Sea Levels

Aim; To look at the different ways we can prevent climate change in the future.

How is sea-level rise going to affect us in NZ

What places will be affected?

Pacific Islands, Coastal areas, 

What else do we need to think about?

What other places around NZ will be affected?

What does this do to our drinking water?

The people who live on the coast's water supply in the ground will become salty water. 

What are the main concerns?

1.    People who live on the coast will have no homes. 
2. 
   

What can we do to prevent climate change?

What can we do?

1. Use more public transport.  (Create Less Carbon Dioxide) 
2. Walk to school (scooter, Bike) 
3.  Use fuel efficent veachels  (hybrid cars or Electric cars)

Curbing climate change

What is the one, silver bullet solution?

There is no silver bullet. 

What is the mix of things we need to start doing?

1.  Use renewable energy   
2.   Solar heating
3.  Stop using cars that depend on fossil fuels. 

What are 3 others you can think of?

1.  Use more public transport 
2.  Walking or biking instead of creating carbon dioxide 
3.  Recycle or reuse your things instead of putting them in the compost. 

Activities:

Carbon Footprint: 

Carbon Footprint explained

Dwelling
Water
Recreation
Heating and cooling
Electricity
Transportation
Food
Waste
Air Travel
Consumption

Colour 1: for actions, they are already doing 

Colour 2: for actions that they pledge to undertake in the future

Ecological Handprint The Ecological handprint builds on the concepts from the Carbon Footprint. We will look at the positive actions of:

1. Transportation
2. Community
3. Consumption
4. Water
5. Food
6. Home
7. Waste

1 Colour: For each action, you are already doing 

2 Colour: For each action, you would like to do in the future

WIND!

Extreme weather

Measuring weather.

Definitions:

1.  Anemometer:
2. Beaufort wind scale:

Materials 

1. 4x Plastic Dishes 

2. 2x Skewers 

3. Tape
4. Pencil

5. Pin 

Steps

1. Tape the Plastic dishes to The end of the skewers.

2. Tape the skewers together to make a cross.

3. Stick the pin through the tape in the middle and put it into the pencil. 

4. Go out to different spots in your area.

5. Count how many full spins it makes in each spot.

6. Use the Beaufort wind scale to learn what the speed of the wind is. 

Groups size: 5 
Roles:

• Timekeeper
• Counter
• Recorder
• Anemometer Manager
• Wind Manager

1. Mount the anemometer in a place that has full access to the wind from all directions.
2. When the timekeeper says "Go", the counter in each group will count how many times the marked cup passes them in one minute and write it down.
3. Repeat the above step four (4) times and record the number of spins on the chart.

FINDINGS

• Record how many times it spins and record it in the table below.

• You will need to time them and count the number of spins.

	Place name on school grounds	Number of Spins in 15 seconds
1.	Middle of Field	0
2.	Tennis Court Gate	0
3.	Old J Block	2
4.	Hill on The Quad	1

CONCLUSION:

I thought that the middle of the field would have the most spins but when we tested it I was shocked to know that it didn't do any spins at all. We ended up testing it again and holding it higher up so it would be easier for the wind to push it around but we got the same results as the first time. The old J block ended up with the most spins we held it up and the results we got were 2 spins within 15seconds. I think that this got the most wind because there was nothing blocking the wind in the direction that it was coming from. Also because right before we did the test I fixed one of the dishes that was facing the wrong way.

Wind

Beaufort Wind Scale

Beaufort Force	Wind Speed (KPH)	Spins	Indicators	Terms Used in NWS Forecasts
0	0-2	0	Calm; smoke rises vertically.	Calm
1	2-5	10	Shown by the direction of wind smoke drift, but not by wind vanes.	Light
2	6-12	40	The wind felt on face, leaves rustle; ordinary vanes moved by wind.	Light
3	13-20	80	Leaves and small twigs in constant motion; wind extends light flag.	Gentle
4	21-29	130	Raises dust and lose paper; small branches are moved.	Moderate
5	30-39	190	Small trees in leaf begin to sway; crested wavelets form on inland waters.	Fresh
6	40-50	250	Large branches in motion; whistling heard in telephone wires; umbrellas used with difficulty.	Strong
7	51-61	320	Whole trees in motion; inconvenience felt walking against the wind.	Strong
8	62-74	390	Breaks twigs off trees; generally impedes progress.	Gale
9	75-87	470	Slight structural damage.	Gale
10	88-101	550	Seldom experienced inland; trees uprooted; considerable structural damage occurs.	Whole gale
11	102-116	640	Very rarely experienced inland; accompanied by widespread damage.	Whole gale
12	117 or more	730+	Very rarely experienced; accompanied by widespread damage.	Hurricane

CLIMATE CHAOS ( The Water Cycle )

This week for Climate Chaos (science) we did an activity where we got a big sheet of yellow paper and a piece of paper with 10 hexagons with Scientific words on them. For this activity, we had to cut out the hexagons and then link them together if the scientific words on the hexagons were somehow linked.



These were the words that we thought were somehow linked.
Water Cycle & transpiration- Transpiration is a part of the water cycle.
Transpiration & Water Vapor & Evaporation - They are all the action of water rising in heat.
Water Vapor & precipitation - Water Vapor goes up and then it falls as rain,hail or snow(precipitation)
Precipitation & Acid Rain - When rain falls (precipitation) it can be Acidic ( Acid Rain )
Acid Rain & Carbon Dioxide - Carbon Dioxide can cause acid rain when it gos up into the clouds.
Precipitation & Condensation - Water forms clouds ( condensation )  then falls ( Precipitation )
Climate Change & Hurricanes - Climate Change Can make hurricanes form and appear more often.