Showing posts with label ENVIRONMENT. Show all posts
Showing posts with label ENVIRONMENT. Show all posts

Monday, 28 June 2021

Carbon dioxide peaks near 420 parts per million at Mauna Loa observatory.


 https://research.noaa.gov/article/ArtMID/587/ArticleID/2764/Coronavirus-response-barely-slows-rising-carbon-dioxide

Atmospheric carbon dioxide measured at NOAA’s Mauna Loa Atmospheric Baseline Observatory peaked for 2021 in May at a monthly average of 419 parts per million (ppm), the highest level since accurate measurements began 63 years ago, scientists from NOAA and Scripps Institution of Oceanography at the University of California San Diego announced today. 

Scripps’ scientist Charles David Keeling initiated on-site  measurements of carbon dioxide, or CO2, at NOAA’s weather station on Mauna Loa in 1958. NOAA began measurements in 1974, and the two research institutions have made complementary, independent observations ever since. 

In May, NOAA's measurements at the mountaintop observatory averaged 419.13 ppm. Scientists at Scripps calculated a monthly average of 418.92 ppm. The average in May 2020 was 417 ppm.

Pieter Tans, a senior scientist with NOAA’s Global Monitoring Laboratory, noted that CO2 is by far the most abundant human-caused greenhouse gas, and persists in the atmosphere and oceans for thousands of years after it is emitted. 

“We are adding roughly 40 billion metric tons of CO2 pollution to the atmosphere per year,” said Tans. “That is a mountain of carbon that we dig up out of the Earth, burn, and release into the atmosphere as CO2 - year after year. If we want to avoid catastrophic climate change, the highest priority must be to reduce CO2  pollution to zero at the earliest possible date.” 

CO2 pollution is generated by emissions from carbon-based fossil fuels used for transportation and electrical generation, by cement manufacturing, deforestation, agriculture, and many other practices. Along with other greenhouse gases, CO2 traps outgoing heat from the planet’s surface that would otherwise escape into space, causing the planet’s atmosphere to warm steadily.

While the year-to-year increase of 1.8 ppm in the May CO2 peak was slightly less than previous years, CO2 measurements at Mauna Loa for the first five months of 2021 showed a 2.3 ppm increase over the same five months of 2020, close to the average annual increase from 2010 to 2019. There was no discernible signal in the data from the global economic disruption caused by the coronavirus pandemic. 

What is the Keeling Curve?

The highest monthly mean CO2 value of the year occurs in May, just before plants in the northern hemisphere start to remove large amounts of CO2 from the atmosphere during the growing season. In the northern fall, winter, and early spring, plants and soils give off CO2, causing levels to rise through May. Charles David Keeling was the first to observe this seasonal rise and subsequent fall in CO2 levels every year, a dynamic which is now known as the Keeling Curve. Keeling was also the first to recognize that despite the seasonal fluctuation, CO2 levels were rising every year. In fact, every single year since the start of the measurements CO2 was higher than the preceding year.

Keeling’s son, geochemist Ralph Keeling, runs the Scripps program at Mauna Loa. 

"The ultimate control knob on atmospheric CO2 is fossil-fuel emissions,” said Ralph Keeling. “But we still have a long way to go to halt the rise, as each year more CO2 piles up in the atmosphere. We ultimately need cuts that are much larger and sustained longer than the COVID-related shutdowns of 2020."

Mauna Loa measurements take the pulse of Earth’s atmosphere

Perched on a barren volcano in the middle of the Pacific Ocean, the Mauna Loa observatory is a benchmark sampling location for CO2. It’s ideally situated for sampling well-mixed air- undisturbed by the influence of local pollution sources or vegetation, producing measurements that represent the average state of the atmosphere in the northern hemisphere. 

The Mauna Loa data, together with measurements from sampling stations around the world, are incorporated into NOAA’s  Global Greenhouse Gas Reference Network, a foundational research dataset for international climate scientists and a benchmark for policymakers attempting to head off the impacts of climate change.

The atmospheric burden of CO2 is now comparable to where it was during the Pliocene Climatic Optimum, between 4.1 and 4.5 million years ago, when CO2 was close to, or above 400 ppm. During that time, sea level was about 78 feet higher than today, the average temperature was 7 degrees Fahrenheit higher than in pre-industrial times, and studies indicate large forests occupied areas of the Arctic that are now tundra. 

In February, the United States officially rejoined the Paris Agreement on climate change, an international treaty signed by 196 countries that have committed to limiting global warming and avoiding its potentially destabilizing impacts.

Yet, as the measurements from Mauna Loa show, despite decades of negotiation, the global community has been unable to meaningfully slow, let alone reverse, annual increases in atmospheric CO2 levels. 

“The solution is right before our eyes,”said Tans. “Solar energy and wind are already cheaper than fossil fuels and they work at the scales that are required. If we take real action soon, we might still be able to avoid catastrophic climate change.”

For more information, contact Theo Stein, NOAA Communications, at theo.stein@noaa.gov.


Tuesday, 21 April 2020

DÍA DE LA TIERRA.

https://teachersforfuturespain.org/dia-de-la-tierra/


El 22 de abril se celebra el Día de la Tierra y este año nos pilla a todos confinados por la pandemia de coronavirus. Una enfermedad zoonótica que demuestra el estrecho vínculo que existe entre nuestra salud y la del planeta.

 La emergencia sanitaria se suma a la larga lista de desastres medioambientales de los últimos meses : incendios forestales devastadores de la Amazonia, la Tundra o Australia, los mayores registros de calor terrestre, la plaga de langostas en el este de África..

Los expertos apuntan a una relación de causa/ efecto entre la pérdida de biodiversidad y el aumento de casos de zoonosis (cuando un virus animal infecta a humanos). El
cambio climático, los cambios provocados por el hombre en la naturaleza, así como los crímenes que perturban la biodiversidad, como la deforestación, el cambio de uso del suelo, la producción agrícola y ganadera intensiva o el creciente comercio ilegal de vida silvestre, pueden aumentar el contacto y la transmisión de enfermedades infecciosas de animales a humanos .
No lo explica Fernando Valladares, doctor en Ciencias Biológicas por la Universidad Complutense de Madrid, profesor de investigación en el CSIC y profesor asociado de la Universidad Rey Juan Carlos, en Madrid.





El informe del Programa de Medio Ambiente de la ONU sobre el progreso de la Acción Climática no es nada halagüeño . (Enlace al informe interactivo) pero más que nunca necesitamos un cambio hacia una economía más sostenible que funcione tanto para las personas como para el planeta…


BUSCANDO RETAZOS DE NATURALEZA

Celebrar el Día de la Tierra es una invitación a realizar una actividad al aire libre y en contacto con la naturaleza pero como las circunstancias no lo permiten, seguiremos los consejos deRachel Carson (considerada la primera ecologista) : 
«Estés donde estés y sean cuales sean tus recursos, siempre puedes alzar la vista y contemplar el amanecer o el crepúsculo, las nubes o las estrellas en la noche. Reflexionar sobre el misterio de una semilla en crecimiento plantada en una maceta en la cocina»
Desde nuestras casas aprovechemos los pequeños recursos que tenemos a nuestro alcance para acercarnos la naturaleza .
Aquí van algunas ideas , pero seguro que tenéis muchas más :
  • OBSERVAR DESDE LA VENTANA : aves, nubes, la vegetación que haya…
  • EL TIEMPO 
    – Anotar temperatura en distintos momentos del día, observar la trayectoria del sol …
    – Identificar el tipo de nubes
    – Fabricar un reloj solar
     Experimentos meteorológicos
  • AVES 
    – Observar y escuchar las aves para intentar identificar algunas gracias a estas herramientas : 
    1. Guía de aves de SeoBirdLife 
    2. Sonogramas de Carlos de Hita
    – Atraer algún pajarito fabricando un comedero o un bebedero (Hay mil tutoriales en la web. 
    Cuidado de no colocarlos demasiado cerca de las ventanas para que los reflejos del cristal no los deslumbre.
  • PLANTAS , sí podemos plantar 🙂
    – Podemos conseguir semillas en casa, por ejemplo de pimiento, aguacate, limón, manzana, pera, legumbres…
    – Cultivar brotes comestibles 
    – Si tenemos en casa plantas suculentas y crasas es el momento de ver cómo se reproducen.
    – Cuidar macetas con aromáticas. 
    – Brotar un tallo de zanahoria o de apio, una cebolla, unos dientes de ajo… 
    – Repicar geranios, cintas….
    – Preparar esquejes (potos, planta del dinero, purpurina…).
    – Hacer compost en una botella
  • DOCUMENTAR 
    – Las observaciones del tiempo o los cultivos en un diario con dibujos, fotos y comentarios.
    – Elaborar fichas informativas de las plantas de casa para saber qué cuidados necesitan…
    – O de las aves que han identificados.

UN PASEO VIRTUAL POR LA TIERRA

La tecnología nos brinda también recursos para dar un paseo virtual por el planeta : imágenes 360º, Timelapse, Webcams, vídeos informativos y algún que otro itinerario de Google Earth pueden dar pie a plantear actividades para nuestros alumnos .
Nos ha gustado especialmente este paseo virtual por un bosque porque es realmente una inmersión en un bosque finés que han enriquecido con alguna pildorita informativa acerca de la fauna y flora del lugar. (Altamente relajante y recomendado.) 

¡¡REALIZA ALGUNA DE ESTAS ACTIVIDADES, O HAZ ALGUNA PROPIA!!!
ENVÍALO A MI CORREO, CONSEGUIRÁS UNA BUENA RECOMPENSA 
🤗🤗🤗🤗🤗🤗🤗

Wednesday, 8 January 2020

How much water do we consume at home?

You will conduct a study on water comsumption in your house.
1. Record all the activities that your family does at home that involves water expenditure.

2. Calculate the total water used per activity during a week using this table:

                               ACTIVITY                      CONSUMPTION (L)
                         
                           Taking a shower                       20-40
                           Washing hands                           1.5
                           Flushing the toilet                      20-40
                           Home cleaning                             10
                           Dishwasher                                200
                           Hand washing                             4-6
                           Laundry                                      200
                           Eating and drinking/ day            3-6

3. Calculate the percentage of water consumed in your house in each activity and draw a bar chart with the data obtained.


4. Conclusions: Which activities use up more water?
                           Which use less water?
                          How much water is used in your house per person?
                           In which activities could you reduce water consumption?
                           Propose measures to reduce water consumption in your homes.

5. You can calculate your ecological footprint water; http://goo.gl/GFmjPm






https://aqualiaeduca.com/sala-de-cine/






Tuesday, 10 December 2019

Monday, 2 December 2019

Measure what you treasure. Your ecological footprint.


https://www.footprintnetwork.org/

Humans use as much ecological resources as if we lived on 1.75 Earths. The Ecological Footprint is the only metric that compares the resource demand of individuals, governments, and businesses  against what Earth can renew.

Sunday, 17 November 2019

Climate and the Carbon cycle. Questionnaire.

A. Climate and the Carbon cycle I




  1. How do the carbon cycle, climate and the environment influence each other?
  2. How does the carbon cycle regulate the temperature of Earth's atmosphere? 
  3. Will carbon dioxide continue to rise, and if so, what can we do about it?

BLiving in a Carbon World Part D: Fossil Fuels, Hydrocarbons and CO2





4. Click on the links below to view the graphs    and watch the video.

  1. Graph 1: Illustrates the amount of CO2emissions moving into the atmosphere from the combustion of the three most important fossil fuels: oil, gas, and coal from 1880-2004.
  • Graph 2 and Graph 3: Go to NASA's Global Climate Change - Vital Signs of the Planet to investigate changes in atmospheric CO2data. 
    • Graph 4: Go to NASA's Vital Signs for Global Land-Ocean Temperature Index. This data represents temperatures that are above or below a 30 year average of temperature measurements taken from 1950-1980.
    • Graph 5: 1000 years of Fossil Fuels allows you to compare trends in three datasets: fossil fuels, CO2 and temperature.
    • Video 1: NASA, a year the life of Earth's CO2 . In this video animation, NASA scientists have compressed a year's worth of CO2 data into one year. Can you identify the three areas of the world producing the most CO2?

    5. Describe how combustion can move carbon atoms from being stored deep in the ground to the atmosphere.
    6.  Identify and explain at least one piece of evidence supporting or refuting the claim that humans are changing the carbon chemistry of the atmosphere.

    C. CARBON ON THE MOVE!



    7. Examine the terrestrial food web image, taking time to follow the carbon. Remember that carbon atoms move as part of a carbon compound, not as single atoms.
    8. Then, check your understanding of how carbon moves through food webs by answering the Checking In  questions.
    9 Examine the Terrestrial Carbon Cycle food web diagram again. Describe how the carbon atoms in carbon dioxide molecules originally found in the atmosphere can end up in a coyote. Use a diagram to help you explain your answer if you need to.


    D.  Living in a Carbon World



    Part A: Trees - The Carbon Storage Experts


    10. Write down ideas of where you think the mass of the Giant Sequoia tree comes from as it grows and then create a class list of all possible ideas.

    11Compare and discuss people's hypotheses from the video with your class's ideas about where the mass of a tree comes from.
    • Which items on both lists are misconceptions about how a tree grows and adds mass.
    • Where does a tree actually get most of its mass from?

    12. Checking In



    1. Where do you think the carbon atoms in the glucose molecule originally came from? Choose all that apply.
    2. Where do you think the carbon atoms in the cellulose molecule originally came from? Choose all that apply.


    5.     Where do you think the carbon atoms in the cellulose molecule originally came from? Choose all that apply.

    13.  Checking In

    Check your understanding of where carbon goes once it enters a tree by answering the questions below. Check all that apply.
    1. Carbon dioxide (CO2) in the air enters a tree via the process(es) of .......?

    2. Once CO2 enters the leaves of a tree, the carbon atoms can eventually move to........?

    3. Under which of the following conditions would a tree add biomass and grow?

    4. Carbon atoms get stored in new organic carbon compounds created by what process?

    5. The source of a tree's biomass is mostly from...?

    5. Checking In

    Check your understanding of where carbon goes once it enters a tree by answering the questions below. Check all that apply.
    1. Carbon dioxide (CO2) in the air enters a tree via the process(es) of .......?

    2. Once CO2 enters the leaves of a tree, the carbon atoms can eventually move to........?

    3. Under which of the following conditions would a tree add biomass and grow?

    4. Carbon atoms get stored in new organic carbon compounds created by what process?

    5. The source of a tree's biomass is mostly from...?

    Stop and Think

    14. : Using the tree diagram above to help you, explain why trees (and all plants) represent a small but complete carbon cycle. Draw your own diagram to help you illustrate your answer.
    Part B: Carbon Storage in Local Trees

    15. Why should we care about how much carbon a tree stores?

    16. Lab investigation: How Much Carbon is Stored in a Local Tree?

              a. Calculate the approximate mass of carbon atoms stored in your tree in kilograms(kg). 
             b.  Scientists have determined that 1 kg of carbon is equivalent to approximately 3.67 kg of CO2. Thus, multiplying the carbon stored (kg) in your tree by 3.67 will give you an approximate measure of CO2 taken in via photosynthesis and stored in the tree. 

    Checking In

    How many kg of CO2 did your single local tree remove from the atmosphere and store in its biomass?

    17. Explain how planting and growing more trees could mitigate this warming trend in global temperature.