Related Resources...

Notes for Teachers

Data Sources:

Image Credit:

Related Resources...

In this resource linked to COP27 in Egypt, physics students explore renewable energy production.

Motivation/Outline

Lesson Introduction

Discussion points:

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