Global Warming Lab

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Summary:

After learning about global warming yesterday, we did an experiment today that simulated the process. Students worked in groups of four and each group was the owner of two clear, plastic boxes. Each box represented an Earth, complete with land, water, ice caps, and a thermometer to measure the Earth’s temperature. We also used a light to simulate the sun and we kept track of the temperature of each Earth as time passed.

Every two minutes, students would read one of the lab’s event cards, do what it said, and then wait for the temperature of their Earths to adjust. Then they would read the thermometer and move on to the next event card. At first, the two Earth’s showed the same pattern; students put the the lid on, began to cover some of the holes with tape, and the temperature of the boxes rose. But toward the end of the lab, the path of Earth #2 diverged. They stopped covering the holes with tape. They prevented the melting of the ice caps. They stopped polluting. And Earth #2 had a different ending. It actually cooled down! I’m hoping this lab gave students a more hopeful outlook after yesterday’s doom and gloom. But at the very least, it is a nice simulation of the greenhouse effect. Let us hope that we’re living on Earth #2.

*If you don’t have access to clear, plastic boxes, try a cardboard box. You can cut some large holes on one side and cover the top in saran wrap (to let the light in).

Resources:
May 15 – Global Warming Lab (pg704).docx
May 15 – Global Warming Lab Event Cards.docx

Global Warming Explained

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Summary:
Students today heard a guest-lecture from Will Daniels, a friend of mine who received his PhD in climate science from Brown University. His topic? Global Warming. Will broke down the case for Global Warming into four main arguments:

1. The Earth is warming rapidly.
2. Greenhouse gases in the atmosphere trap heat.
3. Humans produce large amounts of greenhouse gases.
4. The consequences will be harmful to humans.

His PowerPoint (which can be downloaded at the link below) did not specifically tell students what to believe. And it didn’t explicitly connect the dots between each of the four arguments. Instead, he allowed students to connect the dots themselves. And for most, the connections were obvious. Yes, the Earth is getting warmer. Yes, greenhouses gases make a planet warmer. Yes, we are adding a lot of greenhouses gases to our atmosphere. And yeah, it’s going to suck.

Resources:
May 14 – Global Warming Explained (pg703).pptx

The Tragedy of the Commons

Adapted from Garrett Hardin’s 1968 article published in “Nature.”

Planet Earth gives us everything we need. Food. Water. Space to live. Comfortable temperatures. But on a limited planet, as human population goes up, the amount of resources available to each person goes down. Our world can only support a certain number of people; therefore, the human population will eventually need to stop growing. And when this occurs, what will the situation be for mankind? Specifically, can Bentham’s goal of “the greatest good for the greatest number” be realized?

The answer is “no.” The reason comes directly from scientific fact. To live, any organism must have a source of food. This food serves two purposes. The first is keeping you alive. To simply keep the heart pumping, humans require about 1600 Calories per day. For anything past that, they need extra food. Some people use these extra calories to go to work; others go to school. But these “extra calories” are also required for all forms of enjoyment, from swimming and automobile racing to playing music and writing poetry. So if our goal is to maximize the human population it is obvious what we must do: We must limit these “extra calories” so that there is more food available for others. No gourmet meals, no vacations, no sports, no music, no literature, no art. I think that everyone will grant that maximizing population does not achieve Bentham’s goal.

The ideal population is, then, less than the maximum. The human population must be kept under certain limits. And yet, there are 7,500,000,000 humans on Earth. By 2050, there are expected to be over 9,600,000,000 of us. So how is it that we can all agree on what needs to be done, and do almost nothing about it? How can we fail so miserably at protecting our planet, our one source of food, our one and only home?

The Tragedy of the Commons:
An answer can be found in a little-known pamphlet written in 1833 by a mathematician named William Forster Lloyd. We now call it “The Tragedy of the Commons.” And we use the word “tragedy” as philosophers use it: “A somber theme carried to a tragic or disastrous conclusion.”

The Tragedy of the Commons develops in this way. Picture a pasture that is shared by an entire village. Each day, the village farmers bring their cattle to the common area, so that the cows can eat. Some farmers are only able to afford one cow; others might bring five. Either way, in a large pasture, there is plenty of grass to go around. Such an arrangement could work well for hundreds of years if the number of cows was kept relatively low.

But, as a rational human being, each farmer will seek to maximize his gain and feed as many cows as possible. He will ask himself “What are the consequences of me of adding one more cow to my herd?” And of course, there is one positive and one negative result.

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  1. The positive result is that the farmer gets to support one more animal, which he can either sell, or eat, or use for milk.
  2. The negative result is the overgrazing created by one more animal. Another animal means a bit less grass for all the others. But this negative effect doesn’t go directly to the farmer; it is shared by the entire village. If the grassland is destroyed, the whole village will be affected.

When he considers both sides, the rational farmer concludes that the only sensible course for him to pursue is to add another cow to his herd. For him, the benefits outweigh the costs. So he adds another, and another, and another…

Unfortunately this is the same conclusion reached by every farmer sharing the commons. And therein lies the tragedy. Each man is locked into a system that encourages him to increase his herd without limit – in a world that is limited.

The logic of the commons has been understood for a long time, perhaps since the invention of private property. But it is understood only in special cases. Even today, cattle farmers in the western ranges demonstrate only a limited understanding; they constantly pressure the government to increase the head count (the amount of cattle they are allowed to own) to the point where overgrazing has ruined many fields and pastures. In a similar way, the oceans of the world continue to suffer from the Tragedy of the Commons. Maritime nations still argue for “the freedom of the seas.” Professing to believe in the “unlimited resources of the oceans,” they bring species after species of fish and whales closer to extinction.

Pollution:
In a reverse way, The Tragedy of the Commons reappears in problems of pollution. Here it is not a question of taking something out of the commons, but of putting something in – sewage or chemicals into water, and poisonous fumes into the air. But the calculations are much the same as before. The rational man finds that it is cheaper to release his pollution into the ocean than it is to clean it up. So the oceans continue to get dirtier and dirtier each year. And since this is true for everyone, we are locked into this system of “fouling our own nest,” so long as we behave only as independent, short-term thinkers.

In the case of cattle overgrazing, The Tragedy of the Commons can be avoided through private property. You use fences to divide the grasslands into sections, so that each farmer is affected by his own actions only. But how does one fence off the oceans? And how can we divide up the air?  In such cases, the Tragedy of the Commons must be prevented by different means.

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But remember, the pollution problem is a direct consequence of population. It didn’t really matter how a lonely cave man disposed of his waste. “Flowing water purifies itself every 10 miles,” my grandfather used to say, and the myth was essentially true when he was a boy, because there were not so many people. But as cities became more crowded, the natural purification systems of the rivers became overloaded. Today, not one of the major rivers of New York City is safe for fishing or swimming.

The Tragedy of the Commons is involved in our overpopulation problem as well. In a more primitive world, how many children a family had would not be a matter of public concern. Parents who had too many children would leave fewer descendants, not more, because they would be unable to take care of all their children. David Lack and others have observed such effects with the reproduction of birds. But men are not birds. When men overbreed, we look to our neighbors, or to the government for help. Our good nature keeps our population growing.

Mutual Coercion Mutually Agreed Upon:
In order for people to solve such global problems, there must be coercion, or pressure, of some sort. Consider bank-robbing. The man who takes money from a bank acts as if the bank were a commons. But how do we prevent such action? Certainly not by trying to appeal to the robber’s sense of responsibility. Instead, we make laws.

The morality of bank-robbing is easy to understand because we can all see the negative effects of such an action. We are willing to say “Thou shalt not rob banks,” without exception. But such restraint can also be created by other means, through something like taxes. To keep downtown shoppers restrained in their use of parking spaces we introduced parking meters for short periods, and traffic fines for longer ones.

To say that we mutually agree to coercion is not to say that we are required to enjoy it, or even to pretend we enjoy it. Who enjoys taxes? We all grumble about them. But we accept taxes because we recognize all the good that they do too. Taxes pay for our roads, for our schools, for our police, and our firemen. In a way, we pay these taxes to escape the Tragedy of the Commons.

Recognition of Necessity:
Perhaps the simplest summary of man’s problems is this: our commons (whether they be grasslands, rivers, the air, or the ocean) can be shared only under conditions of low-population. And as the human population has increased, these commons have had to be abandoned in one case after another.

First we abandoned the commons in food gathering, enclosing farm land and restricting hunting and fishing areas. Later we saw that the commons as a place for waste disposal would also have to be abandoned. Limits on the disposal of sewage are widely accepted in the Western world; we are still struggling today to close the commons to pollution by automobiles, factories, pesticide sprayers, and power plants.

Every new restriction of the commons involves the sacrifice of someone’s personal liberty. Sacrifices made in the distant past are accepted because we are used to them; no one complains about not being able to rob a bank. It is the newly-proposed laws that we vigorously oppose. Cries of “violated rights” and “freedom” fill the air. But what does “freedom” mean? When men mutually agreed to pass laws against bank robbing, we became more free, not less so.

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And yet we hesitate to limit the amount of cattle that farmers are allowed to own. We hesitate to prevent the clearing of Earth’s forests. We hesitate to police the fishing of the oceans. And the lesson we must now recognize, is the necessity of abandoning the commons in breeding. No technical solution can rescue us from the misery of overpopulation. Freedom to breed will bring ruin to all. It is painful to admit. Saying this, one feels as uncomfortable as a resident of Salem, Massachusetts, who denied the existence of witches in the 17th century. But in both cases, we speak the truth.

The only way we can preserve and nurture other, more precious freedoms is by giving up the freedom to overbreed, and that very soon. “Freedom is the recognition of necessity,” Hegel said — and it is the role of education to reveal the necessity of abandoning these freedoms. And it will be the role of teamwork, people working together, to make it so. Only then can we put an end to The Tragedy of the Commons.

Resources:
May 4 – The Tragedy of the Commons (pg702).docx

The Fishing Lab

CFL

Summary:
We began Unit 7 today with one of my favorite lessons: The Fishing Lab. It used to be called the Candy Fishing Lab, but recently I have become more health conscious and switched to using goldfish. Not actual goldfish. I mean the Pepperidge Farm crackers. Yuck! That would be gross.

The goal of the lab is simple: survive until the end of the game. But accomplishing that goal is not so simple. Each “day” students walked up to their group’s “fish pond” and took a few “fish.” What they don’t fully understand was that their pond works just like one in nature; the more fish they took, the fewer would be left behind to reproduce. On the first attempt, most groups fished their ponds to extinction. No fish for you!

However, after they were educated about how the fish reproduce, most groups got it right the second time around. Taking just one fish each day, students were able to survive while allowing the fish in their pond to repopulate. Needless to say, there were a lot more smiling faces afterward. The lesson was clear, using resources sustainably requires education and teamwork. This lesson can also be applied to real-world problems like over-fishing, littering, and deforestation. And it’s a great introduction to tomorrow’s lesson: The Tragedy of the Commons.

Resources:
May 3 – The Fishing Lab (pg701).docx
May 3 – The Fishing Lab and the Tragedy of the Commons.pptx
May 3 – The Fishing Lab Directions for Teachers.docx

Unit 6 Test

u6test

Summary:
We wrapped up Unit 6 today with our unit test. Questions covered everything from density to convection to wildfires to earthquakes. A few students seemed to struggled, but most did well. And overall the scores looked pretty good. Next week we will move on to our final unit of the year, and the most important, Unit 7: Environmental Science.

Resources:
April 17 – Unit 6 Test (pg618).docx

Review Day

Showdown

Summary:
Today was a half-day, so we played a quick review game called Showdown. It may be the simplest review game of all time. Students got out their binders and flipped through all of the pages in Unit 6. They alternated asking each other questions. If their partner got the question right, that partner earned a point. Students kept tallies of their score over the course of the game. And at the end of the game a prize was awarded to the winner. Tomorrow we will take the Unit 6 Test.

Resources:
None

 

Forces of Nature – Day 4

Day 1Day 2Day 3 — Day 4 —

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Summary:

Today was the fourth and final day of the Forces of Nature project. And we saved the best for last. Flooding is the most common and most expensive natural disaster in the United States. But there was nothing common about what happened in Oroville, California back in February of 2017. Today’s challenge was based on the near-disaster from last winter. “Dear FEMA, we have a crisis here in Oroville, California and need your response immediately. After about a week of heavy rain, Lake Oroville is at an all-time high water mark. If we don’t drain the lake we are afraid the dam will burst.”

Students entered class today and were presented with a lengthier version of the email above. They were asked to do three things: solve the spillway problem, plan the town’s evacuation, and predict incoming weather patterns. For most groups, it was a close call. The incoming rain storm was 3-4 days away, leaving just enough time to drain the lake. By opening the emergency spillway and leaving the regular spillway on low, they were able to keep the lake’s water level from getting dangerously high. Meanwhile, most they planned an evacuation to nearby cities like Sacramento, Chico, and Yuba City. In real life, the dam in Oroville never burst. It didn’t end up being the disaster that some predicted. But it was a clear example of why we study the topics in Unit 6. Earth’s systems can be a matter of life or death.

Resources:
April 14 – Letter, Maps, etc.zip